初中英语听力教学优秀案例
初中英语课堂听力训练教案示例
初中英语课堂听力训练教案示例第一章：听力训练的重要性1.1 教学目标让学生了解听力在英语学习中的重要性培养学生对听力训练的兴趣1.2 教学内容听力在英语学习中的作用听力训练的好处听力训练的方法和技巧1.3 教学活动讲解听力的重要性分享听力训练的好处介绍听力训练的方法和技巧1.4 教学评估观察学生在课堂上的参与程度和反应收集学生的提问和反馈第二章：听力技巧的培养2.1 教学目标让学生掌握一些基本的听力技巧培养学生运用听力技巧进行有效听力的能力2.2 教学内容听力技巧的种类和作用常用的听力技巧如何在听力过程中运用这些技巧2.3 教学活动讲解听力技巧的种类和作用示范和练习常用的听力技巧学生分组进行听力练习2.4 教学评估观察学生在听力练习中的表现收集学生的提问和反馈第三章：日常对话听力训练3.1 教学目标让学生能够听懂日常对话并进行简单的交流培养学生运用听力技巧进行日常对话的能力3.2 教学内容日常对话的特点和常见场景常用的日常对话用语和表达方式如何在听力过程中抓住关键信息3.3 教学活动讲解日常对话的特点和常见场景示范和练习常用的日常对话用语和表达方式学生分组进行日常对话听力练习3.4 教学评估观察学生在日常对话听力练习中的表现收集学生的提问和反馈第四章：故事听力训练4.1 教学目标让学生能够听懂故事并进行简单的总结和复述培养学生运用听力技巧进行故事理解的能力4.2 教学内容故事的特点和结构常用的故事情节和角色描述如何在听力过程中抓住故事的主要情节和细节4.3 教学活动讲解故事的特点和结构示范和练习常用的故事情节和角色描述学生分组进行故事听力练习4.4 教学评估观察学生在故事听力练习中的表现收集学生的提问和反馈第五章：听力材料的选取和使用5.1 教学目标让学生了解如何选取适合自己的听力材料培养学生正确使用听力材料进行训练的能力5.2 教学内容选取适合自己的听力材料的标准常用的听力材料类型和来源如何有效地使用听力材料进行训练5.3 教学活动讲解选取适合自己的听力材料的标准分享常用的听力材料类型和来源示范如何有效地使用听力材料进行训练5.4 教学评估观察学生在选取和使用听力材料的过程中的表现收集学生的提问和反馈第六章：听力策略的培养6.1 教学目标让学生掌握一些有效的听力策略培养学生运用听力策略提高听力理解能力6.2 教学内容听力策略的种类和作用常用的听力策略如何在听力过程中运用这些策略6.3 教学活动讲解听力策略的种类和作用示范和练习常用的听力策略学生分组进行听力练习观察学生在听力练习中的表现收集学生的提问和反馈第七章：听力与文化7.1 教学目标让学生了解不同文化背景下的听力习惯和表达方式培养学生运用文化知识提高听力理解能力7.2 教学内容不同文化背景下的听力习惯和表达方式跨文化交流的重要性如何在听力过程中注意文化差异7.3 教学活动讲解不同文化背景下的听力习惯和表达方式讨论跨文化交流的重要性学生分组进行听力练习，注意文化差异7.4 教学评估观察学生在听力练习中的表现收集学生的提问和反馈第八章：听力评价与反馈8.1 教学目标让学生了解听力评价的方法和标准培养学生根据反馈改进听力训练的能力听力评价的方法和标准常用的听力评价工具如何根据反馈改进听力训练8.3 教学活动讲解听力评价的方法和标准介绍常用的听力评价工具学生进行听力练习，教师提供反馈8.4 教学评估观察学生在听力练习中的表现收集学生的提问和反馈第九章：听力障碍与应对策略9.1 教学目标让学生了解常见的听力障碍培养学生应对听力障碍的策略9.2 教学内容常见听力障碍的原因和表现应对听力障碍的策略和方法如何克服听力障碍提高听力理解能力9.3 教学活动讲解常见听力障碍的原因和表现讨论应对听力障碍的策略和方法学生分组进行听力练习，尝试应用应对策略9.4 教学评估观察学生在听力练习中的表现收集学生的提问和反馈第十章：综合听力训练方案设计10.1 教学目标让学生能够根据个人需求设计综合听力训练方案培养学生自主进行听力训练的能力10.2 教学内容综合听力训练方案的设计原则和方法常用的听力训练资源和工具如何制定个人化的听力训练计划10.3 教学活动讲解综合听力训练方案的设计原则和方法介绍常用的听力训练资源和工具学生制定个人化的听力训练计划并进行展示10.4 教学评估观察学生在制定和实施听力训练计划的过程中的表现收集学生的提问和反馈重点和难点解析本文档详细编写了一套针对初中英语课堂的听力训练教案，共十个章节。
初中教学案例有效提高学生的听力理解能力
初中教学案例有效提高学生的听力理解能力【案例一】《旅行计划》【案例背景】在初中英语课堂上，让学生在真实的情境中进行听力训练是提高学生听力理解能力的有效途径之一。
下面通过一个案例来展示如何利用《旅行计划》这一话题来设计听力训练活动。
【案例描述】教学目标：通过听力训练，学生能够听懂他人的旅行计划，并能就计划内容进行提问和回答。
教学准备：教师准备《旅行计划》的录音材料及相关的练习题。
教学过程：1. 导入：教师通过图片或简单的情景描述引入旅行的话题，让学生们感受到旅行的魅力。
2. 听力训练：教师播放《旅行计划》的录音材料，要求学生仔细听录音并尝试理解对话内容。
3. 提问与回答：教师根据录音内容设计相关的提问题目，让学生进行回答。
例如：“Where does Lisa plan to go for her vacation?” “What activities does she plan to do there?”等等。
4. 分组练习：教师将学生分成小组，让学生们模拟对话，自由发挥讨论旅行计划，并互相提问和回答。
5. 听力检测：教师出示一些图片，播放相关的录音材料，让学生根据听到的信息判断图片与录音是否相符，以检测学生的听力理解能力。
【案例效果】通过《旅行计划》这个听力训练案例，学生们能够在真实的语境中提高听力能力。
通过听懂对话内容并回答问题，学生们不仅增加了对英语的兴趣，还提高了他们的听力理解水平。
同时，通过小组练习和听力检测，学生们也得到了锻炼和检验，进一步巩固了所学内容。
【拓展案例】此外，还可以设计其他听力案例，如《校园新闻》、《健康生活》等，通过不同主题的训练，全面提升学生的听力理解能力。
总结：通过合理的听力训练案例设计，可以有效提高初中学生的听力理解能力。
教师应在真实情境中营造合适的教学氛围，给予学生足够的听力输入，并设计相关的练习题目进行巩固和评估。
重复的训练和反馈有助于提高学生的听力水平，从而为他们更好地学习英语打下坚实的基础。
七年级英语听力教案英文版5篇
七年级英语听力教案英文版5篇七年级英语听力教案英文版5篇教师要在自己钻研教材的基础上，广泛地涉猎多种教学参考资料，向有经验的老师请教，而不要照搬照抄，要汲取精华，去其糟粕，对别人的经验要经过一番思考、消化、吸收，独立思考，然后结合个人的教学体会，巧妙构思，精心安排，从而写出自己的教案。
以下是带来的七年级英语听力教案英文版内容，感谢您的阅读，希望能帮助到您!七年级英语听力教案英文版1unit 5 text awhat are friends for? teaching objectives:by the end of the unit, students will be better able to1.understand the varied parts friendship plays in ones life and be betterfriends themselves;e about 30 new words and 10 new phrases and expreions in briefconversations, translation and preliminary writing tasks;e the subjunctive mood with implied condition in real lifecommunication;4.read material of a similar topic and degree of difficulty;5.know how towrite concisely by avoidingoverstated, pompous words and redundant phrases.teaching methods:audio lingual method; presentation; discuion; question-answer.important/difficult points:new words and expreions: chat, turtle, modelpick up, happen to, cd player, out of touch, put in perspective, betrayedconfidence on the planet, get rid of, in good/bad shapesome sentences in the text are difficult to understand, such as i wasthinking about how everybody can’t be every thing to each other, but some peoplecan be something to each other, but some people can be something to each other;wherever, whenever, there’s that spark of recognition; they have beautiful homesfilled with special handmade things presented to them by villagers in the remoteareas they have visited in their extensive travels. teaching procedure:step 1.warming up (30 mints)1) work in pairs or groups, and discu the following questions.? 1.do you have different kinds of friends? how do youclaify them?? 2.what is so great about friends?? 3.under what circumstances can one lose a friend?? 4.is it poible to love and hate a friend at the same time? giveexamples.2) ask students to skim the text for the 8 kinds of friends mentioned inthe text.buddies/ relative friends/ work friends/ former friends/ friends you loveto hate/ hero friends/ new friends 3) introducing the main idea of thearticleit is said that friends are the best gift god has given us.now that we haveeight kinds of friends from the text, what kind of happine or benefit can eachof them bring us? that’s exactly what the text is about.step 2.new words and the notes (20 mints) learn new words and expreions oftext aexplain some important and difficult words and expreions. cement n.水泥，粘合剂v巩固，粘牢nostalgic a.—nostalgia n.—nostalgically ad. subdivision n.—subdividev.—divide v. inopportune a.—(opposite) opportune a. invisible a.—(opposite)visible a. look at the notes on page 1161.marion wink: poet, eayist, and regular commentator on national publicradio’s.the author made up the capitalized expreions in th e text such as“faraway friend,” “relative friend,” which would make no sense at all out ofcontext, with the latter in particular.2.you quit doing drugs, you’re not such good friends with your dealeranymore: this is not meant to be taken seriously.poeion or sale of illegal drugscan result in long prison terms.step 3.key points (60 minutes)? 1.cry on sb.’s shoulder: get sympathy from someone when you tell themyour problems 向某人诉苦以寻求安慰(或同情)e.g.at least she hadn’t cried on his shoulder again.if you ever need ashoulder to cry on, just call me.? 2.in return (for sth.): as payment or reward for something作为报答或回报e.g.he is always helping people without expecting anything in return.we offer an excellent all-round(全面的，多方面的) education to our students.inreturn, we expect students to work hard. ? 3.they hold out through innumerablecrisesbefore...: they are alwaysreliable(可靠的，可信信赖的) and nice when you are in difficult times even thoughthey don’t like what you are doing... ? 4.while so many family relationships aretinged with guilt andobligation:while so many people may feel something of a sense of guilt orresponsibility in dealing with family relationships...? pany goip, once an infallible(绝对可靠的) source ofentertainment, soon awkwardly accentuates the distance between you: officechat used to be an effective way of amusement for you; however, it makes youfeel uneasy since you do not work together anymore and therefore increases thefeeling of distance between you.? 6.work friends share certain memories which acquire a nostalgic glowafter about a decade:memories of your work friends makes you happy after ten years, so yousomehow wish that you could return to those days.? 7.dead end: a street with no way out at one end or a situation from whichnomore progre in poiblee.g.he realized that the job at which he had been aiming all theseyearsseemed to him to be a dead end. he thinks they have reached anevolutionary(逐渐发展的，演变的) dead end.? 8.when you feel you’ve hit a dead end, come to a confusing fork intheroad, or gotten lost in some cracker-box subdivision of your life:whenever you feel helple, confused or at a lo(困惑的，不知所措的) in the complicatedjourney of your life...notice that “cracker-box division” is not a general expreion, but is rathermade up by the author.cracker: 薄脆饼干;咸饼干sth.: formal owning or having obtainedsomething from somewhere 占有(或拥有)某物e.g.she was found in poeion of stolen goods.how did the painting come into your poeion (=how did you get it) ? ? 10.todeath: informal used to emphasize that a feeling or emotion is very strong? be bored / scared / frightened etc.to deathshe was scared to death of what might happen next.i’m absolutely sick to death of it (=very angry, bored, or unhappy aboutsomething) .? bore / scare / love etc.somebody to deathhe drove at a speed which frightened leonora to death.she used to worry meto death.? 11.make me/you sick: spoken a) make you feel very angrye.g.people like you make me sick!b) indicate a feeling of jealousy — used humorouslye.g.you make me sick with your “expenses paid” holidays!? 12.wherever, whenever, there’s that spark of recognition(认识):when you me et a “new friend” for the first time you instantly feel aconnection with each other. step 4.aignment (5 minutes)1.read the article repeatedly and try to remember the new words andexpreions in text a2.finish the study and practice on page 118-130.the teaching plan of unit 5 what are friends for?(college english 2)english department sun xiaofang【篇3：全英文英语阅读课教案模板】阅读课教案school__ number3 middle school____junior or senior section _junior__ cla____3____ grade _1_______size ______45__ time_40_______date __2009-12-28____ materials __go forit______type of leon _reading ____ contents: 1.vocabulary: some nouns aboutfurniture and some daily use things: table, bed, dreer, bookcase, sofa, chair,backpack, books, keys, baseball, drawer, plant. some prepositions of place: on,in, under2.structure: where is (where’s)…?it is (it’s) in/on/under…where are…?they are (they’re) in/on/under… where’s/where’re…?i don’t know.is it /are they on/in/under… ?no, it isn’t./they aren’t./ yes, it is./they are.3.1) dialogue: where’s thebag?i don’t know.is it on the dreer?no, it isn’t.where are my books?i don’t know.are they on the bed?no, they’re not.2)writing: ask, gue and write objectives:1.instructional objectives (language knowledge and language skills)1) to promote students’vocabulary development (table, bed, dreer,bookcase, sofa, chair, backpack, books, keys, baseball, drawer,plant.…)2) to promote students’reading skills a) prediction b) skimming3) to promote students’oral english4) to develop students’writing skill cational objectives (affect,learning strategy and cultural awarene)1) to develop students’ability to communicate with others to getinformation2) to build students’confidence3) to make students learn to cooperate with others 3.personalobjectives:1) to develop teacher’s ability of claroom management focal points: a: thenouns. b: prepositions of place c: where- question andd: answers to “is the… in/on/under the …?”;difficult points: a: use the prepositions to describe position ofthingsb: use the where-question and is it-/are they -question to ask things’positionaids: ppt, blackboard, chalk … procedures and time allotment1.getting students ready for learning( mins) 1) greetings: good morningeveryone! 2) routine task: duty report2.revision: use some pictures to review the vocabulary ( table, bed, dreer,bookcase, sofa, chair, backpack, books, keys, baseball, drawer, plant, on, in,under) and sentence structure:where is (where’s)…?it is (it’s) in/on/underwhere are…?they are (they’re) in/on/under… 3.pre-reading :step1: vocabulary and some phrases learningtask: look at the conversation between them and gue the meaning of thesentences in red.( using the conversation between liu qian and a xin to showthose phrases to the students in order to learn them by the context; becausethesentence structure in the conversation is those they have learnt)(… mins)此步骤包括词汇、语法教学等 4.while-reading 5.post-reading(… mins)1) oral work 2) written work 6.aigning homework1) conclusion: a: vocabularyb: sentence patterns: where is (where’s)…?it is (it’s) in/on/under…wher e are…?they are (they’re) in/on/under…where’s/where’re…?i don’t know.is it /are they on/in/under… ?no, it isn’t./they aren’t./ yes, it is./they are. 2) homework: ask, gue andwritelet your partner to ask as well as gue where your things are in yourroom.write down your conversation by using the following sentence patterns:a: where’s/where’re your…? b: you can gue.a: i don’t know.is it /are they on/in/under… ?b: no, it isn’t./they aren’t.yes, it is./they are.…self-evaluation七年级英语听力教案英文版2Unit 16 Leon 63Hello, everyone.Today I’m very pleased to have an opportunity to talk aboutsome of my teaching ideas.My topic is life in the oceans taken from Leon 63 ofUnit 16 in SEFC(2).It is made up of four parts.Part 1 My understanding of this leonThe analysis of the teaching material：This leon is a reading paage.It plays a very important part in the Englishteaching of this unit.Leon 62 and Leon 63 are a whole unit.By studying Leon 63,Ss can improve their reading ability, learn more about the sea and the life inthe oceans.At the same time, we should get the students to understand somedifficult sentences to comprehend the paage better.The Ss should do somelistening, speaking and writing, too.Of course, the Ss should receive some moraleducation.Let the Ss understand the sea better, love the sea and save the seaand the life of the sea.Teaching aims：1.Knowledge aim：Understand the main idea of the text.2.Ability aim：Retell the text in their own words.3.Emotional aim：Make the Ss love the life of the sea and do something tostop it being polluted.Key points / Teaching important points：How to understand the text better.Teaching difficult points：e your own words to retell the text.2.Discu the pollution of the sea and how to save the sea.Something about the Ss：1.The Ss have known something about the sea and sea life through theInternet and other ways.2.They are lack of vocabulary.3.They don’t often use English to expre themselves and communicate withothers.4.Some Ss are not active in the cla because they are afraid of makingmistakes.Part 2 My teaching theories, methods and aidsBefore dealing with this leon, I’ll do my best to carry out the followingtheories：Make the Ss the real masters incla while the teacher himself acts asdirector; Combine the language structures with the language functions; Let thestudents receive some moral education while they are learning the Englishlanguage.Teaching method：Double activities teaching methodQuestion-and-answer activity teaching methodWatch-and-listen activityFree discuion methodPair work or individual work methodTeaching aids：1.a projector2.a tape recorder3.multimedia4.the blackboardPart 3.Teaching steps / proceduresI have designed the following steps to train their ability of listening,speaking, reading and writing, especially reading ability.The entire steps are：Greetings, Revision, Lead-in and preparation for reading, Fastreading(scanning), Listening, Intensive reading,Preparation for details of thetext, Consolidation, Discuion, HomeworkStep 1 GreetingsGreet the whole cla as usual.Step 2.Revision1.Ask students some questions to revise the last leon(show them on thescreen).a.How much salt do the oceans contain per thousand parts of water?(35 partsof salt.3.5% by weight)b.What is coral? Why are corals not found in deep water?c.Why is the Dead Sea called the Dead Sea?2.Check the homework(made a survey about the sea or sea life by surfing theInternet or asking for help from other people).Through this part we canconsolidate what they studied yesterday, communicate with others about theirsurvery results and prepare for the new leon.Step 3.Lead-in and preparation for readingShow them some pictures and let them talk each other, and then use thepictures about sea and life in the oceans to learn new words, for example,Antarctica, huge whale, sperm whale, squid and so on.Purpose：Arouse the students’interest of study.Bring in new subject：Life in the oceans.Step 4.Fast readingRead the paage as quickly as they can.I show the questions on the screenand let them get the main idea of each paragraph：1.Why can living things live in such oceans around the Antarctica?2.What does the whale feed on?3.What is the difference between the sperm whale and other whales?Method：Read the text individually, use question—and—answer activity.Purpose：Improve the students’reading ability.Understand the general idea of each paragraph.Step 5.Listening(book closed)1.Listen to the tape then do an exercise(wb page 90, part 1)2.True or false exercise.(on the screen)Train the Ss’listening ability and prepare for later exercises.Step 6.Intensive readingRead the paage carefully again and answer some detailed questions on thescreen.1.How much does a whale eat at a time?2.Do all the whales feed on small fish?3.How deep can a sperm whale dive?It is also called depth reading or study reading.It means reading fordetailed information.Purpose：Further understand the text (Train further reading ability) tofind out some different sentences and details of the text.Step 7.Preparation for details of the text on the screen1....its heart slows to half its normal speed.slow-v.to become / make slower.ing sound wavePresent participle used as adverbial.3.provide sth.for sb.provide sb.with sth.4.at a time：each time5.grow to a length of...Purpose：Train the Ss’ability of understanding and using laguage.Step 8.Consolidation1.Find out the topic sentences.2.Retell the paage according to the topic sentences.Purpose：I want to know if my students understand the whole text really andif they master what I mean to tell them in this cla.What’s more, I want to letthem have the ability of introducing and analyzing expreion.At the same time, Iwill write down the topic sentences on the blackboard according to what thestudents find, so they can retell it easily.Step 9.DiscuionShow them some pictures about the polluted sea and many living things whichare in danger and ask them：What are their opinions about it? In order to letthem have free choice, I give them another topic：The sea is being polluted.Whatshould they do?Purpose：I mean to give them emotional education.I give them multi-mediapictures to arouse their interest of study and their love for life.I mean tomake them realize：The sea is in danger!I teach them to do their best to help it and do something from nowon.Everyone should do something to love and protect our home.Step 10.HomeworkWrite an article Saving the sea.I want to improve the ability of theirwriting.At the same time, train the ability of do-it-yourself and looking up theinformation by themseleves.Part 4.Blackboard designUnit 16 Leon 63Topic Sentences：1.Some living things can live in Antarctica.(what)2.The whale feeds on small fish.(what)3.The sperm whale feeds on squid.(difference)Discuion：1.The whales are in danger.What’s your opinion about it?2.The sea is being polluted.What should we do?In my opinion, the blackboard design can reflect the teacher’s ability ofmastering the text and leading the students to master the text easily.In this text, the design is not easy to write.I write the topic sentenceson the blackboard in order to tell the students that this is of the importancein this cla.The discuion is of the difficulty.I want to make the design inductive, instructive and artistic.七年级英语听力教案英文版3一、导入Presentation: 听一听：找出下列单词的发音A：cat bag rat sad apple B: set bed get wet red C: sit bigpig zip his 让学生找出每组单词中的相同发音，并将音标写在白板上进行一对一教学/æ/ /e/ /i/ Groupwork:让学生分组进行填空比赛cat /k___t/ bag /b___g/ map /m___p/ jam/dʒ___m/ fat /f___t/ yes/j___s/ red /r___d/ wet /w___t/ jet /dʒ___t/ pen /p___n/ sit /s___t/ big /b___g/zip /z___p/ fit /f___t/ him /h___m/二、交际用语/ 常用对话——问候、告别Lead in 老师设置场景进行场景交际用语的教授A: Hi!/ Hello!A: Good morning / afternoon / evening /night.A: How are you? / How are youdoing?A: Good-bye / Bye / Bye-bye.A: See you later / tomorrow / soon… A: Nice /Glad to meet you.A: Are you OK / all right? A: How is everything with you?How is it going?Group work: role-play三练习Practice 1.音标辨音B: Hi!/ Hello!B: Good morning / afternoon / evening /night.B: I’m fine / OK.Fine / Very well, thank you.Just so so.Not very good./ …B: Good-bye / Bye / Bye-bye.B: See you.B: Nice / Glad to meet you, too.B: Yes, I’m OK./ All right.B: Just soso.Very good./ Everything is going well.Listen to the teacher ,listen to thewords in the sentences and tell the teacher the sound of the word.e.g.”yesterday I was very sad” “it is a big dog” “I like color red”2.根据对话选出正确的答案：Set 1 () 1. Who is that girl? A.Lily B.Jeica C.Kate () 2. Where are they now? A.At home.B.In a shop.C.At school.() 3. Is the boy, Michael, a new student? A.Yes, he is.B.No, he isn’t.C.Heis a new student, too.Look at the questions and gue what is the dialogue about?And then listen to thetape and do the exercises.四、随堂检测Production 音标辨音选出正确的音标：() 1.A./æ/ () 2.A./е/ () 3.A./i/ () 4.A./æ/ () 5.A./æ/ () 6.A./е/ () 7.A./i/ () 8.A./æ/ () 9.A./i/ () 10.A./æ/听句选答根据录音选出正确的应答：() 1. A.I’m fine, thanks.() () () () () () () () () 2. A.Hi, every one.3. A.See you.4. A. Glad to meet you, too.5.A.Good-bye! 6. A.I’m fine, thanks.7. A.Please don’t go.8. A.Yes, I do.9. A.Verywell, thanks.10. A.It’s a dream.B.B.B.B.B.B.B.B.B.B./е/ /æ/ /æ/ /i/ /е/ /æ/ /æ/ /i/ /æ/ /i/C.C.C.C.C.C.C.C.C.C./i/ /i/ /е/ /е/ /i/ /i/ /е/ /е/ /е/ /е/B.How do you do? B. Good morning, teacher.B.Meet at 7:00 p.m.B. Nice tomeet you.B.Hi, Mary.B.How do you do?B.Good-bye! B.That’s all right.B.How do youdo? B.Good night.C.I’m seven years old.C. Nice to meet you! C.I’m fine.C. Hello, Sam.C.Howare you? C.I’m seven years old.C. See you at your home.C.I’m OK now.C.I’mfive.C.Good evening! Set 2 () 4.Who is Mr.Smith’s new friend? A.Lily B.Li Hua () 5. When is it now?C.Lin Lin A.In the afternoon.B.In the morning.() 6. How is Li Hua today? A.She’s fine.B.Not very good.Set 3 () 7. Is Tom in the dancing group? A.Yes, he is.B.No, he isn’t.() 8. What are Mary and Amy going to do? A.Play table tennis.B.Playsoccer.() 9. Does Tom go with them together? A.Yes, he does.B.He is not sosure.C.In the evening.C.Just so so.C.Mary is in the group.C.Play tennis.C.No, he doesn’t.七年级英语听力教案英文版4内容：Unit 1 《The new term》目的：听大意复述所听内容T: Now cla, we are going to listen to a dialogue you need to listencarefully ,because I need you to repeat the content you listen and tell me themain ideal at the first time.Understand? Ss:Yes ,We understand! T: Ok.Let’sstart.(Plays the tape once)Well ,who can tell me the main ideal about the radio? Ss:It talk about thenew term.T:You are so clever! Now let us listen again !(Plays the tape again)T:Who can repeat ?Can you?(Ask a student) S:I’m sorry just a little.T:Ok, Thistime we listen sentence by sentence you can write down the sentence you arelistening.Ok? Ss:OK(play the tape the third time) T:Now who can repeat it?(asksome students to repeat) At last I will show you the content you can check youranswer!(listen the radio last time).七年级英语听力教案英文版51.unit 1 festivals around the world2.teaching aims of this unittalk about festivals and celebrationstalk about the ways to expre request and thanks learn to use modalverbswrite a similar story with a different ending 3.sentencepatterns:request:could/ would you please…?could i have…?could we look at…?i look forward to…may i see…? thanks:it?s very kind of you…thank you very much/ thanks a lot. i?d love to.it was a pleasure… don?t mention it.you are most welcome. 4.modal verbs:may might, can could will would must can the first period 1.teachingaims:could i have…?…?may i see…? we might take…teaching procedurest: everybody! welcome back to school! did you have a good time in yourwinter holidays? .yes.of course!t: when did you feel most happy and excited? : at the spring festival.t: who can tell us why? any volunteers?s1: because it is the most important festival in our country. s2: because igot a lot of lucky money from myparents. s3: because i needn?t study atfestivals and there was a lot of delicious food to eat. how great.s4: because i met my cousins and friends who i hadn?t seen for a longtime.t.very food! i am glad to hear that.today we will talk about festivals,which aremeant to celebrate important events.please think about some otherfestivals.can you name just a few?: new year, yuan xiao festival…:t: quite right.that?s called the lantern?s festival.how about some otherfestivals?: the army day, international labour?s day, national day, tomb sweepingfestival, dragon boat festival, mid-autumn day… t: you have done a goodjob, boys and girls! . s tep Ⅱwarming –up like best---the music, the things to see, the visits or the food? stepⅣaignment 1.consolidation2.listening to the material again after cla to be familiar with it.3.homework: collect as much information about festivals as poible.the second period reading teaching aims1.vocabulary: starve, starvation, plenty, satisfy ancestor lamps lead feastbone originin memory of dre up trick poet arrival national gain independencegather agricultural european custom awards watermelon handsomerooster admire look forward to religious as though have fun with daily2.to enable the students to know the earliest festivals with reasons forthem and four different kinds of festivals that occur in most parts of theworld3.to enable the students to master some english expreions and phrasesfestivals.4.teach the basic reading skills: skimming and scanning.5.try to compare and make conclusion s of different festivals. stepⅠrevision 1.greetings.2.review the new words of this part.3.check the students? homework---festivals step Ⅱreading 1.scanning( four minutes later, with the whole cla.show the suggested ( allow to readaloud and carefully this time to understand the main3.reading and discuiont: read the text a third time and then work impairs to do exercise 2 onpage 3.( let the students have enough time to read the paage carefully and discuthe chart with their partners.encourage them to expand their answers accordingto their own experiences.) 4.explanation(in this part try to help the students analyse the difficult, long andcomplex sentences and gue the meaning of the new words; ask them to deal withthe language points in the context.)t: now i will discu some important sentences and phrases in the paage.a.some festivals are held to honor the dead, or satisfy and please theancestors,who could return either to help or to do harm. b.in memory ofc.the leader who helped gain india?s independence from britain.d.a season of agricultural work is over.e.the end of winter and to the coming of spring.f.be covered with pinksnow. the suggested explanation: a.anattributive clause.dead or to make happy in case they might come back to do harm. b.(hoping) (defending)c.→energetic adj.( full of or done with energy) look forward to ( to is apreposition here.)devote to, be/get used to, get down to , stick to e.g.i?m looking forwardto hearing from you. step Ⅲ listening t: now i will play the tape for you.you can just listen with your booksclosed or look at your books or read in a low voice together with the tape.it?sup to you.after listening, please write down three things that most festivalsseem to have in common.( comprehending ex.3 on page 3). the third periodlearning about language teaching aims:1.let the students know the usage of modal verbs.2.enable the students torecognize the words and expreions in the reading paageaccording to what mean the same as them. step Ⅰ greeting and revision( ask some students to retell the text we learned .)stepⅡ.practicing the useful words and expreions t: as we know, there aretwo important kinds of and intransitiveverbs.but many intransitive verbsstructure on. the words given.s2: we are talking about verbs.s3: would you like to talk with me?step Ⅲ verbs form and try to explain their meanings.if you have anystepthe usage of modal verbs.i think it is not easy for you to master them,after cla you should review them. homework1.practice of wbp42ex.1,2,3.2.please find out10 sentences with modal verbs, and try to get theirmeanings.the fourth period listening。
人教版八年级英语上册Unit8SectionA(1a2c)听说课优秀教学案例
本案例注重学生的反思与评价，教师鼓励学生进行自我反思，总结学习过程中的优点和不足，制定针对性的改进措施。同时，组织学生互评，培养他们的批判性思维和客观评价能力。教师的总结性评价全面、客观，既肯定了学生的优点，又指出了不足，有助于学生明确自己的学习目标，不断成长。
5.教学内容与过程紧密结合实际
a.讲解：教师详细讲解过去时的三种时态，并通过例句展示其用法。
b.示例：给出典型例句，让学生模仿和练习。
c.练习：设计填空、选择、改错等练习题，让学生巩固所学知识。
3.教学目标：使学生掌握过去时的基本用法，并能运用所学知识进行简单句子创作。
（三）学生小组讨论
1.教学活动：组织学生进行小组讨论，分享彼此的经历，运用过去时描述过去的事情。
2.教学方法：采用小组合作和角色扮演的方式，提高学生的口语表达能力。
3.教学目标：通过小组讨论，使学生能够在实际语境中运用过去时，提高听说能力。
（四）总结归纳
1.教学内容：对本节课学习的过去时的用法进行总结，强调重点和难点。
2.教学方法：采用师生互动、学生自主总结的方式，帮助学生梳理知识结构。
3.教学目标：使学生形成系统的知识体系，为后续学习打下基础。
2.组织学生互评，培养他们的批判性思维和客观评价能力。
3.教师进行总结性评价，全面、客观地评价学生的学习表现，肯定优点，指出不足，并提出建议。
4.重视过程性评价，关注学生在课堂活动中的参与度、合作精神和创新能力。
四、教学内容与过程
（一）导入新课
1.教学活动：教师通过展示一组关于假期活动的图片，引导学生谈论自己在假期中做过的事情，为新课学习营造氛围。
（五）作业小结
1.作业内容：设计针对性的作业，包括词汇、语法和口语练习，巩固本节课所学知识。
听力课英语初中教案
听力课英语初中教案年级：初中教材：《新目标英语》八年级上册课时：2课时教学目标：1. 能听懂并准确理解日常生活中的对话。
2. 能听懂并准确理解故事或叙述。
3. 能听懂并准确理解天气预报、新闻报道等。
4. 提高学生的听力技能，培养学生的听觉注意力。
教学内容：1. 日常生活中的对话。
2. 故事或叙述。
3. 天气预报、新闻报道等。
教学过程：第一课时：一、热身（5分钟）1. 教师与学生进行简单的英语对话，激发学生的学习兴趣。
2. 学生进行简单的听力练习，如数字、颜色、动物等。
二、新课导入（10分钟）1. 教师向学生介绍本节课的教学目标和要求。
2. 教师引导学生学习日常生活中的对话，如问候、介绍、道别等。
三、听力练习（15分钟）1. 教师播放听力材料，学生听后回答问题。
2. 教师针对学生的回答进行点评和指导。
四、课堂活动（10分钟）1. 学生进行小组活动，模拟日常生活中的对话。
2. 教师巡回指导，纠正学生的发音和表达错误。
五、总结与布置作业（5分钟）1. 教师对本节课的内容进行总结，强调重点和难点。
2. 学生回家后完成相关的听力作业。
第二课时：一、复习导入（5分钟）1. 教师检查学生上一节课的学习情况，复习重点内容。
2. 学生进行听力练习，巩固所学知识。
二、新课导入（10分钟）1. 教师向学生介绍本节课的教学目标和要求。
2. 教师引导学生学习故事或叙述的听力材料。
三、听力练习（15分钟）1. 教师播放听力材料，学生听后回答问题。
2. 教师针对学生的回答进行点评和指导。
四、课堂活动（10分钟）1. 学生进行小组活动，表演故事或叙述。
2. 教师巡回指导，纠正学生的发音和表达错误。
五、总结与布置作业（5分钟）1. 教师对本节课的内容进行总结，强调重点和难点。
2. 学生回家后完成相关的听力作业。
教学评价：1. 课后收集学生的作业，检查学生的学习效果。
2. 在下一节课开始时，进行小测验，测试学生的听力水平。
3. 观察学生在课堂活动中的表现，了解学生的学习情况。
初中英语听说课教学案例范文
初中英语听说课教学案例范文Title: Teaching Plan for Junior High School English Listening and Speaking ClassObjective:By the end of the lesson, students will be able to understand and use basic English expressions related to daily life and communicate with each other in English more confidently.Materials:- Audio clips- Pictures or flashcards- Whiteboard and markers- WorksheetsWarm-up (5 minutes):- Greet the students and ask them about their day in English.- Play a short audio clip of a simple conversation and ask students to listen and identify the main topic of the conversation.Presentation (15 minutes):- Show pictures or flashcards of different dailyactivities and ask students to describe what they see in English.- Introduce new vocabulary related to daily routines and activities, such as "get up", "brush teeth", "go to school", etc.- Use the whiteboard to write down the new vocabularyand their meanings.Practice (20 minutes):- Play another audio clip of a conversation between two people discussing their daily routines. Ask students to listen and fill in the missing words in the conversation.- Pair students up and give them a list of daily activities. Ask them to take turns asking each other what they do at different times of the day using the new vocabulary.Production (20 minutes):- Divide the class into small groups and give each group a different scenario, such as "getting ready for school" or "having a family dinner". Ask each group to create a short dialogue using the new vocabulary and perform it for the class.- Encourage students to be creative and use the new vocabulary in their dialogues.Listening Comprehension (15 minutes):- Play a longer audio clip of a conversation or a short story in English. Ask students to listen and answer questions about the content of the audio clip.- Discuss the answers as a class and address any vocabulary or grammar questions that may arise.Wrap-up (5 minutes):- Review the new vocabulary and expressions learned in the lesson.- Ask students to share one thing they have learned or found interesting during the class in English.Assessment:- Observe students' participation and engagement during the activities.- Collect and review the completed worksheets and dialogues created by the students.中文翻译：标题：初中英语听说课教学案例范文目标：通过本课的学习，学生将能够理解和运用与日常生活相关的基本英语表达，并更自信地用英语进行交流。
人教版七年级英语上册Unit5SectionA2a2c听力优秀教学案例
5.教育学生关爱他人，尊重差异，培养他们的同理心和人文素养。
三、教学策略
（一）情景创设
1.教师可以通过呈现与学生生活密切相关的听力材料，引导学生进入真实的学习情境。例如，以学校生活、家庭生活等为主题设计听力任务，使学生在熟悉的情境中自然地接触和运用一般现在时态。
2.利用多媒体手段，如图片、视频、音频等，为学生提供丰富的视觉和听觉信息，激发他们的学习兴趣，帮助他们更好地理解和记忆一般现在时态的用法。
2.教师通过举例和讲解，向学生解释一般现在时态的特殊疑问句的构成和用法。强调特殊疑问词的选择和动词的正确形式。
3.教师通过一些具体的例句，让学生练习使用一般现在时态的特殊疑问句。例如：“How often does she go to the movies?”，学生可以模仿例句进行练习。
4.教师引导学生注意到一般现在时态的特殊疑问句在实际交流中的运用，并通过一些真实的听力材料，让学生练习理解和回答这类问题。
针对这一教学目标，本案例旨在设计一份优秀的听力教学方案，通过巧妙地设计听力任务和互动活动，引导学生积极参与课堂，提高他们的听力技能，并在此基础上巩固一般现在时态的语法知识。
本节课的教学对象为七年级学生，他们已经具备了一定的英语基础，对一般现在时态有初步的了解。然而，他们在听力技能方面还存在一定的困难，如对英语语速、口音的适应能力，以及对听力材料中的细节信息提取能力等。因此，在设计教学案例时，需要充分考虑这些因素，以提高教学的针对性和实效性。
初中英语听力教学实用案例分析及反思教育.docx
初中英语听力教学案例分析及反思一、案例呈人教版新目初中英在每个元的 section a 、b 中都了听力部分，如何在一模落新，切培养与提高学生的听力技巧，将听与、、写有机合。
go for it grade 9when was it invented ? section A task one:1a lead-inⅰs how some pictures of inventions and talk about them.ⅱfree talk: what can a computer/ a telephone⋯do ?教通展示片和，引入本学的—— when was ⋯ invented ?task two:1b ⅰshow some pictures of the inventions and the time when they were invented in a random order：18761885192719711976listen to the tape and match the inventions with the datestask three:2a listen and number the inventions in the order that you hear them shoes with adjustable heels battery operated slippers heated ice cream scooptask four:2blisten again .match the inventions with their inventors and uses ⅰc heck the answers by playing the tape.ⅱr ead the listening material togetherⅲlisten the tape again.二，英教学中存在的第一，他不注重有效的听第二，他用片的候不注意培养学生的合言运用能力的前提第三，学生缺乏文化意，基言水平低-第四， .听力教学前教的引缺乏合适的“度”第五， .听力教学中教的指缺少必要的“ ”(1)听而听，使听于一种盲目状在听力程中，有的教一味盲目地学生听，听一遍学生不能完成任就听两遍、三遍⋯⋯ 不注重学生行听的程听力策略的指和督。
- 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)。
初中英语听力教学优秀案例
听力是语言学习的一项重要技能，是语言学习的基础。
多年的教学现状表明：学生在英语学习上听的能力大大低于该学科的其它能力。
因此，对中学英语听力的现状进行分析，找出障碍，决定对策就显得十分必要。
通过学习，我对听力教学有了新的认识，现做如下概述：
一、听力教学的目的：
1. 培养学生捕捉信息的能力
2. 培养学生推导和预测的能力
3. 逐步培养学生做笔记的能力
二、听力教学使用的策略
1. 充分利用学生已有的知识
2. 充分利用文字和图表等信息
3 ．预测
4. 根据语气和语调推断
三、听力课教学设计
听力教学一般分为三个阶段，即：听前阶段（pre-listening），听时阶段（while-listening），听后阶段（post-listening）。
（一）听前活动设计
1. 听前活动的目的：
听前活动的目的是引导学生进入主题听力状态，为更好地听做各方面的准备。
内容包括让学生明确听力学习的目标任务，对听力材料的内容引起注意，提起兴趣，以最佳状态进入听力活动。
准确把握听前活动的设计，结合学生实际，设计既贴近学生生活实际，又满足听力准备的需求。
2. 听前活动设计需要注意：
（1）听前活动设计不应包括词汇扩展
听前活动的目的是为听力活动的开展做必要的准备，扫清会对听力理解产生障碍的词汇及必要的背景知识准备是必不可少的。
但是这项准备工作只是要学生认知生词即可，词汇的扩展学习应放在听力理解之后，这样能使教学层次清楚，又重点突出。
（2）听前活动内容设计要融入对新语言知识的感知
通过听前活动使学生感知听力课文中出现的新语言知识如核心词汇句型，这样不仅能降低听力理解的难度，还能增加新知识学习的层次与复现率，使学习过程更系统、更扎实。
（3）听前活动所占时间不宜过长，且内容紧扣听力材料。
（二）听中活动设计
1. 听中活动的目的：
听中教学目的是理解语篇承载的信息和感知新语言结构在实际情景中的运用。
教师应根据学生认知水平和需求，创造有效的听力理解环节教学活动设计。
2. 听中活动设计的基本原则
（1）培养学生运用语言的能力是教学设计要遵循的原则。
教师要根据听力内容的需要，学生语言知识和技能的发展需要设计听力活动。
让学生按要求完成某种任务，如做笔记、填写表格、写摘要、进行实际操作。
（2）要充分发挥多种媒体功能。
把声音与图画或实物等配合帮助学生理解听力材料的内容。
可减低难度，使教学情景化，增加趣味性。
3. 听中可采取的教学方法
（1）泛听、精听相结合
（2）引导学生重视面对面谈话中听的活动
4. 听中活动设计需要注意的问题
（1 ）要注重学生听力理解技能的培养和训练
（2）避免先看录音原文，再听录音
（3）不要一边听一边看听力原文
（三）听后活动设计
1. 听后活动的目的
重视听后的理解过程，培养学生听后进行回忆、分析、综合、概括等能力。
在听力过程结束后，我们并不是简单地让学生校对答案，判断正确与否，而是通过对听力材料的再挖掘，培养学生分析、综合、概括、推理等高级能力。
2. 听后活动设计需要注意：
（1）语言结构操练应尽量做到全员参与
（2）语言知识训练形式要重语言交际
教师的课上训练形式要侧重于学生的交际能力培养。
笔头练习活动要与口头活动结合起来。
教师一定要认识到要发展学生在现实生活中运用语言的能力只靠“笔头活动”是不能实现的。
要靠听说读写多种活动来逐步培养的。
四、听力课作业设计
学生听力的提高只靠课上有限的时间是不够的。
教师要调动学生的学习积极性，采用多种作业形式和监控方法，使学生能够在课下进行听力练习。
教师可以就听力留作业：跟读录音、做部分听写等。
教师还要拓展作业的范围，使学生能接触更广泛、更丰富的听力语料。
如电视、电影、讲座、采访、歌曲、故事、讲笑话。
这些听力材料都可以用于训练和培养学生的听力技能, 提高他们的听力水平。