听说课教学设计
初中 英语听说课教案
初中英语听说课教案课程目标：1. 能够听懂并准确模仿单词和句子的发音。
2. 通过听力练习，提高学生对日常英语口语表达的理解能力。
3. 能够用英语进行简单的自我介绍和日常交流。
教学内容：1. 单词和短语：hello, good morning, good afternoon, good evening, how are you, my name is, nice to meet you, bye bye等。
2. 句子结构：介绍自己，询问他人，回答问候等。
教学步骤：Step 1: 热身活动（5分钟）1. 教师与学生用中文进行简单的自我介绍，例如：“你好，我叫张三，我今年14岁，我来自中国。
”2. 学生模仿教师的语言和表情，重复教师的自我介绍。
Step 2: 引入课程（10分钟）1. 教师向学生介绍英语中的日常问候语，如：“Hello, Good morning, Good afternoon, Good evening, How are you, Bye bye等。
”2. 学生跟读并模仿这些问候语的发音和表情。
Step 3: 听力练习（15分钟）1. 教师播放一段英语听力材料，内容包含自我介绍和日常交流的对话。
2. 学生听后，尝试重复对话中的句子和短语。
3. 教师引导学生进行角色扮演，模仿对话中的情景进行交流。
Step 4: 小组活动（10分钟）1. 学生分成小组，用英语进行自我介绍，包括姓名、年龄、来自哪里等信息。
2. 每个小组成员轮流进行自我介绍，其他组员倾听并给予反馈。
Step 5: 总结与复习（5分钟）1. 教师引导学生复习本节课所学的单词和句子。
2. 学生用英语进行简单的日常交流，巩固所学内容。
教学评价：1. 观察学生在课堂上的参与程度和发音准确性。
2. 评估学生在听力练习中的理解能力和对日常英语口语表达的掌握程度。
3. 收集学生的小组活动反馈，了解学生在实际交流中的表现。
教学反思：本节课通过听说练习，帮助学生掌握日常英语口语表达的基本词汇和句型。
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.。
人教版九年级英语全册U61听说课教学设计
3.听力训练：
（1）播放听力材料，让学生听的过程中关注关键信息。
（2）引导学生进行信息整合与概括，提高听力理解能力。
4.口语表达：
（1）组织小组讨论，让学生运用所学词汇和语法进行讨论，提高口语表达能力。
（2）邀请部分学生进行展示，给予鼓励和指导，提高学生的自信心。
2.讲解一般现在时和现在进行时的用法，通过实例展示，如：“Animals often live in their habitats. They eat, sleep, and play there. We can use the simple present tense to describe these actions. Sometimes, we can also use the present continuous tense to describe actions happening at the moment, such as 'The熊猫is eating bamboo now'.”（动物们经常生活在它们的栖息地中。它们在那里吃饭、睡觉和玩耍。我们可以用一般现在时来描述这些动作。有时，我们还可以用现在进行时来描述正在发生的动作，比如“熊猫现在正在吃竹子”。）
3.合作学习：采用小组合作的形式，引导学生互相学习、互相帮助，共同完成学习任务，提高合作能力。
4.激励评价：注重过程性评价，鼓励学生积极参与课堂活动，关注学生的个体差异，激发学习动力。
具体教学设想如下：
1.导入：通过展示与环境保护和动物相关的图片，引起学生对主题的关注，导入新课。
2.新课内容：
（1）词汇学习：结合图片和语境，引导学生学习和运用词汇，巩固记忆。
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。
新编小学二年级语文听说教案设计
新编小学二年级语文听说教案设计随着教育理念的不断更新与时代的发展，小学语文教学也在不断地改革和创新。
针对小学二年级学生的语文教学，除了注重知识技能的传授外，更应该注重听、说、读、写的综合能力培养。
本文将针对小学二年级语文听说教案设计进行详细解析，旨在帮助教师深入了解和实践这一方面的教学理念。
一、教学目标1.根据教材设计年级，设计主要知识和技能目标，以及综合素养目标。
知识技能目标：（1）能掌握二年级基础语文知识要点，如字音、字形、词语辨析、标点、排比修辞等。
（2）能读、背、理解课文，注意音节、声调、语境的模仿、把握。
（3）能书写简单的汉字和词语，如“我”、“爱”、“家”、“你好”等。
（4）能正确运用学习的语言知识表达自己的想法。
综合素养目标：（1）培养学生听、说、读、写四个方面能力的协调发展。
（2）增强学生的语感和语际表达能力。
（3）促进学生的合作意识、自主学习能力和创新思维能力的培养。
2.通过教学目标的制定，明确教学方向和重点，为提高学生语文素养打下坚实基础。
二、教学重点和难点1.教学重点（1）培养学生听、说、读、写四方面技能的协调发展。
（2）通过语言实践，提高学生的语言思维能力。
（3）通过课文阅读，加强学生的语言表达和沟通能力。
2.教学难点（1）如何提高学生的听力理解能力和语言表达能力。
（2）如何通过课文的阅读加强学生的语文修养和思维能力。
三、教学思路1.循序渐进，由浅入深，结合实际生活，让学生了解、认识基础语文知识点。
2.注重课堂互动，积极引导学生发言，培养他们的语言表达能力。
3.鼓励学生大声朗读，提高他们的阅读理解能力和语言灵活运用能力。
4.通过多种形式的阅读训练，全面提高学生的语文素养和语言实践能力。
5.通过课堂教学和课后习题，帮助学生全面掌握语文学科知识点，并在实践中得到运用。
四、教学步骤1.导入新课：通过简单的生活场景或故事引导学生进入课堂学习情境。
2.学习新知：通过师生互动、小组合作等形式启发学生学习新知识和技能，提高他们的语文素养和实践能力。
听说课教研活动方案(3篇)
第1篇一、活动背景随着新课程改革的深入推进，英语听说能力作为英语学习的重要组成部分，越来越受到教育部门的重视。
为了提高我校英语教师听说课的教学水平，促进教师之间的交流与合作，特举办本次听说课教研活动。
二、活动目标1. 提高英语教师对听说教学重要性的认识。
2. 探讨听说教学的有效策略和方法。
3. 促进教师之间的教学经验分享和交流。
4. 提升教师的专业素养和教学能力。
三、活动时间2023年10月26日（星期四）下午2:00-5:00四、活动地点学校多功能厅五、活动对象全体英语教师六、活动流程（一）开幕式（14:00-14:10）1. 主持人介绍活动背景和目的。
2. 校长或教研组长致辞，强调听说教学的重要性。
（二）专家讲座（14:10-15:10）1. 邀请英语教育专家进行听说教学专题讲座。
- 讲座主题：听说教学的理论与实践- 讲座内容：- 听说教学的基本原则- 听说教学的有效策略- 听说教学活动的组织与实施- 听说教学评价的方法（三）课堂观摩（15:10-16:10）1. 两位经验丰富的英语教师分别进行听说课教学展示。
- 教学内容：根据学生的实际水平选择合适的听说教学内容。
- 教学形式：采用多样化的听说教学活动，如角色扮演、小组讨论、听力竞赛等。
（四）教学研讨（16:10-17:00）1. 观摩课后，全体教师集中进行教学研讨。
- 教师们就观摩课的教学设计、教学方法、教学效果等方面进行评价和讨论。
- 分享各自在听说教学中的成功经验和遇到的问题。
七、活动准备1. 教研组提前确定专家讲座的主题和内容。
2. 安排观摩课的教师准备听说课的教学设计和教学材料。
3. 提前通知教师参加活动，并要求教师做好相关准备。
八、活动总结1. 教研组长对本次活动进行总结，肯定教师的积极参与和取得的成果。
2. 鼓励教师在今后的教学中继续探索和创新，不断提高听说教学水平。
3. 收集教师对本次活动的反馈意见，为今后开展类似活动提供参考。
初中英语听说课教学设计模板
初中英语听说课教学设计模板一、教学目标1.帮助学生提升英语听力水平，能够听懂简单的英语口语对话和文章。
2.帮助学生培养英语口语表达能力，能够流利地用英语进行简单的对话和交流。
二、教学内容及方法1.听力教学–选择与学生年龄和兴趣相符的听力材料，包括对话、短文等。
–播放录音，让学生先整体听一遍，然后再细听。
–帮助学生理解听力材料中的重点信息，进行听力训练。
2.口语表达教学–创设真实情景，组织学生进行角色扮演或对话练习。
–引导学生学习日常口语表达，如问候、介绍自己等。
–鼓励学生多进行口语练习，提高表达流利度和准确性。
三、教学活动安排1.课前准备–检查听力材料的录音设备是否正常。
–准备好学生的教学用具。
2.听力训练–播放听力材料，先整体听一遍，然后进行重点听力训练。
–组织学生进行听力理解和回答问题的练习。
3.口语练习–设计口语表达练习活动，如角色扮演、对话练习等。
–鼓励学生积极参与口语练习，提高口头表达能力。
4.课堂总结–总结本节课的重点内容，强化学生对听力材料和口语表达的理解和记忆。
四、教学评估1.考察学生听力水平的提升情况，包括对听力材料的理解程度和回答问题的准确性。
2.考察学生口语表达能力的提高情况，包括在口语练习中的流利度和准确性。
五、教学反思1.分析学生在听说课教学中的表现和反馈。
2.总结本节课的教学效果，为后续听说课的教学设计做出调整和改进。
六、延伸拓展1.鼓励学生积极参加英语角、英语演讲比赛等活动，增加口语练习和听说表达机会。
2.提供更多英语听力和口语练习的资源，帮助学生持续提升听说能力。
初中英语听说课教学设计模板的核心在于通过有针对性的听力训练和口语练习，帮助学生提升英语听说能力，同时激发学生学习英语的兴趣，培养他们自信流利地用英语进行交流的能力。
听说教案英语初中
听说教案英语初中课程名称：英语听说课年级：初中教材：《新目标英语》八年级上册教学目标：1. 能听懂并准确运用目标词汇描述人物和物品。
2. 能就日常生活中的一般性问题进行简单的交流。
3. 提高学生的听说能力，培养良好的听说习惯。
教学内容：1. 目标词汇：人物和物品的描述词汇。
2. 对话情境：日常生活中的一般性问题。
教学步骤：Step 1: 热身活动（5分钟）1. 教师与学生进行简单的英语对话，询问学生近况，引导学生积极参与。
2. 学生进行小组活动，用英语介绍自己的朋友或家庭成员，培养学生的听说能力。
Step 2: 听力训练（15分钟）1. 教师播放教材中的听力材料，学生听后回答问题。
2. 学生听录音，完成听力练习题，教师给予反馈。
Step 3: 口语练习（15分钟）1. 教师引导学生运用目标词汇进行角色扮演，模拟日常生活中的一般性问题。
2. 学生进行小组活动，用英语讨论某个话题，如：最喜欢的季节、喜欢的食物等。
Step 4: 听力训练（15分钟）1. 教师播放教材中的听力材料，学生听后回答问题。
2. 学生听录音，完成听力练习题，教师给予反馈。
Step 5: 课堂总结（5分钟）1. 教师对本节课的所学内容进行总结，强调重点词汇和句型。
2. 学生进行自我评价，教师给予鼓励和指导。
教学评价：1. 听力练习题的正确率。
2. 口语表达的准确性和流利度。
3. 学生参与课堂活动的积极性和合作意识。
教学反思：本节课通过听说教学，提高了学生的听说能力，培养了良好的听说习惯。
在教学过程中，教师应注重学生的个体差异，给予每个学生充分的关注和指导。
同时，教师应创设真实的语境，使学生能够更好地运用所学知识进行实际交流。
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听说课教学设计八年级下册Unit 1 What’s the matter?（Period I）阿岗二中王娟Unit 1 What’s the matter?Section A 1 (1a – 2d)教学目标：1.知识目标：1．掌握一些相关的词和词组：matter, sore, have a cold, foot, neck, stomach, throat, fever, lie, lie down, rest, cough, toothache, headache等;2．掌握反身代词的用法；enjoy oneself3．掌握情态动词should的用法;4．掌握以下主要句型：. What’s the matter with…?”“What should I/ you/ he/ she/they… do?”“I/ you/ he/ she/they should do…”“I have a headache/stomachache/toothache.”“Does she/he/ have a fever/cold/toothache…?”2.能力目标：1.能够用英语询问某人的身体状况以及关心他人是否遇到麻烦；2.提高学生合作学习、自主学习的能力。
3.并能熟练运用所学知识就过去活动进行描述，学生听说读写的能力得到提高。
4.会使用部分情态动词；3.情感目标：1.教会学生关心他人，培养同学间团结、友善的精神。
2.通过本单元的学习能引导学生关注自己及身边人的身体健康、并学习如何去关心他人及提出适当的建议。
3.能使学生意识到要如何去保持健康并养成良好的生活习惯。
4.培养学生主动救助处于危险境地的人的精神，在紧急关头，有勇气做出正确的决定。
此外，生活中遇到困境，需要有坚强的意志力去面对一切。
教学难点：掌握情态动词should \shouldn’t. 的用法教学过程Step 1 Warming up and new words1.Look at a picture and learn the parts of the body.2.New words and phrases.Step 2 Presentation1a Look at the picture. Write the correct letter [a-m] for each part of the body.___arm ___ back ___ ear ___ eye ___ foot___hand ___ head ___ leg ___ mouth___ neck ___nose ___ stomach ___ toothStep 3 Listening1b Listen and look at the picture. Then number the names 1-5Listen to the conversations again and fill in the blanks.Conversation 1Nurse: What’s the matter, Sarah?Girl: I ___________.Conversation 2Nurse: What’s the matter, David?Boy: I _________________.Conversation 3Nurse: What’s the matter, Ben?Boy: I _________________.Conversation 4Nurse: What’s the matter, Nancy?Girl: I _________________.Conversation 5Betty: What’s the matter, Judy?Ann: She __________________.Step 4 Speaking1c Look at the pictures. What are the students’ problems? Make conversations.ExamplesA: What’s the matter with Judy?B: She talked too much yesterday and didn’t drink enough water.She has a very sore throat now.A: What’s the matter with Sarah?B: She didn’t take care of herself on the weekend. She was playing with her friendsat the park yesterday. Then it got windy, but she didn’t put on her jacket. Now shehas a cold.Step 5 Guessing gamesGuess what has happened to the students by using the important sentences.Step 6 Listening2a Listen and number the pictures [1-5] in the order you hear them.2b Listen again. Match the problems with the advice.Step 7 Speaking2c Make conversations using the information in 2a and 2bA: What’s the matter?B: My head feels very hot.A: Maybe you have a fever.B: What should I do?A: You should take your temperature.Step 8 Role–playImagine you are the school doctor. A few students have health problems. Role-play a conversation between the doctor and the students.2d Role –play the conversationStep 9 Language points and summary1. What’s the matter?这是人们特别是医生和护士询问病人病情时最常用的问句, 意思是“怎么了?”其后通常与介词with连用。
类似的问句还有:What’s wrong? 怎么啦?What’s wrong with you? 你怎么了?What’s your trouble? 你怎么了?What’s the trouble with you? 你怎么了?What’s up? 你怎么了?2. have a cold伤风, 感冒, 是固定词组表示身体不适的常用词组还有:have a bad cold 重感冒have a fever 发烧have a headache 头痛have a stomachache 肚子痛, 胃痛have a toothache 牙痛Summary1. 牙疼have a toothache2. 胃疼have a stomachache3. 背疼have a backache4. 头疼have a headache5. 喉咙疼have a sore throat6. 发烧have a fever7. 感冒have a cold 8. 躺下并且休息lie down and rest9. 喝热蜂蜜茶drink hot tea with honey10. 喝大量水drink lots of water11. 看牙医see a dentist 12. 量体温take one’s temperature13. 看医生go to a doctorStep 10 Exercises根据上下文意思填空。
Mandy: Lisa, are you OK?Lisa: I _____ a headache and I can’t move my neck. What ______ I do? Should I _____ my temperature?Mandy: No, it doesn’t sound like you have a fever. What _____ you do on theweekend?Lisa: I played computer _____ all weekend.Mandy: That’s probably why. You need to take breaks _____ from the computer.Lisa: Yeah, I think I sat in the _____ way for too long without moving.Mandy: I think you should ____ down and rest. If your head and neck still hurt tomorrow, then go to a _______.Lisa: OK. Thanks, Mandy.翻译下列句子。
1. 你怎么了？我头痛。
2. 他怎么了？他发烧3. 李雷怎么了？他喉咙痛。
他应该多喝水。
4. 如果你的头和脖子明天仍然疼的话，请去看医生。
HomeworkMake up a conversation between a doctor and a patient.。