高中英語(yǔ)聽(tīng)力教案
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高中英語(yǔ)聽(tīng)力教案篇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-listening(16 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 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.
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.
高中英語(yǔ)聽(tīng)力教案篇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(tīng)到預(yù)測(cè)(Pre-listening)
興趣是學(xué)好語(yǔ)言的強(qiáng)勁動(dòng)力和能力形成的前提。在聽(tīng)力教學(xué)中，我也發(fā)現(xiàn)，只有使學(xué)生對(duì)所學(xué)的聽(tīng)力材料產(chǎn)生興趣，才能調(diào)動(dòng)他們的積極性。學(xué)生有了學(xué)習(xí)的積極性，才會(huì)主動(dòng)參與到聽(tīng)力訓(xùn)練中，從而提高教學(xué)效率，最終達(dá)到最佳的教學(xué)效果。語(yǔ)言學(xué)家、心理學(xué)家的研究也表明，文化背景知識(shí)在聽(tīng)力訓(xùn)練中起著非常重要的作用。可見(jiàn)，在做聽(tīng)力練習(xí)前，適當(dāng)介紹一些與課文相關(guān)的背景知識(shí)，會(huì)更加有助于學(xué)生對(duì)聽(tīng)力材料的理解。因此，為了提高學(xué)生對(duì)所學(xué)材料的興趣，我首先在電腦屏幕上呈現(xiàn)該課標(biāo)題“living with disease”,并向?qū)W生出示了以下討論題：How much do you know about disease? 要求學(xué)生根據(jù)題目進(jìn)行小組討論,預(yù)測(cè)一下本文將會(huì)談到些什么,然后,我將課前準(zhǔn)備好的有關(guān)disease的圖片一一向?qū)W生呈現(xiàn),從而使學(xué)生接觸到一些具體disease的 素材,為接下來(lái)的聽(tīng)力訓(xùn)練做好鋪墊。
第二步,聽(tīng)時(shí)記錄(While-listening)
我將翻錄到電腦上的錄音進(jìn)行播放,同時(shí)在電腦屏幕上相應(yīng)呈現(xiàn)像剪輯,使學(xué)生不僅在聽(tīng)覺(jué),而且在視覺(jué)上都能受到刺激,加深對(duì)聽(tīng)力材料的理解。由于聽(tīng)力訓(xùn)練的目的是要盡力抓住主要內(nèi)容，而不是細(xì)枝末節(jié)，因此，我并不要求學(xué)生把每個(gè)詞、每句話都聽(tīng)懂，而是要求他們首先從整體上把握。我把這個(gè)步驟分為兩步: 首先，播放整篇聽(tīng)力材料，要求學(xué)生盡力抓住主要內(nèi)容，同時(shí)在聽(tīng)的過(guò)程中將這些內(nèi)容與自己聽(tīng)前所做的預(yù)測(cè)進(jìn)行比較，從而達(dá)到進(jìn)一步理解的效果。聽(tīng)完后完成相應(yīng)的練習(xí)。
其次，進(jìn)行逐段播放，在每段結(jié)束時(shí)留出1～2分鐘的時(shí)間給學(xué)生思考，并要求他們完成第二和第三大題。如此一來(lái)，既給了全班學(xué)生充分的時(shí)間進(jìn)行單獨(dú)答題;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?qū)W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)?聽(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。
高中英語(yǔ)聽(tīng)力教案篇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(tīng)力測(cè)試以語(yǔ)篇(對(duì)話或獨(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題的簡(jiǎn)短獨(dú)白和對(duì)話.具體有(1)理解主旨要義(2)獲取事實(shí)性的具體信息(3)對(duì)多聽(tīng)內(nèi)容進(jìn)行簡(jiǎn)單判斷(4)理解說(shuō)話者的意圖,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).
?、颥F(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。
?、?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.
?、?Teaching focus and difficulties: to involve Ss using the listening skills
Ⅵ Teaching aids: Audio-visual method. CIA ( Computer-instructive Assistant)
?、?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(guó)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(guó)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(guó)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(guó)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(dú)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 man(woman)?
What is the man's (woman's)job/occupation/profession?
Who is the man(woman)most 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(guó)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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