第一篇：聽(tīng)說(shuō)課教案初稿

教學(xué)過(guò)程： 一 課程導(dǎo)入：

同學(xué)們大家好，我有個(gè)問(wèn)題，你需要什么？需要錢(qián) 需要男朋友 需要食物 需要睡覺(jué) 需要上廁所~（3分鐘）二 課文部分：

A

大家翻到課本67頁(yè)，這節(jié)課將由我來(lái)和大家一起來(lái)學(xué)習(xí)第十一課

你需要什么？

首先聽(tīng)第一遍錄音一。著重聽(tīng)一下這一家人都需要什么。（4分鐘）B（聽(tīng)完錄音后）是不是有些生詞？看一下錄音的生詞部分：（15分鐘）1.臨（介）挨著，靠近。在??之前，在即將??的時(shí)候，臨走前、臨睡前、臨別

圖示

2.出差

去外地出差

3.收拾（動(dòng)）收拾行李/桌子/屋子/東西

4.啰嗦（形）說(shuō)話很啰嗦

反義詞：干脆、爽快

5.嫌（動(dòng)）爸爸嫌?jì)寢寙?。啰嗦勁?/p>

我嫌這個(gè)書(shū)包太大了。嫌這個(gè)教室太小了。嫌這只筆不好用。

6.丟三落四

他總是丟三落四。

7.新潮

時(shí)髦。小紅想要一件新潮連衣裙。這雙鞋子很新潮。8.坡跟兒 圖示法或?qū)嵨锓?/p>

9.鑲（動(dòng)）圖示

鑲金邊兒

鑲紅邊兒 10.尊敬（動(dòng)）尊敬的老師

11.袖珍（形）很小的袖珍手機(jī)/詞典/相機(jī) 12.匯報(bào)（動(dòng)）向女兒匯報(bào) 13.香腸（名）

14.洋娃娃（名）芭比娃娃

C 好，我們聽(tīng)第二遍錄音（4分鐘）D 回答問(wèn)題（“對(duì)了”用法）：（8分鐘）

女兒需要什么？新潮連衣裙（鑲金邊兒或鑲粉邊兒）、袖珍相機(jī)、洋娃娃 媽媽需要什么？皮涼鞋（坡跟兒的、比25小半號(hào)）、廣東香腸 爸爸需要什么？一分鐘安靜

“對(duì)了，爸爸，我還想要個(gè)洋娃娃??”口語(yǔ)中，說(shuō)話人突然想起別的話題，或?qū)η懊嬲f(shuō)的事情有所補(bǔ)充。講解課本例句。E 課本68頁(yè)練習(xí)一（2分鐘）

F 讀一下練習(xí)二題目，聽(tīng)第三遍錄音，回答練習(xí)二問(wèn)題。（10分鐘）G 完成句子：先做練習(xí)（15分鐘）第二課時(shí)：

A

讓同學(xué)起來(lái)回答練習(xí)三。（15分鐘）錄音二

B

看一下題目，分房的事，同學(xué)先讀練習(xí)1題目，聽(tīng)錄音。（6分鐘）

做題。（2分鐘）講解為什么（2分鐘）C 練習(xí)2（10分鐘）

第二篇：聽(tīng)說(shuō)課教案

What is the matter? 1.The analysis of teaching material: For eight grade students, we should based on the knowledge students already studied.I use all kinds of targets to teach and let them master the words of diseases.I forced students do a roll play who imitating the procedure of seeing a doctor.With this , can raise students interest and make students lead the class.2.The Analysis of the Students: In this period students are lively, active and have strong curiosity, so they are eager to express in English.Their ability to imitate and remember is particularly strong.3.Teaching objectives 3.1 Knowledge Objectives:

1)Be able to master the pronunciation, meaning and spelling of the names of diseases: fever, sore throat, sore back;stomachache, headache, toothache, cold, cough;

2)Be able to learn the expressions of giving advice: lie down and rest, drink hot tea with honey, see a dentist, take this medicine;

3)Be able to talk about health problems by using “What’s the matter? I have a…” and give advice by using “You should…You shouldn’t…”

3.2 Ability Objectives:

1)Be able to talk about one’s health problems and give advice fluently;

2)Be able to role play doctor and patient;3.3 Moral Objectives:

1)Improve the cooperative spirit through pair work and role playing

2)Care more about yourself and your family members’ health.4.Teaching focus and difficult points: students should master the words about diseases and can give considerable advises.The teaching Focus

1.Master the names of diseases: fever, sore throat, sore back;stomachache, headache, toothache, cold, cough;

2.Can give some considerable advises: lie down and rest, drink hot tea with honey, see a dentist, take this medicine;

2.Talk about health problems by using “What’s the matter? I have a…”and give advice by using “You should… You shouldn’t…”

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 considerable advice to the certain disease because of their limited life experience.5.Teaching methods: Communicative language teaching.6.Teaching aids: blackboard, multimedia, chalk, eraser and so on.7.Teaching procedures.Step1: Warming up:

1.First greet students and start the class.2.Presentation of pictures about medical instruments(ward, sickbed, operating room).3.Let students recognize these pictures and ask them:” Where they can see these medical instruments?” and students will say:”in hospital”.Step2: Presentation of pictures about diseases 1.Then get students to guess the diseases..When I do an action, ask students: “What’s the matter?” For example, when I put my finger on the stomach, ask students: “What’s the matter with me?” Help students say: “I’m not feeling well.I have a stomachache.” Then teach the other target words: fever, sore throat, toothache, sore back in the following way: Put my finger on the other part of body and get students to ask: What’s the matter? Then get other students to guess the problem.2.Use body language to guide students to guess another two names of diseases: cold, cough.3.Show students pictures of diseases half hidden, and get students to guess the names of diseases: fever, sore throat, toothache, sore back, cold, cough.Design Description: use pictures, can arouse the curiosity of students to actively participate in teaching activities, the teaching of word mode is simple and intuitive, easy to be accepted by students.Grade eight students love speculation activities, so using the half cover images allows students to consolidate the learned words.Step3: Pair workLet students talk to their desk-mate and use question and answer.Put finger on the part of a student’s body and ask: “What’s matter?” and guide him to use the pattern: I’m not feeling well.I have a… Then ask students to work in pairs and talk about health problems by using the target language: What’s the matter? I’m not feeling well.I have a …

Design notes: pairs practice can stimulate student participation, expand participation, and enable more students to speak English.Step4 Presentation of expressions of giving advice.Tell students that I have a cold/cough, ask them: What should I do? Students may give different answers, collect their answers and help them to use: You should/shouldn’t do… Then show some pictures of other diseases mentioned before and ask them to give advice to each

problem by using target language: You should/shouldn’t do… During this activity, some phrases will be learned: lie down and rest, drink hot tea with honey, see a dentist, drink lots of water, take some medicine.Design Description: to show students pictures about the disease, it can not only help students to review the new knowledge, but also can naturally introduce a new topic for disease advice.Then, through between male and female disease to carry out said matching game recommendations, stimulate the enthusiasm of students, and consolidate the sentence.At the same time.The student growth related knowledge, strengthen the awareness of health.Step5 Group work

Ask students to make a five-people group, one of them is a doctor, one is doctor assistant, the rest of them are patients.Ask the students to role play the dialogue above.Then ask several groups to perform before the class by using some tools: bandage, a uniform, a stethoscope.Ask other students.8.Homework: Let students recite these words and the text.

第三篇：聽(tīng)說(shuō)課教案

Teaching

plan

一、Background information

Teacher： Miss Qin

Students： 40

Grade：seven

Age： 13-14 years old

Lesson duration：40mins Teaching contents： unit1, what are you going to do at the weekend? Module 3

student’s book 2

二、教材分析

1、教材內(nèi)容：本模塊圍繞 計(jì)劃 這個(gè)話題展開(kāi)的，從同學(xué)們的周邊環(huán)境入手，從而達(dá)到可以計(jì)劃自己要做什么事情

2、本節(jié)課為本模塊的第一單元，教學(xué)內(nèi)容包括教材14—15頁(yè)的 speaking and listening.學(xué)生在老師的引導(dǎo)學(xué)習(xí)下知道一些重要的單詞，短語(yǔ)。和能夠自然地運(yùn)用這些短語(yǔ)進(jìn)行對(duì)話。能夠計(jì)劃短期的行程

三、學(xué)生分析

本節(jié)課授課的對(duì)象是初一下冊(cè)的學(xué)生，全班共40人，男生20個(gè)，女生20個(gè)，剛進(jìn)入初中的青少年，對(duì)于新的知識(shí)有著很大的好奇心和求知欲，并有一定的獨(dú)立性，但也有貪玩的心理，所以這節(jié)課的主體是學(xué)生，通過(guò)以前已有的知識(shí)和新知識(shí)的輸入，能夠簡(jiǎn)單地進(jìn)行談?wù)撟约旱闹苣┯?jì)劃

四、teaching aims;

1、knowledge aims ⑴ New words：

plan

revise picnic

test ⑵New phrases：

check email

revise for

have a picnic ⑶Structures：

be going to+動(dòng)詞原形表達(dá)一般將來(lái)時(shí) 2 Ability aims： be able to use the structures to make a dialogue

五、Teaching strategies： communication approach, audio-lingual approach

六、teaching aids： PPT

blackboard

tape

七、teaching procedures Step 1：Lead in T：Class begin

S: Stand up.Good morning, Miss Qin T： Good morning, class.Thank you, sit down, please, look, these are my friends, we usually have a picnic at the weekend.Do you know “have a picnic”? S：No T：OK, please look at the picture, have a picnic means we can eat and drink in outside, anywhere, and you can smell flowers…now, do you know? S: Yes T: Ok, what are you usually to do at the weekend? You, please S: I usually play computer games at the weekend T: Ok, it is relaxing, what about you? S：I usually do my homework T：Yean;you are a good student, what about you? S: I usually visit my grandparents T: Good, I think you like you grandparents very much, ok, weekend is coming.This weekend, < look at PPT.>what is my plan at the weekend, do you know plan? S: Yes T: Yean, plan plan, read it, you can guess what is my plan at the weekend, can you guess? You can guess in this way.You are going to…maybe you are going to…

S: Maybe you are going to have a picnic T: Ok, what about you? S: Maybe you are going to have o party T: En it is a good idea S: Maybe you are going to go shopping T: Yean yean, I like go shopping …

T: Look ,this is my plan , read it ,louder Ok ,what is your plan at the weekend, you can answer in this way, I am going to…what are you going to do at the weekend S;I am going to get up early T: Ok.This is a good habit.You? S: I am going to… …

T: please ask and answer the question in pair, what are you going to do at the weekend? I am going to…what about you? I am going to…yean, now please do it T: Louder please, so that everyone can hear you….thank you, look at me who like do it, please two boys S: T;Thank you so much, S: T: Ok, that girl, what is your name? S: Nancy T: Nancy, you like read books right, I like read books very much, so we are friends T;So you see , my friend Nancy is going to read some books, and that is his plan, what is the plan of your friend, you can ask your friends about their plans, you should answer it use “my friend/friends is/are… he/they is/are going to…we /they are going to…OK? Ok, go do it T: You, please S: My friend is Lucy;she is going to have a piano lesson on Saturday morning.We are going to have a piano on Saturday afternoon T: Ok.Who is Lucy? Ok your weekend is very interesting, what about you? S: my friends are lily and joy;they are going to have a party.T: en, first, we are going to listen the tape, and you can finish this blanks, ok? S: ok T: are you finished it? Ok, check your answer T: look at the screen again, who can read this question? who can..just try, ok S: …

T: Good, you can read it confidently, now we can listen it and then answer question

（listen）

： Check you answer, second listen it again and choose the correct answer….check your answer.Look at the page 15, listen again and finished, then I want to choose some students to answer it T: are you finished it? Ok, check it, you? S;…

T: good, right answer, next …

T: we are finished it, ok, do you think Betty and Daming’s weekend are very great? S： Yes T：Now, please, play a role with your partner

…

T：this group, can you? Ss：…

抽取兩三組的學(xué)生進(jìn)行角色扮演

T：

we have learn much about the structure and some important phrases, please work with your partner to make your own dialogue like page 14, if you have any questions, please hands up, begin ,go go go T：Who want to show your dialogue? Ok please …

T ：Any one else, this group, can you? T ：You are very good today.now we will review together, look at the picture, do you know what’s this? S：Clock T：Good, first, he is going to get up early, and then he is going to revise for his test.then he is going to buy some clothes, then he（ask students to answer it）

Homework Write down your own dialogue about how to spend your weekend

第四篇：初中英語(yǔ)聽(tīng)說(shuō)課教案

初中英語(yǔ)聽(tīng)說(shuō)課教案《Unit 5 Could you please tell me where the》

上傳: 張愛(ài)萍 更新時(shí)間：2012-5-21 10:55:23

初中英語(yǔ)聽(tīng)說(shuō)課教案

unit 5 could you please tell me where the

鵝湖中學(xué)：張愛(ài)萍

知識(shí)目標(biāo)：

1、知識(shí)目標(biāo)： 學(xué)習(xí)使 用 uncrowded, safe, fascinating, inexpensive, delicious, convenient 等形容詞描述介紹各種場(chǎng)所。能力目標(biāo)：

2、能力目標(biāo)： 1）能夠聽(tīng)懂詢問(wèn)信息的句型并會(huì)用英語(yǔ)提供幫助。2）學(xué)會(huì)準(zhǔn)確描述地理位置，并給他人指路，提供幫助。教法 情感目標(biāo)：

3、情感目標(biāo)：通過(guò)學(xué)習(xí)讓學(xué)生學(xué)會(huì)有禮貌地向他人詢問(wèn)信息，幫助別人。學(xué)會(huì)如何有禮貌地與人交流相處。

1)視聽(tīng)法：主要通過(guò)多媒體課 件展示、圖片展示、老師提問(wèn)、學(xué)生回答等方式提供讓學(xué)生看、聽(tīng)、說(shuō)的練習(xí)機(jī)會(huì) 2）問(wèn)答法：展示各種圖片，讓 學(xué)生利用這些圖片進(jìn)行交流，互 學(xué)法 相問(wèn)答，讓學(xué)生在做中學(xué)，在實(shí) 踐中獲得信息，習(xí)得英語(yǔ)。3）實(shí)施情境教學(xué)法 4）采用 任務(wù)型語(yǔ)言教學(xué) 多媒體 錄音機(jī) 學(xué)具 師生活動(dòng)設(shè)計(jì)

1）學(xué)生課前預(yù)習(xí)法 2）小組合作探究法 3）情感激勵(lì)法

教具 教學(xué)程序設(shè)計(jì) 教材處理設(shè)計(jì)

課件

一、談圖片，談圖片，復(fù)習(xí)熱身

step1 warming up ：復(fù)習(xí)熱身 greet the class.look at the pictures.【出示 section a 中 2a 的圖片, 讓學(xué)生思考, 準(zhǔn)備介紹分別可以在哪買(mǎi)到 book，shoes, shampoo 等物品，如何找到該地方。復(fù)習(xí)前 面學(xué)過(guò)的句型，為本課的順利進(jìn)行，尤其是 聽(tīng)力的順利展開(kāi)打好基礎(chǔ)?！?】

老師出示一些商業(yè)店鋪的圖片，學(xué)生兩人一組練習(xí)： 該在哪里買(mǎi)到相應(yīng)物品？如何到達(dá)目的地？即練習(xí)問(wèn)路的表達(dá) 法和如何指路的表達(dá)法。復(fù)習(xí)where, how 引導(dǎo)的賓語(yǔ)從句。為 本節(jié)課的聽(tīng)力做好鋪墊。

二、看圖片，看圖片，導(dǎo)入新課

step2 free talk:各抒己見(jiàn) 1）老師提出問(wèn)題

1）老師提出問(wèn)題： t: do you like the restaurant

1）提問(wèn)題，導(dǎo)入新課

2）同桌練習(xí)

t: what do you think the restaurant should be like（多媒體出示餐館圖片）let ss talk about this question.啟發(fā)學(xué)生使用 clean, beautiful, delicious…… 等形容詞來(lái)修飾表達(dá)。教 師 出 示 更 多 圖 片，(museum, restaurant, park, subway, mall)開(kāi)始本節(jié)課話題，帶出任 務(wù)，組織學(xué)生進(jìn)行交流,學(xué)生通過(guò)思考和談?wù)?引入新課題，讓學(xué)生根據(jù)所提出的問(wèn)題，總 結(jié)自己的答案。2）let ss read 1b.然后同桌談?wù)撐覀冩?zhèn)的一 些地點(diǎn)，參考用 1a 中所給詞匯練習(xí)。step 3 ：listening 1）聽(tīng)力內(nèi)容聽(tīng)兩遍。在 聽(tīng) 之 前 告 訴 學(xué) 生 : you’ll hear three different conversations.in all three, the family members are talking to the man in the information booth.listen to the recorder and write what place they ask about in each conversation.第一遍，聽(tīng)對(duì)話，捕捉所聽(tīng)信息，完成 2a。第二遍，再聽(tīng)對(duì)話，檢查所寫(xiě)內(nèi)容是否正確。answers: conversation 1: restaurants conversation 2: restrooms conversation 3: museums 2）listen again.fill in the missing words.聽(tīng)兩 遍，完成 2b.2b 的聽(tīng)力難度比 2a 要大，因此在處理時(shí)，采用漏詞填空形式，將聽(tīng)力材料打印出來(lái)，s: yes, we do.t: but what do you think the restaurant should be like s1: clean s2: beautiful …… 學(xué)生同桌談?wù)?，提示使用課本 1a 左邊所給的形容詞，先寫(xiě)出最 重要的形容詞，可用多個(gè)形容詞修飾。讓學(xué)生說(shuō)出自己的答案。

2）老師可先給出一個(gè)范例。如：a: the mall is really crowded.b: yes, and it’s convenient,too.學(xué)生兩人一組以 mall, park, restaurant 為話題自由交談。

三、打開(kāi)耳朵，打開(kāi)耳朵，聽(tīng)錄音 1）聽(tīng)力訓(xùn)練 1 完成 2a

（1）在聽(tīng)之前老師向?qū)W生介紹，一個(gè)家庭在 sunville 渡假時(shí)，家庭中各個(gè)成員正在向人咨詢的場(chǎng)景。提醒學(xué)生注意聽(tīng)好他們 詢問(wèn)的是有關(guān)什么地方？

（2）check the answers with the class.聽(tīng)完后讓學(xué)生說(shuō)出他們所寫(xiě) 的答案，與全班一起校對(duì)。這時(shí)應(yīng)該邊聽(tīng)邊校對(duì)，便于學(xué)生發(fā)現(xiàn)自己存在的問(wèn)題，找出錯(cuò) 誤的原因。

（1）老師將聽(tīng)力材料打印好分發(fā)到同學(xué)手中，給學(xué)生一分鐘的 時(shí)間快速瀏覽一遍。（2）老師放錄音兩遍，學(xué)生聽(tīng)并完成漏詞填空。

2）聽(tīng)力訓(xùn)練 2 完成 2b

漏掉關(guān)鍵詞語(yǔ)，讓學(xué)生邊聽(tīng)邊填。設(shè)置的填（3）師生對(duì)照大屏幕一起校對(duì)答案?？占纫紤]難易適中，又要照顧本課重點(diǎn)。不能讓學(xué)生聽(tīng)不懂，失去信心。我們應(yīng)該讓 學(xué)生覺(jué)得“我行”，而不是“我不行”。然后 師再放錄音，生對(duì)照手中聽(tīng)力材料跟錄音讀，規(guī)范學(xué)生的語(yǔ)音 將含有答案的聽(tīng)力材料展示在大屏幕上。語(yǔ)調(diào)，練習(xí)朗讀，為后面的語(yǔ)言交流做準(zhǔn)備。3）第三遍讓學(xué)生根據(jù)手中的聽(tīng)力原文，跟錄 音讀，進(jìn)行朗讀訓(xùn)練，主要是讓學(xué)生能學(xué)習(xí)到純正的語(yǔ)音、語(yǔ)調(diào)，彌補(bǔ)了教材朗讀材料 的不足。step 4 ：practice 2c role play the conversations between the man and the tourists.引導(dǎo)學(xué)生自己說(shuō)出 2c 中的句型,寫(xiě)在黑板上，然后根據(jù)這個(gè)簡(jiǎn)單的對(duì)話,利用聽(tīng)力 2a, 2b 中的信息完成一個(gè)新的對(duì)話。這個(gè)環(huán)節(jié)主要是 培養(yǎng)學(xué)生自主學(xué)習(xí)的能力。step 5：exercise 大屏幕顯示練習(xí)： 1.can you tell me _______________________(哪兒有好吃的地方)2.do you know _________________________(這周圍有公廁嗎？)3.could you please tell me _____________(在 sunville 是否有好的博物館嗎？)4.the fine arts museum is really ________.(又 漂亮又有趣)5.the mall is ___________________.(又方便

四、動(dòng)動(dòng)嘴巴，動(dòng)動(dòng)嘴巴，練對(duì)話

t: now work in pairs, role play conversations using the information from 2a,2b ss 兩人一組進(jìn)行練習(xí)，用 can you tell me where there is …….句型。這樣設(shè)計(jì)對(duì)話，一是復(fù)習(xí)了聽(tīng)力中的目標(biāo)語(yǔ)言，二是為下節(jié)課內(nèi)容的展開(kāi)做了良好的鋪墊。

五、筆頭鞏固，筆頭鞏固，做練習(xí)知識(shí)點(diǎn)練習(xí)

學(xué)生獨(dú)立完成練習(xí)。教師可以讓不同層次的學(xué)生到黑板做，然后針對(duì)學(xué)生所作的情 況，加以講解，這樣教師只是對(duì)部分易錯(cuò)的題進(jìn)行講解，節(jié)省 了大量講的時(shí)間，給學(xué)生更多練習(xí)的時(shí)間.1.教師出示練習(xí)在大屏幕上讓學(xué)生練習(xí),鞏固知識(shí)點(diǎn)。2.教師讓不同層次的學(xué)生到黑板上做題 3.老師講解錯(cuò)題，學(xué)生鞏固知識(shí)點(diǎn)。

六、課后延伸

又不擁擠)老師先給出一個(gè)例子：i like the bookstore best.because there are step 6: homework 以 my favorite place 為題，讓學(xué)生介紹寫(xiě)下一 many books that i like in it.i can learn a lot from the book.but the air isn’t fresh……學(xué)生相互討論喜歡的地點(diǎn)，及優(yōu)缺點(diǎn)，為下一 個(gè)自己最喜歡的地方（如：綜合大超市、商 步的寫(xiě)做好準(zhǔn)備。場(chǎng)、公園、書(shū)店、圖書(shū)館等等）。并說(shuō)明它的方位以及它的優(yōu)點(diǎn)和缺點(diǎn)。

板 書(shū) 設(shè) 計(jì) unit 5 could you please tell me where the restrooms are

1、inexpensive(= cheap)

2、both delicious and inexpensive

3、a good place to eat

4、a good place to hang out

5、there are a lot of fun things for children there.6、learn about……

教 學(xué) 反 思

本節(jié)課以聽(tīng)說(shuō)為主，首先為學(xué)生創(chuàng)設(shè)一個(gè)與生活密切 相關(guān)的問(wèn)路、指路的生活情景，學(xué)習(xí)禮貌地向他人詢問(wèn) 信息，從而練習(xí)where, how, if 引導(dǎo)的賓語(yǔ)從句。再一個(gè)就是處理聽(tīng)力部分的時(shí)候我注意到： 先讓學(xué)生 熟悉背景材料，然后開(kāi)始放錄音；且在放第二遍錄音后 讓學(xué)生自己檢查或驗(yàn)證答案； 最后，教師與學(xué)生一起校 正答案，并將聽(tīng)力中的難點(diǎn)句子板書(shū)在黑板上，便于學(xué) 生很好的理解。當(dāng)然本節(jié)課的不足之處也是聽(tīng)力，聽(tīng)力練習(xí)一向是學(xué)生 的薄弱環(huán)節(jié)，以后應(yīng)加強(qiáng)學(xué)生聽(tīng)力訓(xùn)練。小組討論環(huán)節(jié)，部分差生不能積極參與。

第五篇：聽(tīng)說(shuō)課

聽(tīng)說(shuō)課

一、概述

聽(tīng)說(shuō)課是英語(yǔ)學(xué)科的課型之一，也是?？颊n型。本課型重在培養(yǎng)學(xué)生聽(tīng)和說(shuō)的技能，因此面試時(shí)抽到這一課型的學(xué)員應(yīng)合理設(shè)計(jì)教學(xué)活動(dòng)，確保學(xué)生能夠積極參與，鼓勵(lì)學(xué)生大膽用英語(yǔ)表達(dá)自己的看法。同時(shí)設(shè)計(jì)讀和寫(xiě)的教學(xué)活動(dòng)，使學(xué)生在聽(tīng)說(shuō)讀寫(xiě)的活動(dòng)中完成新知識(shí)的吸收，消化以及鞏固。

二、教材分析

學(xué)員可根據(jù)抽到的試題內(nèi)容分析，從聽(tīng)說(shuō)課，閱讀課(小學(xué)為讀寫(xiě)課)，語(yǔ)法課，寫(xiě)作課和詞匯課(只有高中學(xué)段有詞匯課型)中利用排除法做出判斷。針對(duì)可設(shè)計(jì)成聽(tīng)說(shuō)課型的內(nèi)容，教材中會(huì)有明顯的標(biāo)志，如耳機(jī)或磁帶。以人民教育出版社教材為例，一般而言，以下部分可設(shè)計(jì)成聽(tīng)說(shuō)課：

小學(xué):每單元分為Section A,B,C 三部分，每部分中l(wèi)et’s talk 和let’s learn 都可設(shè)計(jì)成聽(tīng)說(shuō)課。其中l(wèi)et’s talk以教授語(yǔ)法為主，let’s learn以教授單詞為主。

初中：每單元分為Section A,B兩部分。Section A部分的1(a,b,c,d..)和2(a,b,c,d..)可設(shè)計(jì)成聽(tīng)說(shuō)課;Section B 部分的1(a,b,c,d..)可設(shè)計(jì)成聽(tīng)說(shuō)課。高中：Using Language 部分可設(shè)計(jì)成聽(tīng)說(shuō)課。

三、教學(xué)目標(biāo)分析 英語(yǔ)是一門(mén)語(yǔ)言，語(yǔ)言交際分為口頭語(yǔ)言和書(shū)面語(yǔ)言，通過(guò)聽(tīng)說(shuō)讀寫(xiě)四種形式將語(yǔ)音、詞匯、語(yǔ)法、功能和語(yǔ)篇表達(dá)出來(lái)。根據(jù)新課標(biāo)規(guī)定，教學(xué)目標(biāo)為三維目標(biāo)，分別是知識(shí)目標(biāo)，技能目標(biāo)和情感態(tài)度價(jià)值觀目標(biāo)。知識(shí)目標(biāo)：語(yǔ)音、詞匯、語(yǔ)法、功能和語(yǔ)篇 技能目標(biāo)：聽(tīng)說(shuō)讀寫(xiě)

情感態(tài)度價(jià)值觀目標(biāo)：提高興趣，培養(yǎng)合作意識(shí)，了解國(guó)外文化與風(fēng)俗，開(kāi)闊眼界，培養(yǎng)國(guó)際視野，更好理解并熱愛(ài)中國(guó)文化等。

目標(biāo)書(shū)寫(xiě)原則：1.遵循ABCD模式，即對(duì)象(audience)、行為(behavior)、條件(condition)和標(biāo)準(zhǔn)(degree)。

2.學(xué)生為行為動(dòng)詞的主體而不是主語(yǔ)，原因是英語(yǔ)中被動(dòng)語(yǔ)態(tài)。例如：Students’ listening skill can be improved.四、教學(xué)重難點(diǎn)分析

重點(diǎn)：教材中最基本最重要的知識(shí)和技能，是教學(xué)活動(dòng)圍繞教學(xué)重點(diǎn)展開(kāi)。相對(duì)穩(wěn)定，不同的教師講授同一個(gè)內(nèi)容，教學(xué)重點(diǎn)應(yīng)該是相同的。

教學(xué)難點(diǎn)：學(xué)生不易理解的知識(shí)，不易掌握的技能技巧。暫時(shí)性，相對(duì)性，教師不同，學(xué)生不同，時(shí)期不同，難點(diǎn)都可能不同。

小學(xué)建議使用四部曲：warming up, presentation, consolidation , summery and homework.初高中：采用pwp 模式，即將presentation 分為pre-listening 和while-listening, 將consolidation 變?yōu)閜ost-listening.教學(xué)活動(dòng)可以按教材中的題目設(shè)計(jì)。

1.熱身和導(dǎo)入(Warming up and lead in)：移情，起興，入題。常用方法：溫故知新法：課程復(fù)習(xí)法、作業(yè)復(fù)習(xí)法

情景設(shè)置法：教師語(yǔ)言、多媒體播放視頻，圖片音樂(lè)等、現(xiàn)場(chǎng)模擬法。

教師語(yǔ)言示例：Good morning, I will introduce a man to you, listen to me carefully and guess who he is.He is a great man and enjoys a high popularity in the world.Can you guess who he is ? Now let me continue.He has made a great contribution to the freedom of the slaves.He has made a very famous speech called “I have a dream”.Now who is he? Great!You know him.Today we are going to learn ?.2.pre-listening：新課講授的開(kāi)始，進(jìn)行新課內(nèi)容的呈現(xiàn)。

方法：通過(guò)問(wèn)答，小組討論，預(yù)測(cè)或者頭腦風(fēng)暴等形式完成對(duì)要聽(tīng)的材料進(jìn)行話題或者語(yǔ)言點(diǎn)的掃盲工作，為學(xué)生掃除障礙。

3.while-listening: 對(duì)聽(tīng)力材料的初攝入?？煞譃?extensive listening 和intensive listening.extensive listening 部分：聽(tīng)前布置任務(wù)，讓學(xué)生明白要聽(tīng)什么，比如聽(tīng)力材料的大意，主題，標(biāo)題，其中一個(gè)或者兩個(gè)信息的提取等。

intensive listening 部分：通過(guò)正誤判斷，填空，回答問(wèn)題，連線，填表格等出題形式，引導(dǎo)學(xué)生完成對(duì)聽(tīng)力材料的細(xì)化，加深對(duì)材料的理解。

4.post-listening:對(duì)所聽(tīng)材料話題或者語(yǔ)言點(diǎn)的提升。可以根據(jù)材料話題引導(dǎo)口頭問(wèn)答，復(fù)述或轉(zhuǎn)述所聽(tīng)內(nèi)容，模擬情景，小組討論或者辯論，表達(dá)個(gè)人感受;也可以利用材料中的語(yǔ)言點(diǎn)如過(guò)去式進(jìn)行練習(xí)，讓學(xué)生造句，對(duì)話，寫(xiě)經(jīng)歷觀點(diǎn)等強(qiáng)化鞏固語(yǔ)言點(diǎn)的運(yùn)用。

5.summary and homework: 對(duì)本節(jié)課話題抑或語(yǔ)言點(diǎn)的小結(jié)并留作業(yè)繼續(xù)加深鞏固或者為下節(jié)課做鋪墊。

Summary：可以通過(guò)排序法，框架法，激情結(jié)課法，懸念法，延伸法等總結(jié)本材料的話題;也可以通過(guò)比較法，朗讀法等對(duì)所學(xué)語(yǔ)言點(diǎn)進(jìn)行總結(jié)。

homework: 作業(yè)布置要具有可測(cè)性，有目的性，可操作性。1.常規(guī)性作業(yè)：做課后習(xí)題，抄句子短語(yǔ)，背詞組等。2.實(shí)踐性作業(yè)：根據(jù)本節(jié)課話題或者所學(xué)語(yǔ)言點(diǎn)布置表演，搜集材料，調(diào)查，討論等。如初中英語(yǔ)有一節(jié)課是關(guān)于天氣的，作業(yè)布置就可以是：After class, you need to make a survey about the weather in the past week, and next class I will ask some of you to give presentation in this way: A:How was the weather on __? B: It was __.