高中英語聽說教學設(shè)計案例與課堂活動方案在高中英語教學體系中，“聽”與“說”作為語言輸入與輸出的核心技能，其重要性不言而喻。它們不僅是學生獲取信息、交流思想的基本途徑，更是培養(yǎng)跨文化交際能力、提升綜合語言運用能力的關(guān)鍵環(huán)節(jié)。然而，在實際教學中，聽說教學常因課時安排、教學資源、評價方式等因素的制約，難以達到理想效果。本文旨在結(jié)合教學實踐，探討高中英語聽說教學設(shè)計的核心理念與原則，并提供具體的教學案例及多樣化的課堂活動方案，以期為一線教師提供有益的參考與啟示，真正賦能學生，提升聽說課堂的教學實效。一、高中英語聽說教學設(shè)計的核心理念與原則高質(zhì)量的聽說教學設(shè)計是提升課堂效率的前提。在設(shè)計過程中，教師應(yīng)始終秉持以下核心理念與原則：1.學生主體，需求導向：教學設(shè)計應(yīng)充分考慮學生的認知水平、興趣特點及實際需求。話題的選擇應(yīng)貼近學生生活，激發(fā)其內(nèi)在學習動機，鼓勵學生主動參與到聽與說的實踐中。2.真實性與情境性：盡量選用或創(chuàng)設(shè)貼近真實生活的語言材料和交際情境。真實的語料能幫助學生熟悉自然的語音語調(diào)、常用詞匯及地道表達；真實的情境則能促使學生運用所學語言解決實際問題，提升語言運用的靈活性。3.輸入驅(qū)動，輸出強化：遵循“可理解性輸入”（i+1）原則，確保聽力材料的難度適中且具有一定的挑戰(zhàn)性。聽力輸入是口語輸出的基礎(chǔ)，應(yīng)在充分理解聽力內(nèi)容的基礎(chǔ)上，設(shè)計形式多樣的口語活動，實現(xiàn)輸入向輸出的有效轉(zhuǎn)化。4.過程性評價與激勵性反饋：改變以往單一的終結(jié)性評價模式，注重對學生聽說過程的觀察與指導。通過積極的、建設(shè)性的反饋，肯定學生的進步，指出不足，幫助學生建立自信，樂于開口。5.技能整合，協(xié)同發(fā)展：聽說技能的培養(yǎng)并非孤立進行，應(yīng)與讀、寫技能有機結(jié)合。例如，聽力材料可作為閱讀的延伸或?qū)懽鞯乃夭?，口語討論的結(jié)果可通過書面形式進行鞏固和深化，從而促進語言技能的協(xié)同發(fā)展。二、高中英語聽說教學設(shè)計案例：以“SchoolLifeandExtracurricularActivities”為例（一）教學目標(LearningObjectives)1.知識與技能(KnowledgeandSkills)*能聽懂關(guān)于校園生活及課外活動的對話或短文，獲取主要信息（如活動類型、時間、地點、人物觀點等），并能理解說話人的態(tài)度和意圖。*能運用所學詞匯（如extracurricular,club,volunteer,debate,participate,beneficial等）和句型（如表達喜好、建議、比較的句型）就校園生活及課外活動進行簡單的口頭交流和討論。*培養(yǎng)學生在聽力中捕捉關(guān)鍵信息、進行簡單推斷的能力；在口語中清晰表達觀點、積極回應(yīng)他人的能力。2.過程與方法(ProcessandMethods)*通過圖片、視頻等多種媒介激發(fā)學習興趣，引導學生預測聽力內(nèi)容。*通過小組討論、角色扮演、信息差等活動，為學生提供充分的口語實踐機會。*引導學生反思自己的學習過程，總結(jié)有效聽、說策略。3.情感態(tài)度與價值觀(AffectiveAims)*激發(fā)學生對校園生活的熱愛，鼓勵他們積極參與有益的課外活動，培養(yǎng)團隊合作精神和社會責任感。*培養(yǎng)學生樂于用英語進行交流的積極態(tài)度，增強學習英語的自信心。（二）教學重難點(KeyandDifficultPoints)*教學重點：理解關(guān)于校園活動的聽力材料，運用相關(guān)詞匯和句型進行口頭表達。*教學難點：在聽力中快速識別和處理關(guān)鍵信息；在口語表達中做到流利、連貫，并能適當運用復雜句式表達個人觀點。（三）教學準備(TeachingAids)*多媒體課件（PPT）、音頻材料（對話或短文）、視頻片段（校園活動相關(guān)）、單詞卡片、活動任務(wù)單。（四）教學過程(TeachingProcedures)Step1:Warm-up&Lead-in(5mins)*Activity:"Brainstorming&Sharing"*Teachershowssomepictures/videosofvariousschoolclubsandextracurricularactivities(e.g.,dramaclub,basketballteam,volunteergroup,sciencefair).*Qs:"Whatdoyouseeinthepictures?Doyouhavesimilaractivitiesinourschool?Whichoneinterestsyoumost?Why?"*Studentsbrainstormandsharetheirideasbriefly.Teacherwritesdownkeywordsontheblackboard.*Purpose:Activatestudents'priorknowledge,arouseinterestinthetopic,andintroducesomekeyvocabulary.*Pre-listening:*Teacherintroducesthetopicofthelisteningmaterial:"Todaywewilllistentoaconversationbetweentwostudentstalkingabouttheirextracurricularactivities.Beforelistening,let'spredictwhattheymighttalkabout."*Studentspredictpossiblecontent(e.g.,whatclubstheyjoined,theirfeelings,timemanagement,benefits,etc.).*Teacherpre-teachessomedifficultvocabularyorexpressionsifnecessary.*While-listening:*FirstListening:Listenforthemainidea.Task:"Whatarethetwospeakersmainlytalkingabout?"(A.Theirfavoritesubjects.B.Theirweekendplans.)C.Theirextracurricularactivitiesandfeelings.)*ThirdListening(Optional):Listenfordeeperunderstandingorinference.Task:"HowdoesTomfeelaboutthedebateclub?Whatcanweinferabouthispersonalityfromhischoice?"*Post-listening:*Checkanswerswiththewholeclass,clarifyanymisunderstandings.*Discussthelisteningstrategiesused,e.g.,"Howdidyoufindtheanswertoquestion3?Didyoufocusoncertainwords?"*Purpose:Developstudents'abilitytolistenfordifferentlevelsofinformationanduselisteningstrategies.Step3:SpeakingPractice(15-20mins)*Activity1:PairWork-InformationGap*Studentsaredividedintopairs(StudentAandStudentB).Eachhasadifferentscheduleoralistofclubswithpartialinformation.*Languagesupport:"Excuseme,couldyoutellme...?","Doyouknow...?","When/Wheredoes...meet?","Whoisinchargeof...?"*Dividestudentsintogroupsof3-4.*Activity3:Role-play(Optional,iftimepermits)*Scenario:"Astudentistalkingtotheschoolcounseloraboutchoosingextracurricularactivities.Theytalkaboutinterests,time,andbenefits."*Studentspairup,oneasthestudent,theotherasthecounselor.Actoutthedialogue.Step4:SummaryandHomework(5mins)*Summary:Teacherbrieflyreviewsthekeyvocabulary,expressionsandfunctionslearnedinthislesson.Highlighttheimportanceofextracurricularactivities.*Homework:*Interviewoneofyourclassmatesabouthis/herfavoriteextracurricularactivity.Takenotes.(Tobesharedinthenextclass.)*Writeashortparagraph(____words)abouttheextracurricularactivityyouinterviewed,oraboutyourown.*Purpose:Consolidatewhathasbeenlearnedandextendlearningbeyondtheclassroom.（五）板書設(shè)計(BlackboardDesign)*(Thiswouldbeasimple,organizedlayoutwithtopic,keyvocabulary,usefulexpressions,andmainactivities.)**Werethestudentsactivelyinvolvedinthelisteningandspeakingactivities?*Whataspectsneedimprovementforfuturelessons?(e.g.,timemanagement,difficultyleveloftasks,varietyofactivities)三、高效課堂活動方案集錦與實施建議除了上述完整案例中的活動，以下提供更多針對聽說技能的高效課堂活動方案及其實施建議：（一）聽力活動方案1."ListenandDraw/Mime"*Implementation:Teacherreadsasetofinstructions(e.g.,"Drawahouseontheleftsideofthepaper.Thendrawatreeinfrontofthehouse...")ordescribesanaction.Studentslistenanddrawthepictureormimetheactionaccordingly.Canbedoneindividuallyorinpairs(onelistensandtellstheothertodraw).2."InformationTransfer:FromAudiotoChart/Map"*Purpose:Trainstudentstoextractspecificinformationandorganizeitvisually.3."ListeningReconstruction(JigsawListening)"*Purpose:Promotecollaborativelearninganddetailedlistening.（二）口語活動方案1."FindSomeoneWho..."*Purpose:Practiceaskingandansweringquestions,andgettingtoknowclassmates.*Implementation:Studentsreceiveaworksheetwithstatementslike"Findsomeonewhocanplayamusicalinstrument."or"Findsomeonewhohasbeentoanotherprovince."Studentswalkaroundtheclassroom,askeachotherquestions("Canyouplayamusicalinstrument?"),andwritedownthenamesofclassmateswhofitthedescriptions.*Tip:Tailorthestatementstothecurrenttopicorvocabularybeingstudied.2."Role-playwithaTwist"*Purpose:Encouragecreativethinkingandspontaneouslanguageuse.*Implementation:Assignrolesandabasicscenario(e.g.,customerandshopassistant,doctorandpatient,travelerandhotelreceptionist).Addanunexpectedelement("Thecustomerwantstoreturnashirtbecauseittalks!","Thepatienthasaverystrangesymptom!").Studentsimprovisethedialoguebasedonthescenarioandthetwist.*Tip:Provideafewkeypromptsorusefulphrasesforeachroletosupportstudents.3."GroupDiscussionandMini-Debate"*Purpose:Developabilitytoexpressopinions,supportarguments,andrespondtoothers.*Implementation:Presentadebatabletopicrelatedtostudents'livesortheunittheme(e.g.,"Shouldstudentsbeallowedtousesmartphonesinclass?","Isonlinelearningbetterthantraditionalclassroomlearning?").Dividestudentsintogroupswithdifferentviewpoints.Theydiscusswithintheirgrouptogatherideas,thenhaveamini-debatewheretheytaketurnspresentingargumentsandcounter-arguments.*Tip:Emphasizerespectforothers'opinionsandtheuseofpolitelanguage(e.g.,"Iseeyourpoint,but...","Frommyperspective...").4."PictureDescriptionandStoryChain"*Purpose:Stimulateimagination,practicenarrativeskillsandsequentiallanguage.*Implementation:*PictureDescription:Showavividpicture(e.g.,abusystreet,anunusualscene).Studentstaketurnsdescribingwhattheysee,usingasmanydetailsaspossible.*StoryChain:Onestudentstartsastorywithasentence.Thenextstudentcontinuesthestorywithanothersentence,andsoon.Thestorycantakeunexpectedturns.Alternatively,useasequenceofpicturestoguidethestory.*Tip:Forlowerlevels,provideastartingsentenceorkeywords.（三）活動實施建議*AppropriateGrouping:Varygroupsizes(individual,pair,smallgroup,wholeclass)basedon