高中英语听力教案
看看高中英语听力教案有什么内容?下面是本站小编给大家整理的高中英语听力教案的相关知识，供大家参阅!
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
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：
the students improve theirlistening ability.
n 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)
t the students as usual.
ew the content of last class——the story of the band Monkees.
some pictures of the TV play “王子变青蛙”，introduce the topic of “changing from frog to prince”
Part 2 Listening comprehension
2
Task 1. Pre-listening (5 minutes)
Step uage support
ation (new words in the listening materials)
ew 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 ______enly 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.
高中英语听力教案篇2Senor 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, 听到预测(Pre-listening)
兴趣是学好语言的强劲动力和能力形成的前提。在听力教学中，我也发现，只有使学生对所学的听力材料产生兴趣，才能调动他们的积极性。学生有了学习的积极性，才会主动参与到听力训练中，从而提高教学效率，最终达到最佳的教学效果。语言学家、心理学家的研究也表明，文化背景知识在听力训练中起着非常重要的作用。可见，在做听力练习前，适当介绍一些与课文相关的背景知识，会更加有助于学生对听力材料的理解。因此，为了提高学生对所学材料的兴趣，我首先在电脑屏幕上呈现该课标题“living with disease”,并向学生出示了以下讨论题：How much do you know about disease? 要求学生根据题目进行小组讨论,预测一下本文将会谈到些什么,然后,我将课前准备好的有关disease的图片一一向学生呈现,从而使学生接触到一些具体disease的 素材,为接下来的听力训练做好铺垫。
第二步,听时记录(While-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。
高中英语听力教案篇3Drill 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:
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:
e 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全国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全国1. )
a bookstore a classroom
2. Where does the conversation most probably take place? (2011重庆3)
B. On a farm C. At home
e are the speakers? (2010全国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全国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独白)
A. At the school swimming pool C. At the New Town Swimming Pool
【Guide & Skill】
Part tity & 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 and 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全国Text8)
1. Who is making the telephone call?
A. Thomas Brothers. C. Jack Cooper.
2. What relation is the woman to er?
A. His wife. B. His boss. 【Guide & Skill】
Step V: Homework
