小学英语 听说

　　一、考题回顾

　　题目来源：5月19日 上午 湖南省常德市 面试考题

　　试讲题目

　　1.题目：What can you do?

　　2.内容：

　　Miss White: We’ ll have an English party next Tuesday? What can you do for the party, children?

　　Zhang Peng: I can sing English songs.

　　Miss White: Wonderful! How about you, John?

　　John: I can do some kung fu.

　　Miss White: Thank you, John.

　　3.基本要求：

　　(1)十分钟试讲

　　(2)适当板书

　　(3)设计听力教学活动

　　答辩题目

　　1. 谈谈你的教学目标。

　　2. 如何提高学生的听力水平?

　　二、考题解析

　　【教案】

　　Teaching aims:

　　Knowledge aims:

　　Students can know how to ask others’ ability by using the sentence pattern “what can you do”.

　　Students can know how to answer others’ questions about ability by using the sentence pattern “I can...”.

　　Ability aim:

　　Students can improve their intensive listening and extensive listening ability.

　　Emotional aims:

　　Students can increase their confidence in speaking English.

　　Students will have the strong will to improve their ability.

　　Key and difficult point:

　　Key point: Students can improve their listening about asking and answering the ability.

　　Difficult point: Students can use the sentences in their daily life and improve their interests in learning English

　　Teaching procedures:

　　Step 1: Warming-up

　　1. Greetings. Talk about the weather.

　　2. Share a tongue twister with the students.

　　Can you can a can as a canner can can a can?

　　Ask students what word they hear in the tongue twister. They may answer the word “can”. Then tell students today we will learn more about “can” and the title is “what can you do?”.

　　Step 2: Pre-listening

　　1. Show students the picture about students’ ability like singing and doing kung fu. Then ask the students to predict what they can do. Students may answer they can sing and they can do kung fu. Then let students to listen to the tape and check whether their prediction is right.

　　Step 3: While-listening

　　1. Extensive listening

　　Ask students to listen to the tape for the first time and answer two questions “How many students are there in this conversation and who are they?” and “What can they do?”. Then write down the names and sentences on the blackboard.

　　2. Intensive listening

　　Listen to the tape for the second time and ask students to fill in the table on the blackboard. Then invite some of them to finish the table and check it.

　　Step4: Post-listening

　　Ask students to do a survey about what they can do. Four students in one group. Five minutes will be given. Then invite the group leader to do the report. The teacher retells one piece of detailed information from the report and gives encouragement.

　　Step5: Summary and Homework

　　Summary: The teacher and students summarize what we have learnt in this class together.

　　Homework: Draw the pictures according to the sentence pattern “I can...” we have learnt today. And share it next class.

　　Blackboard design:略

　　【答辩题目解析】

　　1. What are your teaching aims?

　　【参考答案】

　　My teaching aims are three-dimensional, including knowledge aim, ability aim and emotional aim.

　　Firstly, my knowledge aim is that students can know how to ask and answer the topic about one’s ability by using the sentence pattern “what can you do” and “I can...”.

　　Secondly, my ability aim is that students can improve their intensive listening and extensive listening ability.

　　Thirdly, my emotional aims are that students can increase their confidence in speaking English and that students will have the strong will to improve their ability.

　　【答辩题目解析】

　　2. How will you improve the students’ listening ability?

　　【参考答案】

　　Listening ability is the long-term training. To improve students’ listening ability needs plenty of listening training and effective guidance.

　　First, I will give students the specific guidance in different listening material. For example, I guided students to pay attention to the answer of the question sentence to get the idea.

　　Second, I will try to play the tape for students every class, so that students can have more chances to hear the native English. The more they listen, the more they will be familiar with the English accents.

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