教资笔试初中英语科三教学设计题目示例之口语教学

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预约享全项目备考资料

　　一、英语课程标准对口语教学的要求

　　《义务教育英语课程标准(2011年版)》对初中学生应达到的口语技能的分级目标做了细致的描述。

级别	技能	目标描述
五级	说	1. 能就简单的话题提供信息，表达简单的观点和意见，参与讨论； 2. 能与他人沟通信息，合作完成任务； 3. 能在口头表达中进行适当的自我修正（self-correction）； 4. 能有效地询问信息和请求帮助； 5. 能根据话题进行情景对话（situational dialogues）； 6. 能用英语表演短剧（perform English plays）

　　二、口语课教学过程及各环节活动设计

　　步骤一(step 1)：热身/导入(Warming up/Lead-in)

　　目的：激发兴趣、建立新旧知识之间的联系、引出内容。

　　主要活动：看图片、视频、听歌曲、猜谜语、头脑风暴等。

　　步骤二(step 2)：说前(Pre-speaking)

　　目的：帮助学生大概了解本节课的主题，激活背景信息知识，激发说的兴趣。

　　主要活动：头脑风暴、情景对话、猜谜语。

　　步骤三(step 3)：说时(While-speaking)

　　目的：熟悉教学内容，通过多种教学活动，尽可能多地让学生开口练习。

　　主要活动：全身反应法、视听法、角色扮演、情景对话。

　　步骤四(step 4)：说后(Post-speaking)

　　目的：在练习充分的基础上，合理利用任务型教学法，完成分析任务和输出任务。

　　主要活动：看图说话;角色扮演;概括要点;复述或转述;表达简单的个人观点等。

　　步骤五(Step 5)：课堂小结(Summary)

　　学生总结知识点，教师进行必要补充，进行情感态度与价值观的升华。

　　步骤六(Step 6)：作业布置(Homework)

　　目的：根据授课内容进行课后巩固，提高学生交际意识。

　　形式：书面作业：各种教材中的练习题，编写小对话;口头作业：小调查，手工制作等。

　　三、【范例】15下试题

　　根据提供的信息和语言素材设计教学方案，用英文作答。

　　设计任务：请阅读下面学生信息和语言素材，设计一个15分钟的口语教学活动。教案没有固定格式，但须包含下列要点：

　　. Teaching objectives

　　. Teaching contents

　　. Key and difficult points

　　. Major steps and time allocation

　　. Activities and justifications

　　教学时间：15分钟。

　　学生概况：某城镇普通中学初一年级第一学期学生，班级人数40人，多熟学生已达到《普通初中英语课程(实验)》二级水平，学生课堂参与积极性一般。

　　语言素材：

　　Dear Jenny,

　　I am very busy on Friday. At 8:00 I have math. It is not fun. The teacher says it is useful, but I think it is difficult. Then at 9:00 I have science. It is difficult but interesting. At 10:00 I have history. After that, I have PE. at 11:00. It is easy and fun. Lunch is from 12:00 to 1:00, and after that we have Chinese. It is my favorite subject. Our Chinese teacher Mrs. Wang is great fun. My class finishes at 1:50, but after that, I have an art lesson for two hours. It is really relaxing! How about you? When are your classes? What is your favorite subject?

　　Your friend

　　Yu Mei

　　【参考答案】

　　Teaching contents: A letter from Yu Mei to her friend Jenny about her school life on Friday.

　　Teaching objectives:

　　1. Knowledge objective:

　　Students can learn to read and use some descriptive adjectives used to express their opinions about different subjects, like useful, difficult, and interesting and so on.

　　2. Ability objective:

　　Students can exchange their ideas with each other by applying the sentence patterns “Do you like...? Yes, I like..., because ... / No, I don’t, because...” in real situations.

　　3. Emotional objective:

　　Students get a better understanding of time management and features of different subjects by talking about this topic.

　　Teaching key point:

　　Make use of the key sentence patterns in listening and speaking activities.

　　Teaching difficult point:

　　Some new words may be difficult for students to understand, such as useful. Use them in real life.

　　Teaching procedure:

　　Step 1: Lead in (1 minute)

　　Greeting and Free talk: The teacher asks students some questions: What day is it today? What subjects/classes do you have today? Do you like...? Why do you like...or why not?

　　(Justification: Students review some phrases and sentence patterns about likes and dislikes they already know, which prepares for further study.)

　　Step 2: Pre-speaking (4 minutes)

　　The teacher asks students a question “What do you think of your class schedule?” Then ask students to read the passage very quickly to know Yu Mei’s problem. By reading the passage, students get a deeper understanding of the phrases and key words in the context.

　　(Justification: Understand the meanings of key words and phrases in the context naturally while reading and talking about the passage, which prepares for further discussion.)

　　Step 3: While-speaking (6 minutes)

　　1. Students read after the tape. The teacher helps them with their pronunciation when necessary.

　　2. After that, students exchange their ideas on Yu Mei’s problems.

　　3. Students work in pairs to talk about their timetable and preference to different subjects.

　　4. Students work in groups to give Yu Mei some suggestions concerning her problems.

　　(Justification: This step can make students more familiar with the key sentence patterns and some adjectives used to talk about different subjects. Task-based language teaching method is adopted here to facilitate students to consolidate what they have learned in class.)

　　Step 4: Post-speaking (3 minutes)

　　The teacher lets students retell the passage according to the key words and sentence pattern on the blackboard.

　　(Justification: This step can make students recall the passage and train their speaking ability.)

　　Step 5: Summary and homework (1 minute)

　　The teacher elicits students to summarize the key points and makes supplementary when necessary. The teacher stresses the emotional objective.

　　Homework: Write a school time schedule and send it to a friend.

　　(Justification: Highlight the important points again to better meet the teaching goals and maximize learning opportunities and students can better know the format of English letter by writing one.)

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