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一、教学思路设计
此次教学设计是主要探讨了听说课的上课模式。在这次的教学设计中，避免了教师一言堂的灌入式授课模式，而是以小组为单位，希望学生通过讨论，互助找答案。
二、教学目标以及重难点设计
（一）教学目标
1.Language aims
Key vocabulary： Computer， furniture， map， picture， television， wall，
thirty， forty， fifty.
Key structures： What’s ... like？ How many ... are there ... ？ There are / is ...
2.Ability aims
一是The students will be able to listen and understand the description of a classroom.
二是The students will be able to get the information of quantity using the structure of How many ... are there ... ？ / There are / is ...
三是The students will be able to talk about their classroom about the furniture and their quantity.
3.Moral aims
一是The students will be able to have a sense of pride of their classroom and their school.
二是The students will be able to imagine and create an ideal classroom.
（二）教學重点
the usage of How many ... are there ... ？ / There are / is ...
（三）教学难点
the spelling of forty， fifty， thirty-eight
the usage of What is ... like？ / How many ... are there ... ？ / There be ...
三、教学环节设计以及反思
教 学 过 程
环 节
教 师 活 动
学 生 活 动
设 计 意 图
Step One Pre-
listening
（15 mins）
1. Show a video of our school.
Watch the video.
以学生熟悉的场景，动态引入话题。
2.Ask questions about the school， the class， and the teachers.
Answer
questions about the school， the class and the teachers.
以问题导入教室设施的表达方式，让学生认识各种教室设施，为听力活动做铺垫。 3. Ask the students to talk about things in the classroom， using the structure of How many ... are there ... ？ / There are / is ...
Ask and answer the quantity of things in the classroom.
帮助学生感知不同数字的表达法，为听力活动做铺垫。
4. Ask the students to talk about numbers using the structure of How many ... are there ... ？ / There are / is ...
Ask and answer the quantity of things in the pictures.
通过更多的练习来巩固对教室设施以及数字，There be句型的表达方式的认知。
Step Two
While-
listening
（9 mins）
1. Ask students to listen and find Lingling’s classroom.
Listen and find Lingling’s classroom.
第一遍听，让学生整体感知对话材料，训练学生的概括理解能力。
2. Detailed listening： table filling. Ask students to listen and fill in the table.
Listen and fill in the blanks.
第二遍听，培养有目的地获取细节信息的能力.
3. Ask students to check the answers.
Check the answers.
幫助学生获取完整的听力信息。
Step Three Post-
listening
（20mins）
1. Ask students to read after the tape.
Read after the tape.
帮助学生熟悉听力资料，为复述做准备。
2. Ask students to retell the first half of the dialogue by filling in the blanks
Pair work： practice and retell the dialogue.
熟悉和巩固There be 句型的表达方式和教室设施以及数字的相关词汇。
3. Ask students to retell the second half of the dialogue by filling in the blanks.
4. Ask students to retell the whole dialogue by filling in the blanks.
5. Ask students to make a dialogue about their ideal classroom and draw it down.
Group work： make a dialogue about their ideal classroom and draw it down.
通过小组活动让学生简单运用There be 句型的表达方式和教室设施以及数字的相关词汇
6. Ask students to show their ideal classroom.
Show their ideal classroom.
四、总结
首先，通过听力发现了日常教学活动过程中的不足，最明显的一点在于学生知识点落在笔头的能力，有待于在日后的教学活动中加强！其次，小组活动在听说课的教学过程中起到了很大的促进作用，有助于激发小组间学生的竞争意识，。最后，在最后的输出环节，由于前面听前、听中和听后的复述对课文的运用比较充分，因此，学生能够在展示环节很好的灵活运用本节课所涉及到的词汇和句型。通过本人的教学实践分析，本次听说课利用小组进行小组讨论、组间竞争、巩固练习和输出的模式是有一定实践意义的。
此次教学设计是主要探讨了听说课的上课模式。在这次的教学设计中，避免了教师一言堂的灌入式授课模式，而是以小组为单位，希望学生通过讨论，互助找答案。
二、教学目标以及重难点设计
（一）教学目标
1.Language aims
Key vocabulary： Computer， furniture， map， picture， television， wall，
thirty， forty， fifty.
Key structures： What’s ... like？ How many ... are there ... ？ There are / is ...
2.Ability aims
一是The students will be able to listen and understand the description of a classroom.
二是The students will be able to get the information of quantity using the structure of How many ... are there ... ？ / There are / is ...
三是The students will be able to talk about their classroom about the furniture and their quantity.
3.Moral aims
一是The students will be able to have a sense of pride of their classroom and their school.
二是The students will be able to imagine and create an ideal classroom.
（二）教學重点
the usage of How many ... are there ... ？ / There are / is ...
（三）教学难点
the spelling of forty， fifty， thirty-eight
the usage of What is ... like？ / How many ... are there ... ？ / There be ...
三、教学环节设计以及反思
教 学 过 程
环 节
教 师 活 动
学 生 活 动
设 计 意 图
Step One Pre-
listening
（15 mins）
1. Show a video of our school.
Watch the video.
以学生熟悉的场景，动态引入话题。
2.Ask questions about the school， the class， and the teachers.
Answer
questions about the school， the class and the teachers.
以问题导入教室设施的表达方式，让学生认识各种教室设施，为听力活动做铺垫。 3. Ask the students to talk about things in the classroom， using the structure of How many ... are there ... ？ / There are / is ...
Ask and answer the quantity of things in the classroom.
帮助学生感知不同数字的表达法，为听力活动做铺垫。
4. Ask the students to talk about numbers using the structure of How many ... are there ... ？ / There are / is ...
Ask and answer the quantity of things in the pictures.
通过更多的练习来巩固对教室设施以及数字，There be句型的表达方式的认知。
Step Two
While-
listening
（9 mins）
1. Ask students to listen and find Lingling’s classroom.
Listen and find Lingling’s classroom.
第一遍听，让学生整体感知对话材料，训练学生的概括理解能力。
2. Detailed listening： table filling. Ask students to listen and fill in the table.
Listen and fill in the blanks.
第二遍听，培养有目的地获取细节信息的能力.
3. Ask students to check the answers.
Check the answers.
幫助学生获取完整的听力信息。
Step Three Post-
listening
（20mins）
1. Ask students to read after the tape.
Read after the tape.
帮助学生熟悉听力资料，为复述做准备。
2. Ask students to retell the first half of the dialogue by filling in the blanks
Pair work： practice and retell the dialogue.
熟悉和巩固There be 句型的表达方式和教室设施以及数字的相关词汇。
3. Ask students to retell the second half of the dialogue by filling in the blanks.
4. Ask students to retell the whole dialogue by filling in the blanks.
5. Ask students to make a dialogue about their ideal classroom and draw it down.
Group work： make a dialogue about their ideal classroom and draw it down.
通过小组活动让学生简单运用There be 句型的表达方式和教室设施以及数字的相关词汇
6. Ask students to show their ideal classroom.
Show their ideal classroom.
四、总结
首先，通过听力发现了日常教学活动过程中的不足，最明显的一点在于学生知识点落在笔头的能力，有待于在日后的教学活动中加强！其次，小组活动在听说课的教学过程中起到了很大的促进作用，有助于激发小组间学生的竞争意识，。最后，在最后的输出环节，由于前面听前、听中和听后的复述对课文的运用比较充分，因此，学生能够在展示环节很好的灵活运用本节课所涉及到的词汇和句型。通过本人的教学实践分析，本次听说课利用小组进行小组讨论、组间竞争、巩固练习和输出的模式是有一定实践意义的。