高中英语听力教案英文模板（共4篇）

作者：晨曦晓露 | 发布时间：2020-08-02 07:01:29 收藏本文下载本文

第1篇：高中英语听力课教案

篇1：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.in.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

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。

⑸ 文化知识

交际不仅依赖于语言的准确性，同样依赖于语言的得体性。这就要求，说话者有必要了解一定的文化知识，使自己的语言符合其所适用的文化氛围，符合其所处的语言环境，符合其所担任的角色。

（二）听说课的教学模式

为了更好地上好听说课，我们要掌握听说课的要领：

1)听前：准备要充分，教师提前预设问题，为听力教学作好充分的铺垫。

① 扫清重要词汇障碍，做好背景知识、初步感知语言知识的导入。

② 利用课本资源进行听力预测：充分利用课本图片，通过听前讨论图片、根据图片回答问题等，培养学生听前看图进行听力预测的习惯；浏览文字：预习听力的题目、题干，图片、表格、选项、判断正误句子等。

③ 教师创造性地使用练习：教师要根据学情及听力难易度，整合教材中的听力题目，做到让学生听有所获。

2)听中：知识输入要合情、听力操作要合理： ① 听几遍合适？播放磁带的遍数（听几遍录音）——由学情及听力材料的难易决定。

② 如果听力材料有好几段，教师要逐段播放，一个小对话结束后要暂停，让学生有时间做听力练习，然后再往下播放下一个对话的录音；

③ 如果听力材料太长，教师备课时就应该按意分成几个小段，播放时增加停顿，给学生留出做题时间。

④ 如果有很难的句子，且句子很重要，可以适当停顿，多次播放，这也是对学生的一种人文关怀。

3)听后：输出要多样。教师应要求和鼓励学生用完整的英语句子进行说的练习。此外，听后的输出活动形式应该是多样的：如根据图、表格、听力题目等资源进行对话、写话；跟读，角色朗读和自编新的主题对话的形式。把听、说和听、写相结合，进行训练。2.“3p”教学模式。即 presentation—practice—production 1）presentation 阶段

教师通过解释、举例、示范、角色扮演等向学生介绍新的语言项目，包括语法、句法、功能、会话技能等，确定课堂的教学内容和教学目标。2）practice 阶段

教师为学生提供各种机会，使学生运用所展示的内容。练习由易到难，由控制到半控制，逐步增加学生的自主性。3）production 阶段

教师给学生提供机会将其新学到的语言知识和交际技能融入已有的知识之中，使其能自由地运用语言进行交际。3.任务型学习模式

该模式采用交际会话的方式，使学生通过完成一定的交际任务，达到培养语言运用能力的目的。教学一般也是由三部分组成：

?? 通过实景展示必要的语言知识和语言技能。

?? 布置交际性任务，如到商店购物，到机场买票，到车站接人，参加面试等等。

篇2：高中英语听力说课稿

听力说课稿模板总结

教材：本次说课的内容是单元听力部分。

一、教学目标

1.语言知识目标：掌握听力材料中的关键单词和词组 2.能力目标：

抓住所听语段的关键词、理解话语之间的逻辑关系；

听懂材料中主要人物和事件并弄懂他们之间的关系；

掌握较好的听力方法，听之前看问题，对答案进行预测，学会做笔记。3.情感态度目标：

a.通过让学生们听不同内容的听力材料来拓展学生的知识面，比如说音乐，影评，故事名言警句等，从而激发学生的英语学习兴趣；

b.鼓励学生每天听听力，达到由量变到质变的飞跃，从而培养学生的坚持不懈的品质。

二、教学重点、难点

教学重点：

学习并掌握文章中的重点单词和词组；

听短文，获取文章的关键信息，并回答问题。

教学难点：让学生掌握正确的听力技巧，学会预测，做笔记

三、教学对象高一年级的学生，虽然已经掌握了一些基本的语言知识，但是听力部分比较薄弱，不善于获取听力材料中的关键信息，需要多加练习和老师的指导。

四、教学方法

1.任务教学法：同前

2.交际教学法：听完之后让同学们讨论相关的话题 3.多媒体教学法：同前

五、教学步骤

1.lead in 导入5 min 给出与话题相关的图片或者放视频，比如说：

（这部分主要是为了导入话题，吸引学生的学习兴趣）2.pre-listening 10 min 讲解听力中重点的单词和词组，比如说：

（这是因为同学们只有掌握了关键的单词和短语，才能在听力的过程中更加快速地对关键信息作出反应，对于初学者来说是比较常用的一种教学模式。）单词讲解完之后给同学们一点时间看各个问题。

a.放第一遍音频，让同学们回答问题题，choose the main idea of the paage b.再放第二遍，要求学生完成第二题，如下：„

c.带着学生对答案之后，再整体放一边音频给同学听。

(在这里，在每次放音频之前我都会给学生一点时间来看需要完成的问题。)4.after-listening 10 min 同学们讨论完之后，老师做一个简单的总结。整个教学过程锻炼的是同学们的听力技能，兼顾说、读、写技能的训练，采用了任务教学法，交际教学法和多媒体教学法，真正体现了因材施教和以学生为主体的教学原则。

篇3：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

首中医大附

程东慧

teaching difficulty: 第一步, 听到预测（pre-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。我把这个步骤分为两步:首先，播放整篇听力材料，要求学生尽力抓住主要内容，同时在听的过程中将这些内容与自己听前所做的预测进行比较，从而达到进一步理解的效果。听完后完成相应的练习。

其次，进行逐段播放，在每段结束时留出1～2分钟的时间给学生思考，并要求他们完成第二和第三大题。如此一来，既给了全班学生充分的时间进行单独答题；又避免了部分学生（听力基础相对薄弱的学生）由于来不及记录而影响到对下部分文章的理解。

在听力训练前,我们已经做好了相当多的准备工作,有了相当充分的预测,所以在听力理解时,相对容易了好多,学生都很认真,而且学生的参与面也明显比以前更广了。

第三步,听后延伸（post-listening）

我要求学生先独立完成练习中出现的两大题。其中,第二大题的问题相对简单，学生一般听完后就能完成；对于第三大题,由于大部分都是细节题,部分学生不能很好地完成全部问题。对于这种情况,我就要求学生开展合作学习，进行小组讨论,共同完成。针对个别还不能确定的题目,我重新再放一遍录音,要求学生特别注意,然后进行全班核对。

第四步,及时巩固（consolidation）

为了使学生能更好地加深对该篇听力材料的理解并及时巩固,我再次向学生呈现图片,但这次我把声音取消掉了。我要求学生在图片的帮助下,根据刚才的理解,对该篇课文进行复述。在复述过程中,为了避免有部分没有轮到的学生没有积极参与进来，我要求学生先进行小组准备，开展合作学习，共同确定本次听力材料的要点，并且先在组内交流，然后各组派代表向全班陈述。在这个过程中，全班学生都积极参加讨论，并且将自己小组和其他小组的陈述进行比较，然后进行修正，进一步完善本组的内容。这样，不仅锻炼了该组学生的英语口头表达能力,同时再次训练了其他学生的听力。最后，为了及时将听力训练与写作联系起来，我又要求学生将这篇听力材料改编成作文，作为课后的作业。

教师反思

通过这一系列的听力训练,学生对听力训练的兴趣明显有了很大提高,大部分学生的听力水平也有了很大进步。当然在实施过程中,我也遇到了很多困难,比如,如何才能在有限的时间内找好并编辑好与听力材料相关的材料；还有，有时向学生介绍听力技巧时,如何才能使学生理解,并运用到自己的语言实践过程中等等。在案例实施时,我也意识到：为了激发学生对听力训练的兴趣,变教师要他们听为他们自己愿意听,教师应少一些应试听力,多一些求知听力；同时,教师也必须改变以往的教学方式,变单调的听力课练习为深受学生欢迎的视听说课，使学生的视、听和说各项能力都得到了训练和提高。因为,听是说的基础,说是听的延伸,只有将听和说的教学紧密结合在一起,才能提高整个高中英语听力的教学水平。

篇4：高一英语必修2 unit_5 music听力训练教案

姓名：张学露

学号：2009212858 teaching plan for unit 5 music period 3 listening(changing from frog to prince.)●the general idea of this period：

●teaching objectives: 1.to make the students listen to a story of a frog—freddy chieved reputation though singing.2.to make the students learn about the stor of the beatles and monkees.ability objects 2.to help studentsimprove the ability of input and output though the listening, discuion andperformance.moral objects 1 ●teaching important points：

●teaching difficult points：

1.help the students improve theirlistening ability.●teaching methods：

1.true or false exercises and blank filling exercises.3.task-based teaching methods 4.cooperative learning 5.group discuion to make every student take an active part in cla ●teaching aids: multi-media facilities ? teaching procedures: part 1 lead-in(3 minutes)1.greet the students as usual.2 task 1.pre-listening(5 minutes)step 1.language support step 1get the main idea of the story(5 minutes)a.freddy turn from a tadpole(蝌蚪)to a frog b.freddy heard the other frog’s song c.freddy joined the band and sang a song.step 2 listen again and t or f exercises(5 minutes)3 1.freddy had changed from a man to a frog.2.he felt lonely in his lake till he met his friends on the lily leaf.3.the singers of the band could sing very loudly.step 3 careful listeing(6 minutes)help!i need somebody.help!not just anybody.............task 3 post-listening(17minutes)4 step 2 discu the advantages and disadvantages of being famous.(5 minutes)step 3 ask the parterners’s suggestions to form a real band.(7 minutes)some useful expreions:(1).listen to the paage again and retell the text to your deskmate.(2).prepare your band’s perform.5 篇5：高考英语听力技巧教案(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: ability goals: to improve students’ ability of putting the useful skills into practice.ⅴ teaching focus and difficulties: to involve using the listening skills ⅶ teaching procedures: step i: lead-in step ii: basis for the leon step iii: analysis of typical types part 1.scene position a.in a restaurant c.at home 【practice】

a.in a bookstore b.in a claroom b.on a farm c.at home a.in a restaurant c.in a school 【guide skill】

part 2.identity relationship 【practice】

a.his mother.] c.his friend.b.doctor and patient.c.guest and receptionist.a.at a clinicb.at home ex3.(2010全国text8）a.thomas brothers.c.jack cooper.《维克多英语》p18 谈话背景、谈话者关系练习。

第2篇：高中英语听力课教案

高中英语听力课教案

【篇1：高中英语听力教学设计与反思】

龙源期刊网.cn

高中英语听力教学设计与反思

作者：商三英

摘要：本文分析了高中英语听力教学的现状，并提出了听力教学设计要从学生实际出发，整合教材资源，合理设计听力任务，促进学生听说读写能力的提升。

关键词：听力教学听力策略教材整合教学设计

中图分类号：g633.41 文献标识码： c 文章编号：1672-1578（2015）02-0131-021 高中英语听力教学现状

长期以来，听力作为听、说、读、写四项技能中非常重要的一种能力在课堂中常常被忽视。根据《普通高中英语课程标准》（实验），高中学生要求听力达到6～9级。综观6～9级目标可以发现，听力教学的主要目的是侧重培养学生听的策略以及在听的过程中获取和处理信息的基本技能。其中主要包括：①听大意和主题；②抓关键词；③预测下文内容；④确定事物的发展顺序或逻辑关系；⑤理解说话人的意图和态度；⑥判断语段的深层含意；⑦评价所听内容；⑧听并执行指示语；⑨排除口音和背景音等的干扰等。

然而，受到传统教学模式的影响，听力教学一直停留在放录音和对答案的层面上。如果学生遇到问题，教师往往把听力文字材料以阅读的形式呈现给学生或者让学生自己阅读听力原稿。教师没有对学生听的过程进行指导，也忽视了听力策略的渗透。这样做不仅不利于提高学生的听力理解能力，而且致使许多学生对听力失去信心和兴趣。另一方面，由于教材听力部分难度较大，表现在听力语速过快，篇幅过长，词汇量偏大；听力内容脱离学生的生活实际或者涉及学生不太熟悉的语言背景知识；教材设计的听力题目较难，多为填空题，有的教师匆匆带过，有的甚至放弃这一块内容的教学。

笔者认为，教师可以根据学生的实际情况，创造性地使用教材，对教材内容，编排顺序和教学方法进行适当的调整。对教材中的听力部分进行整合和改编，简化听力题目，渗透听力策略，从而提高学生的听力效果。

2 听力教学的方法与策略在英语教学中，听力理解（listening for comprehension）是听力的主要目的。从语言理解体系的两种加工方式来看，听力的理解方法可分为“自上而下（bottom-up）”和“自下而上（top-down）”。自下而上的过程是指听者在理解单个的词和句子的基础上来理解篇章。而自上而下的过程是指听者根据背景知识来帮助理解说话者的意思。图式理论为这种听力理解方式提供了理论依据。nunan（1999）强调说图式理论在帮助学生预测听力内容和处理出乎预料的情况时显得尤为重要。自上而下的听力理解方式受到很多研究者的支持。

【篇2：高中英语听力试讲教案】

听力课试讲教案

grade level: first grade of high school leon type: listening duration: 45 min

teaching objectives

1)enable students to master different listening skills

2)help students to learn more about …..teaching aids:

multimedia devices;blackboard

teaching important and difficult points

1)help students to understand the listening material

2)encourage students to apply listening skills when listening to the material teaching procedures step 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 discuion about the topic.invite some students to share their ideas with the cla.predict the main idea of the paage.after that, present new words and expreions to the students.step 3 while-listening(25min)1)listen for main idea

ask to listen to the paage but do not look at the questions, ask them to get the main

idea of the paage.invite students to share their ideas.2)listen for answers to the exercises/detailed information ask to listen to the paage again.this time ask them to try their best to get answers to the questions.after listening, check whether 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 paage in your own words

口语课试讲教案

grade level: first grade of high school leon type: speaking duration: 45 min

teaching objectives

1)students will be able to use some important words and expreions

2)students will be able to expre their ideas or thoughts clearly.teaching aids

multimedia devices;blackboard

teaching important and difficult points

1)help to master the expreions of giving advice:

2)talk about … by using … teaching procedures step 1 warming-up

show some pictures of … and ask students to describe what they are doing.step 2 lead-in

play the tape and ask to listen to the dialogue.ask to predict what we will learn today.step 3 provide key sentence patterns expreions

provide useful sentence patterns and expreions to expre …..step 4 role-play/ discuion give the a situation, and ask the to work in pairs and make up a conversation.ask the to discu the topic with their partners.after that, invite to present their ideas in front of the cla.step 5 summary

in 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 expreions we learned today.i hope you can practice more after cla.remember: practice makes perfect.step 6 homework

1)collect more expreions and sentence patterns that can be used to expre …..2)find a partner to practice how to … in different situations.词汇课试讲教案

grade level: first grade of high school leon type: vocabulary duration: 45 min

teaching objectives

1)enable students to know the meaning of new words and grasp the usages of such important new words

2)enable to use such new words in their own writing or speaking

teaching aids

multimedia devices;blackboard

teaching important and difficult points

1)explain the meaning and usage of the words to the students 2)enable to use the new words when they expre themselves

teaching procedures step 1 lead-in

revision.last period, we have finished the reading of the paage.now we will learn the new words in the paage.let’s look at the underlined/italic/bold words.step 2 gue ask to gue the meaning of the words in the context.or give students some examples and ask to gue the meaning of the words.step 3 explanation

explain the meaning of the words to the.after explanation, present the usage of the words to the students and provide examples to help them understand how to use them.step 4 practice

ask the students to make sentences with new words by themselves.invite to share their sentences with the whole cla.step 5 summary

this, 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 poible.in this way, you will know how to use the words, instead of only knowing the meaning of the words.step 6 homework

1)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]，{ baidu_clb_fillslotasync(u2845605,cpro_u2845605);});});

【篇3：高中英语听说课教学设计】

必修五unit3 life in the future听说课教学设计

教学目标：通过听一段对话，对大意有整体印象，并能获得部分细节信息。

教学重点：听对话时，既要注意大意，又要注意细节。通过练习，训练学生的基本语言技能。

教学方法：1.listening 2.pair work

教具准备：多媒体

教学流程：

第一步：作业检查及引入话题（分组辩论）

1.ask to have a debate on whether people can live on mars.2.teacher gives comments on both sides,saying : both of you have given sound reasons to support your arguments.and now let’s listen to an interview between li qiang and walker hiller, who is to build a town on mars.第二步：听力训练（一）（双人活动）listening and speaking(page23)

1.get the to get through exercise1.2.first, listen for the to finish exercise1 3.second,listen for the to finish exercise2 4.third,listen for the to put down the question in it that are used to make predictions.can you imagine how that’ll be achieved? is it likely that you can find and use water? i wonder if...?

how health will the people be, i wonder?

5.get the to exchange their information to correct their answers? 第三步：口语活动

1.（pair work）ask to list some questions about what life will be like in you hometown in 1000 years’ time, using the expreions above to help them.2.(pair work)interview

situation : suppose you’re in a newly-elected major, and now is being interviewed on tv.the host is raising some questions on your plan for the coming five years.have the to make up the interview in pairs, trying to use the expreions above.第四步：听力训练（二）（双人活动）listening task(page55)

1.read the phrases before listening to the tape.2.listen to the tape and finish exercise1

第五步：口语训练（二）广告词设计大赛

1.ask the to have a look at the requirements in the “taking part”

2.let them choose of the three as they like and work in groups of four

and design the text of an ad for the product.3.ask to read their texts to the cla, and vote for their favorite.4.count the result to see which group get the most votes.5.teacher may give an award to the winners.第六步：布置作业

ask the to go over what they learned in the cla according to the “summing up” on page 24.教学反思：这一节听说课的教学设计，从听前的问题预测，到听后的问题回答，都与利于学生的听力培养和口语表达，是学生在听说过程中逐步提高英语运用能力。

第3篇：高中英语听力课试讲教案

听力课试讲教案

Grade level: First grade of high school Leon type: Listening Duration: 45 min Teaching objectives 1)Enable students to master different listening skills 2)Help students to learn more about …..Teaching aids: Multimedia devices;blackboard Teaching important and difficult points 1)Help students to understand the listening material 2)Encourage students to apply listening skills when listening to the material Teaching procedures Step 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 discuion about the topic.Invite some students to share their ideas with the cla.Predict the main idea of the paage.After that, present new words and expreions to the students.Step 3 While-listening(25min)1)Listen for main idea Ask Ss to listen to the paage but do not look at the questions, ask them to get the main idea of the paage.Invite students to share their ideas.2)Listen for answers to the exercises/detailed information Ask Ss to listen to the paage 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 paage in your own words 2)Search more information about ….口语课试讲教案

Grade level: First grade of high school Leon type: Speaking Duration: 45 min Teaching objectives 1)Students will be able to use some important words and expreions 2)Students will be able to expre their ideas or thoughts clearly.Teaching aids Multimedia devices;blackboard Teaching important and difficult points 1)Help Ss to master the expreions of giving advice: 2)Talk about … by using … Teaching procedures Step 1 Warming-up Show Ss some pictures of … and ask students to describe what they are doing.Step 2 Lead-in Play 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 & expreions Provide Ss useful sentence patterns and expreions to expre …..Step 4 Role-play/ Discuion Give the Ss a situation, and ask the Ss to work in pairs and make up a conversation.Ask the Ss to discu the topic with their partners.After that, invite Ss to present their ideas in front of the cla.Step 5 Summary In 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 expreions we learned today.I hope you can practice more after cla.Remember: practice makes perfect.Step 6 Homework 1)Collect more expreions and sentence patterns that can be used to expre …..2)Find a partner to practice how to … in different situations.词汇课试讲教案

Grade level: First grade of high school Leon type: Vocabulary Duration: 45 min Teaching objectives 1)Enable students to know the meaning of new words and grasp the usages of such important new words 2)Enable Ss to use such new words in their own writing or speaking Teaching aids Multimedia devices;blackboard Teaching important and difficult points 1)Explain the meaning and usage of the words to the students 2)Enable Ss to use the new words when they expre themselves Teaching procedures Step 1 Lead-in Revision.Last period, we have finished the reading of the paage.Now we will learn the new words in the paage.Let’s look at the underlined/italic/bold words.Step 2 Gue Ask Ss to gue the meaning of the words in the context.Or give students some examples and ask Ss to gue the meaning of the words.Step 3 Explanation Explain the meaning of the words to the Ss.After explanation, present the usage of the words to the students and provide examples to help them understand how to use them.Step 4 Practice Ask the students to make sentences with new words by themselves.Invite Ss to share their sentences with the whole cla.Step 5 Summary This, 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 poible.In this way, you will know how to use the words, instead of only knowing the meaning of the words.Step 6 Homework 1)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.baidustatic.com/cpro/ui/c.js';sio.callByBrowser(url, function(){ BAIDU_CLB_fillSlotAsync('u2845605','cpro_u2845605');});});

New words: New phrases: Step5: Summary Ss summarize what we have learnt and key points.Make an aement on each group.Step6: Homework Write 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 expreion of giving advice.2.Be able to talk about one‟s health problems and give advice fluently 3.Improve the cooperative spirit and care more about yourself and your family members‟ health.Teaching Aids: Pictures, a tape recorder and ppt.The teaching Focus: 1.Master the following words and sentence pattern.2.Master the expreions of giving advice The Teaching Difficulties: 1.Students may find it difficult to remember all the target new words in the cla;2.Students may find it difficult to give appropriate advice to the certain disease because of their limited life experience.Teaching procedure: Step1：Warming up Greet 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 gue the reason freely.If Ss can‟t get the answer, I‟ll tell them that I didn‟t have a good sleep last night.So I have a headache.(I say this by doing a gesture)Step2: Presentation of words and sentence patterns 1.Let one student imitate he has a kind of disease and ask the cla gue what „s the matter 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 work Ask Ss to work in pairs and talk about health problems by using the bandage given and using the target language: What‟s the matter? I‟m not feeling well.I have a … Step4: Presentation of expreions of giving advice Tell 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, some phrases will be learned:...Step5: Role play 1.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 patients.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 should/shouldn‟t ________...B: Yes, I think so.A: _________________.B: Thank you, doctor.Step5: Summary Ss summarize what we have learnt.Make an aement 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 between them.2.Master the following words and sentence pattern.Main word and Expreion: amazed, amazing, interested, interesting, bored, boring.Main structure: The claroom was amazing.I was completely amazed by the claroom.Teaching 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 in the sentences.Teaching procedure: Step 1 Lead in Greet 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 work Let students work in groups and have a discuion.Try to find the differences of these adjectives and explain the meaning of these sentences according to the context.Step 4 Conclusion and exercise Invite students to make a report about their group discuion and teacher will make a conclusion 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 check the answers.Fill in the blank with the correct forms of words.It is a ____(bore)party and I feel__(bore).Step 5 Homework 1.Find out more adjectives ending in-ing and-ed and sentences.2.Use the-ED and-ING form of the words “bore” “interest” “amaze” and “embarra” to make sentences.Blackboard design： Title:

Teaching procedures:

Step 1: Greetings

T: Good morning, everyone.S: Good morning, Mr Dai.Step 2: Lead-in

T: My lovely Ss, please look at the screen.What is the topic of our cla?

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.You see, all of you used many different words to describe, like…(write down on the blackboard.)

Step 3: Activities

1.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 impreion 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 smart.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 cla?

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 clamates after cla.2.Activity2: Making story

T: 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: Summary

T: 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: Homework

T: After cla, each group prepare a play according your story.At next cla, 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。

2.语言目标主要包括本课将讲授的重点单词，短语或句型结构。

3.能力目标指对学生听说读写能力的培养。

Important Points(教学重点)

1.Master two important reading skills

2.…

Difficult Points(教学难点)

1.How to analyze the text and grasp the main idea of the text;

2.…

Teaching Methods(教学方法)

1.Communicative Approach.........2.Teaching Aids: a tape recorder, a projector and a computer …

1.注：教学方法根据教学内容选择。

Teaching Procedures(教学过程)

Step I Lead-in(1 mins)导入

1.…

2.…

注：Lead-in部分是通过复习、图片、问问题、提问、讨论相关话题等教学手段引入本节课的授课内容。

Step II Fast Reading(3 mins)新课学习

注：Reading是通过 skimming 或scanning等教学手段使学生对课文大意，或课文结构等有所了解。

Step III Important words and phrases:(3 mins)新课学习

Eg.1.apply for …(顶多讲两个!)

2.…

注：词汇课是通过对单词或短语的讲解使学生对具体知识等有详细了解，并通过小题练习，或者互相提问相关问题理解并掌握运用知识。

Step IV Careful Reading(5 mins)(顶多讲两个!)

注：Careful Reading主要是处理课文中较难的单词，短语，句子结构，或课文篇章理解。如：

Eg.1.The teacher is a very enthusiastic woman called Ms.Shen.called Ms.Shen 是过去分词短语作定语，与所修饰的词之间存在着逻辑上的被动关

系，相当于定语从句who/that was called Ms.Shen。如：

---We visited the new library built three weeks ago.---The first textbooks written for teaching English as a foreign language came out in the 18th century.---Most of the artists invited to the party were from South Africa.注：短语一般放在被修饰词之后，单个过去分词放在被修饰词之前.2.…

Step V Summary(1 mins)(小结)

注：Summary 是总结讨论本节课的学习内容。如：

We have known the Likang’s life at Senior High, is your English claroom like Likang’s? Is your cla the same size as his? Is the number of boys and girls the same? Are you looking forward to doing your English homework? Now please discu with your partner and compare your school life with Likang’s.Step VI Homework Aignment(1 mins)(作业布置)

第4篇：高中英语听力课

Good morning, dear profeors.It’s my honor to stand here and share my leon with you.I am talking from the following aspects.This is a listening leon, taken from PEP Book 5, Unit4 for Senior 3 Ss, and the topic is making the news.First of all, I’d like to talk about the teaching and learning objectives: After the leon, my Ss will be able to know the qualities that a good journalist should have through listening and talking about the material.Most importantly, they will learn how to improve their own listening by developing their listening skills.In addition, helping Ss to foster a good interest in English and guiding Ss to clarify the occupation they will choose in the future are also very important.Second, I want to tell something about the focal and difficult points: Although Ss have the basic abilities of speaking, listening, reading, they still need some help to develop the skills to use English as a significant tool, which I should focus on, and I will involve my Ss to participate in several activities to guide them.Also, there will be some new vocabulary which might be obstacles for them to understand the listening.Therefore, I design some activities to help them deal with the problem ahead of the listening.Third, I want to introduce the teaching and learning methods: According to the analysis above, I will use TBLT, and Ss are supposed to use cooperative and self-dependent learning.Fourth, I’d like to talk about the teaching procedures: I will divide the leon into three stages, they are pre-listening, while-listening and post-listening.I’m going to talk the pre-listening stage first.Here are two main steps: The first step is lead-in:

In this step, I will brainstorm my Ss about what job they want to take in their future and I will provide some pictures about occupation to inspire them, and then I will let my Ss to gue my dream job which is a journal for China Daily.The purpose of doing this is to arouse Ss’ interest in the topic “making the news”, and reduce Ss’ anxiety before the listening.The second step is mind-mapping In this step, I will show some pictures about what a journalist does his job, and then Ss will mind-map in group about the qualities which a good journalist needs to have.During this proce, Ss are supposed to discu with their partners to write down the key words of the qualities and finally get the map.And then, every group will share it with whole cla.Also, I will inspire them to mention some qualities they mied by showing them some pictures.Ss will try to gue the qualities before I show them the meanings which are described in English.The purpose of doing this is to deal with the vocabulary problem, and to do pre-work for the following listening.Next, I’m going to talk the while-listening stage.Here are three steps The first step is Memory game.(similar with a dictation).I will randomly read several qualities(Key words, not sentence), and Invite Ss(each group 1 student)to write down on Bb, and then we will check together.In this part, through the activity to practice, Ss will be more familiar with the key words and expreions, so the difficulty of the material will be lowered.Also, doing this can develop Ss’ listening skills , Discrimination.The second step is general listening.Ss will listen to the material, and catch the title and key sentence for main idea.And then I will ask them several simple questions, such as Can you repeat the title? How many people there are in the conversation.What’s the relationship between them.What do they talk about? The purpose of doing this is to help Ss to form a habit that capture the general idea of material in first time listening as an important listening strategy.Also, it’s easier for students to understand the meaning of the material.The third step is careful listening.In this part, I will show Ss a table with some information miing.Ss should read the table carefully in order to fully utilize available information, and then listen to the material twice for the specific information.In first time, they will write down the key words of the information.And in second time, they will be supposed to complete their answer in sentences.The purpose of doing this is to develop Ss’ listening skill, listening for specific ideas, and also to strengthen the learning strategy that being good at grasping the key points and inferring the main idea.So the final stage is post-listening.In this part, Ss will do a role play in pair.One will act as the bo, another one will consult the bo for more information about the job, and then exchange, after that I will invite some volunteers to act in front of cla to share with us.At last, we will choose the sharing stars of this cla as an aement.This activity is to guide Ss to integrate what they learned in this cla.About the homework, Ss are supposed to write a composition about the job they want to take in future as reinforce.And here is my reflection: I think there still can be some accidents in my cla, because of the wrong estimate of the level of Ss or interests of Ss.So I should prepare more different varieties of activities in case these accidents.And for my blackboard design: Auming this paper is the blackboard, I will design it in this way.That’s all for my presentation.Your valuable advice will be welcome.Thank you!