一、听说课教学概述
听说课是中学英语课中常见的课型之一，是学生掌握每个单元教学内容的基础，其主要目的是培养学生在现实生活中进行真实交际的能力，能借助于听和说来完成现实生活中的各种任务，同时促进自己的学习和发展。
二、英语听说课教学内容
(一)听力基本技能
在不同的教学阶段，听力教学的技能目标不同。主要包括：
(1)辨音能力(sound discrimination)：它包括音位辨别、重弱读辨别、意群辨别、语调辨别、音质辨别等，是听力理解的最基本能力。
(2)交际信息辨别能力(communication signal discrimination)：指谈话中新消息指示语、举例指示语、话题终止指示语、话题转换指示语等，它保证了交际实施的有效性。
(3)大意理解能力(gist listening)：理解谈话或独白的主题和意图。
(4)细节理解能力(listening for specific information)：指获取听力内容具体信息的能力。
(5)词义猜测能力(word guessing)：指借助于各种技巧猜测谈话中所使用的未知表达方式的能力。
(6)推理判断能力(inferring)：指用言外行为等非语言直接转达信息的能力，包括说话人的意图、谈话人之间的笑系、说话者的情绪态度等。
(7)预测能力(predicting)：指对下文谈话的猜测和估计。
(8)记笔记能力(note taking)：要求根据听力内容选择适当的笔记记录方式。
(9)注意力选择(selecting attention)：根据听力的目的选择听力中的信息焦点。
(二)口语基本技能
口语教学所选择的内容是由口头交际所涉及的知识与能力决定的，它包含语言、语篇、文化、策略等方面的知识与技能，因而学生口语能力的培养应该围绕语言形式、语言内容、语言功能、文化和策略等方面进行。
(1)语言形式运用能力：它包括语音语调、词汇、语法知识以及应用这些知识的能力，要做到准确、流利、多样。
(2)语言内容把握能力：它包括形式多样的知识和经验，组织和运用知识、经验说明问题的能力，要做到言之有物，言之有理。
(3)功能变化能力：交际是语言功能的实施，因此，学生必须掌握“问候”“道歉”“抱怨”“邀请”“建议”“致谢”“咨询”等交际语言的变化。
(4)文化与策略能力交际的得体性要求学生必须掌握一定的文化知识和相应的交际策略。
三、听说课教学的常用模式
教学指的是课堂教学过程中的呈现(presentation)、训练(practice)和运用(production)。它所遵循的是由控制到自由、由机械到交际、由准确到流畅的教学程序，各阶段教学目标明确，使于教师操作和检查。
(1)呈现。这个阶段的目标有两个：一是确立听说形式、意义和功能;二是导入听说话题、激活背景知识，为训练做准备。呈现的听说方式多种多样，可以是举例、示范、角色扮演等活动引入听说内容，也可借助于动画和影视片段呈现听说内容。
(2)训练。练习阶段的活动多为控制和半控制的活动，教师给学生提供机会训练听和说的语言结构、功能。常见的是用新知识和旧知识交叉的具有信息沟的信息来训练听说，以听力内容为主拓展口头训练等多种形式。
(3)运用。运用阶段，学生不再就听力内容进行控制听说练习，而是运用所训练的技能自由进行听和说训练，将所学内容应用到新的语境之中，解决新的问题。常见的活动是听相关话题的不同内容，口头训练可以是拓展的角色扮演、访谈、辩论、复述等。
四、听说课教学过程及各环节活动设计
步骤一(Step 1)：导入(Lead-in)
目的：集中注意力、激发兴趣、明确目的、建立新旧知识之间的联系等
主要活动：出示图片、看视频、听歌曲、猜谜语、头脑风暴等
步骤二(Step 2)：新授(Presentation)
目的：呈现本节课的目标语言，包括词汇、句型、语法等
主要活动：图片/ 视频/ 单词卡/ 实物、创设情境、虚拟角色或真实人物引出等
步骤三(Step 3)：练习(Practice)
目的：由机械操练过渡到意义操练，鼓励学生在准确理解对话内容的基础上达到熟练运用
主要活动：听对话，创编对话，猜谜游戏等
步骤四(Step 4)：巩固(Production)
目的：让学生运用所学目标语言完成任务，对本课所学内容进行综合提升和拓展。
主要活动：猜测性任务;解决问题任务;故事链任务;创造性任务
步骤五(Step 5)：总结(Summary)
目的：加深学生对内容的理解，复习巩固知识，检查学生掌握情况，升华情感目标。
主要活动：学生总结，教师补充，情感升华
步骤六(Step 6)：作业(Homework)
目的：进一步巩固课上所学语言知识，尽量避免机械性的操练和重复。
主要活动：选做与必做、开放性与封闭性
五、【范例】14上试题
根据提供的信息和语言素材设计教学方案，用英文作答。
33.设计任务：请阅读下面的学生信息和语言素材，设计一节英语听说课的教学方案。
该方案没有固定格式，但需包含下列要点：
Teaching objective
Teaching contents
Key and difficult points
Major steps and time allocation
Activities and justifications
教学时间：45分钟
学生概况：某城镇普通中学八年级(初中二年级)学生，班级人数40人。多数学生已经达到《义务教育英语课程标准(2011年版)》三级水平。学生课堂参与积极性一般。
语言素材：
Grace: What did you do in class today, Sarah?
Sarah: We had a discussion about TV shows. My classmates like game shows and sports shows.
Grace: Oh, I can’t stand them. I love soap operas. I like to follow the story and see what happens next.
Sarah: Well, I don’t mind soap operas. But my favorite TV shows are the new and talk shows.
Grace: They are boring.
Sarah: Well, they may not be very exciting, but you can expect to learn a lot from them. I hope to be a TV reporter one day.
【参考答案】
Teaching contents: The topic is about the TV shows and introduces which kind they like.
Teaching objectives:
Knowledge objective: Students can learn and use words and phrases like game shows, sports shows, soap operas, and follow, mind, boring, exciting and so on. Students can learn to use sentence patterns like “My classmates like, I love, I like to, my favorite TV shows and so on”.
Ability objective: Students can talk about what they like and dislike.
Emotional objective: Students can care more about their classmates and form a healthy living habit.
Key and difficult points: How to express likes and dislikes.
Teaching procedures:
Step 1: Warm-up activities (5 minutes)
Ask students to discuss their likes and dislikes.
—Do you like watching TV/ going to the cinema/ reading/ going swimming?
—I like/ dislike watching...
—I love to watch TV...
—I think reading is boring.
...
(Justification: This can relate English learning to their interest and create an English learning atmosphere for students.)
Step 2: Presentation (15 minutes)
(1) Ask students to listen to the conversation and write down the likes and dislikes of Sarah.
T: Sarah and Grace are talking about their likes and dislikes. Please listen to the conversation and then tell me what Sarah likes and dislikes.
(2) Check the answers.
(3) Ask students to listen to the conversation again and write down the likes and dislikes of Grace.
T: Now, please listen to the conversation again and then tell me what Grace likes and dislikes.
(4) Check the answers.
(Justification: This step can develop their listening ability and be familiar with the material.)
Step 3: Practice (15 minutes)
(1) Go over the way of expressing likes and dislikes.
(2) Ask students to work in pairs to make a conversation about their likes and dislikes.
T: Please work in pairs and tell your partner what you like and dislike based on the conversation you just heard. One asks questions and the other answers and then exchange.
(3) Ask some students to show their conversations.
(Justification: This step can develop their speaking ability.)
Step 4: Consolidation (8 minutes)
Ask students to work in groups to discuss their likes and dislikes.
T: Please work in groups and then do a guessing game. Each of you describes the likes and dislikes of a person in your group and then ask other members of your group to guess whom you’re talking about.
(Justification: This step can develop their speaking ability and enhance their ability of communication and cooperation.)
Step 5: Summary (1 minute)
The teacher guides students to summarize the whole lesson and the teacher gives necessary complements. The teacher stresses the importance of caring about classmates.
(Justification: This step can make students review what they have learned in the class and enhance their emotional awareness.)
Step 6: Homework (1 minute)
Share one of their favorite TV shows or TV programs to their parents.
(Justification: This step can make students apply what they have learned in the class into real life.)
