高中英语听说公开课(复述)
浅谈广东高考英语听说考试故事复述技巧
浅谈广东高考英语听说考试故事复述技巧作者：赵媚来源：《新一代》2013年第03期摘要：自2011年开始，广东高考要求所有考生参加英语听说考试，并将听说成绩纳入高考英语总分（满分150分）的10%，这要求普通高中英语教育摈弃传统的应试教学模式，着重培养学生对英语的实际运用能力，包括用英语获取、分析和处理语言输入能力，以及培养英语思维和表达的语言输出能力。
本文就广东高考英语听说考试故事复述技巧展开分析和研究。
关键词：高考英语；听说考试；故事复述；技巧中图分类号：G633 文献标识码：A 文章编号：1003-2851（2013）-03-0086-01在学习英语的技巧中，听和读属于信息输入，说和写属于信息输出。
广东高考英语听说考试考察了考生的英语输入和输出能力，更准确地衡量考生对英语的掌握程度，提高测试的效度，真正锻炼考生用英语进行交际的能力。
一、听前（Before-listening）在听取录音前，根据电脑屏幕上给出的故事梗概找出重要信息，例如时间、地点、人物、事件、结果，（when，where，who，what，result），记下关键词并猜测事件的经过（how），预测在听的过程中需要用笔记下来的更多关键词（主要是名词、形容词、动词、数词等）。
例如：梗概：女士下班回家的路上发现被人跟踪，情急之中她把车开到了警察局，后来才发现是自己误会了别人。
关键词：home（家），drive（开车），afraid（害怕的），the police station（警察局），purse（钱包）根据梗概找出重要信息：who：女士a lady/womanwhen：下班after workwhat：被人跟踪 be followedwhere：警察局the police stationresult：误会 a misunderstanding猜测经过：女士被跟踪和钱包有关根据关键词预测需要记录的关键词：home，drive：who drive？ To where？ When？afraid：who was afraid and why？the police station：what happened here？ What did the policeman do？purse：Who？ Why？二、听时（While-listening）听第一遍时，注意重点在于听取文章的主旨大意，快速记录帮助理顺事件发生的关键词。
【公开课教案】高中英语听力专题课
高中英语听力专题课一、教学目标：1. 提高学生的英语听力理解能力。
2. 培养学生的英语听力技巧和策略。
3. 加强学生的英语词汇和语法知识。
4. 提高学生的英语听说综合能力。
二、教学内容：1. 听力技巧的讲解和训练。
2. 听力材料的选取和解析。
3. 词汇和语法知识的巩固和应用。
4. 听说综合任务的完成和评价。
三、教学方法：1. 采用任务型教学法，通过听力任务的设计和完成，提高学生的听力理解能力。
2. 运用视听教学法，结合音频和视频材料，丰富学生的视听感受，增强听力效果。
3. 采用互动式教学法，鼓励学生积极参与听力活动，提高学生的听说能力。
四、教学步骤：1. 热身活动：播放一段英语听力材料，让学生听后回答一些简单的问题，以激活学生的听力思维。
2. 听力技巧讲解：介绍一些听力技巧和策略，如预测、主旨归纳、细节捕捉等，并示例讲解。
3. 听力任务设计：设计一些听力任务，让学生听录音或观看视频，并根据所听内容完成任务。
4. 听力材料解析：对所听材料进行解析，讲解其中的词汇和语法知识，并进行相关练习。
5. 听说综合活动：设计一些综合任务，让学生听录音或观看视频，并根据所听内容进行口语表达和交流。
五、教学评价：1. 听力任务的完成情况：通过听力任务的完成情况来评估学生的听力理解能力。
2. 词汇和语法知识的掌握情况：通过相关练习和测试来评估学生的词汇和语法知识掌握情况。
3. 听说综合能力的评估：通过口语表达和交流的情况来评估学生的听说综合能力。
教学反思：在课后，教师应进行教学反思，总结教学中的优点和不足，并根据学生的反馈和学习情况，调整教学内容和教学方法，以提高教学效果。
六、教学资源：1. 听力材料：选择适合高中学生的英语听力材料，如对话、短文、新闻报道等。
2. 教学多媒体设备：需要多媒体教室，配备投影仪、音响设备等，以便播放音频和视频材料。
3. 学习资料：提供相关的听力技巧指导书、词汇和语法练习册等学习资料。
七、教学环境：1. 教室布置：座位排列要有利于学生之间的互动和交流，可以设置小组合作的学习区域。
高中英语听说考试Story-retelling
… strangers,
… (began to feel a little) became …
nervous.
Sentence retelling 2
At the age of seven, I started my primary school education. On September 4th, I went to my school and looked at the beautiful campus curiously.
明确：时态 、 人物， 阅读给出提示并预测 先听（main idea）后记 （details:n. v. a./ad.） 串联所记内容，复述重点， 不必详细描述每个细节
Skills
听出诸如时间、地点、 人物、事件等要素，关 注首尾句， 尽量记录其他细节
勿逐句背诵原文
VI----Have a try
录音内容
• When Ann was on business in Cucuta, Colombia, she had a sad experience. Her coworker asked her to go to the center of the city because she needed to buy something. They asked Marlon to help them to go there. Marlon is a boy who likes to help others. Marlon has a car, so he drove them to the center of the city. When they were in the center of the city, Ann decided to leave her purse on the seat of the car because she didn’t want to take it with her.
高中英语听力考试中的听力表达与听力复述技巧
PART SIX
结合实际案例分 析听力表达与复 述技巧的应用
分析历年高考英语听力真题中的典型案例
单击添加标题
2018年高考英语听力真题： 一位男士在餐馆点餐时，由 于发音不标准，导致服务员 误解了他的点餐需求，通过 反复沟通，最终成功点餐。 这个案例展示了听力表达中
准确发音的重要性。
单击添加标题
单击添加标题
2021年高考英语听力真题： 一位游客在旅行途中，由于 没有听懂当地人的指示，导 致迷路。这个案例强调了在 实际场景中运用听力技巧的
重要性。
探讨不同场景下听力表达与复述技巧的应用
场景一：日常对话
场景二：学术讲座
场景三：新闻报道
场景四：电影或电视剧
总结成功经验和教训
听力表达：准确理解听力材料中的关键信息，用简洁明了的语言表达出来。
PART FIVE
听力考试中的常 见问题及应对策 略
遇到生词或不熟悉的表达方式
保持冷静，不要惊慌失措
尝试通过上下文语境猜测词义 或表达方式
记录下生词或不确定的词义， 待听力结束后查阅词典或请教 老师
平时多积累词汇和表达方式， 提高自己的语言水平
无法集中注意力或感到紧张焦虑
常见问题：考试时 无法集中注意力或 感到紧张焦虑
PART THREE
听力复述技巧
复述句子结构
理解句子结构：在听力的过程中，理解句子的主语、谓语、宾语等成分，有助于更好 地复述句子。
注意句子时态：在复述句子时，注意使用正确的时态，避免出现时态错误。
把握句子语调：注意把握句子的语调，通过语调的变化来表达句子的情感和意义。
模仿句子语音：尽量模仿原句的语音、语调，使复述的句子更加接近原句。
PART FOUR
情境结合的高中英语课文复述教学
情境结合的高中英语课文复述教学摘要：高中课堂英语教学中课文复述教学方法的应用非常普遍，不同的教师采用多种不同形式的课文复述方法。
课文复述方法的应用不仅有助学生掌握文本内容，而且能锻炼学生的逻辑思维能力，提高学生的英语交际能力。
笔者结合实际教学实践，着重阐述了与情境结合的高中英语课文复述教学方法应用的重要意义，复述方法以及注意问题。
关键词：课文复述；情境结合；复述形式；复述意义中图分类号：g632 文献标识码：b 文章编号：1002-7661（2013）19-125-02一、情境结合的课文复述教学意义1、情境结合的课文复述帮助学生掌握语言知识，也提高了言语能力学生在复述课文的活动中，首先要理解文本内容，这就要求学生充分分析课文信息，掌握课文中有用的知识和语言点，经过合理组织，用自己的语言表达课文内容。
在信息重组的过程中，学生不仅掌握了新的语言知识，同时联系原有的知识结构，把新旧知识进行串联，提高了语言处理的能力。
同时在复述的过程中，为了达到清晰呈现课文内容的目标，学生需要有条理有组织地进行复述，这一语言输出的过程提高了学生的言语能力，而这一能力的获得是十分重要和必要的。
与情境结合的课文复述，对学生的言语能力要求更高，它不仅是学生单向的信息输出，而且是学生间信息合作输出的过程，对学生言语的逻辑性和条理性要求更高。
长期坚持情境结合的课文复述必然能提高学生的言语能力。
2、情境结合的课文复述促进学生获取，整理信息的能力在一定情境下进行的课文复述活动要求学生对文本内容进行整理，删选，组织，呈现的复述内容必须要符合一定的情境并在此情境中能生成语用效果。
这要求学生在复述中不能照搬原文材料，而必须对课文内容进行处理和整合，选择有效信息，强化表达效果。
这一活动对高中学生提出更高的要求，学生坚持情境结合的课文复述必将提高整理信息的能力。
学生获取和整理信息的能力是学生综合能力的体现，作为教师，在平时教学中一定要重视对学生这一能力的培养。
英语口语听说短文复述教案
英语口语听说短文复述教案教案标题：英语口语听说短文复述教案教学目标：1. 学生能够通过听力理解短文的主要内容。
2. 学生能够用自己的话复述短文的主要内容。
3. 学生能够提高口语表达能力，包括流利度、准确度和语音语调。
教学准备：1. 一篇适合学生水平的英语短文。
2. 多媒体设备或音频设备。
3. 学生练习复述的素材或题目。
教学流程：引入：1. 创造一个语言环境，让学生对复述短文感兴趣。
可以通过展示一些有趣的图片或视频，引发学生的好奇心和讨论。
2. 引导学生思考为什么复述短文对提高口语能力很重要，以及复述短文时需要注意的要点。
听力训练：1. 播放短文一遍，让学生整体了解短文的主题和大意。
2. 播放短文第二遍，让学生尽量理解短文的细节内容。
3. 提供一些问题，让学生通过听力回答问题，检查他们对短文的理解程度。
复述训练：1. 分发练习复述的素材或题目给学生，让他们有时间准备。
2. 学生两两或小组之间进行复述练习，互相交流和纠正。
3. 部分学生上台进行复述，其他学生进行评价和反馈。
口语表达训练：1. 引导学生注意语音语调的准确性和流利度。
可以通过模仿老师的发音、练习连读和重音等方式进行训练。
2. 引导学生注意语法和词汇的准确性，鼓励他们使用丰富的词汇和句型来表达自己的想法。
总结：1. 总结学生在本节课中的表现和进步。
2. 引导学生思考如何在日常生活中继续练习口语听说，并给予一些建议和指导。
拓展活动：1. 鼓励学生在课后继续练习口语听说，可以通过与外教、语言交换伙伴或参加口语角等方式进行。
2. 提供一些在线学习资源或应用程序，让学生在课后继续提高口语听说能力。
教学评估：1. 通过学生的复述表现、听力回答和口语表达，评估他们对短文的理解和口语能力的提高程度。
2. 鼓励学生互相评价和提供反馈，帮助他们发现自己的不足并改进。
教学延伸：1. 根据学生的水平和需求，逐步增加短文的难度和长度，提高学生的听力和口语能力。
2. 引导学生学习如何使用正确的语音语调、语法和词汇来表达自己的观点和想法，提高他们的口语表达能力。
浅谈复述在高中英语阅读课中的作用
、
当前 教 师 及 学 生 对 复 述 的认 识 和 做 法
人认为是概括主要 内容 ，２人能基本抓住重点 简要 复述 ，０人能 ３ １ 由此可 见 ： 生复述文章最 严重 的问题 是缺乏理 解 ， 学 不能 用
在高 中英语教学 中， 学生 的 口语表达能力及 书面表达 能力 一 有条理 的复述 。 直是一线教师煞费苦心 、 常抓 不懈 而又效果不佳 的一项 工作 。英
新课 ・ ｉ 中学
２１年９ 目 ０ ２ 月８
浚谈复谜在 商 咋英语 阐谟课 中的 作 明
文 ／ 明莉 郑
摘
要： 在高 中各阶段的英语学 习中， 复述能力的培养 － ９形成是极其重要的。 复述是 听说 能力 的重要组成部分。 目前高 中学生对复
述能力的认识 ， 其复述 能力所存在 的不足； 复述课文 的方法 － ９技巧 ； 中英语教 师在培养 复述 能力方面的训练计划 、 高 训练方式和注意事 项等诸多问题都是值得思考 和总结 的。 复述训练要 因文而变， 因教学 目标 而变。 只有在平 时的教学 中加 以渗透 ， 才能提 高学生的 口语表 达能力和 书面表达能力 ， 而促进学生英语综合能力的提高。 进 关键词 ： 现状分析； 复述 的概念及 意义 ； 复述 的方法和技巧； 注意 问题
语教学 的不断改革 和创新给英语教师提 出了更 多的要求 ， 也提出 自己的话表述课文 内容 ， 抓不住重点。 了更多 的挑战 。倡导体验 、 实践 、 参与 、 合作与交流 的学 习方式 和 与此同时 ， 笔者还对我校 ２ ７位英语教师进行 了调 查 ， 中很 其
任 务型 的教学途 径 ， 发展学生 的综合 语言运用 能力 ， 提高跨文 化 重视并坚持 复述训 练的有 １ 人 ， ５ 重视程度 一般 、 经常训 练的有 ７ 意识和形成 自主学 习能力 已成为新课标对英语教学的新要 求。高 人 ， 不重视也不经常训练的有 ５人 。由此我们可以看出 ， 学生复述 中英语 阶段要 在义 务教育英语课程 的基础上 ， 重点发 展学生的英 能力的提高关键在于教师是否重视 。 语语 言运用能力 ， 用英语进行恰当 的交流并进行英语 思维和表达 的能力 。复述是构成学生英语听说能力 的重要组成部分。笔者在 日常教学 中观察和体味到以下三种 晴况 ：１学生不重视课文复述 ， （） 可有 可无 ；２ 只是机械地背诵课文 ， （） 而不是复述课文 ；３ 对课 文 （） 复述有胆怯和畏惧 心理 ， 甚至语无伦次 。 如果依照这样 的发展态势 ， 学生的创新精神和实践能力就 无 从谈起 ， 素质教育也将 在某种程度上失去意义 。所 以这是值得 每
高中英语听力试讲教案资料讲解
听力课试讲教案Grade level: First grade of high schoolLesson type: ListeningDuration: 45 minTeaching objectives1) Enable students to master different listening skills2) Help students to learn more about …..Teaching aids:Multimedia devices; blackboardTeaching important and difficult points1) Help students to understand the listening material2) Encourage students to apply listening skills when listening to the material Teaching proceduresStep 1 Warming-up (2min)Show some pictures to the students and have a free talk with the students. Step 2 Pre-listening (5min)Organize the students to have a brief discussion about the topic. Invite some students to share their ideas with the class. Predict the main idea of the passage. After that,present new words and expressions to the students.Step 3 While-listening (25min)1) Listen for main ideaAsk Ss to listen to the passage but do not look at the questions, ask them to get the main idea of the passage. Invite students to share their ideas.2) Listen for answers to the exercises/detailed informationAsk Ss to listen to the passage again. This time ask them to try their best to get answers to the questions. After listening, check whether Ss get the correct answer, and ask why.3) Play the tape again, focus on the part where they did not get the right information. Do you have any questions?Step 4 Post-listening (10min)Show them the listening text and ask them to read it aloud together.Step 5 Summary (2min)In this period, we mainly focus on the listening ability. It’s very important. If your listening is poor, you’d better practice more. The more you listen to English, the better your listening is. Remember: Practice makes perfect.Step 6 Homework (1min)1) Read the listening texts again and try to retell the passage in your own words2) Search more information about ….口语课试讲教案Grade level: First grade of high schoolLesson type: SpeakingDuration: 45 minTeaching objectives1) Students will be able to use some important words and expressions2) Students will be able to express their ideas or thoughts clearly.Teaching aidsMultimedia devices; blackboardTeaching important and difficult points1) Help Ss to master the expressions of giving advice:2) Talk about … by using …Teaching proceduresStep 1 Warming-upShow Ss some pictures of … and ask students to describe what they are doing. Step 2 Lead-inPlay the tape and ask Ss to listen to the dialogue. Ask Ss to predict what we will learn today. Step 3 Provide key sentence patterns & expressionsProvide Ss useful sent ence patterns and expressions to express …..Step 4 Role-play/ DiscussionGive the Ss a situation, and ask the Ss to work in pairs and make up a conversation. Ask the Ss to discuss the topic with their partners.After that, invite Ss to present their ideas in front of the class.Step 5 SummaryIn this period, we mainly focus on how to…. It’s very important. You should know how to … in real life after this period. You should memorize the useful expressions we learned today. I hope you can practice more after class. Remember: practice makes perfect.Step 6 Homework1) Collect more expressions and sentence patterns that can be used to express …..2) Find a partner to practice how to … in different situations.词汇课试讲教案Grade level: First grade of high schoolLesson type: VocabularyDuration: 45 minTeaching objectives1) Enable students to know the meaning of new words and grasp the usages of such important new words2) Enable Ss to use such new words in their own writing or speakingTeaching aidsMultimedia devices; blackboardTeaching important and difficult points1) Explain the meaning and usage of the words to the students2) Enable Ss to use the new words when they express themselvesTeaching proceduresStep 1 Lead-inRevision. Last period, we have finished the reading of the passage. Now we will learn the new words in the passage. Let’s look at the underlined/italic/bold words. Step 2 GuessAsk Ss to guess the meaning of the words in the context. Or give students some examples and ask Ss to guess the meaning of the words.Step 3 ExplanationExplain the meaning of the words to the Ss. After explanation, present the usage of thewords to the students and provide examples to help them understand how to use them. Step 4 PracticeAsk the students to make sentences with new words by themselves. Invite Ss to share their sentences with the whole class.Step 5 SummaryThis, period, we have learnt several new words:... we have learnt the usage of these new words. I hope you will memorize these words, as well as the usage of these words. I suggest you use the new words as often as possible. In this way, you will know how to use the words, instead of only knowing the meaning of the words. Step 6 Homework1) Look up these new words in the dictionary, and get more meanings and usage of them in the dictionary.2) Finish Exercise 2 on page 11.require.async(['wkcommon:widget/ui/lib/sio/sio.js'], function(sio) { var url = 'https:///cpro/ui/c.js'; sio.callByBrowser( url, function () { BAIDU_CLB_fillSlotAsync('u2845605','cpro_u2845605'); } ); });New words: New phrases: Step5: SummarySs summarize what we have learnt and key points. Make an assessment on each group. Ste p6: HomeworkWrite a diary with simple past tense. Blackboard design： Title:Questions: New words :文章线索（便于复述）口语课教学过程：看图，问答练习，重点句呈现讲解，小组练习，展示成果 Teaching Objectives:1. Be able to master the following words and sentence pattern. And learn the expression of giving advice .2. Be able to talk about one‟s health problems and give advice fluently3. Improve the cooperative spirit and care more about yourself and your family members‟ h ealth. Teaching Aids: Pictures, a tape recorder and ppt. The teaching Focus:1. Master the following words and sentence pattern.2. Master the expressions of giving advi ce The Teaching Difficulties:1. Students may find it difficult to remember all the target new words in the class;2. Students may find it difficult to give appropriate advice to the certain disease because of t heir limited life experience. Teaching procedure: Step1：Warming upGreet Ss by asking them: How are you today? Then I‟ll tell Ss that I‟m not feeling well today (Write the sentence on the blackboard and guide Ss to read it.) and get Ss to guess the reas on freely. If Ss can‟t get the answer, I‟ll tell them that I didn‟t have a good sleep last night. S o I have a headache. (I say this by doing a gesture)Step2: Presentation of words and sentence patterns1. Let one student imitate he has a kind of disease and ask the class guess what …s the matte r with him. Use the following sentence:”what‟s the matter with him?”“I have a stomache.”2. Show Ss pictures of diseases.( Write the words on the black board.) Step3: Pair workAsk Ss to work in pairs and talk about health problems by using the bandage given and usin g the target language: What‟s the matter? I‟m not feeling well. I have a … Step4: Presentatio n of expressions of giving adviceTell Ss that I have a cold/cough, ask them: What should I do? Ss may give different answers, collect their answers and help them to use: You should/shouldn‟t do… During this activity, s ome phrases will be learned: ... Step5: Role play1.Show the sample dialogue and ask Ss to complete it according to the picture orally.Ask Students to make a four -people group, one of them is a doctor, the other three are pat ients. Ask the Ss to role play a dialogue . A: What‟s the matter with you?B: I‟m not feeling well. I have a _______. A: When did it start? B: About______ ago.A: Oh, that‟s too bad. / I‟m sorry to hear that. You should/shouldn‟t ________ and you shoul d/shouldn‟t ________... B: Yes, I think so.A: _________________.B: Thank you, doctor. Step5: SummarySs summarize what we have learnt. Make an assessment on each group. Step6: Homework Try to make a story according to the dialogue. Blackboard design： Title:New words and phrases : Sentence pattern :语法课：复习导入，查找标记相关句子，总结规律，练习（造句，讨论） Teaching objectives: 1.Enable the Ss to know the uses of adjectives ending in -ing / -ed and the differences betw een them.2. Master the following words and sentence pattern.Main word and Expression: amazed, amazing, interested, interesting, bored, boring.Main structure: The classroom was amazing. I was completely amazed by the classroom. Tea ching aids: Pictures, a tape recorder and ppt. Teaching important points:Get the Ss to know the differences between the adjectives ending in -ing and -ed and learn the uses of them in the sentences. Teaching difficult points:Understand the differences between the adjectives ending in –ing and –ed and apply them i n the sentences .Teaching procedure: Step 1 Lead inGreet the students and say some words which includes the language points. Then tell them what we are going to learn is the differences and uses of the adjectives ending in –ing and –ed . Ask students to think about the question below and try to figure out the right answer. ---Can you make a distinguish between the two sentences? I am bored. I am boring .Step 2 discovering and explaining.Ask the students to read the text and try to find out the sentences which have the adjectives ending in -ING and –ED. Try to find the differences and understand the meaning of these adjectives. Step 3 Group workLet students work in groups and have a discussion. Try to find the differences of these adjec tives and explain the meaning of these sentences according to the context. Step 4 Conclusio n and exerciseInvite students to make a report about their group discussion and teacher will make a concl usion according to their report. Find the grammar rules:1: The –ing form describes the people or things that cause the feeling;（令人…）2: The –ed form tells us how people feel.（感到…）Give some examples to show what they have learned and ask students to do exercise and c heck the answers. Fill in the blank with the correct forms of words. It is a ____ (bore)party and I feel__(bore). Step 5 Homework1. Find out more adjectives ending in -ing and -ed and sentences.e the -ED and -ING form of the words “bore”“interest”“amaze” and “embarrass” to ma ke sentences.Blackboard design： Title:Teaching procedures:Step 1: GreetingsT: Good morning, everyone.S: Good morning, Mr Dai.Step 2: Lead-inT: My lovely Ss, please look at the screen. What is the topic of our class?Ss: Unforgettable experiences.T:Yes. Please use one word to describe it, such as “happy”.S1:…S2:………T: perfect, all of you are knowledgeable.(Ask Ss one by one, and choose some words write down on the blackboard.)T:Okay. Y ou see, all of you used many different words to describe, like…(write down on the blackboard.)Step 3: Activities1. Acitivity1: Telling story(Make a short conclusion)T: Different people have different understanding of our topic. Now, look at the screen, I’ll show you some aspects of our topic. First, unforgettable experience sometimes means something leaves deep impression on you. Such as……(the words of Ss’) It also can means events, some are good, and some are bad. (Olympic Games, natural disasters, etc.) Or, it may be means something very meaningful. And, it also can means your unforgettable trip; you went to some famous places. For example, went to zoos. Yes, I have gone to Linyi Wild Zoos last week. I saw many different kinds of animals there. It’s so enjoyable and meaningful. You can see the pictures…. Do you want to know more information about my “Zoo’s trip”?Ss: Yes.T: OK. Let’s see it together.(Present the route of my tour on the blackboard or ppt, use First—Next—Then—Finally to describe.)T: Look at my route on the Blackboard:(My own experience:It was a fun day. I went to Linyi Wild Zoos with my friends. First, we took on the bus at bus station. Because we would see many dangerous and ferocious animals such as lions, tigers, wolves , etc. After about half an hour, we backed to the station. Next, we walked to see some gentle animals like pandas, different kinds of birds, monkeys, swans and so on. Then, we went to see the animals’ shows. They are so lovely, interesting and sma rt. Finally, we went to the restaurant to have dinner. Although all of us were very tired, we were happy and enjoyable.)T: How do you think of my experience?Ss:…T:But I believe yours must be better than mine.Now, working in pairs, share your own unforgettable experiences with your partner.T:I can see all of you are eager to tell your stories. ..., who do you think has the most interesting story in our class?S1:**.T:OK. Thank you.Jack, please share your unforgettable experience.S2:…T:You say that… Whose story are you interested in , you can call his or her name.……T. All of you did a very good job. And I am very proud of you. Give you a big hand. If you want to know more, you can communicate with your classmates after class.2. Activity2: Making storyT: Next, let’s play a mini-game.Looking at the blackboard, there are two faces, one is… the other is…I will ask two students to write down some relevant words or phrases.……T: Now, I have several envelopes in my hands. Do you want to know what is it in it?Ss:Yes.T:Okay. I will divide you into several groups. Each group chose one envelope. And you will know the secret in it.(Making the short dialogue according to the paper in envelope.After they finished, ask one student of each group to stand on the stage to tell their story.)Step4: SummaryT: We have learned many useful words, phrases, and sentences to describe our own experience. In next days, you can use them to talk about things, people and events in your own daily life.Step5: HomeworkT: After class, each group prepare a play according your story. At next class, you will have a role play. Are you clear?高中英语教师资格证面试教案模板二Teaching Objectives(教学目标)1. Language Objectives (知识目标)2. Ability Objectives(能力目标)(1)Enable students to …(2)…3. Moral Objectives (情感、态度及价值观目标)(1) Help students to learn that…(2) …注：1.Teaching Objectives的三个目标可以根据授课内容不同加以取舍。
广东高考英语听说Part C公开课
Listen again, and pay attention to the sentence stresses and sense groups.
Something in the wind
| has
learned my name touch
|
And it’s telling me
In the leaves breeze
Pre-listening
不会游泳的泰德很怕 水，但是他在奋不顾 身地跳进水里救了一 只雏鸟之后，再也不 怕水了。
Key words:
fishing (钓鱼) baby bird (雏鸟) nest (巢) kick (踢) drop (落下)
Ted was afraid of____________,and his friends thought he would never learn to ______ .One day Ted went _________and sat under a _________. He saw a _____and her babies in a nest.Suddenly one of the baby birds __________into the river, but its __________could not help it out of the water. Just then, Ted___________into the river to save it. He moved his____________and kicked his________madly. Surprisingly,he learnt to swim and managed to save the baby bird.And Ted was ___________________water anymore.
高中英语听说课教案
高中英语听说课教案【篇一：高中英语听力教学案例实施及反思】高中英语听力教学案例实施及反思senor english book Ⅱ-----unit7 living with disease首中医大附程东慧period 1 warming up listeningteaching aim: talk about deadly diseases and attitudes towards aids, cancer, etc. train the ss listening abilityteaching difficulty:第一步, 听到预测（pre-listening）兴趣是学好语言的强劲动力和能力形成的前提。
在听力教学中，我也发现，只有使学生对所学的听力材料产生兴趣，才能调动他们的积极性。
学生有了学习的积极性，才会主动参与到听力训练中，从而提高教学效率，最终达到最佳的教学效果。
语言学家、心理学家的研究也表明，文化背景知识在听力训练中起着非常重要的作用。
可见，在做听力练习前，适当介绍一些与课文相关的背景知识，会更加有助于学生对听力材料的理解。
因此，为了提高学生对所学材料的兴趣，我首先在电脑屏幕上呈现该课标题“living with disease”,并向学生出示了以下讨论题：how much do you know about disease? 要求学生根据题目进行小组讨论,预测一下本文将会谈到些什么,然后,我将课前准备好的有关disease的图片一一向学生呈现,从而使学生接触到一些具体disease的素材,为接下来的听力训练做好铺垫。
第二步,听时记录（while-listening）我将翻录到电脑上的录音进行播放,同时在电脑屏幕上相应呈现像剪辑,使学生不仅在听觉,而且在视觉上都能受到刺激,加深对听力材料的理解。
由于听力训练的目的是要尽力抓住主要内容，而不是细枝末节，因此，我并不要求学生把每个词、每句话都听懂，而是要求他们首先从整体上把握。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
• 第二遍录音：听清细节，记录重点信息 第二遍录音：听清细节， 每记录完一句信息, 换一行。 每记录完一句信息 换一行。 How can we take notes efficiently?(速记 速记) 速记 1. 2. 3. 4. n, v, adj, adv, num, etc. The first few letters of a long word. Chinese words. Use special signs.
女儿 com 父 diffi ？ wh to do 父 → 女 kitch 父 filled 2 pots /put fire 父 put eg /po in each pot +boil + no say 女 wait impa + no know 父 doing. 20 min, he food + ？ 女 what see, but puzz 父 explain ：put eg /po fac sam diffi---but rea differ • po soft and weak ＋eg hard • 父 ？女 want: po or eg • 女 smi ＋lear deter fight back diff. • • • • • • • 一分钟的准备时间(参考笔记 一分钟的准备时间 参考笔记) 参考笔记 还原符号和缩写 符号和缩写， 回忆未记录的细节 还原符号和缩写，并组成句子，回忆未记录的细节
Enjoy the film of “King Lion” I was today A:_______________. B: You were? A: Yes, I thought I might lose you ______________________. B: Oh, I guess even kings get scared , huh? A: Mmm – mm. B: But you know what. A: What? B: I think those hyenas (土狼)were even scareder! A: Because nobody messes wi 不要急于做笔记， 第一遍录音 不要急于做笔记，先听懂情节 捕捉故事的基本线索 起因(cause): 起因
经过(development): 经过
结果(result): 结果
第一遍录音: 不要急于做笔记， 第一遍录音 不要急于做笔记，先听懂情节 捕捉故事的基本线索 起因(cause): daughter complained about difficulty 起因 in life and wondered what to do Dad boiled the egg and potato 经过(development): 经过 Potato became soft while the egg became hard 结果(result): Father asked what she wanted to be 结果 She should be determined to fight back difficulty.
Retelling应包括要点：（参考 应包括要点：（参考） Story Retelling应包括要点：（参考） 1） 女儿抱怨生活艰难 2） 父亲把马铃薯和鸡蛋放在锅里煮 煮了很久， 3） 煮了很久，女儿不耐烦 4） 终于煮完，父亲问女儿看到什么，女儿不明白 终于煮完，父亲问女儿看到什么， 父亲让女儿仔细看并触摸一下， 5） 父亲让女儿仔细看并触摸一下，女儿仍不明白 6） 父亲解释马铃薯和鸡蛋面临两样困难 但两者反应不同：马铃薯变软， 7） 但两者反应不同：马铃薯变软，鸡蛋变硬 女儿明白道理： 8） 女儿明白道理：面对困难要抗争
complain: pot: boil:
What is complained ? Why? What’s in it? What are boiled?
react differently: What are the difference? difficulty: What is the difficulty? /How to face it?
组织故事时，要注意： 组织故事时，要注意： 1. 准备 准备10-12个句子 个句子 2. 用到所给关键词，用自己的话复述。 用到所给关键词 关键词， 自己的话复述 复述。 3. 时态和人称： 时态和人称： 4. 复述要连贯：First， Then， After that 复述要连贯 连贯： ， ， ， Later， Finally ，
Part C Retelling
skills and practice
Step 1 Warming Up
Enjoy the film of “King Lion” A: Simba! Simba, I’m very _____________________. disappointed in you. B: I know. A:You could have been killed You _________________. deliberately disobeyed me. And what’s worse, you put Nala _________. in danger B: I was just trying to be brave like you. A: I’m only brave when I have to be Simba, being _________________. brave doesn’t mean you go looking for trouble. B: But you’re not scared of anything.
Retell the story with the clues:
Father lion was disappointed in his son for _______________________________________. But the son just wanted to be brave like his dad. His dad told him that he only behave bravely ______________. Being brave doesn’t mean _____________. What’s more, he was scared that day because__________________. His son was surprised to hear his dad’s words and also felt proud of his dad. • It’s important to get enough information to retell a story.
• 原文：A daughter complained to his father about the difficulty of the life and wondered what to do. Her father took her to the kitchen. First he filled some water in two pots and put them in two different high fire. Then he put an egg and a potato in each pot and let them boil without saying anything. The daughter waited impatiently and didn’t know what her father was doing. After 20 minutes, he took the food out and asked his daughter what he could see, but she was still puzzled. Then her father explained to her that the potato and the egg faced the same difficulty---------the boiling water, but they reacted differently: in the boiling water, the strong and hard potato became soft and weak while the egg became hard with only a thin shell to protect it. At last, when her father asked what she wanted to be: a potato and an egg, the daughter smiled and learned that when faced with difficulty, she should be determined to fight back.
• .
Step 2 Learning skills (for retelling)
• 1. 2. “复述”题型特征： 复述”题型特征： 复述 要求考生先听一段大约两分钟的独白，录音播放两 大约两分钟的独白 要求考生先听一段大约两分钟的独白，录音播放两 考生准备一分钟之后开始复述所听的内容。 准备一分钟之后开始复述所听的内容 遍。考生准备一分钟之后开始复述所听的内容。 本题型的故事体裁一般为叙事和简单的夹叙夹议文 本题型的故事体裁一般为叙事和简单的夹叙夹议文 叙事和简单的夹叙夹议 长度在250个单词左右。 个单词左右。 章，长度在 个单词左右
How can we retell a story well?
• Step 1: Predict : make good use of the main idea and five key words • Step 2: Listen and take notes : for the first time, focus more on cause, development and result; for the second time, try to take as many notes as possible.