高中英語聽力教案

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　　篇1

　　Period 3 Listening

　　changing from frog to prince.

　　The General Idea of This Period：

　　This period we are going to deal with listening and Comprehending of Unit 5. It introduces the story of Freddy, the frog. From this period the students will learn more about being famous. Meanwhile they can learn some listening strategies such as T or F exercises and blank filling .

　　Teaching Objectives:

　　Knowledge 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

　　1. To improve their listening comprehension ability through some listening steps.

　　2. To help studentsimprove the ability of input and output though the listening, discussion andperformance.

　　Moral Objects

　　1. To help the Ss to get to know the functions of music and lead them to use music effectively in our life.

　　2. To know everything has two sides. Being a famous singer is not easy .

　　Teaching Important Points：

　　. 1. Well understand Freddy’s fairy tale through listening and reading.

　　2. Get to know some famous classical music composers

　　Teaching Difficult Points：

　　1.Help the students improve theirlistening ability.

　　2.Learn to catch some key words and phrases in the listening.

　　Teaching Methods：

　　1. True or False exercises and blank filling exercises.

　　2. Questions-and-answers activity to check students’ understanding of the content

　　3. Task-based teaching methods

　　4. Cooperative learning

　　5. Group discussion to make every student take an active part in class

　　Teaching Aids: Multi-media facilities

　　 Teaching Procedures:

　　Part 1 Lead-in 3 minutes

　　1.Greet the students as usual.

　　2.Review the content of last class——the story of the band Monkees.

　　3.Show some pictures of the TV play “王子變青蛙”，introduce the topic of “changing from frog to prince”

　　Part 2 Listening comprehension

　　2

　　Task 1. Pre-listening 5 minutes

　　Step 1.language support

　　1.Dictation new words in the listening materials

　　2.Review The Attributive Clause with preposition

　　Task 2 While-listening16 minutes

　　Step 1Get the main idea of the story 5 minutes

　　Listen to the tape and answer the following two questions.

　　1. Who is the speaker in this story? It’s a frog——Freddy.

　　2. What happened to Freddy?

　　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 exercises5 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.

　　4. Freddy thought he could sing as well as the other singing frogs.

　　5. He joined the band because he wanted the other frogs to be his friends.

　　Step 3 Careful listeing 6 minutes

　　Read the passage carefully and complete the blank filling.

　　Freddy the frog dipped his long ,thin legs into the water. Within a few short weeks he had changed from a small_______ into the beautiful animal he was now. He___ ___to himself. Then suddenly he heard a______, deep sound that______ far into the_______of the quiet night. Freedy looked up. “other frogs. I must try and find them.” he thought. “it’s so hard being a _________frog on my own”

　　He began to swim slowly towards the ______.suddenly he _________ a lager lily____. On it __three ________ frogs and they were playing__________。Freddy climbed onto the leaf. “Can I sing with you?” he asked quietly. “_________” they said. He opened his mouth wide and began:

　　Help! I need somebody.

　　Help! Not just anybody.

　　... ... ... ...

　　Task 3 Post-listening 17minutes

　　Step 1 review the story of the Beatles. 5 minutes

　　4

　　Step 2 Discuss 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 expressions:

　　Part 3 Homework 1 minutes

　　1 . Listen to the passage again and retell the text to your deskmate.

　　2. Prepare your band’s perform.

　　篇2

　　Senor English Book Ⅱ-----Unit7 Living with disease

　　Period 1 Warming up & Listening

　　Teaching aim: Talk about deadly diseases and attitudes towards AIDS, cancer, etc. Train the Ss listening ability

　　Teaching difficulty:

　　第一步, 聽到預測Pre-listening

　　興趣是學好語言的強勁動力和能力形成的前提。在聽力教學中，我也發現，只有使學生對所學的聽力材料產生興趣，才能調動他們的積極性。學生有了學習的積極性，才會主動參與到聽力訓練中，從而提高教學效率，最終達到最佳的教學效果。語言學家、心理學家的研究也表明，文化背景知識在聽力訓練中起著非常重要的作用。可見，在做聽力練習前，適當介紹一些與課文相關的背景知識，會更加有助於學生對聽力材料的理解。因此，為了提高學生對所學材料的興趣，我首先在電腦螢幕上呈現該課標題“living with disease”,並向學生出示了以下討論題：How much do you know about disease? 要求學生根據題目進行小組討論,預測一下本文將會談到些什麼,然後,我將課前準備好的有關disease的圖片一一向學生呈現,從而使學生接觸到一些具體disease的 素材,為接下來的聽力訓練做好鋪墊。

　　第二步,聽時記錄While-listening

　　我將翻錄到電腦上的錄音進行播放,同時在電腦螢幕上相應呈現像剪輯,使學生不僅在聽覺,而且在視覺上都能受到刺激,加深對聽力材料的理解。由於聽力訓練的目的是要盡力抓住主要內容，而不是細枝末節，因此，我並不要求學生把每個詞、每句話都聽懂，而是要求他們首先從整體上把握。我把這個步驟分為兩步: 首先，播放整篇聽力材料，要求學生盡力抓住主要內容，同時在聽的過程中將這些內容與自己聽前所做的預測進行比較，從而達到進一步理解的效果。聽完後完成相應的練習。

　　其次，進行逐段播放，在每段結束時留出1～2分鐘的時間給學生思考，並要求他們完成第二和第三大題。如此一來，既給了全班學生充分的時間進行單獨答題;又避免了部分學生聽力基礎相對薄弱的學生由於來不及記錄而影響到對下部分文章的理解。

　　在聽力訓練前,我們已經做好了相當多的準備工作,有了相當充分的預測,所以在聽力理解時,相對容易了好多,學生都很認真,而且學生的參與面也明顯比以前更廣了。

　　第三步,聽後延伸Post-listening

　　我要求學生先獨立完成練習中出現的兩大題。其中,第二大題的問題相對簡單，學生一般聽完後就能完成;對於第三大題,由於大部分都是細節題,部分學生不能很好地完成全部問題。對於這種情況,我就要求學生開展合作學習，進行小組討論,共同完成。針對個別還不能確定的題目,我重新再放一遍錄音,要求學生特別注意,然後進行全班核對。

　　第四步,及時鞏固Consolidation

　　為了使學生能更好地加深對該篇聽力材料的理解並及時鞏固,我再次向學生呈現圖片,但這次我把聲音取消掉了。我要求學生在圖片的幫助下,根據剛才的理解,對該篇課文進行復述。在複述過程中,為了避免有部分沒有輪到的學生沒有積極參與進來，我要求學生先進行小組準備，開展合作學習，共同確定本次聽力材料的要點，並且先在組內交流，然後各組派代表向全班陳述。在這個過程中，全班學生都積極參加討論，並且將自己小組和其他小組的陳述進行比較，然後進行修正，進一步完善本組的內容。這樣，不僅鍛鍊了該組學生的英語口頭表達能力,同時再次訓練了其他學生的聽力。最後，為了及時將聽力訓練與寫作聯絡起來，我又要求學生將這篇聽力材料改編成作文，作為課後的作業。

　　教師反思

　　通過這一系列的聽力訓練,學生對聽力訓練的興趣明顯有了很大提高,大部分學生的聽力水平也有了很大進步。當然在實施過程中,我也遇到了很多困難,比如,如何才能在有限的時間內找好並編輯好與聽力材料相關的材料;還有，有時向學生介紹聽力技巧時,如何才能使學生理解,並運用到自己的語言實踐過程中等等。在案例實施時,我也意識到：為了激發學生對聽力訓練的興趣,變教師要他們聽為他們自己願意聽,教師應少一些應試聽力,多一些求知聽力;同時,教師也必須改變以往的教學方式,變單調的聽力課練習為深受學生歡迎的視聽說課，使學生的視、聽和說各項能力都得到了訓練和提高。因為,聽是說的基礎,說是聽的延伸,只有將聽和說的教學緊密結合在一起,才能提高整個高中英語聽力的教學水平。

　　篇3

　　Drill and Guide to Techniques of Listening Comprehension

　　the first period

　　Shiguang Huaqiao United Middle School

　　Tian Peirong 2012-12-04 Ⅰ教材分析

　　高考聽力測試以語篇對話或獨白為測試載體，在語言使用的情境中測試學生使用語音、語法、詞彙知識的能力，主要是考查考生對所聽資訊的正確理解能力和快速反應能力。對此,考綱中明確要求考生聽懂有關日常生活中所熟悉話題的簡短獨白和對話.具體有1理解主旨要義2獲取事實性的具體資訊3對多聽內容進行簡單判斷4理解說話者的意圖,觀點和態度。 聽力試題在呈現方式上，設問全部是特殊疑問句，幾乎涵蓋了所有的疑問句型。在聽力部分的兩節中，

　　第一節的材料內容較短，但速度快,關鍵資訊易漏過。第二節內容較多，難度稍大;且聽力材料的選擇非常重視語言的真實性原則, 一般來源於實際生活，涉及現實生活的方方面面.。根據大綱要求和這些特點，我們可以看出，聽力題單一的靠“聽”是不夠的, 必須給予一定的方法指導.

　　Ⅱ現狀分析

　　聽力理解題是我校得分率較低的題型之一。多數學生對此題型存在苦惱甚至畏懼的心理, 失分嚴重，無從下手，無法可循。因此, 在實際教學中對學生的聽力學習給予具體的指導是十分有必要的。本課側重於題型分析及解題方法的指導, 分為四個課時。每個課時將各完成兩個高考聽力典型題型分析及相應的解題技巧。

　　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全國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 garage Skill 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全國1.

　　A.In a bookstore B.In a classroom

　　2. Where does the conversation most probably take place? 2011重慶3

　　B. On a farm C. At home

　　3.Where are the speakers? 2010全國5

　　A. In a store B. In a classroom 4. Where does the conversation probably take place? 09北京5

　　A. In a classroom B. In a library 5. Where are the speakers? 2009全國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 office B. In a library 7. Where will the swimming competition be held? 08天津83獨白

　　A. At the school swimming pool C. At the New Town Swimming Pool

　　【Guide & Skill】

　　Part 2.Identity & relationship

　　Common Questions：What is the manwoman?

　　What is the man's woman'sjob/occupation/profession?

　　Who is the manwomanmost probably speaking to?

　　What's the relationship between the two speakers?

　　Example1: Who is Chris Paine?

　　A. A computer engineer B. 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 teacher B. 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 wife B. 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 clinic B. At home Ex3. 2010全國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

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