高中英語(yǔ)聽(tīng)力教案

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篇1

Period3Listening

(changingfromfrogtoprince.)

TheGeneralIdeaofThisPeriod：

ThisperiodwearegoingtodealwithlisteningandComprehending

ofUnit5.ItintroducesthestoryofFreddy,thefrog.Fromthis

periodthestudentswilllearnmoreaboutbeingfamous.Meanwhile

theycanlearnsomelisteningstrategiessuchasTorFexercises

andblankfilling.

TeachingObjectives:

KnowledgeObjectives

1.Tomakethestudentslistentoastoryofafrog—Freddychieved

reputationthoughsinging.

2.TomakethestudentslearnaboutthestoroftheBeatlesand

Monkees.

AbilityObjects

1.Toimprovetheirlisteningcomprehensionabilitythroughsome

listeningsteps.

2.Tohelpstudentsimprovetheabilityofinputandoutputthough

thelistening,discussionandperformance.

MoralObjects

1.TohelptheSstogettoknowthefunctionsofmusicandlead

themtousemusiceffectivelyinourlife.

2.Toknoweverythinghastwosides.Beingafamoussingerisnot

easy.

TeachingImportantPoints：

.1.WellunderstandFreddysfairytalethroughlisteningand

reading.

2.Gettoknowsomefamousclassicalmusiccomposers

TeachingDifficultPoints：

1.Helpthestudentsimprovetheirlisteningability.

2.Learntocatchsomekeywordsandphrasesinthelistening.

TeachingMethods：

1.TrueorFalseexercisesandblankfillingexercises.

2.Questions-and-answersactivitytocheckstudents

understandingofthecontent

3.Task-basedteachingmethods

4.Cooperativelearning

5.Groupdiscussiontomakeeverystudenttakeanactivepartin

class

TeachingAids:Multi-mediafacilities

TeachingProcedures:

Part1Lead-in(3minutes)

1.Greetthestudentsasusual.

2.Reviewthecontentoflastclass---thestoryoftheband

Monkees.

3.ShowsomepicturesoftheTVplay”王子變青蛙"，introducethe

topicof"changingfromfrogtoprince”

Part2Listeningcomprehension

2

Task1.Pre-listening(5minutes)

Step1.languagesupport

1.Dictation(newwordsinthelisteningmaterials)

2.ReviewTheAttributiveClausewithpreposition

Task2While-listening(16minutes)

StepIGetthemainideaofthestory(5minutes)

Listentothetapeandanswerthefollowingtwoquestions.

(1).Whoisthespeakerinthisstory?Itsafrog---Freddy.

(2).WhathappenedtoFreddy?

A.Freddyturnfromatadpole(MM)toafrog

B.Freddyheardtheotherfrogssong

C.Freddyjoinedthebandandsangasong.

Step2listenagainandTorFexercises(5minutes)

3

1.Freddyhadchangedfromamantoafrog.

2.Uefeltlonelyinhislaketillhemethisfriendsonthelily

leaf.

3.Thesingersofthebandcouldsingveryloudly.

4.Freddythoughthecouldsingaswellastheothersingingfrogs.

5.Hejoinedthebandbecausehewantedtheotherfrogstobehis

friends.

Step3Carefullisteing(6minutes)

Readthepassagecarefullyandcompletetheblankfilling.

Freddythefrogdippedhislong,thinlegsintothewater.Within

afewshortweekshehadchangedfromasmallintothe

beautifulanimalhewasnow.He_______tohimself.Thensuddenlyhe

hearda,deepsoundthatfarintotheofthequiet

night.Freedylookedup."otherfrogs.Imusttryandfindthem.z/

hethought,“itssohardbeingafrogonmyown”

Hebegantoswimslowlytowardsthe.suddenlyhe

alagerlily.Onit_threefrogsandtheywere

playing。Freddyclimbedontotheleaf."CanIsingwith

you?”heaskedquietly.""theysaid.Heopenedhismouth

wideandbegan:

Help!Ineedsomebody.

Help!Notjustanybody.

Task3Post-listening(17minutes)

Step1reviewthestoryoftheBeatles.(5minutes)

4

Step2Discusstheadvantagesanddisadvantagesofbeingfamous.(5

minutes)

Step3asktheparternersssuggestionstoformarealband.(7

minutes)Someusefulexpressions:

Part3Homework(1minutes)

(1).Listentothepassageagainandretellthetexttoyour

deskmate.

(2).Prepareyourbandsperform.

篇2

SenorEnglishBookII-----Unit7Livingwithdisease

Period1Warmingup又避免了部分學(xué)生(聽(tīng)力基礎(chǔ)相對(duì)薄弱的學(xué)生)由

于來(lái)不及記錄而影響到對(duì)下部分文章的理解。

在聽(tīng)力訓(xùn)練前,我們已經(jīng)做好了相當(dāng)多的準(zhǔn)備工作，有了相當(dāng)充分的預(yù)

測(cè),所以在聽(tīng)力理解時(shí),相對(duì)容易了好多，學(xué)生都很認(rèn)真,而且學(xué)生的參與

面也明顯比以前更廣了。

第三步，聽(tīng)后延伸(Post-listening)

我要求學(xué)生先獨(dú)立完成練習(xí)中出現(xiàn)的兩大題。其中，第二大題的問(wèn)題相

對(duì)簡(jiǎn)單，學(xué)生一般聽(tīng)完后就能完成;對(duì)于第三大題，由于大部分都是細(xì)節(jié)題,

部分學(xué)生不能很好地完成全部問(wèn)題。對(duì)于這種情況,我就要求學(xué)生開(kāi)展合

作學(xué)習(xí)，進(jìn)行小組討論，共同完成。針對(duì)個(gè)別還不能確定的題目，我重新再

放一遍錄音,要求學(xué)生特別注意,然后進(jìn)行全班核對(duì)。

第四步，及時(shí)鞏固(Consolidation)

為了使學(xué)生能更好地加深對(duì)該篇聽(tīng)力材料的理解并及時(shí)鞏固，我再次向

學(xué)生呈現(xiàn)圖片，但這次我把聲音取消掉了。我要求學(xué)生在圖片的幫助下,根

據(jù)剛才的理解,對(duì)該篇課文進(jìn)行復(fù)述。在復(fù)述過(guò)程中，為了避免有部分沒(méi)有

輪到的學(xué)生沒(méi)有積極參與進(jìn)來(lái)，我要求學(xué)生先進(jìn)行小組準(zhǔn)備，開(kāi)展合作學(xué)

習(xí)，共同確定本次聽(tīng)力材料的要點(diǎn)，并且先在組內(nèi)交流，然后各組派代表

向全班陳述。在這個(gè)過(guò)程中，全班學(xué)生都積極參加討論，并且將自己小組

和其他小組的陳述進(jìn)行比較，然后進(jìn)行修正，進(jìn)一步完善本組的內(nèi)容。這

樣，不僅鍛煉了該組學(xué)生的英語(yǔ)口頭表達(dá)能力，同時(shí)再次訓(xùn)練了其他學(xué)生

的聽(tīng)力。最后，為了及時(shí)將聽(tīng)力訓(xùn)練與寫(xiě)作聯(lián)系起來(lái)，我又要求學(xué)生將這

篇聽(tīng)力材料改編成作文，作為課后的作業(yè)。

教師反思

通過(guò)這一系列的聽(tīng)力訓(xùn)練，學(xué)生對(duì)聽(tīng)力訓(xùn)練的興趣明顯有了很大提高，

大部分學(xué)生的聽(tīng)力水平也有了很大進(jìn)步。當(dāng)然在實(shí)施過(guò)程中,我也遇到了

很多困難，比如,如何才能在有限的時(shí)間內(nèi)找好并編輯好與聽(tīng)力材料相關(guān)

的材料;還有，有時(shí)向?qū)W生介紹聽(tīng)力技巧時(shí),如何才能使學(xué)生理解,并運(yùn)用

到自己的語(yǔ)言實(shí)踐過(guò)程中等等。在案例實(shí)施時(shí)，我也意識(shí)到：為了激發(fā)學(xué)

生對(duì)聽(tīng)力訓(xùn)練的興趣,變教師要他們聽(tīng)為他們自己愿意聽(tīng),教師應(yīng)少一些

應(yīng)試聽(tīng)力，多一些求知聽(tīng)力；同時(shí).，教師也必須改變以往的教學(xué)方式,變單

調(diào)的聽(tīng)力課練習(xí)為深受學(xué)生歡迎的視聽(tīng)說(shuō)課，使學(xué)生的視、聽(tīng)和說(shuō)各項(xiàng)能

力都得到了訓(xùn)練和提高。因?yàn)椋?tīng)是說(shuō)的基礎(chǔ),說(shuō)是聽(tīng)的延伸，只有將聽(tīng)和

說(shuō)的教學(xué)緊密結(jié)合在一起,才能提高整個(gè)高中英語(yǔ)聽(tīng)力的教學(xué)水平。

篇3

DrillandGuidetoTechniquesofListeningComprehension

(thefirstperiod)

ShiguangHuaqiaoUnitedMiddleSchool

TianPeirongI教材分析

高考聽(tīng)力測(cè)試以語(yǔ)篇(對(duì)話(huà)或獨(dú)白)為測(cè)試載體，在語(yǔ)言使用的情境中測(cè)

試學(xué)生使用語(yǔ)音、語(yǔ)法、詞匯知識(shí)的能力，主要是考查考生對(duì)所聽(tīng)信息的

正確理解能力和快速反應(yīng)能力。對(duì)此,考綱中明確要求考生聽(tīng)懂有關(guān)日常

生活中所熟悉話(huà)題的簡(jiǎn)短獨(dú)白和對(duì)話(huà).具體有⑴理解主旨要義⑵獲取事

實(shí)性的具體信息⑶對(duì)多聽(tīng)內(nèi)容進(jìn)行簡(jiǎn)單判斷(4)理解說(shuō)話(huà)者的意圖，觀點(diǎn)

和態(tài)度。聽(tīng)力試題在呈現(xiàn)方式上，設(shè)問(wèn)全部是特殊疑問(wèn)句，幾乎涵蓋了

所有的疑問(wèn)句型。在聽(tīng)力部分的兩節(jié)中，

第一節(jié)的材料內(nèi)容較短，但速度快，關(guān)鍵信息易漏過(guò)。第二節(jié)內(nèi)容較多,

難度稍大;且聽(tīng)力材料的選擇非常重視語(yǔ)言的真實(shí)性原則，一般來(lái)源于實(shí)

際生活，涉及現(xiàn)實(shí)生活的方方面面.。根據(jù)大綱要求和這些特點(diǎn)，我們可

以看出，聽(tīng)力題單一的靠〃聽(tīng)〃是不夠的，必須給予一定的方法指導(dǎo).

n現(xiàn)狀分析

聽(tīng)力理解題是我校得分率較低的題型之一。多數(shù)學(xué)生對(duì)此題型存在苦惱

甚至畏懼的心理，失分嚴(yán)重，無(wú)從下手，無(wú)法可循。因此，在實(shí)際教學(xué)中

對(duì)學(xué)生的聽(tīng)力學(xué)習(xí)給予具體的指導(dǎo)是十分有必要的。本課側(cè)重于題型分析

及解題方法的指導(dǎo)，分為四個(gè)課時(shí)。每個(gè)課時(shí)將各完成兩個(gè)高考聽(tīng)力典型

題型分析及相應(yīng)的解題技巧。

IIITeachingObjectives:

Knowledgegoals:

(1)tohavestudentsknowmoreabouttwotypicaltopicsof

listeningcomprehension:scene

(2)tomakestudentsmasterusefullisteningtechniques:

predictionandkeywords.

Abilitygoals:toimprovestudentsabilityofputtingtheuseful

skillsintopractice.

Moralgoals:tohelpstudentsbuildupconfidenceinlistening

comprehension.

VTeachingfocusanddifficulties:toinvolveSsusingthe

listeningskills

VITeachingaids:Audio-visualmethod.CIA(Computer-instructive

Assistant)

VIITeachingprocedures:

StepI:Lead-in

Listentoadialoguebetweentwopersonsandanswerthequestions:

1.Wheredoestheconversationprobablytakeplace?

2.Whatistherelationshipbetweenthetwospeakers?

StepII:Basisforthelesson

9topicsoflisteningcomprehensionandmainproblems.

StepIII:Analysisoftypicaltypes

Part1.Scenesuchas:Yes/Absolutely/Iagreewithyou...;No/

Imnotsure...

[PRACTICE]

1.Wheredoesthisconversationprobablytakeplace?（2020全國(guó)

1.）

A.InabookstoreB.Inaclassroom

2.Wheredoestheconversationmostprobablytakeplace?（2020

重慶3）

B.OnafarmC.Athome

3.Wherearethespeakers?（2020全國(guó)5）

A.InastoreB.Inaclassroom4.Wheredoestheconversation

probablytakeplace?（09北京5）

A.InaclassroomB.Inalibrary5.Wherearethespeakers?（2009

全國(guó)2）

A.InarestaurantC.Inaschool

6.Wheredoestheconversationmostprobablytakeplace?（08湖

北1）

A.InanofficeB.Inalibrary7.Wherewilltheswimming

competitionbeheld?(08天津83獨(dú)白)

A.AttheschoolswimmingpoolC.AttheNewTownSwimmingPool

[Guides(womans)job/occupation/profession?

Whoistheman(woman)mostprobablyspeakingto?

Whatstherelationshipbetweenthetwospeakers?

Examplel:WhoisChrisPaine?

A.AcomputerengineerB.AbooksellerSkilla:Catchthekey

wordsrelatedtooccupation/identity.

Example2.Betwe