第一篇：高中英語聽力課

Good morning, dear professors.It’s my honor to stand here and share my lesson with you.I am talking from the following aspects.This is a listening lesson, taken from PEP Book 5, Unit4 for Senior 3 Ss, and the topic is making the news.First of all, I’d like to talk about the teaching and learning objectives: After the lesson, my Ss will be able to know the qualities that a good journalist should have through listening and talking about the material.Most importantly, they will learn how to improve their own listening by developing their listening skills.In addition, helping Ss to foster a good interest in English and guiding Ss to clarify the occupation they will choose in the future are also very important.Second, I want to tell something about the focal and difficult points: Although Ss have the basic abilities of speaking, listening, reading, they still need some help to develop the skills to use English as a significant tool, which I should focus on, and I will involve my Ss to participate in several activities to guide them.Also, there will be some new vocabulary which might be obstacles for them to understand the listening.Therefore, I design some activities to help them deal with the problem ahead of the listening.Third, I want to introduce the teaching and learning methods: According to the analysis above, I will use TBLT, and Ss are supposed to use cooperative and self-dependent learning.Fourth, I’d like to talk about the teaching procedures: I will divide the lesson into three stages, they are pre-listening, while-listening and post-listening.I’m going to talk the pre-listening stage first.Here are two main steps: The first step is lead-in:

In this step, I will brainstorm my Ss about what job they want to take in their future and I will provide some pictures about occupation to inspire them, and then I will let my Ss to guess my dream job which is a journal for China Daily.The purpose of doing this is to arouse Ss’ interest in the topic “making the news”, and reduce Ss’ anxiety before the listening.The second step is mind-mapping In this step, I will show some pictures about what a journalist does his job, and then Ss will mind-map in group about the qualities which a good journalist needs to have.During this process, Ss are supposed to discuss with their partners to write down the key words of the qualities and finally get the map.And then, every group will share it with whole class.Also, I will inspire them to mention some qualities they missed by showing them some pictures.Ss will try to guess the qualities before I show them the meanings which are described in English.The purpose of doing this is to deal with the vocabulary problem, and to do pre-work for the following listening.Next, I’m going to talk the while-listening stage.Here are three steps The first step is Memory game.(similar with a dictation).I will randomly read several qualities(Key words, not sentence), and Invite Ss(each group 1 student)to write down on Bb, and then we will check together.In this part, through the activity to practice, Ss will be more familiar with the key words and expressions, so the difficulty of the material will be lowered.Also, doing this can develop Ss’ listening skills , Discrimination.The second step is general listening.Ss will listen to the material, and catch the title and key sentence for main idea.And then I will ask them several simple questions, such as Can you repeat the title? How many people there are in the conversation.What’s the relationship between them.What do they talk about? The purpose of doing this is to help Ss to form a habit that capture the general idea of material in first time listening as an important listening strategy.Also, it’s easier for students to understand the meaning of the material.The third step is careful listening.In this part, I will show Ss a table with some information missing.Ss should read the table carefully in order to fully utilize available information, and then listen to the material twice for the specific information.In first time, they will write down the key words of the information.And in second time, they will be supposed to complete their answer in sentences.The purpose of doing this is to develop Ss’ listening skill, listening for specific ideas, and also to strengthen the learning strategy that being good at grasping the key points and inferring the main idea.So the final stage is post-listening.In this part, Ss will do a role play in pair.One will act as the boss, another one will consult the boss for more information about the job, and then exchange, after that I will invite some volunteers to act in front of class to share with us.At last, we will choose the sharing stars of this class as an assessment.This activity is to guide Ss to integrate what they learned in this class.About the homework, Ss are supposed to write a composition about the job they want to take in future as reinforce.And here is my reflection: I think there still can be some accidents in my class, because of the wrong estimate of the level of Ss or interests of Ss.So I should prepare more different varieties of activities in case these accidents.And for my blackboard design: Assuming this paper is the blackboard, I will design it in this way.That’s all for my presentation.Your valuable advice will be welcome.Thank you!

第二篇：高中英語聽力課3

一、聽前做好充分準(zhǔn)備

聽前的準(zhǔn)備工作是非常重要的，一般情況下老師只留幾分鐘時(shí)間讓學(xué)生自己看看要回答的問題，或列出一些聽力內(nèi)容中的生詞、詞組后就讓學(xué)生聽了。聽完后直接對(duì)答案。這樣做，我覺得對(duì)于內(nèi)容簡單的材料還可以，但對(duì)于內(nèi)容稍微難一些或語速快一些的材料，學(xué)生便束手無策。所以對(duì)于那些內(nèi)容較難的聽力材料，我們除了做以上工作外還應(yīng)該給學(xué)生講解一些關(guān)于聽力材料的背景知識(shí)，把它當(dāng)作聽前的熱身。例如，我在講（人教版）module1 unit2“cultural relics”的聽力部分的時(shí)候，我先讓學(xué)生們相關(guān)表格看和與它相對(duì)應(yīng)的內(nèi)容，在他們看完以后，我讓他們猜測(cè)聽力材料的大致內(nèi)容。多數(shù)同學(xué)猜不出來，少數(shù)能猜出來的同學(xué)也不敢回答。這時(shí)我在黑板上列出了以下一些關(guān)鍵詞。

accident ship crash sink voyage fire amber然后我又鼓勵(lì)學(xué)生們猜測(cè)聽力內(nèi)容的大概意思的時(shí)候，很多同學(xué)能夠積極主動(dòng)回答，并能把它的大致意思說出來。這樣學(xué)生在聽的時(shí)候就容易多了，也有助于培養(yǎng)學(xué)生們的自信心和邏輯推理能力。同時(shí)也真正做到了以學(xué)生為主體的探究型學(xué)習(xí)。

此外，針對(duì)學(xué)生的不良聽力習(xí)慣以及聽時(shí)注意力不集中問題，在每次聽力之前，提醒學(xué)生事先閱讀題目，教會(huì)他們?cè)鯓訌膯栴}中列出關(guān)鍵詞，然后在聽力時(shí)針對(duì)重點(diǎn)來找答案。

二、聽材料 做練習(xí)

聽材料也得講究方法，老師需根據(jù)材料本省的特點(diǎn)和學(xué)生的基礎(chǔ)選用恰當(dāng)?shù)男畔⑤斎敕?，在平時(shí)的上課過程中我常用一下的方法：

1、填空聽寫法

填空聽寫法是一種很有效的聽寫方法。其特點(diǎn)是給學(xué)生有空白的書面材料，要求將挖去的詞語填進(jìn)去這樣就降低了聽力的難度，把重點(diǎn)比較難的段落拿出來，對(duì)學(xué)生進(jìn)行進(jìn)一步的聽力能力訓(xùn)練。

2、短文聽寫法。

這種方法是給學(xué)生要點(diǎn)，讓學(xué)生將所聽的過程中，記下重點(diǎn)關(guān)鍵詞和信息，運(yùn)用所掌握的語法和詞法知識(shí)進(jìn)行有效組織，形成短文。文章寫好后還可進(jìn)行小組討論，通過這些活動(dòng)有效地將聽、說、寫結(jié)合起來，全面培養(yǎng)學(xué)生的語言運(yùn)用能力。這種方法教可在每節(jié)聽力課中花幾分鐘時(shí)間進(jìn)行，長時(shí)間堅(jiān)持下來，學(xué)生的能力一定會(huì)得到有效的提高。

另外，在做聽力練習(xí)的時(shí)候適時(shí)停頓是非常必要的，它在向?qū)W生暗示：停頓處是文章的重要之處，也是回答問題的關(guān)鍵之處。這樣可以有效的指導(dǎo)學(xué)生進(jìn)有效地抓詞。停頓的時(shí)候，讓學(xué)生重復(fù)剛剛聽過的單詞或句子效果會(huì)更好一些。通過這樣做不僅提高了學(xué)生們?cè)诼犃r(shí)抓取關(guān)鍵詞的能力，而且有助于學(xué)生口語表達(dá)能力的提高。同時(shí)也加強(qiáng)了師生之間的互動(dòng)。

三、聽后要總結(jié)

通常情況下，我們上聽力課的時(shí)候，聽完內(nèi)容，做完課后練習(xí)就沒事了。我個(gè)人認(rèn)為在聽完材料后，教師可以讓學(xué)生對(duì)聽力內(nèi)容作一個(gè)簡短的復(fù)述或討論，教師對(duì)他的回答做出總結(jié)并給予積極中肯的評(píng)價(jià)。這樣的活動(dòng)不僅會(huì)激發(fā)學(xué)生參與課堂教學(xué)活動(dòng)的興趣和勇氣，而且也實(shí)現(xiàn)了民主、寬松、和諧的教學(xué)氛圍。

四、要善于處理和活化教材

“教學(xué)有法，教無定法”對(duì)于那些比較難懂的聽力材料，教師要敢于并且善于處理。例如在講到必修二第5單元music 聽力的時(shí)候，它是講關(guān)于freddy the frog ﹙ⅰ﹚，內(nèi)容比較難,如果按照教材設(shè)計(jì)講，學(xué)生聽完后做題是比較困難的。我在講這課的時(shí)候就沒使用教材的練習(xí)題，而是自己把聽力材料中較難的句子摘出來，把它們?cè)O(shè)計(jì)成填空練習(xí)，讓學(xué)生邊聽邊填空。這樣學(xué)生在聽的時(shí)候就有的放矢，有利于提高學(xué)生的課堂注意力，同時(shí)也增強(qiáng)了學(xué)生的學(xué)習(xí)積極性。

總之，聽力教學(xué)是英語教學(xué)不可缺少的一部分（尤其是新課程改革實(shí)施后）。它對(duì)學(xué)生讀、說、寫作能力的提高起著很重要的作用。我們?cè)谌粘５慕虒W(xué)中對(duì)它應(yīng)引起足夠的重視。我們教師也要要認(rèn)真學(xué)習(xí)新課程標(biāo)準(zhǔn)，明確聽力教學(xué)目標(biāo)，它是新理念與具體教學(xué)實(shí)踐的結(jié)合點(diǎn)。新課標(biāo)分別在語言技能、語言知識(shí)、情感態(tài)度、學(xué)習(xí)策略、文化意識(shí)五個(gè)方面，對(duì)不同級(jí)別的要求進(jìn)行了具體的描述。教師要認(rèn)真研究學(xué)生的特點(diǎn)，了解學(xué)生的知識(shí)、經(jīng)驗(yàn)水平，掌握高中階段學(xué)生的心理特點(diǎn)，把握群體的共性，尊重差異性，面向全體；要采用多種途徑、多種手段增加學(xué)生的知識(shí)體驗(yàn)，發(fā)展學(xué)生的創(chuàng)造性思維能力，從而在實(shí)踐中提高聽力理解能力。

第三篇：基于高中英語聽力課的幾點(diǎn)反思

如何提高學(xué)生的英語聽力能力

----基于高中英語聽力課的幾點(diǎn)反思

在高中英語學(xué)習(xí)中聽力對(duì)于大多數(shù)學(xué)生來講較難，每次考試或者放錄音做練習(xí)，學(xué)生總是抱怨錄音讀的太快，聽不懂。許多學(xué)生認(rèn)為，平時(shí)不用練聽力，考前突擊一下就行了，結(jié)果學(xué)生的聽力成績總是上不去。原因在哪里呢？因?yàn)槁犃?qiáng)調(diào)的是能力，不是知識(shí)。知識(shí)也許可以在短時(shí)間內(nèi)靠突擊而掌握，而能力則要經(jīng)過一定的訓(xùn)練才能提高。鑒于此，作為教師就要思考在平時(shí)學(xué)習(xí)中有效提高學(xué)生的聽力水平。

根據(jù)《英語課程標(biāo)準(zhǔn)》中對(duì)聽力所要達(dá)到要求的規(guī)定，結(jié)合英語高考中聽力的考查內(nèi)容和趨勢(shì)，在高中英語聽力教學(xué)過程中，如何提高學(xué)生的聽力水平，是當(dāng)前廣大師生共同關(guān)心的問題。經(jīng)過聽力技巧和方法不斷嘗試和改進(jìn)，本人總結(jié)了幾條提高聽力的方法。

一．語音、語調(diào)

準(zhǔn)確的語音和語調(diào)有利于學(xué)生對(duì)聽力內(nèi)容的整體理解，尤其是掌握一定的連讀、爆破、重音、節(jié)奏。教師平時(shí)可以選擇英美人士的錄音，讓學(xué)生大聲模仿朗讀來培養(yǎng)語感，同時(shí)分析說話者如何利用不同的語調(diào)表達(dá)態(tài)度、情感和隱含的內(nèi)容。例如：What’s the man’s attitude towards gardening? What’s the woman’s opinion about the party? What do they think of the journey? 等等有關(guān)“觀點(diǎn)和看法”類話題的題目，此類題目多屬于推理判斷題。更多情況下要求同學(xué)們?cè)诼牰牧系幕A(chǔ)上，站在說話者的立場(chǎng)和角度去考慮問題，不但要通過聽力材料中的重要細(xì)節(jié)、具體事實(shí)，揣摩、推斷說話者的觀點(diǎn)和態(tài)度，還要根據(jù)說話者的語氣、語調(diào)等進(jìn)行判斷。因此，強(qiáng)化語音、語調(diào)訓(xùn)練對(duì)提高聽力水平尤其重要。

二．?dāng)U大詞匯知識(shí)

詞匯量是提高英語聽力的基礎(chǔ)，若沒能掌握一定的詞匯量，即使在聽的過程中模仿出聽到的聲音，但卻無法理解它的意思，就會(huì)影響整體聽力理解的水平。例如：How long is the woman approved to be off ? A.Four weeks.B.Three weeks.C.Two weeks.聽力材料：W: I want to go back home for the Spring Festival.Would you let me have four weeks off? M: Four weeks? No, what about a fortnight? 解該題的關(guān)鍵就是學(xué)生要知道fortnight 的意思是“兩星期”，“十四天”，否則，就無法做出判斷。所以，只有熟練掌握《英語課程標(biāo)準(zhǔn)》中要求的必備詞匯的發(fā)音和意義，在聽的時(shí)候才能做出準(zhǔn)確反映。

三．掌握文化背景

了解英美國家的文化背景對(duì)提高聽力理解能力有很大的幫助。老師要有計(jì)劃、有步驟地介紹一些文化習(xí)俗和背景知識(shí)，有意識(shí)地培養(yǎng)學(xué)生觀察語言環(huán)境，引導(dǎo)學(xué)生留心積累社會(huì)文化方面的材料，在聽力過程中避免出現(xiàn)由于文化障礙導(dǎo)致的錯(cuò)誤。例如：西方人在勸說別人或者給別人提建議時(shí)，通常都是比較委婉的，不會(huì)直接地要求別人去做某事。考試中考生要著重理解說話者的內(nèi)在含意，而不僅僅是話語的表面。

因此，要提高聽力理解能力，不僅要具備一定的語言知識(shí)，還應(yīng)盡可能多的了解西方國家的風(fēng)土人情、生活習(xí)俗、人們的思維方式和價(jià)值觀念等。

四．掌握聽力應(yīng)試技巧 1.審清題意，預(yù)測(cè)內(nèi)容（1）.對(duì)話預(yù)測(cè)

在聽第一節(jié)時(shí)，考生可以按照下例wh-問題進(jìn)行預(yù)測(cè)：(1)Who are the two speakers？

(2)What is the possible relationship between them？(3)When did they have the conversation？(4)Where did the conversation take place?(5)Why do they have the conversation？(6)What did they plan to do？（2）.語篇預(yù)測(cè)

在聽第二節(jié)的過程中，考生可以按下列問題展開預(yù)測(cè)：(1)What is the topic of the passage？(2)Who is the speaker？

(3)What facts did the speaker offer？

(4)What facts did the speaker fail to offer？（3）.根據(jù)開篇句預(yù)測(cè)

英語聽力的第一句話通常會(huì)透露整篇的主題，所以考生要善于抓住聽力材料的首句信息。例如：Americans have a popular saying“Time is money?！?/p>

從這一句開篇句我們可以預(yù)測(cè)的信息范圍：首先，這是一篇關(guān)于時(shí)間的話題。其次，涉及的對(duì)象是美國人。

（4）.根據(jù)選項(xiàng)內(nèi)容預(yù)測(cè)

根據(jù)聽力試題，考生可以預(yù)測(cè)到該對(duì)話肯定是側(cè)重于對(duì)話人的身份，所以在聽力過程中抓住透露雙方關(guān)系的關(guān)鍵詞即可。例如：(A)Husband and wife.(B)Waiter and customer.（C）Student and teacher.(D)Receptionist and guest.2.識(shí)別關(guān)鍵詞

（1）說話人身份的關(guān)鍵詞，如果考生可以通過關(guān)鍵詞很快判斷對(duì)話者的關(guān)系和身份，將有助于考生有目的地集中注意力，并在腦海中搜索相關(guān)背景知識(shí)，進(jìn)一步加深對(duì)聽力材料的理解。例如：常見的對(duì)話者關(guān)系有：husband—wife，teacher—student，boss—employee，waiter—customer，doctor—patient，parents—kid，classmates，roommates，shop assistant—customer。

（2）地點(diǎn)場(chǎng)合的關(guān)鍵詞，考生如果善于捕捉聽力材料中的關(guān)于地點(diǎn)或場(chǎng)合（即語言環(huán)境）的關(guān)鍵詞，也有助于他們判斷聽力材料的主題、說話人之間關(guān)系等等。例如有關(guān)旅館的關(guān)鍵詞：Check in入住登記check out結(jié)賬porter搬luggage行李book a room預(yù)定房間double room雙人房等等。

（3）數(shù)字

許多聽力材料中涉及數(shù)字，例如年代、日期、價(jià)格、數(shù)量等，并會(huì)以基數(shù)詞、序數(shù)詞、分?jǐn)?shù)、小數(shù)、百分比等形式出現(xiàn)，這就要求學(xué)生不僅能辨別各種形式的數(shù)字，還要熟悉數(shù)字之間的關(guān)系。

3.巧用速記

（1）運(yùn)用速記符號(hào)，例如：大于 ＞，小于 ＜，意味著=，不同意 N，同意 Y，上升、增加 ↑，下降、減少 ↓等等。

（2）運(yùn)用字母的縮寫形式，例如：m(man)、w(woman)、ys(yesterday)、lg(large)等等。4.集中精力，穩(wěn)定情緒

心理素質(zhì)的好壞直接影響到對(duì)所聽內(nèi)容的理解，在聽力測(cè)試的20分鐘內(nèi)，對(duì)學(xué)生要求是精力要高度集中而不是高度緊張，只有鎮(zhèn)定自若、頭腦清晰、沉著冷靜、全神貫注，才能成功。

總之，英語聽力能力的提高并非一朝一夕的事，也不能臨時(shí)抱佛腳，它是一個(gè)長期艱苦訓(xùn)練的過程，時(shí)間加經(jīng)驗(yàn)，才能突破英語聽力。

第四篇：高中英語聽力課教案

篇一：高中英語聽說課的教學(xué)設(shè)計(jì)

高中英語聽說課的教學(xué)設(shè)計(jì)及案例分析[1]陳小萍.巧設(shè)教學(xué)情境激活高中英語課堂--以一節(jié)聽說課教

學(xué)設(shè)計(jì)為例[j].中小學(xué)教學(xué)研究,2013,(11):23-26.doi:10.3969/j.issn.1674-5728.2013.11.012.（一）聽和說教學(xué)內(nèi)容設(shè)計(jì)

1.聽的教學(xué)內(nèi)容設(shè)計(jì)：聽力教學(xué)的內(nèi)容一般應(yīng)包括：

⑴ 語音訓(xùn)練

語音訓(xùn)練包括對(duì)聽音、重讀、意群等的訓(xùn)練，增強(qiáng)學(xué)生的語音辨別能力，對(duì)于造成聽力困難的語音應(yīng)專項(xiàng)訓(xùn)練。如 ：bed—bad, ship—sheep, chip—cheap, pin—pen, sit—seat 訓(xùn)練應(yīng)從詞到句，再到文。

⑵ 聽力技巧訓(xùn)練

聽力技巧包括聽大意、聽具體信息、猜詞義、聽細(xì)節(jié)、聽隱含之意等。聽力教學(xué)應(yīng)包含訓(xùn)練這些技巧的各種聽力活動(dòng)。

⑶ 聽力理解訓(xùn)練

聽力技巧的培養(yǎng)是為理解服務(wù)的，除了語音和技巧的訓(xùn)練之外，聽力教學(xué)更多的應(yīng)是通過各種活動(dòng)訓(xùn)練學(xué)生句子和語篇的理解能力，使學(xué)生的理解由“字面”到“隱含”再到“應(yīng)用”，理解步步加深。

2.說的教學(xué)內(nèi)容設(shè)計(jì)：說的教學(xué)內(nèi)容一般應(yīng)包括：

⑴ 發(fā)音

錯(cuò)誤的發(fā)音會(huì)造成理解困難，甚至使聽者無法理解，因此說的教學(xué)內(nèi)容首先應(yīng)是正確的發(fā)音，包括音節(jié)、重讀、弱讀、連讀、送氣減弱、意群、停頓、語調(diào)等。

⑵ 語法、詞匯

合乎語法的句子才容易理解，用詞準(zhǔn)確，有助于理解。缺乏必要的詞匯常使說話者難以準(zhǔn)確地 表達(dá)自己的思想。因此說的教學(xué)應(yīng)包含一定的詞匯和語法教學(xué)。

⑶ 交際功能

通過說的教學(xué)，學(xué)生應(yīng)能掌握“問候”“道歉”“抱怨”“邀請(qǐng)”“建議”“致謝”“信息詢問”“征求意見”等各種交際功能。

⑷ 釋疑技巧

mean...?” 要求對(duì)方解釋自己說過的話可以用升調(diào)重復(fù)對(duì)方的話，等等。

⑸ 文化知識(shí)

交際不僅依賴于語言的準(zhǔn)確性，同樣依賴于語言的得體性。這就要求，說話者有必要了解一定的文化知識(shí)，使自己的語言符合其所適用的文化氛圍，符合其所處的語言環(huán)境，符合其所擔(dān)任的角色。

（二）聽說課的教學(xué)模式

為了更好地上好聽說課，我們要掌握聽說課的要領(lǐng)：

1)聽前：準(zhǔn)備要充分，教師提前預(yù)設(shè)問題，為聽力教學(xué)作好充分的鋪墊。

① 掃清重要詞匯障礙，做好背景知識(shí)、初步感知語言知識(shí)的導(dǎo)入。

② 利用課本資源進(jìn)行聽力預(yù)測(cè)：充分利用課本圖片，通過聽前討論圖片、根據(jù)圖片回答問題等，培養(yǎng)學(xué)生聽前看圖進(jìn)行聽力預(yù)測(cè)的

習(xí)慣；瀏覽文字：預(yù)習(xí)聽力的題目、題干，圖片、表格、選項(xiàng)、判斷正誤句子等。

③ 教師創(chuàng)造性地使用練習(xí)：教師要根據(jù)學(xué)情及聽力難易度，整合教材中的聽力題目，做到讓學(xué)生聽有所獲。

2)聽中：知識(shí)輸入要合情、聽力操作要合理： ① 聽?zhēng)妆楹线m？播放磁帶的遍數(shù)（聽?zhēng)妆殇浺簦蓪W(xué)情及聽力材料的難易決定。

② 如果聽力材料有好幾段，教師要逐段播放，一個(gè)小對(duì)話結(jié)束后要暫停，讓學(xué)生有時(shí)間做聽力練習(xí)，然后再往下播放下一個(gè)對(duì)話的錄音；

③ 如果聽力材料太長，教師備課時(shí)就應(yīng)該按意分成幾個(gè)小段，播放時(shí)增加停頓，給學(xué)生留出做題時(shí)間。

④ 如果有很難的句子，且句子很重要，可以適當(dāng)停頓，多次播放，這也是對(duì)學(xué)生的一種人文關(guān)懷。

3)聽后：輸出要多樣。教師應(yīng)要求和鼓勵(lì)學(xué)生用完整的英語句子進(jìn)行說的練習(xí)。此外，聽后的輸出活動(dòng)形式應(yīng)該是多樣的：如根據(jù)圖、表格、聽力題目等資源進(jìn)行對(duì)話、寫話；跟讀，角色朗讀和自編新的主題對(duì)話的形式。把聽、說和聽、寫相結(jié)合，進(jìn)行訓(xùn)練。2.“3p”教學(xué)模式。即 presentation—practice —production 1）presentation 階段

教師通過解釋、舉例、示范、角色扮演等向?qū)W生介紹新的語言項(xiàng)目，包括語法、句法、功能、會(huì)話技能等，確定課堂的教學(xué)內(nèi)容和教學(xué)目標(biāo)。2）practice 階段

教師為學(xué)生提供各種機(jī)會(huì)，使學(xué)生運(yùn)用所展示的內(nèi)容。練習(xí)由易到難，由控制到半控制，逐步增加學(xué)生的自主性。3）production 階段

教師給學(xué)生提供機(jī)會(huì)將其新學(xué)到的語言知識(shí)和交際技能融入已有的知識(shí)之中，使其能自由地運(yùn)用語言進(jìn)行交際。3.任務(wù)型學(xué)習(xí)模式

該模式采用交際會(huì)話的方式，使學(xué)生通過完成一定的交際任務(wù)，達(dá)到培養(yǎng)語言運(yùn)用能力的目的。教學(xué)一般也是由三部分組成：

?? 通過實(shí)景展示必要的語言知識(shí)和語言技能。

?? 布置交際性任務(wù)，如到商店購物，到機(jī)場(chǎng)買票，到車站接人，參加面試等等。

篇二：高中英語聽力說課稿

聽力說課稿模板總結(jié)

教材： 本次說課的內(nèi)容是 單元聽力部分。

一、教學(xué)目標(biāo)

1.語言知識(shí)目標(biāo)：掌握聽力材料中的關(guān)鍵單詞和詞組 2.能力目標(biāo)：

抓住所聽語段的關(guān)鍵詞、理解話語之間的邏輯關(guān)系；

聽懂材料中主要人物和事件并弄懂他們之間的關(guān)系；

掌握較好的聽力方法，聽之前看問題，對(duì)答案進(jìn)行預(yù)測(cè)，學(xué)會(huì)做筆記。3.情感態(tài)度目標(biāo)：

a.通過讓學(xué)生們聽不同內(nèi)容的聽力材料來拓展學(xué)生的知識(shí)面，比如說音樂，影評(píng)，故事名言警句等，從而激發(fā)學(xué)生的英語學(xué)習(xí)興趣；

b.鼓勵(lì)學(xué)生每天聽聽力，達(dá)到由量變到質(zhì)變的飛躍，從而培養(yǎng)學(xué)生的堅(jiān)持不懈的品質(zhì)。

二、教學(xué)重點(diǎn)、難點(diǎn)

教學(xué)重點(diǎn)：

學(xué)習(xí)并掌握文章中的重點(diǎn)單詞和詞組；

聽短文，獲取文章的關(guān)鍵信息，并回答問題。

教學(xué)難點(diǎn)：讓學(xué)生掌握正確的聽力技巧，學(xué)會(huì)預(yù)測(cè)，做筆記

三、教學(xué)對(duì)象 高一年級(jí)的學(xué)生，雖然已經(jīng)掌握了一些基本的語言知識(shí)，但是聽力部分比較薄弱，不善于獲取聽力材料中的關(guān)鍵信息，需要多加練習(xí)和老師的指導(dǎo)。

四、教學(xué)方法

1.任務(wù)教學(xué)法：同前

2.交際教學(xué)法：聽完之后讓同學(xué)們討論相關(guān)的話題 3.多媒體教學(xué)法：同前

五、教學(xué)步驟

1.lead in 導(dǎo)入5 min 給出與話題相關(guān)的圖片或者放視頻，比如說：

（這部分主要是為了導(dǎo)入話題，吸引學(xué)生的學(xué)習(xí)興趣）2.pre-listening 10 min 講解聽力中重點(diǎn)的單詞和詞組，比如說：

（這是因?yàn)橥瑢W(xué)們只有掌握了關(guān)鍵的單詞和短語，才能在聽力的過程中更加快速地對(duì)關(guān)鍵信息作出反應(yīng)，對(duì)于初學(xué)者來說是比較常用的一種教學(xué)模式。）單詞講解完之后給同學(xué)們一點(diǎn)時(shí)間看各個(gè)問題。

a.放第一遍音頻，讓同學(xué)們回答問題題，choose the main idea of the passage b.再放第二遍，要求學(xué)生完成第二題，如下：?

c.帶著學(xué)生對(duì)答案之后，再整體放一邊音頻給同學(xué)聽。

(在這里，在每次放音頻之前我都會(huì)給學(xué)生一點(diǎn)時(shí)間來看需要完成的問題。)4.after-listening 10 min 同學(xué)們討論完之后，老師做一個(gè)簡單的總結(jié)。整個(gè)教學(xué)過程鍛煉的是同學(xué)們的聽力技能，兼顧說、讀、寫技能的訓(xùn)練，采用了任務(wù)教學(xué)法，交際教學(xué)法和多媒體教學(xué)法，真正體現(xiàn)了因材施教和以學(xué)生為主體的教學(xué)原則。

篇三：高中英語聽力教學(xué)案例實(shí)施及反思

高中英語聽力教學(xué)案例實(shí)施及反思

首中醫(yī)大附

程?hào)|慧

teaching difficulty: 第一步, 聽到預(yù)測(cè)（pre-listening）

我將翻錄到電腦上的錄音進(jìn)行播放,同時(shí)在電腦屏幕上相應(yīng)呈現(xiàn)像剪輯,使學(xué)生不僅在聽覺,而且在視覺上都能受到刺激,加深對(duì)聽力材料的理解。由于聽力訓(xùn)練的目的是要盡力抓住主要內(nèi)容，而不是細(xì)枝末節(jié)，因此，我并不要求學(xué)生把每個(gè)詞、每句話都聽懂，而是要求他們首先從整體上把握。我把這個(gè)步驟分為兩步:首先，播放整篇聽力材料，要求學(xué)生盡力抓住主要內(nèi)容，同時(shí)在聽的過程中將這些內(nèi)容與自己聽前所做的預(yù)測(cè)進(jìn)行比較，從而達(dá)到進(jìn)一步理解的效果。聽完后完成相應(yīng)的練習(xí)。

其次，進(jìn)行逐段播放，在每段結(jié)束時(shí)留出1～2分鐘的時(shí)間給學(xué)生思考，并要求他們完成第二和第三大題。如此一來，既給了全班學(xué)生充分的時(shí)間進(jìn)行單獨(dú)答題；又避免了部分學(xué)生（聽力基礎(chǔ)相對(duì)薄弱的學(xué)生）由于來不及記錄而影響到對(duì)下部分文章的理解。

在聽力訓(xùn)練前,我們已經(jīng)做好了相當(dāng)多的準(zhǔn)備工作,有了相當(dāng)充分的預(yù)測(cè),所以在聽力理解時(shí),相對(duì)容易了好多,學(xué)生都很認(rèn)真,而且學(xué)生的參與面也明顯比以前更廣了。

第三步,聽后延伸（post-listening）

我要求學(xué)生先獨(dú)立完成練習(xí)中出現(xiàn)的兩大題。其中,第二大題的問題相對(duì)簡單，學(xué)生一般聽完后就能完成；對(duì)于第三大題,由于大部分都是細(xì)節(jié)題,部分學(xué)生不能很好地完成全部問題。對(duì)于這種情況,我就要求學(xué)生開展合作學(xué)習(xí)，進(jìn)行小組討論,共同完成。針對(duì)個(gè)別還不能確定的題目,我重新再放一遍錄音,要求學(xué)生特別注意,然后進(jìn)行全班核對(duì)。

第四步,及時(shí)鞏固（consolidation）

為了使學(xué)生能更好地加深對(duì)該篇聽力材料的理解并及時(shí)鞏固,我再次向?qū)W生呈現(xiàn)圖片,但這次我把聲音取消掉了。我要求學(xué)生在圖片的幫助下,根據(jù)剛才的理解,對(duì)該篇課文進(jìn)行復(fù)述。在復(fù)述過程中,為了避免有部分沒有輪到的學(xué)生沒有積極參與進(jìn)來，我要求學(xué)生先進(jìn)行小組準(zhǔn)備，開展合作學(xué)習(xí)，共同確定本次聽力材料的要點(diǎn)，并且先在組內(nèi)交流，然后各組派代表向全班陳述。在這個(gè)過程中，全班學(xué)生都積極參加討論，并且將自己小組和其他小組的陳述進(jìn)行比較，然后進(jìn)行修正，進(jìn)一步完善本組的內(nèi)容。這樣，不僅鍛煉了該組學(xué)生的英語口頭表達(dá)能力,同時(shí)再次訓(xùn)練了其他學(xué)生的聽力。最后，為了及時(shí)將聽力訓(xùn)練與寫作聯(lián)系起來，我又要求學(xué)生將這篇聽力材料改編成作文，作為課后的作業(yè)。

教師反思

通過這一系列的聽力訓(xùn)練,學(xué)生對(duì)聽力訓(xùn)練的興趣明顯有了很大提高,大部分學(xué)生的聽力水平也有了很大進(jìn)步。當(dāng)然在實(shí)施過程中,我也遇到了很多困難,比如,如何才能在有限的時(shí)間內(nèi)找好并編輯好與聽力材料相關(guān)的材料；還有，有時(shí)向?qū)W生介紹聽力技巧時(shí),如何才能使學(xué)生理解,并運(yùn)用到自己的語言實(shí)踐過程中等等。在案例實(shí)施時(shí),我也意識(shí)到：為了激發(fā)學(xué)生對(duì)聽力訓(xùn)練的興趣,變教師要他們聽為他們自己愿意聽,教師應(yīng)少一些應(yīng)試聽力,多一些求知聽力；同時(shí),教師也必須改變以往的教學(xué)方式,變單調(diào)的聽力課練習(xí)為深受學(xué)生歡迎的視聽說課，使學(xué)生的視、聽和說各項(xiàng)能力都得到了訓(xùn)練和提高。因?yàn)?聽是說的基礎(chǔ),說是聽的延伸,只有將聽和說的教學(xué)緊密結(jié)合在一起,才能提高整個(gè)高中英語聽力的教學(xué)水平。

篇四：高一英語必修2 unit_5 music聽力訓(xùn)練教案

姓名：張學(xué)露

學(xué)號(hào)：2009212858 teaching plan for unit 5 music period 3 listening(changing from frog to prince.)●the general idea of this period：

●teaching objectives: 1.to make the students listen to a story of a frog—freddy chieved reputation though singing.2.to make the students learn about the stor of the beatles and monkees.ability objects 2.to help studentsimprove the ability of input and output though the listening, discussion andperformance.moral objects 1 ●teaching important points：

●teaching difficult points：

1.help the students improve theirlistening ability.●teaching methods：

1.true or false exercises and blank filling exercises.3.task-based teaching methods 4.cooperative learning 5.group discussion to make every student take an active part in class ●teaching aids: multi-media facilities ? teaching procedures: part 1 lead-in(3 minutes)1.greet the students as usual.2 task 1.pre-listening(5 minutes)step 1.language support step 1get the main idea of the story(5 minutes)a.freddy turn from a tadpole(蝌蚪)to a frog b.freddy heard the other frog’s song c.freddy joined the band and sang a song.step 2 listen again and t or f exercises(5 minutes)3 1.freddy had changed from a man to a frog.2.he felt lonely in his lake till he met his friends on the lily leaf.3.the singers of the band could sing very loudly.step 3 careful listeing(6 minutes)help!i need somebody.help!not just anybody.............task 3 post-listening(17minutes)4 step 2 discuss the advantages and disadvantages of being famous.(5 minutes)step 3 ask the parterners’s suggestions to form a real band.(7 minutes)some useful expressions:(1).listen to the passage again and retell the text to your deskmate.(2).prepare your band’s perform.5 篇五：高考英語聽力技巧教案(the first period)shiguang huaqiao united middle school tian peirong2012-12-04 ⅰ教材分析

高考聽力測(cè)試以語篇（對(duì)話或獨(dú)白）為測(cè)試載體，在語言使用的情境中測(cè)試學(xué)生使用語音、語法、詞匯知識(shí)的能力，主要是考查考生對(duì)所聽信息的正確理解能力和快速反應(yīng)能力。對(duì)此,考綱中明確要求考生聽懂有關(guān)日常生活中所熟悉話題的簡短獨(dú)白和對(duì)話.具體有(1)理解主旨要義(2)獲取事實(shí)性的具體信息(3)對(duì)多聽內(nèi)容進(jìn)行簡單判斷(4)理解說話者的意圖,觀點(diǎn)和態(tài)度。聽力試題在呈現(xiàn)方式上，設(shè)問全部是特殊疑問句，幾乎涵蓋了所有的疑問句型。在聽力部分的兩節(jié)中，第一節(jié)的材料內(nèi)容較短，但速度快,關(guān)鍵信息易漏過。第二節(jié)內(nèi)容較多，難度稍大；且聽力材料的選擇非常重視語言的真實(shí)性原則, 一般來源于實(shí)際生活，涉及現(xiàn)實(shí)生活的方方面面.。根據(jù)大綱要求和這些特點(diǎn)，我們可以看出，聽力題單一的靠“聽”是不夠的, 必須給予一定的方法指導(dǎo).ⅱ現(xiàn)狀分析

聽力理解題是我校得分率較低的題型之一。多數(shù)學(xué)生對(duì)此題型存在苦惱甚至畏懼的心理, 失分嚴(yán)重，無從下手，無法可循。因此, 在實(shí)際教學(xué)中對(duì)學(xué)生的聽力學(xué)習(xí)給予具體的指導(dǎo)是十分有必要的。本課側(cè)重于題型分析及解題方法的指導(dǎo), 分為四個(gè)課時(shí)。每個(gè)課時(shí)將各完成兩個(gè)高考聽力典型題型分析及相應(yīng)的解題技巧。

ⅲ teaching objectives: ability goals: to improve students’ ability of putting the useful skills into practice.ⅴ teaching focus and difficulties: to involve ss using the listening skills ⅶ teaching procedures: step i: lead-in step ii: basis for the lesson step iii: analysis of typical types part 1.scene position a.in a restaurant c.at home 【practice】

a.in a bookstore b.in a classroom b.on a farm c.at home a.in a restaurant c.in a school 【guide skill】

part 2.identity relationship 【practice】

a.his mother.] c.his friend.b.doctor and patient.c.guest and receptionist.a.at a clinicb.at home ex3.(2010全國text8）a.thomas brothers.c.jack cooper.《維克多英語》p18 談話背景、談話者關(guān)系練習(xí)。

第五篇：高中英語聽力課試講教案

聽力課試講教案

Grade level: First grade of high school Lesson type: Listening Duration: 45 min Teaching objectives 1)Enable students to master different listening skills 2)Help students to learn more about …..Teaching aids: Multimedia devices;blackboard Teaching important and difficult points 1)Help students to understand the listening material 2)Encourage students to apply listening skills when listening to the material Teaching procedures Step 1 Warming-up(2min)Show some pictures to the students and have a free talk with the students.Step 2 Pre-listening(5min)Organize the students to have a brief discussion about the topic.Invite some students to share their ideas with the class.Predict the main idea of the passage.After that, present new words and expressions to the students.Step 3 While-listening(25min)1)Listen for main idea Ask Ss to listen to the passage but do not look at the questions, ask them to get the main idea of the passage.Invite students to share their ideas.2)Listen for answers to the exercises/detailed information Ask Ss to listen to the passage again.This time ask them to try their best to get answers to the questions.After listening, check whether Ss get the correct answer, and ask why.3)Play the tape again, focus on the part where they did not get the right information.Do you have any questions? Step 4 Post-listening(10min)Show them the listening text and ask them to read it aloud together.Step 5 Summary(2min)In this period, we mainly focus on the listening ability.It’s very important.If your listening is poor, you’d better practice more.The more you listen to English, the better your listening is.Remember: Practice makes perfect.Step 6 Homework(1min)1)Read the listening texts again and try to retell the passage in your own words 2)Search more information about ….口語課試講教案

Grade level: First grade of high school Lesson type: Speaking Duration: 45 min Teaching objectives 1)Students will be able to use some important words and expressions 2)Students will be able to express their ideas or thoughts clearly.Teaching aids Multimedia devices;blackboard Teaching important and difficult points 1)Help Ss to master the expressions of giving advice: 2)Talk about … by using … Teaching procedures Step 1 Warming-up Show Ss some pictures of … and ask students to describe what they are doing.Step 2 Lead-in Play the tape and ask Ss to listen to the dialogue.Ask Ss to predict what we will learn today.Step 3 Provide key sentence patterns & expressions Provide Ss useful sentence patterns and expressions to express …..Step 4 Role-play/ Discussion Give the Ss a situation, and ask the Ss to work in pairs and make up a conversation.Ask the Ss to discuss the topic with their partners.After that, invite Ss to present their ideas in front of the class.Step 5 Summary In this period, we mainly focus on how to….It’s very important.You should know how to … in real life after this period.You should memorize the useful expressions we learned today.I hope you can practice more after class.Remember: practice makes perfect.Step 6 Homework 1)Collect more expressions and sentence patterns that can be used to express …..2)Find a partner to practice how to … in different situations.詞匯課試講教案

Grade level: First grade of high school Lesson type: Vocabulary Duration: 45 min Teaching objectives 1)Enable students to know the meaning of new words and grasp the usages of such important new words 2)Enable Ss to use such new words in their own writing or speaking Teaching aids Multimedia devices;blackboard Teaching important and difficult points 1)Explain the meaning and usage of the words to the students 2)Enable Ss to use the new words when they express themselves Teaching procedures Step 1 Lead-in Revision.Last period, we have finished the reading of the passage.Now we will learn the new words in the passage.Let’s look at the underlined/italic/bold words.Step 2 Guess Ask Ss to guess the meaning of the words in the context.Or give students some examples and ask Ss to guess the meaning of the words.Step 3 Explanation Explain the meaning of the words to the Ss.After explanation, present the usage of the words to the students and provide examples to help them understand how to use them.Step 4 Practice Ask the students to make sentences with new words by themselves.Invite Ss to share their sentences with the whole class.Step 5 Summary This, period, we have learnt several new words:...we have learnt the usage of these new words.I hope you will memorize these words, as well as the usage of these words.I suggest you use the new words as often as possible.In this way, you will know how to use the words, instead of only knowing the meaning of the words.Step 6 Homework 1)Look up these new words in the dictionary, and get more meanings and usage of them in the dictionary.2)Finish Exercise 2 on page 11.require.async(['wkcommon:widget/ui/lib/sio/sio.js'], function(sio){ var url = 'https://cpro.baidustatic.com/cpro/ui/c.js';sio.callByBrowser(url, function(){ BAIDU_CLB_fillSlotAsync('u2845605','cpro_u2845605');});});

New words: New phrases: Step5: Summary Ss summarize what we have learnt and key points.Make an assessment on each group.Step6: Homework Write a diary with simple past tense.Blackboard design： Title: Questions: New words : 文章線索（便于復(fù)述）

口語課教學(xué)過程：看圖，問答練習(xí)，重點(diǎn)句呈現(xiàn)講解，小組練習(xí)，展示成果 Teaching Objectives: 1.Be able to master the following words and sentence pattern.And learn the expression of giving advice.2.Be able to talk about one?s health problems and give advice fluently 3.Improve the cooperative spirit and care more about yourself and your family members? health.Teaching Aids: Pictures, a tape recorder and ppt.The teaching Focus: 1.Master the following words and sentence pattern.2.Master the expressions of giving advice The Teaching Difficulties: 1.Students may find it difficult to remember all the target new words in the class;2.Students may find it difficult to give appropriate advice to the certain disease because of their limited life experience.Teaching procedure: Step1：Warming up Greet Ss by asking them: How are you today? Then I?ll tell Ss that I?m not feeling well today(Write the sentence on the blackboard and guide Ss to read it.)and get Ss to guess the reason freely.If Ss can?t get the answer, I?ll tell them that I didn?t have a good sleep last night.So I have a headache.(I say this by doing a gesture)Step2: Presentation of words and sentence patterns 1.Let one student imitate he has a kind of disease and ask the class guess what ?s the matter with him.Use the following sentence:”what?s the matter with him?” “I have a stomache.”

2.Show Ss pictures of diseases.(Write the words on the black board.)Step3: Pair work Ask Ss to work in pairs and talk about health problems by using the bandage given and using the target language: What?s the matter? I?m not feeling well.I have a … Step4: Presentation of expressions of giving advice Tell Ss that I have a cold/cough, ask them: What should I do? Ss may give different answers, collect their answers and help them to use: You should/shouldn?t do… During this activity, some phrases will be learned:...Step5: Role play 1.Show the sample dialogue and ask Ss to complete it according to the picture orally.Ask Students to make a four-people group, one of them is a doctor, the other three are patients.Ask the Ss to role play a dialogue.A: What?s the matter with you? B: I?m not feeling well.I have a _______.A: When did it start? B: About______ ago.A: Oh, that?s too bad./ I?m sorry to hear that.You should/shouldn?t ________ and you should/shouldn?t ________...B: Yes, I think so.A: _________________.B: Thank you, doctor.Step5: Summary Ss summarize what we have learnt.Make an assessment on each group.Step6: Homework Try to make a story according to the dialogue.Blackboard design： Title: New words and phrases : Sentence pattern : 語法課：復(fù)習(xí)導(dǎo)入，查找標(biāo)記相關(guān)句子，總結(jié)規(guī)律，練習(xí)（造句，討論）Teaching objectives: 1.Enable the Ss to know the uses of adjectives ending in-ing /-ed and the differences between them.2.Master the following words and sentence pattern.Main word and Expression: amazed, amazing, interested, interesting, bored, boring.Main structure: The classroom was amazing.I was completely amazed by the classroom.Teaching aids: Pictures, a tape recorder and ppt.Teaching important points: Get the Ss to know the differences between the adjectives ending in-ing and-ed and learn the uses of them in the sentences.Teaching difficult points: Understand the differences between the adjectives ending in –ing and –ed and apply them in the sentences.Teaching procedure: Step 1 Lead in Greet the students and say some words which includes the language points.Then tell them what we are going to learn is the differences and uses of the adjectives ending in –ing and –ed.Ask students to think about the question below and try to figure out the right answer.---Can you make a distinguish between the two sentences? I am bored.I am boring.Step 2 discovering and explaining.Ask the students to read the text and try to find out the sentences which have the adjectives ending in-ING and –ED.Try to find the differences and understand the meaning of these adjectives.Step 3 Group work Let students work in groups and have a discussion.Try to find the differences of these adjectives and explain the meaning of these sentences according to the context.Step 4 Conclusion and exercise Invite students to make a report about their group discussion and teacher will make a conclusion according to their report.Find the grammar rules: 1: The –ing form describes the people or things that cause the feeling;（令人?）2: The –ed form tells us how people feel.（感到?）

Give some examples to show what they have learned and ask students to do exercise and check the answers.Fill in the blank with the correct forms of words.It is a ____(bore)party and I feel__(bore).Step 5 Homework 1.Find out more adjectives ending in-ing and-ed and sentences.2.Use the-ED and-ING form of the words “bore” “interest” “amaze” and “embarrass” to make sentences.Blackboard design： Title:

Teaching procedures:

Step 1: Greetings

T: Good morning, everyone.S: Good morning, Mr Dai.Step 2: Lead-in

T: My lovely Ss, please look at the screen.What is the topic of our class?

Ss: Unforgettable experiences.T:Yes.Please use one word to describe it, such as “happy”.S1:…

S2:…

… …

T: perfect, all of you are knowledgeable.(Ask Ss one by one, and choose some words write down on the blackboard.)

T:Okay.You see, all of you used many different words to describe, like…(write down on the blackboard.)

Step 3: Activities

1.Acitivity1: Telling story

(Make a short conclusion)

T: Different people have different understanding of our topic.Now, look at the screen, I’ll show you some aspects of our topic.First, unforgettable experience sometimes means something leaves deep impression on you.Such as……(the words of Ss’)It also can means events, some are good, and some are bad.(Olympic Games, natural disasters, etc.)Or, it may be means something very meaningful.And, it also can means your unforgettable trip;you went to some famous places.For example, went to zoos.Yes, I have gone to Linyi Wild Zoos last week.I saw many different kinds of animals there.It’s so enjoyable and meaningful.You can see the pictures….Do you want to know more information about my “Zoo’s trip”?

Ss: Yes.T: OK.Let’s see it together.(Present the route of my tour on the blackboard or ppt, use First—Next—Then—Finally to describe.)

T: Look at my route on the Blackboard:

(My own experience:

It was a fun day.I went to Linyi Wild Zoos with my friends.First, we took on the bus at bus station.Because we would see many dangerous and ferocious animals such as lions, tigers, wolves , etc.After about half an hour, we backed to the station.Next, we walked to see some gentle animals like pandas, different kinds of birds, monkeys, swans and so on.Then, we went to see the animals’ shows.They are so lovely, interesting and smart.Finally, we went to the restaurant to have dinner.Although all of us were very tired, we were happy and enjoyable.)

T: How do you think of my experience?

Ss:…

T:But I believe yours must be better than mine.Now, working in pairs, share your own unforgettable experiences with your partner.T:I can see all of you are eager to tell your stories...., who do you think has the most interesting story in our class?

S1:**.T:OK.Thank you.Jack, please share your unforgettable experience.S2:…

T:You say that… Whose story are you interested in , you can call his or her name.…

…

T.All of you did a very good job.And I am very proud of you.Give you a big hand.If you want to know more, you can communicate with your classmates after class.2.Activity2: Making story

T: Next, let’s play a mini-game.Looking at the blackboard, there are two faces, one is… the other is…

I will ask two students to write down some relevant words or phrases.… …

T: Now, I have several envelopes in my hands.Do you want to know what is it in it?

Ss:Yes.T:Okay.I will divide you into several groups.Each group chose one envelope.And you will know the secret in it.(Making the short dialogue according to the paper in envelope.After they finished, ask one student of each group to stand on the stage to tell their story.)

Step4: Summary

T: We have learned many useful words, phrases, and sentences to describe our own experience.In next days, you can use them to talk about things, people and events in your own daily life.Step5: Homework

T: After class, each group prepare a play according your story.At next class, you will have a role play.Are you clear?

高中英語教師資格證面試教案模板二

Teaching Objectives(教學(xué)目標(biāo))

1.Language Objectives(知識(shí)目標(biāo))

2.Ability Objectives(能力目標(biāo))

(1)Enable students to …

(2)…

3.Moral Objectives(情感、態(tài)度及價(jià)值觀目標(biāo))

(1)Help students to learn that…

(2)…

注：

1.Teaching Objectives的三個(gè)目標(biāo)可以根據(jù)授課內(nèi)容不同加以取舍。

2.語言目標(biāo)主要包括本課將講授的重點(diǎn)單詞，短語或句型結(jié)構(gòu)。

3.能力目標(biāo)指對(duì)學(xué)生聽說讀寫能力的培養(yǎng)。

Important Points(教學(xué)重點(diǎn))

1.Master two important reading skills

2.…

Difficult Points(教學(xué)難點(diǎn))

1.How to analyze the text and grasp the main idea of the text;

2.…

Teaching Methods(教學(xué)方法)

1.Communicative Approach.........2.Teaching Aids: a tape recorder, a projector and a computer …

1.注：教學(xué)方法根據(jù)教學(xué)內(nèi)容選擇。

Teaching Procedures(教學(xué)過程)

Step I Lead-in(1 mins)導(dǎo)入

1.…

2.…

注：Lead-in部分是通過復(fù)習(xí)、圖片、問問題、提問、討論相關(guān)話題等教學(xué)手段引入本節(jié)課的授課內(nèi)容。

Step II Fast Reading(3 mins)新課學(xué)習(xí)

注：Reading是通過 skimming 或scanning等教學(xué)手段使學(xué)生對(duì)課文大意，或課文結(jié)構(gòu)等有所了解。

Step III Important words and phrases:(3 mins)新課學(xué)習(xí)

Eg.1.apply for …(頂多講兩個(gè)!)

2.…

注：詞匯課是通過對(duì)單詞或短語的講解使學(xué)生對(duì)具體知識(shí)等有詳細(xì)了解，并通過小題練習(xí)，或者互相提問相關(guān)問題理解并掌握運(yùn)用知識(shí)。

Step IV Careful Reading(5 mins)(頂多講兩個(gè)!)

注：Careful Reading主要是處理課文中較難的單詞，短語，句子結(jié)構(gòu)，或課文篇章理解。如：

Eg.1.The teacher is a very enthusiastic woman called Ms.Shen.called Ms.Shen 是過去分詞短語作定語，與所修飾的詞之間存在著邏輯上的被動(dòng)關(guān)

系，相當(dāng)于定語從句who/that was called Ms.Shen。如：

---We visited the new library built three weeks ago.---The first textbooks written for teaching English as a foreign language came out in the 18th century.---Most of the artists invited to the party were from South Africa.注：短語一般放在被修飾詞之后，單個(gè)過去分詞放在被修飾詞之前.2.…

Step V Summary(1 mins)(小結(jié))

注：Summary 是總結(jié)討論本節(jié)課的學(xué)習(xí)內(nèi)容。如：

We have known the Likang’s life at Senior High, is your English classroom like Likang’s? Is your class the same size as his? Is the number of boys and girls the same? Are you looking forward to doing your English homework? Now please discuss with your partner and compare your school life with Likang’s.Step VI Homework Assignment(1 mins)(作業(yè)布置)