听力活动设计——高玲,钱怡
英语人教版高中必修一(新课标)教案Unit2 Listening and Speaking 教案
Unit 2 Travelling AroundPeriod 1 Listening and Speaking &Pronunciation教材分析开篇页主题图呈现了旅途中的父与子，与培根的引言“Travel, in the younger sort, is a part of education; in the elder, a part of experience.”相呼应，父亲接孩子过河，父子情感通过动作得到交流，暗含了旅行对于父子两代人情感的影响和意义。
听说板块的主题是“准备好去旅行”（Get ready to travel），学生通过两段对话了解旅行前都要作的各项准备，最终能够与同伴分享自己的旅行计划。
这部分活动旨在培养学生制定计划时全面考虑、系统安排的意识与能力。
该板块选取了国内和国外的不同景点，既能增强学生的爱国情怀，又能开阔学生的国际视野。
语音板块主要帮助学生复习辅音字母c、g、x的不同发音，以及辅音字母组合ck、ch、tch、ph、sh、th、wh、ng、qu、gu、igh、kn、mb、wr 的发音规律。
教学目标1.能正确理解使用下列词汇：castle, apply, rent, pack, book, destination。
2.通过阅读开篇页信息，熟悉单元主题语境，预测单元内容，明确学习内容。
3.能听懂有关旅行计划和行前准备的对话，能掌握通过听关键词获取关键信息的技能。
4.通过运用听力材料中所提取的语言及语言学习的信息，谈论旅行计划和行前准备。
5.能通过对国内国外不同景点的讨论，既增强爱国情怀，又拓展国际视野。
6.能了解一些国家的风景名胜。
7.复习一些辅音字母的发音及其组合的发音规律。
教学重难点【教学重点】帮助学生掌握通过听关键词获取关键信息的技能，了解现在进行时表示将来计划的语言结构，掌握关于行前准备的常用表达。
【教学难点】听中能通过听关键词提取相关信息，并能和朋友讨论旅行计划和行前准备。
3 1 Listening and Speaking 教学设计
普通高中英语（2019版）必修第三册Unit 3 Diverse Cultures 教学设计Period 1 Listening and speaking听力部分分为两个部分：Listening and speaking和Listening and talking。
Listening and speaking板块的活动主题是“讨论几种美国食品的起源”( Talk about the origins of American food)。
美国的多元文化反映在社会生活的各个领域,饮食就是很重要的一个方面。
该板块介绍了四种食品——汉堡包、墨西哥玉米片、秋葵汤和福饼,它们都是在美国本土发明的,但都带有其他民族的饮食风味和特点。
在文化交流过程中,不同民族的文化接触后会产生碰撞,同时也会根据需要从不同的文化体系中选取文化元素,经过整合融为一体,形成一种新的文化体系,这就是文化融合的过程。
现代美国文化就是多种文化融合的结果,而这里介绍的几种美国食品正是文化融合现象的具体表现。
听力对话的最后一句道出了美国饮食的特点:将世界上的不同食材混合在一起,创造出一种全新的食品。
Listening and talking板块的活动主题是“谈论中国的少数民族文化”( Talk about ethnic minority cultures in China)。
此部分从谈论美国的多元文化过渡到谈论中国文化的多样性。
少数民族文化是中国文化多样性的重要体现。
该板块围绕贵州苗族和侗族的少数民族文化展开。
民族文化是民族身份的重要标志,了解中国文化的多样性有助于培养文化自信,弘扬和传承中国文化。
了解中国异彩纷呈的少数民族文化也有助于学生形成尊重、包容的心态,为维护和谐社会作出贡献。
1. Master the methods and skills of note-taking, understand the logic of listening materials (including the expression of transition, contrast, cause and effect, coincidence, and examples), so as to determine the key information;2. Help students understand the manifestation of American multiculturalism in diet by listening to an interview, and guide students to record key information in the listening process;3. Instruct students to clearly introduce the characteristics and cooking methods of a Chinese national food to their partners;4. Master the principle of dividing long sentences into groups, and be able to use pause skills when reading long sentences or oral expressions.5. Be able to introduce Chinese minority culture and tell Chinese stories in English.Importance:1. Help students understand the manifestation of American multiculturalism in diet by listening to an interview, and guide students to record key information in the listening process;2. Instruct the students to clearly introduce the characteristics and cooking methods of a Chinese national food to their partners.3. Be able to introduce Chinese minority culture and tell Chinese stories in English.Difficulties:1. Clearly introduce the characteristics and cooking methods of a Chinese national food to the partners;2. Master the principle of dividing long sentences into groups, and be able to use pause skills reasonably when reading long sentences or oral expressions.3. Be able to introduce Chinese minority culture and tell Chinese stories in English.1. Review the vocabulary about food and understand the characteristics of Chinese traditional food culture;2. Read this section in advance, review the vocabulary of American food, and understand the characteristics of American food culture.Step 1 Lead-in1.The teacher presents a news report to help students understand the meaning of diverse in the title.Overseas Students Experience Diverse Cultures at Shandong University Shandong University in Jinan, East China's Shandong Province unveiled its I8th International Cultural Festival at its central campus on April 26, offering locals a chance to experience unique cultures from 25 countries around the world.Overseas students from Russia, France, Thailand, Afghanistan, Italy, Uganda, and Laos wore traditional costumes as they showcased food,dances,handcrafts,and souvenirs from their home countries.Since 2001, the international cultural event has evolved into an important channel the university to promote its campus culture featuring understanding, inclusiveness.for openness, and progress.2.According to the above context, the teacher guides the students to discuss the meaning of diversecultures, and then asks them to try to explain the meaning of unit title "diverse cultures" in their ownlanguage.Students can explain it this way :It means the coexistence of many different types of cultures in a specific region or in the world as a whole. Each culture has its distinct features and each other’s differences are respected.Step 2 Watching and talkingActivity 11.Teachers makes full use of pictures to find the breakthrough of unit teaching.The following questionscan guide students to observe the details in the picture, so as to understand the cultural information and its connotation carried by the picture, and establish a connection with the unit theme.What can you see in the photo?(buildings, lamp post, lanterns.) Do you find the place familiar?What are some words on the buildings?Why are there both Chinese and English shop signs?Where do you think this photo was taken?What day you think such a place is like?Do you think this is a typical place to show cultural diversity? Why?2.Appreciate famous quotes.The teacher asks the following questions to help students understand thequotation and relate the unit topic:Can you paraphrase the quote in your own words?Can you give some examples to demonstrate the diversity of people in world?Can you think of some examples to show diverse cultures in the world?3.Ask the students to quickly review the listening, speaking, reading and writing tasks listed in theopening page. Then ask the students to close their books and answer the positive questions.What are some topics you will read about/ listen to?What are some topics you will talk/write about?Which part do you think will interest you?What do you expect to learn from this unit?Step 3 ListeningActivity 21.Ask the students to look at the four pictures in activity 1.2.Students were asked to match the picture to the following description and then to try to match it to thename of the food.Picture A: small pieces of thin crisp chips served with beans, cheese, spices, etc (nachos).Picture B: a crisp hollow cookie containing a piece of paper with a short message on it (fortune cookie).Picture C: a thick seafood soup,a spicy stew(gumbo).Picture D: a sandwich containing cooked meat and some other vegetables in a bread roll (hamburger).Activity 31.The teacher plays the recording for the first time and asks the students to verify whether the matching food names in activity 1 are correct.2. The teacher plays the recording for the second time. The teacher arranges the following questions in advance to guide the students to get the key information and grasp the general meaning of the listening dialogue.Where does this conversation take place? How do you know?Who are the speakers?What is the topic of the conversation?What is Steve Fox’s opinion about American food?How many examples does Steve Fox give to support his opinion? What are they?Activity 41.Look at the five sentences in activity 3.Let's listen to the tape for the third time.The teacher first lets the student understand the problem, then completes the listening task, in this way the student listens with the purpose, is helpful to develop the selective attention strategy.2.Ask the students to browse the listening task of activity 4. First, try to fill in the information in the form from memory.Next, the teacher plays the tape again and asks the students to fill out the rest of the information and reminds them to use the shorthand strategy.If students can fill out most of the information, teachers can ask them to fill in more information on the form as they listen.When the students were finished, they were asked to use the information in the table to organize the language and verbally describe each food.3.Listen to the tape again and ask the students to complete the following sentences in the listening text.He’s here to talk about cultural influences on American food.You mean there was a mixing of cultures? Food from overseas changed when it arrived in the States.And there are many more examples of mixed-culture dishes.So they’re like a mix of the Chinese, American, and Japanese cultures.It was invented in New Orleans over 200 years ago, and mixes French, African, Native American, and Spanish cooking.So it's the food of many different cultures, all in one dish?American cooking often mixes things from around the world to make something completely new. Step 4 SpeakingActivity 51.Teachers can use courseware to show pictures and definitions of potluck to introduce this interestingcultural phenomenon to students.Such as:A potluck dinner is a meal to which each guest brings a dish of food prepared by the person, tobe shared among the group.2.Next, the teacher can ask the following questions to start thinking:How do you think potluck dinners show diverse cultures in the world?What food would you bring to the party if you were invited?Why do you choose this food?3.Teachers create a situation and ask students to create a dialogue in pairs. One student ACTS as a guestinvited to a potluck party and the other gives advice as a friend.Each group is asked to have a conversation about the origin, preparation and characteristics of a food according to the three questions in activity 5.Students can also add cultural information about the history and legends of the food.After the students have finished the drill, the teacher may ask several groups of students to present to the class. Step 5 PronunciationActivity 61. Understand the spoken text.Read the passage silently and answer the following questions:What is this text about?What did you learn about them from the text?2.Mark the pauses in the passage. Then ask one of the students to read to the class.In combination withthe student's problems in pausing, help students understand the role of pausing: first, pausing allows us to take a breath in time, so that we won't be so tired in the process of speaking;Secondly, proper pauses allow us to better grasp the rhythm of speaking and express ourselves.3. The teacher plays the recording, guides the students to make necessary modifications, and summarizesthe common positions of pauses.4. Listen to the tape again and ask the students to follow the tape.5. Let the students read the passage in pairs. Help each other to improve the accuracy and fluency ofreading.Finally, please have a few students present to the class.Step 6 ListeningActivity 71.Ask students to focus on the three pictures in activity 1 and try to describe each picture, including:Photo 1: Where do you think these men are from? What are they doing? What are they holding in their hands? What is the instrument like? What arc their clothes like?Photo 2: Where do you think the girls are from? What are they doing? What are their clothes like?What are they wearing on their heads?Photo 3: Can you find in the photo which village it is? What time is it in the photo? What is the village like?Based on the description of the students, the teacher skillfully penetrated the key words in the listening dialogue, such as silver, accessory, minority, musical instrument, perform, etc.2.It's about the ethnic minority cultures of the Miao and Dong people in China. It's about the ethnicminority cultures of the Miao and Dong people in China.3.Let the students focus on the Miao and Dong ethnic groups, share their understanding of the twoethnic minorities, fully activate the students' background knowledge, and prepare for the following listening activities.Step 7 Listening comprehensionActivity 81.Grasp the main idea of the listening.Listen to the tape and answer the following questions:Who are the two speakers in the listening? What is their relationship?What is the main idea of the first part of the listening? How about the second part?plete the passage.Ask the students to quickly review the summaries of the two listening materialsin activity 2. Then play the recording for the second time.Ask them to complete the passage and fill in the blanks.3.Play the recording again and ask the students to use the structure diagram to comb the informationstructure in the listening.(While listening, take notes. Capture key information quickly and accurately.) Step 8 TalkingActivity 91.Focus on the listening text.Listen to the students and listen to the tape. Let them understand theattitudes of Wu Yue and Justin in the conversation.How does Wu Y ue feel about Chinese minority cultures?What does Justin think of the Miao and Dong cultures?How do you know that?2.learn functional items that express concerns.Ask students to focus on the expressions listed in activity.3.And try to analyze the meaning they convey, including praise (Super!).Agree (Exactly!)"(You'rekidding.!)Tell me more about it. Tell me more about it.For example, "Yeah Sure." "Definitely!""Certainly!" "No kidding!" "No wonder!" and so on.4.Ask the students to have conversations in small groups, acting as Jsim and his friends.Justin shares histravels in Guizhou with friends and his thoughts;Justin's friends should give appropriate feedback, express their interest in relevant information, and ask for information when necessary.In order to enrich the dialogue, teachers can expand and supplement the introduction of Miao, dong, Lusheng and Dong Dage.After the group practice, the teacher can choose several groups of students to show, and let the rest of the students listen carefully, after listening to the best performance of the group, and give at least two reasons.Step 9 Homework1)Independently complete the exercises in the guide plan;.2)Remember the new words and learn the usages of them.1、通过本节内容学习，学生能否清晰地向同伴介绍一种中国民族食品的特点和烹饪方法；2、通过本节内容学习，学生能否通过听一段访谈对话来了解美国多元文化在饮食方面的体现，并指导学生在听力过程中记录关键信息；3、通过本节内容学习，学生能否掌握听力理训练中的听力策略。
高中英语听力教学设计(2)
高中英语听力课堂教学设计Listening and EnjoyingTeaching flowchartTeaching contents:Self-selected listening materials I. The analysis of the teaching materialIt is alistening class, which consists of 6 parts-- Fivedialogues, Listen toa story,Family Album USA , Talk show, Baby shows and Enjoy a song. Listening material is a very important element, which affects students ’ listening comprehension. These listening materials I chose have appropriate contents with right length and at right degree of difficulty. Besides, they are enjoyable and latest enough to arouse the students ’ interest and widen the range of their English knowledge which produced a good effect.II. The analysis of the studentsListening is very important for English learners and a number of activities involve learners in listening with a specific purpose, but the students often feel very difficult to master it. The problem of eighty percent students ’ is caused by the limitation of material source and the kind. They formed the habit of listening to the publish cassettes, which are spoken at the same speed. The same context, the same spoken speed and the same intonation have made them form fixed impression on English. So if they listen to native speech or other materials of different style, they will become puzzled. All the problems above exist in listening teaching and learning. So in my opinion, the students should be trained to solve these problems.III. Teaching Design NotesMy lesson plan is designed on the basis of the following two principles. Teachers should employ proper teaching methods and techniques to satisfy the students ’ needs. They are in great need of instructions on how to be successful language learners. Teachers should train them with some effective learning strategies to optimize their learning results. The class is listening. According to the teaching materials characteristics, I focus on training students ’ listening ability and enhancing their speaking and writing skills. Teaching is characterized by the followings:1. Make effective use of multimedia courseware for the teaching.Make use of multimedia courseware to help teaching activities, enriching the teaching contents and raising students ’ interest in learning and teaching efficiency, which fully embodies the advantages of modern teaching technology.2. Focus on the studentsTeaching activities inspire students to listen with full enthusiasm and develop students ’ listeningskills. Such as:1) Talk show is one of the most popular TV shows in the world, which is familiar to the students. Besides, many students are Jane Zhang’s fans, so the part 4 Talk Show is appealing to the students and they listen to and watch the show with enthusiasm, which bring a good result.2) Ask students to tell the story of Jane after watching the talk show, which is a good example to combine speaking with listening.IV. Teaching aims1. Knowledge aims:a. Get to know something about talk show, the famous actors and so on to widen the students’ knowledge.b. Learn some new words:photographer [fə'tɔgrəfə] n. 摄影师,照相师Album [‘ælbəm] n. 相簿;集邮California [,kæli'fɔ:njə] 美国加州Greece [gri:s] n. 希腊 Greeksteelworker ['sti:l'wə:kə] n. 炼钢工banker ['bæŋkə] n. 银行家,银行业者ambulance [‘æmbjuləns] n. 救护车Florida ['flɔridə] n. 美国佛罗里达州2. Ability aims:Develop Ss listening ability---the ability of listening for the gist, the Specific Information and predicting Skills.3. Moral aims:Students get to know that they should make great efforts in order to succeed and realize their ideals. V. 1. Teaching focus:Listen for the gist, the specific information and learn how to predict.2. Teaching difficulties:Listen for the gist.VI. Teaching methods:Guiding teaching, predicting teaching, task-based teachingVII. Teaching aids:CAIVIII. Teaching proceduresWatch the MTV ―Hero by Mariah Carey before class.【Intention】Enjoy the song ―Hero by Mariah Carey to create a relaxing atmosphere, which makes a good beginning and also makes the basis for part 6 –Talk show—Jane’s favorite singer- Mariah Carey.Step1 Five dialoguesTeacher: Today we are going to have a listening and enjoying class. There are 6 parts in all. I hope you will enjoy the class.1. Have special practice about the five dialogues---what.主题：1. 听录音判断时间when2. 听录音判断行动或计划what3where4. 听录音判断人物who5. 听录音判断原因why6. 听录音判断数字how7. 听录音判断方式、态度等how8. 听录音判断推理关于人物关系9. 听录音判断态度、观点或意图10.听录音判断理解主旨要义1) Introduce the propositional point cut in NMET.考点2what命题切入点在什么时间、地点做什么打算做什么，先做什么、后做什么2) Listen to the two examples and analyze them, teaching the students listening skills.2. What did Paul do this morning?(NMET2001/21. What‟s the man doing? (NMET2000/4)A. He‟s working in a hotel.B. He‟s visiting a young couple.C. He‟s travelling around.录音原文录音原文2. Practice--Listen to five dialogues and choose the correct answers.Listen to the dialogues and choose the answers1. What is the woman going to do this afternoon?A. go swimmingB. go shoppingC. go climbing2. What is about the man‟s car?A. He has no car.B. He has sold the car.C. His car is being repaired.3. What did the man do today?A. went outside.B. stayed at home.C. went swimming.4. What are they going to do maybe?A. go to the cinemaB. go to a restaurant.C. go to church5. What is the doctor doing?A. seeing a patientB. not in the hospitalC. unknownI‟m going to the beachth is afternoon.That is why I stay inside.Let’s go to find something to eat. Yes, but he is busy. Do you mind waiting.I’m okay, although my car is in the shop.Oh really? That’s too bad.3. Check the answers and play the short film in full screen.Listen to the dialogues again【Intention】There are ten topics in the five dialogues listening practice. This class is dealing with the second one—what.This part will train the students listening skills and test-taking skills, including predicting words, and sentence meaning, speakers’ ideas from the speaker’s intonation, stress and tone.Step 2 Listen to a storyTeacher: We are going to listen to a man’s story, who is Percy Button1. Listen and answer: What is Percy Buttons?Part 2 Listen to a story--What is Percy Buttons?--Percy Buttons is a beggar.Percy Buttons2. Listen again and choose the correct answers.Comprehension1. Percy Buttons stood on his head andsang songs because__________.A. he wanted a piece of cheeseB. he liked doing this.C. he was a beggar.D. he wanted to “pay”for his meal in this way2. The writer didn’t know about Percy Buttons because______A. she was new to the neighborhoodB. he had never called at that house beforec. he was a beggarD. he didn‟t live near herIn return for this…..I have just moved to a house in Bridge Street.3. Check the answers and play the short film in full screen.【Intention】This part is intended to have a practice of monologues. The listening material is selected from New Concept English 22which is at right degree of difficulty and with right length . The interesting story can also stimulate students’ interest and enhance the effect of practice.Step 3 Family Album USATeacher: This term we will get to know a family through Family Album USA.1. Go through the new words.photographer [fə'tɔgrəfə] n.摄影师,照相师Album […ælbəm] n.相簿;集邮California [,kæli'fɔ:njə]美国加州Greece [gri:s] n.希腊Greeksteelworker ['sti:l'wə:kə] n.炼钢工banke r ['bæŋkə] n.银行家,银行业者ambulance […æmbjuləns] n.救护车Florida ['flɔridə] n.美国佛罗里达州2. Introduce Alexandra and Richard Stewart.3. Watch a video and answer the questions.Watch a video and answer the questions1.What is Alexandra ?2. Where does Alexandra come from?3.What is Richard Stewart going to do?4. Watch a video to get to know the Richard Stewart‘s family and fill in the blank.Philip Stewart_____________________Ellen Stewart_____________________Robbie Stewart_____________________Susan Stewart_____________________Malcolm Stewart____________________Marilyn Stewart_____________________Father, doctorMother, homemakerBrother, student, 17Sister, in a toy companyGrandfather , Florida ,72Wife, fashion designerRichard Stewart …s family【Intention】With regards to the style of delivery students should be introduced to the listening spoken with a variety of accents rather than being limited only to those with the standard one so as to prepare them to understand different people in real 1ife situations, which is the reason why I chose the listening material.Step 4 Talk show1. Introduce talk show.Teacher: Let’s come to the part 4--talk show. Talk show may be very familiar to you.It has been a very popular TV show all over the world, including China. Do you knowany famous talk show in China?2. Introduce Simon Cowell and the talent shows.Teacher: Today we will watch a very famous talk show. First of all, let me introduce two persons to you. Simon Cowell西蒙·考威尔American Idol--美国偶像Britain's Got Talent--英国达人Father of talent showPart 4 Talk show3. Introduce The Oprah ShowTeacher:Oprah hosts a talk show--The Oprah Show, which is one of the most famous talk shows in America, evenin the world and has the highest audience rate in America. In 2009, it had one programme called the world’s got talent. A Chinese girl representing Asia took part in the show. Do you know who she is?.... Let’s take a look.Oprah Winfrey奥普拉·温弗瑞The Oprah ShowPart 4 Talk showThe world‟s got talent---世界达人Highest audience rate(收视率)4. Introduce Jane 张靓颖Teacher: Jane is one of the super voice girls. Have you ever heard of her story?...Oprah will tell us her story.Jane 张靓颖Super Voice Girl5. Watch the short of the world’s got talent, complete the exercise and check it.Jane‟s Profile:Birthplace :Chengdu ChinaFather: A truck driverMother : An office assistantNickname: Dolphin Princess 海豚公主1.What happen to her at the age of 15?Her father died. To earn money, she took a job singing at a local club.2.When did she take part in the Super Voice girl?In 2005.6. Watch the complete show with subtitle and introduce Jane’s favorite singer—Mariah Carey.. Mariah Carey玛丽亚·凯莉butterflyeighteen singles rival all最多告示牌冠军单曲的独唱歌手(18Grammy Award 格莱美奖5World Music Award 世界音乐奖17American Music Award 美国音乐奖10Achievement:7. Ask students to tell Jane’s story in their own words according to the key words on the screen. 【Intention】Listening is one of the important channels for us to get information from the out-side world. The latest news and the fastest celebrity information is also a good choice. Most of the time in real life situation, listening and speaking are mixed together. So it is important to develop the two skills together. Telling Jane’s story is to combine Listening with Speaking.Step 5 Baby shows1. Watch a short film -- A baby girl’s confession and fill in the blanks.Teacher: We have just got to know the super girl Jane Zhang, let’s go on with another girl. In some way, she is also a super girl , I think. Let’s listen to her confession.I can be a sike. Now, My whole______ is great, I can do anything good, I like my_____, I like anything.I like my dad, I like my_______, I like my aunts, I like my everything, I like my mum, I like my______, I like my dad...I like my hair, I like my_______, I like Madonna, I like Mr. Donald. I like my_______, I like my whole house, My whole house is great, I can do anything good, yeah, yeah,yeah...I can do anything_______,____, I can do anything good, better...house/school/cousins/sisters/haircut/rooms/good/betterTeacher: Do you believe she will become another super girl when she grows up? Be confident like her, and you will be successful in the future.2. Watch a short film and answer the question.Teacher: Babies are always lovely, so are their words. The baby tried to explain something to his mother. Let’s take a look.Part 5 BabyshowsWhat did the baby try to explain to his mother?I like you only when you give cookie for me. I love you too, but I don't like you all the time .【Intention】In terms of content there is little doubt that a listening text which is interesting and thought-provoking is best for the students for only such a text can stimulate them to try all the means to extract the meaning.Step 6 Enjoy a song1. Introduce the song-- Casablanca (卡萨布兰卡) , the movie- Casablanca (卡萨布兰卡) and the actors. Part 6 Enjoy a songCasablanca(卡萨布兰卡)Bertie Higgins贝蒂.希金斯Movie: Casablanca卡萨布兰卡/北非谍影16th Oscar --best movie, best director, Best Script ,19441944Movie: Casablanca卡萨布兰卡/北非谍影Ingrid Bergman--英格丽·褒曼Sweden百年来最伟大的女演员第4名Movie: Casablanca卡萨布兰卡/北非谍影Humphrey Bogart--亨弗莱·鲍嘉百年来最伟大的男演员第1名2. Play the MTV and enjoy the song.【Intention】Songs can help get a better feeling for the rhythm of the language. Enjoying andsinging English songs, not only can the students increase their vocabulary, butthey can learn English Liaison which is a big part of what makes English soundsEnglish.Homework1. Write an essay about Jane Zhan.2. Learn the song Casablanca, and try to sing it.【Intention】Listening, speaking reading and writing are always related in terms of usage. The assignment can be used to train students’ ability to use language.Teaching introspection (教学反思)Generally speaking, the lesson went on quite smoothly. This is my first attempt, which proved very successful. To Chinese students, it is necessary for them to master listening. It enables them to learn different cultures, widen their English knowledge range, and pave way for their future. The wide spread use of multi-media technology in English Video class optimizes the teaching results. Multimedia technology can arouse the enthusiasm and develop creative thinking of the students and create a simulated atmosphere. I found the traditional boring, so I made the best of the technology, having a good result. I would like to talk about my confusion during my listening teaching practice: How to question?I think the question is not only the effective tool to check students but can also be good to keep students learning more actively, to keep temporarily backward students to experience the joy of success. This can be related to the artistic question, which varies from person to person. I don’t think I am certain about this. This is a big problem that I face.。
英语听力教案及
Interpersonal relationships
Using background knowledge
Applying prior knowledge and experience to make inquiries about the listening text's content
Inferring the speaker's attribute
Resources • Summary and Outlook
01
Introduction to Listening Skills
The definition and importance of listening skills
Definition
Listening skills refer to the ability to receive and understand oral communication through the ear
Comprehension listening
The ability to understand the general meaning of a passage or conversation
Analytical listening
The ability to analyze specific information or details from a passage or conversation
初中英语听说课的定位与活动设计
初中英语听说课的定位与活动设计作者：杜雅莉来源：《学校教育研究》2018年第03期在城乡教师交流活动中，有幸听了宝鸡市新建路中学朱宝香老师的一节公开课。
教学内容为新目标英语八年级上册第四单元，课题为《How do you get to school？》课时是第1课时，课型是听说课。
对本节课的观摩，给予我们一线英语教师很大的启迪。
一、课堂教学回顾1.导入与准备（用时3分钟）授课教师播放关于各种各样的交通方式的影片。
2.听力理解（用时4分钟）教师提出任务1，让学生边听边思考下面的问题。
此任务的目的：授课老师要求学生整体听，了解材料的大概内容。
教师提出任务2，Listen and match.此任务的目的：授课的老师对教材进行重新的整合，把书本上P19，1b的内容改为任务2听连线的题型，让学生的任务更明确。
3.说的训练（用时2分钟）（1）呈现授课者的照片，说自己每天从学校步行到家。
（2）呈现学生的照片，让学生说自己的上学的交通方式。
（3）引入新句型4.听力理解（用时2分钟）听力结束后，学生说出答案。
5.活动与展示（用时7分钟）（1） BOYS AND GIRLS PK. （用时2分钟）提出活动要求：①Listen carefully.②Get the key information. ③Ask and answer questions. （PK）（2）Make a travel plan （用时5分钟）二、本节课的亮点1.利用视频引入，激发学生的学习兴趣兴趣是最好的老师。
教师注重使用多媒体资源，在尽可短的时间内呈现本课的话题，激发学生的好奇心。
呈现朱老师本人的照片，说自己每天从学校步行到家的环节，本来是例题，但是以老师自己为例子，极大地调动了学生的好奇心，同时这种谈话式的形式也激发了学生说的欲望。
2.教师合理的整合教材的资源，对听力材料进行深度挖掘教师针对教材的听力材料设计了听写型、听说型的题型。
教材只是材料，这些材料怎么用才适合学生，怎么用才能收效最大，这需要对教材进行深入挖掘，更需要教学的智慧。
Unit1TeenageLifeListeningandSpeaking(教学设计)高一英语系列(人
Unit 1 Teenage Life Listening and Speaking 教学设计Activity 1 Pre-listeningMatch the photos with the names of the clubs.1.Ask students to look at the photos on Page 12 and match the photos with the names of the clubs.2.Talk about the activities in different clubs.T:Class,you have many chances to join different clubs in the senior high school. What clubs are you interested in?Why ?S1:I'm interested in V olunteer Club because I think it is meaningful to help others....Suggested answers:Ballet Club ② Nature Club② V olunteer Club②Debate Club②Activity 2 While-listening1.Listen to the first two conversations and choose the correct answers.1.What are they learning about in Conversation 1?A. Hearing.B. Sounds.C. Dogs.2.The students are discussing ____ in Conversation 2.A. schoolworkB. relationshipsC. dating3.Circle the two clubs where these two conversations happened.Science Club. B. Ballet Club.C. Nature Club.D. Debate Club.Suggested answers:A C AD2.Listen and tick the activities that happen in each club.3.Listen again and then help Adam choose a club.②Adam says that he likes ___ but is not so interested in ____.A.stories, cartoonsB.animals, plantsC.making friends, cleaning upWork in pairs and talk about what else we should consider when choosing a club.。
【教案】Unit+5Listening+and+speaking+教学设计人教版高中英语必修第一册
主题单元分课时教学设计课题指向学科核心素养的高中英语主题式教学 （第1 课时）课时类型Listening and Speaking学时40分钟教学素材PPT, 视频资料；黑板；指导思想和理论依据1.主题为语言学习提供主题范围或主题语境。
学生对主题意义的探究应是学生学习语言的重要内容，直接影响学生语篇理解的程度、思维发展水平或语言学习的成效。
语言技能是语言运用能力的重要组成部分。
学生应通过大量的专项和综合性语言实践活动，发展语言技能，提升认知策略技能——在语境中学习词汇和语法。
2.设计理念重点在于从传统的讲解式的被动式学习转变成语法知识的积极主动的体验式学习，突出语篇和主题的功能性，培养学生积极探索的学习意识内容分析/语篇研读/文本分析本课内容的主题语境属于：人与社会—探索世界上的语言，主题活动为一段关于“learn a foreign language”的演讲。
要求学生通过听一段介绍语言和语言学习的演讲，了解联合国的工作语言，并和同伴探What听力文本是一段演讲，信息量较大，介绍了世界上的语言数量、母语使用人数最多的语言，以及当代年轻人学习外语的动机和理由等内容。
作为演讲文体，文本语言注重节奏，讲究对转折、欲扬先抑等技巧的运用，以制造兴奋点、吸引注意力，引起青年听众的共鸣，并逐步引导听众随着演讲者的陈述，分析和思考相关的内容。
文本从学生把英语学习视作唯一的外语学习说起，首段运用了表示转折和表达观点的多种句式，例如:“it seems that the only ...""There ar...”"However ...”“But it is very wise to learn ...”，等等。
这些带有转折意味的句子环环相扣，能有效地吸引听众跟随演讲者的思路，关注演讲内容。
接下来文本通过将介绍联合国的六种工作语言与语言学习相结合，启发学生从国际视野的角度思考自身的语言学习。
人教必修一Unit4_Listening_and_Speaking_名师教学设计
Unit 4 Listening and Speaking 名师教学设计●课时内容Report natural disasters Pronunciation本节课为听说课，主要意图是引出本单元的主题：自然灾害。
首先通过观看一段视频，直观认识五种不同的自然灾害，然后听一段关于自然灾害的新闻报道，获取常见自然灾害的基本信息，如级别、发生时间、毁坏程度、伤亡情况以及起因等，最后提供了地震、野火、水灾的简要信息，让学生去使用自己的语言完成一个简短的新闻报道。
最后复习一些发音规律。
●课时目标1.认识常见的几种自然灾害，如地震、森林火灾等。
2.听懂几种常见自然灾害的新闻报道的介绍，并归纳要点。
3.正确使用自然灾害话题相关词语，报道一次自然灾害。
●重点难点重点：1.在听的过程中，获取描述自然灾害相关词汇和句型。
2获取几种常见自然灾害的相关信息。
难点：正确使用自然灾害话题相关词语，报道一次自然灾害。
●教学准备教师准备：1.了解常见自然灾害的常识。
2准备一段关于五种常见自然灾害的视频和相关图片。
学生准备：1.预习本节课的新词汇和内容2利用互联网等资源获取一些自然灾害的相关信息并做好记录，为开展口语活动提供素材。
●教学过程Step I 学习理解活动一：感知与注意（Get to know some natural disasters）1.Watch and lookAsk students to watch the video Natural Disaster and look at the photos first.2.Write.After watching and looking，ask students to write down the names of the natural disasters.3.Check.Ask students to check the answers first in pairs or groups and then with whole class.Suggested answers①tornado②landslide③earthquake④wildfire⑤flood【设计意图】通过播放和观看一段关于五种常见自然灾害的视频，使学生有身临其境的感觉，调动身体多种感觉器官参与学习活动，能够大大提高学习效率。
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这个过程是为了让学生熟悉 新单词，为听中活动做铺垫
接下来，就是听中活动设计了
由于教学对象是小学三年级， 我选择听单词选动物图片这 一活动，激发学生的学习兴 趣
首先，在PPT上呈现小动物的图片 每张图片的下方都有一个序号，听 完录音后，学生按照听到的小动物 名称把图片的序号排列。
(1)
(2)
(3)
听力活动设计
高玲 2012031137 钱怡 2012031120
听力活动一般分为以下3个阶段
听前 准备
01
听中
02Leabharlann 听后 总结03那么听前要准备些什么呢？
• 我们以小学英语三年级Unit 4 We Love
Animals 为例
听前我们可以复习一下这个单元的重点单词
老师放单词录音 让学生跟读单词 （读一遍）
(4)
(5)
(6)
(7)
(8)
(9)
• 例如，第一个单词是dog，就记下“（1）” 第二个单词是rabbit，就记下 “（5）”
注意，这里只听单词，不是句子
9个单词都听完后，进行检查 和确认答案。接下来，做个小练 习，老师说序号，学生要把对应 的动物名称说出来。
• 例如，老师说：“9”，学生应回答： “mouse” 老师说 ：“7”，学生应回答： “lion” 以此类推
• 听完之后，老师核对答案，然后询问 同学们他们心目中的dog是什么样的， 因为不一定每个人都认为dog is cute， 同样，可以把题目中剩下的动物都讨 论一遍。学生还可以谈论自己喜欢的 动物。
以上就是我们小组设计的听力活 动，如有不足，多多指教，谢谢 大家！
Thank You!
接下来是听后练习。 以句子的形式出现小动物的单词。 如：This dog is very cute . This pig is fat.让他们匹配单词。
elephant
cute
pig
mouse
dangerous
fat
snack
dog
heavy
small
• 简单来说，这就是个连线题，和听中 练习比起来，难度又进了一层，因为 这里的听力材料变成了句子