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小学英语教师资格听说课教学设计分析
教学重点有时常常与节的名称类同。撰写的本节课教学重点，往往是本节名称所含内容的个人解释性的语言。那么，下面是由小编为大家带来的小学英语教师资格听说课教学设计分析，欢迎大家阅读浏览。
1.题目:
2.内容:
Amy: Mum, can I have a drink?
Mom: Yes, you can. Here you are.
Amy：Can I have an ice cream, mum?
Mom: No, you can’t. No ice cream.
Amy: Can I go to shop an ice cream?
Mom: No, you can’t! You are ill. But you can have these biscuits.
Amy: Thanks mum.
Yesterday we were happy. Today we are sad.
3.要求
(1)全英授课
(2)须互动环节
(3)锻炼学生表演和口语表达能力
Teaching Aims:
Knowledge aim: Students master the word“can ,can’t, have drink, ice cream, biscuit” as well as the sentence patterns” Can I have….?Yes ,you can. No, you can’t.
Ability aim: Through activities and group works, students can use English to express the request and improve their abilities of listening and speaking,
Emotional aims: Through working in pairs and group, they will love their classmate, and students like to use English in their daily life.
Teaching Key Points: Grasp the expression of request.
Teaching Difficult Points: Students can master the usage of the new words and the sentence and use it naturally in their daily life.
Teaching Methods: Communicative Approach, Situational Teaching Method, Audio-Lingual Approach
Teaching Aids: picture , tape
Teaching Procedures:
Step 1 Pre-listening:1:Greeting and sing a song named: rabbit
2: Ask the students to look at the text and circle the new words. Elicit as much information about the story as you can by asking questions. Use as much English as possible. Encourage them to guess, using the pictures as clues. Can Amy play today? Why not? What does she want to do? Does her mother say yes or no? What does she want?
Step 2 While- listening:1 Play the tape again, pausing after each sentence for the students to point at the corresponding picture. Perform a simple gesture to indicate the meaning, for example, imitate holding head to represent being ill, a square shape to represent a TV, holding a lass, licking an ice cream.
2: Play the tape again. This time pause for the class to repeat each sentence. Encourage the class to imitate the actions that are mentioned (see above).
Step 3 Post- listening: 1 Divide the class into several group. Give each group a role in the conversation and act it out.
2 Ask some students to act it out individual.
Step 4 Summary and homework: Summarize what we have learned with students, and give them a task that use the sentence structure and new word to practice the oral English.
Blackboard Design:
Teaching Reflection:
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