英语听力教案
听力教案初中教资
听力教案初中教资一、教学目标：1. 让学生通过听力练习，提高对英语语音、语调的识别能力。
2. 培养学生理解和运用日常英语交际的能力。
3. 增强学生的英语听力兴趣，提高学习英语的积极性。
二、教学内容：1. 听力材料：选择一段与学生生活密切相关的英语对话或短文。
2. 听力技能：训练学生对英语语音、语调的辨识，提高学生理解英语口语的能力。
三、教学过程：1. 热身活动（5分钟）：引导学生进行简单的英语口语练习，如问候、介绍自己等，营造轻松的课堂氛围。
2. 听力训练（15分钟）：播放一段英语对话或短文，要求学生注意力集中，尽量理解听力材料的内容。
播放结束后，教师提问，检查学生对听力材料的理解程度。
3. 听力技巧讲解（10分钟）：教师讲解听力技巧，如如何识别英语语音、语调，如何抓住关键词等。
通过实例分析，让学生掌握这些技巧。
4. 实践环节（10分钟）：学生分组进行听力练习，互相模拟对话或短文，运用所学听力技巧。
教师巡回指导，纠正学生的发音错误，解答学生的疑问。
5. 总结与反馈（5分钟）：教师总结本节课的听力教学内容，强调学生在课后要加强听力练习。
同时，鼓励学生积极参与课堂活动，提高自己的英语听力水平。
四、教学评价：1. 课后收集学生的听力练习作品，评估学生的听力水平。
2. 观察学生在课堂上的表现，了解学生对听力技巧的掌握程度。
3. 定期进行英语听力测试，检验学生的听力进步情况。
五、教学资源：1. 英语听力材料：选择适合初中生水平的英语对话或短文。
2. 教学设备：录音机、多媒体课件等。
3. 学习用品：笔记本、耳机等。
六、教学建议：1. 注重培养学生的听力习惯，每天安排一定时间的听力练习。
2. 鼓励学生多听英语广播、观看英语电影，提高英语听力水平。
3. 教师要关注学生的个体差异，因材施教，使每个学生都能在听力教学中取得进步。
4. 定期进行听力测试，了解学生的听力水平，为教学提供有力依据。
通过以上教学设计，希望能够提高初中学生的英语听力能力，激发他们学习英语的兴趣，为今后的英语学习打下坚实基础。
三年级英语下册全册听力教案
三年级英语下册全册听力教案一、教学目标1. 知识目标：（1）能够听懂并准确模仿本册书中出现的日常会用语和句子。
（2）能够听懂并理解本册书中出现的词汇和短语。
2. 技能目标：（1）能够通过听力练习，提高英语听力水平。
（2）能够运用所学的日常用语和句子进行简单的交流。
二、教学重难点1. 教学重点：（1）日常用语和句子的听懂和模仿。
（2）词汇和短语的听懂和理解。
2. 教学难点：（1）特殊语音现象的识别和模仿。
（2）复杂句子的理解和表达。
三、教学方法1. 任务型教学法：通过完成各种听力任务，提高学生的听力水平。
2. 情景教学法：通过模拟真实的生活场景，让学生在实际情境中学习英语。
3. 游戏教学法：通过趣味性的听力游戏，激发学生的学习兴趣。
四、教学准备1. 教学材料：三年级英语下册教材、教学课件、听力素材。
2. 教学设备：电脑、投影仪、音响设备。
五、教学过程1. 热身（5分钟）：（1）引导学生用英语进行自我介绍。
（2）进行简单的听力练习，如数字、颜色等。
2. 课堂导入（10分钟）：（1）介绍本节课的主题和目标。
（2）展示教学课件，引导学生关注本节课的主要内容。
3. 听力教学（15分钟）：（1）播放听力素材，让学生听懂并模仿。
（2）针对听力素材进行问答，检查学生的听力理解程度。
4. 听力练习（15分钟）：（1）设计各种听力练习题，让学生进行听力训练。
（2）学生互相交流，讨论答案。
5. 总结与作业（5分钟）：（1）对本节课的内容进行总结。
（2）布置作业，让学生巩固所学内容。
6. 课后反思（课后）：教师对本节课的听力教学进行反思，总结教学效果，找出需要改进的地方。
六、第二课时教案1. 教学目标（1）能够听懂并准确模仿本册书中出现的日常会用语和句子。
（2）能够听懂并理解本册书中出现的词汇和短语。
2. 教学重难点（1）日常用语和句子的听懂和模仿。
（2）词汇和短语的听懂和理解。
3. 教学方法（1）任务型教学法：通过完成各种听力任务，提高学生的听力水平。
大学英语听力教学教案模板
一、教学目标1. 知识目标：- 学生能够理解并掌握听力材料中的关键词汇和短语。
- 学生能够识别听力材料中的主旨大意和细节信息。
- 学生能够提高对英语语音、语调和节奏的感知能力。
2. 技能目标：- 学生能够运用正确的听力策略，如预测、归纳、推理等。
- 学生能够通过听力练习提高对英语口语的理解能力。
- 学生能够通过小组讨论和合作学习提高交流能力。
3. 情感目标：- 学生能够对英语听力学习产生兴趣，增强学习动力。
- 学生能够通过听力学习增强跨文化交际意识。
二、教学内容1. 听力材料：选择适合学生水平的英语听力材料，包括对话、短文、讲座等。
2. 教学重点：听力材料的理解，包括主旨大意、细节信息和推理判断。
三、教学过程（一）导入（5分钟）1. 利用图片、视频或简短的话题讨论，激发学生的兴趣。
2. 引导学生回顾上一节课的学习内容，进行简单的复习。
（二）听力训练（20分钟）1. 热身练习：- 学生听一段简单的听力材料，如英语歌曲、对话等，提高对英语语音的敏感度。
2. 正式听力练习：- 学生分组进行听力练习，每组选取一段听力材料。
- 教师播放听力材料，学生边听边记录关键信息。
- 教师播放听力材料第二遍，学生完成听力练习，如填空、选择正确答案等。
3. 讨论与反馈：- 学生分组讨论听力练习的答案，教师巡视指导。
- 学生展示答案，教师进行点评和讲解。
（三）技能训练（15分钟）1. 听力策略讲解：- 教师讲解听力策略，如预测、归纳、推理等。
- 学生练习运用这些策略进行听力练习。
2. 小组合作：- 学生分组进行听力练习，每组选一名组长负责协调。
- 学生通过小组讨论提高听力理解能力。
（四）总结与作业布置（10分钟）1. 教师总结本节课的学习内容，强调重点和难点。
2. 学生回顾本节课的学习内容，提出疑问。
3. 布置作业：- 学生完成一定数量的听力练习，巩固所学知识。
- 学生准备下一节课的听力材料，提高自主学习能力。
四、教学反思1. 教师反思本节课的教学效果，分析学生的掌握情况。
英语听说课教学设计参考教案3篇
英语听说课教学设计参考教案3篇英语听说课教学设计参考教案Teaching aims:1.knowledge aims:Students can master the usage of the future tense “be going to”;2. ability aims:Students can use the sentence structure in their daily life;3. emotional aims:Students can cultivate their interest in learning English.Key and difficult point:1.key point:Students can master the usage of the future tense “be going to”;2. difficult point:Students can use the structure to express what they are going to be and how they are going to do in the future.Teaching methods:Audio-lingual teaching method, communication teaching method, task based teaching method.Teaching procedures:1.Warming-up:Listen to a song, “Be what you wanna be”. And after listening, I will ask a question: what can you hear from the song? Yes, many professions, such as lawyer, doctor and so on. And then I will ask students, “what do they want to be when they grow up”and ask some students to answer the question. And then I will tell students we can also say “what are you going to be when you grow up”and lead to today’s class.2. Pre-listening:I will show some pictures on the PPT, the first picture is about reporter and the second picture is about the article. I will write down the two words on the blackboard and then I will ask the students to read after me.3. While-listening:I will ask students to listen to the radio for the first time and then match the sentence with the picture on the ppt. The first picture is about the reporter, thee second picture is about writing magazines and the third picture is about Shanghai.Then I will ask students to listen to the radio for the second time and after listening, I will ask them to answer three questions on the blackboard, the first one is “What is he going to do when he grows up”, the second one is “how is he going to do for that”and the third one is “where is he going to work”.Lastly, I will ask students to listen to the radio for the third time and they need to read after the radio. And then I will divide the students into two groups, group A acts as A, and group B acts as B, and read the passage.4. Post-listeningWe will play a game called “hot potato”. When the music begins to play, students need to pass the flower. And when the music stops, the students who is holding the flower need to answer the question about “what is he going to do when he grows up, how is he going to do for that or where is he going to work”.And then we will have a group work, four students as a group and students need to make a survey about what is their group members going to be, how is he or she going to do for that and where is he going to work. Five minutes later, I will ask some groups to show their report.5. Summary and homeworkI will ask students to read the passage to summarize what we have learned today. After class, they need to search more information about the job they want to do.Blackboard designWhat are you going to be when you grow up?How are you going to do for that?Where are you going to work?英语听说课教学设计参考教案一、《英语课程标准》对初中阶段听、说的技能要求准确定位教学目标和宏观把握教学设计的依据是《课标》中规定的各级目标，教师要全面了解各学段的目标，以使自己在教学设计中能更好、更准确地把握。
英语听力教案
英语听力教案
一、教学目标
1.学生能够听懂日常生活中的简单英语对话。
2.学生能够通过听力练习提高自己的英语听力水平。
3.学生能够在日常生活中运用所学的英语听力知识。
二、教学重点
1.学生能够听懂日常生活中的简单英语对话。
2.学生能够通过听力练习提高自己的英语听力水平。
三、教学难点
1.学生能够在日常生活中运用所学的英语听力知识。
四、教学方法
1.录音教学法
2.听力训练法
3.互动式教学法
五、教学过程
1. 导入
教师可以通过播放一段简单的英语对话来引导学生进入英语听力学习的状态。
2. 讲解
教师可以通过讲解英语听力的重要性和听力训练的方法来帮助学生理解英语听力学习的必要性。
3. 听力训练
教师可以通过播放一些简单的英语对话来进行听力训练，让学生在听力训练中逐渐提高自己的英语听力水平。
4. 互动式教学
教师可以通过互动式教学的方式来让学生更好地掌握英语听力知识。
例如，教师可以让学生分组进行英语对话，或者让学生进行英语听力竞赛等。
5. 总结
教师可以通过总结本节课的内容来帮助学生更好地掌握英语听力知识，并鼓励学生在日常生活中运用所学的英语听力知识。
六、教学评价
教师可以通过听力测试、听力竞赛等方式来对学生进行英语听力水平的评价，以便更好地了解学生的英语听力水平，并针对性地进行教学。
七、教学反思
教师可以通过反思本节课的教学过程和效果来不断改进自己的教学方法，以便更好地帮助学生提高英语听力水平。
同时，教师也可以通过学生的反馈来了解学生的学习情况，以便更好地进行教学。
七年级英语听力教案英文版5篇
七年级英语听力教案英文版5篇七年级英语听力教案英文版5篇教师要在自己钻研教材的基础上，广泛地涉猎多种教学参考资料，向有经验的老师请教，而不要照搬照抄，要汲取精华，去其糟粕，对别人的经验要经过一番思考、消化、吸收，独立思考，然后结合个人的教学体会，巧妙构思，精心安排，从而写出自己的教案。
以下是带来的七年级英语听力教案英文版内容，感谢您的阅读，希望能帮助到您!七年级英语听力教案英文版1unit 5 text awhat are friends for? teaching objectives:by the end of the unit, students will be better able to1.understand the varied parts friendship plays in ones life and be betterfriends themselves;e about 30 new words and 10 new phrases and expreions in briefconversations, translation and preliminary writing tasks;e the subjunctive mood with implied condition in real lifecommunication;4.read material of a similar topic and degree of difficulty;5.know how towrite concisely by avoidingoverstated, pompous words and redundant phrases.teaching methods:audio lingual method; presentation; discuion; question-answer.important/difficult points:new words and expreions: chat, turtle, modelpick up, happen to, cd player, out of touch, put in perspective, betrayedconfidence on the planet, get rid of, in good/bad shapesome sentences in the text are difficult to understand, such as i wasthinking about how everybody can’t be every thing to each other, but some peoplecan be something to each other, but some people can be something to each other;wherever, whenever, there’s that spark of recognition; they have beautiful homesfilled with special handmade things presented to them by villagers in the remoteareas they have visited in their extensive travels. teaching procedure:step 1.warming up (30 mints)1) work in pairs or groups, and discu the following questions.? 1.do you have different kinds of friends? how do youclaify them?? 2.what is so great about friends?? 3.under what circumstances can one lose a friend?? 4.is it poible to love and hate a friend at the same time? giveexamples.2) ask students to skim the text for the 8 kinds of friends mentioned inthe text.buddies/ relative friends/ work friends/ former friends/ friends you loveto hate/ hero friends/ new friends 3) introducing the main idea of thearticleit is said that friends are the best gift god has given us.now that we haveeight kinds of friends from the text, what kind of happine or benefit can eachof them bring us? that’s exactly what the text is about.step 2.new words and the notes (20 mints) learn new words and expreions oftext aexplain some important and difficult words and expreions. cement n.水泥，粘合剂v巩固，粘牢nostalgic a.—nostalgia n.—nostalgically ad. subdivision n.—subdividev.—divide v. inopportune a.—(opposite) opportune a. invisible a.—(opposite)visible a. look at the notes on page 1161.marion wink: poet, eayist, and regular commentator on national publicradio’s.the author made up the capitalized expreions in th e text such as“faraway friend,” “relative friend,” which would make no sense at all out ofcontext, with the latter in particular.2.you quit doing drugs, you’re not such good friends with your dealeranymore: this is not meant to be taken seriously.poeion or sale of illegal drugscan result in long prison terms.step 3.key points (60 minutes)? 1.cry on sb.’s shoulder: get sympathy from someone when you tell themyour problems 向某人诉苦以寻求安慰(或同情)e.g.at least she hadn’t cried on his shoulder again.if you ever need ashoulder to cry on, just call me.? 2.in return (for sth.): as payment or reward for something作为报答或回报e.g.he is always helping people without expecting anything in return.we offer an excellent all-round(全面的，多方面的) education to our students.inreturn, we expect students to work hard. ? 3.they hold out through innumerablecrisesbefore...: they are alwaysreliable(可靠的，可信信赖的) and nice when you are in difficult times even thoughthey don’t like what you are doing... ? 4.while so many family relationships aretinged with guilt andobligation:while so many people may feel something of a sense of guilt orresponsibility in dealing with family relationships...? pany goip, once an infallible(绝对可靠的) source ofentertainment, soon awkwardly accentuates the distance between you: officechat used to be an effective way of amusement for you; however, it makes youfeel uneasy since you do not work together anymore and therefore increases thefeeling of distance between you.? 6.work friends share certain memories which acquire a nostalgic glowafter about a decade:memories of your work friends makes you happy after ten years, so yousomehow wish that you could return to those days.? 7.dead end: a street with no way out at one end or a situation from whichnomore progre in poiblee.g.he realized that the job at which he had been aiming all theseyearsseemed to him to be a dead end. he thinks they have reached anevolutionary(逐渐发展的，演变的) dead end.? 8.when you feel you’ve hit a dead end, come to a confusing fork intheroad, or gotten lost in some cracker-box subdivision of your life:whenever you feel helple, confused or at a lo(困惑的，不知所措的) in the complicatedjourney of your life...notice that “cracker-box division” is not a general expreion, but is rathermade up by the author.cracker: 薄脆饼干;咸饼干sth.: formal owning or having obtainedsomething from somewhere 占有(或拥有)某物e.g.she was found in poeion of stolen goods.how did the painting come into your poeion (=how did you get it) ? ? 10.todeath: informal used to emphasize that a feeling or emotion is very strong? be bored / scared / frightened etc.to deathshe was scared to death of what might happen next.i’m absolutely sick to death of it (=very angry, bored, or unhappy aboutsomething) .? bore / scare / love etc.somebody to deathhe drove at a speed which frightened leonora to death.she used to worry meto death.? 11.make me/you sick: spoken a) make you feel very angrye.g.people like you make me sick!b) indicate a feeling of jealousy — used humorouslye.g.you make me sick with your “expenses paid” holidays!? 12.wherever, whenever, there’s that spark of recognition(认识):when you me et a “new friend” for the first time you instantly feel aconnection with each other. step 4.aignment (5 minutes)1.read the article repeatedly and try to remember the new words andexpreions in text a2.finish the study and practice on page 118-130.the teaching plan of unit 5 what are friends for?(college english 2)english department sun xiaofang【篇3：全英文英语阅读课教案模板】阅读课教案school__ number3 middle school____junior or senior section _junior__ cla____3____ grade _1_______size ______45__ time_40_______date __2009-12-28____ materials __go forit______type of leon _reading ____ contents: 1.vocabulary: some nouns aboutfurniture and some daily use things: table, bed, dreer, bookcase, sofa, chair,backpack, books, keys, baseball, drawer, plant. some prepositions of place: on,in, under2.structure: where is (where’s)…?it is (it’s) in/on/under…where are…?they are (they’re) in/on/under… where’s/where’re…?i don’t know.is it /are they on/in/under… ?no, it isn’t./they aren’t./ yes, it is./they are.3.1) dialogue: where’s thebag?i don’t know.is it on the dreer?no, it isn’t.where are my books?i don’t know.are they on the bed?no, they’re not.2)writing: ask, gue and write objectives:1.instructional objectives (language knowledge and language skills)1) to promote students’vocabulary development (table, bed, dreer,bookcase, sofa, chair, backpack, books, keys, baseball, drawer,plant.…)2) to promote students’reading skills a) prediction b) skimming3) to promote students’oral english4) to develop students’writing skill cational objectives (affect,learning strategy and cultural awarene)1) to develop students’ability to communicate with others to getinformation2) to build students’confidence3) to make students learn to cooperate with others 3.personalobjectives:1) to develop teacher’s ability of claroom management focal points: a: thenouns. b: prepositions of place c: where- question andd: answers to “is the… in/on/under the …?”;difficult points: a: use the prepositions to describe position ofthingsb: use the where-question and is it-/are they -question to ask things’positionaids: ppt, blackboard, chalk … procedures and time allotment1.getting students ready for learning( mins) 1) greetings: good morningeveryone! 2) routine task: duty report2.revision: use some pictures to review the vocabulary ( table, bed, dreer,bookcase, sofa, chair, backpack, books, keys, baseball, drawer, plant, on, in,under) and sentence structure:where is (where’s)…?it is (it’s) in/on/underwhere are…?they are (they’re) in/on/under… 3.pre-reading :step1: vocabulary and some phrases learningtask: look at the conversation between them and gue the meaning of thesentences in red.( using the conversation between liu qian and a xin to showthose phrases to the students in order to learn them by the context; becausethesentence structure in the conversation is those they have learnt)(… mins)此步骤包括词汇、语法教学等 4.while-reading 5.post-reading(… mins)1) oral work 2) written work 6.aigning homework1) conclusion: a: vocabularyb: sentence patterns: where is (where’s)…?it is (it’s) in/on/under…wher e are…?they are (they’re) in/on/under…where’s/where’re…?i don’t know.is it /are they on/in/under… ?no, it isn’t./they aren’t./ yes, it is./they are. 2) homework: ask, gue andwritelet your partner to ask as well as gue where your things are in yourroom.write down your conversation by using the following sentence patterns:a: where’s/where’re your…? b: you can gue.a: i don’t know.is it /are they on/in/under… ?b: no, it isn’t./they aren’t.yes, it is./they are.…self-evaluation七年级英语听力教案英文版2Unit 16 Leon 63Hello, everyone.Today I’m very pleased to have an opportunity to talk aboutsome of my teaching ideas.My topic is life in the oceans taken from Leon 63 ofUnit 16 in SEFC(2).It is made up of four parts.Part 1 My understanding of this leonThe analysis of the teaching material：This leon is a reading paage.It plays a very important part in the Englishteaching of this unit.Leon 62 and Leon 63 are a whole unit.By studying Leon 63,Ss can improve their reading ability, learn more about the sea and the life inthe oceans.At the same time, we should get the students to understand somedifficult sentences to comprehend the paage better.The Ss should do somelistening, speaking and writing, too.Of course, the Ss should receive some moraleducation.Let the Ss understand the sea better, love the sea and save the seaand the life of the sea.Teaching aims：1.Knowledge aim：Understand the main idea of the text.2.Ability aim：Retell the text in their own words.3.Emotional aim：Make the Ss love the life of the sea and do something tostop it being polluted.Key points / Teaching important points：How to understand the text better.Teaching difficult points：e your own words to retell the text.2.Discu the pollution of the sea and how to save the sea.Something about the Ss：1.The Ss have known something about the sea and sea life through theInternet and other ways.2.They are lack of vocabulary.3.They don’t often use English to expre themselves and communicate withothers.4.Some Ss are not active in the cla because they are afraid of makingmistakes.Part 2 My teaching theories, methods and aidsBefore dealing with this leon, I’ll do my best to carry out the followingtheories：Make the Ss the real masters incla while the teacher himself acts asdirector; Combine the language structures with the language functions; Let thestudents receive some moral education while they are learning the Englishlanguage.Teaching method：Double activities teaching methodQuestion-and-answer activity teaching methodWatch-and-listen activityFree discuion methodPair work or individual work methodTeaching aids：1.a projector2.a tape recorder3.multimedia4.the blackboardPart 3.Teaching steps / proceduresI have designed the following steps to train their ability of listening,speaking, reading and writing, especially reading ability.The entire steps are：Greetings, Revision, Lead-in and preparation for reading, Fastreading(scanning), Listening, Intensive reading,Preparation for details of thetext, Consolidation, Discuion, HomeworkStep 1 GreetingsGreet the whole cla as usual.Step 2.Revision1.Ask students some questions to revise the last leon(show them on thescreen).a.How much salt do the oceans contain per thousand parts of water?(35 partsof salt.3.5% by weight)b.What is coral? Why are corals not found in deep water?c.Why is the Dead Sea called the Dead Sea?2.Check the homework(made a survey about the sea or sea life by surfing theInternet or asking for help from other people).Through this part we canconsolidate what they studied yesterday, communicate with others about theirsurvery results and prepare for the new leon.Step 3.Lead-in and preparation for readingShow them some pictures and let them talk each other, and then use thepictures about sea and life in the oceans to learn new words, for example,Antarctica, huge whale, sperm whale, squid and so on.Purpose：Arouse the students’interest of study.Bring in new subject：Life in the oceans.Step 4.Fast readingRead the paage as quickly as they can.I show the questions on the screenand let them get the main idea of each paragraph：1.Why can living things live in such oceans around the Antarctica?2.What does the whale feed on?3.What is the difference between the sperm whale and other whales?Method：Read the text individually, use question—and—answer activity.Purpose：Improve the students’reading ability.Understand the general idea of each paragraph.Step 5.Listening(book closed)1.Listen to the tape then do an exercise(wb page 90, part 1)2.True or false exercise.(on the screen)Train the Ss’listening ability and prepare for later exercises.Step 6.Intensive readingRead the paage carefully again and answer some detailed questions on thescreen.1.How much does a whale eat at a time?2.Do all the whales feed on small fish?3.How deep can a sperm whale dive?It is also called depth reading or study reading.It means reading fordetailed information.Purpose：Further understand the text (Train further reading ability) tofind out some different sentences and details of the text.Step 7.Preparation for details of the text on the screen1....its heart slows to half its normal speed.slow-v.to become / make slower.ing sound wavePresent participle used as adverbial.3.provide sth.for sb.provide sb.with sth.4.at a time：each time5.grow to a length of...Purpose：Train the Ss’ability of understanding and using laguage.Step 8.Consolidation1.Find out the topic sentences.2.Retell the paage according to the topic sentences.Purpose：I want to know if my students understand the whole text really andif they master what I mean to tell them in this cla.What’s more, I want to letthem have the ability of introducing and analyzing expreion.At the same time, Iwill write down the topic sentences on the blackboard according to what thestudents find, so they can retell it easily.Step 9.DiscuionShow them some pictures about the polluted sea and many living things whichare in danger and ask them：What are their opinions about it? In order to letthem have free choice, I give them another topic：The sea is being polluted.Whatshould they do?Purpose：I mean to give them emotional education.I give them multi-mediapictures to arouse their interest of study and their love for life.I mean tomake them realize：The sea is in danger!I teach them to do their best to help it and do something from nowon.Everyone should do something to love and protect our home.Step 10.HomeworkWrite an article Saving the sea.I want to improve the ability of theirwriting.At the same time, train the ability of do-it-yourself and looking up theinformation by themseleves.Part 4.Blackboard designUnit 16 Leon 63Topic Sentences：1.Some living things can live in Antarctica.(what)2.The whale feeds on small fish.(what)3.The sperm whale feeds on squid.(difference)Discuion：1.The whales are in danger.What’s your opinion about it?2.The sea is being polluted.What should we do?In my opinion, the blackboard design can reflect the teacher’s ability ofmastering the text and leading the students to master the text easily.In this text, the design is not easy to write.I write the topic sentenceson the blackboard in order to tell the students that this is of the importancein this cla.The discuion is of the difficulty.I want to make the design inductive, instructive and artistic.七年级英语听力教案英文版3一、导入Presentation: 听一听：找出下列单词的发音A：cat bag rat sad apple B: set bed get wet red C: sit bigpig zip his 让学生找出每组单词中的相同发音，并将音标写在白板上进行一对一教学/æ/ /e/ /i/ Groupwork:让学生分组进行填空比赛cat /k___t/ bag /b___g/ map /m___p/ jam/dʒ___m/ fat /f___t/ yes/j___s/ red /r___d/ wet /w___t/ jet /dʒ___t/ pen /p___n/ sit /s___t/ big /b___g/zip /z___p/ fit /f___t/ him /h___m/二、交际用语/ 常用对话——问候、告别Lead in 老师设置场景进行场景交际用语的教授A: Hi!/ Hello!A: Good morning / afternoon / evening /night.A: How are you? / How are youdoing?A: Good-bye / Bye / Bye-bye.A: See you later / tomorrow / soon… A: Nice /Glad to meet you.A: Are you OK / all right? A: How is everything with you?How is it going?Group work: role-play三练习Practice 1.音标辨音B: Hi!/ Hello!B: Good morning / afternoon / evening /night.B: I’m fine / OK.Fine / Very well, thank you.Just so so.Not very good./ …B: Good-bye / Bye / Bye-bye.B: See you.B: Nice / Glad to meet you, too.B: Yes, I’m OK./ All right.B: Just soso.Very good./ Everything is going well.Listen to the teacher ,listen to thewords in the sentences and tell the teacher the sound of the word.e.g.”yesterday I was very sad” “it is a big dog” “I like color red”2.根据对话选出正确的答案：Set 1 () 1. Who is that girl? A.Lily B.Jeica C.Kate () 2. Where are they now? A.At home.B.In a shop.C.At school.() 3. Is the boy, Michael, a new student? A.Yes, he is.B.No, he isn’t.C.Heis a new student, too.Look at the questions and gue what is the dialogue about?And then listen to thetape and do the exercises.四、随堂检测Production 音标辨音选出正确的音标：() 1.A./æ/ () 2.A./е/ () 3.A./i/ () 4.A./æ/ () 5.A./æ/ () 6.A./е/ () 7.A./i/ () 8.A./æ/ () 9.A./i/ () 10.A./æ/听句选答根据录音选出正确的应答：() 1. A.I’m fine, thanks.() () () () () () () () () 2. A.Hi, every one.3. A.See you.4. A. Glad to meet you, too.5.A.Good-bye! 6. A.I’m fine, thanks.7. A.Please don’t go.8. A.Yes, I do.9. A.Verywell, thanks.10. A.It’s a dream.B.B.B.B.B.B.B.B.B.B./е/ /æ/ /æ/ /i/ /е/ /æ/ /æ/ /i/ /æ/ /i/C.C.C.C.C.C.C.C.C.C./i/ /i/ /е/ /е/ /i/ /i/ /е/ /е/ /е/ /е/B.How do you do? B. Good morning, teacher.B.Meet at 7:00 p.m.B. Nice tomeet you.B.Hi, Mary.B.How do you do?B.Good-bye! B.That’s all right.B.How do youdo? B.Good night.C.I’m seven years old.C. Nice to meet you! C.I’m fine.C. Hello, Sam.C.Howare you? C.I’m seven years old.C. See you at your home.C.I’m OK now.C.I’mfive.C.Good evening! Set 2 () 4.Who is Mr.Smith’s new friend? A.Lily B.Li Hua () 5. When is it now?C.Lin Lin A.In the afternoon.B.In the morning.() 6. How is Li Hua today? A.She’s fine.B.Not very good.Set 3 () 7. Is Tom in the dancing group? A.Yes, he is.B.No, he isn’t.() 8. What are Mary and Amy going to do? A.Play table tennis.B.Playsoccer.() 9. Does Tom go with them together? A.Yes, he does.B.He is not sosure.C.In the evening.C.Just so so.C.Mary is in the group.C.Play tennis.C.No, he doesn’t.七年级英语听力教案英文版4内容：Unit 1 《The new term》目的：听大意复述所听内容T: Now cla, we are going to listen to a dialogue you need to listencarefully ,because I need you to repeat the content you listen and tell me themain ideal at the first time.Understand? Ss:Yes ,We understand! T: Ok.Let’sstart.(Plays the tape once)Well ,who can tell me the main ideal about the radio? Ss:It talk about thenew term.T:You are so clever! Now let us listen again !(Plays the tape again)T:Who can repeat ?Can you?(Ask a student) S:I’m sorry just a little.T:Ok, Thistime we listen sentence by sentence you can write down the sentence you arelistening.Ok? Ss:OK(play the tape the third time) T:Now who can repeat it?(asksome students to repeat) At last I will show you the content you can check youranswer!(listen the radio last time).七年级英语听力教案英文版51.unit 1 festivals around the world2.teaching aims of this unittalk about festivals and celebrationstalk about the ways to expre request and thanks learn to use modalverbswrite a similar story with a different ending 3.sentencepatterns:request:could/ would you please…?could i have…?could we look at…?i look forward to…may i see…? thanks:it?s very kind of you…thank you very much/ thanks a lot. i?d love to.it was a pleasure… don?t mention it.you are most welcome. 4.modal verbs:may might, can could will would must can the first period 1.teachingaims:could i have…?…?may i see…? we might take…teaching procedurest: everybody! welcome back to school! did you have a good time in yourwinter holidays? .yes.of course!t: when did you feel most happy and excited? : at the spring festival.t: who can tell us why? any volunteers?s1: because it is the most important festival in our country. s2: because igot a lot of lucky money from myparents. s3: because i needn?t study atfestivals and there was a lot of delicious food to eat. how great.s4: because i met my cousins and friends who i hadn?t seen for a longtime.t.very food! i am glad to hear that.today we will talk about festivals,which aremeant to celebrate important events.please think about some otherfestivals.can you name just a few?: new year, yuan xiao festival…:t: quite right.that?s called the lantern?s festival.how about some otherfestivals?: the army day, international labour?s day, national day, tomb sweepingfestival, dragon boat festival, mid-autumn day… t: you have done a goodjob, boys and girls! . s tep Ⅱwarming –up like best---the music, the things to see, the visits or the food? stepⅣaignment 1.consolidation2.listening to the material again after cla to be familiar with it.3.homework: collect as much information about festivals as poible.the second period reading teaching aims1.vocabulary: starve, starvation, plenty, satisfy ancestor lamps lead feastbone originin memory of dre up trick poet arrival national gain independencegather agricultural european custom awards watermelon handsomerooster admire look forward to religious as though have fun with daily2.to enable the students to know the earliest festivals with reasons forthem and four different kinds of festivals that occur in most parts of theworld3.to enable the students to master some english expreions and phrasesfestivals.4.teach the basic reading skills: skimming and scanning.5.try to compare and make conclusion s of different festivals. stepⅠrevision 1.greetings.2.review the new words of this part.3.check the students? homework---festivals step Ⅱreading 1.scanning( four minutes later, with the whole cla.show the suggested ( allow to readaloud and carefully this time to understand the main3.reading and discuiont: read the text a third time and then work impairs to do exercise 2 onpage 3.( let the students have enough time to read the paage carefully and discuthe chart with their partners.encourage them to expand their answers accordingto their own experiences.) 4.explanation(in this part try to help the students analyse the difficult, long andcomplex sentences and gue the meaning of the new words; ask them to deal withthe language points in the context.)t: now i will discu some important sentences and phrases in the paage.a.some festivals are held to honor the dead, or satisfy and please theancestors,who could return either to help or to do harm. b.in memory ofc.the leader who helped gain india?s independence from britain.d.a season of agricultural work is over.e.the end of winter and to the coming of spring.f.be covered with pinksnow. the suggested explanation: a.anattributive clause.dead or to make happy in case they might come back to do harm. b.(hoping) (defending)c.→energetic adj.( full of or done with energy) look forward to ( to is apreposition here.)devote to, be/get used to, get down to , stick to e.g.i?m looking forwardto hearing from you. step Ⅲ listening t: now i will play the tape for you.you can just listen with your booksclosed or look at your books or read in a low voice together with the tape.it?sup to you.after listening, please write down three things that most festivalsseem to have in common.( comprehending ex.3 on page 3). the third periodlearning about language teaching aims:1.let the students know the usage of modal verbs.2.enable the students torecognize the words and expreions in the reading paageaccording to what mean the same as them. step Ⅰ greeting and revision( ask some students to retell the text we learned .)stepⅡ.practicing the useful words and expreions t: as we know, there aretwo important kinds of and intransitiveverbs.but many intransitive verbsstructure on. the words given.s2: we are talking about verbs.s3: would you like to talk with me?step Ⅲ verbs form and try to explain their meanings.if you have anystepthe usage of modal verbs.i think it is not easy for you to master them,after cla you should review them. homework1.practice of wbp42ex.1,2,3.2.please find out10 sentences with modal verbs, and try to get theirmeanings.the fourth period listening。
初中听力课教案
初中听力课教案课程目标：1. 提高学生的英语听力理解能力；2. 培养学生的听力技巧和策略；3. 激发学生对英语听力的兴趣和积极性。
教学内容：1. 听力材料：一段关于学校活动的对话；2. 听力技巧：预测、关键词定位、信息筛选；3. 听力练习：多项选择题和填空题。
教学步骤：1. 热身活动（5分钟）- 教师与学生进行简单的英语对话，询问学生们的周末活动，引导学生谈论他们感兴趣的话题。
- 学生进行小组活动，互相介绍自己的周末活动，并练习使用相关的词汇和表达方式。
2. 引入（10分钟）- 教师向学生介绍本节课的主题和目标，告诉学生将要听一段关于学校活动的对话。
- 学生 preview 听力材料，阅读问题和选项，预测可能的答案和信息。
3. 听力练习（20分钟）- 教师播放听力材料，学生认真听并注意理解对话的内容。
- 学生根据所听到的内容，回答问题并完成填空题。
- 教师提供答案和解析，帮助学生理解对话的意思，并解释相关的词汇和表达方式。
4. 听力技巧训练（15分钟）- 教师向学生介绍听力技巧：预测、关键词定位、信息筛选。
- 学生通过实例练习这些技巧，并回答相关的问题。
- 教师提供反馈和指导，帮助学生提高听力技巧的运用能力。
5. 小组活动（10分钟）- 学生分成小组，进行小组对话，讨论他们感兴趣的话题。
- 学生互相练习听力，并使用所学的词汇和表达方式。
6. 总结和作业（5分钟）- 教师与学生一起总结本节课所学的知识和技巧。
- 教师布置作业，要求学生听一段英语材料，并回答相关的问题。
教学评价：1. 听力练习的答案和解析；2. 学生小组活动的表现和参与程度；3. 学生作业的完成情况和理解能力。
教学反思：本节课通过听力练习和听力技巧的训练，提高了学生的英语听力理解能力。
在教学过程中，教师引导学生进行预测和关键词定位，帮助学生更好地理解和记忆对话内容。
同时，小组活动也提供了学生互相练习听力的机会，激发了学生对英语听力的兴趣和积极性。
三年级英语听力与口语教案
三年级英语听力与口语教案课题名称三年级英语听力与口语教案教学目标知识与技能1. 学生能够听懂并复述简单的英语短句和对话。
2. 学生能够用英语进行基本的日常交流，如问候、介绍自己等。
3. 学生能够识别并正确发音26个英文字母。
过程与方法1. 通过听力练习和口语对话，提高学生的英语听力和口语能力。
2. 采用互动式教学方法，如角色扮演、小组讨论等，激发学生的学习兴趣。
3. 通过多媒体资源和游戏活动，增强学生的学习体验。
情感态度与价值观1. 培养学生对英语学习的积极态度和自信心。
2. 增强学生的团队合作精神和沟通能力。
3. 培养学生的跨文化意识和国际视野。
教学重点与难点教学重点1. 提高学生的英语听力理解能力。
2. 增强学生的英语口语表达能力。
教学难点1. 如何让学生在短时间内掌握并运用新学的英语词汇和句型。
2. 如何有效地评估学生的听力与口语能力。
解决策略1. 通过反复练习和模仿，帮助学生掌握新词汇和句型。
2. 采用多样化的评估方法，如口语测试、听力测验和课堂表现评估。
教学准备教学资源1. 英语教材《牛津英语》三年级上册。
2. 多媒体课件，包括音频和视频资源。
3. 英语学习软件和在线资源。
教具和设备1. 录音机或MP3播放器。
2. 投影仪和电脑。
3. 英语字母卡片和单词卡片。
教学过程学生互动环节1. 课堂开始时，进行简单的英语问候和自我介绍，鼓励学生用英语回答。
2. 播放一段简短的英语对话，让学生听后复述。
3. 分组进行角色扮演，模拟日常生活中的对话场景。
课堂管理1. 维持课堂秩序，确保每个学生都有机会参与互动。
2. 及时纠正学生的发音和语法错误，但不打断他们的表达。
3. 鼓励学生之间的合作和互助。
时间分配1. 课堂导入（5分钟）：问候和自我介绍。
2. 听力练习（10分钟）：播放对话并复述。
3. 口语练习（15分钟）：角色扮演和小组讨论。
4. 总结与反馈（10分钟）：回顾课堂内容，进行简单的测试。
板书设计关键内容与逻辑结构1. 主题：英语听力与口语2. 关键句型：Hello! My name is... / How are you? / I am fine, thank you.3. 字母表：Aa, Bb, Cc, ..., Zz4. 常用词汇：apple, book, cat, dog, etc.课后反思评估标准与改进措施1. 评估标准：学生的听力理解能力、口语表达能力和课堂参与度。
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Conversations
Passage
教学步骤
Teaching Steps:
Step 1 Practical Listening & Speaking
Step 2 Business Speaking
Step 3 Listening Practice
教学
方法
Teaching Approaches:
Step 3 Listening Practice
教学
方法
Teaching Approaches:
Multimedia aided instructions;Task-based practices
作业和思考题
Assignment:
P14 Writing a report
教材或参考资料
Teachers’Book, Exploring Disney World
2. Help the students to commend the listening skillsand business culturesinvolved indescribing a company.
重点
难点
Key Points and Difficult Points:
1. Describing a company
教学
目标
Help the students to become familiar withCinderella
重点
难点
Key Points and Difficult Points:
1Getfamiliar withCinderella
2. Command the listening skill of rhyming words.
教学
内容
Teaching Contents:Study ofMotto and Logo
Ⅰ.Practical Listening & Speaking: Word study Functional listening
Language check
Controlled practice
Ⅱ.Business Speaking: Pair work
教学
内容
Teaching Contents:Study of the Sections
Ⅰ.Practical Listening & Speaking: Word study Functional listening
Language check
Controlled practice
Ⅱ.Speaking: Pair work
Language check
Controlled practice
Ⅱ.Speaking: Pair work
Role play
III.Listening Practice: Listening focus
Dictation
Conversations
Passage
教学步骤
Teaching Steps:
作业和思考题
Assignment:
P17 A 1
2
教材或参考资料
Teachers’Book, Exploring Disney World
授课
题目
Unit 4 Mickey mouse and Donald
授课类型
实践
授课时间
第4周周三第3节
教学
目标
1. Help the students to become familiar withMickey mouse and Donald
英语拓展课教案
纪升花
授课
题目
Unit OneWalt Elias Disney
授课类型
听力实践
授课时间
第1周周三第3节
教学
目标
1.Learning aboutWalt Elias Disney
重点
难点
Key Points and Difficult Points:
. Learning the founder of the Walt Disney Company
2. Help the students to command the listening skillsand language pointsinvolved intalking aboutWinnie and his friends
3. Help the students tocommunicate appropriately in the class
教学
方法
Teaching Approaches:
Multimedia aided instructions;Task-based practices
作业和思考题
Assignment:
P39 Students may think about：
Have younoticedthe Cinderella effect around you？
Step 1 Practical Listening
Step 2 Speaking
Step 3 Listening Practice
教学
方法
Teaching Approaches:
Multimedia aided instructions;Task-based practices
作业和思考题
Assignment:
Role play
III.Listening Practice: Listening focus
Dictation
Conversations
Passage
教学步骤
Teaching Steps:
Step 1 Practical Listening & Speaking
Step 2 Speaking
Step 3 Listening Practice
Language check
Controlled practice
Business culture
Ⅱ.Business Speaking: Pair work
Role play
III.Listening Practice: Listening focus
Dictation
Conversations
Passage
2. Help the students to command the listening skills
2. Help the students toimprovethe listening skillsand business culturesinvolved inMotto and Logo
3. Help the students totalk aboutMotto and Logo
重点
难点
Listen and complete“the Disney’s secret of success”
作业和思考题
Assignment:
P4 C
教材或参考资料
Teachers’Book, Exploring Disney World
授课
题目
Unit Two Motto and Logo
授课类型
实践
授课时间
第2周周三第3节
教学
目标
1. Help the students to become familiar withMotto and Logo
Multimedia aided instructions;Task-based practices
作业和思考题
Assignment:
P29 B
教材或参考资料
Teachers’Book, Exploring Disney World
授课
题目
Unit 5 Cinderella
3节
重点
难点
Key Points and Difficult Points:
Getfamiliar with the language points（bow，vest，gloves，sailor suit，high-healed）
教学
内容
Teaching Contents:Study of the Sections
教学步骤
Teaching Steps:
Step 1 Practical Listening & Speaking
Step 2 Business Speaking
Step 3 Listening Practice
教学
方法
Teaching Approaches:
Multimedia aided instructions;Task-based practices
授课
题目
Unit Three To work in the Disney land
授课类型
实践
授课时间
第3周周三第3节
教学
目标
1. Help the students to become familiar with the language points indescribing a company.
教学
内容
Teaching Contents:
Ⅰ.Practical Listening & Speaking: Word study Functional listening
Language check
Controlled practice
Business culture
Ⅱ.Business Speaking: Pair work
教材或参考资料