高一英语听说教学设计
Unit3+听说课教案 高中英语人教版(2019)必修第一册
Unit3听说课教案Inviting a Friend to a Sports Event一、Teaching Objective:By the end of this lesson, students will be able to:1. Use appropriate vocabulary and grammar structures to invite a friend to a sports event.2. Practice listening and speaking skills by participating in role-play activities.3. Understand the importance of communication in social situations.二、Teaching Key Points and Difficulties:Key Point: Participating in role-play activities to practice listening and speaking skills.Students will work in pairs or small groups to simulate different scenarios where they need to invite a friend to a sports event.Difficulty: Encouraging students to speak confidently and express their opinions during the role-play activities.三、Academic Analysis:The target students are high school juniors who have a basic understanding of English grammar and vocabulary. They are at an age where they are starting to participate more in social activities and may need guidance on how to communicate effectively with their peers. This lesson plan aims to provide them with practical language skills that they can use in real-life situations.四、Teaching Process:1. Warm-up (5 minutes)●Greet students and ask them about their weekend plans or any upcoming eventsthey are excited about.●Introduce the topic of inviting friends to sports events and ask if anyone has hadexperience doing so.2. Presentation (10 minutes)●Explain the importance of effective communication in social situations,especially when inviting friends to events.●Discuss common phrases used when inviting someone to a sports event, such as"Would you like to join me for..." or "I would love it if you could come to..."●Show examples of how these phrases can be used in different scenarios, such asinviting a friend to a basketball game or a soccer match.3. Practice (15 minutes)●Divide students into pairs or small groups and give each group a set of scenariocards with different ways of inviting a friend to a sports event.●Ask students to role-play the scenarios using the phrases they learned in thepresentation, making sure to encourage them to speak confidently and express their opinions.●After each pair or group has finished their role-play, ask for feedback from therest of the class on their performance and offer suggestions for improvement.4. Production (10 minutes)●Have one student from each pair or group present their role-play to the class,focusing on their use of language and expressions learned in the lesson.●Assess their performance based on factors such as pronunciation, grammaraccuracy, and confidence in speaking.5. Consolidation (5 minutes)●Review the key points and difficulties of the lesson, encouraging students toreflect on what they learned and how they can apply it in their daily lives.●Encourage students to continue practicing their English skills outside of class byinviting friends to other events, such as movie nights or dinner dates.。
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。
高中英语听说课教案模板(共6篇)
高中英语听说课教案模板〔共6篇〕第1篇：高中英语听说课新课标下的听说教学高一英语新课程改革已经在全国范围内逐步推行，我省也已经正式步入课改的行列之中。
英语学科新课改的重点是改变过去只注重语法和词汇知识的讲解与传授，无视对学生实际语言运用才能的培养的倾向。
强调从学生的学习兴趣、生活经历和认知程度出发，倡导体验、理论、参与、合作交流的学习方式和任务型的教学途径，开展学生的综合语言运用才能。
因此，进步听力教学是所有英语老师必需要考虑的一个课题。
《英语课程标准》也将听、说技能的地位进一步提升。
而中学英语教学由于长期受应试教育的影响，过多重视了英语知识的训练和掌握，致使学生对听力的认识还是茫然的。
面对这样的境遇，又恰逢在新课程改革的指引下如何搞好听、说教学是摆在我们所有英语老师面对的一个课题，也是一个迫在眉睫的问题。
一、听〔一〕形成对英语听才能要求的正确认识新课标逐年加大听力局部的分值。
目前，英语口试还不作一般考试的要求，所以，学生不会创造气氛去说英语。
基于这种情况，我们应努力让学生理解，好的听力不仅对笔试有帮助，它更是一种才能的表达，因为我们学英语的目的不是为了考试，考试是作为一种催促的手段，我们的目的是用英语来进展交际。
口头交流是最简单最普遍的交际方式。
而只有我们在听得懂别人说的话和说得出自己的观点时，我们才有交流。
所以说，听懂说好英语既是我们学习的目的，也是学习英语的根本要求。
〔二〕听前准备听前的准备工作是非常重要的，一般情况下老师只是留几分钟时间让学生自己看要答复的问题，或在多媒体课件上列出一些听力内容中的生词、词组后就让学生听了。
听完后直接对答案。
但对于那些内容较难的听力材料，我们除了做以上工作外还应该给学生讲解一些关于听力材料的背景知识，把它当作听前的热身。
可以先让学生们看问题和与它相对应的选项，在他们看完以后，我让他们猜想听力材料的大致内容。
多数同学猜不出来，少数能猜出来的同学也不敢答复。
这时可以在黑板上列出了以下一些【关键词】：^p 。
高中英语听力课教案
高中英语听力课教案一、教学目标1. 提升学生的英语听力理解能力，包括获取关键信息、理解主旨要义及细节内容。
2. 培养学生预测、推断以及归纳总结的能力。
3. 强化学生的短时记忆和长时记忆能力，提高笔记效率。
4. 通过实践活动，增强学生对英语文化背景的了解。
二、教学内容1. 精选适合高中生水平的英语原声材料，如新闻广播、电影片段、专题讲座等。
2. 介绍并练习常见的听力题型，如对话理解、信息匹配、填空题等。
3. 分析听力材料中的语言特点和文化差异。
三、教学方法1. 预听活动：通过提问、讨论等方式激发学生的背景知识，为听力做好铺垫。
2. 精听训练：逐句播放材料，引导学生注意发音、语调、连读等语音现象。
3. 泛听实践：完整播放材料，让学生把握大意，训练快速理解和捕捉信息的能力。
4. 听后活动：通过小组讨论、角色扮演等互动形式，巩固听力内容，加深印象。
5. 反馈与评价：教师及时给予正向反馈，鼓励学生自我评价，共同探讨提升策略。
四、教学步骤1. 导入新课：简短介绍听力材料的题材和背景，提出相关问题激发兴趣。
2. 预听准备：组织学生进行头脑风暴，激活相关背景知识。
3. 精听环节：分段落进行精听，确保学生理解每个细节。
4. 泛听应用：整体感知材料内容，训练学生抓住主旨和结构。
5. 听写结合：进行听写练习，强化记忆和应用能力。
6. 延伸拓展：通过角色扮演或情境模拟等活动，深化理解。
7. 总结回顾：重点回顾本次课程的学习要点，进行课堂小结。
8. 布置作业：根据学生实际情况，布置适量的听力练习作业。
五、教学资源1. 音频播放器或电脑多媒体设备。
2. 英语听力教材和配套练习册。
3. 互联网资源，如在线听力练习网站、英语学习A等。
六、评价方式1. 平时成绩：包括课堂表现、作业完成情况和平时测验成绩。
2. 期末评估：通过模拟考试或者实际听力测试来综合评估学生的听力水平。
英语听说课的优秀教案
英语听说课的优秀教案【篇一：高中英语听说课的教学设计】高中英语听说课的教学设计及案例分析[1]陈小萍.巧设教学情境激活高中英语课堂--以一节听说课教学设计为例[j].中小学教学研究,2013,(11):23-26.doi:10.3969/j.issn.1674-5728.2013.11.012.（一）听和说教学内容设计1.听的教学内容设计：听力教学的内容一般应包括：⑴语音训练语音训练包括对听音、重读、意群等的训练，增强学生的语音辨别能力，对于造成听力困难的语音应专项训练。
如：bed—bad, ship—sheep, chip—cheap, pin—pen, sit—seat 训练应从词到句，再到文。
⑵听力技巧训练听力技巧包括听大意、听具体信息、猜词义、听细节、听隐含之意等。
听力教学应包含训练这些技巧的各种听力活动。
⑶听力理解训练听力技巧的培养是为理解服务的，除了语音和技巧的训练之外，听力教学更多的应是通过各种活动训练学生句子和语篇的理解能力，使学生的理解由“字面”到“隐含”再到“应用”，理解步步加深。
2.说的教学内容设计：说的教学内容一般应包括：⑴发音错误的发音会造成理解困难，甚至使听者无法理解，因此说的教学内容首先应是正确的发音，包括音节、重读、弱读、连读、送气减弱、意群、停顿、语调等。
⑵语法、词汇合乎语法的句子才容易理解，用词准确，有助于理解。
缺乏必要的词汇常使说话者难以准确地表达自己的思想。
因此说的教学应包含一定的词汇和语法教学。
⑶交际功能通过说的教学，学生应能掌握“问候”“道歉”“抱怨”“邀请”“建议”“致谢”“信息询问”“征求意见”等各种交际功能。
⑷释疑技巧释疑技巧是防止会话中断的必要手段。
当听的一方未能听清楚对方的意思时，应能有多种方式询问对方的含义，使会话得以继续进行，当不能明白个别单词短语的意思时，可问“what does?mean ？”, “could you tell me what?mean ？”如果有部分内容不能明白，比如没有听清楚怎么走，可问：“do you mean i should turn left?” “sorry, how far should i walk?”“you sai d the name of the street is...?” 如果不清楚自己是否真正明白对方的含义可以说：“do you mean...?” 要求对方解释自己说过的话可以用升调重复对方的话，等等。
英语听说课教案
英语听说课教案一、教学目标1.学生能够听懂并理解日常生活中的英语对话。
2.学生能够流利地表达自己的想法和意见。
3.学生能够在实际生活中运用所学英语知识。
二、教学重点1.听力训练。
2.口语表达能力的提高。
三、教学难点1.听力理解能力的提高。
2.口语表达能力的提高。
四、教学方法1.情景教学法。
2.交际教学法。
3.合作学习法。
五、教学过程1. 导入环节1.教师简单介绍本节课的主题和教学目标。
2.教师通过图片或视频等形式展示与主题相关的场景，引导学生进入学习状态。
2. 主体教学2.1 听力训练1.教师播放一段英语对话，让学生仔细听，并在听完后进行简单的问题回答。
2.教师再次播放该段对话，让学生跟读，并注意语音语调。
3.教师让学生分组进行对话练习，鼓励学生使用所学英语知识进行交流。
2.2 口语表达能力的提高1.教师给学生分发一些话题，让学生在小组内进行讨论，并记录下每个人的意见和想法。
2.教师让学生进行角色扮演，模拟真实场景，让学生在实践中提高口语表达能力。
3.教师组织学生进行小组展示，让学生在展示中互相学习和交流。
3. 总结环节1.教师对本节课的教学内容进行总结，并强调学生需要在日常生活中多加练习。
2.教师鼓励学生积极参与英语学习，提高英语水平。
六、教学评估1.教师观察学生在听力训练和口语表达中的表现，并进行评估。
2.教师收集学生在小组讨论和角色扮演中的记录，进行评估。
七、教学反思1.教师需要更加注重听力训练，让学生在听懂英语对话的基础上，提高口语表达能力。
2.教师需要更加注重实践，让学生在实际场景中运用所学英语知识，提高口语表达能力。
高中英语听说课教案及反思
高中英语听说课教案及反思一、教学目标1. 语言知识目标：（1）能够听懂、会说、会读、会写以下句子：He is a good student.He studies hard.（2）能够听懂、会说、会读、会写以下单词：Good, student, hard2. 情感态度价值观目标：通过本节课的学习，学生能够体会到学习的重要性，学会珍惜学习的机会，努力学习，取得更好的成绩。
二、教学重点1. 能够听懂、会说、会读、会写以下句子：He is a good student.He studies hard.2. 能够听懂、会说、会读、会写以下单词：Good, student, hard三、教学准备1. 教学用书：高中英语课本2. 教学器材：录音机、多媒体3. 教学过程（1）Warm-up1. Greeting2. Free talk（2）Lead-in1. Show some pictures about students studying hard.2. Ask students to talk about the pictures.（3）Pre-listening1. Ask students to look at the pictures and guess what the dialogue is about.2. Ask students to make a prediction about the dialogue.（4）While-listening1. Play the recording for students to listen.2. Ask students to listen and answer the questions.（5）Post-listening1. Ask students to discuss the dialogue in pairs.2. Ask students to summarize the dialogue.（6）Consolidation1. Ask students to practice the dialogue in pairs.2. Ask students to write a short passage about the dialogue.四、教学反思本节课的教学内容是高中英语听说课，我采用了多媒体辅助教学的方法，让学生在轻松愉快的氛围中学习，学生们也表现出了很大的积极性，他们都能够听懂、会说、会读、会写以下句子和单词，并且能够熟练的运用这些句子和单词，这让我感到很欣慰。
高一年级英语 U2 Exploring English 听说教学设计
Procedures
For Grammar
教学环节
Steps
教学目标
Objectives
活动形式与步骤
Activities
活动意图
Activity goals
活动层次
Activity Level
学习效果评价
Assessment
Step 1
Lead-in
Link this class with previous class
Step 6 Speaking
Apply the expressions in real life situations
Ss act out the conversation by referring to clues on Page 81 and 84.
Help Ss apply the knowledge learnt in listening to real life speaking
T plays the recording for the second time and students fill in the blanks in the table and check answers.
Develop Ss listening skills like prediction, pay attention to the context, etc and guides Ss to listen to specific information
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高一英语听说教学设计内容：高一学生刚从初中过来，对高一英语的教学很难适应，尤其是听说课，在语音语调和朗读能力上都难以适应。
请各位教师谈谈高一英语听说课的教学，理论结合实际，以培训学习的知识为理论，设计一堂高一英语的听说课，要说明设计的目标效果。
内容：二、教材分析：本节课是北师大版高一必修Module 2 Unit 6的第二课时，即Lesson 2 Great Buildings, 是一节听说课。
它要求学生听3段关于外国的几个great buildings的录音, 然后做若干道听力练习，最后分组讨论学生身边的great buildings。
课本上的练习都是填空题，比较单一，根据听力内容和学生实际，我又增加了选择、判断和问答3种题型。
三、教学目标：1. 知识目标：（1）让学生掌握本节课的一些重要词汇和短语：castle, marble, feature, statue, architect, fairytale, cafe, sort of ...（2）让学生了解国内外几处great buildings 的相关知识。
2. 能力目标：（1）提高学生的听力水平。
（2）培养学生说的能力。
3. 情感目标：让学生认识到这些great buildings 的经济价值和文化价值，从自己的日常生活中去保护这些great buildings。
四、教学重点和难点：1. 教学重点：（1）掌握本节课的重要词汇和短语。
（2）如何从听力录音中获取有效信息。
2. 教学难点：如何让学生运用所学的词汇和短语去描述和讨论自己身边的一些great buildings。
六、教学过程：StepⅠRevisionReview the words, phrases and language points studied the day before.[设计说明]通过每节课课前对上一节课所学单词、短语和语言点的复习，不仅可以使学生在较短的时间内进入学习状态，提高课堂效率，而且可以巩固所学知识，培养学生课前复习的良好习惯。
StepⅡLead-inShow the Ss four pictures about our country’s great buildings and then ask them two questions.Q1: Do you know the name of the great buildings in our country?Q2: Have you visited them?(Key: 图1 — Great Hall of the People, 图2 — the Great Wall, 图3 — Oriental Pearl, 图4 — the Temple of Heaven.)五、教学重点和难点：1. 教学重点：（1）掌握本节课的重要词汇和短语。
（2）如何从听力录音中获取有效信息。
2. 教学难点：如何让学生运用所学的词汇和短语去描述和讨论自己身边的一些great buildings。
五、教学过程：StepⅠRevisionReview the words, phrases and language points studied the day before.[设计说明]通过每节课课前对上一节课所学单词、短语和语言点的复习，不仅可以使学生在较短的时间内进入学习状态，提高课堂效率，而且可以巩固所学知识，培养学生课前复习的良好习惯。
StepⅡLead-inShow the Ss four pictures about our country’s great buildings and then ask them two questions.Q1: Do you know the name of the great buildings in our country?Q2: Have you visited them?(Key: 图1 — Great Hall of the People, 图2 — the Great Wall, 图3 — Oriental Pearl, 图4 — the Temple of Heaven.)[设计说明]通过4张我国伟大建筑物图片的展示，激发学生的兴趣，活跃课堂气氛，使学生明白本节课听力内容的大致范围。
同时在后面与外国伟大建筑物的比较中，增强对本民族建筑物的自豪感。
Step Ⅲ New Words and phrasesAsk the Ss to finish the two tasks below.Task 1: Ask the Ss to read the new words and phrases on page 104 after me.Task 2: Explain the following several words and phrases to the Ss.[设计说明]新单词和短语的学习是语言学习的前提。
本节听力课的内容是关于伟大建筑物的材料、风格、样式、名称、地点等，有大量的生单词，不在听前学习，听力便无从谈起。
我采取的方法是：先领读，然后让学生自己读，最后教师讲解重要单词和短语。
Step Ⅳ Pre-listeningShow the Ss four photos of great buildings in foreign countries about Listening Materials and ask them to finish Task 1 and Task 2.Task 1: Observe the photos above and try matching the buildings in the photos with the names.Task 2: Check the meaning of the Key Words in Table 1 in a dictionary.[设计说明]由于听力材料较难，并且里面有许多学生比较陌生的词汇，所以先让学生观察相关图片，得到直观印象；然后指导学生在初读生词的基础上，通过词典弄明白表1中其余单词的意思。
这样不仅可以培养学生通过查阅工具书解决疑问的能力，而且为下一步的听奠定了基础。
Step Ⅴ While-listeningAsk the Ss to listen to Tape 1, Tape 2, Tape 3 and then complete several tasks after listening.Tape 1Ask the Ss to listen to the radio programme twice and complete the following two tasks.Task 1: Make a choice according to what you hear.Task 2: Fill in Table 2 with the Key Words in Table 1.Table 2: The information about four great buildings.（表内的斜体部分为答案）[设计说明]Tape 1的内容较多，又是一个radio programme，语速较快，学生不容易记下表2所需的全部信息。
因此我在表2前设计了5个相对简单的选择题，使学生做题由易到难，循序渐进，既符合认知规律，又提高了听力效率。
Tape 2Ask the Ss to listen to someone describing her favorite building once and finish the following three tasks.Task 3: Which of the buildings in the photos does she choose? Why?Eilean Dodan castle. She likes it because it is really beautiful, like something from a fairytale.（斜体部分为答案）Task 4: Listen to the description again and fill in the following blanks.Task 5: According to what you heard just now, decide which one is true and which one is false among the sentences below.[设计说明]我给这段听力材料增加了判断题，目的是想让学生关注细节，特别是一些长句，它们往往是听力题的出题点。
另外，由于这段材料比较全面地介绍了城堡的location、style/ material、feature、inside 4个方面，所以我设计了3个任务，便于学生全面了解城堡，后面容易模仿、讨论自己身边的great buildings。
Tape 3Ask the Ss to listen to Tape 3 and then complete one task.Task 6: Ask the Ss to listen to the sentences about Hyde Park in London and then write as many words as they can that give new information and are stressed.[设计说明]这是一个创新题型，目的是想引导学生注意听力材料中出现的频率较高的词语、给出新信息的词语和通过语音语调等形式强调的词语，所有这些词语累加起来就是材料的主要意思。
Step Ⅵ Post-listeningAsk the Ss to finish two tasks.Task 1: Ask every student to choose a great building he or she likes in his or her area and then fill in Table 3 according to the requirements given.Table 3: The information about the great building you like.Task 2: According to what you heard in Tape 1, Tape 2 and based on Table 3 you fill in, work in groups. Describe your building to the others, but don’t say its name. See if they can guess which building it is.[设计说明]这是两项较高层次的任务，要求学生在听的基础上说出自己身边的great buildings, 旨在锻炼学生的语言表达能力，同时培养学生的小组团结、合作精神。