1、資料來(lái)源：來(lái)自本人網(wǎng)絡(luò)整理！祝您工作順利！高中英語(yǔ)聽(tīng)力教案 看看高中英語(yǔ)聽(tīng)力教案有什么內(nèi)容?下面是我給大家整理的高中英語(yǔ)聽(tīng)力教案的相關(guān)學(xué)問(wèn)，供大家參閱! 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 t

2、his 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 frogfreddy chieved reputation though singing. 2. to make

3、 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

4、 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 freddys fairy tale through listening and reading. 2. get to know some famous classical m

5、usic 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 t

6、he 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 classthe story of

7、 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 preposit

8、ion 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? its a frogfreddy. (2). what happened to freddy? a. freddy turn from a tadpole(蝌蚪) to a frog b. freddy heard the ot

9、her frogs 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

10、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

11、 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. its so hard being a _frog on my own he began to swim slowly towards t

12、he _.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 t

13、he story of the beatles. (5 minutes) 4 step 2 discuss the advantages and disadvantages of being famous.(5 minutes) step 3 ask the parternerss 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 you

14、r deskmate. (2). prepare your bands perform. 高中英語(yǔ)聽(tīng)力教案篇2 senor english book -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)報(bào)(pre-listening) 愛(ài)好是學(xué)好語(yǔ)言的強(qiáng)

15、勁動(dòng)力和力量形成的前提。在聽(tīng)力教學(xué)中，我也發(fā)覺(jué)，只有使同學(xué)對(duì)所學(xué)的聽(tīng)力材料產(chǎn)生愛(ài)好，才能調(diào)動(dòng)他們的主動(dòng)性。同學(xué)有了學(xué)習(xí)的主動(dòng)性，才會(huì)主動(dòng)參加到聽(tīng)力訓(xùn)練中，從而進(jìn)步教學(xué)效率，最終到達(dá)最正確的教學(xué)效果。語(yǔ)言學(xué)家、心理學(xué)家的討論也說(shuō)明，文化背景學(xué)問(wèn)在聽(tīng)力訓(xùn)練中起著特別重要的作用?？梢?jiàn)，在做聽(tīng)力練習(xí)前，適當(dāng)介紹一些與課文相關(guān)的背景學(xué)問(wèn)，會(huì)更加有助于同學(xué)對(duì)聽(tīng)力材料的理解。因此，為了進(jìn)步同學(xué)對(duì)所學(xué)材料的愛(ài)好，我首先在電腦屏幕上呈現(xiàn)該課標(biāo)題living with disease,并向同學(xué)出示了以下?tīng)?zhēng)論題：how much do you know about disease? 要求同學(xué)依據(jù)題目進(jìn)展小組爭(zhēng)論,預(yù)

16、報(bào)一下本文將會(huì)談到些什么,然后,我將課前預(yù)備好的有關(guān)disease的圖片一一向同學(xué)呈現(xiàn),從而使同學(xué)接觸到一些詳細(xì)disease的 素材,為接下來(lái)的聽(tīng)力訓(xùn)練做好鋪墊。 其次步,聽(tīng)時(shí)記錄(while-listening) 我將翻錄到電腦上的錄音進(jìn)展播放,同時(shí)在電腦屏幕上相應(yīng)呈現(xiàn)像剪輯,使同學(xué)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，我并不要求同學(xué)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，要求同學(xué)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)報(bào)進(jìn)

17、展比擬，從而到達(dá)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)展逐段播放，在每段完畢時(shí)留出12分鐘的時(shí)間給同學(xué)思索，并要求他們完成其次和第三大題。如此一來(lái)，既給了全班同學(xué)充分的時(shí)間進(jìn)展單獨(dú)答題;又避開(kāi)了局部同學(xué)(聽(tīng)力根底相對(duì)薄弱的同學(xué))由于來(lái)不及記錄而影響到對(duì)下局部文章的理解。 在聽(tīng)力訓(xùn)練前,我們已經(jīng)做好了相當(dāng)多的預(yù)備工作,有了相當(dāng)充分的預(yù)報(bào),所以在聽(tīng)力理解時(shí),相對(duì)簡(jiǎn)單了好多,同學(xué)都很仔細(xì),而且同學(xué)的參加面也明顯比以前更廣了。 第三步,聽(tīng)后延長(zhǎng)(post-listening) 我要求同學(xué)先獨(dú)立完成練習(xí)中出現(xiàn)的兩大題。其中,其次大題的問(wèn)題相對(duì)簡(jiǎn)潔，同學(xué)一般聽(tīng)完后就能完成;對(duì)于第三大題,由于大

18、局部都是詳情題,局部同學(xué)不能很好地完成全部問(wèn)題。對(duì)于這種狀況,我就要求同學(xué)開(kāi)展合作學(xué)習(xí)，進(jìn)展小組爭(zhēng)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,要求同學(xué)特殊留意,然后進(jìn)展全班核對(duì)。 第四步,準(zhǔn)時(shí)穩(wěn)固(consolidation) 為了使同學(xué)能更好地加深對(duì)該篇聽(tīng)力材料的理解并準(zhǔn)時(shí)穩(wěn)固,我再次向同學(xué)呈現(xiàn)圖片,但這次我把聲音取消掉了。我要求同學(xué)在圖片的關(guān)心下,依據(jù)剛剛的理解,對(duì)該篇課文進(jìn)展復(fù)述。在復(fù)述過(guò)程中,為了避開(kāi)有局部沒(méi)有輪到的同學(xué)沒(méi)有主動(dòng)參加進(jìn)來(lái)，我要求同學(xué)先進(jìn)展小組預(yù)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)溝通，然后各組派代表向全班陳述。在這個(gè)過(guò)程中，全班同學(xué)

19、都主動(dòng)參與爭(zhēng)論，并且將自己小組和其他小組的陳述進(jìn)展比擬，然后進(jìn)展修正，進(jìn)一步完善本組的內(nèi)容。這樣，不僅熬煉了該組同學(xué)的英語(yǔ)口頭表達(dá)力量,同時(shí)再次訓(xùn)練了其他同學(xué)的聽(tīng)力。最終，為了準(zhǔn)時(shí)將聽(tīng)力訓(xùn)練與寫作聯(lián)絡(luò)起來(lái)，我又要求同學(xué)將這篇聽(tīng)力材料改編成作文，作為課后的作業(yè)。 老師反思 通過(guò)這一系列的聽(tīng)力訓(xùn)練,同學(xué)對(duì)聽(tīng)力訓(xùn)練的愛(ài)好明顯有了很大進(jìn)步,大局部同學(xué)的聽(tīng)力程度也有了很大進(jìn)步。當(dāng)然在施行過(guò)程中,我也遇到了許多困難,比方,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)向同學(xué)介紹聽(tīng)力技巧時(shí),如何才能使同學(xué)理解,并運(yùn)用到自己的語(yǔ)言理論過(guò)程中等等。在案例施行時(shí),我也意識(shí)到：為了激發(fā)同學(xué)對(duì)聽(tīng)力

20、訓(xùn)練的愛(ài)好,變老師要他們聽(tīng)為他們自己情愿聽(tīng),老師應(yīng)少一些應(yīng)試聽(tīng)力,多一些求知聽(tīng)力;同時(shí),老師也必需轉(zhuǎn)變以往的教學(xué)方式,變單調(diào)的聽(tīng)力課練習(xí)為深受同學(xué)歡送的視聽(tīng)說(shuō)課，使同學(xué)的視、聽(tīng)和說(shuō)各項(xiàng)力量都得到了訓(xùn)練和進(jìn)步。因?yàn)?聽(tīng)是說(shuō)的根底,說(shuō)是聽(tīng)的延長(zhǎng),只有將聽(tīng)和說(shuō)的教學(xué)嚴(yán)密結(jié)合在一起,才能進(jìn)步整個(gè)高中英語(yǔ)聽(tīng)力的教學(xué)程度。 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 2021-

21、12-04 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)言用法的情境中測(cè)試同學(xué)用法語(yǔ)音、語(yǔ)法、詞匯學(xué)問(wèn)的力量，主要是考察考生對(duì)所聽(tīng)信息的正確理解力量和快速反響力量。對(duì)此,考綱中明確要求考生聽(tīng)懂有關(guān)日常生活中所熟識(shí)話題的簡(jiǎn)短獨(dú)白和對(duì)話.詳細(xì)有(1)理解主旨要義(2)獵取事實(shí)性的詳細(xì)信息(3)對(duì)多聽(tīng)內(nèi)容進(jìn)展簡(jiǎn)潔推斷(4)理講解話者的意圖,觀點(diǎn)和看法。 聽(tīng)力試題在呈現(xiàn)方式上，設(shè)問(wèn)全部是特別疑問(wèn)句，幾乎涵蓋了全部的疑問(wèn)句型。在聽(tīng)力局部的兩節(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)。其次節(jié)內(nèi)容較多，難度稍大;且聽(tīng)力材料的選擇特別重視語(yǔ)言的真實(shí)性原那么, 一般來(lái)源于實(shí)際生活，涉及

22、現(xiàn)實(shí)生活的方方面面.。依據(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, 必需賜予肯定的方法指導(dǎo). 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)同學(xué)對(duì)此題型存在苦惱甚至畏懼的心理, 失分嚴(yán)峻，無(wú)從下手，無(wú)法可循。因此, 在實(shí)際教學(xué)中對(duì)同學(xué)的聽(tīng)力學(xué)習(xí)賜予詳細(xì)的指導(dǎo)是非常有必要的。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

23、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 listeni

24、ng comprehension. teaching focus and difficulties: to involve ss using the listening skills 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

25、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 ar

26、e 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

27、 skill b: pay attention to positive and negative responses or expressions; such as: yes/ absolutely/ i agree with you.;no/ im not sure. 【practice】 1. where does this conversation probably take place? (2021全國(guó)1. ) a.in a bookstore b.in a classroom 2. where does the conversation most probably take plac

28、e? (2021重慶3) b. on a farm c. at home 3.where are the speakers? (2021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? (2021全國(guó)2) a. in a restaurant c. in a school 6. where does the conversation

29、 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 mans (womans)job/occupation/profession? who is the man(woman)most probably speaking to? whats the relationship between the two speakers? example1: who is chris paine? a. a comput