英语口语教学设计

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谈高职高专英语口语教学设计

１传统应试教育模式所造成的影响．
引导学生开展丰富多彩的英语课外活动，以提高学生参加口语练习的兴趣和积极性。要努力优化英语学习软环境，过学习小组、通英语角、语演英
我国目前的应试教育的各级考试主要以笔试形式进行，对学生英语运讲、英语竞赛等形式多样的课外活动，使学生有更多的运用英语的机会。用能力的检测不够，得各级学校把重点放到了追求通过率和应付考试大量丰富的英语二课堂活动如英语角、使英语演讲比赛、英语辩论会、英语才上，客观上降低了对学生英语运用能力的要求。其结果就像有的学生那艺表演为学生提供语言交流，展示自我的场所，生可将课本上掌握的语学样，学了那么多单词和语法，但是不会用，听不懂，不出。我们没有真正言知识通过口语表达的形式应用到实践中，说不仅提高了语言沟通能力，而把握语言的运用技巧，没有真正领会那些比较简单的英文单词组合成语言且也提高想象力和表达能力，拓展了思维空间，挖掘了学习潜力。后的真正含义，我们学习语言的目的就是为了交流，但是现在学生背熟和把握了大量的单词却说不出口，听不明白，结果就是无法实现语言的交流。２“ ．以教师为中心的 ” 教学模式的
口语教学模式，种恶性循环的局面就无法改变，利于高职高专英语口这不了解英语国家的社会、化习俗，解交际过程中众多因素（：景、文理如场功

成人英语培训大班授课的口语课堂教学设计

第３期
第１２卷
石油化工管理干部学院学报
ＪＮＡＩＯＦＳＮＯＰＣＡｏＩ，ＩＥＭＮＡＧＥＭＥＮＴＩＴＩＴＥＮＳＴＵ
Ｎｏ．１１３Ｖｏ．２Ｓｐ．００ｅ２１
２１００年９月
成人英语培训大班授课的口语课堂教学设计
些学员不善与人交流，上英语口语水平较低，加他
们在课堂上往往被培训教师和其他学员忽视。即使
他们获得发言的机会，由于他们表达的意愿较低，加
上表达的不流畅，让昕者不耐烦。久而久之，会这些
学员就成了口语课堂上的 “ 身人 ” 多数情况下他隐，
其次，班比较容易让培训教师感觉自己对课大堂失控。在英语口语课堂上，员口语操练的过程学
・
２・８
石油化工管理干部学院学报
２１年第３期００
多。这一点对于口语教学是非常重要的。口语课堂
为没有机会发言的学员提供机会，是也不宜过于但频繁，否则课堂表现积极的学员的发言热情会受到打击。
热情和表达欲望成了口语培训教师头疼的问题。２２优势．
作为大班口语课的培训教师，日在常的教学中，
而从学员对课堂的反馈来看，平高的学员往往不水满意，水平较低的学员也会有怨言。最后，大班的教学环境下，格内向、平较在性水低的学员往往被忽视。在任何一个课堂上，是有总

广州版一年级上册英语口语教学设计.doc

广州版一年级上册英语口语教学设计广州版一年级英语上册教学设计Module 1 Hello, I’m Andy Content ‘LET’S CHANT’‘LET’S SING’Study Guidance Language Focus 1. saying hello to others 2. understand the Chinese name and English name Teaching Aims By the end of the lesson, the children will 1. be able to call their friends’English names and Chinese names 2. be able to introduce their two names 3. be able to chant 4. be able to sing the song 5. have confidence and want to communicate Teaching Procedure Preparation make sure that the children know their own English names Activity 1 meet Andy’s friends again Step1 take out Andy’s headdress, ask some pupils to put them on Step 2 ask the children to play as Andy’s friends Activity 2 song Step1 throw the ball out and the pupil who catches the ball may answer the question what’s your name Step2 listen to the music Step3 try to follow the music Step4 throw the ball to the pupils while singing and the pupils who catch the ball may sing along Activity 3 English names and Chinese names Step1 tell the pupils I am Ms Yang. My English name is pink. Step2 ask them to follow me Step3 ask them to do it one by one and tell them it’s a team game Activity 4 chant Step1 ask the pupils who named Mary, Sue, Pam, David, Drew, and Billy to come up to theblackboard Step2 ask pupils to greet them Step 3 ask them to listen to the teacher chanting Step3 chant group by group Activity 5 exercise 3, 4 from exercise book Homework 1. sing the song to your parents 2. chant with your friends Feedback It’s difficult to get them understand what’s the meaning of ‘Chinese name’and ‘English name’. I don’t think they must learn how to distinguish. There’s one thing interesting that is they have learned the English song at home before class. I am not sure it’s good or not. But I quite appreciate their positivity. It shows that it’s very useful for the children to listen to the tape recorder at home. Writing on the blackboard Andy Amy Bobby Koto Leo Mary Sue Pam David Drew Billy Content ‘STORY TIME’Study Guidance Language Focus 3. What’s your name 4. My name is Teaching Aims By the end of the lesson, the children will 6. be able to introduce oneself to another 7. be able to ask others’names 8. be able to understand the “Story Time”9. be able to play the game “Pass the word” 10. have confidence and willingness to communicate Teaching Procedure Preparation make sure that the children know their own English names Activity 1 meet Andy’s friends again Step1 take out Andy’s headdress, ask some pupils to put them on Step 2 ask the children to play as Andy’s friends Activity 2 song Step1throw the ball out and the pupil who catches the ball may answer the question what’s your name Step2 sing the song together Step4 throw the ball to the pupils while singing and the pupils who catch the ball may sing along Activity 3 chant Step1 require the children to listen Step2 ask pupils to chant Step 3 ask them to clap their hands while chanting Activity 4 story time Step1 throw the ball out and the pupil who catches the ball may answer the question what’s your name Step2 ask them to repeat the question what’s your name Step3 require them to say it one by one Step4 make an example to let them know how to play the “passing word” game Step5 ask them to pass the word and the last pupil has to run to the teacher and get the card Activity 5 exercises from exercise book Homework 3. tell the story to your parents 4. try to draw for the story Feedback They like playing the game ‘passing the word’. But when they played the game, it went messy. I think I should explain the rules of the game in Chinese in order to get them understand clearly. Writing on the blackboard Andy Amy Bobby Koto Leo Module 2 I have a new bag The English Teaching Plan of Shihua Primary School Designer pink The 1st period Topic Andy’s Friends Book Success With English Grade1 Content ‘LET’S MAKE’Study Guidance Language Focus instructions show me/stick/writeTeaching Aims By the end of the lesson, the children will 11. be able to understand the meaning of some instructions 12. be able to understand the names of some tools 13. be able to make a name tag 14. have fun in the English class and enjoy themselves Teaching Procedure Preparation make sure that the children should have the cards, photos, strings, pencils, glues. Activity 1 meet Andy’s friends again Step1 take out Andy’s headdress, ask some pupils to recognize who they are Step 2 ask the children to play as Andy’s friends Activity 2 song Step1 throw the ball out and the pupil who catches the ball may answer the question what’s your name Step2 sing the song together Step4 throw the ball to the pupils while singing and the pupils who catch the ball may sing along Activity 3 chant Step1 require the children to listen Step2 ask pupils to chant Step 3 ask them to clap their hands while chanting Activity 4 make the name-tag Step1 show the children the name-tag of Andy, Amy, Mr. Leo, Koto and Bobby Step2 tell them today we are going to make the name tag Step3 ask them to show their scissors, cards, photos, strings, pencils and glues Step4 ask them to cut the paper out and show them how to do Step5 then ask them to stick the photo on it and show them how to do Step6 ask them to write the name on it and show them how to do Step7 ask them to pull the stringthrough the holes and show them how to do Step8 ask them to introduce themselves Activity 5 exercises from exercise book Homework 5. show your name tag to your parents and introduce yourself 6. make a name-tag for your parents Feedback It’s really difficult to teach such young children to learn how to make the handwork. They even don’t know how to use the ruler and uncap the glue. They just felt exciting and kept talking in class. They love singing but it’s not good to get them sing the same song for several times. They feel boring. Writing on the blackboard card photo string pencil glue The English Teaching Plan of Shihua Primary School Designer pink The 1st period Topic Andy’s Stationery Book Success With English Grade1 Understanding the unit This unit is about the stationery. In this unit, children will meet Andy’s friends again and learn the stationery from these animals. In the last unit, children have met these friends and familiar with them. They will be glad to meet them again in this unit and have interested in what stationery they have because those stationery are also appear in their daily life. The children are eager to know how to say. I think it will be difficult for them to learn the chant in this unit because the sentences are quite long. But I think they might be interested in the story and the games. Content ‘LET’S SING’StudyGuidance Language Focus 1. I have 2. The names of the stationeries pencil, pencil-case, bag, book, eraser, ruler 3. Show me Teaching Aims By the end of the class, the children will be able to 1. tell the names of the stationeries 2. sing the English song ‘I HA VE A NEW PENCIL’3. understand the teacher’s instruction 4. have confidence and willingness to communicate Teaching Procedure Activity 1 a pencil is being introduced Step1 take out a half-covered picture Step2 ask the children to guess what’s in the picture Step3 ask the pupils to show their pencils Step4 ask the pupils to act like a pencil Activity 2 a pencil-case is being introduced Step1 put the pencil into the pencil and ask the pupils where my pencil is Step2 claim that it’s my pencil and pencil case Step3 snatch them with the children and require them to speak out the names of those Step4 ask them to act like a pencil case Activity 3 a ruler is being introduced Step1 tell the pupils there’s something in the pencil case Step2 shake the pencil case and make the sound Step3 ask them to guess what’s in the pencil case Step4 ask them to show me their rulers Activity 4 brief revision Step1 ask the pupils to listen to the teacher and act like the stationeries Step2 ask pupils to speak out the stationeries according to the teacher’s action Step3 require the pupils to show their stationeries to the teacherActivity 5 an eraser in being introduced Step1 draw a big cat on the paper but with a rabbit ear Step2 ask the pupils to give me their erasers to me Step3 ask them to smell their erasers Activity 6 a book and a bag are being introduced Step1 ask them to put the books up above the heads Step2 ask them to throw the books and catch them again Step3 ask them to put the books into the school bag Step4 ask them to show the school bags Activity 7song Step1 show a pencil to the pupils and tell them I have a pencil and use the actions to let them know how proud I am Step2 indicate the children to follow me Step 3 show them a new pencil and tell them what I have is a new one but what they have is an old one Step4 ask them to listen to the song and get them understand the meaning by the body language and gesture Step5 ask them to do the action following the teacher while listening to the song Step6 indicate that they can have a try to sing along with the music Step7 get them try to replace the word ‘pencil’by other stationeries Homework 7. sing the English song to Daddy and Mummy 8. draw the stationeries and color them Feedback It’s a bit difficult for the children to memorize the word ‘eraser’. Actually some of them have learned the words like ‘rubber’and ‘pencil-box’. I don’t think I should require that they must memorize the words in the textbook. Thechildren have less interest in replacing the words of the song. Writing on the blackboard pencil Pencil case bag ruler pencil book The English Teaching Plan of Shihua Primary School Designer pink The 2nd period Topic Andy’s Stationery Book Success With English Grade1 Content ‘LET’S MOVE’‘LET’S TRY’Study Guidance Language Focus 4. Show me your 5. count the stationeries 6. instructions Teaching Aims By the end of the class, the children will be able to 5. count the number of the stationeries 6. play the game ‘Simon Says’7. understand the teacher’s instruction 8. have confidence and willingness to communicate Teaching Procedure Activity 1 sing the English song Step1 take out the stationeries and ask the pupils to show them to each other Step2 act like the stationeries together with the children Step3 ask the pupils to show their stationeries while singing Activity 2game Step1 show them the pictures of the stationeries on the board Step2 ask one pupil from each group to go to the back of the classroom Step3 indicate them to run to the blackboard and slap the pictures after they heard the teacher said ‘1,2,3, go’Activity 3 competition Step1 ask the pupils to show their stationeries Step2 require them to listen carefully and react as fast as they can Step3 get them to repeat what the teacher says Step4 ask some of them togive instructions Activity 4game ‘Simon Says’Step1 tell the pupils the rules of the game and make an example Step2 give the instructions Step3 ask some of them to give the instructions Activity 5counting Step1 show Andy’s bag to the children and ask them to count the things Step2 ask pupils to show their bags to me and try to count their things in the bags Step3 require the pupils to guess how many things there are in their partners’bags and write down the numbers Step4 count and see whether the number is the same as the one they have written down Activity 6 guessing game Step1 show the children a number of stationeries and ask them to guess how many stationeries there are in my hand Step2 ask them to play with their partners Activity 7 the exercises from exercise book Homework 9. play the games with Daddy and Mummy 10. listen to the tape recorder of U2 Feedback The children are crazy about the game ‘slapping the pictures’, but it’s not so much good for their oral practice. Writing on the blackboard pencil Pencil case bag ruler pencil book The English Teaching Plan of Shihua Primary School Designer pink The 3rd period Topic Andy’s Stationery Book Success With English Grade1 Content ‘LET’S CHANT’Study Guidance Language Focus 7. Who took the from bag 8. took the from bag. 9. me, can’t be Teaching Aims By theend of the class, the children will be able to 9. chant the rhyme 10. play the game 11. replace the words of the rhyme Teaching Procedure Activity 1 revision Step1 ask four pupils to go to the blackboard with their bags Step2 put on the headdresses for them Step3 ask them to count the things in their bags Step4 ask the others to memorize the number Step5 ask them to repeat has Activity 2 guessing game Step1ask ANDY to come to the blackboard with his bag Step2 count the books in the bag Step3 ask ANDY to close his/her eyes Step4 take away one of the books and put it in Amy’s desk Step5 ask ANDY to count his/her book Step6 ask him/her to guess who took away his/her book Activity 3 ‘took the book from bag’Step1 take away one book from Andy’s bag Step2 ask the question Step3 chant the whole rhyme Step4 ask the pupils to repeat the question Activity 4 chant Step1 ask the pupils to have a try to chant the whole rhyme Step2 chant it group to group Step3 ask some pupils to chant Step4 ask them try to go on chanting with other words Activity 5 exercises Do the exercises in the exercise book together Homework 11. chant the rhyme with the classmates 12. chant with Daddy and Mummy Feedback It’s a bit difficult for the children to repeat such a long sentence. I don’t want them to lost confidence. So I play the game with them first. And I cheatat the game. The children are quite clear about how I cheat in the game. They feel very interested and excited about what they saw. So that they feel very interested to repeat the question. Writing on the blackboard ANDY AMY BOBBY KOTO BOOKS 5 6 2 1 4 7 2 1 The English Teaching Plan of Shihua Primary School Designer pink The 4th period Topic Andy’s Stationery Book Success With English Grade1 Content ‘LET’S MAKE’‘STORY TIME’Study Guidance Language Focus 10. show me something new. 11. I have a new 12. me, too. Teaching Aims By the end of the class, the children will be able to 12. understand the story 13. act out the story 14. make a bookmark 15. enjoy the story and be skillful to make the handwork Teaching Procedure Activity 1 revision Step1 put on the headdresses for them Step2 ask them to chant the rhyme Step3 ask some of the pupils to present Activity 2 revision Make sure the last team which present the rhyme have all the new things Step1 ask the last team to show their new things Step 2 ask them to sing the song I have a new pencil Step3 require the others to show something new and sing the song together Activity 3 present the story Step1 show the photos of three characters--“Bobby”, “Andy”, “Amy” Step2 ask the pupils to watch the photos carefully and see whether they are happy ornot Step3 ask them why to arouse their interest to listen to the story and show the photo of “Mr. Leo” Step4 tell the whole story and show the stationeries one by one Step5 ask them to think about what Koto can show Step6 repeat the word tooth Activity 4 practice Step1 retell the story Step2 invite the pupils to join me Step3 narrate the story and indicate the pupils to say the dialogue Step4 repeat the expression “me too” and make sure the pupils can understand Activity 5 story-retelling Step1 divide the class into five groups Step2 ask each group to play one role Step3 retell the story Activity 6 act out the story Step1 choose one people from each group to act out the story Step2 give some time to practise and then invite the volunteers to act out the story Step3 ask the pupils to show me something new and say I have a new Activity 6 handwork Step1 show them some bookmarks and tell them I have some new bookmarks Step2 ask them to show their paper, scissors, strings, pencils Step3 demonstrate how to cup the shape Step4 invite them to do it together Step5 punch the hole for the pupils Step6 show them how to pull the string through the hole Step7 draw and write on the bookmark Activity 7exercises from exercise book Homework 13. tell the story to Daddy and Mummy 14. make some bookmarks in the new shapes Feedback They are interested in the story, but theyhave less interest in story telling. When they make the handwork, most of them try to copy down what I did. Only some of them can make the new shapes. I wonder whether it’s good or not to show them the example. But if not, how they have interest to make it Writing on the blackboard KOTO BOBBY AMY ANDY LEO TOOTH pencil bag Pencil-case UNIT 3 COUNT TO TEN Let’s Sing Objectives By the end of the class, hopefully children will be able to 1. count and group the correct number in the TPR activities 2. sing after the tape and the teacher 3. understand and write the correct numbers 4. enjoy the games and activities and build up their confidence Language Focuses V ocabulary the words of 1 to 5, little, cat Materials Needed cut-out pictures of ten cats, ten toothpicks, number prompt cards, tape and recorder Procedures Activity 1 Guessing games. Let children guess how many cats in the box. In order to present the words of “cat” and the numbers. Activity 2 Teacher show the numbers with gestures, then let the children speak out. Activity 3 Play a TPR game. Group the children in fours, play a “group the toothpicks” game in which they divide the toothpicks into threes, fours, fives as quickly as possible. Activity 4 Introduce the children to the key vocabulary and the chunk in the song, help them to understand and narrate the song. Activity 5 Play thetape, the teacher holds up the relevant number prompt cards. Activity 6 Teacher sings the song again, inviting the children to join in by humming. Then leads the children verse by verse at a time. Activity 7 Children sing the song on their own in chorus. Ask some of them to hold up the number prompt cards. Activity 8 Sing again, identify the four big groups to sing different sentence, accompanying singing with gestures of numbers and miming the sound of “meow”. Activity 9 Get the children to do Ex. 1 and 2 on P10 in Activity Book. Let’s Chant Objectives By the end of the class, hopefully children will be able to 5. chant after the tape or the teacher 6. understand the meaning of the chant and do the correct actions when chanting Language Focuses V ocabulary the words of 1 to 10 Materials Needed number prompt cards one to ten in English form, tape, recorder Procedures Activity 1 Sing the song, invite some children to sing in front of the class, holding the number prompt cards accordingly. Activity 2 Chant the song, invite the children to join in by beating. Activity 3 Talk with the children about the chant, help them to understand sentences with actions. Activity 4 Play the tape twice, ask the children to find out the rhythm. Activity 5 Teacher chant for the children with the actions. Activity 6 Chant the rhyme and beat the rhy。

实用英语口语Chapter 5 教学设计

Chapter5 Asking the Way备注:本次教学设计打破以往的step by step 的师生对话式的设计。

我们的设计提供多种选择性的活动设计，最大限度地提供给不同的教师、不同的学生选择性使用适合于你自己教学方式和学生的那种活动。

Section A教学目的：这部分的教学目的是学习与主题相关的词汇。

通过单元词汇及标识的导入学习，为整个单元的学习活动作必要的语言积累和准备。

使学生初步了解问路的常用词汇及常见街景，同时也为完成本单元的任务做了词汇上的准备。

教学课时： 1课时。

Warming Up1A Match and say. 根据所给的图片和单词，配对并说出相应的名称。

教师与学生Free talk ：There are many beautiful views in London. Where would you like to go? 老师与学生谈论伦敦景点。

当学生提到Big Ben 时，教师可随即表述：Li Ming plans to visit Big Ben. How can he go there? 将话题引导到问路的情境。

Step1: Individual activity. Students go through the pictures and learn the transport of London.教师提问：“Let ’s see the transport of London. What is it?” , 学生根据提示说出每张图片的英文名称，教师选择几组进行检查并给出反馈。

Step2: Individual activity. Students go through the pictures and know the meaning of each picture.教师导入: “When we walk across the road, we should take the zebra crossing. What is azebra crossing?”, 学生学习新词，教师引导学生说出每张图片的英文名称，并检查。

浅谈高职学校英语口语课的教学设计

第３卷第ｌ期１１２１年ｌ月０１１
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湖北广播电视大学掌报
ＪｕｎｏＢｅＶｉｅｓｔｏｒ￣ｆＨｕｉＴＵｎｖｒｉｙ
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学。
（四）教学内容调整、补充分析考虑到学生接受知识需要一个熟悉的、感兴趣的、完整的主线加以穿引，本课将学生最为感兴趣的第三单元的阅读部分—— 迪斯尼的内容加以拓展，并将之设计成为本课的主线。同时又考虑到书本上的ｐｉｗｏｋ较复杂，而下节课将ａｒｒ对本节课的知识加以复习、巩固，故本课将对其的完成推迟，将其放在下一课时的复习中，而本课集中解决如何表达自我
高职校的英语教学一直以来是英语教学工作着所思考和探索的，在高职校中，由于职校学生的特点等，其所要求汲取的英语知识的方面与普通中学大有不同，多的关于知更识面的信息，富有互动性和带有能力目标、感目标等的更情课堂教学设计在职校中被要求。围绕这些特点和目标，决定了往往一节生动的英语课大多来自于课文阅读理解课，也就是常说的Ｒａｉｇｅｄｎ，因为它本身所具有的丰富的资源决定了教师能更好地将英语课堂设计，常被师生认为是一个单元的 “ 核心课 ” ，故而听力课、对话（口语）课等常常被教师或学生所忽略，甚至成为了一个单元中的 “ 辅助课 ” 。这个观点和做法在整个英语教学的环节中是不科学的，那么如何做好我们平常所认为的 “ 辅助课 ”的设计是我们刻不容缓要去探索和实践的。下面就由苏州大学出版社出版的《高职英语（）一》第五单元的口语（ｐａｉｇＳｅｋｎ）环节的教学为例，作一教学设计，使“ 辅助课 ”的教学与阅读理解课一样生动、充实，并能够引起教学者的反思。基本信息（）课题名称：Ｏｅｎｉｉｎ。（一ｆｒｇＯｐｎｏｓ二）课程名称：ｉ高职英语（）三）科目名称：英语。（一。（四）适用年级：高职一年级。（五）学习时数：１课时。二、授课背景 ’ （）课程定位一《高职英语（）一》是为高职学生专门编制的集听力、口语、阅读、练习与补充阅读于一体的，从全方位锻炼高职学生英语能力，培养英语情感的综合英语课程，培养具有听、说、读、写综合英语能力的现代高职学生，为学生的现代化专业技能服务。（）本课内容的地位和作用－本单元为第五单元，分听力，口语，阅读，练习、补充阅读五个模块，本课是本单元的第二模块，如图１所示。本课在对第一课时学生听力热情未退的情况下利用听说练习、竞争合作的游戏开展教学，旨在让学生运用所学句型表达观点，并很好地与人合作、交流，培养其热爱英语的情感及善于思考、善于表达、善于交流的软性职业技能。学好本课将对整个单元的学习起着引领的作用，并能增强学习的自信，激发学生继续参与学习的热情。

高职商务英语口语教学设计

１强基础教学，巩固专业知识。商务英语口语化属．加于信息输出，要想学生真正达到 “ 口成章 ” ，就要从１出３
务业务话题，以商务活动及业务流程为主线。其中话题涉
及迎接外商、安排行程、宴请等１常国际活动话题上。当然，这也要求教师不仅具有
盖了市场调查、订购、谈判、支付等基本国际商务环节，
商务英语口语教学贯穿在这些商务环节中，是商务活动成功的关键所在。商务英语口语教学设计以系统方法为指导，分析教学问题和需求，使教学效果最优化。
会增加进入国际化企业工作的机会。商务英语口语内容涵盖了商务活动的全过程，既有实用英语，也包括交际英语与专业英语，实用英语以生活口语话题为主，以场所为主线，交际英语以商务话题活动为主线，专业英语引入了商
于特殊用途英语（ｎｌｈｏｅｉｃｕｐｓ）。其教学目Ｅｇｉｒｐｃｆｒｏｅｓｆｓｉｐ标是培养实际使用英语去从事涉外商务活动的能力，即能够处理商务业务的 “ 用英语 ” 。商务英语的口语化是商实务英语最具有实践性的一个特点，作为在就业上并不占优

广州版英语口语二上Unit1教学设计

第一课时Contents: Unit1 Let’s SingObjectives:nguage knowledge：(1)V ocabulary词汇：kite, fly a kite, bike, ride a bike和so high in the sky, so fast down the road(2)能准确地唱出《英语口语》第4页的歌曲。

nguage skill：(1) V ocabulary——能听、说、辨认kite, fly a kite, bike, ride a bike(2) 能理解，并唱出歌曲。

3.Affect:在学习中感受到英语学习的快乐，体验到成功的愉悦。

4.Learning strategies：(1) 借助情景，理解新知识;(2）积极参加活动，大胆表现自己。

Teaching procedures:1.Warming upFree talk（1）让学生说说如何度过这个周末？（2）让学生猜猜图片中的人物在干什么?2. Presentation and practice(1) Teach the new words从上一步骤，引出kite, fly a kite, bike, ride a bike, 用Keep Silence的游戏方式，让学生对新单词上口(2) Listen and answer请学生认真观察课件动画里面人物的活动开展得怎样？玩得高兴吗？然后播放歌曲课件(3) Learn to say根据学生的回答，教授新词组so high in the sky, so fast down the road 和merrily，以大小声、Lucky Ball和小组竞赛的形式检查学生上口情况(4) Enjoy the song再次播放歌曲课件（2次或3次，根据学生的反应而定），请学生认真听，并努力模仿，看谁最快能唱出整首歌曲。

最快的小组、声音最响亮的小组得分最高(5) Pass and stop全班同学在老师的带领下一边齐唱新学的歌曲，一边传递Lucky Ball。

广州市九年义务教育六年制小学试验教材《英语口语》第三册

广州市九年义务教育六年制小学试验教材《英语口语》第三册广州市九年义务教育六年制小学试验教材《英语口语》第三册小学英语《Unit 2 W hat’s for dinner?》——Let’s learn教学设计方案作者：东风东路小学裴湘媛（一）概述●本节课是小学广州市小学二年级英语试验教材《Unit 2 W hat’s for dinner?》第二课时的内容。

●《Unit 2 W hat’s for dinner?》——Let’s learn主要学习内容是学习怎样表达自己喜欢和不喜欢的食物的句子，及扩展学习一些课外小故事和对话。

●在本节课中，学生通过两两说、小组说及角色扮演，运用英语表达自己的真实意愿，在大量的故事和对话的阅读中，结合故事、对话的情节大量扩展单词，并在此基础上，鼓励学生多说、多练，激发学生学习英语的积极性，提高学生的英语听说能力。

（二）教学目标分析●语言目标：会听、会用单词：rice, bread, sausage, meat, egg.技能目标：会用：I like…. / I don’t like….来表达自己的喜好。

思想情感目标：通过参与本课的学习，培养学生的交际能力与增强自信心。

学习策略目标：根据实际情况和需要，在两两说、小组说中进行简单的交流和运用，学习如何与别人相互合作模仿故事和对话改编。

●培养学生自主学习技能，掌握合作学习的方法。

●利用网络拓展课程资源，培养多元智能和语言综合运用能力。

●通过对4个小故事、对话（①Andy’s like. ②Do you like…?③What’s for meals? ④What Ilike best.）的扩展听读，培养学生的实际语言运用能力，使每个学生都得到发展。

●培养学生学习英语的兴趣，提高学生学习的积极性。

（三）学习者特征分析●学生经过一年的网络学习，已能较熟练地操作电脑，基本能借助课件自主选择学习，并能上网查找阅读材料并进行浏览。

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英语口语教学设计
引言
在全球化的背景下，掌握一门流利的第二语言已经成为现代人必备的能力之一。

英语作为世界上最为广泛使用的语言之一，其重要性无需多言。

然而，传统的英语教学往往以文法和阅读为重，对于口语的培养却相对较少。

因此，如何设计有效的英语口语教学课程成为了现代英语教学中的重要课题。

正文
一、教学目标
确立明确的教学目标是设计一堂成功的英语口语课程的第一步。

教学目标应当
具有可量化性和可实现性，以确保学生能够在课程结束时达到相应的口语能力水平。

如：通过本课程的学习，学生能够流利地用英语进行日常对话，掌握常用口语表达，提高听力和口语的跨文化沟通能力。

二、课程内容
课程内容应当根据学生的实际需求和水平进行选择和确定。

可以从日常生活、
工作、旅游等方面展开，结合实际情景设计相关的对话和练习。

例如，购物、订餐、旅行等常见情景对话，以及与人交流时常用的表达方式，比如问路、介绍自己等。

三、教学方法
在英语口语教学中，采取交际法和情景法是最为常见的教学方法。

交际法注重
学生的交流能力和语言运用能力，在课堂上通过真实情境，培养学生的应用能力。

情景法则通过模拟真实的情境，让学生在语言环境中进行交流，提高口语流利度。

此外，教师还可以采用游戏、角色扮演、剧本表演等活动形式，使学生更加主动积极地参与口语练习。

四、教材选用
教材的选用需要考虑学生的年龄、背景和英语水平等因素。

可以选择普通英语
口语教材作为基础，并结合最新的实用材料进行教学。

同时，教师也可以在实际教学中自行编写教材，邀请学生参与其中，以提高学习的实用性和趣味性。

五、教学评估
教学评估是教师了解学生口语水平和进步情况的重要手段。

可以通过课堂表现、口语练习成绩、作业等方面进行评估。

此外，还可以利用录音技术记录学生的口语表现，以便及时发现问题并进行针对性的辅导。

六、课堂管理
在英语口语教学中，课堂管理是确保教学效果的关键。

教师应该建立良好的学
习氛围，激发学生的学习兴趣和积极性。

同时，要注意规范学生的学习行为，确保课堂秩序和学习效率。

七、多媒体应用
在现代技术的支持下，利用多媒体教学工具成为了提高英语口语教学效果的一
种重要手段。

教师可以使用PPT、录音、视频等多媒体工具进行教学，使学生更加直观地感受语言和文化。

八、培养学习策略
学习策略是学生自主学习的基础和保障。

教师应该引导学生学会合理安排学习
时间，掌握学习方法，培养学习兴趣，提高学习效果。

学生可以通过多听多说，模仿和实践等方式来提高口语表达能力。

九、师生互动
师生互动是英语口语教学中的一项重要环节。

教师应该以身作则，给予学生充分的鼓励和赞美，及时纠正他们的错误，并提供一对一的指导和支持。

相应地，学生也应积极主动地参与课堂讨论和练习，并与教师进行有效的沟通。

十、课外拓展
课外拓展是提高学生英语口语能力的好方法。

教师可以鼓励学生通过阅读外文书籍、观看英文电影和综艺节目、参加语言交流活动等方式，拓宽视野，提高语言能力。

结论
设计一堂成功的英语口语课程需要考虑多方面的因素，包括教学目标、课程内容、教学方法、教材选用、教学评估、课堂管理、多媒体应用、培养学习策略、师生互动和课外拓展等。

只有综合考虑这些方面的要素，才能有效地帮助学生提高英语口语能力，实现口语教学的最终目标。