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在新课标的要求下，教师必须转变教学理念，力求培养学生自主学习能力，同时，能够发挥小组合作学习的作用，发展学生听说读写的技能，从而激发学生学习英语的兴趣，更好地提高课堂教学质量，有效实现教学目标的完成。本文以人教版初三全一册Unit 3 Could you please tell me where the restrooms are? 听说课教学为例进行教学设计。

Teaching Objectives:

Knowledge objective:

Students can understand the sentence structure: Don’t eat in class.

Ability objective:

Students can describe rules in class.

Students can make rules in their groups.

Emotional objectives:

Students will understand and obey the rules in class.

Teaching key points and difficult points:

Key point:

Students can describe rules in their class.

Difficult Point:

Students can understand and obey rules in class individually.

Teaching procedures:

Step 1 Lead-in

Greet students and ask students to play a guessing game. Cover half of each picture about such as running, taking photo, listening to music, and see which one can guess correctly: What is he/she doing? What are they doing? Encourage students to make full use of their imagination.

(Justification: Guessing game can attract students’ attention to the class. By guessing game, students can review actions they have learned.)

Step 2 Pre-listening

Show students picture in the book. Ask students to describe the picture and talk about their feeling whether it is good or not and why.

(Justification: In this step, students’ ability of describing pictures can be improved. They can show their feeling and will not be afraid of speaking English. Meanwhile, after this step, students can predict the following lesson.)

Step 3 While-listening

1. Listen to the tape. Ask students to put the number of rule next to students in the picture.

2. Listen to the tape again and finish 1b.

3. Listen to the tape for the third time. Ask students to read after the tape and pay attention to the stress, pronunciation, intonation.

(Justification: Through three times for listening, students can get to deal with detail information in the listening material. At the same time, their speaking ability can be improved after the tape. Asking students to pay attention to the intonation can help students understand the tone of warning. )

Step 4 Post-listening

1. Make a dialogue. Finish the task in 1c. Show them sample for reference.

2. Work in group. Ask students to make their groups’ rules together.

(Justification: In this step, students can use what they learned in the previous steps. Pair work and group work enable them to help each other. By making their own rules, their awareness of responsibility and individuality can be enhanced.)

Step 5 Summary and homework

Summary: Invite one student to summarize what we have learned today.

Homework: Make some rules for the class.

Blackboard design:

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