英语听说教学属于英语教学中的一种，并在英语教学中占有非常重要的位置，而听说课也是近年来教招英语面试考试中出现频率较高的考查形式，可测出考生的教学设计能力和英语表达能力。因此设计好一堂听说课是考生在面试中取得成功的第一步。本篇以牛津版初二上学期Unit 5 Wild Animals听说课为例进行听说课设计，该教学设计贴合学生的实际生活，旨在提高学生的听说能力及小组合作等各方面能力。
Greeting:
Good morning, my dear judges! I’m No.2. It’s my great honor to have this opportunity to share my lesson with you. Today my topic is “Unit 5 Wild Animals”. And my presentation consists of the following aspects:
1 Analysis of teaching materials
This lesson is from part A of Unit 5 in the first volume of grade 8, Oxford Shanghai Edition, the listening and speaking part. And the main content of this lesson is about different kinds of wild animals. Through this lesson, students can get familiar with more wild animals.
2 Analysis of students
Students are in Junior Two. They have strong curiosity and thirst for new things and are willing to express themselves. But their words and phrases are limited, and their listening and speaking ability need to be improved, thus I am going to use different methods to help them get improved.
3 Analysis of teaching aims
According to the new curriculum standard of English, the teaching materials and the present situation of my students. I set the three-dimensional aims as follows：
(1) Knowledge aims:
Students can grasp some new words of wild animals, such as dolphin, giant panda, squirrel and zebra.
Students can master the usage of the sentence patterns: “What wild animals do you like best?” “I like ... best”.
(2) Ability aims:
Students can get the main idea of the conversation through listening.
Students can express their best wild animals with the new sentence patterns.
(3) Emotional aims:
Students will arouse their interest in wild animals.
Students can cooperate with other group mates actively, and complete the tasks together.
4 Analysis of teaching key points and difficult points
Key points:
Students can get familiar with the new words of wild animals and the new sentences.
Students can get more information about different kinds of wild animals.
Difficult Points:
Students can hold different views on their best wild animals when cooperating with others.
5 Analysis of teaching methods and learning methods
To help students achieve the teaching aims much better and easier, I’ll mainly use “Task-based teaching method” and “Communicative language teaching method” as teaching methods. As for the learning methods, I will use cooperative learning methods, leading them to communicate in groups so as to become the real host of the class.
6 Analysis of teaching aids
To interest my students, I will use pictures, tape recorder and PPT as my teaching aids.
7 Analysis of teaching procedures
This is the most important part in this design, which can be divided into following steps:
Step 1 Warming-up
After greeting, I will show students some pictures of wild animals that they know, such as panda, tiger and so on, then ask them to guess the names of those animals and how much students know about them, so as to lead students to say that they are all wild animals.
In this way, I can naturally lead the topic of “wild animals” and students’ interest can be well aroused.
Step 2 Pre-listening
Before listening, I will show students other pictures of wild animals that they are going to learn, such as dolphin, giant panda, squirrel and zebra, and lead them to learn those new words. Then ask students to say something about those wild animals in section A.
In this part, students can get to know those new words and share their understanding of those wild animals.
Step 3 While-listening
In this part, students will listen to the tape twice, first doing the extensive listening in 5 minutes and second doing the intensive listening in 10minutes, and finish tasks.
1. Extensive listening
As for extensive listening, I will lead students to listen to the tape of the conversation in section B once, and answer the following question:
How many people are talking in this conversation and who are they?
During this activity, students can improve their extensive listening skills.
2. Intensive listening
As for intensive listening, I will let students listen to the tape again carefully in 10 minutes and answer the following questions:
(1) What wild animals does Kitty like best, and why?
(2) What wild animals does Simon like best, and why?
(3) What wild animals does Peter like best, and why?
And then finish the task of T/F:
(1) Monkeys are the kings of the animals world.( )
(2) Pandas are Simon’s favorite animals.( )
During this activity, students can get more detailed information of this passage with learning the new sentence patterns “What wild animals do you like best?” “I like... best”, and their intensive listening skills can be improved.
Step 4 Post-listening
Through all listening parts, students can get the key points of this lesson, so I would like to lead students to make a survey within 8 minutes in group of four talking with the new sentence patterns “What wild animals do you like best?” “I like... best”, and ask one student of each group to share their survey result within 7 minutes.
In this part, students can consolidate the sentence patterns they’ve learned in this class by expressing their own viewpoints with them. Moreover, this survey can improve students’ speaking abilities and achieve students’ emotional aims to increase their interest in wild animals and to be willing to cooperate with others together.
Step 5 Summary and homework
After all the activities, I will invite one student to summarize what we have learned today.
After class, I will give students the homework that they should search more information about wild animals and ask them to share their findings next class.
8. Blackboard design
The main information is demonstrated on the blackboard and its logic is clear.
