高中英语听力备课教案
高中英语教案模板听力课
教学对象：高一学生教学时间：2课时教学目标：1. 学生能够理解听力材料中的主旨大意和细节信息。
2. 培养学生快速捕捉关键词和短语的能力。
3. 提高学生英语听力的连贯性和理解力。
4. 激发学生对英语学习的兴趣，培养良好的学习习惯。
教学重点：1. 学生能够准确把握听力材料的主旨大意。
2. 学生能够捕捉到听力材料中的关键信息和细节。
教学难点：1. 学生在听音过程中，如何快速准确地捕捉关键词和短语。
2. 学生如何将听力材料中的信息进行整合，形成完整的理解。
教学准备：1. 教师准备听力材料，包括主旨大意题、细节题、判断题等。
2. 学生准备好听力练习材料。
教学过程：第一课时一、导入1. 教师播放一段与课程主题相关的音乐或视频，引导学生进入学习状态。
2. 教师简要介绍本节课的教学目标和内容。
二、新课导入1. 教师讲解听力材料中的关键词和短语，帮助学生理解听力内容。
2. 学生进行听力练习，教师点评并解答学生疑问。
三、听力练习1. 学生完成主旨大意题，教师点评并讲解正确答案。
2. 学生完成细节题，教师点评并讲解正确答案。
3. 学生完成判断题，教师点评并讲解正确答案。
四、课堂小结1. 教师总结本节课的教学内容，强调听力技巧的重要性。
2. 学生分享自己在听力过程中的心得体会。
第二课时一、复习导入1. 教师回顾上一节课的教学内容，引导学生复习听力技巧。
2. 学生分享自己在听力过程中的心得体会。
二、听力练习1. 学生完成听力练习，教师点评并讲解正确答案。
2. 教师引导学生分析听力材料中的关键词和短语，提高学生的听力理解能力。
三、课堂小结1. 教师总结本节课的教学内容，强调听力技巧的重要性。
2. 学生分享自己在听力过程中的心得体会。
四、课后作业1. 学生完成课后听力练习，巩固所学知识。
2. 学生分享自己在课后练习中的心得体会。
教学评价：1. 学生在课堂上的参与度。
2. 学生对听力材料的理解和掌握程度。
3. 学生在课后作业中的表现。
高中英语听力教案
高中英语听力教案教学目标1.学生能够理解英语听力材料中的基本信息。
2.学生能够根据听力材料回答问题。
3.学生能够通过听力材料提高自己的英语听力水平。
教学重点1.学生能够理解英语听力材料中的基本信息。
2.学生能够根据听力材料回答问题。
教学难点1.学生能够通过听力材料提高自己的英语听力水平。
教学准备1.英语听力材料。
2.课堂教学工具。
教学过程第一步：导入1.教师介绍本节课的教学目标和重点。
2.教师向学生介绍本节课将要听的英语听力材料的主题和内容。
第二步：听力训练1.教师播放英语听力材料。
2.学生仔细听，理解英语听力材料中的基本信息。
3.学生根据听力材料回答问题。
第三步：听力分析1.教师带领学生分析英语听力材料中的语言结构和语言特点。
2.学生通过分析英语听力材料中的语言结构和语言特点，提高自己的英语听力水平。
第四步：听力练习1.教师提供英语听力练习材料。
2.学生进行英语听力练习。
第五步：总结1.教师总结本节课的教学内容和学习方法。
2.学生回顾本节课的学习内容和学习方法。
教学反思通过本节课的教学，学生能够理解英语听力材料中的基本信息，能够根据听力材料回答问题，能够通过听力材料提高自己的英语听力水平。
同时，学生也能够通过分析英语听力材料中的语言结构和语言特点，提高自己的英语听力水平。
在教学过程中，教师应该注重听力训练和听力练习，让学生在实践中提高自己的英语听力水平。
同时，教师也应该注重学生的反思和总结，让学生在反思和总结中提高自己的英语听力水平。
人教版英语必修五Unit 2( Listening and speaking)课堂教学设计教案
模块五Unit1 Great scientists Listening课堂教学设计教案课题：人教版模块五Unit1 Great scientists学情分析：经过warming-up与Reading这两节课后，学生对不同领域科学家的生活经历有一定了解，并通过对英国著名医生John Snow是如何通过考察、分析、探究的科学方法发现并控制“霍乱”的故事，对科学家的话题、故事产生兴趣。
尽管高中生对于本课要讲述的钱学森的故事已有一定的背景知识的了解，但是由于对相关航空领域的话题不熟悉，相关专业词汇不熟悉，本课时听力对学生来说，是有点难度的。
所以，在本课前给了学生一个作业，让学生熟读航空领域相关的词块。
课型、时间：45分钟的听说课教学内容：Unit 1 Using Language Listening and speaking教材分析：本节课所使用的材料为Unit1 Great scientists中的Using Language 部分，内容包括听的部分即两位学生谈论科学家钱学森的故事和说的部分即学生分组讨论将来选择做什么工作。
本节课旨在通过词块的应用记忆来训练学生的听说的能力和技巧。
教学目标：1)知识：Get the students to learn some useful words and expression about scientific research.Get the students to know about something about Qianxvesen.2)技能：Enable the students to catch and understand the listening materials.Develop the students’ ability to get special information and take notes while listening.3)情感：Get the students to learn something about Qianxvesen, and something about Chinesespace industry.教学重点：Develop the students’ listening abilityGet the students to learn some useful words and expression about space industry教学难点：To get special information and take notes while listening.教学方法: Task-based listeningCooperative learningDiscussing听看听力文本PS：由于表格制作起来排版会比较不美观，下面附录详细的教学步骤和过程：教学过程Step 1 Leading-in1、复习相关词块Step 2 ListeningBefore listening1、引入相关词块：听力素材是关于航空领域的，让学生朗读预先提供相关的词块航天领域相关词块：design and build rockets 设计建造火箭travel into space 到太空旅行space flight 太空飞行space programme航天计划astronomer天文学家space industry 航天领域Chinese astronaut 中国宇航员sent satellites into space 发射卫星land on Mars 登上火星as a rocket scientist 火箭科学家visit Mars去火星Mars, Saturn(土星)，Venus（金星）职业类相关词块：•to be a famous doctor?•to be a physics teacher?•to be a rocket scientist?•to be an engineer?•to be a lawyer ?•to be a politician ?•to be a reformer ?•to be a businessman?to be an educator?2、Predict the content of the listening according to the questions on page6（1）What do you know about Qian xuesen?~~~Make a great contribution to Chinese space industry~~~set up chinses space institute~~~Known as a rocket scientistspace industry 航天领域space institute 太空研究所a rocket scientist 火箭科学家as a rocket scientist 火箭科学家（2）What did Qian xuesen study first?Did Qian xuesen study …•to be a famous doctor?•to be a physics teacher?•to be a rocket scientist?•to be an engineer?•to be a lawyer ?•to be a politician ?•to be a reformer ?•to be a businessman?•to be an educator?（3）What experience did he get in America that useful for China?①What did he experience …went to America for further study?studied in the university for …degree?worked in space industryStudied for space industry?②What did America stop Qian xuesen go back china?because they believed that Qian can help China develop…space programme航天计划design and build rockets 设计建造火箭③What was Qian xuesen’s main achievement when he returned to China?•Sent Chinese satellites into space?•Educated some space scientists?•Built rocket?•Train astronaut?•Set up a space institute ?（4）China’s achievements in space•Land on the moon•Chinese astronaut went into the space•More and more satellites were sent into space• more and more space program•（5）Steve’s ambition•To be a scientist that study space•To be an astronomer to find a new star•To be a astronaut to land on the some special star, such as moon, Mars, Saturn(土星)，Venus（金星）While-listeningPart11、listen carefully and take notes to answer each questionQ2It’s about the role of Qian in the development of space technology in China.Q3(1) to be an engineer(2) he worked on space rockets. Because this experience made it possible for him to develop a space programme in China(3)set up a space institute to begin train people how to design and build rocket.Q4(1)chinese astronauts in spacechinese satellites in space(2) Be a rocket scientistbe the first man to land on Mars and put Q’s picture therePart22、看听力文本，注意划线词块（listen and pay attention to the underline words）Part1YP: what do you want to be when you growup, Steve?SS: I want to be astronomer and visits stars. I wish to visit Mars one day.YP: I think I’d like to work in the space industry too. I’d like to be a rocket scientist like Qian xuesen.SS: What did he have to do become a rocket scientist?YP: Well, he first studied at university to be an engineer. Later he went to America to study for his doctor’s degree. It was then he began to work on rockets.SS: So it was lucky for our space programme that he came back to China.YP: Very much so. There was no work on space rockets in China before he began his institute to design and build rockets to go into space.Part2SS: Do you think he wanted to travel into space in one of his rockets?YP: I have no idea but I believe he looked forward to the first space flight by a Chinese astronaut.SS: Yes. Now that China has sent satellites into space. I hope we’ll be the first to land on Mars. That would really be something special and if I were that astronaut I would put Qian xuesen’s picture on Mars to show how much we admire his work.YP: Indeed. He is rightfully called the father of the Chinese space programme. He is my hero and he is why I want to be a rocket scientist.SS: Well, we’d better get on with our homework. We need good grades to get into university.YP: Right you are. See you, then.SS: See.After listening1、remember some useful phrasesdesign and build rockets 设计建造火箭travel into space 到太空旅行space flight 太空飞行space programme航天计划astronomer天文学家space industry 航天领域studied at university 在大学学习be an engineer 成为一名工程师Chinese astronaut 中国宇航员sent satellites into space 发射卫星land on Mars 登上火星as a rocket scientist 火箭科学家visit Mars去火星Step3 HomeworkFinish off the Work exercises.Read the listening texts again and try to retell them.。
教资高中英语科目三教案听力
教资高中英语科目三教案听力教案标题：高中英语科目三教案-听力教学目标：1. 学生能够通过听力材料获取关键信息并理解其主旨。
2. 学生能够通过听力材料获取细节信息，如数字、日期、人名等。
3. 学生能够通过听力材料获取上下文信息，理解词语、短语和句子的意思。
4. 学生能够通过听力材料获取主题和态度，理解说话者的意图和观点。
教学重点：1. 听力技巧的训练和提高。
2. 听力材料的理解和分析能力的培养。
3. 听力材料中的关键信息的获取和记忆。
教学难点：1. 听力材料中的细节信息的获取和理解。
2. 听力材料中的上下文信息的理解和推测。
教学准备：1. 多媒体设备，包括投影仪和音响设备。
2. 听力材料，包括录音和相关练习题。
3. 学生练习册和笔记本。
教学过程：一、导入（5分钟）1. 利用一段简短的英语音频或视频引起学生对听力的兴趣。
2. 提问学生关于听力的经验和困难，引导他们思考如何提高听力技巧。
二、听力训练（30分钟）1. 播放一段听力材料，要求学生仅听一遍，并回答与材料相关的问题。
2. 学生自主检查答案，并与同桌讨论和比较。
3. 教师给出答案，并解释正确答案的依据和推理过程。
4. 分析听力材料中的关键信息和细节，引导学生注意听力技巧的应用和训练。
三、听力理解（15分钟）1. 播放一段较长的听力材料，要求学生听完后回答一系列问题，包括主旨、细节和上下文信息。
2. 学生独立完成问题，并与同桌讨论和比较答案。
3. 教师给出答案，并解释正确答案的依据和推理过程。
4. 引导学生分析听力材料中的上下文信息，推测词语、短语和句子的意思。
四、听力应用（15分钟）1. 播放一段听力材料，要求学生根据材料内容完成一项任务，如填写表格、写作摘要等。
2. 学生独立完成任务，并与同桌讨论和比较答案。
3. 教师给出范例答案，并解释正确答案的依据和推理过程。
4. 引导学生分析听力材料中的主题和态度，理解说话者的意图和观点。
五、小结与延伸（5分钟）1. 总结今天的听力训练内容和技巧，强调学生在日常生活中的听力应用。
高中听说课试讲稿教案模板
课题：《英语听说课——校园生活篇》课时：1课时年级：高一教学目标：1. 知识与技能目标：（1）学生能够听懂关于校园生活的英语对话。
（2）学生能够使用所学词汇和句型进行简单的校园生活交流。
（3）提高学生的英语听力理解和口语表达能力。
2. 过程与方法目标：（1）通过听力训练，提高学生的英语听力技巧。
（2）通过角色扮演和小组讨论，提高学生的口语交际能力。
（3）通过自主学习，培养学生自主学习英语的能力。
3. 情感态度与价值观目标：（1）激发学生对英语学习的兴趣，增强学习动力。
（2）培养学生积极向上的生活态度和团队合作精神。
教学重点：1. 听懂关于校园生活的英语对话。
2. 使用所学词汇和句型进行简单的校园生活交流。
教学难点：1. 理解并运用复杂句型。
2. 在实际交流中灵活运用所学知识。
教学准备：1. 教师准备：录音机、PPT、教材、单词卡片等。
2. 学生准备：预习教材，准备相关话题的词汇和句子。
教学过程：一、导入（5分钟）1. 教师用英语简单介绍自己，询问学生对校园生活的看法。
2. 学生用英语分享自己的校园生活经历。
二、听力训练（15分钟）1. 教师播放关于校园生活的英语对话录音，学生边听边做笔记。
2. 教师提问，检查学生对对话内容的理解。
3. 学生复述对话内容，教师点评并纠正发音。
三、词汇学习（10分钟）1. 教师展示与校园生活相关的词汇卡片，引导学生学习。
2. 学生用所学词汇造句，巩固记忆。
四、口语练习（15分钟）1. 教师分组，每组选择一个校园生活场景进行角色扮演。
2. 学生根据情景进行对话，教师巡回指导。
3. 学生展示对话，教师点评并给予建议。
五、总结与拓展（5分钟）1. 教师总结本节课所学内容，强调重点和难点。
2. 学生分享学习心得，提出疑问。
3. 教师布置课后作业，如：用所学词汇写一篇关于校园生活的短文。
教学反思：本节课通过听力训练、词汇学习、口语练习等活动，帮助学生提高了英语听说能力。
在教学过程中，教师应注重以下几点：1. 注重学生的参与度，鼓励学生积极发言。
高中英语课文听力教案模板
课时：2课时年级：高中教材：《英语》教材教学目标：1. 学生能够理解并掌握课文中关键句型和词汇。
2. 培养学生的英语听力理解能力，提高学生的口语表达能力。
3. 培养学生运用英语进行交流的能力，增强学生的跨文化交际意识。
教学重点：1. 课文听力材料中的关键句型和词汇。
2. 听力技巧的运用，如预测、推理、归纳等。
教学难点：1. 课文中较为复杂的长句理解和分析。
2. 学生在听力过程中对文化背景知识的理解和把握。
教学准备：1. 课文听力材料2. 课件或黑板3. 听力练习材料4. 相关背景资料教学过程：第一课时一、导入1. 教师简要介绍课文背景，激发学生的学习兴趣。
2. 学生自由讨论课文标题，预测课文内容。
二、听力材料展示1. 教师播放课文听力材料，学生认真听并记录关键信息。
2. 教师提问，检查学生对听力材料的理解。
三、听力技巧讲解1. 教师讲解听力技巧，如预测、推理、归纳等。
2. 学生练习运用听力技巧，提高听力理解能力。
四、听力练习1. 学生完成听力练习题，巩固所学知识。
2. 教师讲解练习题答案，纠正学生错误。
五、课堂小结1. 教师总结本节课所学内容，强调重点。
2. 学生回顾所学知识，提出疑问。
第二课时一、复习导入1. 教师提问，检查学生对第一课时所学内容的掌握。
2. 学生回顾课文内容，分享自己的学习心得。
二、听力材料分析1. 教师播放课文听力材料，学生仔细听并分析材料。
2. 教师引导学生分析材料中的文化背景知识。
三、口语表达练习1. 学生根据听力材料，进行口语表达练习。
2. 教师评价学生的口语表达，给予指导。
四、课堂小结1. 教师总结本节课所学内容，强调重点。
2. 学生回顾所学知识，提出疑问。
五、课后作业1. 学生完成课后听力练习题。
2. 学生预习下一课内容。
教学反思：1. 本节课是否达到了教学目标，学生是否掌握了关键句型和词汇。
2. 听力技巧的讲解是否有效，学生是否能够运用这些技巧。
3. 课堂氛围是否活跃，学生是否积极参与课堂活动。
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。
Cultural+Heritage+Listening+and+Speaking+教案 高中英语
Unit1听力课教案Take part in a Youth Project一、Teaching Objective:The objective of this lesson is to help students understand the importance of participating in youth projects, improve their listening skills, and enhance their ability to comprehend spoken English. The students will also learn how to express their opinions and ideas effectively in English through group discussions and presentations.二、Teaching Key Points:1. Importance of participating in youth projects2. Listening skills improvement through project-based learning3. Expressing opinions and ideas effectively in English三、Teaching Methods:1. Group discussion2. Interactive activities3. Presentation4. Listening exercises四、Materials:1. Audio clips related to youth projects2. PowerPoint presentation with images and text related to youth projects3. Handouts with vocabulary related to youth projects and English expressions五、Teaching Procedures:Warm-up (5 minutes)1. Begin the lesson by asking students about their own experiences with youth projects or community activities. Encourage them to share their thoughts and feelings about these events.2. Introduce the topic of the lesson by explaining the importance of participating in youth projects and how it can benefit students in various ways (e.g., personal growth, skill development, social awareness).Listening Practice (15 minutes)1. Play an audio clip related to a youth project (e.g., a speech given by a successful young entrepreneur or a project proposal for a community service initiative). Ask students to listen carefully and identify key points and ideas discussed in the speech.2. After the audio clip, divide the students into small groups and ask them to discussthe following questions based on the content of the speech:a. What were the main ideas discussed?b. How did the speaker support his/her arguments?c. What was the impact of the youth project mentioned?3. Instruct each group to report their findings to the class, using handouts as reference materials if necessary. Encourage active listening and note-taking during the discussion.Interactive Activity (10 minutes)1. Divide the students into pairs or small groups and assign each group a project idea(e.g., organizing a charity event, starting a recycling program, promoting environmental awareness).2. Ask each group to prepare a short presentation (5-7 minutes) on their chosen project, including an introduction, goals, methods, and expected outcomes. Encourage them to use visual aids and interactive elements to make their presentation more engaging.3. After the presentations, facilitate a class discussion on the different aspects of each project idea, focusing on the benefits, challenges, and potential impact on the community or society as a whole. Encourage students to share their opinions and provide constructive feedback to their peers' presentations.Assessment (5 minutes)1. Ask each student to summarize their understanding of the importance of participating in youth projects and how it can contribute to personal growth and skill development. Provide feedback and suggestions for improvement if necessary.2. Assign a short writing task for students to write a reflection on their participation ina youth project or community activity they have been involved in recently. Encourage them to use the vocabulary words learned during the lesson and express their opinions and ideas effectively in English.六、Homework:1. Review the key points covered in the lesson and complete any remaining exercises related to listening comprehension and expression of opinion in English.2. Write a short essay (100-150 words) on why you think participating in youth projects is important for personal growth and skill development, using the vocabulary words learned during the lesson as inspiration.。
高中英语Readingandlistening教案
Unit 2 The Olympic Games阅读和听力课一、教课内容Reading and listening (pp. 14-15)二、教课目的在本节课结束时，学生能够认识一些有关希腊神话的知识，并由神话故事惹起对一些伦理问题的思虑。
经过回答下列问题认识故事的要旨，并经过重点词找读故事中的主要情节。
展望故事情节的先后次序，归纳所听故事的要旨。
边听边正确记录一些有关信息。
三、教课步骤步骤一热身I. Warming up教师发问学生有关希腊神话的知识。
指引学生说出：The main characters in Greek legends are usually Gods and Goddesses. 若学生没能说出，教师告诉学生，并向学生Have you ever heard of any Greek legends? Who are usually the main characters in the legends?介绍： Gods and Goddesses were part of the Greek’sreligion. They believed that Gods (or Goddesses) would helphumans if they felt sorry for them or if the humans were goodpeople. To try to get the support of the Gods,people had to pray for them and offer them presents. 由此引出阅读课文。
步骤二阅读1.请学生看 PPT上的几个问题，而后阅读课文并回答下列问题。
2. 请学生再次阅读故事以前先看学生用书p.14 练习一的七个句子，划出重点词，而后阅读全文，依据重点词的同义词或词组迅速在文中找到所要判断的七句陈说的地点，判断其正确与否，并陈说原因。
高中英语教资面试听力课教案逐字稿
高中英语教师资格证面试–听力课型真题–教案–逐字稿–板书1.题目: 听力教学试讲2.内容Fang Zou is asking Zhi Hong about her science project.FZ: Hey, Zhi Hong. What did you do for your science project?ZH: I did something about protecting the sea.FZ: Protecting the sea from what?Z H: Well, first there’s pollution. That’s a big problem. And second, there’s over-fishing.F Z: What’s over-fishing?Z H: That’s when people fish too much and the number of fish falls too low. Some fish may disappear altogether.FZ: Really?ZH: Yes. Now there are too many fishermen fishing in the same place.FZ: Do you mean that there are more fishermen now than there were before?ZH: Yes, there are many more. And fishermen today have better technology so they can catch more fish than before.FZ: So there are more fishermen catching more fish?Z H: Well, they hope to catch more fish, but there is less fish to catch so they simply can’t.F Z: That’s bad.ZH: Yes, and pollution is very bad, too.3. 基本要求(1)朗读所给段落(2)配合教学内容适当板书(3)针对所给材料, 设计猜测词义的听力教学活动(4)用英文试讲(5)试讲时间: 10分钟教案Knowledge ObjectiveStudents will get more information about environment problems in the seaAbility ObjectiveStudents can guess the meaning of some new words based on the context provided Students can get the detailed information from the audioEmotional ObjectiveStudents get more interested in expressing ideas in EnglishThe awareness of environment protection is raised among studentsTeaching Key and Difficult Points:Key Point – Students get to know the causes of some environment problems in the sea Difficult Point – Students are able to act out the conversationTeaching MethodPWP – Pre-listening / While-listening / Post-listeningTeaching ProcedureLead-inStudents watch a video clip about a variety of environment problems and answer the following questions:⚫What environment problems do you see in the video?⚫What are the causes of the environment problems in the video?Pre-listening1.Pre-teaching the underlined words that students may find confusing by having themguess the meaning according to the provided context2.Showing a picture about “Over-fishing” and have students predict the main idea of theaudioWhile-listening1.Students listen to the audio for the first time and check the previous prediction2.Students listen to the audio again and then answer the following questions:⚫What environment problems in the sea does the speaker mention?⚫What are the reasons for these problems?Post-listening1.Students prepare an interview about environment problems in the sea2.The teacher invites students to act out the interview in front of the class and the teachermakes comments accordinglySummaryThe teacher help students to summarize what they have learned in classHomeworkStudents write a report about environment problems in the sea and the actions can be taken against them逐字稿(Greeting)Good morning, boys and girls. How are you doing today? Great? Glad to hear that. If you are ready, let’s begin our class.(Lead-in)First, we are going to watch a video clip today. After that, I would like you to answer two questions: 1. What environment problems do you see in the video? 2. What are the causes of the environment problems in the video?Well, Joanne, what environment problems do you see in the video (Joanne…) Excellent, thank you, Joanne. James, what are the causes of these problems according to the video? (James:…). Thank you, James, you did a really good job there.(Pre-listening)Well, I believe now everyone has a general idea about what environment problems we have around the world. Today, we are going to listen to an audio about some environment problems at a specific place. But before that, let’s learn some new words in this audio first. （The teacher write the words on the board）Please read after me “Pollution”Now, I’ll write three sentences on the blackboard. Each of them has a word we’ve just read. And I’ll write the definitions of the words on the right side. Then I would like you to guess the meaning of the words and try to match the definitions with the words accordingly. I will give you 3 minutes to think about it. Here we go.The chemicals are the reason for the water pollution. Making water, air etc. dangerously dirtyFishes are rarely found here because of over-fishing. Catching too many fishesInternet is based on technology. New ways of doing things based on modern knowledgeTime’s up. Who would like to have a try? Angie, please. (Angie:..), Thank you, Angie, you’re right. Since chemicals can make water dangerously dirty, so “Pollution” match es the first definition on the right side. Then what about “Over-fishing”? (以此类推)N ow let’s take a look at this picture here. It has something to do with the audio we are going to listen to. I’ll give you guys 2 minutes and you can discuss with your desk mate on what the audio is about based on the picture. Let’s begin.Well, time’s up. Jean, what do you think? What is the main idea of the audio? (Jean: Maybe it’s about the fishing) Good guess, Jean(While-listening)N ow, I’ll play the audio. Let’s have a check on whether your previous prediction is correct.Well, Allan, what is the main idea of the audio? (Allan:…) Excellent. Thank you. So, this audio is about environment problems in the sea.Let’s listen to it again, this time, I would like you to find the answers for two questions:⚫What environment problems in the sea does the speaker mention?⚫What are the reasons for these problems?James, what’s you answer to the first question? (James:..) Great, thank you, James. In this audio, the speak mentions “Pollution” and “Over-fishing”. Then, Alice, what are the reasons for the problems? (Alice…) Exactly, Alice, thank you. Better technology and more fishermen are the reasons mentioned by the speaker.(Post-listening)Now, I’ll give you guys five minutes to prepare an interview with your desk mate about environment problems in the sea based on this audio. And I will invite some of you to act out the interview. Here we go.T ime’s up. Lily and Janice, could you do the inter view for us? (Lily and Janice…) Thank you guys. You’ve done a fantastic job. Keep it up.(Summary)N ow let’s have a quick recap. Jane, what environment problems do we have in the sea? (Jane…). Definitely, Jane, thank you. And, Damien, what are the reasons for the problems? (Damien…) Exactly, Damien, thank you.(Homework)Let’s call it a day. As for the homework, you need to write a report on environment problems in the sea as well as some actions can be taken against them.板书Environment problems in the seaThe chemicals are the reason for the water pollution. Making water, air etc. dangerously dirtyFishes are rarely found here because of over-fishing. Catching too many fishesInternet is based on technology. New ways of doing things based on modern knowledgeWhat environment problems in the sea does the speaker mention?What are the reasons for these problems?。
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高中英语听力备课教案 【篇一：高考英语听力技巧教案】 drill and guide to techniques of listening comprehension (the first period) shiguang huaqiao united middle school tian peirong2012-12-04 Ⅰ教材分析 高考听力测试以语篇（对话或独白）为测试载体，在语言使用的情境中测试学生使用语音、语法、词汇知识的能力，主要是考查考生对所听信息的正确理解能力和快速反应能力。对此,考纲中明确要求考生听懂有关日常生活中所熟悉话题的简短独白和对话.具体有(1)理解主旨要义(2)获取事实性的具体信息(3)对多听内容进行简单判断(4)理解说话者的意图,观点和态度。 听力试题在呈现方式上，设问全部是特殊疑问句，几乎涵盖了所有的疑问句型。在听力部分的两节中， 第一节的材料内容较短，但速度快,关键信息易漏过。第二节内容较多，难度稍大；且听力材料的选择非常重视语言的真实性原则, 一般来源于实际生活，涉及现实生活的方方面面.。根据大纲要求和这些特点，我们可以看出，听力题单一的靠“听”是不够的, 必须给予一定的方法指导. Ⅱ现状分析 听力理解题是我校得分率较低的题型之一。多数学生对此题型存在苦恼甚至畏惧的心理, 失分严重，无从下手，无法可循。因此, 在实际教学中对学生的听力学习给予具体的指导是十分有必要的。本课侧重于题型分析及解题方法的指导, 分为四个课时。每个课时将各完成两个高考听力典型题型分析及相应的解题技巧。 Ⅲ teaching objectives: knowledge goals: (1) to have students know more about two typical topics of listening comprehension: scene position and identity relationship; (2) to make students master useful listening techniques: prediction and key words. ability goals: to improve students’ ability of putting the useful skills into practice. moral goals: to help students build up confidence in listening comprehension. Ⅴ teaching focus and difficulties: to involve ss using the listening skills Ⅵ teaching aids: audio-visual method. cia ( computer-instructive assistant) Ⅶ teaching procedures: step i: lead-in listen to a dialogue between two persons and answer the questions: 1.where does the conversation probably take place? 2. what is the relationship between the two speakers? step ii: basis for the lesson 9 topics of listening comprehension and main problems. step iii: analysis of typical types part 1. scene position common questions：where does / did this conversation probably take place？ where are the two speakers? example1. where does the conversation most probably take place? (08全国5) a. in a restaurant c. at home skill a: catch the key words related to scene and position. example2. where are the two speakers going to plant the tree? (09/1) a. by the front door b. at the back of the garageskill b: pay attention to positive and negative responses or expressions; such as: yes/ absolutely/ i agree with you...;no/ i’m not sure... 【practice】 1. where does this conversation probably take place? （2012全国1. ） a.in a bookstore b.in a classroom 2. where does the conversation most probably take place? （2011重庆3） b. on a farm c. at home 3.where are the speakers? (2010全国5） a. in a store b. in a classroom4. where does the conversation probably take place? (09北京5) a. in a classroomb. in a library5. where are the speakers? （2009全国2） a. in a restaurant c. in a school 6. where does the conversation most probably take place？ (08湖北1) a. in an officeb. in a library 7. where will the swimming competition be held? (08天津83独白) a. at the school swimming poolc. at the new town swimming pool 【guide skill】 part 2.identity relationship common questions：what is the man(woman)? what is the mans (womans)job/occupation/profession? who is the man(woman)most probably speaking to? whats the relationship between the two speakers? example1: who is chris paine? a. a computer engineerb. a book seller skill a: catch the key words related to occupation/identity. example2. between whom did this dialogue probably take place? a .husband and wife b. teacher and student skill b: analyze the options and predict the relationship. 【practice】 ex1. listen to the dialogues and choose the answers: 1. who is the woman? a. a teacherb. an assistant 2. who do you guess is talking with the man ? a. his mother. ] c. his friend. 3. between whom did this dialogue probably take place? a. husband and wifeb. teacher and student ex2. (2011北京text7） 1. what is the probable relationship between the two speakers? b. doctor and patient.c. guest and receptionist. 2. where does this conversation probably take place？ a. at a clinicb. at home ex3. (2010全国text8） 1. who is making the telephone call? a. thomas brothers.c. jack cooper. 2. what relation is the woman to mr.cooper? a. his wife. b. his boss.【guide skill】 step v: homework 《维克多英语》p18 谈话背景、谈话者关系练习。