听说课教学设计案例
听说课教学设计案例
新标准英语初一下册
Module 3 Unit 1 What are you going to do at the weekend ?
教学目标：
1.掌握本单元的单词：plan revise for have a picnic test
2.学会一般将来时be going to 的肯定句，否定句和疑问句。
3.能用一般将来时be going to 介绍自己和询问他人的计划安排。
教学难点：
be going to的肯定句，否定句和疑问句。
教学难点：
用一般将来时be going to介绍自己和询问他人的计划安排。
教学过程：
[课前延伸]
预习词汇：布置学生预习词汇，能根据音标读出并了解汉语意思。
1).buy check do get up go to have revise for stay
2).a party a piano lesson a picnic early in bed my email
my homework my test some clothes.
课前朗读: 朗读本课单词和短语。
口语交际：What day is it today ? Who can tell us the seven days of a week ? What are you going to do at the weekend ?
【课内探究】
(一)新课导入：
1.检查词汇预习
展示图片，据图片说出单词revise for have a picnic test
Match the phrases:
buy a party
check a piano lesson
do a picnic
get up early
go to in bed
have my homework
revise for my test
stay some clothes
2.用be的适当形式填空。
1）We _____ going to do my homework tomorrow.
2) Tom ______ going to revise for his test.
3) She _____ going to play table tennis.
4) I ______ going to get up early on Saturday morning.
5) The young boys ____ going to play football next week.
3.句型转换
1) We are going to do my homework tomorrow.
否定句:
疑问句:
2) Daming is going to revise for his test.
改为一般疑问句:
3) Is Lucy going to have a picnic ?
肯定回答: Yes, _________.
否定回答: No, __________.
4) I am going to _get_ _up__ _early__ on Saturday morning.
对划线部分提问: _____ are you going to ___ on Saturday morning?
（二）对话处理
读前听：
1）听前半部分回答两个问题。
1. What are Daming and Betty talking about?
2. Is Bettty going to go to a party on Saturday evening?
2) 听第二部分完成短文。
On Sunday, Betty is going to ____ in bed in the morning. Daming’s going to __ __ early and ___ ______ with some friends. In the afternoon, he’s going to ____ Lingling and Tony __ ___ ____.They’re ____ __ ____ _ _____.
听后读：
1）Read and answer the questions(SB Activity 4)
2）Fill in the forms, and work in pairs.
For example：（据例句同桌进行说的训练）
1. ----What’s Betty going to do on Sunday?
------She’s going to stay in bed in the morning and then revise for her test.
2. ------- What’s Daming going to do Sunday afternoon?
例如：A: ---What are you going to do on Sunday morning?
B:-----I’m going to get up early.
C:----Is she/hegoing to get up early?
D:-----Yes,she/he is. Or No,she/he isn’t.
E:----Are you going to get up early? ……
读后学：Languages points:
1. I’m going to check my email. 我打算查看一下电子邮件。
check 为“核对，查看”之意。
例如：一个人外出回家，发现屋里乱七八糟的，便check the room，看是否少了东西。
做完作业后，要check your homework，保证没有遗漏或错误。
2.I’m going to have a piano lesson.我打算去学钢琴。
have a lesson出自不同人之口，含义就不同：
如果是老师，是指授课；如果是学生，是指上课。
拓展：have a picnic 去野餐have lunch 吃午饭
have a meeting 开会have a class 上课
3.On Saturday morning, I’m going to …..
on+有定语修饰的上午/下午/晚上或具体的一天
on a rainy morning
on a cold winter evening
on Sunday
in +年份/季节/月份/上午/下午/晚上
at +具体的时间
当堂检测（1）:Fill in the blanks
On Saturday morning, Daming is going to _____ his email and ___ his homework. __ the afternoon, he’s going to ____ _ ______ lesson. ___ Saturday evening, he’s going to go to a party __ _ _______ _____. They’re going to _____ __ some ______.
当堂检测（2):complete the sentences.
• 1.这个周末你打算干什么？
•What ___ you ___ __ ___ this weekend?
• 2.我们在周末不打算看电影。
•We ____ ____ __ ____ the film on Saturday.
• 3.他们不去上钢琴课了，因为他们要复习备考。
•They ___ ___ __ ____ piano lessons, because they are ___ __ _____ ___ the test next week.
• 4.今天下午谁会打扫教室呢？
•____ ____ ____ __ ____ the classroom?
•
•【课后提升】
•（一）复习巩固
• 1 复习当天所学内容，结合课本活动7图表进行朗读训练。
• 2 整理课堂笔记，掌握将来时的表达形式和重点短语。
•（二）分层作业
•1)运用am/is/are going to do写出自己和父母本周末的打算。
(必做)
•2)复述对话中大明和贝蒂的周日打算。
（选做）
•（三）预习任务
•预习相关词汇，查阅长城、紫禁城、米老鼠等图片，为下节课做好准备。
教师资格证面试英语听说课教学设计模版
教师资格证面试英语听说课教学设计模版一、听说课教学设计Title: [Lesson Title]Grade Level:Duration: 40 minutesLearning Objectives:Language Ability:●To comprehend spoken English on [Topic] with attention tovarious accents and speech rates.●To produce spoken English fluently and accurately using thevocabulary and structures related to [Topic].Cultural Awareness:●To gain insights into the cultural context of [Topic] and toappreciate cultural diversity.Thinking Quality:●To critically analyze the content of the listening material, makeinferences, and evaluate viewpoints.Learning Ability:●To demonstrate effective learning strategies such as activelistening, note-taking, and self-assessment.Materials:●Audio recording of the listening text●Handout with the transcript and key vocabulary●Whiteboard and markers●V ocabulary cards or flashcards●Timer●Group work materials (e.g., paper and pens)Teaching Procedures:Warm-up (5 minutes)●Begin with a quick ice-breaker activity related to [Topic] toactivate students' background knowledge.Introduction (5 minutes)●Introduce the lesson's topic and objectives, and provide a briefoverview of the cultural context.Vocabulary Introduction (5 minutes)●Present key vocabulary with definitions, examples, and culturalnotes to enhance understanding.Pre-Listening Activity (5 minutes)●Engage students in a prediction activity based on the topic andvocabulary, encouraging them to think about what they mighthear.First Listening (10 minutes)●Play the audio recording for the first time, focusing on the mainidea and general understanding.●Discuss the main points as a class to check comprehension. Detailed Listening (10 minutes)●Play the recording again, this time focusing on specific details.●Students take notes and answer detailed comprehension questions. Group Discussion (5 minutes)●Students discuss the listening material in small groups, focusingon cultural insights and critical analysis.Speaking Activity (5 minutes)●Organize a role-play or debate activity where students use thelanguage structures and vocabulary in a communicative context. Reflection and Self-Assessment (2 minutes)●Students reflect on their listening and speaking performance,identifying areas for improvement.Wrap-up (2 minutes)●Summarize the key points and learning objectives, reinforcing theimportance of the skills practiced.Homework Assignment (1 minute)●Assign homework that includes further listening practice andspeaking activities to be done individually or with a partner. Assessment:●Formative assessment through class participation and groupdiscussions.●Summative assessment through a speaking task or presentation. Differentiation:●Provide additional support for students who struggle with thelanguage by offering simpler tasks or more guidance.●Challenge advanced students with more complex languagestructures or additional vocabulary.Reflection:●Reflect on the effectiveness of the lesson in achieving the learningobjectives.●Consider how the lesson could be improved for future classes.二、听说课教学设计Title: [Lesson Title]Grade Level: High SchoolDuration: 40 minutesLearning Objectives:Language Ability:●To understand complex spoken English on [Topic] with attentionto various accents and speech rates.●To effectively communicate in spoken English using thevocabulary and language structures related to [Topic].Cultural Awareness:●To explore and compare cultural aspects related to [Topic] fromdifferent perspectives.Thinking Quality:●To apply critical thinking skills in analyzing the listening materialand formulating reasoned arguments.Learning Ability:●To employ innovative learning strategies such as collaborativeinquiry, digital storytelling, and peer feedback.Materials:●Audio recording of the listening text with various accents●Interactive digital platform for note-sharing●V ocabulary and cultural context slides●Mobile devices or laptops for online research and interaction●Role-play props or costumes●Multimedia presentation toolsTeaching Procedures:Warm-up (5 minutes)●Use a multimedia presentation to introduce the topic and engagestudents with a culturally relevant video clip or song. Interactive Vocabulary Introduction (5 minutes)●Utilize a digital platform for interactive vocabulary games orquizzes to introduce key terms.Cultural Immersion (5 minutes)●Engage students in a virtual cultural tour or use VR technology toexplore the cultural context of [Topic].Innovative Pre-Listening Activity (5 minutes)●Conduct a "mystery accent" guessing game where students listento short clips and identify the accent.Interactive Listening (10 minutes)●Play the audio recording and use a digital platform for real-timenote-sharing and discussion.Deep Listening and Analysis (5 minutes)●Students listen again, focusing on details, and use a collaborativeinquiry approach to explore deeper meanings.Critical Thinking Discussion (5 minutes)●Organize a Socratic seminar where students engage in a structureddialogue, analyzing and debating the content.Digital Storytelling (5 minutes)●Students create short digital stories or podcasts using the languageand cultural insights from the lesson.Interactive Speaking Activity (5 minutes)●Use role-play with props or costumes, incorporating technologyfor interactive feedback (e.g., audience response systems).Peer Feedback and Self-Assessment (2 minutes)●Students provide constructive feedback to peers and self-assesstheir performance using a digital rubric.Reflection and Wrap-up (2 minutes)●Reflect on the lesson's objectives and the innovative methods used,discussing the effectiveness and areas for improvement. Homework Assignment (1 minute)●Assign homework that includes further exploration of the topicusing digital tools and preparing for a follow-up discussion. Assessment:●Continuous assessment through digital participation and peerfeedback.●Summative assessment through the quality of digital storytellingand speaking activities.Differentiation:●Offer tiered tasks for different levels of learners, ensuring allstudents can engage meaningfully with the content. Reflection:●Reflect on the innovative teaching methods used and their impacton student engagement and learning outcomes.。
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。
听说课教案设计
听说课教案设计Unit 4 Saving the earth一、教学课型：听说课Warming up Listening &Speaking)二、教材分析1、教材内容（见文末）2、教材处理本单元的中心话题是“拯救地球”，具体涉及的地球所面临的问题、造成这些问题的原因和解决问题的办法等。
语言技能和语言知识都是围绕拯救地球这一中心话题设计的。
Warming up提供了六幅图片，内容涉及水污染、垃圾污染、空气污染、过度砍伐、沙漠化和饥饿等几个主题，让学生直观地感受地球所面临的一些重大问题。
同时设计了五个问题，目的是激活学生知识体系中关于目前世界上几个比较突出的问题的相关知识，要求学生对本单元的学习做出预测，将学生的注意力引向本单元的学习。
Listening部分是一篇有关维护地球环境破坏的演讲，旨在训练学生从听力材料中获取有效信息，从而进行逻辑推理并能推测出演讲者将说出的内容。
Speaking部分设计了一个主题情境，同时提供了五个角色，要求学生在小组讨论的基础上，提出解决问题的办法。
3、教学目标1）训练学生的听力2）通过谈论自然环境等话题提高学生的语言能力3）学习并掌握一些重点词汇，灵活运用支持某观点的交际用语词汇和短语：pollution, attend, issue, summarize, environment交际用语：supporting an opinion:We must make sure that…I’m all for…Sure/Certainly/Absolutely…It’s clear that…It would be better if we…4）帮助学生了解有关污染方面的情况4、教学重点及难点：1) 讨论破坏环境几大问题的原因和解决办法，分角色话题讨论，训练学生的听说能力2）对学生思维的启发和话题的引导三、教学设计笔者坚持以学生为主体，借助于多媒体教学，利用最有效的教学资源，精心设计了课件。
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 。
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。
听说游戏活动教案
听说游戏活动优质教案一、教学目标1. 让学生在游戏中提高听力和口语表达能力。
2. 培养学生与人合作、交流的能力。
3. 激发学生学习英语的兴趣，营造轻松愉快的课堂氛围。
二、教学内容1. 听力游戏：猜单词、听力接龙、听力拼图等。
2. 口语游戏：角色扮演、情景对话、看图说话等。
三、教学重点与难点1. 重点：通过游戏活动，提高学生的听力和口语能力。
2. 难点：如何在游戏中引导学生积极参与，提高课堂互动。
四、教学方法1. 任务型教学法：将学生分成小组，完成各种游戏任务。
2. 情境教学法：创设真实的语言环境，让学生在游戏中自然地学习和使用英语。
3. 交际教学法：鼓励学生在游戏中进行互动交流，提高实际运用语言的能力。
五、教学步骤1. 热身活动（5分钟）：引导学生进行简单的听力练习，如听单词、短语，并重复说出来。
2. 游戏活动一（10分钟）：猜单词游戏。
学生分成小组，教师出示单词，学生通过听力判断单词是什么。
3. 游戏活动二（10分钟）：听力接龙。
学生分成小组，第一个学生听到一个单词后，要尽快说出一个以该单词结尾的单词，下一个学生接着说，以此类推。
4. 游戏活动三（10分钟）：听力拼图。
学生分成小组，教师给出一些单词卡片，学生需要根据听到的单词，将卡片拼成正确的图片。
六、教学评价1. 观察学生在游戏中的参与程度和表现，评估其听力和口语能力的发展。
2. 通过小组讨论和汇报，了解学生对游戏活动的反馈和意见。
3. 结合学生的课堂表现和作业完成情况，综合评价其在听说技能方面的进步。
七、教学拓展1. 增加游戏难度，如使用更复杂的单词和句子，提高学生的听力理解能力。
2. 引入其他类型的听说游戏，如听力猜谜、听力排序等，丰富课堂活动。
3. 组织学生进行听说游戏比赛，激发学生的竞争意识和学习兴趣。
八、教学资源1. 单词卡片：用于听力拼图游戏。
2. 录音设备：用于播放听力材料。
3. 图片素材：用于辅助学生进行口语表达。
4. 教学课件：用于展示游戏内容和指导学生操作。
高中英语听说课教学设计
必修五unit3 life in the future听说课教学设计教学目标：通过听一段对话，对大意有整体印象，并能获得部分细节信息。
教学重点：听对话时，既要注意大意，又要注意细节。
通过练习，训练学生的基本语言技能。
教学方法：1.listening2.pair work教具准备：多媒体教学流程：第一步：作业检查及引入话题（分组辩论）1.Ask Ss to have a debate on whether people can live on Mars.2.Teacher gives comments on both sides,saying : both of you have given sound reasons to support your arguments. And now let’s listen to an interview between Li Qiang and Walker Hiller, who is to build a town on Mars.第二步：听力训练（一）（双人活动）Listening and speaking(page23)1.Get the Ss to get through Exercise1.2.First, listen for the Ss to finish Exercise13.Second,listen for the Ss to finish Exercise24.Third,listen for the Ss to put down the question in it that are used to make predictions.Can you imagine how that’ll be achieved?Is it likely that you can find and use water?I wonder if...?How health will the people be, I wonder?5.Get the Ss to exchange their information to correct their answers?第三步：口语活动1.（pair work）Ask Ss to list some questions about what life will be like in you hometown in 1000 years’time, using the expressions above to help them.2.(pair work) InterviewSituation : Suppose you’re in a newly-elected major, and now is being interviewed on TV. The host is raising some questions on your plan for the coming five years.Have the Ss to make up the interview in pairs, trying to use theexpressions above.第四步：听力训练（二）（双人活动）Listening task(page55)1.Ss read the phrases before listening to the tape.2.Listen to the tape and finish Exercise1第五步：口语训练（二）广告词设计大赛1.Ask the Ss to have a look at the requirements in the “taking part”2.3.Let them choose of the three as they like and work in groups of four and design the text of an ad for the product.4.Ask Ss to read their texts to the class, and Ss vote for their favorite.5.6.Count the result to see which group get the most votes.7.8.Teacher may give an award to the winners.第六步：布置作业Ask the Ss to go over what they learned in the class according to the “Summing up” on page 24.教学反思：这一节听说课的教学设计，从听前的问题预测，到听后的问题回答，都与利于学生的听力培养和口语表达，是学生在听说过程中逐步提高英语运用能力。
八年级听说课教案模板(共6篇)
八年级听说课教案模板（共6篇）篇：听说课教案Teachingplan一、BackgroundinformationTeacher：MiQinStudents：40Grade：sevenAge：13-14yearsoldLeonduration：40minsTeachingcontents：unit1,whatareyougoingtodoattheweekend?Module3student’sbook2二、教材分析1、教材内容：本模块围绕计划这个话题展开的，从同学们的周边环境入手，从而达到可以计划自己要做什么事情2、本节课为本模块的第一单元，内容包括教材14—15页的speakingandlistening.学生在老师的引导学习下知道一些重要的单词，短语。
和能够自然地运用这些短语进行对话。
能够计划短期的行程学生分析本节课授课的对象是初一下册的学生，全班共40人，男生20个，女生20个，刚进入初中的青少年，对于新的知识有着很大的好奇心和求知欲，并有一定的独立性，但也有贪玩的心理，所以这节课的主体是学生，通过以前已有的知识和新知识的输入，能够简单地进行谈论自己的周末计划四、teachingaims;1、knowledgeaims⑴Newwords：planrevisepicnicpleasetwoboysS:T;Thankyousomuch,S:T:Ok,thatgirl,whatisyourname?S:NancyT:N ancy,youlikereadbooksright,Ilikereadbooksverymuch,sowearefriendsT;Soyousee,m yfriendNancyisgoingtoreadsomebooks,andthatishisplan,whatistheplanofyourfrien d,youcanaskyourfriendsabouttheirplans,youshouldanswerituse“myfriend/friends is/are…he/theyis/aregoingto…we/theyaregoingto…OK?Ok,godoitT:You,pleaseS:M yfriendisLucy;sheisgoingtohaveapianoleononSaturdaymorning.Wearegoingtohaveap ianoonSaturdayafternoonT:Ok.WhoisLucy?Okyourweekendisveryinteresting,whatabo utyou?S:myfriendsarelilyandjoy;theyaregoingtohaveaparty.T:en,first,wearegoin gtolistenthetape,andyoucanfinishthisblanks,ok?S:okT:areyoufinishedit?Ok,chec kyouranswerT:lookatthescreenagain,whocanreadthisquestion?whocan..justtry,okS:…T:Good,youcanreaditconfidently,nowwecanlistenitandthenanswerquestion （listen）：Checkyouanswer,secondlistenitagainandchoosethecorrectanswer….checkyouranswe r.Lookatthepage15,listenagainandfinished,thenIwanttochoosesomestudentstoansw eritT:areyoufinishedit?Ok,checkit,you?S;…T:good,rightanswer,next…T:wearefinishedit,ok,doyouthinkBettyandDaming’sweekendareverygreat?S：YesT：Now,please,playarolewithyourpartner…T：thisgroup,canyou?Ss：…抽取两三组的学生进行角色扮演T：wehavelearnmuchaboutthestructureandsomeimportantphrases,pleaseworkwithyourpa rtnertomakeyourowndialoguelikepage14,ifyouhaveanyquestions,pleasehandsup,begin,gogogoT：Whowanttoshowyourdialogue?Okplease…T：Anyoneelse,thisgroup,canyou?T：Youareverygoodtoday.nowwewillreviewtogether,lookatthepicture,doyouknowwhat’sthis?S：ClockT：Good,first,heisgoingtogetupearly,andthenheisgoingtoreviseforhistest.thenheis goingtobuysomeclothes,thenhe（askstudentstoanswerit）HomeworkWritedownyourowndialogueabouthowtospendyourweekend第2篇：听说课教案Whatisthematter?1.Theanalysisofteachingmaterial:Foreightgradestudents,weshou ldbasedontheknowledgestudentsalreadystudied.Iuseallkindsoftargetstoteachandl etthemmasterthewordsofdiseases.Iforcedstudentsdoarollplaywhoimitatingtheproc edureofseeingadoctor.Withthis,canraisestudentsinterestandmakestudentsleadthe cla.2.TheAnalysisoftheStudents:Inthisperiodstudentsarelively,activeandhavest rongcuriosity,sotheyareeagertoexpreinEnglish.Theirabilitytoimitateandremembe risparticularlystrong.3.Teachingobjectives3.1KnowledgeObjectives:1)Beabletomasterthepronunciation,meaningandspellingofthenamesofdiseases:feve r,sorethroat,soreback;stomachache,headache,toothache,cold,cough;2)Beabletole arntheexpreionsofgivingadvice:liedownandrest,drinkhotteawithhoney,seeadentis t,takethismedicine;3)Beabletotalkabouthealthproblemsbyusing“What’sthematter?Ihavea…”andgive advicebyusing“Youshould…Youshouldn’t…”3.2AbilityObjectives:1)Beabletotalkaboutone’shealthproblemsandgiveadvicefluently;2)Beabletoroleplaydoctorandpatient;3.3MoralObjectives:1)Improvethecooperativespiritthroughpairworkandroleplaying2)Caremoreaboutyourselfandyourfamilymembers’health.4.Teachingfocusanddiffic ultpoints:studentsshouldmasterthewordsaboutdiseasesandcangiveconsiderableadv ises.TheteachingFocus1.Masterthenamesofdiseases:fever,sorethroat,soreback;stomachache,headache,toothache,cold,cough;2.Cangivesomeconsiderableadvises:liedownandrest,drinkhotteawithhoney,seeaden tist,takethismedicine;2.Talkabouthealthproblemsbyusing“What’sthematter?Ihavea…”andgiveadviceby using“Youshould…Youshouldn’t…”TheTeachingDifficulties1.Studentsmayfinditdifficulttorememberallthetargetnewwordsinthecla;2.Student smayfinditdifficulttogiveconsiderableadvicetothecertaindiseasebecauseoftheirlimitedlifeexperience.5.Teachingmethods:Communicativelangua geteaching.6.Teachingaids:blackboard,multimedia,chalk,eraserandsoon.7.Teachi ngprocedures.Step1:Warmingup:1.Firstgreetstudentsandstartthecla.2.Presentationofpicturesaboutmedicalinstr uments(ward,sickbed,operatingroom).3.Letstudentsrecognizethesepicturesandask them:”Wheretheycanseethesemedicalinstruments?”andstudentswillsay:”inhospi tal”.Step2:Presentationofpicturesaboutdiseases1.Thengetstudentstoguethedise ases..WhenIdoanaction,askstudents:“What’sthematter?”Forexample,whenIputmy fingeronthestomach,askstudents:“What’sthematterwithme?”Helpstudentssay:“I’mnotfeelingwell.Ihaveastomachache.”Thenteachtheothertargetwords:fever,so rethroat,toothache,sorebackinthefollowingway:Putmyfingerontheotherpartofbody andgetstudentstoask:What’sthematter?Thengetotherstudentstoguetheproblem.2.U sebodylanguagetoguidestudentstogueanothertwonamesofdiseases:cold,cough.3.Sho wstudentspicturesofdiseaseshalfhidden,andgetstudentstoguethenamesofdiseases: fever,sorethroat,toothache,soreback,cold,cough.DesignDescription:usepictures, canarousethecuriosityofstudentstoactivelyparticipateinteachingactivities,the teachingofwordmodeissimpleandintuitive,easytobeacceptedbystudents.Gradeeight studentslovespeculationactivities,sousingthehalfcoverimagesallowsstudentstoc onsolidatethelearnedwords.Step3:PairworkLetstudentstalktotheirdesk-mateandusequestionandanswer.Putfingeronthepartofastudent’sbodyandask:“What ’smatter?”andguidehimtousethepattern:I’mnotfeelingwell.Ihavea…Thenaskstudentstoworkinpairsandtalkabouthealthproblemsbyusingthetargetlanguage:What’s thematter?I’mnotfeelingwell.Ihavea…Designnotes:pairspracticecanstimulatestudentparticipation,expand participation,andenablemorestudentstospeakEnglish.Step4Presentationof expreionsofgivingadvice.TellstudentsthatIhaveacold/cough,askthem:WhatshouldI do?Studentsmaygivedifferentanswers,collecttheiranswersandhelpthemtouse:Yoush ould/shouldn’tdo…Thenshowsomepicturesofotherdiseases mentionedbeforeandaskthemtogiveadvicetoeach第3篇：听说课教案初稿教学过程：一课程导入：同学们大家好，我有个问题，你需要什么？需要钱需要男朋友需要食物需要睡觉需要上厕所~（3分钟）二课文部分：A大家翻到课本67页，这节课将由我来和大家一起来学习第十一课你需要什么？首先听第一遍录音一。
听说课教案设计
听说课教案设计一、教学目标本节课的听说教学目标是帮助学生提高听力和口语能力，使他们能够有效地听懂并流利地运用所学知识进行口头表达。
具体目标如下：1. 提高学生的听力理解能力，能够听懂日常生活中常见的主题，如家庭、学校、兴趣爱好等。
2. 培养学生的口语表达能力，能够使用简单口语表达个人观点、感受和经历。
3. 培养学生的合作交流能力，能够在小组讨论和角色扮演中有效地沟通并表达自己的想法。
4. 培养学生的自主学习和解决问题的能力，能够通过听力材料获取所需信息和答案。
二、教学重点1. 听力的训练和理解：培养学生的听力技巧和信息获取能力。
2. 口语表达的训练：培养学生的口语交流能力和自信心。
三、教学准备1. PPT课件及相关教学素材。
2. 学生练习册和听力材料。
3. 小组活动和角色扮演任务卡。
四、教学过程Step 1：导入（5分钟）教师用一些有趣的图片或视频引起学生的兴趣，和学生们进行简单的交流，引出本节课的主题，并激发学生的学习动机。
Step 2：听力训练（15分钟）教师播放一段与主题相关的听力材料，要求学生仔细倾听并回答相关问题。
在听力结束后，教师与学生共同核对答案，并纠正学生的发音和语调错误。
Step 3：口语练习（20分钟）1. 教师通过示范，引导学生进行一些简单的口语练习，如对话、描述图片或景物等。
学生们可以在小组间进行互动并互相评价，以提高口语表达的流利度和准确度。
2. 教师根据学生的水平和兴趣设置一些情景对话的任务，要求学生扮演特定的角色，并根据情景进行对话。
学生们可以通过自编对话来表达个人的观点和经历。
Step 4：小组活动（15分钟）教师将学生分成小组，要求学生根据所学知识和听力材料，在小组内讨论一个给定的话题，并简单做出总结。
每个小组派一名代表进行口头报告，其他组员进行互动或提问，以促进学生之间的合作和交流。
Step 5：语言反馈（10分钟）在小组活动后，教师对学生的口语表达进行总结和反馈，鼓励学生对自己的表现进行评价，并提供改进建议。
英语听说课教学设计
英语听说课教学设计导言：英语听说能力是学习英语的基础，也是提高语言综合能力的关键。
有效的听说课教学设计能够帮助学生提升英语听说能力，并培养他们的语言表达能力和交流能力。
本文将介绍一种针对初级英语学习者的听说课教学设计，旨在帮助学生在英语学习中更轻松地掌握基础知识，并发展他们的听说技巧。
一、教学目标1. 培养学生的英语听力技能，包括听懂简单对话和短文；2. 培养学生的英语口语能力，使他们能够流利地用英语进行日常交流；3. 帮助学生建立自信，改善他们的发音和语音语调。
二、教学内容1. 听力训练：通过简单对话和短文的听力训练，提高学生的听力技能和理解能力；2. 口语表达：通过学生之间的口语练习，培养学生的口语能力和自信心；3. 发音训练：通过练习常见的音标和音节，改善学生的发音和语音语调。
三、教学步骤1. Warm-up（热身活动）：通过播放一段简短的英语音乐或唱歌来营造轻松的氛围，激发学生对英语学习的兴趣。
2. Listening practice（听力练习）：a. 让学生听一段简短的对话，然后回答几个与对话内容相关的问题，以检验学生的听力理解能力。
b. 播放一段关于某个具体话题的短文，然后要求学生根据听到的内容填写相关的信息，培养学生的听力与记忆能力。
3. Speaking activity（口语活动）：a. 将学生分成小组，给每个小组分配一个话题，要求学生在规定的时间内进行讨论，并在结束后给其他小组汇报讨论结果。
b. 指定一位学生作为主持人，邀请其他学生参加模拟对话，模拟不同情景下的实际对话练习，如购物、旅游等。
4. Pronunciation practice（发音练习）：a. 引导学生学习常见的音标和音节，帮助学生正确发音。
b. 给学生播放一段英语对话或短文，要求他们跟读并模仿其中的发音和语音语调。
5. Wrap-up（总结活动）：通过小结本节课的教学内容，让学生回顾所学的知识和技能，并鼓励他们继续努力。