英语听力教案模板（精选多篇）

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推荐第1篇：小学英语听力教案

小学英语听力教案

第一课时教学目标：

在听力训练中，注重形式的多样性，材料的趣味性，紧紧“抓住”学生的耳朵。学生与游戏有着天然的联系，形式多样的游戏是激发学生学习兴趣行之有效的方法，听力训练中游戏的采用适合小学生爱玩的天性，寓教于乐。教学重点：

学习并掌握文章中的重点单词和词组；听短文，获取文章的关键信息，并回答问题。教学难点：

让学生掌握正确的听力技巧，学会听前预测，听时做笔记，听后检查。课前准备：

1．教师准备教学过程中所需要的听力材料，资料。

2．准备如何做听力的课件，话题相关的图片、视频。教学步骤： 1.导入5 min 给出与话题相关的图片或者放视频，比如说：

（这部分主要是为了导入话题，吸引学生的学习兴趣） 2.听前 10 min a.讲解听力中重点的单词和词组，比如说：（这是因为同学们只有掌握了关键的单词和短语，才能在听力的过程中更加快速地对关键信息作出反应，对于初学者来说是比较常用的一种教学模式。）单词讲解完之后给同学们一点时间看各个问题。 b.画出每一题的关键词、句。 3.听时 15 min a.放第一遍音频，让同学们回答问题题，choose the main idea of the paage b.再放第二遍，要求学生完成独自完成题目。 c.带着学生对答案之后，再整体放一边音频给同学听。 (在这里，在每次放音频之前我都会给学生一点时间来看需要完成的问题。) 4.听后 10 min 同学们讨论完之后，老师做一个简单的总结。整个教学过程锻炼的是同学们的听力技能，兼顾说、读、写技能的训练，采用了任务教学法，交际教学法和多媒体教学法，真正体现了因材施教和以学生为主体的教学原则。听力资料：

Paage1In The Claroom Tomorrow is Wednesday.It’s new year’s day.Look at Sam’s clamates.Everyone is busy this morning.Sam’s good friend peter is cleaning the blackboard.Sam’s sister Mary is sweeping the floor.Mr Black is Sam’s English teacher.He is cleaning the windows.And three boys are helping him.Five girls are setting the desks and chairs.根据听到短文内容，选择正确答案。 (

)1.Today is ______________.A.Wednesday

B.Thursday

C.Tuesday (

)2.Everyone in Sam’s cla is_____________.A.busy

B.free

C.sad (

)3.Mr Black is Sam’s ___________ teacher.A.PE

B.English

C.art (

)4._____________is sweeping the floor.A.Peter

B.Sam

C.Mary (

)5.__________boys are helping Mr Black clean the windows.A.Three

B.Five

C.Six 教学点评：

通过这一课时的听力训练,学生对听力训练的兴趣明显有了很大提高,大部分学生开始对听力训练感兴趣并期待下一节课。当然在实施过程中,我也遇到了困难,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。第二课时教学目标：

在听力训练是一种强化教学，在整个教学过程中，学生注意力和精神都处于高度紧张状态。这种状态如果持续太久，则会产生疲劳。从儿童心理角度分析，儿童天生好动，3至5分钟注意力转移一次，小学生听力训练应坚持“短而勤”的原则，切忌长时间让学生处于听的状态，否则学生会身心疲惫，影响听力效果。因此必须严格控制时间，并在训练的间隙插入小笑话作为调味剂，以达到放松的目的。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,才能提高水平。教学重点：

学习并掌握文章中的重点单词和词组；

听短文，获取文章的关键信息，并回答问题。教学难点：

让学生掌握正确的听力技巧，学会听前预测，听时做笔记，听后检查。教学对象：

三年级的学生，虽然已经掌握了一些基本的语言知识，但是听力部分比较薄弱，不善于获取听力材料中的关键信息，需要多加练习和老师的指导。课前准备：

1．教师准备教学过程中所需要的听力材料，资料。 2．准备如何做听力的课件，话题相关的图片、视频。 3.准备一则英语小笑话。教学步骤： 1.导入5 min 给出与话题相关的图片或者放视频，比如说：

（这部分主要是为了导入话题，吸引学生的学习兴趣） 2.听前5 min a.讲解听力中重点的单词和词组，比如说：

（这是因为同学们只有掌握了关键的单词和短语，才能在听力的过程中更加快速地对关键信息作出反应，对于初学者来说是比较常用的一种教学模式。）单词讲解完之后给同学们一点时间看各个问题。 b.画出每一题的关键词、句。 3.听时 10 min a.放第一遍音频，让同学们回答问题题，choose the main idea of the paage b.再放第二遍，要求学生完成独自完成题目。 c.带着学生对答案之后，再整体放一边音频给同学听。 (在这里，在每次放音频之前我都会给学生一点时间来看需要完成的问题。) 4.听后20 min a.同学们讨论完之后，老师做一个简单的总结。整个教学过程锻炼的是同学们的听力技能，兼顾说、读、写技能的训练，采用了任务教学法，交际教学法和多媒体教学法，真正体现了因材施教和以学生为主体的教学原则。

b.讲一个英语小笑话，并教学生开口说，练，达到可以流利说给别人听的程度。听力资料：

Paage2 Jim’s Family It’s nine o’clock in the evening.The family are at home.Jim’s father is sitting in a chair.He’s watching TV.Jim’s mother is near the window.She gives some food to the parrot, Polly.Polly says, “ Thanks!Thanks!” where’s Jim? Oh, he’s behind the door.Kate, Jim’s sister, is looking for him.They are playing games now.They have no homework on Sunday evenings.根据听到短文内容，选择正确答案。

( )1.There are _____________people in the family.A.three B.four C.five D.six ( )2.Who is watching TV in a chair? A.Jim B.Jim’s mother C.Jim’s father D.Jim’s sister ( )3.Jim and Kate are _______________? A.good friends B.two girls C.two boys D.brother and sister ( )4.The children ______________doing their homework.A.aren’t B.isn’t C.don’t D.not ( )5.What’s Kate doing? A.She ‘s doing her homework B.She’s sitting near the window C.She’s looking for a pen D.She’s playing games.英语小笑话：

Teacher: Johnny, why are you late for school every morning? Johnny: Every time I come to the corner, a guidepost（路牌，路标） says, \'School -- Go Slow\' 老师：约翰，为什么你每天早上都迟到呢？

约翰：每次我走到街角的时候，都有一块路牌写着：“学校-小心慢行” 教学点评：

在第一课时的基础上加入一则英语小笑话，让作为调味剂，以达到放松的目的，也让他们在听之余也开口练口语。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,教师要他们听变为他们自己愿意听,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。

推荐第2篇：英语听力教案1

大学英语听力课程教案

课程名称：大学英语听力讲授人：杨孟状授课班级：

课程基本信息：

（一）课程名称：听力

（二）学时及教学周数：总36个学时，总14个教学周；1-4周每周 4 学时，5-14周每周2学时

（三）使用教材：

《英语听力入门3000》，张民伦主编，华东师范大学出版社，2008 年8 月第一版。

（四）教学方法：泛听，学生讲述文章大意；精听，学生模仿语音语调，师生互动，提问，回答问题，填空，听写，当堂测试。

（五）教学手段：语言室多媒体教学，传统讲授，观看英语教学录相，VCD等

（六）考核方式：闭卷考试。

（七）学生创新精神与实践能力的培养方法：重视和发展学生的听力理解能力和思维能力，注重各项微技能和综合技能的训练，通过各种篇章的听力训练掌握英语习惯用语以及其它优美的语言表达方式，鼓励学生通过听力训练积累知识，使他们进一步体会英语听力过程中的美感与快乐。

（十）其它要求：严格考勤，注重学生的课堂表现及课堂参与情况，当堂测试，课下听力训练。平时测试和作业占学生总成绩的20%。

Unit 1 Education Is a Key

Ⅰ.Teaching Time：4 Periods Ⅱ.Teaching Goals：

1.Master the important words and structures, and understand the different educational systems in other countries, and compare Chinese educational system with the other countries’ educational systems.

2.Develop students’ basic listening skills, especially the skill of listening figures.Ⅲ.The Main and Difficult Points: 1.Key words and phrases;

2.Some important language points;

3.Understand the education systems in other countries.

4.The comparison between the education systems in other countries and that in China.

5.Develop the students’ listening skills, especially the figures.Ⅳ.Teaching steps: Part I:

Warming up——A Step 1.Listen to the vocabulary part and try to memorize the following key words.

1) commitment(n), 承诺、许诺；致力、献身；承担义务。

2) undertake (verb), 承担、从事。

3) innovation(n), 发明、创造、创新。

4) excel(vt/vi), 优于，擅长。

5）cosmopolitan(adj), 大都市的。 6）stimulating(adj), 刺激、激励。

7）enrollment(n), 招生；登记; 注册; 入会; Step 2.Listen to Part I carefully for three times while filling in the miing words.The first time, listen extensively from the beginning to the end.The second time, listen intensively sentence by sentence.The third time, listen extensively and check the answers.Step 3.Go over some language points in Part I

1) excel in/at，擅长、在….方面具有优异表现。

e.g.1.She excels in/at sports.

2.He excels in/at playing basketball.2) look for, 寻找、追寻。

3) be known for = have/has good reputation for…, 以…出名。

4) be located in… 坐落于….。

Warming up——B Step 1.Go over some new words.1) dialect 方言

2) spaceship 航天器、飞船 3) pronunciation 发音

4）million 百万，million 十亿， trillion 万亿

5）identify 识别、确认。

Step 2.Listen to the material in Warming up—B twice and fill in the miing words.Then listen to the material again sentence by sentence and check the answer.

Warming up——C Step 1.Listen to the new words and read after the tape.Pay attention to the pronunciation.Step 2.Go over some new words.1) communicative 交际性的 2) analytical 分析性的

3) authority-oriented 权威型的

4）concrete 具体的、有形的；混凝土的 5）identify 识别、确认。

Step 3.Listen to the material in Warming up—C twice and match column A with column B. Then listen to the material again sentence by sentence and check the answer, and read after the tape.

The Answers to Part I: Warming up—A

1.Oxford、commitment、academic 2.oldest、largest、reputation、research、science 3.first、Australia、150 years、excels 4.excellence、17,000、location 5.largest、188

3、situated、26,000 6.16

36、enrollment、schools 7.awards、degrees、20,000 8.located、1

35、third Warming up—B 1.2,700 languages、7,000 dialects、regional、pronunciation 2.official language 3.One billion、20 percent 4.Four hundred million、first、600 million、second、foreign 5.500,000 words、Eighty percent、other 6.Eighty percent、computers 7.African country、same 8.1,000、Africa 9.spaceship、197

7、meage、the United Nations Warming up—C 1—a,

2—c, 3—d,

4—b.

推荐第3篇：英语听力教案打印版

Unit 1: Can I Take a Meage? (I)

1.Contents： Part I: Getting ready

Part II: Giving and receiving phone calls

Part III: I’d like to speak to …

Part IV: More about the topic: Cell Phone: A New Health Risk?

Part V: Memory test: Two Girls Talking on the Phone

2．Requires：The teaching focus of this unit is telephone numbers, addrees, times, dates, making and receiving phone calls.

3.Key Points：Pay attention to words like “double”, “nought”, “zero” and “oh” when listening to telephone numbers.Sometimes time and date can be confusing.Taking a meage is a useful skill needed when receiving a phone call.But it is not so easy for beginners.

4.Approaches：When the same digit appears several times in a telephone number, it is very easy to cause confusion.The teacher can give some familiar telephone numbers for the students to practice, like the number of the school, the number for calling a taxi, or the number for a hot line on the radio.When Listening to the addre, the teacher should remind the students that there are a lot of wordsfor “路” in English: way, road, lane, drive, street, alley, boulevard, terrace, avenue, etc.The teacher can ask the students to write theirown addre or the addre of the school.Taking a meage is a useful skill needed when receiving a phone call.But it is not so easy forbeginners.Tell the students that they don’t have to write down every word they hear.Instead, they should pay closeattention to

1 the keywords.Abbreviations and initials are very helpful.Sometimes students can even create abbreviations that are only known to themselves.

Unit 2：Can I Take a Meage? (II)

1.Contents：Part I: Getting ready

Part II: Giving and receiving phone calls

Part III: Oh, there’s a phone

Part IV: More about the topic: Videophones Get the Call

Part V: Memory test: How to Make an International Direct Dialling (IDD) Call?

2.Requires：The teaching focus of this unit is telephone numbers, addrees, times, dates, making and receiving phone calls.

4.Approaches：When the same digit appears several times in a telephone number, it is very easy to cause confusion.The teacher cangive some familiar telephone numbers for the students to practice, like the number of the school, the number for calling a taxi, or the number for a hot line on the radio.When Listening to the addre, the teacher should remind the students that there are a lot of words for “路” in English: way, road, lane, drive, street, alley, boulevard, terrace, avenue, etc.The teacher can ask the students to write their own addre or the addre of the school.Taking a meage is a useful skill needed when receiving a phone call.But it isnot so easy for beginners.Tell the students that they don’t have to write

3 down every word they hear.Instead, they should pay closeattention to the key words.Abbreviations and initials are very helpful.Sometimes students can even create abbreviations that are only known to themselves.

Unit 3：Clear or Cloudy?

1.Contents： Part I: Getting ready

Part II: A weather report

Part III: At a bus stop

Part IV: More about the topic : Is Earth Overheating

Part V: Memory test: Weather Forecast

2.Requires：The training focus of this unit is weather conditions, temperatures, times, percentages, and years.

3.Key Points：As for weather conditions, the following vocabulary may be useful:

a.temperature: freezing, cold, chilly, cool, mild, warm, hot.

b.sky: sunny, clear, cloudy, overcast

c.humidity: dry, damp, humid, wet

d.rain: drizzle, shower, downpour, storm

e.wind: breeze, gale

4.Approaches：Before listening to an English weather forecast, the teacher should draw the students’ attention to the following points:

a.English speakers often use Fahrenheit instead of Centigrade to measure temperature.Notice that zero and decimal

numbers are regarded as plural, for example, zero degrees; 0.5 degrees.

b.In an English weather forecast, the weatherman always use some

5 broad and general terms rather than exact words to predict weather in the future.

c.Besides weather conditions, the temperature, wind direction, wind speed, an English weather forecast also gives the relativehumidity and the barometric preure.

d.In order to understand a weather forecast thoroughly, the students should also have a very clear sense of directions.The teacher can draw a compa rose on the blackboard and ask the students to tell the directions.

The teacher should also remind the students of the word collocation, for example, while we can use the word “light” to modify both “rain” and “wind”, we can only say “heavy rain” but “strong wind”.

6 Unit 4： Can Time Move Backward?

1.Contents： Part I: Getting ready

Part II: Local time

Part III: Ladies and gentlemen

Part IV: More about the topic: Timing Devices

Part V: Memory test: Radio Announcement

2.Requires：The training focus of this unit is time, day of the week, taking meages, and note taking.

3.Key Points：Time is a common topic in our daily life.The technique of dealing with time will be trained throughout the whole book.

4.Approaches：Before going on with this unit, it would be better for the teacher to review the four different ways of telling the time with the whole cla as a kind of warm-up exercise.The teacher can draw some clocks on the blackboard, and ask the students to tell the time shown on the clocks using different ways.

Unit 5：Flying In and Out

1.Contents： Part I: Getting ready

Part II: Airport announcements

Part III: A trip to the States

Part IV: More about the topic: Inflight Telephone System

Part V: Memory test: Airline Information

2.Requires：The training focus of this unit is numbers, times, dates, and prices.

3.Key Points：The most important activity is listening to airline information.Listening to airline information on the telephoneis quite different.Most probably, you will only be given one chance to listen to it.If you mi the information for the first time, you’llhave to dial again, thus costing you more.Another thing the students may find difficult is that the telephone airline information is often given with a very quick speed.So listening to telephone airline information can be a challenge to many students.

4.Approaches：The number here mainly refers to the flight number.It’s a little bit different from the telephone number.It does not have as many digits as a telephone number.And usually the abbreviation of the airline is used in front of the number.A typical airline announcement usually contains the following aspects: name of the airlines, fight number, destination, boarding gate, boardingtime, whether it is delayed or not, and if so, how long will the paengers have to wait.And the announcements will be broadcast inseveral different languages several times to make sure that all the paengers can get the neceary information.While

8 teaching

Part II of this unit, the teacher can play the tape several times to make sure that every student has got the right information.

9 Unit 6：By Bus or by Train?

1.Contents： Part I: Getting ready

Part II: At the railway station

Part III: Why are we waiting here?

Part IV: More about the topic: Automobiles in the USA

Part V: Memory test: Bus Information

2.Requires: The training focus of this unit is numbers, times.Prices and common verbs used when taking a bus, taxi or a train.

3.Key Points：The most important activity is listening to bus/train information.

4.Approaches：The numbers in this book are mainly of three kinds: whole numbers, fractional numbers and decimal numbers.Theteacher should remind the students of the different ways of reading fractional numbers and decimal numbers.A railway announcement is almost like an airport announcement.It usually contains destination, platform number, departing time, stopovers, whether it is delayed or not, and if so, how long will the paengers have to wait.The announcement is usually broadcast times.Like telephone airline information, bus and subway information is also available on the telephone.The information is given with a very quick speed.The teacher should encourage the students to challenge themselves.

10 Unit 7：This Way or That Way?

1.Contents： Part I: Getting ready

Part II: Giving directions

Part III: Finding the way

Part IV: More about the topic: You can’t Mi It

Part V: Memory test: Steve’s First Morning

2.Requires：The training focus of this unit is the understanding of spatial relations and directional instructions.

3.Key Points: Two words are very important and are frequently mentioned in this unit.They are “right” and “left”.People use

these two words to give directions.To avoid ambiguity, words like east, west, north, and south are sometimes used instead of “right” and “left”.

4.Approaches：Instructions in this unit refer to instructions showing the way.Therefore the teacher should tell the students that the

understanding of these instructions must be accurate, otherwise they will never be able to get to the right place.The listeners should be encouraged to repeat the key words of the instructions and to take down some notes.

Unit 8：Cash or Cheque?

1.Contents： Part I: Getting ready

Part II: Using a bank account

Part III: Making phone calls to chase late payments

Part IV: More about the topic: E-money—Money of the Future?

Part V: Memory test: Judy’s Weekly Spending

2.Requires：The training focus of this unit is bank details, currency codes, and prices.

3.Key Points：The currency codes may be somewhat boring for the students, but they are very important in international busine.To know a thing or two may help the students in their career.Some of the information here may sound a little bit out of date since in Europe especially among member countries of the European Economic Community a kind of new currency-Euro money has come into being.However, to know something about the history of currency codes is definitely useful.

4.Approaches：Banks are a part of our daily life.The teacher can ask the students to say something about their own experiences with the bank.Remind the students of the usage of the word “only” in filling out deposit and withdrawal forms.Understanding the prices is another basic technique the students should master besides numbers, times, addrees, etc.Though prices are written in

12 mush the same way as decimal numbers, they are pronounced in a different way.Usually the decimal point is not read.People either replace it with words like “dollar”, “pound”, and “yuan” or simply skip it over.Words like “pence” and “cents” can also be omitted.Another thing that deserves attention is that after the decimal point in a price the two digits are often read in numbers, not digit by digit.Be careful when there is a “o” in the price.We don’t have to read it.For example, $ 1.05 can be read, as “one five”, “onedollar five”, or, “one dollar five cents”.The teacher should also remind the students of some symbols, such as $for dollar, ￡ for pound and ￥for yuan.

第九章：Toward Better Health (I)

1.Contents： Part I: Getting ready

Part II: Dear doctor

Part III: At a party

Part IV: More about the topic: Walking Toward Better Health

Part V: Memory test: Sleeping Problem

2.Requires：The training focus of this unit is instructions and routines.

3.Key Points：In this unit the instructions refer to doctor’s instructions.Accuracy is the most important thing in understanding doctor’s instructions.Daily routine is another core of this unit.

4.Approaches：The teacher should help the students to get familiar with various kinds of instructions that may be given by a doctor orally, or written on medicine packets and bottles.If the instructions are misunderstood because of, say, carelene, the

consequences may be worse than anything imaginable.When talking about daily routine, people usually follow the sequence of time.

Apart from time, the students should also pay close attention to verbs and verb phrases.The teacher can ask the students to discu about their own daily routine.Make sure they follow the time sequence and choose the proper verbs.

第十章：Toward Better Health (II)

1.Contents： Part I: Getting ready

Part II: How do you make hamburgers?

Part III: Dealing with growth: describing trends

Part IV: More about the topic: Hungry for Hamburgers

Part V: Memory test: Who Smokes?

2.Requires：The training focus of this unit is instructions, prices, and numbers.

3.Key Points：In this unit the instructions are about how to do things.The numbers, which appear in this unit, are big numbers up to a billion.

4.Approaches：The teacher should remind the students that these instructions are given one by one in a set sequence.The students

should have a very clear picture about what comes first and what comes next.Be careful with the word “billion”.The British billion

differs from the American billion.In British English, one billion is 1,000,000,000,000.In American English, one billion is 1,000,000,000.

But nowadays, in international scientific English, “billion” is used in the American way.And the British way of using the word “billion” is quite out of date.

第十一章: The Interviewer’s Eye

1.Contents：

Part I: Getting ready

Part II: A good interview

Part III: The interviewer’s eye

Part IV: More about the topic: Job Situation for University Graduates in US

Part V: Memory test: Job Opening

2.Requires：The training focus of this unit is to questions and answers, times and prices.

3.Key points：The purpose of this unit is to give the students a general idea of how one should behave in job interviews.

4.Approaches：Before going on with this unit, the teacher may refer to Unit One first.Part V of Unit One also has something to do with job interviews.In that conversation the questions that are most often asked in job interviews are mentioned.But in Unit One that partis not for intensive listening.It is neceary for the teacher to remind the students of those questions, and then ask the students tohave a comparison with the questions that are raised in this unit.

推荐第4篇：英语听力说课教案

英语听力说课稿

外语系杜璇

各位领导，专家好：

我要说课的内容是《英语听力教程》第二册第一单元under the same roof，我授课的班级是英语11-1和11-2班。本单元总授课时数为四课时，本次说课是第一二课时。我会从本课程的地位与作用，教材分析，教学目标，重点难点，教学方法，教学步骤等几个方面进行分析：

一、本课程的地位与作用

英语听力课是英语专业必修课, 是一门重要的学科基础课，乃听说读写译之首。只有听懂了，才有可能进行基本的交流。因此，本课程旨在对学生进行系统、严格、全面的听力训练，培养学生较强的听力理解能力，发展学生的听力技巧，提高实际运用语言的能力，帮助学生打下扎实的语言基本功底，培养学生的快速反应、准确辨别、分析推理、归纳总结能力，为培养学生的英语交际能力和今后从事英语教学或与英语有关的工作奠定良好的基础。

二、说教材

我要说课的是第一单元under the same roof，在同一屋檐下。由于学生刚过完寒假从家返校，内心多多少少还会有对家的依恋，本单元所讲述的家庭方面的词汇，表达方式及不同人对于爱情，婚姻及家庭生活的观点在一定程度上正好可以引起其共鸣，激发其学习热情，为以后将要学习的教育，选择与机遇等单元做铺垫。

三、说教学目标，重难点

大一学生经过半年的听力训练，已掌握了一定的听力技巧，能听懂一些简单的文章，但对于一些细节的把握上还不够准确，瞬间记忆能力较差。因此，根据本单元的结构和内容，结合一年级学生的认知结构及其心理特征，我制定了以下教学目标：

1.认知目标：掌握关于家庭的10个基本词汇及常用句型；掌握诸如note-taking(听力笔

记)，及如何进行听前预测的听力应试技巧；掌握英语发音规则：连读，重读等；语音语调。

2.能力目标：学生能抓住所听语段（故事或独白）中的关键词，理解话语之间的逻辑关

系；培养其精听文章并复述所听句子以及从材料中把握获取有效信息的能力。

本单元重点为有关家庭的一些常用词汇及表达法，有关第三部分涉及到的国外家庭模式的相关背景知识，听力技能(note-taking)的掌握和运用。教学难点为如何提高学生的课堂积极性，及对教学进度和教学内容的难易把握。

四、说教法

本两小节课我主要采取互动启发式，小组讨论式，竞赛式，讲授式，联想式，复述式等教学方法，进而激发学生的学习兴趣，活跃课堂气氛，促进学生对知识的掌握。在下面的教学过程中我会详细讲下这些教法的应用。

五、说教学过程

在这两小节课的教学过程中，我注重突出重点，条理清晰，紧凑合理。各项活动的安排也注重互动、交流，最大限度的调动学生参与课堂的积极性、主动性，避免出现沉闷的课堂气氛。具体可分为如下几个步骤：

1.导入。(5-8分钟)本单元的导入可采取启发式教法，搭配左上角的图片（一对令人羡慕的年轻人坐在大树下喝着饮料惬意的聊天）及题目让学生猜测本单元的主题，从而引出本单元主题：生活在同一屋檐下的家庭。接着可采取问答法提问学生:你心目中的理想家庭是什么样的? 你如何处理跟父母的关系？等问题，根据话题采取小组讨论法，形成一个热烈的课堂气氛，激发其学习兴趣，并使学生明确要学会感恩父母给予的爱。然后介绍当今社会的四种家庭模式，它们的区别等。 2.讲授新课。

第一步（5-8分钟）首先进入本单元part i重点词汇的学习。我会先放录音，让学生跟读单词，模仿发音，接着采取讲授法讲解词汇。词汇的讲解可采取联想式，如给出同义词或反义词，辨析kindergarten和nursery school，由bride引申出bridegroom, best man, bridesmaid等。若时间允许，在讲解完本单元重点词汇后，我还会留给学生时间快速记忆，通过分组比赛的方式，测试学生的学习成果，激发其学习热情；也可根据单元话题，提出问题分小组讨论，此法既锻炼听力又练习口语。

第二步（15分钟）part ii是重点部分，主要讲的是父母与子女，男性与女性之间的角色/关系变化。父母角色的变化学生们很容易理解，而男女之间关系的变化的讲解，我会通过最近热播的电视剧《北京爱情故事》和《经营婚姻》给学生们介绍背景知识，关系是会不断变化的，爱情不会永远停留在原地，要学会珍惜，学会经营婚姻等，让涉世不深的学生了解包办婚姻与自由恋爱的利弊。

此部分有6道问题，我会首先让学生快速浏览问题，把握问题，发现线索，让她们结合通过两次放音帮助学生完成练习，教授给学生做笔记的技巧，比如听前预览问题，画出关键词，听时迅速记下对做题有帮助的实词，数词，专有名词等，并反复强调诸如做q&a时，答案要是完整句子等细节知识。

第三步（15分钟）第三部分主要讲现在与过去家庭生活的对比。我会用互动启发式提问问题进行背景介绍，譬如提问学生，你的孩提生活是怎么样的？你与父母的关系如何？你如何看待父母对子女的教育方式等，然后让学生先听一遍音频，了解大意，再通过一次放音辅助学生完成填空练习。对于section b部分，t or f题目，此类题目由于学生接触的不多，所以一开始我会让学生先把陈述的句子听写下来，并在理解全文大意的前提下，通过第二次放音，记录细节信息，判断对错。 3.课堂测验。（1课时左右）为了使学生养成爱听英语的习惯，全面提高其听力理解能力，并多方位提高其精听能力，除了课本的基本知识讲解外，我每隔一周会让她们做一次听力测验，测试时间为20分钟左右，以试卷的形式出现，仿照大学四级听力题型，兼具主观题和客观题等多种题型。为了使学生印象深刻，学生做完测试将答案上交后我当堂进行讲解，讲授一些听力的应试技巧，并在讲解时随时抽查学生重复或复述所听到的句子或再提出一些额外问题让学生回答，以使学生们集中注意力，提高瞬间记忆能力，通过精听进一步理解听力材料；我还会适时补充一些如发生在学校，图书馆，飞机场等能运用到实际生活中的专题词汇等，以扩充其词汇量。 4.课堂小结，布置作业。（2分钟）让学生听写voa special news，新概念英语或测试里的篇章进行精听，丰富了学习资源，增强学生自主学习的能力，最大量地发挥学生地潜能。 5.板书设计：我比较注重直观、系统的板书设计，还及时地体现教材中的知识点，以便于学生能够理解掌握。我的板书设计分为固定板面和活动板面。固定板面是本单元出现的重点词汇，活动板面用于书写习题答案。

六、结束

各位领导、专家们，本单元的教学我采用了多种教学方法，以“教师为主导，学生为主体”，教师的“导”立足于学生的“学”，以学法为重心，放手让学生自主探索的学习，主动地参与到知识形成的整个思维过程，力求使学生在积极、愉快的课堂氛围中提高自己的认识水平，从而达到预期的教学效果。篇2：听力课教学说课稿

听力课教学说课稿

各位同仁：

大家上午好！今天我说课的内容是听力教学。整个说课我将从六个板块进行阐述：即听力材料分析、学情分析、教学方法、学习方法、教学流程、板书设计。

一、听力材料分析

1、听力材料的作用

本节课选取的听力材料来源于《学业测评》，有利于学生当堂练兵，为英语听力测试保驾护航。

2、教学目标

培养学生听的策略和能力，使学生在听力测试中顺利完成答题任务，拿得高分，让学生体验听的快乐与成功。

3、教学重难点

(1)重点：听力技巧的掌握。 (2)难点：运用听力技巧答题。

二、学情分析

我所任教班级是乡村中学的较一般的班级，一部分学生积累了一定的词汇，掌握了一定的目标语，了解了一些相关的听力策略和技巧。已经具备了一定的听说读写能力，为听力教学做了很好的铺垫。由于英语成绩不是很理想，加上面临考试压力较大，因此需要老师在课堂上采用生动活泼，有效的教学手段来提高学生听英语的热情和自信。

三、教学方法

在本节听力课的教学中，我将主要采用归纳总结、实战演练的方式展开听力教学，同时给学生提供足够的听说读写训练。为了近一步落实和巩固当堂所学，我会使用听力必考的四大题型加以锤炼。

四、学习方法

先让学生各抒己见，然后进行技巧梳理，最后进行考试实战演练，让学生在轻松和谐的氛围中学有所获，学有所乐。

五、教学流程 1．各抒己见：

请同学们谈一谈你们在听力测试中应具备哪些听力技巧？ 2．技巧梳理：

（1）调整心态，进入状态

考生要善于控制自己的情绪，尤其要排除对听力测试的恐惧感，坦然放松，集中精力，静心聆听。不能因为一个单词或一句话没听清楚而急躁慌乱，影响后面内容的聆听和答题。

（2）抢读试题，做好准备

聪明的考生一旦拿到试卷，立即写完考号、姓名后，会利用一切可能的时间抢读问题和选项，适当地做一些标记，并预测听力内容及答案，带着问题有目的地去听，捕捉关键信息，提高答题效率和准确度，这是考试听力测试中拿到高分乃至满分的关键。

（3）抓关键词，重引导词

听力的重点要放在关键词上，注意力要放在与问题相关的信息词上，在so、however、but等起导向作用的词后面的内容必须留心。听独白时要重视首句，因为首句常常是对短文内容的概括。

（4）紧跟思路，跳过糊涂

做听力时要紧跟说话人的思路，有些考生一有听不懂的单词就停下来，总想弄清楚这个词是什么意思后再往下听，这种方法是错误的。听到不懂的词或有听不清的地方很正常，出现这种情况，要毫不犹豫地跳过去。

（5）置身语境，明白意图

有些对话的答语似乎是答非所问，设置的问题也不够直接，这就要求考生在听录音时，必须要自己想象，置身语境，推断说话人的真实意图。

（6）边听边记，防止遗忘

听力测试，尤其是听短文时，听清或者听懂全部内容比较难，完全准确地记住全部信息也不容易，因此适当记录很有必要。速记时要使用自己能够看明白的最简便、最迅速的方法。

（7）眼耳并用，听读结合

听录音时，要养成眼耳并用的习惯，做到听与思考记忆相结合，捕捉信息与选择答案相结合。

3．实战演练：

i.听句子选择图片：

建议考生听前快速浏览六幅图片明白其主旨，并预测一些关键词，这些关键词通常应为名词、动词或形容词等，有利于提高答题的正确率。 ii.听对话回答问题：

这一大题属于情景会话题，常考核考生对于对话细节的捕捉，内容包括对话地点、人物职业、时间、价格、数字、电话号码、颜色、天气、国家、活动等，但通过读题，考生可以缩小答题的范围，锁定听力句子中的关键词，并可适当作些记录。同时注意答案多在第二个人的回答上体现。

iii.听短文选择答案：

考生应抓紧时间快速浏览五个问题和选项,预测听力内容及答案，以便带着问题有所侧重去听，筛选出自己需要的重点信息。听短文时要注意整体理解，不要把思维停留在个别没听清楚的词句上。要相信第一感觉,当机立断。 iv.听短文填写表格： (1)顺序呈现原则

考试听力填词通常是按顺序出题的，考生只需一一等待并捕捉相关信息，答题即可。 (2)格式统一原则

观察表格前后，上下相关信息的格式。如所填单词或词组的首字母是否大写、价格前是否需要加上￥或＄等。 (3)语法精确原则

如可数名词单复数、动词第三人称单数、动词的过去式等。 (4)单词过关原则

这些词汇常包括人名、国家、国籍、职业、学科、兴趣爱好、活动、活动时间、活动地点等，对考生的单词拼写要求是相当高的。

六、板书设计

为了让学生牢牢记住和掌握一些必要的重点词汇，把“听短文填写表格”这一题的答案板书到黑板上引起学生的高度关注。

英语听力教学的目的在于激发学生听英语的兴趣，养成良好的听的习惯，帮助学生发展良好的听力技能。据语言习得理论，语言的输入是语言习得的最基本条件，没有语言输入就不会有语言习得。可见，听力在英语教学中十分重要。

一、要培养学生“听英语”的兴趣

兴趣是最好的老师，兴趣是学习的动力。对听力感兴趣的学生，课堂上积极主动，情绪愉快，听力效果必然好；相反，对听力不感兴趣的学生则会产生消极、抵触的情趣。为此，教师在课堂上要创造一个轻松、和谐的气氛，努力消除学生因害怕、沮丧、反感而产生的心理障碍，并不失时机地向学生介绍与听力材料有关的背景知识、英美国家的历史、地理、文化、习俗、趣闻等，这不仅可以激发学生的兴趣，还可以帮助学生正确理解所学内容。

二、要建立学生“听英语”的自信心英语听力是很多同学惧怕的，所以老师应该注意要培养学生“听英语”的自信心。这就要求老师在平时的听力训练中多鼓励、多表扬，对于学生所取得的任何细小的进步，及时给予表扬，增强学生对听力训练的信心。学生在听力训练中常常出现不同的心理障碍，对非母语的语言听力学习存有害怕心理。针对这种情况，老师要引导学生做好应试前的心理准备，克服焦虑的情绪，保持平稳的心态。例如，让学生在听录音材料之前，先给学生一分钟浏览所有的听力题，把握题型，做到心中有底，这样有助于减轻焦虑程度。同时，要鼓励学生相信自己的能力，要有耐心，在听的过程中把注意力放在对文章整体内容的理解上，不要因为个别词汇或句子不理解而停下来。因此，教师要弄清楚各种心理制约因素产生的原因，找到相应的方法，进行适量的听力训练，培养学生临场不乱的心理素质。

三、要教给学生“听英语”的技巧

要想迅速提高听力水平，除了让学生多听、认真听以外，我们还要教给学生“听英语”的技巧，这样可以达到事半功倍的效果。英语课堂的时间非常有限，仅仅靠课堂时间是不够的，我们必须让学生在课外进行精听和泛听，并且要以精听为主，泛昕为辅。

精听要高度集中思想，力图听懂每个词语、句子，捕捉信息．训练的方法是先把录音文章听一遍，通晓大意，然后再重放，一句一句地听，遇到听不懂的词语、句子，就利用

录音机、复读机的倒放功能，倒了再听，一遍不行两遍，甚至三遍。直至听懂为止．然后再下一句。等到每个句子都听懂了，再把全文从头至尾放一遍，的确全听懂了。这样，精听就达到了预期的效果。

泛听只求听着，量的增加与积累．不求听懂每个甸子。我们可以让学生在上课之余，听些英语磁带、英语新闻、听听英语广播，让自己沉浸在英语氛围中，使自己尽可能增加“听”的输入量。听的量增加了，有些语言情景与单词短语反复听，很自然就能听懂了，英语听的能力也会提高。

四、充分利用多种教学资源辅助教学

我们在英语听力教学过程中，要充分利用录像、图片或简笔画等教学资源，来帮助学生提高英语听力水平。尤其以采用视听结合、简笔画或图片辅助听觉的听力训练方法为主。 1.视听结合。听力训练中难免遇到难度较大的文章，学生在听力理解时有一定的难度，教师应采取适当的方式减轻学生的畏难情绪。因此，在进行课文教学时，可利用多媒体进行听力训练，学生通过图像和声音，增强学习的兴趣，把握具体的词汇语句信息，提高听力训练的有效性。

2.简笔画或图片辅助听觉。通过简笔画或图片能将文章大意粗略描绘出来，降低听力训练的难度，从中获取有关听力材料的信息，有助于学生在听力过程中更好地理解文章大意。

四、有效利用课外时间加强学生的听力训练

这可以说是课堂听力的辅助，如果能与课堂听力训练很好地结合起来，将会发挥无比重大的作用。教师在其中起着指导与监督的作用。如何利用课外时间，调动学生听力的兴趣与热情，扩大学生的知识面，从而提高听的能力，具体要从以下几点来做起：

1.教师要求学生在家里要多听课文录音带。这是最基本的一个环节。课文录音带几乎每个学生都有能力购买。学生通过多听，熟能生巧，既可以熟悉课文内容，还可以多模仿英美人士的语音语调，从而提高听力。教师可以定期向学生家长了解这个情况，以监督学生是否有完成这个任务。篇3：高中英语听力说课稿

听力说课稿模板总结

教材：本次说课的内容是单元听力部分。

一、教学目标

1.语言知识目标：掌握听力材料中的关键单词和词组 2.能力目标：抓住所听语段的关键词、理解话语之间的逻辑关系；

听懂材料中主要人物和事件并弄懂他们之间的关系；

掌握较好的听力方法，听之前看问题，对答案进行预测，学会做笔记。 3.情感态度目标：

a.通过让学生们听不同内容的听力材料来拓展学生的知识面，比如说音乐，影评，故事名言警句等，从而激发学生的英语学习兴趣；

b.鼓励学生每天听听力，达到由量变到质变的飞跃，从而培养学生的坚持不懈的品质。

二、教学重点、难点

教学重点：

学习并掌握文章中的重点单词和词组；

听短文，获取文章的关键信息，并回答问题。

教学难点：让学生掌握正确的听力技巧，学会预测，做笔记

三、教学对象

高一年级的学生，虽然已经掌握了一些基本的语言知识，但是听力部分比较薄弱，不善于获取听力材料中的关键信息，需要多加练习和老师的指导。

四、教学方法

1.任务教学法：同前

2.交际教学法：听完之后让同学们讨论相关的话题 3.多媒体教学法：同前

五、教学步骤

1.lead in 导入5 min 给出与话题相关的图片或者放视频，比如说：

（这部分主要是为了导入话题，吸引学生的学习兴趣） 2.pre-listening 10 min 讲解听力中重点的单词和词组，比如说：

（这是因为同学们只有掌握了关键的单词和短语，才能在听力的过程中更加快速地对关键信息作出反应，对于初学者来说是比较常用的一种教学模式。）单词讲解完之后给同学们一点时间看各个问题。

3.while-listening 20 min a.放第一遍音频，让同学们回答问题题，choose the main idea of the paage b.再放第二遍，要求学生完成第二题，如下：„

c.带着学生对答案之后，再整体放一边音频给同学听。

(在这里，在每次放音频之前我都会给学生一点时间来看需要完成的问题。) 4.after- listening 10 min 老师就所听的话题提两个问题，让同学们思考或者小组讨论并且回答老师的问题。

同学们讨论完之后，老师做一个简单的总结。整个教学过程锻炼的是同学们的听力技能，兼顾说、读、写技能的训练，采用了任务教学法，交际教学法和多媒体教学法，真正体现了因材施教和以学生为主体的教学原则。

推荐第5篇：高中英语听力课教案

篇1：高中英语听说课的教学设计

高中英语听说课的教学设计及案例分析[1]陈小萍.巧设教学情境激活高中英语课堂--以一节听说课教

学设计为例[j].中小学教学研究,2013,(11):23-26.doi:10.3969/j.in.1674-5728.2013.11.012.

（一）听和说教学内容设计

1.听的教学内容设计：听力教学的内容一般应包括：

⑴ 语音训练

语音训练包括对听音、重读、意群等的训练，增强学生的语音辨别能力，对于造成听力困难的语音应专项训练。如：bed—bad, ship—sheep, chip—cheap, pin—pen, sit—seat 训练应从词到句，再到文。

⑵ 听力技巧训练

听力技巧包括听大意、听具体信息、猜词义、听细节、听隐含之意等。听力教学应包含训练这些技巧的各种听力活动。

⑶ 听力理解训练

听力技巧的培养是为理解服务的，除了语音和技巧的训练之外，听力教学更多的应是通过各种活动训练学生句子和语篇的理解能力，使学生的理解由“字面”到“隐含”再到“应用”，理解步步加深。

2.说的教学内容设计：说的教学内容一般应包括：

⑴ 发音

错误的发音会造成理解困难，甚至使听者无法理解，因此说的教学内容首先应是正确的发音，包括音节、重读、弱读、连读、送气减弱、意群、停顿、语调等。

⑵ 语法、词汇

合乎语法的句子才容易理解，用词准确，有助于理解。缺乏必要的词汇常使说话者难以准确地表达自己的思想。因此说的教学应包含一定的词汇和语法教学。

⑶ 交际功能

通过说的教学，学生应能掌握“问候”“道歉”“抱怨”“邀请”“建议”“致谢”“信息询问”“征求意见”等各种交际功能。

⑷ 释疑技巧

mean...?” 要求对方解释自己说过的话可以用升调重复对方的话，等等。

⑸ 文化知识

交际不仅依赖于语言的准确性，同样依赖于语言的得体性。这就要求，说话者有必要了解一定的文化知识，使自己的语言符合其所适用的文化氛围，符合其所处的语言环境，符合其所担任的角色。

（二）听说课的教学模式

为了更好地上好听说课，我们要掌握听说课的要领：

1) 听前：准备要充分，教师提前预设问题，为听力教学作好充分的铺垫。

① 扫清重要词汇障碍，做好背景知识、初步感知语言知识的导入。

② 利用课本资源进行听力预测：充分利用课本图片，通过听前讨论图片、根据图片回答问题等，培养学生听前看图进行听力预测的

习惯；浏览文字：预习听力的题目、题干，图片、表格、选项、判断正误句子等。

③ 教师创造性地使用练习：教师要根据学情及听力难易度，整合教材中的听力题目，做到让学生听有所获。

2) 听中：知识输入要合情、听力操作要合理： ① 听几遍合适？播放磁带的遍数（听几遍录音）——由学情及听力材料的难易决定。

② 如果听力材料有好几段，教师要逐段播放，一个小对话结束后要暂停，让学生有时间做听力练习，然后再往下播放下一个对话的录音；

③ 如果听力材料太长，教师备课时就应该按意分成几个小段，播放时增加停顿，给学生留出做题时间。

④ 如果有很难的句子，且句子很重要，可以适当停顿，多次播放，这也是对学生的一种人文关怀。

3) 听后：输出要多样。教师应要求和鼓励学生用完整的英语句子进行说的练习。此外，听后的输出活动形式应该是多样的：如根据图、表格、听力题目等资源进行对话、写话；跟读，角色朗读和自编新的主题对话的形式。把听、说和听、写相结合，进行训练。 2.“3p”教学模式。即 presentation—practice —production 1 ）presentation 阶段

教师通过解释、举例、示范、角色扮演等向学生介绍新的语言项目，包括语法、句法、功能、会话技能等，确定课堂的教学内容和教学目标。 2 ）practice 阶段

教师为学生提供各种机会，使学生运用所展示的内容。练习由易到难，由控制到半控制，逐步增加学生的自主性。 3 ）production 阶段

教师给学生提供机会将其新学到的语言知识和交际技能融入已有的知识之中，使其能自由地运用语言进行交际。 3.任务型学习模式

该模式采用交际会话的方式，使学生通过完成一定的交际任务，达到培养语言运用能力的目的。教学一般也是由三部分组成：

?? 通过实景展示必要的语言知识和语言技能。

?? 布置交际性任务，如到商店购物，到机场买票，到车站接人，参加面试等等。

篇2：高中英语听力说课稿

听力说课稿模板总结

教材：本次说课的内容是单元听力部分。

一、教学目标

1.语言知识目标：掌握听力材料中的关键单词和词组 2.能力目标：

抓住所听语段的关键词、理解话语之间的逻辑关系；

听懂材料中主要人物和事件并弄懂他们之间的关系；

掌握较好的听力方法，听之前看问题，对答案进行预测，学会做笔记。 3.情感态度目标：

a.通过让学生们听不同内容的听力材料来拓展学生的知识面，比如说音乐，影评，故事名言警句等，从而激发学生的英语学习兴趣；

b.鼓励学生每天听听力，达到由量变到质变的飞跃，从而培养学生的坚持不懈的品质。

二、教学重点、难点

教学重点：

学习并掌握文章中的重点单词和词组；

听短文，获取文章的关键信息，并回答问题。

教学难点：让学生掌握正确的听力技巧，学会预测，做笔记

三、教学对象高一年级的学生，虽然已经掌握了一些基本的语言知识，但是听力部分比较薄弱，不善于获取听力材料中的关键信息，需要多加练习和老师的指导。

四、教学方法

1.任务教学法：同前

2.交际教学法：听完之后让同学们讨论相关的话题 3.多媒体教学法：同前

五、教学步骤

1.lead in 导入5 min 给出与话题相关的图片或者放视频，比如说：

（这部分主要是为了导入话题，吸引学生的学习兴趣） 2.pre-listening 10 min 讲解听力中重点的单词和词组，比如说：

a.放第一遍音频，让同学们回答问题题，choose the main idea of the paage b.再放第二遍，要求学生完成第二题，如下：„

c.带着学生对答案之后，再整体放一边音频给同学听。

(在这里，在每次放音频之前我都会给学生一点时间来看需要完成的问题。) 4.after- listening 10 min 同学们讨论完之后，老师做一个简单的总结。整个教学过程锻炼的是同学们的听力技能，兼顾说、读、写技能的训练，采用了任务教学法，交际教学法和多媒体教学法，真正体现了因材施教和以学生为主体的教学原则。

篇3：高中英语听力教学案例实施及反思

高中英语听力教学案例实施及反思

首中医大附

程东慧

teaching difficulty: 第一步, 听到预测（pre-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。

篇4：高一英语必修2 unit_5 music听力训练教案

姓名：张学露

学号：2009212858 teaching plan for unit 5 music period 3 listening (changing from frog to prince.) ●the general idea of this period：

●teaching 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 2.to help studentsimprove the ability of input and output though the listening, discuion andperformance. moral objects 1 ●teaching important points：

●teaching difficult points：

1.help the students improve theirlistening ability. ●teaching methods：

1.true or false exercises and blank filling exercises. 3.task-based teaching methods 4.cooperative learning 5.group discuion to make every student take an active part in cla ●teaching aids: multi-media facilities ? teaching procedures: part 1 lead-in (3 minutes) 1.greet the students as usual. 2 task 1.pre-listening (5 minutes) step 1.language support step 1get the main idea of the story (5 minutes) 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. step 3 careful listeing (6 minutes) help! i need somebody. help! not just anybody. ............ task 3 post-listening (17minutes) 4 step 2 discu 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 expreions: (1) .listen to the paage again and retell the text to your deskmate. (2).prepare your band’s perform. 5 篇5：高考英语听力技巧教案 (the first period) shiguang huaqiao united middle school tian peirong2012-12-04 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: ability goals: to improve students’ ability of putting the useful skills into practice. ⅴ teaching focus and difficulties: to involve using the listening skills ⅶ teaching procedures: step i: lead-in step ii: basis for the leon step iii: analysis of typical types part 1.scene position a.in a restaurant c.at home 【practice】

a.in a bookstore b.in a claroom b.on a farm c.at home a.in a restaurant c.in a school 【guide skill】

part 2.identity relationship 【practice】

a.his mother.] c.his friend. b.doctor and patient.c.guest and receptionist. a.at a clinicb.at home ex3.(2010全国text8） a.thomas brothers.c.jack cooper. 《维克多英语》p18 谈话背景、谈话者关系练习。

推荐第6篇：英语听力

学生场景

freshman大一学生sophomore大学二年级生, 有二年经验的

junior student大三学生senior student大四学生，高年级学生

undergraduate student 本科生graduate student / postgraduate student 研究生

master‘s degree硕士学位bachelor’s degree学士学位

doctor student / doctor candidate 博士研究生 post doctor student博士后

alumni / alumnus（男）毕业生

老师场景

profeor教授teaching fellow 讲师aistant

tutor / mentor / director / supervisor 导师president校长faculty全体教职员工

dean 系主任department 系staff全体员工(商店、企业)

上课、选课、听讲座、听报告场景

take/sign up the course选课drop the course 退课

register注册pick up = learncancel取消full报满lecture讲座seminar讨论班

elective course / elective course /optional course选修课

requirement / required course /compulsory必修课

credit学分introductory course初级课程advanced course高级课程

math数学computer course计算机psychology course心理学

physics物理学economics经济学computer science计算机科学

sociology社会学geology地质学chemistry化学

biology生物学biochemistry生物化学science理科

art文科engineering 工科

homework / aignment / projectbook report读书报告presentation课堂发言

reading list书单turn in / hand in hand 上交deadline最后期限

due到期extension延期

eay小论文thesis中论文diertation大论文

term paper学期报告proposal开题报告

考试场景

Exam

mid-term exam期中考试

finalexam 期末考试

quiz测验

pop quiz不提前通知的考试

grade / score 分数

pa及格

paing grade及格分

failing grade失败

make up exam补考

cheat作弊

图书馆场景

shelf书架stack书库copier复印机

reference room参考书阅览室periodical room期刊阅览室study lounge 自习室reading room阅览室librarian图书管理员

catalogue书目index索引volume卷，宗 library card借书卡writing permiion书面许可 book reservation 借书check out外借

overdue

超

期

renew续借fine罚款return还书 put on reserve被限制在馆内阅读magazine杂志journal期刊periodical期刊quarterly季刊current iue现刊back iue过刊author作者subject题目title名字key words关键字

常用地点英语

1.餐馆场景

restaurant餐馆dining hall食堂cafeteria自助餐厅

bar酒吧inn小旅馆，小客栈motel汽车旅馆 fast food快餐店snack food小吃snack bar快餐店

pizza hut必胜客sandwich三明治hamburger汉堡burger king汉堡王French restaurant法式餐厅Italian restaurant意式餐厅

食品：

buffet自助餐salad沙拉soup汤eat soup喝汤soup spoon汤匙sauce汁，酱deert甜点main dish主菜pudding布丁dreing调味汁doughnut面包圈French bread法式面包a loaf 一条面包toast土司jam果酱apple pie苹果酱

potato chips土豆fish and chipsFrench fries炸薯条yoghourt酸奶steak牛排

soft drink软饮料soda water苏打水orange Juice橘汁mineral water矿泉水lemon juice柠檬wine酒liquor烈酒beer啤酒a cup of beer一杯啤酒

动作：

menu菜单

order dishes点菜 bring me the menu看菜单 recommendation推荐，招牌菜

付账：

pick up the bill买单 I will pick up the table.Let me treat you.Let me foot the bill.It\'s on me.I will buy the bill.AA制

Let\'s go fifty-fifty.separate checks split the bill tip小费

Let\'s go Dutch.各人付自己的帐 2.医院场景医生：

内科医生physician外科医生surgeon牙科医生dentist

医院的部门名称：

候诊室waiting room急诊室emergency department小诊所clinic 医疗中心health center校医院infirmary

常见的生病症状：

症状symptom感冒catch a cold病愈get over发烧 fever温度temperature咳嗽cough

流鼻涕running nose肚子痛stomachache头痛headache

过敏be allergic to心脏病heart attack骨折fracture脚踝ankle流血bleeding

常见的设施：

体检check up / physical examination 体育锻炼physical education

常见的药品：

阿斯匹林aspirin药品medicine剂量dosage吃药 take the pill药方 prescription打针 injection抓药fill the prescription一天三次 take the pills three times a day

3.机场与车站场景、旅游场景机场场景

机场airport起飞take off降落land盘旋circle 行李luggage登机门boarding gate / departure gate登机牌boarding pa离港departure起飞时间departure time

机场费airport fare办理登记手续check in

行李柜台baggage counter头等舱first-cla经济舱economy cla 商务舱busine cla准点到达arrive on schedule 晚点（到达）behind schedule延误，取消cancel 预定航班make a reservation 旅游场景

旅游trip ，tour

假期vacation

预定饭店make a hotel reservation 去度假leave for a vacation 旅行社travel agency 观光go sightseeing 避暑胜地summer resort 夏威夷Hawaii

悉尼歌剧院Sydney opera house

带某人四处逛逛I will show you around 饭店接待hotel accommodation

4.银行场景、邮局场景银行场景银行bank

户头account开户open an account 支票帐户check account 支票check

旅游支票traveler\'s check 帐单bill

付账pay the bill 兑现支票cash a check 取钱draw 透支overdraw

出纳员teller活期存款 current deposit定期存款fixed deposit

邮局场景

邮局post office平信regular mail挂号信registered mail邮票stamp邮资postage电报telegram加急电报urgentcable超重overweight快递EMS （Expre Mail Service）

联合包裹快递服务UPS （United Parcel Service）

5.租房子、住宾馆场景宾馆场景

宾馆hotel小旅馆，小客栈inn汽车旅馆motel订房间book / make a reservation 订满booked up / occupied客房服务room service 单人间single room双人间double room 浴室bathroom前台front desk / reception 行李搬运工porter叫早服务wake up call

租房场景

房租rent房东landlord

房客renter / tenant契约lease / agreement 水电费utilities门厅hall 家具furniture风景画poster

橱柜cabinet书架book case / shelf 淋浴管道shower pipe修理fix / repair

坏了break down裂缝leak

管道pipe修理公司roofing company

修理工作repair job修理工maintenance man / repairman管道工plumber电工electrician

6.电话场景、工作场景电话场景

接线员operator

长途电话long distance call 越洋电话overseas call

对方付费电话collect call

占线The line is busy / engaged.把电话接通put sb.through

让某人重打一次give sb.credit for the call 关机power off

不在服务区not at the service

先别挂Please hold on / hold for a moment.挂电话hang up 投币电话pay phone

打入的电话incoming calls 打出的电话outgoing calls

工作场景

老板bo秘书secretary 前台reception雇员employee 雇主employer面试interview 面试管interviewer面试者interviewee

部门主管head of departmentCEOChief Executive Officer 提升promotion顶头上司immediate bo

加薪give a raise经验experience经历experiences文凭credential辞职quit/resign退休retire失业lay off

面试场景

申请工作apply for the job 申请application 全职full-time 兼职part-time

首席执行官

求职者job applicator

简历resume

职位position / post

参加面试have / take a interview

推荐第7篇：现代大学英语听力2 教案

《现代大学英语》听力2课程教案

授课时间：2014-2015第二学期

授课班级：英1243

授课人：何林

Unit 1 教案

【Task 1】

Warm up Exercises: A.

1) She wanted to see St.Paul’s Cathedral.

2) She was so surprised because she saw so many Englishmen who looked alike.3) They were all wearing dark suits and bowler hats, carrying umbrellas and newspapers.4) Because she had often read about them and seen photographs of them, who all looked as if they were wearing a uniform.5) No, he didn’t.

6) He used the English saying “It takes all kinds to make a world” to prove his opinion.B.

If all the seas were one sea, what a great sea it would be! And if all the trees were one tree, what a great tree it would be! And if this tree were to fall in the sea, what a great splash there would be! 【Teaching materials】

Yesterday morning Gretel went to the City of London.She wanted to see St.Paul\'s Cathedral.She was surprised to see so many Englishmen who looked alike.They were all wearing dark suits and bowler hats.They were all carrying umbrellas and newspapers.When she returned home she asked Mr clark about these strange creatures.\"They must be typical English gentlemen,\" she said.\" I have often read about them and seen photographs of them.They all look as if they are wearing a uniform.Does the typical English gentleman still exist?\"

Mr.Clark laughed.\"I\'ve never thought about it,\" he answered.\" It\'s true that many of the men who work in the City of London still wear bowler hate and I suppose they are typical Englishmen.But look at this.\" Mr.Clark picked up a magazine and pointed at a photo of a young man.\"He\'s just as typical, perhaps.It seems as if there is no such thing as a \'typical\' Englishman.Do you know the English saying \'It takes all kinds to make a world\'? That\'s true of all countries-including England.\"

“Oh, just like the poem ‘If All the Seas Were One Sea’,” Gretel began to hum happily.If all the seas were one sea, what a great sea that would be! If all the trees were one tree, what a great tree that would be! And if this tree were to fall in the sea, what a great splash that would be!” Task 2 【Teaching materials】 A.

1) people were much busier 2) colder than England; minus thirty degrees; last longer 3) much more mountainous; much higher and much more rocky; more beautiful

4) tend to be more crowded 5) the houses; smaller B.

1) T 2) T 3) F 4) F 5) F 【teaching steps】

John is British but has worked in Japan.Etsuko is Japanese from Osaka, but she is studying in Britain.In the following paage you are going to hear, they are comparing life as they see it in the two countries.But before listening to it, think of the two countries and try to answer the following pre-listening questions.

John: I found that living in Japan, people were busier.They seem to work the whole day.

Etsuko: Yes, that’s right.We work from Monday through Saturday, even in summer.You know, summer in Japan is just horrible.It’s very, very humid and hot, and you need to shower three times a day.John: So you find it cooler in England? Etsuko: Yes, that’s right.

John: Where I was living in Japan, in the North, it was much colder than England, especially in winter, minus thirty degrees centigrade.Does the winter in Osaka last longer than the winter in England? Etsuko: No, I don’t think so.December, January, February, March.John: Yes.It’s a little bit shorter if anything.

Etsuko: Ever since I came here, I noticed that the countryside here in England is very beautiful.John: It’s much flatter than in Japan.

Etsuko: Yes.Japan is a mountainous country and our cities are full of people.There are lots of people in a limited flat area.John: Yes, I found Japan much more mountainous than Britain, especially in the north.The mountains are much higher and much more rocky.I found it more beautiful than Britain, I think.Etsuko: Yes, if you like mountains.John: And therefore the towns and villages tend to be more crowded.Etsuko: Yes, that’s right.

John: Yes.So because the cities are more crowded, the houses tend to be smaller, don’t they? Etsuko: Yes, they are very compact, and we don’t have a lot of space.In big cities we have a lot of taller buildings now.John: Is this a problem because there are more earthquakes in Japan? Etsuko: Yes, that’s right and… Task 3 【exercises】 A.

1) In the US, people usually dance just to enjoy themselves; they don’t invite other people to watch them.2) Usually eight people dance together.3) Because people form a square in dancing with a man and a woman on each side of the square.4) He usually makes it into a song.5) They wear old-fashioned clothes.B.1) F 2) T 3) F 4) F 5) T C.

1) eight people form a square; on each side of the square 2) what they should do; makes it into a song; sings it 3) don’t have much time to think 4) old-fashioned clothes 【teaching materials】

Rosa: Why don’t you have folk dances in the United States? Most countries have special dances that the people have done for many years.The dancers wear clothes from the old days.Everyone likes to watch them dance.Steve: We have folk dances, too.A lot of people belong to folk dancing groups.But when they dance, they usually do it just to enjoy themselves.They don’t invite other people to watch them.Rosa:

Is there a folk dancing group here? Steve: I think so.There must be.There’s one in almost every city, and some big cities have several.Rosa:

What are the dances like? Steve: Usually eight people dance together, four men and four women.When they start, they form a square, with a man and a woman on each side of the square.That’s why it’s called square dancing.Then there’s a man who tells the dancers what they should do.He usually makes it into a song.He sings it while they dance.Rosa:

Oh, that should make the dances easy!

Steve:

Yes, but they are very fast.They don’t have much time to think.I like to watch them, though.The dancers wear old-fashioned clothes.That makes the dances pretty to watch.Rosa:

I’d like to watch a group dance.Steve:

I’ll take you sometime.

Task 4 【teaching task】

1) It was a time to celebrate the end of winter and the beginning of spring.2) They burned the picture of their kitchen god to bring good luck.3) The custom said the brides must wear “something old, something new, something borrowed, and something blue” to bring good luck.

4) Because they could not eat meat, eggs or dairy products during Lent, so they tried to use up these things before Lent began.5) It was a straw man made by children in Czech; it was a figure of death.6) People brought their animals to church.And before the animals went into the church people dreed them up in flowers and ribbons.【teaching materials】

1) On the evening of February 3rd, people in Japanese families took one dried bean for each year of their age and threw the beans on the floor, shouting \"Good luck in! Evil spirits out!\" This was known as \"Setsubun\", a time to celebrate the end of winter and the beginning of spring.2) Before the Chinese Lunar New Year in the old days, many Chinese families burned the picture of their kitchen god to bring good luck.When Lunar New Year\'s Day came, they put ancw picture of the kitchen god on the wall.3) When American women got married, they sometimes followed an old custom in choosing what to wear on their wedding day.The custom said the bride must wear \"something old, something new, something borrowed, and something blue\".This was to bring good luck.4) Before Lent (a time on the Christian calendar), the people of Ponti, Italy ate an omelet made with 1,000 eggs.People could not eat meat, eggs or dairy products during Lent, so they tried to use up these things before Lent began.5) When winter ended in Czech, the children made a straw man called \"Smrt\", which was a figure of death.They burned it or threw it in the river.After they destroyed it, they carried flowers home to show the arrival of spring.6) January 17th was St.Anthony\'s Day in Mexico.It was a day when people brought their animals to church.But before the animals went into the church, the people dreed them up in flowers and ribbons.This ceremony was to protect people\'s animals.

Task 5 【exercises】 A.

1) F 2) T 3) F 4) T 5) F 6) T 7) T B.Advantages Disadvantages Lots of servants to do the work Terrible life for servants beautiful clothes to wear very uncomfortable clothes lots of tea parties boring and formal tea parties — often no men being invited life being slower much more illne plenty of time to talk to each other children left with servants all day

very poor education

no freedom for women 【teaching materials】

Man: Well, I think life used to be much more fun than it is now.I mean, look at the Victorians. They had lots of servants to do all the work; they never had to do any cooking or cleaning; they just wore those beautiful drees and went to tea parties.Woman: You must be joking! Their clothes were terribly uncomfortable and their tea parties were very formal and boring.They used to wear their hats and long gloves even when they were eating cakes and biscuits.And men were not usually invited.

Man: Really? Weren\'t they? Woman: And think of the poor servants.What a terrible life — just cleaning and cooking for other people all the time!

Man: But you hate housework! Woman: Yes, I know, but there are lots of machines now to help you with the housework.People don\'t need servants.Man: Maybe they don\'t, but life then was much slower than it is now-people nowadays are always rushing, and they never have time to stop and enjoy themselves.Woman: Life then was fine for the rich, but it was dreadful for the poor.There was much more illne.They didn\'t have the money to pay doctors, and they often used to die of illnees that don\'t exist in England now.

Man: Maybe.But people used to talk to each other, play the piano or play cards together.Nowadays people just sit in front of the television for hours and never talk to each other.Woman: I agree with you about television; but what about their children? They left their Children with the servants all day.Children hardly ever saw their parents! And the clothes they had to wear! Horrible, tight, uncomfortable, grown-up clothes.Children have a much better life now than they used to, and schools and education are much better too.

Man: I hate school.Woman: And look at opportunities for women.In those days, women used to stay at home, play the piano, change their clothes several times a day and have tea parties.What a life! They didn\'t have any freedom at all.I\'m very happy living now.I can work, have a career, do what I want to.

Man: You mean you can work hard all your life like a Victorian servant.Woman: Life isn\'t all tea parties, you know.Task 6 【exercises】 A.

1) b 2) a 3) c 4) a B.1) family unit; proce; change; used to be; the extended; the nuclear

2) job patterns; progreed; agricultural; industrial; forced; job opportunities; split up 3) traditional; family; expanded; other living arrangements C.1) mother, father, children, and some other relatives, such as grandparents, living in the same house or nearby 2) only the parents and the children 3) previously married men and women marry again and combine the children from former marriages into a new family 【teaching materials】

The American family unit is in the proce of change.There used to be mainly two types of families: the extended and the nuclear.The extended family most often included mother, father, children, and some other relatives, such as grandparents, living in the same house or nearby.Then as job patterns changed and the economy progreed from agricultural to industrial, people were forced to move to different parts of the country for job opportunities.These moves split up the extended family.The nuclear family became more prevalent; this consisted of only the parents and the children.Now besides these two types of traditional groupings, the word \"family\" is being expanded to include a variety of other living arrangements.

Today\'s family can be made up of diverse combinations.With the divorce rate nearly one in two, there is an increase in single parent homes: a father or mother living with one or more children.\"Blended families\" occur when previously married men and women marry again and combine the children from former marriages into a new family.On the other hand, some couples are deciding not to have any children at all, so there is an increase in childle families.There are also more people who live alone: single, widowed, divorced.Now one in five Americans lives alone.Task 7 【keys】 A.

Men Women Both Study subjects like history or English

√

Study engineering √

Go to university to get good jobs

√

Look for a good job because they want a good husband

√

Look for a good job because they want to be succeful √

Work for a lifetime √

Work up to ten years √

Get married by twenty-seven √

Cook the meals √

Look after the children √

Go out for a drink after work √

Come home by four o\'clock in the afternoon √

B.1) c 2) c 3) a 4) b 5) c 6) c 7) c 【keys】

In Japan both men and women go to university and both men and women study the arts such as history or English.But very few women study science, medicine or engineering.In engineering claes of thirty or forty students, there may be only one or two women.Men and women both go to university in order to get good jobs: men want to work for a big company, be succeful, earn a lot of money and support a family; women, on the other hand, want to work for a big company because they have a better chance of meeting a succeful man and getting married.This is changing, however, as Japanese women begin to think about their own careers.They have began to take jobs which they like rather than jobs in order to find a husband.

Men work for their whole lives and usually stay with the same company.A woman may work up to ten years, but after that she usually gets married.Most women are married by the age of twenty seven, then they stay at home and look after the children.A man does not cook or look after the children.When he comes home, his meal must be ready.The woman may go out in the afternoon, shopping with her friends or having a chat, but she must go back home by four o\'clock to prepare the meal.Then she may have to wait a long time for her husband to come home.Often he has to go out for a drink after work: if he doesn\'t he may not rise very high in the company.After her children grow up, a woman can go back to work, but it is not easy.If her former company takes older women back, she might be lucky.But most women find it difficult to find a job when they are older.Task 8 【keys】 A.

1) a 2) c 3) b 4) c 5) c 6) b 7) c 8) b B.1) T 2) T 3) F 4) F 5) T 6) F 7) F 8) F 9) T 10) F 【teaching materials】

Matthew: Geth, how do people set about getting married in England?

Geth: I suppose the most common way is still for people to go home.For example, people who live in London now will go back to their homes in the provinces where they\'ll meet all their relatives and their parents, and they\'ll get married in a church, with the bride wearing white, the traditional white.Then they\'ll go off and have a booze-up with their relatives and friends and a jolly good time will be had by all.Otherwise you can get married in a registry office, which means you turn up with your bride-to-be or bridegroom-to-be with two witnees only.The ceremony takes about five minutes, I suppose.You sign the form and that\'s it.Matthew: There are many today who say that marriage is a complete waste of time.What\'s your view of marriage in the twentieth century?

Goth: Well, I live in London as you know.I think in London, the tendency is to...for a...boy and girl, man or woman to live together before marriage and often to live together without any prospect of marriage at all.I think this probably is...is true of London and the other big cities than elsewhere, because after all people in London are living in a big place where home ties are obviously le restrictive.They can do more or le as they please and I think this is the pattern.Matthew: But do you think it helps for people to live together before taking their vows?

Geth: I think in a sense the habit of living together before marriage may, in a strange sort of way, make marriage stronger, because after all the people will know each other better when they do get married and it might be suggested that divorce would be le likely between such a couple.Matthew: Sue, you\'ve been married for two or three years now.How\'s it working out?

Sue: I think it\'s a succeful marriage.It\'s...I mean, it\'s difficult to say why, because we basically suit each other very much.We have a good friendship, apart from anything else, and, you know, we just go together very well because we respect each other\'s freedom and individuality, but on the other hand we really need each other, you know, it\'s...Matthew: What about.., have you thought of having children?

Sue: Well, obviously, like most young couples, we have thought about it, but, you know, we both feel rather, sort of, loath to lose our freedom just yet.I think we\'ll probably wait another few years.Matthew: Is it easy in England today to people to get divorced, or is that quite difficult?

Chris: I think technically it\'s probably fairly easy, I think, because I\'m not English but, I think technically it\'s fairly easy to be...to get divorced.But it\'s not just the technicality of it which is the problem.Divorce is...is a social stigma which people can probably Cope with to varying degrees, but it\'s also a lot easier for the man because the woman, after she is divorced is, in fact, frowned upon by...by a lot of people in society.She is...is...at a...a much more difficult social position in terms of...of meeting other men, or whatever, simply because she is a divorcee.

Task 9 【keys】

Social customs and ways of behaving change.But they do not necearily always change for the better.Things which were considered impolite many years ago are now acceptable.Just a few years ago, it was considered impolite behaviour for a man to smoke on the street.No man who thought of himself as being a gentleman would make a fool of himself by smoking when a lady was in the room.

The important thing to remember about social customs is not to do anything that might make other people feel uncomfortable — especially if they are your guests.There is a story about a rich nobleman who had a very formal dinner party.When the food was served, one of the guests started to eat his peas with a knife.Other guests were amused or shocked, but the nobleman calmly picked up his knife and began eating in the same way.It would have been bad manners to make his guest feel foolish or uncomfortable.

推荐第8篇：大学四级英语听力教案1

大学四级英语听力

第一次课总体内容：概述，+短对话

1.介绍

自我介绍，

大学英语四级听力总体介绍，实力树立学生的信心

四级听力在四级考试中占35%的分值，共248.5分。其题型为：

（一）短对话共8道题（11—18）7.1分/题

（二）长对话共两篇7道题（19—25）7.1分/题

（三）短文理解共三篇10道题（26—35）7.1分/题

（四）复合式听写一篇10道题（36-46 ）（前八题3.55分/题，后三题14.2分/题）

2、短对话教学

一、听力做题三部曲

（一）看看懂选项的意思红笔标记法

（二）猜通过选项所表达的意思猜题目与文章的主题

（三）验证带着自己的猜测有针对性的听内容

二、题型解析

对话部分（长对话、短对话）是日常生活中的一般对话，即衣、食、住、行、工作、学习等话题，可分为校园、公共场所、家庭等方面

短对话共8段，以一问一答的对话形式出现。本题每段对话只播放一遍，且每道题的问题是在对话结束后才以口语的形式给出的，故考生要提前通观选项，集中注意力。

本题几个道数 5—6道，推荐准确数量 7—8道

重点场景：Airport机场（flight） restaurant hotel 旅馆

重点主题：Campus life校园生活 job-hunting 找工作

核心技巧：

1、后句比前句重要，回答比提问重要

2、若选项中个别单词或短语被明显播读，此项多为错项

3、最好能够听懂问题在问什么短对话——

1、场景地点题：考查学生对对话地点及人物去向的判断（test 1 第18题 P2---P8）

常见提问方式：

Where does the conversation probably take place? Where is the woman going? Where are the two speakers?

2、身份职业题：由于说话人之间的关系不同，其用词、造句、语气都有差异，要求学生在正确捕捉相关信息的前提下判断、推测人物间的关系及身份。（T2 第14题 P14---P20）(T4 第12题 P38---P44) 常见提问方式：

Who is the man/woman?

What is the man’s/woman’s job/profeion/occupation? What is the probable relationship between the two speakers? Who is the man/woman most probably speaking to?

3、时间、数字计算题：要求考生在听题的过程上获取相关的数字信息，或对数字、时间表达做出准确辨别，或根据题意对已获得的时间、数字进行简单的加、减、乘、除运算，就比率和倍数关系进行换算。常见提问方式：T2 第13题 P14---P20 T3 第17题 P26---31

How much/many? How far/long? What time„? When„? When will„? How long will the man do?

4、因果关系题：此类题型较难，原因有二：（1）原因的阐述通常会出现在第一句，因而易被忽视；（2）信号词少，听完完整的表述后才明白其题型重点。T5 第13题 P50---P55

常见提问方式：

Why can’t the woman eat with the man? Why is the woman/man worried? 常用表达法：

单词: because, as, for , since, in that, hence, therefore, consequently, cause, reason 词组: due to, owing to, because of, thanks to, on account for, as a result, result from, result in, lead to, give rise to, contribute to, attribute to, now that, so that, so„that, such„that, in order to, be responsible for

5、建议请求题：说话人中的一方提供某种帮助或提出某种请求，另一方做出肯定或否定的反应，或一方提出某种想法与建议，而另一方对此做出反应。重点考查考生对建议或请求句型的掌握和对谈话者语气表达的理解。

常见的提问方式：T6 第18题 P61--P67

What did the man/woman suggest? What did the man/woman want? What did the man ask the woman to do? What did the man offer the woman? What is the man’s/woman’s advice? 建议：

You might as well„ If I were you, I’d „ Maybe you should„ shall we ？„ Why not? Why bother? Why don’t you„? You’d better„ You’ll have to„ How about„„？

请求：

I wonder if„ Would you mind „ Would you like to„ Will you please„? Could you do me a favor? How about„？接受：

Thank you I’d love to, thanks OK.Great（good） idea It’s very nice of you doing so

拒绝：

No thanks.Thank you all the time.It’s so kind of you, but„ Sorry„ No, I don’t think it neceary.If I „.I would do that

6、观点态度题：考生根据对话内容的关键词、上下文甚至语气、语调的内涵意义并利用逻辑思维能力进行判断，需对所传递的信息进行比较深层次的理解。T6第13题 P61--P66 T5第15题 P50---P55

常见的提问方式：

How does the man/woman feel about? What does the man/woman think of„? What does the man/woman say about„? What does the man/woman mean? 相关词汇：

否定意义副词：Never, scarcely, seldom, rarely, hardly, barely, unable, impoible, incapable, unneceary, unbelievable, little, ill-minded, no one, nobody, none, nothing, neither, nor, dislike, ignore, fail, refuse, hate, stop„from, mi, deny, overlook, keep„from, far from, anything but, without, instead of, run out of , short of, too„to„

注意事项：

(1) 双重否定既表肯定 T3 第14题

P26--P31

not impoible, not untrue, can’t„agree any more, not unusual, not single, absent, no one„but (2) all, every, many, always not 为部分否定，并非全部，不是每个 (3) 虚拟语气表假设，即为非真实情况

7、虚拟语气题：此题型为听力题型中较难的一种，因为所有解题都得靠听来获取信息，一旦漏跌或错听关键词，句子的难度就增大。

推荐第9篇：八年级英语听力社团课程教案

八年级英语社团课程教案

Teaching aims: 1.Let students practise their English listening comprehension.2.Students can understand new words and phrases in listening paage.Importance and difficulties： Learn tips to English listening.Teaching steps: Listening

一、听对话，选择与其相相符的图片。

二、听对话，选择正确答案。

6.What does the boy want to be? A.A athlete

B.A doctor

C.A scientist 7.When will the train leave? A.At 8:30

B.At 8:50.

C.At 9:00.

8.How is the weather today?

A.Rainy

B.Sunny.

C.Cloud

9.Why does the boy want to be a basketball player? A.He wants to make money.

B.He likes playing basketball. C.He wants to be famous.10.Can the girl take some snacks to the party? A.Yes, she can

B.No,she can’t

C.We don’t know

三、听对话，选择正确答案

听第一段对话，回答第11-12小题。

11.What was Tom doing when his mother came back last night? A.Watching

B.Playing computer games. C.Surfing on the Internet.

12.Why wasn’t Tom’s mother angry with him? A.Tom always studies hard.

B.She also has an interested in aliens C.She was tired 听第二段对话，回答第13-15小题。 13.Where did some people see the UFO? A In Hangzhou.

B.In Suzhou

C.In Guangzhou.

14.When did they see it

A On June 7th

B.On July 8th

C.On July 6th

15.What did the UFO look like? A.A plane

B.A bird

C.A dish

推荐第10篇：大学体验英语听力下册教案

Experiencing English Advanced Listening and Speaking

Book II 大学体验英语听说教程

下册

1 Unit 1 International Conferences

Teaching Objectives: In this unit, students will listen to an introduction speech at an English Language Teaching Conference in the Listening Task section and a speech on mnemonics for real world listening.They are expected to find many useful concepts and practices for English language learning in this unit, so tell them to pay particular attention.

Teaching Difficulties: 1.Students may encounter some difficult words while listening, and they are required to figure out the contextual meanings of these words.It takes time and the instructor has to take pains to gradually acquaint students the skill of how to understand unfamiliar words while listening.

2.Students may come acro difficulties of taking down notes while listening.The instructor has to pause while listening to tell the students how to jot down brief notes in proce of listening comprehension.

Teaching Procedures: 1.Warming-up exercise The purpose of this task is to draw students into the unit by asking them to reflect on their personal experiences and linking those with the unit topic.Instructors are advised to ask students as many questions as they can think of, relating to the conference a student talks about to the cla.The purpose of your questions is to give the students an opportunity to speak up in English, and also to get students thinking about the unit topic.2.Vocabulary—Read and Choose strategy: n.a particular plan or method for winning succe in a particular activity insight: n.deep understanding, the power of using one’s mind to understand something deeply effective: a.having a noticeable or desired effect; producing the desired result honored: a.feeling very proud and pleased principle: n.a general truth or belief that is used as a base for reasoning or action or for the development of further ideas overall: a.including everything

acclaimed: a.publicly praised by a lot of people currently: adv.at present fundamental: a.of or forming the basis or foundation of something; eential meticulous: a.very careful; with attention to detail fluency: n.the quality or condition of speaking a language very well iue: n.an important point; a point in question or a matter that is in dispute or may be argued about because of its importance 3.Listening Task Pre-listening Activity: Students are asked to present their problems in learning

2 English and discu these problems in pairs.

Listening Activities: 1) First Listening

The chairperson at an International English Language Teaching Conference is introducing three speakers.Listen and choose the best summary of each introduction.2) Second Listening Who are the most likely to attend educational conferences? What do people share at an educational conference? Discu the words below.Then listen to Part 1 of the introduction again and circle the words that are mentioned.

Learning Strategies: Staying Motivated Studies have shown that motivation plays a huge role in learning and achievement.However, after many years of study, our enthusiasm can diminish.There are many ways to stay motivated and different methods to work well for different people.It’s important to find the method that works best for you.

4.Real World Listening 1 1) Ingrid Anderson is giving her speech to the conference.Listen to Part 1 and complete the sentences.Then choose the sentence that best states what Ingrid will talk about in the rest of her speech.2) Listen to Part 2 and complete the outline of this part of Ingrid’s speech.3) Listen to Part 3 and complete the following tasks.

5.Real World Listening 2 1) Listen to Part 1 and circle the best answer.2) Listen to Part 2.Which of the following is NOT one of Karl Gra’s concerns?

6.Post-listening Activity What would you ask if you were at the Q&A seion with the three speakers? Look at the following three examples and then write down three questions of your own.

7.Homework Students are asked to listen to Listening Tasks and Real World Listening materials one more time in their spare time.

Tapescript for Listening Tasks:

Introducing Speakers at a Conference [Part 1] Host: Good evening ladies and gentlemen and welcome to the fifth annual International English Language Teaching Conference.Every year English language educators of all kinds—teachers, lecturers, researchers, authors and publishers—come from all over the world to share research results, strategies and fresh insights for

3 effective English language teaching and learning.As usual, this year, we’re honored to have here some very highly regarded speakers, who are all leading experts in their fields.

[Part 2] Host: We have three speakers tonight.Our first speaker this evening is Profeor Ingrid Anderson.She will be talking about using mnemonics in vocabulary learning.Mnemonics are often mentioned as useful memory aids but how do they work? Ingrid Anderson will be telling us about some general principles behind mnemonics and how these principles can improve our overall learning. Ingrid Anderson has been an English language teacher for the past twenty-five years; she is the author of the widely acclaimed book Vocabulary and Language Learning and is currently a senior profeor of ELT at The Institute of Foreign Languages in Shanghai.It’s my great pleasure to introduce to you Profeor Ingrid Anderson.

[Applause] Host: Mr.John Bhudrani will follow Profeor Anderson to talk to us about another fundamental area of language—grammar.In particular John Bhudrani will be focusing on the confusing area of grammar and natural language.Why do some second language learners who pay meticulous attention to grammar, sometimes lack a natural fluency? John Bhudrani will be tackling this and other related iues in his speech. John Bhudrani’s career has taken him through twenty-two years of study, lecturing and research at Edinburgh University in the UK and Harvard University in the United States, where he is currently the head of the linguistics department.He wrote his Ph.D thesis on language teaching theory and is a leading expert in ELT pedagogy.Please welcome Mr.John Bhudranni. [Applause]

[Part 3] Host: Our final speaker will talk on a subject that teachers spend a great deal of time thinking about: motivation.Motivation has long been recognized as an important area of language learning—so how do educators create the best conditions to stimulate motivation? What can educators do when faced with a claroom of unmotivated students? Or, if a teacher is lucky enough to have well motivated students, how can that teacher get the most out of the students’ motivation? To help us find answers to these and other questions about motivation Ms.Naomi Green will be our third speaker.

[Part 4] Host: Naomi Green is a highly effective and experienced language teacher.She started her career in ELT more than thirty-five years ago and since then has worked all over the world as a teacher and an administrator.She is currently the director of the British Council in Tokyo.

4 She has a master’s degree in ELT and will soon complete a second master’s degree in applied linguistics at Reading University.She’s not only an excellent teacher but also an outstanding student of languages herself and is fluent in Spanish, French and Japanese.Ladies and gentlemen, please welcome Ms.Naomi Green.

[Applause]

第11篇：高中英语听力课试讲教案

听力课试讲教案

Grade level: First grade of high school Leon type: Listening Duration: 45 min Teaching objectives 1) Enable students to master different listening skills 2) Help students to learn more about …..Teaching aids: Multimedia devices; blackboard Teaching important and difficult points 1) Help students to understand the listening material 2) Encourage students to apply listening skills when listening to the material Teaching procedures Step 1 Warming-up (2min) Show some pictures to the students and have a free talk with the students.Step 2 Pre-listening (5min) Organize the students to have a brief discuion about the topic.Invite some students to share their ideas with the cla.Predict the main idea of the paage.After that, present new words and expreions to the students.Step 3 While-listening (25min) 1) Listen for main idea Ask Ss to listen to the paage but do not look at the questions, ask them to get the main idea of the paage.Invite students to share their ideas.2) Listen for answers to the exercises/detailed information Ask Ss to listen to the paage again.This time ask them to try their best to get answers to the questions.After listening, check whether Ss get the correct answer, and ask why.3) Play the tape again, focus on the part where they did not get the right information.Do you have any questions? Step 4 Post-listening (10min) Show them the listening text and ask them to read it aloud together.Step 5 Summary (2min) In this period, we mainly focus on the listening ability.It’s very important.If your listening is poor, you’d better practice more.The more you listen to English, the better your listening is.Remember: Practice makes perfect.Step 6 Homework (1min) 1) Read the listening texts again and try to retell the paage in your own words 2) Search more information about ….口语课试讲教案

Grade level: First grade of high school Leon type: Speaking Duration: 45 min Teaching objectives 1) Students will be able to use some important words and expreions 2) Students will be able to expre their ideas or thoughts clearly.Teaching aids Multimedia devices; blackboard Teaching important and difficult points 1) Help Ss to master the expreions of giving advice: 2) Talk about … by using … Teaching procedures Step 1 Warming-up Show Ss some pictures of … and ask students to describe what they are doing.Step 2 Lead-in Play the tape and ask Ss to listen to the dialogue.Ask Ss to predict what we will learn today.Step 3 Provide key sentence patterns & expreions Provide Ss useful sentence patterns and expreions to expre …..Step 4 Role-play/ Discuion Give the Ss a situation, and ask the Ss to work in pairs and make up a conversation.Ask the Ss to discu the topic with their partners.After that, invite Ss to present their ideas in front of the cla.Step 5 Summary In this period, we mainly focus on how to….It’s very important.You should know how to … in real life after this period.You should memorize the useful expreions we learned today.I hope you can practice more after cla.Remember: practice makes perfect.Step 6 Homework 1) Collect more expreions and sentence patterns that can be used to expre …..2) Find a partner to practice how to … in different situations.词汇课试讲教案

Grade level: First grade of high school Leon type: Vocabulary Duration: 45 min Teaching objectives 1) Enable students to know the meaning of new words and grasp the usages of such important new words 2) Enable Ss to use such new words in their own writing or speaking Teaching aids Multimedia devices; blackboard Teaching important and difficult points 1) Explain the meaning and usage of the words to the students 2) Enable Ss to use the new words when they expre themselves Teaching procedures Step 1 Lead-in Revision.Last period, we have finished the reading of the paage.Now we will learn the new words in the paage.Let’s look at the underlined/italic/bold words.Step 2 Gue Ask Ss to gue the meaning of the words in the context.Or give students some examples and ask Ss to gue the meaning of the words.Step 3 Explanation Explain the meaning of the words to the Ss.After explanation, present the usage of the words to the students and provide examples to help them understand how to use them.Step 4 Practice Ask the students to make sentences with new words by themselves.Invite Ss to share their sentences with the whole cla.Step 5 Summary This, period, we have learnt several new words:...we have learnt the usage of these new words.I hope you will memorize these words, as well as the usage of these words.I suggest you use the new words as often as poible.In this way, you will know how to use the words, instead of only knowing the meaning of the words.Step 6 Homework 1) Look up these new words in the dictionary, and get more meanings and usage of them in the dictionary.2) Finish Exercise 2 on page 11.

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New words: New phrases: Step5: Summary Ss summarize what we have learnt and key points.Make an aement on each group.Step6: Homework Write a diary with simple past tense.Blackboard design： Title: Questions: New words : 文章线索（便于复述）

口语课教学过程：看图，问答练习，重点句呈现讲解，小组练习，展示成果 Teaching Objectives: 1.Be able to master the following words and sentence pattern.And learn the expreion of giving advice .2.Be able to talk about one‟s health problems and give advice fluently 3.Improve the cooperative spirit and care more about yourself and your family members‟ health.Teaching Aids: Pictures, a tape recorder and ppt.The teaching Focus: 1.Master the following words and sentence pattern.2.Master the expreions of giving advice The Teaching Difficulties: 1.Students may find it difficult to remember all the target new words in the cla; 2.Students may find it difficult to give appropriate advice to the certain disease because of their limited life experience.Teaching procedure: Step1：Warming up Greet Ss by asking them: How are you today? Then I‟ll tell Ss that I‟m not feeling well today (Write the sentence on the blackboard and guide Ss to read it.) and get Ss to gue the reason freely.If Ss can‟t get the answer, I‟ll tell them that I didn‟t have a good sleep last night.So I have a headache.(I say this by doing a gesture) Step2: Presentation of words and sentence patterns 1.Let one student imitate he has a kind of disease and ask the cla gue what „s the matter with him.Use the following sentence:”what‟s the matter with him?” “I have a stomache.”

2.Show Ss pictures of diseases.( Write the words on the black board.) Step3: Pair work Ask Ss to work in pairs and talk about health problems by using the bandage given and using the target language: What‟s the matter? I‟m not feeling well.I have a … Step4: Presentation of expreions of giving advice Tell Ss that I have a cold/cough, ask them: What should I do? Ss may give different answers, collect their answers and help them to use: You should/shouldn‟t do… During this activity, some phrases will be learned: ...Step5: Role play 1.Show the sample dialogue and ask Ss to complete it according to the picture orally.Ask Students to make a four -people group, one of them is a doctor, the other three are patients.Ask the Ss to role play a dialogue .A: What‟s the matter with you? B: I‟m not feeling well.I have a _______.A: When did it start? B: About______ ago.A: Oh, that‟s too bad./ I‟m sorry to hear that.You should/shouldn‟t ________ and you should/shouldn‟t ________...B: Yes, I think so.A: _________________.B: Thank you, doctor.Step5: Summary Ss summarize what we have learnt.Make an aement on each group.Step6: Homework Try to make a story according to the dialogue.Blackboard design： Title: New words and phrases : Sentence pattern : 语法课：复习导入，查找标记相关句子，总结规律，练习（造句，讨论） Teaching objectives: 1.Enable the Ss to know the uses of adjectives ending in -ing / -ed and the differences between them.2.Master the following words and sentence pattern.Main word and Expreion: amazed, amazing, interested, interesting, bored, boring.Main structure: The claroom was amazing.I was completely amazed by the claroom.Teaching aids: Pictures, a tape recorder and ppt.Teaching important points: Get the Ss to know the differences between the adjectives ending in -ing and -ed and learn the uses of them in the sentences.Teaching difficult points: Understand the differences between the adjectives ending in –ing and –ed and apply them in the sentences .Teaching procedure: Step 1 Lead in Greet the students and say some words which includes the language points.Then tell them what we are going to learn is the differences and uses of the adjectives ending in –ing and –ed .Ask students to think about the question below and try to figure out the right answer.---Can you make a distinguish between the two sentences? I am bored.I am boring .Step 2 discovering and explaining.Ask the students to read the text and try to find out the sentences which have the adjectives ending in -ING and –ED.Try to find the differences and understand the meaning of these adjectives.Step 3 Group work Let students work in groups and have a discuion.Try to find the differences of these adjectives and explain the meaning of these sentences according to the context.Step 4 Conclusion and exercise Invite students to make a report about their group discuion and teacher will make a conclusion according to their report.Find the grammar rules: 1: The –ing form describes the people or things that cause the feeling;（令人„）2: The –ed form tells us how people feel.（感到„）

Give some examples to show what they have learned and ask students to do exercise and check the answers.Fill in the blank with the correct forms of words.It is a ____ (bore)party and I feel__(bore).Step 5 Homework 1.Find out more adjectives ending in -ing and -ed and sentences.2.Use the -ED and -ING form of the words “bore” “interest” “amaze” and “embarra” to make sentences.Blackboard design： Title:

Teaching procedures:

Step 1: Greetings

T: Good morning, everyone.

S: Good morning, Mr Dai.

Step 2: Lead-in

T: My lovely Ss, please look at the screen.What is the topic of our cla?

Ss: Unforgettable experiences.

T:Yes.Please use one word to describe it, such as “happy”.S1:…

S2:…

… …

T: perfect, all of you are knowledgeable.

(Ask Ss one by one, and choose some words write down on the blackboard.)

T:Okay.You see, all of you used many different words to describe, like…(write down on the blackboard.)

Step 3: Activities

1.Acitivity1: Telling story

(Make a short conclusion)

T: Different people have different understanding of our topic.Now, look at the screen, I’ll show you some aspects of our topic.First, unforgettable experience sometimes means something leaves deep impreion on you.Such as……(the words of Ss’) It also can means events, some are good, and some are bad.(Olympic Games, natural disasters, etc.) Or, it may be means something very meaningful.And, it also can means your unforgettable trip; you went to some famous places.For example, went to zoos.Yes, I have gone to Linyi Wild Zoos last week.I saw many different kinds of animals there.It’s so enjoyable and meaningful.You can see the pictures….Do you want to know more information about my “Zoo’s trip”?

Ss: Yes.

T: OK.Let’s see it together.

(Present the route of my tour on the blackboard or ppt, use First—Next—Then—Finally to describe.)

T: Look at my route on the Blackboard:

(My own experience:

It was a fun day.I went to Linyi Wild Zoos with my friends.First, we took on the bus at bus station.Because we would see many dangerous and ferocious animals such as lions, tigers, wolves , etc.After about half an hour, we backed to the station.Next, we walked to see some gentle animals like pandas, different kinds of birds, monkeys, swans and so on.Then, we went to see the animals’ shows.They are so lovely, interesting and smart.Finally, we went to the restaurant to have dinner.Although all of us were very tired, we were happy and enjoyable.)

T: How do you think of my experience?

Ss:…

T:But I believe yours must be better than mine.Now, working in pairs, share your own unforgettable experiences with your partner.

T:I can see all of you are eager to tell your stories...., who do you think has the most interesting story in our cla?

S1:**.

T:OK.Thank you.

Jack, please share your unforgettable experience.

S2:…

T:You say that… Whose story are you interested in , you can call his or her name.

…

T.All of you did a very good job.And I am very proud of you.Give you a big hand.If you want to know more, you can communicate with your clamates after cla.

2.Activity2: Making story

T: Next, let’s play a mini-game.

Looking at the blackboard, there are two faces, one is… the other is…

I will ask two students to write down some relevant words or phrases.

… …

T: Now, I have several envelopes in my hands.Do you want to know what is it in it?

Ss:Yes.

T:Okay.I will divide you into several groups.Each group chose one envelope.And you will know the secret in it.

(Making the short dialogue according to the paper in envelope.After they finished, ask one student of each group to stand on the stage to tell their story.)

Step4: Summary

T: We have learned many useful words, phrases, and sentences to describe our own experience.In next days, you can use them to talk about things, people and events in your own daily life.

Step5: Homework

T: After cla, each group prepare a play according your story.At next cla, you will have a role play.Are you clear?

高中英语教师资格证面试教案模板二

Teaching Objectives(教学目标)

1.Language Objectives (知识目标)

2.Ability Objectives(能力目标)

(1)Enable students to …

(2)…

3.Moral Objectives (情感、态度及价值观目标)

(1) Help students to learn that…

(2) …

注：

1.Teaching Objectives的三个目标可以根据授课内容不同加以取舍。

2.语言目标主要包括本课将讲授的重点单词，短语或句型结构。

3.能力目标指对学生听说读写能力的培养。

Important Points(教学重点)

1.Master two important reading skills

2.…

Difficult Points(教学难点)

1.How to analyze the text and grasp the main idea of the text;

2.…

Teaching Methods(教学方法)

1.Communicative Approach .........

2.Teaching Aids: a tape recorder, a projector and a computer …

1.注：教学方法根据教学内容选择。

Teaching Procedures(教学过程)

Step I Lead-in (1 mins) 导入

1.…

2.…

注：Lead-in部分是通过复习、图片、问问题、提问、讨论相关话题等教学手段引入本节课的授课内容。

Step II Fast Reading (3 mins) 新课学习

注：Reading是通过 skimming 或scanning等教学手段使学生对课文大意，或课文结构等有所了解。

Step III Important words and phrases: (3 mins) 新课学习

Eg.1.apply for …(顶多讲两个!)

2.…

注：词汇课是通过对单词或短语的讲解使学生对具体知识等有详细了解，并通过小题练习，或者互相提问相关问题理解并掌握运用知识。

Step IV Careful Reading (5 mins) (顶多讲两个!)

注：Careful Reading主要是处理课文中较难的单词，短语，句子结构，或课文篇章理解。如：

Eg.1.The teacher is a very enthusiastic woman called Ms.Shen.

called Ms.Shen 是过去分词短语作定语，与所修饰的词之间存在着逻辑上的被动关

系，相当于定语从句who/that was called Ms.Shen。如：

---We visited the new library built three weeks ago.

---The first textbooks written for teaching English as a foreign language came out in the 18th century.

---Most of the artists invited to the party were from South Africa.

注：短语一般放在被修饰词之后，单个过去分词放在被修饰词之前.

2.…

Step V Summary (1 mins) (小结)

注：Summary 是总结讨论本节课的学习内容。如：

We have known the Likang’s life at Senior High, is your English claroom like Likang’s? Is your cla the same size as his? Is the number of boys and girls the same? Are you looking forward to doing your English homework? Now please discu with your partner and compare your school life with Likang’s.

Step VI Homework Aignment (1 mins)(作业布置)

第12篇：初一英语听力

i.听句子，从下面每小题的A、B、C三个选项中选择最佳答句。(每小题念两遍) (共5小题，每小题1分)

1.A.There’re thirty teachers in our school.B.There’re sixty claes in our school.C.It’s thirty-six.

2.A.He works in Shenzhen.B.He is a worker.

C.He works with machines.3.A.I’m playing basketball.B.He loves watching TV.C.Playing badminton.

4.A.In London.B.I lived here 30 years ago.C.I live with my parents.5.A.Last year.B.Next year.C.At the moment.iv.

听说话人读一封信，作笔记，（念两遍）每空1词，每词1分。（共5分）

16.Jerry is in England.He thinks people in England are very ________.

17.He is in Form ______ at Walker School.18.He likes reading _________.19.He is a member of Rugby ________.

20.At the end of the letter, he sends his best __________ to Linda.

听句子，选择正确的答语，每个句子只读一遍。 6．A．My name’s Sonia.B．Her name’s Jane.

C．His name’s Jack.

7．A．Yes, I am.

B．No, it isn’

C．Yes, I do.[答案]C

8．A．C-O-M-P-U-T-E-RB．No, he isn’t.

C．Yes, I can.

9．A．I’m fine, thank you.B．He is 34.

C．She is fine, thanks.

10．A．She’s in the room.B．They’re in

the drawer.C．It’s on the desk.

ii.

1.How many teachers are there in your school? 2.What does your father do? 3.What’s your favourite hobby? 4.Where do you live?

5.When will Jerry be in Form Two?iv Dear Linda,

Hi! The last time we met was in last summer.I’m sure you want to know something about my life now.I am in England at the moment.People here are very

friendly, so I’m happy to be here.

I’m in Form One at Walker School, you know, I like reading magazines and there are many in this school! That’s great!

And I’m a member of the Rugby Club.I learn many this summer holiday and we can play together thenI enclose some photos.Please write to me soon.Best wishes! Jerry

听句子，选择正确的答语，每个句子只读一遍。 6．What’s your name? 7．Do you have a ping-pong bat? 8．Can you spell“computer”? 9．How are you? 10．Where are your keys?

第13篇：英语听力心得

听力考试是英语过级考试中很重要的部分，许多朋友多曾对我说听力考试很难，无从下手，根据我自己的经验，我自己有一点心得，愿意提供给大家以供参考。

1、首先要做好心理准备。紧张不利于理解，只有放松情绪，听觉器官才能对声音信号作出敏感的反映，进而提高思维理解能力。因此如果考前感到紧张，不妨做一下深呼吸或想些与考试无关的事情。这样就很容易把精力集中起来，从而取得良好的听力效果。

2、理解好题意，做到心中有数。刚发下试卷的时候，首先应该把题中所问的问题大体浏览一遍，作到心中有数，这样做的好处是：第一，可以判断所听内容，第二，依据上下文有助于预测答案。这样在听录音的时候，我们就可以不免紧张，可以有针对性的去听，寻找有效信息。这是做听力题的首要前提。如果在考试开始就过度紧张而忽视了题意，就会造成本应该完成得非常好的题从手中错过。降低做题效率。

3、抢用短文，预测听写内容。听写的短文一般在100-200字左右，共重复三遍。考生可利用听指令前的空隙，略看一下短文，做到\"有的放矢\"。去年6月份大学英语四级考试中的听写文章：考生扫一眼便会知道是一篇关于policeman和他们的job的事，这样就不会措手不及，心慌意乱，影响正常水平的发挥了。

4、使用速记方法，从文中找出答案。一定要避免只顾记下听写的第一单词，而后面的几句后匆匆而过，来不及填写第二个空的情况针。我认为在考试中应采用速记方法，迅速记下每个听到的单词。所说的速记就是用一些简单的符号。缩写、字母记下所听到的内容，不让每个单词漏网。

5、综合多种技能和技巧来理解语篇寻求答案。

（1）、阅读技巧：应用平行结构预测所填内容

（2）、写作技巧：英文短篇的首句通常为topic sentence，注意此句的理解有助于听出下文空缺。

（3）、Key word通过关键词可预测答案

（4）、熟悉语法结构、句式等有益于听写。

（5）、听话听音：speaker的语音、语词、语气等都是很好的暗示，要充分利用。

（6）、不同的文体有不同的特点和写法，掌握这一点对听写大有裨益。

6、考前多练。有实力便有信心，如果再加上休息好，保证充足的睡眠，听写时更能发挥出色。

总之，听力技巧的掌握以综合英语水平为基础，这涉及到掌握的词汇量、词汇的熟练程度，阅读能力等考试的各个环节。我们只有在提高自己英语水平的各个方面的前提下才能更有效的提高听力成绩。我相信只要大家多听、多练，一定会在听力、听写测试中取得满意的成绩，顺利地通过大学英语四级考试。

第14篇：英语听力障碍

英语听力障碍剖析:提高英语听力水平所遇到的障碍可分为语言障碍和非语言障碍。要突破听力障碍 ,提高听力水平, 必须提高听力技能 , 扩大词汇量 , 提高基础英语水平, 了解文化背景知识 ,增强心理素质。语言教学的最终目的是培养学生的交际能力 , 英语教学亦不例外。在语言的交际过程中 , 听、说又是首当其冲 , 因为人们只有在听懂对方语言的前提下 , 才能获得对方的信息 , 并将自己的信息反馈给对方 , 从而达到交流的目的。英国著名的语言学家D1Jones认为 , 只有具备了良好的听力 , 才能学好语言。他认为 , 听力训练即是听力记忆的养成 , 听力记忆是可以通过训练 , 而且只有通过训练才能养成的。事实上 , 在英语学习过程中 , 大多数学生听的难度大大超过了读写方面的难度。造成这种状况的原因是多方面的 , 主要与我国传统的教学法 ———重视读写、忽视听说密切相关。

1语言障碍

英语听力水平是多种语言能力和技能的综合产物 , 它涉及到语音、语调、语法结构和词汇量等多方面的知识和技能。英语在语音、词汇、句子结构等方面与汉语有很大差异 , 中国学生在学习英语的过程中因单词发音错误 , 对于各种语法规则运用得不熟练 , 以及对句子重音、各种语调表意功能的不理解等等 , 均会造成言语听辨和话语理解上的障碍 , 其中语音和词汇是制约学生听力的主要语言障碍。非英语专业的学生听力普遍较差 , 主要问题是在语音方面 , 如强读和弱读、失去爆破、同化、省略、连续、重音、语调及语速等。他们把主要精力花费在阅读上 , 靠分析语法、词汇来理解语言材料 , 而不重视听力和口语能力 , 不重视言语技能 , 导致听不懂、讲不出 , 患了语言上的“聋哑症”。此外 , 学习单词、课文时 ,习惯于按词典注音力求“准确”地读 , 一音不漏 , 久而久之 ,习惯成自然 , 而在听到英、美人正常连贯的讲话、语音发生某些变化时 , 反应迟钝 , 一筹莫展。对一篇简单的对话或短文 , 一看就懂 , 可一听就懵。具体情况如下例句所述:

111同化现象

(1) I thought you would come.按字典注音去读这句英语是 [ait ju wud km] ,而在连贯的讲话中读成了 [ai’tu wud’km]。

(2) I haven’t seen him these years.按字典注音读作 [ai’h*vnt sin himiz jz] ,连贯讲话时读作

[ai’h*vnt’sin him’iz]。

112失去爆破现象

(1) She took good care of the children.[i’tu (k) ’gu (d) ’krv’tildrn]。

(2) We heard David sing last night.[wi’h (d) ’deivi (d) ’silas (t) ’nait]。

113连续现象

(1) Take a look at it.(2) I’ll be back in half an hour.

单词在书写时是由一个个有固定形状的字母组成 , 易于辨认 , 而在语流中 , 单词的元音和辅音都会发生读音变化 , 产生同化、连续、省音等现象 , 没有这方面的基本技能 , 自然会产生听力上的障碍。如

education [edju’kein] , 在语流中产生同化现象 , 读成 [edu’kein 这就增加了学生听力过程中的困难 , 加上学生受各自方言的影响 , 很容易在听的过程中造成听辨失误。

制约听力的另一个语言障碍是词汇。词汇是语言的三大要素之一 , 是语言的基本单位和主要单位 , 是语言体系中结构和意义的统一体。英国语言学家威尔金斯在《语言教学中的语言学》 (1972)一书中指出: 如果没有语音和语法 , 还可以传达一点点信息; 但是如果没有词汇 , 那就不能传达任何信息。词汇既是构成话语的基础也是理解的基础 , 没有词汇也就不能进行交际。那么 , 要通过顺畅地接收和理解言语信号就必须有足够的词汇量 , 而英语中的同音异义词 ,近音异义词非常多 , 一词多义的现象也很多 , 词组的构成也很复杂 , 于是在听辨过程中 , 如果对词义的理解太狭窄 , 很容易造成理解上的障碍。如: 如果只知道free 的意思是“自由的”, 不知道还可以作为“免费的”解 , 那么 , 听到“The wind mill costs money of course , but the wind itself isfree.”时就会不理解。“free”若作“自由”解 , 这句译出来即为:“虽然造风车要花钱 , 但风本身是自由的。”这样的理解自然不通顺 , 与上下文的意思不衔接。但若把“free”解释成“免费的”, 这句译出来即为“虽然建造风车要花钱 , 但风本身是免费的”, 就很好理解了。在另一句中“Dr.

Koope has called for a smoke-free America by theyear 2000”,“free”则应理解成“无 „„的”, 这句话的意思是:“库伯博士号召在2000 年以前建立一个无人抽烟的美国。”

此外 , 基本的语法知识的重要性也是不言而喻的。在听的过程中 , 没有一定的语法知识做后盾 ,即使掌握了语音、词汇 , 也犹如听天书。从哪个词到哪个词一句 , 必须根据有关的语法知识断句、理解 , 否则也会形成障碍 , 造成听辨失误。

2非语言障碍

非语言障碍是指学生在听的过程中 , 由于自身拥有的各种社会文化知识和心理素质所形成的阻碍。听力理解过程中是一种解码过程与意义再构建过程的结合 , 在这一过程中 , 听者的积极参与是至关重要的 , 听者的社会文化背景知识与他的语言知识同样重要。对于中国学生而言 , 了解英语国家的社会文化知识、风土人情、科技常识等等 , 是提高听力水平不可缺少的一个方面。不少学生往往听懂了大部分内容却因缺少必要的背景知识使理解受阻。社会文化知识是一个国家或民族所共有的知识 ,外国人只有通过学习来了解。对于学习外语的人来讲 , 缺乏社会文化知识是导致理解困难的障碍之一。如:

(1) 英汉两种语言的计数进位和序数习惯不同。汉语中有百、千、万、十万、百万、千万、亿„„而英语中只有 hundred , thousand , million , 所以听后不能立即反应过来。

(2) 不熟悉英语的人名和地名。如 Winston Churchill , Albert Einstein , Wall Street , White House ,Independent War , Thanksgiving Day等 , 这些词本身就与英美历史、社会、科技、经济、政治、风俗有关 , 如果对这些专有名词不熟悉 , 自然就形成了一种障碍。

(3) 缺乏背景知识。对于不熟悉西方社会的中国学生来讲 , 即使听到一句很简单的句子 , 也会产生理解障碍。如在一篇介绍美国电话网的内容中听到这样一句话“It provides 800 telephone service.”很多学生把它理解成了“该电话网提供 800 个电话服务。”这样的理解从词汇上、语法上讲没什么错误 , 但意思完全不对。在美国 , 打不收费的长途电话 (如旅馆预订等) 要拨“800”三个数字。因此这句话的意思是“加拨 800 是该网提供的免费电话服务。”有关调查显示 , 听力理解好的英语学习者在听的过程中很注意根据上下文推断意义 , 运用背景知识辅助理解 , 捕捉话语的真正含义。心理素质对听力理解也会产生重大影响 , 一个人、一个整体做事情成功与否与其心理素质有着十分密切的关系 , 心理素质的好坏与英语学习和考试 , 特别是听力的学习和考试尤其重要。一个心理状态正常的人与一个心理状态失常的人在同一时间里的学习效果是不一样的。有关资料表明 , 两个听力水平相同的人 , 由于心理状态不同 , 考试的结果要相差 30 %。心理素质对听力的影响既表现在对平时学习的影响又表现在对考试的影响。

心理素质差对平时学习的影响主要表现是: 思想涣散 , 注意力不集中 , 身在课堂心在外 , 脑子里全是与学习内容无关的东西 , 过分强调困难 , 埋怨客观条件不好。这主要是学生学习动机低落。学习动机是直接推动学生学习的内部动力 , 学生的学习积极性不高 , 教师和教材再好 , 也不会有什么成效。学习动机低落的原因可能是学生对听力课不感兴趣; 对听力感到特别困难 , 产生急躁情绪而丧失信心; 或者是对教师的教学方法反感 , 产生抵触情绪; 或者是认为学好英语听力对自己将来的工作没多大关系 , 等等。心理素质差对学生听力考试的影响表现为学生考试时所出现的情绪紧张。录音机一播放 , 就开始出现莫名其妙的心慌、惶惑 , 似乎除了自己的心跳什么也听不见了。造成这样心理障碍的原因是: 对听力考试心中无数 , 对自己的能力没有把握或估计过低 , 从而产生恐惧心理 , 害怕考试不过关。由于心理紧张 , 造成大脑记忆机能暂时减弱 , 考试结果自然不好。

听力不是孤立的语言能力 , 在听的过程中遇到障碍是必然的 , 但造成听力障碍的因素很多 , 与自身的学习基础有密切关系 , 每个人都不尽相同 , 要根据自身的弱点 , 有的放矢 , 循序渐进 , 克服障碍 , 提高听力水平。根据多年的教学经验和以上分析 , 我认为可分别从以下几个方面突破障碍: (1)掌握基本的听力技能 , 坚持不懈地提高和强化语言知识和技能 , 学会不完全爆破发音、音的同化与省略、意群和连读、音的强读与弱读、了解美音和英音的异同 , 这样在言语听辨过程中就能做出快速、准确的判断和反应。(2) 提高基础英语水平, 增加词汇量 , 加深对英语词义的理解。(3) 泛读、泛听、广泛积累有关社会文化背景知识 , 扩大知识面。(4) 能够把概括 ———分析 ———综合 ———记忆相结合 , 掌握推测信息的本领 , 提高抓住主题的能力。(5) 增强自信心 , 提高学习动力 , 消除心里障碍

第15篇：英语听力教学大纲

《英语听力》课程教学大纲

第一部分听力阶段

一、课程性质、课程目标与教学要求

听力课是英语教学中四项基本技能之一也是中国学生的一个难点。突破这个难关不仅有助于其它单项技能的训练同时也为培养学生的英语交际能力奠定一个良好的基础。听力课是英语专业的基础课目的是系统地训练和培养学生的英语视听和说的能力并在四年之内通过专业

四、八级考试。视听说能力是语言交际必不可少的手段之一也是中学教学中课堂教学的重要部分。因此培养具有一定听说能力并能用英语作为课堂教学语言的合格中学教师和相当水准的英语翻译人才是龙岩学院英语专业听力课程教学目的之所在。听力课是一门综合了语音、词汇、语法、惯用法、背景知识、记忆以及概括能力的学科它要求学生通过这门课的学习增长语言知识提高语言技能以及扩大知识面。听力课不同于书面语教学它要求学生注意力集中养成良好听力习惯提高英语语感包括音的辨别、句子结构的分析、内容的判断乃至短期和长期记忆的提高等。

二、关于教材与学习参考书的建议

本课程所使用教材

1、Listen This Way Book I II III IV

2、《听力教程》第

一、

二、

三、四册主要参考书

1、《八级听力训练》.

2、《VOA听力教程》。

3、《BBC听力教程》

4、《托福听力基础教程》

5、《英语专业四级听写与听力理解》

6、《TOEFL听力模考题精选》

7、《初级Listen to This》、《中级Listen to This》 Listen This Way 这套教材涉略广泛攘括了家庭教育、环境保护、儿童理财等方方面面。但该套教材难度梯度区分不大特别是第一册的教材对于大一的新生来说难度偏大所以教学进度得放慢此外教师应适当补充难度较适合学生的材料如《初级Listen to This》、《托福听力基础教程》以便培养学生的学习兴趣、树立学生的自信心。《听力教程》这套教材学生普遍反映太难且每单元的容量颇大较适合大二以上学生使用建议为学生订一套难度接近Listen This Way的课外补充教材。

三、课程教学内容纲要

第一学期

Unit 1 Can I Take a Meage I 2学时

Unit 2 Can I Take a Meage II 2学时

Unit 3 Clear or Cloudy 2学时

Unit 4 Can time More Backward 2学时

Unit 5 Flying In and Out.2学时

Unit 6 By Bus or By Train 2学时 Quiz Unit 7 This Way or That Way 2学时

Unit 8 Cash or Cheque 2学时

Unit 9 Toward Better Health I 2学时

Unit 10 Toward Better Health II 2学时 Mid-term Exam

Unit 11 The Interview’s Eye 2学时 VOA Special English 2学时 VOA Special English 2学时

Unit 12 Review 2学时 Exam

1 第二学期

Unit 1 Under the Same Roof 2学时

Unit 2 Smacking or Reasoning 2学时

Unit 3 A Sweet Sweet Home 2学时

Unit 4 Going to School I 2学时

Unit 5 Going to School II 2学时

Unit 6 The Computer A Neceary Evil 2学时

Unit 7 Earning and Spending Money Wisely 2学时

Unit 8 Choice Versus Chance 2学时

Unit 9 Review I Quiz 2学时

Unit 10 Smoking Kill 2学时

Unit 11 Eating the Right Things 2学时

Unit 12 Are You Fit and Healthy 2学时 VOA News Band Four Exercises 2学时 Unit 13 About Yourself 2学时 Review Exam

第三学期

Unit 1 Is the Earth Being Squeezed Dry 2学时

Unit 2 Let Bird Fly 2学时

Unit 3 EL Nino 2学时

Unit 4 Reports on Disasters Accidents 2学时

Unit 5 People Places I 2学时

Unit 6 People Places II 2学时

Unit 7 Aspects of Education I 2学时

Unit 8 Aspects of Education II 2学时 Mid-term Exam 2学时

Unit 9 A Kaleidoscope of Culture 2学时

Unit 10 A Glimpse of the Age 2学时 Quiz Unit 11 Enjoy Artistic Beauty 2学时

Unit 12 Review 2学时 Band Four and TOEFL Exercises 2学时 Exam

第四学期

Unit 1 Shopping and Banking Online 2学时

Unit 2 Hotel or B B 2学时

Unit 3 “Planting” Money 2学时

Unit 4 Loans for the Dream 2学时

Unit 5 Briefing on Taxation and Insurance Policies 2学时 Quiz Band 4 2学时

Unit 6 Wealth and Poverty 2学时

Unit 7 Fame and Fortune 2学时

Unit 8 Busine Succe 2学时

Unit 9 Feeling the Financial Market I 2学时

Unit 10 Felling the Financial Market II 2学时

Unit 11 New Trends in Trade 2学时 VOA News Band Four 2学时 TOEFL 2学时 Review 2学时 Exam

四、教学方案简要说明

2 听力教学的任务是进行专门的听力训练。其内容包括区别容易混淆的音素、单词和句子结构选择关键词和句子归纳大意掌握重要细节推测内在含义和事情的发展释意或复述掌握教学内容与笔记技巧以及对数字、时间、地名、方位等信息的快速反应等等。具体听力教学内容按学年分为

1、第一学年采用Listen This Way Book I、II面向21世纪课程教材普通高等教育“九五”国家重点教材《听力教程》第

一、二册普通高等教育“十五”国家级规划教材New Concept English Book II。新闻听力采用自己录制的VOA或BBC慢速英语的材料为学生听力水平打下良好的基础。

2、第二学年逐渐过渡到速度较快的Listen This Way Book IIIIV 《听力教程》第

三、四册普通高等教育“十五”国家级规划教材BBC或VOA常速新闻广播。采用TOFEL听力试题和相当于四级听力材料的试题作为听力题型训练教材以便应付专业四级考试。

五、课程作业与考核评价

每次上课结束后要求学生完成一定量的课外作业教师及时地检查、批改、并登记成绩。期末考试从该学期所学内容中抽取一部分30左右并从课外材料中选取符合本学期教学要求难度相当的语音材料作为考试的内容。该部分大概占卷面分的70左右。测试是检验和提高教学质量的重要参数也是执行教学计划的一个主要依据。一般课堂只以练习和提问为主期中和期末测试一次。每个学年考查和考试各一次。为了全面检查考生的英语听力水平既照顾到科学性、客观性又照顾到可行性同时为确保试卷的信度和效度。本科目的考试同时采用客观试题和主观试题测试题型可以是选择题、是非判断题、问答题、填空题以及写概要等等。

第二部分视听阶段

一、课程性质、课程目标与教学要求

课程性质

随着我国改革开放的不断深入外国影视特别英文原版片不断地进入我们的视野来到了我们的身边也在影响和改变着外语教学的传统模式和单一的“一支粉笔、一本书”教学手段。因此国内的外语院校都在尝试将原版的影视片引入外语课堂纷纷开设高级视听说课、英文影视欣赏课等新课程丰富了外语教学的课程结构。高级视听说课程为英语专业选修课由于课程所涉及的知识面广、专业性强、语言地道、词汇量大等特点该课程应在学生具备一定的英语听力基础时开设如英语专业三年级。英文影视欣赏课大多从文学艺术角度来赏析英文故事片因此文学艺术题材的影视已经有课程涉及。而高级视听说课则更多地关注英文科普、纪录影视包括英语电视新闻方面的内容。从这个角度选择视听材料可以 1在内容上不与英文影视课形成冲撞。 2在题材和语言风格上与影视课形成互补因为英文故事片里的对白很大程度上只是口语体的语言形式而英语科普、纪录影视的解说词则是很正式的书面语言有相当的难度。 3对学生进行科普知识的教育使英语专业学生也学习和了解科技知识拓宽知识面优化知识结构。

课程目标

本课程旨在通过英文电视新闻、英文科普片等纪实性影视的学习与赏析让枯燥和机械的英语听力训练变得更加生动、有趣易于让学生理解与接受使学生在巩固、

3 提高英语听力水平的同时也能拓展见解和视野学习科普知识为全面培养学生的英语语言交际能力奠定坚实的基础。

教学要求

视听说能力是英语专业学生语言交际能力的综合体现。通过本课程的学习要求学生能基本看懂CNN、VOA、BBC和CCTV电视节目中有关政治、经济、文化教育、科技等方面的报道或难度相当的电视时事报道以及短剧等基本看懂BBC系列科普纪录片和Discovery系列科普纪录片。语速为140-170字/分两遍可以听看懂理解率不低于60。

二、关于教材与学习参考书的建议

由于英语高级视听说是国内各外语院校近年来新开设的一门专业课程各个院校对该课程的教学都还在摸索和完善之中尚无完整成熟的教材。本课程宜采用自选自编的CNN、BBC以及VOA新闻采访报道的录相以及选用BBC系列科普纪录片和Discovery系列科普纪录片的部分内容如

1 BBC系列科普纪录片

2 Discovery系列科普纪录片

3 CNN电视新闻

4 BBC广播和电视新闻

5 VOA广播和电视新闻

6 CCTV9英语国际新闻

7英语专业

8级考试的听力材料 „ „

结合收看我校《英语在线》的相关栏目来进行教学以上内容的难度都达到或超过英语专业八级考试大纲和试题的要求。

三、课程教学内容纲要

教学纲要包括

1风光片介绍世界各地风景名胜、风土人情等如Full Circle110Pole to Pole18Landscape Mysteries18等片子

2动物片讲述野生动物生活习惯、生存状态等方面的内容如Wildlife Special111 Trial of Life112Wild Africa16等

3人类片介绍人类起源、人类习性以及人的感知觉等等如Human Face14Human Senses13Story of the Brain16等片子

4历史片讲述英国、美国等国家的历史发展等如A History of Britain115Letter From America18Kings Queens of England等片子

5地理片涉及地球进化、地理变化、环境保护等话题如Earth Story18Planet Earth 110 State of the Planet 13等片子

6文化片叙述西方文明、宗教的发展进程和历史的片子如 How to Be a Prince12Bible Mysteries19Story of God13等

7科技片涉及西方现代科学技术发展历史与现状的片子如ConnectionI、II、IIIA Science Odyey15Horizons 等

8艺术片说到西方绘画、音乐及其对人的影响等的片子如Civilization113How Art Made the World15Divine Michelangelo12等

4 9政治片介绍英、美国家政体及发展过程、世界反恐现状的片子如Windsor-Queens Castle13Power of Nightmares13等等

10国粹片向西方宣传中华文明发展进程的片子如Ancient Chinese InventionAnimal NamesakesArtifacts Brush With Wisdom等。

四、教学方案简要说明

高级视听说的教学内容

包括课程分为40单元每4个单元为一个相对独立的话题如:1.自然篇、2.动物篇、3.人类篇4.历史篇、5.地理篇、6.文化篇、7.科学篇、8.艺术篇、9.政治篇、10.国粹篇、等每个单元由5个视频片断组成每个片断配有练习如填空、问答、判断、生词、练习答案、录音录像的配套文字等组成。

教学方案

包括 1片段播放采用这种方法的目的在于对某一视听材料的精彩内容作深入透彻的理解。教师可以课前选取所需片断进行播放或在重点的地方暂停放像穿插讲解语言点和文化背景知识。 2要点回放教师将某一段难度大或值得学生反复观看的视听材料倒回去让学生再看一遍、二遍。目的在于让学生加深理解。此间教师可给学生布置一些有一定深度的练习让学生去做如情节复述、听写填空或写出要点与概要等。 3整片放映教师在播放某一视听材料时前需对片子的主要情节作一简要的介绍和解释提出一些在观看过程中需要学生引起注意的问题。然后将视听材料从头放到尾播放中间不作暂停学生带着问题边观看边寻找问题的答案。放完后教师再让学生针对所提问题进行讨论、回答。目的是训练学生对整体内容的理解能力同时避免学生只注意片子画面而不注意片子内容的现象。第1种方法使用了较为短小的视听素材能够让学生有足够的时间去消化、理解这些片子的内容。但因为老师采用的片子的片断学生对相关领域知识的了解就显得不够完整。而第3种方法可让学生完整地了解片子讲述的内容。但由于片子长信息量过大学生对片子内容的掌握就显得不够深刻、到位。所以这两种方法可以结合使用在精听片子的部分片段基础上进行拓展性训练把片子再完整地放给学生看做到精、泛视听结合以求收到更好的效果。

五、课程作业与考核评价

课程作业

1、教师可将相关材料制作成MP3格式让学生拷贝进行课外复习和巩固

2、将《英语在线》的相关栏目布置给学生收看

3、给学生介绍经典的英语视听网站如听力特快、普特听力、等并将相关栏目布置给学生收看让学生收听、收看英语广播、影视的习惯。

考核评价

考核评价是检验和提高教学质量的重要参数也是执行教学计划的一个主要依据。一般课堂只以练习和提问为主期中和期末测试一次。每个学年考查和考试各一次。为了全面检查考生的英语听力水平既照顾到科学性、客观性又照顾到可行性同时为确保试卷的信度和效度。本课程的考试同时采用客观试题和主观试题测试题型可以是选择题、是非判断题、问答题、填空题以及写概要等等。考试分为三至五部分总分100分考试时间为50分钟。

5 参考题型如下

第一部分Statements共有15题每题1分共15分。要求考生听完每题一句或两句的陈述statement后从试卷所给出的每题四个选择项中选出一个最佳答案。每题后约有10秒的间隙录音语速约为每分钟120个词念一遍。

第二部分Short Conversations共有10题每题1.5分共15分。要求考生听完每题所含的一组短小对话conversation后从试卷所给出的每题四个选择项中选出一个最佳答案。每题后约有10秒的间隙录音语速约为每分钟120个词念一遍。

第三部分Minitalks有三篇故事或介绍性短文共15题每题2分共30分。要求考生听完每篇材料及后面的5个问题后从试卷所给出的每题四个选择项中选出一个最佳答案。每题后约有10秒的间隙录音语速约为每分钟120个词念一遍。

第四部分News有2则CNN电视新闻广播要求考生听完后按试卷给出的要求填充信息每个信息点1分共20分。听完每则新闻后考生有3分钟时间答题录音语速约为每分钟120个词念两遍。

第五部分为Summary共有1题20分。要求考生在全面理解内容的基础上写出所听内容的大意共念两遍。命题应严格按照本大纲对于学生听力技能的要求不能随意提高或降低标准。命题应严格按照本大纲试卷结构要求设计试题不得随意改变。试卷分为试卷一和试卷二客观题部分为试卷一主观题部分为试卷二。客观题部分要求考生在答题卡上作答主观题部分考生直接在试卷上作答。每套试题要安排题目的难易层次。在一般情况下测试中心大意的题目占30测试细节和推理能力的题目占30写概要占40。试题中适当采用教材中的材料但分值一般不得超过总分的40。

第16篇：英语听力教学计划

西南科技大学城市学院2012 —2013年第1学期

教师授课计划篇二：英语听力3教学计划及要求

英语听力教学计划及要求

一、英语听力教学原则

1．教师传授学法与学生自悟学法相结合的原则

教与学是密不可分的有机结合体，教与学相互依存、相辅相成。任何一种教法都必须与学法紧密相连并同步展开。零课时听力教学的关键在于学生对学法的自悟。教师在指导过程中引导学生探求获得知识的过程和方法，提供学法模式，例如如何进行新闻听力训练，如何进行数字听写，如何学会小组训练，如何听说结合等等，然后鼓励学生在训练中自悟适合自己的方法。通过学生自身实践而总结出的学法，最有实用价值，学生也最容易掌握，很有倡导的必要。教师可通过专题讲座、咨询、学生学法经验交流等形式给予指导，从而使学生逐步掌握学习方法，学会自己总结、归纳、梳理知识网络，变学会为会学。 2．以人为本的导学制原则

零课时听力教学依赖的是学生的自主学习，这种学习离不开教师的指导，更准确地说，是离不开导师的指导。这种导学制最大的优势也即它最先进的一点是与传统的教育方式相比，它更具人性化，能更好地促进学生身心的全面发展。传统的教育方式下，学生与老师间的接触仅限于课堂上，而且交流话题也大部分仅涉及学习方面。而导师教学制则加强了师生间的联系。教师在整个过程中信任学生、了解学生、尊重学生，从而使学生在整个学习过程中都感到安全和自信，充分显示出自身的学习潜能。只有学生和老师建立了和谐关系，老师才有可能知道学生真正需要的是什么及有哪方面听不懂。

二、选用材料

a.教材：英语听力入门3000第三册 b.辅助材料：专项听力材料（网上选用），包括长、短对话；段落；新闻及听写专项练习；并选择与专业四级相关的材料。

三、操作过程 a.全学期教学中，安排课堂时间为学生的测试时间，考试前给学生布置听力材料有学生自己听，检查的方式就是考试。 b.学生的成绩构成：全学期共安排4次考试，每月1次，最后一次即为期末考试，学生的考试成绩比例为：4×25%=100分即每次考试均占总成绩的25%，期末考试与前3次所占比例一致，并且不再设平时成绩。 c.考试题的生成及布置作业

① 第1次布置作业在听力2最后一次课堂，并给学生讲清楚听力3的课程要求及完成该次作业的具体时间即寒假之中，开学2周内进行第一次考试；

② 第2次作业在第一次考试后布置，1个月左右进行第2次考试；第3次作业在第2次考试后布置，依次类推。学生必须在规定时间内完成各阶段的听力任务以备检查。

四、安排

学生寒假作业

完成听力入门3000第3册中第

1、

6、7等3个单元的听力练习，下学期开学2周内进行第一次考试。

第一个月安排2个单元，15篇听写，5套短对话，5套长对话，10条新闻带练习，第二个月考试；

第二个月安排2个单元，15篇听写，5套长对话，5套短文，10条新闻带练习，第三个月考试；第三个月安排2个单元，15篇听写，5套短文，5套新闻，第四个月即15-16周考试。篇三：英语听力3教学计划及要求

英语听力教学计划及要求

一、英语听力教学原则

1．教师传授学法与学生自悟学法相结合的原则

二、选用材料

a.教材：英语听力入门3000第三册 b.辅助材料：专项听力材料（网上选用），包括长、短对话；段落；新闻及听写专项练习；并选择与专业四级相关的材料。篇四：英语听力3教学计划及要求

英语听力3计划及要求

一、解读课程英语听力3，零课时教学

（一）关于零课时听力教学

“听力课时零化”指的是取消传统的听力课堂教学，使学生的课内学习向课外自主学习过渡和延伸，由教师指定学习内容，安排学习进度，指导学习过程，提供学习方法，监控整个学习过程，并对学习效果做出科学地阶段性地评估。作为一种新的教学形式，零课时听力教学既缓解了课时紧的局面，又弥补完善了传统听力教学中的一些不足之处。众所周知，传统的听力教学注重的是教师课堂上几十分钟的教学过程，教师在语言实验室操作主控台，训练的内容、方式和节奏都由教师决定，学生显得很被动，而且他们的听力能力差异在这种课堂中也无法纳入考虑之列。此外，背景导人——播放——对答案的常规教学模式也使得课堂显得非常乏味单调，其结果是学生虽然掌握了较强的英语文字功底，却仍然“有耳难明”。教学要充分发挥每个学生的“潜能”，教师要提供各种外在条件，不仅注重知识的传授，更要重视发展学生的个性，从而达到“自我实现”的教学效果；教学要培养学生学习的积极性、主动性、独立性和创造性；在教学中，学生应该懂得怎样学习，学会自我评价；在教学中，要十分注意情感的重要性，使认知因素、情感因素、体验性因素相互作用，产生优良效果。人本主义理论在我国教学中运用得还很不深入，还未形成完整的模式，但是其学习观是具有建设意义的。把认知主义学习观和人本主义学习观有机地结合起来，应成为我国英语听力教学改革的趋势。教育的根本目的是使学生成为独立、自主、有效的学习者，零课时教学要求学习者自主学习，教学的任务不只是知识的传授，更重要的是培养学生的能力，使他们能够不断地获取新知识，探索新问题。

（二）零课时听力教学原则

一种新的教学改革往往要基于创新的教学原则，才能发挥出它的特色和优势，零课时听力教学也应该有其教学原则来对其加以指导和调节。 1．教师传授学法与学生自悟学法相结合的原则

分显示出自身的学习潜能。只有学生和老师建立了和谐关系，老师才有可能知道学生真正需要的是什么及有哪方面听不懂。

二、选用材料

三、操作过程 a.全学期不上课，安排的课堂时间为学生的测试时间，考试前给学生布置听力材料有学生自己听，检查的方式就是考试。 b.学生的成绩构成：全学期共安排4次考试，每月1次，最后一次即为期末考试，学生的考试成绩比例为：4×25%=100分即每次考试均占总成绩的25%，期末考试与前3次所占比例一致，并且不再设平时成绩。每次考试均为统一考试，全年级学生在同一时间参加考试，学生缺考本次考试成绩为0分，没有补考机会；缺考2次该科成绩即为不及格。 c.考试题的生成及布置作业

① 第1次布置作业在听力2最后一次课堂，并给学生讲清楚听力3的课程要求及完成该次作业的具体时间即暑假之中，开学2周内进行第一次考试；

四、安排

学生暑假作业

完成听力入门3000第3册中第

1、

6、7等3个单元的听力练习，下学期开学2周内进行第一次考试。

第一个月安排2个单元，15篇听写，5套短对话，5套长对话，10条新闻带练习，第二个月考试；

第二个月安排2个单元，15篇听写，5套长对话，5套短文，10条新闻带练习，第三个月考试；第三个月安排2个单元，15篇听写，5套短文，5套新闻，第四个月即15-16周考试。另外请郭老师通知一下那些要补考的学生，补考题型和要求同上期完全一样，请学生准备，最迟第三周就会进行补考。小甘和我的班级加起来应该有60人左右要补考。

第17篇：英语听力教学

英语听力教学

在交际的过程中，交际的参与者首先需要听懂别人在说什么。Rivers和Temperley（1978）指出，在成年人的交际活动中，听的时间占45%，说的时间占30%，读的时间占16%，而写的时间占9%。由此可见，听力在交际过程中起着至关重要的作用。

一、听的心理过程

在听、说、读、写四项技能中，听往往被认为是一种接受型的技能（receptive skill），这是这并不意味着听是一个被动的接受过程，而是一个包含了听者复杂心理活动的主动的信息处理过程。

Andereson（1985）提出听力理解由3个相互关联而又循环出现的阶段组成：感知、分析和使用阶段。感知阶段指声音信号进入感觉记忆，信息保存的感觉记忆的时间约1／4秒，然后经筛选，其中一部分进入短时记忆进行加工处理；分析阶段指短时记忆中的信息经重组、编码后，形成有意义的命题，听者要对连续性的语流进行切分，切分的主要线索是意义，意义体现在句法、语音、语义3个层面上；使用阶段是将形成的命题和长时记忆中的已知信息相联系，确定命题的意义，当新输入的信息与已知信息相匹配时就产生理解。在使用阶段，当形成的命题与长时记忆中的已知信息相联系时，大脑便通过积极的思维活动去分析、合成、归纳，使其成为连贯的语言材料，从而实现意义的重构。然后将重构的意义而非原有形式在长时记忆中保留。听者的这种记忆能力将服务于以后的大脑信息处理过程。

解码理论在英语听力教学中的应用

听是获得信息的重要手段。在语言习得过程中，“听”不仅是取得语言知识的基本途径之一，也是保证语言规范化和加强语言实践的重要手段，是提高语言交际能力的中心环节。然而我国目前听力教学法的发展还不完备，许多教师还在奉行着老一套教学模式：“讲单词、放录音、对答案”。学生的自主性和能动性没有得到充分调动。这不能不令我们思考，如果听力的课堂形式就在于录音机、单词表、磁带和标准答案这些硬件设施的使用上，那么学生不如自学来提高，而教师又如何去体现“授课”二字的真正涵义呢？从高校英语听力教学大纲的基本要求中可以看出，听力课的主要目的旨在培养学生的听力技能，从而解决学生到底应该“听什么”、“怎么听”这一根本问题。本文讨论的是听者接受信息时的大脑思维活动，从而有针对性地探讨听音时听力技能的培养。

一、解码对培养听力理解能力的理论意义

若想制定出最有效地提高听力理解能力的教学方法，必须针对学习者本身进行深入地研究，研究其头脑中有关语言的思维过程与思维方式，从而合理地进行教学设计。

（一）听力理解的过程即是解码的过程

听力是一个接受、理解声音信息的过程，是听者对说者所传来的编码讯息进行解码的过程。

*辩音话者的言语声波在听者的耳蜗中转变为一种可供神经系统使用的密码，接着，听觉神经把密码讯号传到听觉语言中枢，引起这一区域的思维活动，对收到的密码信号进行分析、辨别、归类。听者要从这密码中分辨出语言的最小单位----音素，并分辨出哪几个音素构成音节，哪几个音节构成独立的意义单位。

*注释听者将这些独立的意义单位与自己大脑里储存的信息相对照，运用大脑里的词汇意义和语法结构知识进行注释。经注释后的信息就有了意义，但这意义还不一定符合说话者的原意。

*领会经辨音与注释后的声音信息还需听者进一步地加工而达到领会说话人的意图的目的。例如说话人的一句问话并不一定期待听话人来答复，也可能是以问的形式来表达批评、威胁、疑惑、祈使、请求、否定等目的。这就要求听话人综合考虑所说内容上下文的条理性和逻辑关系。重要的是这些并非都能依赖说话人直接道出的信息，多数情况是依据说话人所处的时间和环境，说话内容所包含的社会文化背景、生活习惯、价值观念以及听话人的知识经验等来领会。

经解码后的讯息这时才能成为对听者具有意义的信息。解码是赋予信息以意义的手段。

（二）大脑记忆信息的三个阶段

在使用阶段，当形成的命题与长时记忆中的已知信息相联系时，大脑便通过积极的思维活动去分析、合成、归纳，使其成为连贯的语言材料，从而实现意义的重构。然后将重构的意义而非原有形式在长时记忆中保留。听者的这种记忆能力将服务于以后的大脑信息处理过程。

（三）大脑的两种信息处理方式

认知心理学家进一步分析了解码过程中大脑对信息的处理方式，提出了自下而上（bottom up）和自上而下（top down）两种信息加工模式。自下而上的模式注重细节特征，是一系列由低级到高级，即由字词解码而最终获取信息的过程；自上而下的模式突出整体结构的识别，强调长时记忆中存留的背景知识经验在理解中的作用，是一个预测、检验和证实的过程。这两种方式相互联系，交互作用并且同时加工。从而在词法、句法、语篇等不同层面上共同促进听力理解。

不难想象，先前获得的知识经验，或称“图式”（schema）是解码的关键。如果图式丰富、正确，则预测合乎实际，辨认加速，理解加深；相反，如果图式欠缺，则辨认迟缓，理解发生障碍。

可见，听者接受信息不是一个被动的机械过程，而是一个复杂的心理过程和积极主动的思维过程。教师的任务是组织学生对磁带中传来的声音进行准确、快速地解码，并逐渐培养学生的解码能力，即听力技能。

二、运用解码理论对学生听力技能的培养

概括地讲，听力技能是一个综合技能，包括单词、句子、语篇水平等备方面的理解能力、判断能力、逻辑思维和概括能力。具体来说，听力训练应着重培养以下三种技能：

（1）有选择地集中注意力的能力

（2）预测和猜测能力

（3）记录能力

（一）有选择地集中注意力的能力

在Andereon提出的听力理解的3个阶段中，感觉记忆中的声音信号经过筛选，一部分进入短时记忆进行加工处理。但是短时记忆容量有限。心理学家认为，一般来说，一个人一次只能记8个不相关的数字，或7个不相关的字母，或6个不相关的单词，留存信息的时间也短，仅有1O秒。因此听音时听者必须有选择，即将注意力有选择性地集中在主要内容、主题思想及上下文内容的关键词上。学生们听音普遍存在的心理状态是：力求听出每个词、每句话。对话语的每个词赋予同等注意力，惟恐漏掉一点儿信息。有时这是办不到，也是不必要的。听文字材料的目的是要在了解文章大意、中心思想的基础上，抓住重要事实，要点和细节，尤其是一些重要数据。对含有when，where，why，who，how等的句子更应留意，它们往往载有重要的信息。至于遇到个别听不懂的词或句子，可暂且放过，坚持听完全文，有时理解了全文，个别的词也就明白其含义了。听力练习可采取解决问题或完成任务的方式进行。在练习中，学生必须从录音中筛选必要信息去解决某个难题或完成某项任务。

（二）预测和猜测能力

听懂话语的过程是一个“意义重构”的过程，而不是被动地接收的过程，听者必须运用已掌握的语言知识、常识及背景知识对语音信号进行解码，再粑解码过程中所获得的信息在长时记忆中保存，以备此后重建和预测信息。

由于人所表达的思想都有一定的逻辑思维关系，所以听者可以根据上下文关系，用词的含义及语调等的变化，对某些没听懂的部分进行合乎情理地猜测，也可以根据前文提供的“线索”对某些未知因素进行预测。预测和猜测可激发于听音的开始阶段，并贯穿于听音全过程。听者从headine topic和sentence中获取的初步信息有助于对下文的预测，同样从下文获取的信息又可用来纠正、补充前面获取的不准确或不全面的信息。听者还可运用自己的大脑中的图式或是利用文章中的多余信息来帮助解码，并猜测所听到的陌生词语或句子。预测和猜测者都是大脑采用了自上而下的信息加工方式，是一个预（猜）测、检验和证实的过程。在听音中预测和猜测是跨越时空，反复进行的思维活动，大大地加快了解码速度，提高了解码的准确性，对促进学生听力的提高起到不可忽视的作用。

（三）记录能力做笔记是听力训练中的重要环节，学生除了单一地接收信息外，还要对所接收的信息进行分析、归纳并记录。所以笔记要求学生对听力的理解不是笼统的、模糊的、单凭选择题和填空题的题于来提示信息含义的，而应该是具体的，有主次的。教师可以用中等长度的比较口语化的片段，训练学生区分主次观点的能力以及记录典型细节和例证的速度；可以通过新闻体文章或短文，训练学生抓关键词的关键内容；可以通过长篇演讲、专题报告，训练学生分清主次信息，使记录的内容逻辑条理清楚，层次分明，主题明确。另外，学生最好会自己拟定一些速记符号，以帮助记忆与回想。好的笔记最突出的特点是简洁、实用、明白。笔记能力的训练着眼于学生将来有独立担负以记录为手段的工作的能力。

三、结束语

根据语言学家的研究，听力理解能力是人的记忆能力、概括能力、预测能力、语言转换能力的综合体。可以说听力课的实质是一门技能课。明确了听力教学的这一本质问题，就会减少教师在课程设计上的盲目性。

因此，听力教学必须彻底改变以往那种讲单词、放录音、对答案的单一教学模式，代之以有系统、有重点的听力技能训练。这种技能训练方法的设计要遵循听觉系统解码的规律。

第18篇：英语听力Test4

Test 4

• 11.W: I thought you were going to drive carefully so you wouldn’t get a traffic ticket.• M: I was, but it didn’t work out that way.• Q: What happened to the man on that day?

• 12.M: I don’t think Jim particularly likes his cousin.What do you say? • W: You are smart.There have been hard feelings between them for years, but no one knows the • Q: What does the woman say about Jim and his cousin?

details.• 13.M: I can’t find the kind of jogging shoes I want anywhere in the town.• W: Why not order them from a catalog? It’s easier than running around town looking for them.• Q: What does the woman suggest that the man do? • 14.W: Have you had a chance to wear your new shirt yet? You must look good in it.• M: That reminds me.I’ve been meaning to exchange it for a larger size.• Q: What does the man imply about the shirt? • 15.W: Are you going to the post office for stamps or to pick up a package? • M: Neither, I left a letter for the postman to collect yesterday, but he forgot.And it has to be mailed today, so I’d better hurry.

• Q: What will the man do?

• 16.W：Which of these sweaters do you like better? • M: That is not an easy question for me to answer, since this one isn’t my favorite color and the other one is too fancy for me.• Q: What conclusion can be drawn from the man’s answer? • 17.W: Hi, George.Could you give me a ride? I want to buy some food for the picnic.• M: OK.I’m going home, but I can drop you at the supermarket.• Q: What does the woman want to do?

• 18.W: These tomatoes are huge! You must have watered them a lot! • M: Yes, I did.They ought to be ripe enough to pick by the next Friday when we have our picnic.

1 • Q: Where did the conversation most probably take place？

W: I often read two newspapers, Washington Post and The Sun.What about you? M: I will buy the newspaper whose headlines catch my eyes in the front page.Do you buy the two newspapers every day? W: Yes, that way I’m sure not to mi my favorite sections.Doesn’t the size of the daily paper surprise you?

• M: Yes, it certainly does.The newspaper staff—the reporters, writers, editors, and linotype operators—must be busy continuously.They need a large circulation to support such a staff, don’t they? • W: I’m sure they do.Of course, much of a newspaper’s income comes from advertisements.

• M: That’s true.You try to read the whole paper, don’t you?

W: No.I just read the parts that interest me.I glance at the headlines, but I read the sports page and the busine section carefully.Do you read those? M: No, but I do read the editorials and news section.You saw the article about the earthquake in Japan, didn’t you?

W: Yes.That was a terrible disaster.Do you think newspapers should print stories like that?

M: Certainly they should! They’re part of the news of the day and people want to know about them.Don’t you agree?

W: Yes, I suppose disasters are news, too.It seems to me that newspapers would be more pleasant to read if the had a large society section and more comic strips.Don’t you like to read articles about celebrations and happy events? M: Yes, I enjoy reading them.But since you don’t like to read unhappy news, why do you subscribe to two newspapers? If I were you, I wouldn’t read a newspaper at all.

• Questions 19 to 22 are based on the conversation you’ve just heard.• 19.What sort of newspaper will the man buy? • 20.What surprises the speakers? • 21.Which part of the newspaper does the woman usually read? • 22.Why doesn’t the woman enjoy reading about disasters in the daily newspaper?

• (Knock, knock…) • M: Come in.• W: Good morning, Mr.Brown.• M: Oh, come in, Mary.I’ve been expecting you.Take a seat.• W: Thanks.• M: And what can I do for you? • W: Well, I was thinking about taking a year off after we finish school this summer, and I wanted some advice.

• M: I see.You mean putting off going to university for a year?

2 • W: That’s right.I’ve been offered a place at London University, but what I’d really like to do is take • • • • • a year out first—do something different, maybe go abroad.M: So were you thinking of getting some sort of job, or traveling around? I mean, is your main aim to earn some money, or to do something else? Or do you want to do a bit of both?

W: I’d really like to travel –but I don’t have any money.But I’ve heard of an organization called Peterson International—and that’s what I want to ask you about.Do you know anything about it? M: Sure.It’s a charity and it’s aimed very much at young people like you, and what they do is to get teams of young people to work together on various projects all over the world –environment projects, community projects, that sort of thing.W: Um, it sounds great.Is it just English people on the projects? M: No, they’re international teams.You’d be working with quite a variety of people.Questions 23 to 25 are based on the conversation you’ve just heard.•

• 23.When does Mary want to take a year off? • 24.What project does Peterson International carry out? • 25.Where do the people in the Peterson International teams come from?

The days of the hunter are almost over in India.This is partly because there is practically nothing left to kill, and partly because some steps have been taken, mainly by banning tiger-shooting, to protect those animals which still survive.

Some people say that Man is a natural hunter.I disagree whit this view.Surely our earliest forefathers, who at first poeed no weapons, spent their time digging for roots, and were no doubt themselves often hunted by meat-eating animals.

I believe the main reason why the modern hunter kills is that he thinks people will admire his courage in overpowering dangerous animals.Of course, there are some who truly believe that the killing is not really the important thing, and that the chief pleasure lies in the joy of the hunt and the beauties of the wild countryside.There are also those for whom hunting in fact offers a chance to prove themselves and to risk death by design; these men go out after dangerous animals like tigers, even if they say they only do it to rid the countryside of a threat.

I can respect reasons like these, but they are clearly different from the need to strengthen your high opinion of yourself. The greatest big-game hunters expreed in their writings something of these finer motives.One of them wrote ―You must properly respect what you are after and shoot it cleanly and on the animal’s own territory.You must fix forever in your mind all the wonders of that particular day.It is better than letting him grow a few years older to be attacked and wounded by his own son and eventually eaten, half-alive, by other animals.

Hunting is not a cruel and sensele killing—not if you respect the thing you kill, not if you kill to enrich your memories, not if you kill to feed your people.‖

I can understand such beliefs, and can compare these hunters with those who hunted lions with spears and bravely caught them by the tail.But this is very different from many tiger-shoots I have seen, in which modern weapons were used.The so-called hunters fired from tall trees or from the backs of trained elephants.Such methods made tigers seem no more dangerous than rabbits.Questions 26 to 29 are based on the paage you’ve just heard.26.Why is there no more hunting in India now? 27.What is the main purpose of modern hunters’ killing? 28.What do we learn about the big-game hunters? 29.What is the speaker’s view on the tiger-shoot he has seen?

Diet, diet, diet! It gets to be a constant battle for many of us to stay fit and healthy.But diets don’t

3 always allow us to learn new eating habits, improve our self-image, or make lifestyle changes.Developing good eating habits and proper exercise is a permanent iue.And it’s the main topic of this workshop. In order to keep a healthy diet and minimize the risk of disease, it’s eential to eat a diet that consists of low-fat foods and to maximize energy with carbohydrates.

Beef, nuts, oils, and most dairy products are rich in fat, so you should eat le of those; while pastry, rice, potatoes, and bread contain almost no fat and are a high-energy source of complex carbohydrates.You know that many food manufactures use sugar to make low-fat or fat-free foods taste good, but don’t worry too much about that.You don’t necearily ―get fat‖ by eating sugar, since sugar is an indirect fat.

When you exercise, carbohydrates are the first calories to burn.If you want to burn off fat, it’s good to do some sort of aerobic exercise such as biking, swimming, running, or fast waking.But you have to keep doing this exercise for at least twenty minutes because it takes about that long before we start to burn fat.And then the effect of burning fat decreases after 45minutes of exercise.So if you do some sort of aerobic exercise for three to four days a week for about thirty to forty minutes, you’ll have an effective schedule for reducing weight.

Questions 30 to 32 are based on the paage you’ve just heard.

30.According to the speaker, which will burn most quickly with exercise? 31.What does the speaker say is burned at the beginning of exercise? 32.According to the speaker, what is the most effective exercise time schedule for reducing weight?

From the earliest times, the sea has been a place of secrets—a place of mysteries hidden from us by thousands of kilograms of water.The early Greeks sailed the oceans.They wrote about the seas.But since they could not dive deep into the waters, they could not lat bare these secrets and so the secrets remained.But today we have more ways to study the sea than did the early Greek.Scientists are learning about life in the sea, and how it may improve life on land.The study of sea plants and sea animals may help us learn new ways of getting food.

Scientists are searching the ocean floor for oil and gas, to keep our world running smoothly.And they are also learning how not to pollute the oceans.For if the sea dies, so does life on earth.The sea may even become our home some day.People are studying ways to build cities on the ocean, and make more room to live in an overcrowded world.

Modern study was done, at first, by divers.But it was too dangerous for divers to keep diving and coming to the surface.So now, laboratories on the ocean floor are the homes for divers for months on end.Divers can work outside in the water and return to the laboratory to eat and sleep.Little by little, we are solving the mysteries of the deep.Little by little, the sea is showing us how we can live a better life on land.Questions 33 to 35.33.Who wrote about the seas in early times? 34.What kept early people from understanding the sea? 35.What happens if the sea dies? 36.recently 37.decide 38.awarene 39.rising 40.improved 41.lowered 42.survive 43.thus leaving even le for the people in the underdeveloped areas to survive on 44.there are striking regional differences in the population growth trends 45.which at present contains about 3/5 of the people in the world

第19篇：英语听力文章

Pope Francis Represents Firsts for Catholics

From VOA Learning English, this is IN THE NEWS in Special English.这里是美国之音慢速英语新闻报道。

Former Argentine Cardinal Jorge Bergoglio has become the first Latin American to be elected leader of the worldwide Roman Catholic Church. 阿根廷前枢机主教豪尔赫·贝尔高利奥（Jorge Bergoglio）成为了首位当选全球天主教会领导人的拉丁美洲人。

At least 77 of the Catholic Church\'s 115 cardinals chose the new Pope during a vote in the Vatican in Rome.The new leader, called Pope Francis, later joked to the public that the cardinals went almost to the end of the earth to find a new Pope.天主教会的115位枢机主教中至少有77位在罗马梵蒂冈的这次投票中将票投给了这位新教皇。这位被称为教皇弗朗西斯的新任领导人随后向公众开玩笑说，枢机主教们为了寻找新教皇几乎踏遍了天涯海角。

He follows Pope Emeritus Benedict in office.The former pope resigned the position because, at age 85, he said he lacked the strength to continue his work.他将继任教皇本笃十六世的职位。教皇本笃十六世辞去了这一职位，因为他说以他85岁的高龄无力继续担任教皇。

On Thursday, Pope Francis led his first Ma as Pope for the cardinals who elected him.He urged them to remain faithful to the Gospel, the teachings of those who follow Jesus Christ, and avoid modern desires. 周四，教皇弗朗西斯为选举他的枢机主教们主持了作为教皇的首次弥撒。他督促他们继续忠于福音，忠于那些信奉耶稣基督者的教导，并避免现代的欲望。

Pope Francis was born Jorge Mario Bergolio in Buenos Aires, Argentina on December 17, 1936 to immigrant Italian parents.In 1960 he earned a philosophy degree from the Catholic University in Buenos Aires.Later he received a master\'s degree in chemistry at the University of Buenos Aires.He officially became a priest in 1969.For many years he taught in Catholic schools and schools for priests-in-training.Pope Francis became the new Archbishop of Buenos Aires in 1998.He was made a cardinal by Pope John Paul Second in February of 2001.教皇弗朗西斯于1936年12月17日出生在阿根廷布宜诺斯艾利斯的一个意大利移民家庭，其全名为豪尔赫·马里奥·贝尔高利奥（Jorge Mario Bergolio）。1960年，他在布宜诺斯艾利斯的天主教大学获得哲学学位，随后在布宜诺斯艾利斯大学获得化学硕士学位。1969年他正式成为一名神父。多年来他一直在天主教学校和神父培训学校教学。1998年教皇弗朗西斯成为布宜诺斯艾利斯的新任大主教。2001年2月，他被教皇约翰·保罗二世（Pope John Paul Second）任命为枢机主教。

Pope Francis is known for his conservative beliefs.Argentina became the first Latin American country to make same-sex marriage legal in 2010.At that time, he called on priests acro the nation to urge Catholics to protest.He said the legislation would be harmful to the family.But, even though he opposes homosexuality, he has called for respect toward people who love others of the same sex.教皇弗朗西斯因其保守信念而著称。2010年，阿根廷成为首个同性婚姻合法的拉美国家。当时，他要求全阿根廷的神父督促天主教徒对此抗议。他说，这项立法会伤害家庭。但是，即使他反对同性恋，他还是呼吁尊重同性恋人士。 As a priest and cardinal, Pope Francis also became known for his simple lifestyle, personal humility and commitment to social justice.作为神父和枢机主教，教皇弗朗西斯还因其生活俭朴、为人谦逊以及承诺社会公正而著称。 Pope Francis is the first Jesuit to be elected to lead the church.Jesuits are known for their commitment to the poor.教皇弗朗西斯是当选领导教会的首位耶稣会会士。耶稣会会士以其承诺清贫而著称。 Catholic Church expert Father Thomas Reese says Pope Francis rose through church leadership in Argentina while continuing a simple life.天主教会专家托马斯·里斯神父说，教皇弗朗西斯在阿根廷教会领导层升职期间任然过着简朴生活。

\"He takes his vow of poverty very seriously.He refused to live in the Bishop\'s palace, he moved to a very simple apartment, cooked his own meals and he didn\'t want the chauffeur-driven limousine that the bishop normally had.\" “他将清贫的誓约看得很重。他拒绝住进主教宫殿，而是搬到一个非常简单的公寓，自己做饭，也拒绝了主教通常都有的配备司机的豪华轿车。

This week, after holding his first Ma, the new Pope requested guards to take him to the hotel where he was staying so he could pay his bill and collect his suitcases.本周，在他主持了首次弥撒后，这位新教皇让警卫带他到他所住的酒店去支付账单和收拾行李。

The former Cardinal Bergolio is the first to choose Francis as his papal name.In doing so, Pope Francis has linked himself with the 13th century Italian priest who led his life in poverty, the man who became known as Saint Francis of Aisi.前枢机主教贝尔高利奥是首位选择弗朗西斯作为教皇名字的人。这样做，教皇弗朗西斯将自己和13世纪甘于清贫的意大利神父联系了起来，那名神父就是有名的圣·方济各。 Next week, the new Pope will be officially installed.下周，新教皇将正式就职。

奥巴马访中东促巴以恢复和谈

President Barack Obama will use his trip to Israel, the occupied West Bank, and Jordan to addre Israelis and Palestinians about reviving peace efforts.Iran\'s nuclear program and Syria\'s civil war are also on the agenda.奥巴马总统在访问以色列、被占领的约旦河西岸和约旦期间将敦促以色列和巴勒斯坦人恢复和平努力。他还会谈到伊朗核项目以及叙利亚内战的问题。

Obama last visited Israel in 2008 as a senator and presidential candidate.Now, he returns as a two-term president, but has been unsucceful in overcoming obstacles to Middle East peace.奥巴马总统上次访问以色列是在2008，当时他是参议员和总统候选人。现在他已是连任的美国总统，但一直没能成功地克服中东和平障碍。

He will carry no new peace initiative, but will deliver a meage.奥巴马这次不会提出新的和平计划，但会向巴以双方表明立场。

\"That peace between the Israelis and Palestinians remains a priority of the president,\" said White House Deputy Pre Secretary Josh Earnest.\"That\'s something that he isready to strongly support if that dialogue is ready to take off.\" 白宫发言人厄内斯特说：“以色列和巴勒斯坦之间的和平仍然是总统最关心的问题。如果他们准备开始对话，奥巴马总统和美国随时大力支持。”

The United States supports two states, Israel and Palestine, living peacefully alongside each other.But Obama\'s relationship with Israeli Prime Minister Benjamin Netanyahu has been strained, especially over Israeli settlements in the occupied territories.美国支持以色列和巴勒斯坦作为两个国家和平共存，但是奥巴马总统和以色列总理内塔尼亚胡的关系紧张，特别是在以色列在被占领区修建定居点的问题上。

Obama will reaure both sides that he supports their rights, and their security, says Neil Kritz of the U.S.Institute for Peace.The stakes are high.美国和平研究所的尼尔.克利茨说，奥巴马会再次向巴以双方保证美国支持他们的权利和安全，这件事赌注很高。

\"For this president, one of the key challenges will be at what point does a two-state solution become more difficult to achieve.He does not want to have as his legacy, being in his term the two-state solution was lost as an option,\" he said.克利茨说：“对总统来说，一个重要的挑战是，两国共存的解决办法在什么时候会变得更难以实现。奥巴马不希望两国共存这个解决办法在他任职期间变得毫无可能。他不想让这成为他的政治遗产。”

Obama was re-elected in November with 69 percent of the Jewish vote, despite Mitt Romneyquestioning his commitment to Israel.奥巴马去年11月再次当选总统。虽然其竞争对手罗姆尼质疑他是否坚决支持以色列，但是69%的犹太裔美国人投了奥巴马的票。

\"This president, as was shown in election after election, has been a true friend of the Jewish people, and American Jewish voters have shown him that,\" said Aaron Keyak, executive director of the National Jewish Democratic Council, which was invited to a recent discuion with the president.阿伦.克亚克是全国犹太裔民主党人理事会的执行主任，该组织最近应邀与奥巴马讨论中东问题。阿伦.克亚克说：“一次次选举表明，奥巴马总统是犹太人民的真正朋友。犹太裔美国人也向他显示，我们认为他是真正的朋友。”

Eric Fusfield of B’nai Brith International calls Obama\'s Mideast visit an opportunity to see what is really happening on the ground.圣约信徒国际理事会的埃里克.福斯菲尔德认为，奥巴马的中东之行会让他有机会看到那里究竟发生着什么。

\"There is really no substitute for face-to-face contact, people at the graroots level, seeing and feeling what\'s happening in Israel today,\" he said.他说：“什么也代替不了面对面的接触，和基层民众接触，看到和感受到以色列的现状。” Several Arab-American groups also came to the White House, including the American-Arab Anti-Discrimination Committee.Its president, Warren David, says Arab Americans told Obama they\'re disappointed in the lack of progre toward a Palestinian state.阿拉伯裔美国人反歧视委员会等几个阿拉伯裔美国人团体最近也应邀前往白宫，阿拉伯裔美国人反歧视委员会的主席沃伦.大卫说，阿拉伯裔美国人告诉奥巴马，他们对巴勒斯坦人建国缺乏进展感到失望。

\"I said point blank, I am hoping that you are going to leave a legacy, and that this is something that you will accomplish as president.And I would have to tell you that in the beginning I was very, very peimistic, but I left being a little more optimistic because of what the president said, what his advisers said,\" he said.他说：“我直截了当地说，我希望你作为总统能促成这件事，留下这个遗产。一开始我非常悲观，在听到总统及其顾问谈话后，我有些乐观了。”

David says Arab Americans told Obama they hope there will finally be peace between Israel and the Palestinians.大卫说，阿拉伯裔美国人告诉奥巴马总统，他们希望以色列人和巴勒斯坦人之间最终会实现和平。

奥巴马结束对以色列和约旦河西岸的访问

U.S.President Barack Obama is winding down a visit to Israel and the West Bank that has included talks with Israeli and Palestinian leaders and calls for the two sides to resume peace efforts.美国总统奥巴马即将结束对以色列和约旦河西岸的访问，他在访问期间与以色列和巴勒斯坦领导人举行了会谈，并敦促以巴双方恢复和平努力。

Mr.Obama on Friday called for tolerance against others in a visit to Israel\'s Holocaust memorial.奥巴马星期五在参观以色列的大屠杀纪念馆时发表讲话，呼吁人们相互容忍。

Mr.Obama and Mr.Netanyahu are expected to have one more meeting before Mr.Obama departs for Jordan.The two men are likely to discu Mr.Obama\'s Thursday speech in Jerusalem, where he said peace with the Palestinians is the \"only path to true security.\" 奥巴马在前往约旦之前将和以色列总理内塔尼亚胡再次会晤。他们俩人可能讨论奥巴马星期四在耶路撒冷发表的讲演。奥巴马在讲演中说，同巴勒斯坦实现和平是“实现真正安全的唯一途径”。

Mr.Obama said Israeli leaders must recognize that \"continued settlement activity\" on land the Palestinians claim for a state is \"counterproductive.\" Mr.Obama also said he believes Israel has a genuine peace partner in Palestinian President Abbas.奥巴马说，以色列领导人必须理解，继续在巴勒斯坦人宣称建国的土地上兴建定居点会起到“反作用”。奥巴马还表示，他相信巴勒斯坦权力机构主席阿巴斯是以色列的真正和平伙伴。

美国最低工资标准与妇女

President Obama\'s recent calls to raise the federally mandated minimum wage in the United Stateshas galvanized activists on labor iues, including those who note the wage boost would especially benefit women.美国总统奥巴马最近提出提高美国的最低工资标准，从目前的每小时7.25美元增加到9美元。劳工活动人士说，提高最低工资标准对妇女更有益。

Activists in the United States are preing the government to boost the minimum wage.美国劳工活动人士一直在要求政府提高最低工资标准。

President Obama supported this call in a recent televised addre.奥巴马总统最近对这个要求表示支持：

\"A family with two kids that earns the minimum wage still lives below the poverty line.That\'s wrong,\" said President Obama.“父母挣最低工资的双子女家庭生活还在贫困线之下，这是不对的。”

While women make up about half of the U.S.workforce, they hold more than half of the nation\'s minimum-wage jobs, says Joan Entmacher of the National Women\'s Law Center.全国妇女法律中心的恩特马切尔说，女性占美国工作人口的大约一半，美国最低工资工作的多一半由女性承担：

\"They\'re the people who serve you food in restaurants or prepare it behind the scenes,\" said Entmacher.\"They\'re the people who clean your offices at night after you go home or clean your hotel rooms.Those are the really low paid jobs, and they are overwhelmingly filled by women.\" “妇女在饭馆里为客人服务，她们晚上在人们下班以后打扫办公室，她们打扫旅馆房间。这些都是低工资工作，这些工作大部分都是妇女在做。”

That is why women have the most to gain if the minimum wage is boosted, she says.恩特马切尔认为，提高最低工资标准对妇女最有好处：

\"It\'s really important to women because two out of three minimum-wage workers are women,\" she said.\"But when women have more income, their families are better off, their children are better off, and the whole economy is better off because they have more money to spend, and that creates jobs for other people.\" “当妇女有更多收入时，她们的家人会生活得更好，她们的孩子会得到更好的照顾，整个经济都会更好，因为妇女有更多可支配收入，会为其他人创造就业机会。”

It can be especially hard to make ends meet in a tight economy.Debra Z.Roth found low-wage work during the receion, after surgery and a layoff from her well-paid job.在经济不景气的时候，要照顾家庭的妇女会感到压力更大。罗斯原本收入不错，被裁员之后，她找了一份低工资工作。

\"I have a lot of confidence about the things that I\'ve done, but the way in which the lo of money and the inability to feel secure affected me and affects other people is like the ground was taken out from under me,\" said Roth.她说：“我原本对自己的工作能力很有自信。但收入减少以及随之而来的不安全感影响了我，就好象是双脚突然踏不到实地了。”

Now, Roth holds a job in her field - communications chief at the Washington-based Wider Opportunities for Women.She identifies with its aim to help women become financially secure, recalling her own struggle with low-wage living.现在，罗斯在华盛顿的“妇女发展机遇”机构负责外联工作，这个机构的目标是帮助妇女获得经济上的安全感。罗斯忘不了她挣最低工资时的情景：

\"I ended up coming home at the end of the day and counting tips and so forth and realizing, \'I can\'t do this.I\'m wasting my time.I should be doing more to get a job that I can actually live on,\" she said.\"I cannot afford my rent.\'\" “我每天下班回家，先算算自己挣了多少小费，然后对自己说，我不能这样下去，我这是在浪费时间。我必须得找一个能养活自己、能有钱交房租的工作。” Workers have not seen the federal minimum wage increase since 2009.美国联邦最低工资标准自2009年起一直没有提高。

第20篇：英语听力稿

2017年汉阳区中考英语模拟试题(二)听力录音稿

第一节（共4小题，每小题1分，满分4分）

听下面4个问题。每个问题后有三个答语，从题中所给的A、B、C、D三个选项中选出最佳选项。听完每个问题后，你都有5秒钟的时间作答和阅读下一小题。每个问题仅读一遍。

Text1.What is it in that old box? Text2.Who will come to give us a talk? Text3.How are you going to Washington DC？ Text4.When will the performance start?

第二节（共8题，每小题1分，满分8分）

听下面8段对话，每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项。听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。每段对话仅读一遍。

Text5.W：May I help you sir? M：Yes.I’d like to try on some sports jackets.I prefer something like the one I wearing.Text6.M: Well, I’d better go home now.It’s been great see you again.

W: Oh, it was nice to see you, too.Text7.M: The plane will take off at 9:30.

W: So we still have half an hour.Text8.W: John, why don’t you sit down and take a rest?

M: I will be right there after washing the dishes.Text9.M: I heard you got full marks in the exam.Congratulations.

W: I’m sure you also did well.

Text10.M: Thanks a lot for offering to return these books to the library for me.

W: Four books? And I have four of my own to take back, too.Text11.W: Do you mind if I turn the television off?

M: Well, I’m in the middle of watching a program.Text12.M: Can you tell me what the word means?

W: Don’t you have a dictionary?

第三节

听下面4段对话或独白。每段对话或独白后有几个小题，从题中所给的A、B、C三个选项中选出最佳选项。听每段对话和独白前，你将有时间阅读各个小题，每小题5秒钟；听完后，各小题将给出5秒钟的作答时间，每段对话或独白听两遍。听下面一段材料，回答13至15题。

M: Hello, Alice! I’m in the park now.I wonder if I could talk to you about our evening party.W: Of course, Jim! Please go ahead.M: When do you think id the best time for the party? W: How about Friday evening? I will be free then.M: Sounds good.However, I might have something else to do then.

W: Is Saturday evening OK? It is a great time, too.M: Good.Shall I come to your house to talk about the party tonight? W: Sorry, I’ll be in the office the whole night.So let’s meet there, shall we? M: No problem.听下面一段对话，回答16至18题。

W: Hi, Tony.It’s only 7:10.There is still fifty minutes left for the cla.Why are you in a hurry? M: We must arrive at school twenty minutes earlier.That’s one of our school rules.W: Anything else? M: We must wear school uniforms.We aren’t allowed to choose our own clothes.W: Are you allowed to listen to music in the claroom.M: No.But we can listen to music outside the claroom.W: What about reading storybooks? M: We can only do that after cla.听下面一段对话，回答19至21题。

M: Wow, so many nice stamps! You must enjoy collecting them, Annie.W: Oh, they aren’t mine.All of them belong to my cousin Tony.M: Tony? Do you mean the boy who used to be lazy? W: Yes, Bill.Now he is working hard at everything.M: Amazing! W: People sure change.M: That’s true.By the way, are you allowed to collect stamps at home? W: No, my parents think I should pay more attention to my studies.Even if any friend came to my house, they would be mad.M: How strict they are! W: Yeah, but they think they are doing good to me.M: I think they might need to change their ideas about teenagers.W: Yes, you’re right.We are not children now.Sometimes they should think about our ideas.

听下面一段对话，回答22至25题。

Are you doing anything for Earth Day this year? I think it’s a really good idea.It shows people how they can help the environment.This year we are all going to the Jiufeng Area to do pickup.That means collecting all the trash that people drop, like Coke cans and sweet wrappers and other things like that.We’ll start at 8 am and then pick up litter until about 1 pm.Then we’ll have a huge picnic.It’ll be great.You are supposed to take food and there are places to cook hamburgers and hot dogs and other things.Then we’ll do pickup again until about 3 pm.We’ll have to be very careful to tidy up well after the picnic!

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