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英语课程的性质其中一个性质是工具性，也就是说英语课程承担着培养学生基本英语素养和发展学生思维能力的任务，即学生通过英语课程掌握基本的英语语言知识，还需要发展基本的四大英语技能—听、说、读、写。所以作为教师要有意识地培养学生的各种技能。本节课主要针对的是听的技能，所以关于听力课的设计就会成为答辩中考官比较容易提问的题目，考生要提前做好准备，防患于未然。

1. 你认为该如何上好一堂听说课?

1. how do you teach the English speaking class well?

【参考答案】

我认为听说课应当以提高学生的听力及口语表达能力为目的，为了达到这个目的，在课堂上，需要老师多给学生机会接触纯正的英文材料，多多练习口语，在练习中发现问题，解决问题。在上课之前做好备课工作，准备学生喜闻乐见的英语材料，比如图片，视频，音频，让他们保持对英语学习的兴趣，课堂中要多多鼓励学生参与课堂，设置不同层次的问题激发学生学习兴趣，多设置活动如小组讨论，做辩论，角色扮演等等，同时鼓励学生多开口说英语，多给他们积极正面的评价，课后多多总结，根据学生的课堂反馈进行改进。

【Suggested version】

In my opinion, the ultimate goal of English speaking class is to improve listening and speaking ability of students. In order to achieve this goal,teachers should provide students with more chances to get the genuine English material and practice oral English, and solve their problem in pronunciation and intonation in their practice. So before the class, I will prepare class in advance, prepare English material that students would be interested in such as pictures, video, tape recorder to draw students’ attention; and during the class, I will encourage students to actively participate in the activities in the class, questions in different levels will be asked and various activities will be set such as group discussion, debate, role play and so on. At the same time, encourage students to open their mouth to speak more and give them more positive evaluation. After class, I will summarize in time to improve the class design according to their reflection in the class.

2.听力教学有哪些模式?

2. What are the models of teaching listening?

【参考答案】

主要有三种教学模式。

第一种是自下而上的方法，学生从声音到单词、短语、句子进而整个语篇的理解;

第二种是自上而下的方法，从听力材料的背景信息出发到主要内容，最后是细节;

第三种是交互补偿式，简单来说综合上面两者的优势开展听力教学。

【Suggested version】

There are three models of teaching listening.

The first one is the bottom-up approach. It means students understand the material from the sound, words, phrases, sentences and the whole passage.

The second one is the top-down approach. It starts from the background information to the main idea and detailed information.

The last one is interactive approach. It combines the strengths from the above two in teaching listening.

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