推荐第1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：
（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。
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2篇：高中英语听力课
Good morning, dear profeors.It’s my honor to stand here and share my leon with you.I am talking from the following aspects.This is a listening leon, taken from PEP Book 5, Unit4 for Senior 3 Ss, and the topic is making the news.First of all, I’d like to talk about the teaching and learning objectives: After the leon, my Ss will be able to know the qualities that a good journalist should have through listening and talking about the material.Most importantly, they will learn how to improve their own listening by developing their listening skills.In addition, helping Ss to foster a good interest in English and guiding Ss to clarify the occupation they will choose in the future are also very important .
Second, I want to tell something about the focal and difficult points: Although Ss have the basic abilities of speaking, listening, reading, they still need some help to develop the skills to use English as a significant tool, which I should focus on, and I will involve my Ss to participate in several activities to guide them.Also, there will be some new vocabulary which might be obstacles for them to understand the listening.Therefore, I design some activities to help them deal with the problem ahead of the listening.
Third, I want to introduce the teaching and learning methods: According to the analysis above, I will use TBLT, and Ss are supposed to use cooperative and self-dependent learning.
Fourth, I’d like to talk about the teaching procedures: I will divide the leon into three stages, they are pre-listening, while-listening and post-listening.I’m going to talk the pre-listening stage first.Here are two main steps: The first step is lead-in:
In this step, I will brainstorm my Ss about what job they want to take in their future and I will provide some pictures about occupation to inspire them, and then I will let my Ss to gue my dream job which is a journal for China Daily.The purpose of doing this is to arouse Ss’ interest in the topic “making the news”, and reduce Ss’ anxiety before the listening.The second step is mind-mapping In this step, I will show some pictures about what a journalist does his job, and then Ss will mind-map in group about the qualities which a good journalist needs to have.During this proce, Ss are supposed to discu with their partners to write down the key words of the qualities and finally get the map.And then, every group will share it with whole cla.Also, I will inspire them to mention some qualities they mied by showing them some pictures.Ss will try to gue the qualities before I show them the meanings which are described in English.The purpose of doing this is to deal with the vocabulary problem, and to do pre-work for the following listening.
Next, I’m going to talk the while-listening stage.Here are three steps The first step is Memory game.(similar with a dictation).I will randomly read several qualities (Key words, not sentence), and Invite Ss( each group 1 student) to write down on Bb, and then we will check together.In this part, through the activity to practice, Ss will be more familiar with the key words and expreions, so the difficulty of the material will be lowered.Also, doing this can develop Ss’ listening skills , Discrimination.The second step is general listening.Ss will listen to the material, and catch the title and key sentence for main idea.And then I will ask them several simple questions, such as Can you repeat the title? How many people there are in the conversation.What’s the relationship between them.What do they talk about? The purpose of doing this is to help Ss to form a habit that capture the general idea of material in first time listening as an important listening strategy.Also, it’s easier for students to understand the meaning of the material.The third step is careful listening.In this part, I will show Ss a table with some information miing.Ss should read the table carefully in order to fully utilize available information, and then listen to the material twice for the specific information.In first time, they will write down the key words of the information.And in second time, they will be supposed to complete their answer in sentences.The purpose of doing this is to develop Ss’ listening skill, listening for specific ideas, and also to strengthen the learning strategy that being good at grasping the key points and inferring the main idea.So the final stage is post-listening.In this part, Ss will do a role play in pair.One will act as the bo, another one will consult the bo for more information about the job, and then exchange, after that I will invite some volunteers to act in front of cla to share with us.At last, we will choose the sharing stars of this cla as an aement.This activity is to guide Ss to integrate what they learned in this cla.
About the homework, Ss are supposed to write a composition about the job they want to take in future as reinforce.
And here is my reflection: I think there still can be some accidents in my cla, because of the wrong estimate of the level of Ss or interests of Ss.So I should prepare more different varieties of activities in case these accidents.
And for my blackboard design: Auming this paper is the blackboard, I will design it in this way.
That’s all for my presentation.Your valuable advice will be welcome.Thank you!
推荐第3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)
推荐第4篇：高中英语听力课3
一、听前做好充分准备
听前的准备工作是非常重要的，一般情况下老师只留几分钟时间让学生自己看看要回答的问题，或列出一些听力内容中的生词、词组后就让学生听了。听完后直接对答案。这样做，我觉得对于内容简单的材料还可以，但对于内容稍微难一些或语速快一些的材料，学生便束手无策。所以对于那些内容较难的听力材料，我们除了做以上工作外还应该给学生讲解一些关于听力材料的背景知识，把它当作听前的热身。例如， 我在讲（ 人教版）module1 unit2“cultural relics”的听力部分的时候，我先让学生们相关表格看和与它相对应的内容，在他们看完以后，我让他们猜测听力材料的大致内容。多数同学猜不出来，少数能猜出来的同学也不敢回答。这时我在黑板上列出了以下一些关键词。
accident ship crash sink voyage fire amber然后我又鼓励学生们猜测听力内容的大概意思的时候，很多同学能够积极主动回答，并能把它的大致意思说出来。这样学生在听的时候就容易多了，也有助于培养学生们的自信心和逻辑推理能力。同时也真正做到了以学生为主体的探究型学习。
此外，针对学生的不良听力习惯以及听时注意力不集中问题，在每次听力之前，提醒学生事先阅读题目，教会他们怎样从问题中列出关键词，然后在听力时针对重点来找答案。
二、听材料 做练习
听材料也得讲究方法，老师需根据材料本省的特点和学生的基础选用恰当的信息输入法，在平时的上课过程中我常用一下的方法：
1、填空听写法
填空听写法是一种很有效的听写方法。其特点是给学生有空白的书面材料，要求将挖去的词语填进去这样就降低了听力的难度，把重点比较难的段落拿出来，对学生进行进一步的听力能力训练。
2、短文听写法。
这种方法是给学生要点，让学生将所听的过程中，记下重点关键词和信息，运用所掌握的语法和词法知识进行有效组织，形成短文。文章写好后还可进行小组讨论，通过这些活动有效地将听、说、写结合起来，全面培养学生的语言运用能力。这种方法教可在每节听力课中花几分钟时间进行，长时间坚持下来，学生的能力一定会得到有效的提高。
另外，在做听力练习的时候适时停顿是非常必要的，它在向学生暗示：停顿处是文章的重要之处，也是回答问题的关键之处。这样可以有效的指导学生进有效地抓词。停顿的时候，让学生重复刚刚听过的单词或句子效果会更好一些。通过这样做不仅提高了学生们在听力时抓取关键词的能力，而且有助于学生口语表达能力的提高。同时也加强了师生之间的互动。
三、听后要总结
通常情况下，我们上听力课的时候，听完内容，做完课后练习就没事了。我个人认为在听完材料后，教师可以让学生对听力内容作一个简短的复述或讨论，教师对他的回答做出总结并给予积极中肯的评价。这样的活动不仅会激发学生参与课堂教学活动的兴趣和勇气，而且也实现了民主、宽松、和谐的教学氛围。
四、要善于处理和活化教材
“教学有法，教无定法”对于那些比较难懂的听力材料，教师要敢于并且善于处理。例如在讲到必修二第5单元music 听力的时候，它是讲关于freddy the frog ﹙ⅰ﹚，内容比较难,如果按照教材设计讲，学生听完后做题是比较困难的。我在讲这课的时候就没使用教材的练习题，而是自己把听力材料中较难的句子摘出来，把它们设计成填空练习，让学生边听边填空。这样学生在听的时候就有的放矢，有利于提高学生的课堂注意力，同时也增强了学生的学习积极性。
总之，听力教学是英语教学不可缺少的一部分（尤其是新课程改革实施后）。它对学生读、说、写作能力的提高起着很重要的作用。我们在日常的教学中对它应引起足够的重视。我们教师也要要认真学习新课程标准，明确听力教学目标，它是新理念与具体教学实践的结合点。新课标分别在语言技能、语言知识、情感态度、学习策略、文化意识五个方面，对不同级别的要求进行了具体的描述。教师要认真研究学生的特点，了解学生的知识、经验水平，掌握高中阶段学生的心理特点，把握群体的共性，尊重差异性，面向全体；要采用多种途径、多种手段增加学生的知识体验，发展学生的创造性思维能力，从而在实践中提高听力理解能力。
推荐第5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6篇：全英文说课
高中英语说课稿模板
Good afternoon, teachers, It’s my great pleasure to be here sharing my leon with you.The content of my leon is Senior English Book 4 Unit 1（A student of african wildlife/Why not carry on the good work）I’ll be ready to begin this leon from five parts.Analysis of the teaching material, the teaching methods, the studying methods, the teaching procedure,and Blackboard design.First, let me talk about the teaching material.
Part 1 Teaching Material: This unit is about（Great women and their achievements , Important people,history and methods of agriculture, Different types of English humour ,Culture differences and intercuritural communication Different types of theme park）
By studying of this unit, we’ll enable the students to know some great women and their achievement and what makes the great women succeful
The knowledge of farming and DrYuan Longping’achivevment
And chemical farming and organic farming.
Charlie Chaplin and his funny and encourageing humour
People from different area have differert body language and use the right body language to showing our feelings.
Theme park not only provid fun but also provid various knowledeg and exciting experience.
this leon not only teach the students to learn the related matreial about
(1) the good character to be a succeful person
(2)Yuan longping’s scientific research spirit and attitudes toward life
The disadvantage of using chemical frtilizers and how to increase production in organic farming.
(3)Charlie Chaplin and his humour
English jokes
(4)Different body language and the similarutues in body language which make the others understand our feelings.
(5)Theme park
but also learning ability in English .
A：
If Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit well.
B：
It provides all-around practice about listening, speaking, reading and writing revolve around the topic,it is the expansion of this unit and give Ss a space to use the language.
So it plays an important part in the English teaching in this unit.
（As we know ,reading belongs to the input during the proce of the language learning.The input has great effect on output , such as speaking and writing .）According to the new standard curriculum and the syllabus (新课程标准和教学大纲), after studying the teaching material and analyzing the rule of children’s growing of mind,I think the teaching aims are the followings:
1.Knowledge objects:
Knowledge objects of this section are
(1)the sutdents can hear, read, and use the main sentence patterns.
(2) the students can understand the content of the leon:
(3) the students can use the patterns to expre their thoughes in proper situation
and learn how to describe people with adjective.
Ability objects:
Ability objects of this section are
(1)To develop the Ss’ abilities of listening, speaking, reading and writing.Especially speaking and writing ability.高中英语说课稿http://www.daodoc.com/yingyu/gaozhongyingyu/
(2) To train the Ss’ ability of working in pairs.
(4) To improve the Ss’ reading abilities ,especially their skimming and scanning ability.
3.Emotion objects:
By reading
A Student of African wlidlife /why not carry on the good work, students can learn from
(1)jane Goodall in at least two aspects: one is what is the human way to study animal; the other is that it was her great personality-universal love and mercy that made her succeful.
Lin Qiaozhi in at least two aspects: one is what is the human way to help poor patients; the other is that it was her great personality-universal love and mercy that made her succeful.
(2)Dr Yuan Longping his scientific research spirit and attitudes toward life
This paage what is chemical and organic farming and their advantage and disadvant age.
(3)Charlie Chaplin to be optimistic to face the life’s hardships and find out the covert funny of our life.
this paage jokes and its great effect to make people laugh.
(4)this paage the importance and neceity of body language
A
and its differences between different cultures.
B
and how to use body language to show people’s feeling.
(5)this paage learning knowledge have many ways , we can learn knowledge and play as well in the theme park or other special situation.
What is the most difficult in teaching proce? Can you gue? I say one of the teaching difficult is how to enable the students to use new words and phrases in proper situation all through their daily life.The students also find it difficult to describe their experience with the build logic and well organized language (and learn from Great women their good qualities.)
Well, how to achieve the teaching objects better, how to stre the important points and break through the difficult points? According to the analysis of the teaching material and the students’learning background ,I will use the following methods .
Part 2 Teaching Methods:
“Communicative” Approach(交际教学法),
“Whole language teaching” (整体语言教学法)
and “Task-based” language teaching (任务教学法).
That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue.According to the modern social communication teaching theories(现代社会交际教学理论), I adopt the
Situtional Language Teaching method(情景教学)
Task-Based Language Teaching method (语言任务教学)
in my teaching.
Part 3 Studying Methods:
Students of this stage are quick in thought and they are eager to show what they know and they have a certain ability to read .But they are lack of geography knowledge , the cultural background of those foreign countries and the courage to expre they ideas.Therefore, Acceful leader should care for their learning strategy，in this leon，I will teach my students to master the following strategy；
1）Basic learning strategy；
The students can get the meaning of the words and phrase
2）Practice strategy；
Practice can help the students get the general idea and have a better understanging of the language.
And Communication strategy
In a ward, I’ll
1.Teach the students how to be succeful language learners
2.Let the students pa ―Observation—Imitation—Prasctice‖ strategy to study language.
Part 4 Teaching Procedure
New English proverb saids that the students are real master.In this leon they are English learners and real master .So teacher should act as a guider, an organizer and a director who play a role when neceary in teaching procedure.
Step 1 Lead-in.
I think the most useful method to lead the students to learn is interest stimulating and discuion by themselves.1.At beginning I will let Ss to discu: after a glance of the title and the pictures of this paage , what do you think the paage is about? (2.At beginning I will ask Ss which place they like most and what is it famous for.Then we will do the listening part to get some information and then do the following exercise)
(1)And let them to know something about the story of Jane goodall /lin qiaoyin and her full love activity.
(2)And ask the following questions
A
What would you do if there was no rice to eat tomorrow?
Who do you think is the greastest hero for hungry people in the world.?
B
What do you know about farming?
What will you do to increase the crop production.?
(3)a And write down you idea in one senrence,then skim the paage to see if you are right.
B And tell the Ss a funny joke.
(4)a I will ask one student to make a gesture and let another student to gue what its meaning.
B I will ask one student to use body language to expre his feeling and let another student to gue what its meaning.(5)a what do you think a theme park is? With a clamate discu what you might do in a theme park.
B What exciting experience do you want to have?
Step 2 Reading
1) canning:Then studSents are going to read the paage as quickly as they can to find out the main idea and answer the following(/ture or false) questions
(1)a Who is the student?
What animals were observed?
B Who is the main character in this text?
What was her job?
Who was her small book intended for?
(2)a when and who become the first agricultural pioneer in the world to grow rice that has a high output?
What did Yuan Longping invent ?
B Why are chemical fertilizers so popular in farming today?
What is organic farming?
(3)a 1)humor is always kind.
F
2)charlie chaplin was born in a rich family
F
3)he solved a sad situation by using nonverbal humor
T
4)he ate the shoes bacause he thought that was very funny F
5)charlie chaplin devoted his whole life to making films T
B Then I will let students work in pairs to read the jokes in part one.paying attention to the rhythm and intonation
(4)a what did I do to the airport
did those international students have the same body language? If not ,give an example.
B And perform the feelings you can find out in this paage to our clamates..
(5)a What does dollywood mainly show and celebrates?
And in england’s Camelot park what can you experience?
B What theme park is mentioned in this paage and what is the theme park’s main content
2)Then we will come to the Close reading part : As we know , audio-visual method make the students have bettter understanding of the paage, so I play will the tape part by part to let my students to find out the the general idea of each paragraph and pick up their hand to give the answer.
3)Then I will let students have a diuion about the text ,then answer some questions in detial.
(1)a (What was the writer doing in the forest?
What did she discover about chimps
How did jane try to protect the lives of chimps in their nature habitat?) and do exercise three.
B And write down three of Lin Qiaozhi’s achievements then give the answer.
(2)a (who is Yuan Longping? How much do you know about him?
What is his job? What are his achievement?
What do you think we can learn from him? Why?)
B What are some of the problems caused bu chemical fertilizers.
How to keep the soil fertile in organic farming.
(3)a 1)what is behind fun?
2)Why people like little Tramp?
3)Do you think charlie chaplin’s eating boiled shoes funny? why?
B Then do exercise .change the story into a dialogue and act it in groups of three—li ming ,wang fei and a narrator.pay special attention to the rhythm and intonation of what you say and try to bing out the humour.
(4)a What people from colombia usually do when they meet people?
What is the france custom when adults meet people they know?
B What does smiling means to most people?
How to show that I am bored?
(5)a what activeties you can do in these three diffenent theme park?
B
What are three times and three places you can visit at Futuroscope?
And this (will make the students pay more attention to themselves and people around them and) check the S’s scanning which may be an important reading fields
The last reading is to emphasize and consolidate the new language of the section .I will play the tape and students are going to read the paage as to make the students to imitate the pronouncatin and intonation.After reading the students will have a discuion in pairs/ Ask and answer the following questions
(1)a about what make jane goodall and the other females great women.
B 1.For whom and for which purpose did Lin Qiaozhi write a little book about how to look after babies? Why do you think it was neary?
2.Why do you think the write chose to study at medical college?
(2)a What advantage and disadvantage do you see in Yuan Longping’s life? Would you like to have a life like his? Why?
B If you are a farmer which method would you choose? Why?
(3)a Why do you think charlie chaplin was so succeful?
B What is the effort of jokes in our daily life?
(4)a And find out every country the writer mentioned with the according culture when people greet each other.
B Why should we bu careful with our body language?
Why is it important to watch as well as listen to others?
(5)a If you have a chance to one of these three parks,which would you visit? Why?
B
And try to retell the first paragraph.
This part can enable students to understand the given material better, to make the students grasp the useful phrases, grammar and sentences pattern for making suggestions and replying on the base of reading the dialogue fluently.
Step 3 Learning about language
After reading, I will teach the students the paage in detials about vocabulary and grammar.
1 1)new words: behave shade
observe respect argue
support
intend deliver
2)
phrase:
human being lead a …life crowd in
by chance
carry on
look down upon
For example devote oneself/sth to sb/sth
It means to give one’s time,energy to sb/sth; dedicate
He devoted his life to the promotion of world peace.
3)grammar: Subject-verb agreement
There are two sentences in this leon
„our group are all going to visit them in the forest
„.our group is going to be very tired and dirty by the afternoon
We can see from the sentences that the projcetes are the same but the
predicates are different .why ?
Because the former group means all of us ,it presents many people,the later group means the group as a whole,it is just one group.
2. new words:struggle expand rid therefore export regret focus reduce comment
phrase: thanks to rid of be satisfied with
would rather
lead to fouce on keep…free from/of
structures: mainly about persuasion
I’d rather…
It’s better to …
I’d prefer …because….
This is good value because …
A
Grammar:the –ing form as the subject and object
Be used as subject, we can find some sentences in this paage,
for exanple:
Since then ,finding ways to grow more rice has been his life goal
Spending money on himself or leading a comfortable life also means very little to him
Just dreaming for things ,however,costs nothing
Be used as object, for exanple:
As a young man, he saw the great need for increasing the rice output.
Dr yuan awoke from his dream with the hope of producing a kind of rice that could feed more people.
B
Grammer :
Over the past half century, using chemical fertilizers has become very common in farming .
They demage the land by killing the helpful bacteria and pests as well as the harmful ones
Organic farmers ,therefore, often prefer using nature waste from animals as fertilizer.
3. new words:entertain overcome direct slid whisper react
phrase:up to now badly off pick out star in
pick off cut up cut down cut off
structures: the structures to expre one’s emotions, such as
How wonderful!
It surprises me that….
I couldn’t laughing when…
I don’t think that’t funny at all.
Grammar: the –ing form as the predicative, attribute ,attribute and object complement .we can find some sentences in this paage,
for exanple:
1.作表语as the predicative
The acting is so convincing that it makes you believe that it is one of the best meals he has ever tasted! 2.作定语as the attribute,
He grew more and more popular as his charming character, the little tramp, became known throughout the world.
3.作宾语补足语as the attribute and object complement
How did the little tramp make a sad situation entertaining?
4. new words: represent approach defend likely ease
phrase: defend against be likely to in general ai ease
lose face turn one’s back to
structures: about prohibition , warnings and obligation,such as
do not…
keep away from …
be careful when…
you must…
you will need to….
Grammar: the –ing form as the attribute and adverbial .we can find some sentences in this paage,
for exanple:
3.作定语as the attributeer
„I saw several young people enter the waiting area….
4.作语as the adverbial
I stood for a minute watching them and then went to greet them.
5.
new words:theme swing preserve advance
phrase: be famous for no wander be moddelled after
in advance
get close to come to life
structures: about asking the way and giving direcions
where is the …?
Can you show me where….?
How can I get to …?
On the north/south/east/west side of the park
Follow the path to…..
Grammar: we will learn three kinds of different vocabular they are word formation ,derivation ,conversion
for exanple:indoor outdoor southeasten horseback
supermarket
disagree enlarge amusement careful
water(n&v) don’t water the plants with dirty water
mind(n&v) hemazing has an a mind
I don’t mind having dog in the house ,if it is clean.
B
In the paage there will be some vocabulary and structures that are different to gue their meaning and make compenhencen of this paage difficult to Ss.So I will give the words in the blackboard and let the Ss to fill in the blacks of sentences to expre their precise meaning and usage.
Then the students will do a pair work revolve around the vocabulary and grammar which they have just learned and make short dialogues with them .I will give them some minutes and ask some pairs to act their dialogue out in front of the whole cla.Then we will deal with some exerises in the workbook to emphasize the new knowledge.Such as filling the miing words in the blanks.And retell the story in their own words.Of course, students will make some mistakes in retelling ,I will corrcet them in time .
Step 4 Post-reading Practice
I say to learn is to use.After the reading, students will have some practices.It will be the most interesting part to students .why? Because I will leave students time to talk together.
1.a The students are divided into several groups and there are four in each group with different roles.Student A will act as an ordinary person and say what makes it difficult to succe.Student B will act as a great women who has the good character.Student C will act as a interviewer who ask Student B what makes her succe.Student D will have a summarze.
B The Ss will have a work in groups of four to descrebe Lin Qiaozhi’s character and quality.Such as kind helpful devoted hard-working
2.a The students are divided into several groups and there are four in each group with different roles.Student A will act as a person who come from Africa who’s country is lack of food.Student B will act as a great scientist who has been working on crop.Student C will act as a interviewer who ask Student B how to solve the problem .Student D will have a summarze.
B The students are divided into several groups and there are four in each group with different roles.Student A will act as achemical farmer who tell us how to grow crop in chemical method.Student B will act as a great scientist tell us the disadvantage of this method.Student C will act as a organic farmer who tell ue the way solve the problem .Student D will have a summarze.
3.a Work in groups of four .I will give the students a material of humour and let students performance them infront of the claroom.
4.b The students are divided into several groups and there are four in each group with different roles .I will show Student A a picture and let the student to performan its meaning to student B.Then Student B will gue its meaning and then performan what he gue to Student C .Student C will do expre that he gue by using body language to Student D .at last,Student D will gue and give the answer.
5.Work in groups of four.Discu what is the purpose of theme park ? what kind of people do you think will visit this theme park?
Most students can take their parts in this activities, especially for the Ss who have trouble in English,.In the group activities, they can speak a little English.Without doubt, this will encourage them to speak English.In fact,it is a kind of demand of human being.A famous educator says:‖ In one’s mind ,there is always a kind of deeply rooted demand, this is the hope to feel oneself a finder and explorer.In student’ s spirits, such demand is specially strong.‖ So I will give every student a chance to spesk English in our claroom.This part also leads to the emotion objective of this leon ,that is to have moral education in this step.
You can see that the way I teach reading is to follow the bottom up teaching method.I will introduce the vocabulary first and then sentences, structures and last the language focus.
Step 6 Homework
Then Ss will Summarize the whole leon, and arrange the homework.
1.Do the remaining exerises in the workbook .Check the mastering of knowledge of this leon.
2 a (1)write a short paage to describe a women you admire most .
b
write a short paage to describe a women you admire most .
(2)a Design a placard focus on world food day in 2010
B Do exercise 3 to write a summary of this paage following the procedure;
1.wirte the main idea in you own word
2.rewrite topic sentence of each paragraph
write the summary.
(3)Ask esch student to give a joke and present it in cla next period.
(4)Write a short paage about the experience you misundestand one’s body language or a body language you like most ,why?
(5)Write a short paage to introduce a theme park.
Purpose of my design: I think homework is so important that the students should use English as much as they can in cla and after cla.It is neceary for the students to master the knowledge they learned.This contents is an extension of the previous leon, to meet the need of increing communicating and writing demands of some students and bring their personality into play .
Part 5 blackboard Design
Blackboard design should be think for a thing that attract the student’ s attention and let them to write down the important teaching points.I will divide the blackboard into two parts .The left part will be used to write the important vocabulary and grammar and their usage.It will be reserved for the whole cla.The right part will be precious explanation, I will write some sentence of the words ,phrases and structures to explan their meaning . No matter which steps is taken ,the purpose is to provide teacher and studends with information and internal demand to improve teaching skill and learning quality.strategy and approach will help students become more independent and the succeful learner.
That’s all.Thank you.
推荐第7篇：全英文说课
Good morning, everyone.I am number_______.Today I am very happy and excited that I can stand here for an interview.And it is also my great honor to share my leon with all of you here, and this chance is very precious for me.Hope you can enjoy it.The content of my leon today is Section A Read and Write of Unit 2 My days of the week of PEP Primary English ,Book5A (Recycle__) .My leon consists of 7 parts
1.Analysis of the teaching material
2.Analysis of the students
3.Analysis of Teaching Methods
4.Analysis of Learning Methods
5.Teaching procedure
6.Blackboard design
7.Reflection
Part One Analysis of Teaching Material（说教材） I.Status and Function
1.This leon is in the third period of this unit.It is a dialogue .It aims to enhance students’ reading skills.It also provides some new language points for the students to master.
2.This leon is the first part of Unit2.So if the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.
3.Such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English.
4. Reading is very important in English learning .It can help the students to master some reading skills through learning this paage.Moreover, attributive clause also plays an important part in English learning.
II.Teaching Aims and Demands
On studying the teaching material and analyzing there gulation of children’s growing of mind, I put forward three kinds of teaching objectives according to English syllabus and new leon standard.
1.Knowledge objects (1) To help the students master the new words ,phrases and sentences.(加上具体的单词，句型) (2) To teach the students how to use the adverbial clauses of time.(3)To make sure that students can read, recognize and use these key phrases on foot ,by bike,by bus,by train (4)To enable the students performe the dialogue (5) To finish some exercises. (6)The Ss can use the patterns to expre their thoughts in the proper situation.(7)The Ss can understand the content of the leon.
2.Ability objects (1) To develop the Ss’ abilities of listening, speaking, reading and writing by practicing the dialogue.
(2) To train the Ss’ ability of working in pairs.
(3) To develop the Ss’abilities of communication by learning the useful structures.
3.Emotion objects (1) To arouse the students’ interest in cla activities. (2) To train their team spirit by working in groups.(3) To educate the students to follow the public rules.
(4)By completing the task,the Ss increase their interest and set up self-confidence in science;
(5)Teach the Ss what is“science”, put the moral education in the language study.(6)To enable the Ss to be polite and love life.
(7)To enable the Ss to look after their things well.III.Key Points and Difficult Points and why (教学重难点及依据)
The teaching key and difficult points’ basis is established according to Section A Read and Write of Unit 2 in the teaching material\'s position and function.Moreover students characteristics and new leon standard should be also taken into account.
Key points: (1)To make sure that Ss can use these key phrases correctly and skillfully.(2).To help the Ss to communicate with each other. (3).To enable the Ss to study in groups and co-operate skillfully. (4).To develop the Ss’ interest in English.
(5) To help the students to master the new expreions. (6) To enable the students to communicate with each other. Difficult points:
(1)To help the Ss ask and answer the question____________________________________________ (2) How to use _____________________________ (4) How to make dialogues and act them out. (5) How to write the right whole sentences.Part Two Analysis of Students (说学情)
The students of grade5 are very active and curious.And they are interested in new things.They always like to use imagination and communication as their main studying ways After learning English for 2 years,they have some basic English background knowledge, so the teacher should attach importance to the communication with them, providing them the chances of using language.Since they have learnt English for 2 years, they have already known ___________________________________,so it is not difficult for them to understand and use the language_________________________________________________________________
Part Three Analysis of Teaching Methods and why (说教法及依据) As we all know:the main instructional aims of learning English in primary school is to cultivate students’ basic abilities of listening and speaking and their good sense of the English language.Students in primary school are very cruious and they want to know everything.What is more,it is important for the teachers to keep the students interest in English .So according to these points and the regulation of children’s growing of mind,in this leon I’ll mainly use
Total Physical Response method “Task-based”teaching method , Communicative teaching method Situational Teaching method(情景教学) group cooperate method
Free discuion method
I will let the Ss learn in real situations, finish a task by making a survey______________________________” to help Ss to get a better understanding of the new content.
I
will
arrange
these
activities:
gueing game,__________________________________finishing a survey and having a competition.
Part Four Analysis of Learning Methods and why （说学法及依据）
New Leon Standard advocates to improve students abilities of analysis sing and solving problems.And teachers should change their old-fashioned teaching ways ,give students more opportunities to join cla and let the students find the problems by themselves.Our students are almost from the countryside.As for the learning methods, they are poor in cooperative learning skills.Some students are not active in the cla ,and some students don’t like English.therefore, I ’ll have Ss study in a relaxed atmosphere.Student sunder stand the new knowledge in certain degree through the mental proce of seeing, hearing, saying, observing, thinking etc..After feeling and understanding the language points, let students get the knowledge actively by probe study and cooperative study.In a word,we’ll
1.Teach the Ss how to be succeful language learners.2.Make the students take an active part in cla activities.
3.Let the students summarize the language points through their own thinking.
4.Let the Ss pa \"Observation—Imitation—Practice \"（观察—模仿—实践三步教学法） to study language.
5.Teach the Ss how to master dialogues and how to communicate with others.6.To make use of the new language material to expre their own ideas.
Teaching special features:
Let the Ss communicate with each other and adopt competition methods to develop the Ss’ keen interest in English.Part Five
Teaching Procedure
Step 1
Warming up
(3 minutes) Step 2
Greeting
(2 minutes) Step 3
Presentation
(24 minutes) Step 4
Practice and Consolidation
(8 minutes) Step 5
Summary
(6 minutes) Step 6
Homework
(2 minutes) Step 1 Warming up
(3 minutes) This step will cost 3minutes.
Before my cla , I’ll get the students to sing an English song \"Old McDonald\" to keep the students relax .By this, the students can be interested in it and pay their attention to our cla easily and improve their ability of speaking.And also this activity can begin this leon with exciting atmosphere.
Step 2 Greeting
(2 minutes)
This step will cost 2minutes
Daily Talk
T：Cla begins.Good morning,boys and girls
S: Good morning,teacher
T: OK, good.So, Mike, how are you today ?
S: Fine, thank you.How are you,my teacher?
T: Very well, thanks .What is this?
S:It is a….
The greeting between students and teacher is very useful to build a harmonious and democratic cla atmosphere.
Step 3
Presentation
(24 minutes)
In this step, I will adopt four steps for the students to present the text.Firstly,Lead-in.
According to the characteristics of this cla,I wear a sports T-shirt deliberately to show the topic of this cla.Also I will show the pictures of Yao Ming,Liu Xiang and so on.对话导入，引出所要教的内容。此时可加入情感教学。 Secondly,vocabulary teaching
In this part,I will use material objects ,pictures ,expreions and actions to teach new words.When the students read new words,I ask them to read these new words with actions and expreions.Then we will play a gueing game and a searching game.The whole cla will be divided into four groups to have a competition.These activities can help students learn the new words faster and arouse their interest in learning English.Total Physical Response method is used in this step.Thirdly,new patterns teaching
According to the characteristics of the vocabulary and the material objects and pictures I have prepared,I will use Situation Hypothesis Method to teach new sentences.Let\'s suppose we are having P.E cla,there are four types of sports,they are football,basketball,table tennis and morning exercise.And let students choose which sport is his or her favourite..Students should use the patters:I like…,I don\'t like….Step 4 Practice and Consolidation
(8 minutes)
In this step,firstly,I will ask several students to perform his dialogue.
Secondly,I will give students some similar situations to play and ask them to use the words and patterns that we have learnt in this cla.For example,…….As we all know,students in primary school like to show their ability in every aspect,they like interesting things.So these activities can provide the students a good chance to show themselves and it also can arouse the students interest of learning English.An active cla atmosphere can make students focus on cla.Step 5 Summary (6 minutes)
In this step,first I’ll divide the Ss into four groups and bring a competition into the cla.Then I will ask the students what they have learnt in this cla .Every student must join group discuion.After 3 minutes ,a student representative will be selected from each group to answer my question and I will give comments.At last let’s see which group is the winner.Doing these activities can give students more opportiuties to join the cla and consolidate the content of this cla.What is more,these activities also can help students train their team spirit by working in groups.
Step 6
Homework
(2 minutes)
In the end, I will show the aignment that is related to this cla for the students to do at home.Also I will ask the students to do a survey that is about _____________________________________.This task can improve the students ability of communication and self-study .Part6 Blackboard design
My blackboard design like this on the left I show the words and phrases:__________________________ _______________________________________On sentences:__________________
the
right
there
are
many ____________________________________________________________________________________This is my design of the blackboard.All the key words，
phrases and sentences are listed on the blackboard.Part 7 Reflection
In the proce of teaching, I carry on task-based teaching method.I design ___tasks for the students to complete.I try to make the leon rich, effective, and instructive.But as we know, not all the students are of the same level,a few of them may have difficulty in Task __-- ____________________________..However, every coin has two sides.If all the activities are designed for the average students, the quick learners will not improve their ability in such a cla.I hope I can find out some multi-activities for students of different levels to solve this problem.
At last,I want to say to be a good English teacher is my dream, I think a teacher is not only a guide for the students, but also a friend of them.If I were a teacher, I would build a close relation with my students, helping them not only on their study, but also on their lives.So far , I have been an English teacher for one year ,I will try my best to achieve further succe!
OK! That is all.Thank you so much!Thankyou!
推荐第8篇：全英文教案
Unit 5 Do you like candies? Warming up: 1.Sing a song 《Apple Tree》.2.Look and say.(Review the words about food and drinks).Presentation and practice: 1.Present the new words and sentences: banana, grape Do you like …？ Yes, I do./ No, I don’t.T: I like apples.I like oranges.They are fruits.Now, I will give you two riddles.Let’s gue what fruits they are.a.They are yellow.They are sweet.The monkeys like them very much.What are they? b.They are purple.They are nice.We eat them in summer.What are they? (Teach the new words: banana, grape) T: I like grapes.Do you like grapes? 2.Teach the new words: candy, candies.T: (在黑板上画简笔画) Look, what’s this? Ss: It’s a candy.T: Look, what are these? Ss: They’re candies.3.Teach the new words: bread, cookie, cake.T: Look, what’s this? S1: It’s bread.T: What’s this? S2: It’s a cookie.…
4.Present the new word: tea.T: I’m thirsty.I want to drink something.I like water.Do you like water? Do you like tea? 5.Game: a.Bomb.T: Look, it’s a bomb.When there is a bomb near the word, don’t read it.b.Yes or No.T: There are some word cards in my hand.If I say correctly, you should say “ Yes”.If I’m wrong, you should say “No”.6.Chant.a.Read the chant together.b.Make a new chant.Work in pairs.c.Show themselves.7.Practice the sentences:
Does…like…? Yes, she/he does.
/
No, she/he doesn’t.Teaching Proce: 1.Listen and answer the questions: a.Does Wu Chen like candies? b.Does the monkey like bananas? c.Does it like ice-creams? 2.Listen and repeat.3.Try to read together.4.Read in roles.5.Make a new dialogue.Development: Happy Big Wheel.
推荐第9篇：全英文教案
We have new friends
08英本7班 谢芷静 04b10740841 Cla Type:New Teaching Context:PEP Grade:Five
1、Preparation 1) Analysis of the context It’s the final cla of the unit,designed to consolidate what they learned before.That’s why I lay much emphasis on practicing sentence patterns.The content is about other people’s appearances and characteristics.
2) Anlysis of the students The five-grade pupil have approached to English and accumulated certain amount of knowledge towards it.
2、Teaching objectives 1) Knowledge to enable students’s abilities to speak,read and listen to the words and phrases: “clever,quiet,pretty,Carl,Cathy,Carla” “…hiar,…eyes,a…nose,a…mouth” “She’s cute./He’s clever./….”
to let them be able to listen to,speak,read and write the following words and senteces: “her,his,eyes,nose,mmouth”
“What’s her name?Her name is Zhou Pei.What’s his name?His name is Peter” .2) Emotion to further stimulate students’s paion towards English learning and encourage them to take part in the course activities energetically,creating situations and speaking to their partners actively with the words and patterns they learned.
3) Learning strategy to strengthen their focus on the cla and improve their capability of observing people’s appearances and characteristics.
4) Culture
to get to know the expreion of foreign descriptions of people appearances and characteristics.
3、Teaching Strategy On the premise of task-based approach,I combine various teaching methods together,such as Happy Teaching ,Situation Teaching and TPR.I take advantage of multimedia like PPT to help me illustrate the language point and get myself understood.In addition to that,the adopt of multimedia can also make the cla more vividly so that students won’t be bored but excited during the learning proce.
4、Teaching Procedure 1) Warm up a、Sing the song Head and shoulders knees and toes together.the teacher leads students to touch correct body parts with the music to review the expreion of that part to prepare students for the next study of human charcteristics.
b、Play a touching game.Choose one student from each group,ask them to stand in a line in front of the cla.First,the teacher gives the order,”touch your…”,the students do as the teacher says.Who is wrong will be out.Then the order students can give the order too.The pupil who stands through the game could win his group and himself a ★ as the price.Because of the competion,the whole cla’s attention could be drawed to the game.During the game,I’ll write the key words on the blackboard and practice them vocally in the game.They are”eyes,nose,mouth.
2）Presentation a、Do the dialogue with the students.T: What’s your name? S: My name is…
T: What’s his/her name
S2: His/Her name is…(Board writing: ”What’s her name? Her name is…What’s his name?His name is…”)
b、The students practice in groups of four.
c、The students act out the dialogues in groups.The teacher gives them proper aement,and give the best three groups ★.Then teaches the new words(clever,quiet,pretty) in chant:Clever,clever,he is clever.Quiet,quiet,she is quiet.Pretty,pretty,she is pretty.Through T-S and S-S practices,the new words and patterns could be reinforced with the fomer learned words and sentences.The form of Chant can help students remember the words.
d、Ask a student to come to the front. T：What’s her/his name? Ss:Her/His name is…
T:Look,she/he has…hair…eyes,a…nose,and a…mouth.She/He is…
e、Play a gueing game.Use the computer to show the features of the famous athletes of the 29th Olympic Games,and ask the students to gue what’s her/his name? By relating the newly learned knowledge to the Olympic winners,the teacher could rouse students study interests and patriotism at the same time.
3) Practice a、Books open.The students listen to the tape and repeat.
b、Describe yourself: My name is…I have… hair…eyes, a…nose, and a…mouth.I ’m clever….I can…I’m interested in…
Picturing themselves help them to apply the knowledge into reality.
4) Play a gueing game.a、Describe your friend and let your clamates find hin or her.E g: I have a good friend.She is quiet.She has short hair.She has a moon face.Her eyes are big and her mouth is small.She’s very tall.What’s her name? Her name is…
b、Describe a famous people or a cartoon character(an actor, an actre, a singer, an athlete etc.)and let your clamates to gue what her or his name is.
c、Let’s chant.Look at the screen and chant with the tape to consolidate the pronunciation/k/.
5) Aement a、The teacher makes a short summary to go over the cla and make comments on students performance. b、Praise the winner groups and encourage the other groups to motivate the students to join in the activities and increase their interests in English.
推荐第10篇：全英文教案
牛津英语8A unit4全英文教案
作者：佚名
文章来源：本站原创
点击数：2483
Warm-up activities 1 Create an interest in the iue of sharing the limited natural resources.Depending on therest of the cla, choose one of the following situations: * A group of students are stranded on an island.There is not enough food available for urvive.* Astronauts are stranded in space.They do not have enough oxygen for everyone to sur2 Make a list of people involved in the situation, a list of the resources available (e.g., fwater, etc.) and a list of how long everyone is able to survive.Ss have to decide whether thtogether sharing what they have or they are going to occupy all the resources for their own s3 Ss study the pictures and read the conversation first on their own, then in pairs.Ask tw students to role-play the conversation.Presentation 1 Ss complete Part A.Encourage them to do the task without any pre-teaching of keywoswers orally with the whole cla.2 Divide Ss into pairs and ask them to do the survey in Part B1 3 Encourage them to discu in pairs why they like or do not like the animals.Ask themwn their ideas.Language points Look delicious, If you eat my food, I won‟t talk to you., no one, in danger, a report on Homework 1 Learn the language points by heart.2 一课三练 P.43 3 Preview the Reading Part.Revision 1 Review key vocabulary according to the general ability of the cla.Presentation (Readi1 On the Bb, write the following list of sentences on the Bb: * Xi Wang is the name of a baby giant panda.* Baby giant panda s are very small when they were born.* They grow very quickly.* Xi Wang has to find her own food when she is 20 months old.* Hunters kill giant pandas and sell their fur.2 Divide the cla into three groups and allocate one part to each group.While students on their own, ask them to underline the words they do not know.Then go through the worave underlined.Ask students to explain briefly how they know that the sentences on the Bb entifying and listing key facts in the text.Presentation (Reading B& C) 1 Ask Ss to draw a parallel between the growth of the baby giant panda and a human bhey know what happens to people while they grow up.Write the following words/phrases on Adult old person teenager baby middle-aged person Young adult child toddler Draw a timeline and encourage Ss to come forward and write each word at the correct pmeline.Ask them to draw a more creative growth chart.2 Ask students to do a birth chart of themselves.Tell them to add their photos to the chPresentation (Reading D) 1 Revise the words listed in the box in Part D.2 Ask students to complete Part D.Then ask some Ss to read the sentences aloud to chece of words.3 If they show interest, ask them to practice the text for a presentation for 2-3 minutes.Presentation (Reading E) 1 Ask Ss to read the conversation in Part E in pairs to check if there are any words thew.Then ask Ss to complete the sentences individually.2 Ask six Ss to read the conversation while the rest of the cla check their answers.Language points (Part A) The story of Xi Wang, only 10 days old, it means…, was born, weigh just 100 grams, as, for the first time, eight months later, not…any more, grow into, at the very beginning, up a day, bamboo shoots, have to look after herself, have another baby, It is adj.(for sb.) to doe problems, kill it for its fur, nowhere to live, on their own, need help, in danger, take the fons to do, protect giant pandas, make giant panda reserves bigger, encourage sb.to do, there Language points (Part B& C) Keep sb./sth.Safe from danger, large areas of land with trees, special areas for wild anime Homework 1 Learn the language points by heart.2 一课三练 P.44-45 3 Preview the Vocabulary Part.Presentation (Vocabulary) 1 Creat an interest in animals.Try to extend the context by asking Ss if they would likeanimal and , if they do, which one they would choose.2Use the task to check Ss‟ knowledge of name of animals.Ask Ss to gue the names inst and then compare with a partner.3 Check answers with the whole cla.Read all the words under the pictures and ask Ss itions.Language points Polar bear---North Pole, wolf----wolves Homework 1 Learn the language points by heart.2 一课三练 P.46 3 Preview the Grammar Part.Presentation (Grammar Part A) 1 Try to elicit the conditional structure by asking questions such as What will happen if school lats? What will happen if you break your favourite toy? Try to think of sentences whs‟ own experience.Write the most interesting answers on the Bb.Ask Ss to include the “If”-l.Read all the sentences again and ask more able Ss to elicit the rule.2 Write some more open “If”-clauses on the Bb and ask Ss to finish the sentences with as.Help Ss reformulate their ideas into correct sentences and write them on the Bb.3 Ask Ss to match the sentences on their own and then compare answers with a partner.e able student to read the sentences aloud for the rest of the cla to check answers.4 For Part A2, Ask Ss to complete the sentences on their own and then compare answerner.Check answers with the whole cla.5 Ask Ss to complete “Work out the rule” at the bottom of page 61.Presentation (Grammar Part B) 1 Ask Ss to read through the rules and the sample sentences on their own.Then check uby asking them to think of other examples.2 Write several “If”-clauses on the Bb and ask more able Ss to complete them with theirRemind them to write about repeated and predictable situations instead of poible results.3 Explain the context of Part B1.Revise the words in the box.4 Ask students to complete the sentences individually.5 Ask Ss to read the conversation with a partner checking the accuracy of their sentences answers with the cla.Presentation (Grammar Part B2) 1 Try to creat interest in learning interesting things about wild animals.Tell them that Antroduces new information about tigers and wolves.2 Explain the context of writing a report.Revise the structure of conditional sentences.3 Ask Ss to read the report on their own to make sure that there are no unfamiliar wordomplete the sentences individually and compare them with a partner.Check answers with the Language points Grow more bamboo, run the other way, go to North Africa, walk through a rainforest, leut wild animals, arrive at noon, see the feeding of animals, get enough information for my clack people, spit poison, step on them, male wolves Homework 1 Learn the language points by heart.2 一课三练 P.47-48 3 Preview the Integrated skills Part.Presentation (Integrated skills A) 1 Invite students to talk about what they like about tigers and wolves.Brainstorm any inf general knowledge about the two animals.2 Ask Ss to study the two fact files in pairs.Check the meaning of some of the words.3 Help Ss focus on the general context by asking general questions they may be able to listening for the first time.Write them on the Bb: * What is the name of the largest living cat? * What is Millie‟s favourite animal?
Play the recording.Students listen carefully for keywords to answer the questions.4 Play the recording for again and ask students to find out the miing facts in the fact he tape for the third time for Ss to check the answers.5 Ask Ss to read the letter in pairs and discu any words they do not understand.Comp without looking at the fact sheetson page 64.Then ask them to look at the fact sheets to chers and make corrections if neceary.6 Ask more able Ss to read aloud the letter.Presentation (Integrated skills B) 1 Ask students to practice the conversation in pairs and then change roles.Identify any wses they do not know.2 Ask students to create their own conversation using information from the fact sheets.Language points Live as a family, good at hunting other animals, make medicine, friendly towards each otiving areas, make medicine from their bones, buy clothes made of animal fur, look lovely one‟s life, someone else,
Homework 1 Learn the language points by heart.2 一课三练 P.49 3 Preview the Pronunciation, Main task & Check out Part.Presentation (Pronunciation) 1 Remind Ss of communicative purpose of conditional sentences.2 Play the recording for Part A and ask Ss to listen carefully.Ss imitating the rising and patterns.3 Ask students to read Simon‟s presentation with correct the rising and falling voices.4 Ask students to read Millie‟s presentation in Part B quietly on their own.Play the recoSs to listen carefully and mark where Millie‟s voice rises and falls with the correct arrows.5 Tell students to read them again, and answer the „Wh-„questions.Students work in pairLanguage points (Pronunciation) Peaceful animals, live in family groups, continue to build roads, have suitable homes, makand, make a lot of money, sell elephants‟ tusks, train them,
Presentation(Main task) 1 Talk to Ss about the purpose of writing reports.Elicit from the different reports.Explaorts, we do not normally say „I feel…‟ or „I like…‟ and do not include personal comments.2 Read the title of the report in Part A.Create an interest in the topic by asking what thnt about giant panda in this unit.3 Ask students to skim through the report quickly and give each paragraph.4 Ss complete Simon‟s report in Part C on their own.Ask more able Ss to read it aloud answers.Language points (Main task) Spend a lot of time drinking their mums‟ milk, at a time, get smaller and smaller, becomkeep taking the land, what action can the club take? Sharp paws, walk upright Presentation (Checkout) 1 Set a time limit for reading the sentences in Part A and for filling the blanks.Ask Ss the task on their own.2 Ask students to Proceed to Part B after completing Part A.3 Ss complete Part B on their own and then compare answers in pairs.Language points (Checkout) Climbing, what about playing football?, a friend like Alan, answer questions correctly Homework 1 Learn the language points by heart.2 一课三练 P.50-52 3 Preview the Unit 5
第11篇：全英文教案
I.Teaching Aims And Demands The teaching aim is established建立，确定 according to the New Curriculum of Primary School English.1.Knowledge objects (1)To enable the students to understand and speak five new words and two sentence patterns: wear, shirt, T-shirt, dre, skirt.He’s wearing a… She’s wearing a… (2)To be able to describe someone else more freely.(3)To enlarge the Ss’ vocabulary. 2.Ability objects (1)To develop the Ss’ speaking strategy.
(2)To develop the Ss’ vocabulary strategy.(word gueing etc.) (3)To encourage the students cooperation amongst处于。。。中 in their studies.3.Moral objects To arouse唤醒 the students’ interest of learning English and to have them participate actively in language communication.To stimulate刺激 the students’ creativity .II.Teaching Key And Difficult Points The teaching key and difficult points are based on the aims and demands.Teaching Key Points : To grasp领悟 the five new words and two sentence patterns. Teaching Difficulties: 1.Improve Ss’s speaking ability to describe others more freely 2.Develop their lateral侧面的 thinking through games .III.Teaching Aids A Computer IV .Teaching Methods 1.Student-centered teaching 2.Task-based learning任务型教学方法
3.Communication through learning
4.Situational teaching method情境教学法 V.Studying Ways
Activity-based learning(individual 个别的work; pair work; group work; cla work) VI.Teaching Procedure Step 1 warm up
to arouse Ss’ interest ,play a “colour song” on the computer, let the students become familiar with the phrase “ Who’s wearing…”
Step 2 Lead-in To introduce the new words and sentences ,I create a situation here, Sam and Amy are Australian children , they decide to buy some summer clothes because it’s getting hotter in their county.What will they buy?
(purpose: To present the new words and increase students geographical knowledge at the same time) Step 3 practice After presentating the new words, the students need some activities to practice them.Students greatly welcome games.They can create a cheerful and light-hearted environment and arouse students’ interest in learning English.Games are considered one of the most effective ways to improve efficiency in language learning.So in this part, I will use a power point I prepared to play some games with the students: 1.Let them try to memorize how many models are wearing a T- shirt/ shirt/ dre/skirt?
2.How many models they can introduce by using the sentence in a limit time: He’s /She’s wearing a … 3.And the third game is to try to answer some questions according to the shadow pictures. 阴影图片 Step 4 extension
(to develop their creativity and speaking ability) Organize Ss into groups of four and discu “ how can you help them to find “the miing person（situation: a little child is lost in a shopping mall and he/she is trying to find his parent） Step 5 Homework Design a T-shirt , or some other clothes that you like.Blackboard Design Topic sentences and key words are written to help Ss know the main content of this cla.
第12篇：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。
第13篇：高中英语听力课中的文化教学
英语专业全英原创毕业论文，公布的题目可以用于直接使用和参考（贡献者ID 有提示）
最新英语专业全英原创毕业论文，都是近期写作
1
2 浅析英汉语言中颜色词的运用
3 从《宠儿》透视美国黑人女性的悲剧与成长 4 在概念整合理论下探讨英语复合词教学 5 浅析《小妇人》中的女性价值观
6 An Analysis of the Cultural Identity in Amy Tan’s The Joy Luck Club
7 A Contrastive Analysis of Table Manners and Culture between China and Western Countries 8 A Comparison of the English Color Terms 9 解读杰克•伦敦的《热爱生命》
10 《傲慢与偏见》中人物对白之语用学分析 11 英国历险小说《所罗门王的宝藏》 12 A Tragedy of Ambition on Macbeth 13 浅析李尔王的陷落
14 从电影《阿甘正传》看二战后美国价值观 15 小学英语学习策略及研究
16 Black Women\'s Searching for Identity in Toni Morrison\'s Sula 17 《老友记》中幽默的翻译
18 A Comparative Analysis of Vanity Fair and Great Expectations 19 An Analysis of Conflict Images in Invisible Man 20 A Lonely but Strong-willed Soul A Character Analysis of Ellen Weatherall in The Jilting of Granny Weatherall 21 跨文化交际中身势语的运用对比分析 22 关联理论视角下的英语新闻标题研究 23 英汉“悲”、“喜”情感隐喻的认知比较研究
24 浅析电影字幕翻译中文化意象的重构——《冰河世纪》两个翻译版本的对比分析 25 素质教育下农村小学英语现状初探－－以某县为例（开题报告+论） 26 浅析《哈克贝利费恩历险记》中的自由 27 女性主义视野下林黛玉与简•爱的比较研究 28 弥尔顿《失乐园》中撒旦形象的双重性 29 中西跨文化交际中的礼貌问题之比较分析
30 从《胎记》中阿米那达布的人物分析看人性的原始表达 31 圣诞节对大学生的影响的调查研究
32 从“老人与海”译本比较研究看理解在翻译中的重要性 33 怎样结束诗歌：罗伯特•洛威尔的结尾 34 彼得潘－－孩子和成人共同的童话
35 “垮掉的一代”没有垮——简析《在路上》中年轻人的生活观 36 高中英语任务型语法教学初探 37 从习语来源看中西文化之不同 38 《红字》中对自由的求索
39 汽车广告翻译浅析－－-论消费者心理差异对汽车广告翻译的影响 40 An Analysis of the Tragic Fate of Mary Turner in The Gra Is Singing 英语专业全英原创毕业论文，公布的题目可以用于直接使用和参考（贡献者ID 有提示）
41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 论翻译美学视角下的公示语翻译
试析杰克伦敦的《野性的呼唤》中的自然主义
中美文学作品中乌鸦意象的对比——以爱伦坡“乌鸦”与唐诗宋词为例 英语语言中性别歧视的社会语言学视角 英汉拒绝言语对比研究
初中生英语听力理解的障碍因素及对策
The Alternation of Language: A Study of Microblogging Vocabulary 从感观的角度看汉语外来词的翻译 中西幽默异同探析
目的论与外国汽车商标的汉译
从中国特色词汇的翻译看其文化内涵 删译在中英诗歌翻译中的应用
从认知的角度来看主动语态在商务信函中的语用功能 从《蜘蛛侠》系列看美国的英雄主义 《宠儿》中的女性形象分析
从文化的角度看英语电影片名的翻译 中英文称谓语的比较与翻译
浅析《阿拉比》中男孩的心理成长历程 从女性主义角度解读惠特曼的《草叶集》 从语用学的角度研究《傲慢与偏见》中的对话 美国黑人英语在美国电影中的应用 从文体学角度分析《海狼》两个译本 英语会话中间接拒绝语的语用研究 中英文颜色词的文化内涵及翻译
从茶和咖啡的对比中体现出来的生活方式的不同 《榆树下的欲望》埃本悲剧命运探析 浅析《墓园挽歌》中意象的变化
A Comparative Study of Refusal in Chinese and American Cultures On the Female Influences on Pip’s Character in Great Expectations 论英语听力难点及解决方法
Analysis on Humors in Short Stories by Mark Twain The Narrative Strategies of O.Henry’s Short Stories
A Comparative Study of Coincidental Plots in Jane Eyre and Te of the d’Urbervilles 浅析伍尔夫意识流小说中的叙事时间 英语介词的翻译
从模糊性看古典诗词英译
浅析《哈里波特》中小天狼星的人物特性 《格列佛游记》中格列佛的人格探析
Sister Carrie：a Girl with Ascending but Unfulfilled Desires 英语非限定性动词的语言分析
论《飘》与《傲慢与偏见》中女性追求幸福的不同方式 英汉基本颜色词文化内涵之对比研究
Redefinition of Heroism in The Red Badge of Courage 论英语新课标下高中生跨文化意识的培养 英语专业全英原创毕业论文，公布的题目可以用于直接使用和参考（贡献者ID 有提示）
85 鲁迅对翻译理论的重大贡献
86 从顺应论角度看英汉称谓语的翻译 87 英汉“骨”与“血”的隐喻研究
88 从语用角度和文化角度浅谈隐喻的翻译 89 方言电视节目收视群体特点及社会影响分析 90 英语X-ful词的形态与认知构建
91 英语语音学习中的母语负迁移现象研究 92 英语语言中的性别歧视
93 传统与超越-解读成长小说《占卜者》
94 美国战争电影的人性和文化透视－－以《拯救大兵瑞恩》为例 95 The Politene Principle in English Busine Letters 96 从餐桌礼仪看中西文化差异
97 Effects of First Person Narration on Thematic Expreion in Araby 98 从英汉“狗”的习语看中西方文化差异 99 中文商标英译研究
100 以国际商务谈判为视角分析中西文化差异 101 论《亚瑟王之死》中的骑士精神 102 英语委婉语的内涵
103 人格、环境与命运——以弗洛伊德“人格结构理论”分析《还乡》中的主要人物命运 104 论本杰明•富兰克林《自传》 中的美国精神 105 论英语中的汉语借词
106 《觉醒》女主人公-艾德娜追求自我的过程 107 论《霍华德庄园》中的象征主义 108 从后殖民视角解读《孤独的割麦女》 109 论初中生英语学习资源策略培养 110 职场女性的言语行为的礼貌原则
111 英语广告中双关语的运用及其翻译研究
112 “It be Adj of sb to do sth”中形容词语义的构式语法研究
113 译前准备对交替传译成效的课堂研究——以礼仪祝辞类口译为例
114 A Comparative Study of American and Chinese Spatial Language in Busine Negotiation 115 On the Functions of Metaphor in Obama’s Inaugural Addre 116 从英式桌球斯诺克看英国的绅士文化及其对中国的影响 117 顺应论视角下的电影片名翻译（开题报告+论） 118 Christ Love in Uncle Tom’s Cabin
119 针对基础与学习自觉性较低班级的课堂管理 120 从“三美”原则看《荷塘月色》的翻译
121 称呼语的语用分析 — 个案分析：以《傲慢与偏见》中的称呼语为例 122 论《教授的房子》中圣彼得教授对自我的追求 123 从《道连•格雷的画像》看唯美主义 124 关于高中英语课堂内自主学习的思考
125 Are Indians Prisoners of Their Race-An Analysis of the Sources and Rise of National Awarene 126 An Analysis of Mulan\'s Character in Moment in Peking 127 On Translation of English Idioms 英语专业全英原创毕业论文，公布的题目可以用于直接使用和参考（贡献者ID 有提示）
128 An Analysis of Women’s Status in Pride and Prejudice 129 探析中国电影英译的几个误区 130 NBA和CBA的文化差异分析 131 学生性格与口语能力初探
132 从《动物庄园》看乔治·奥威尔反极权主义思想 133 论男权主义在圣经语言中的体现 134 《小妇人》中四姐妹的命运 135 福克纳小说中的圣经意象
136 试论班扬《天路历程》中基督徒的精神历程 137 美国俚语中的文化特征
138 悲剧的幕后黑手——《美国的悲剧》浅析
139 英语文学作品与改编电影的差异——以 《傲慢与偏见》及其版改编电影为例 140 The Comparison between“the Mean”of Confucius and“the Mean”of Aristotle 141 中西亲子关系对比性研究
142 从文化的角度理解《喜福会》中的母女关系 143 A Comparison of the English Color Terms 144 浅析新闻英语中模糊语言的运用 145 分析内战对《飘》中斯佳丽的影响 146 《达洛维夫人》死亡意识解读 147 关联理论在中餐菜单英译中的应用
148 死亡，马丁•伊登的解脱－－-对伊登自杀必然性的探究 149 以学生为中心的英语词汇教学研究
150 从合作原则的违反谈黑色幽默在《第二十二条军规》中的实现 151 浅谈中美文化差异对商务谈判的影响
152 战争时期坠入凡间的天使——通过《永别了，武器》分析海明威眼中的理想女性 153 英汉基本色彩词的种类、特点与其文化映现对比
154 The English Translating of Chinese Neologisms in Political Documentation: Methods and Strategies 155 英汉视觉动词概念隐喻的对比研究
156 The Theme of Absurdity in The Scarlet Letter 157 大学生通过联想记忆词汇的方法
158 The Cultural Identity Dilemma of Colonized Afro-Americans: the Study of The Bluest Eye 159 从目的论的角度比较研究《茶馆》的两个英文译本
160 An Analysis of the D Film Alice in Wonderland from the Perspective of Gothicism 161 《十日谈》中的乡村意象
162 目的论指导下的英语字幕翻译策略
163 《汤姆叔叔的小屋》中伊万杰琳形象分析 164 初中英语教学中的角色扮演 165 中式菜名的英译
166 存在主义与海明威的“硬汉形象”
167 勃莱特.阿什利－－《太阳照常升起》中的新女性 168 中西方礼貌用语的差异
169 从操纵理论看儿童文学的复译
170 从女性主义视角分析《飘》中斯佳丽人物形象
英语专业全英原创毕业论文，公布的题目可以用于直接使用和参考（贡献者ID 有提示）
171 An Analysis of Angel\'s Ambivalent Personality In Te of the D\'Urbervilles 172 不可避免的命运—对《献给艾米丽的玫瑰》的后现代分析
173 A Contrastive Study on Meanings of Animal Words in English and Chinese 174 从跨文化角度对品牌名称的研究——以化妆品品牌为例 175 浅析美国俚语及其折射出的美国亚文化现象 176 试析《我的安东妮娅》中的生态伦理观 177
178 合作原则在电影《暮光之城》人物心理分析中的应用 179 浅析委婉语的构造方式及功能
180 跨文化交际在宝洁公司营销战略中的应用
181 Cultural Differences in the Non-Verbal Communication 182 论艾略特《荒原》中的宗教信仰与价值观 183 双关语在广告英语中的语用分析及其运用 184 《红楼梦》中的数字翻译及其文化分析 185 论政治文本翻译中的译者主体性
186 从合作性原则看品牌代言中广告语的使用
187 The Symbolic Meanings of Colors in Chinese and Western Cultures 188 A Study of Intertextuality in Advertising Text 189 英汉禁忌语对比分析
190 Discourse Analysis on the Translation of Person of the Year, an Editorial in the Time Magazine 191 Jane Austen’s Views on Marriage Reflected in Pride and Prejudice 192 从精神分析角度解析《一位女士的画像》中伊莎贝尔•阿切尔的婚姻悲剧 193 旅游与文化
194 DOTA游戏英雄名称汉译策略 195 高中英语听力课中的文化教学
196 任务型教学法在高中英语写作中的应用 197 文化语境维度下中餐菜名的英译研究 198 浅谈中西方非言语交际中身势语差异
199 “逍遥骑士”——浅析年代美国嬉皮士文化 200 英汉习语文化差异之原由
第14篇：基于高中英语听力课的几点反思
如何提高学生的英语听力能力
----基于高中英语听力课的几点反思
在高中英语学习中听力对于大多数学生来讲较难，每次考试或者放录音做练习，学生总是抱怨录音读的太快，听不懂。许多学生认为，平时不用练听力，考前突击一下就行了，结果学生的听力成绩总是上不去。原因在哪里呢？因为听力强调的是能力，不是知识。知识也许可以在短时间内靠突击而掌握，而能力则要经过一定的训练才能提高。鉴于此，作为教师就要思考在平时学习中有效提高学生的听力水平。
根据《英语课程标准》中对听力所要达到要求的规定，结合英语高考中听力的考查内容和趋势，在高中英语听力教学过程中，如何提高学生的听力水平，是当前广大师生共同关心的问题。经过听力技巧和方法不断尝试和改进，本人总结了几条提高听力的方法。
一．语音、语调
准确的语音和语调有利于学生对听力内容的整体理解，尤其是掌握一定的连读、爆破、重音、节奏。教师平时可以选择英美人士的录音，让学生大声模仿朗读来培养语感，同时分析说话者如何利用不同的语调表达态度、情感和隐含的内容。例如：What’s the man’s attitude towards gardening? What’s the woman’s opinion about the party? What do they think of the journey? 等等有关“观点和看法”类话题的题目，此类题目多属于推理判断题。更多情况下要求同学们在听懂材料的基础上，站在说话者的立场和角度去考虑问题，不但要通过听力材料中的重要细节、具体事实，揣摩、推断说话者的观点和态度，还要根据说话者的语气、语调等进行判断。 因此，强化语音、语调训练对提高听力水平尤其重要。
二．扩大词汇知识
词汇量是提高英语听力的基础，若没能掌握一定的词汇量，即使在听的过程中模仿出听到的声音，但却无法理解它的意思，就会影响整体听力理解的水平。例如：How long is the woman approved to be off ? A.Four weeks.B.Three weeks.C.Two weeks.听力材料：W: I want to go back home for the Spring Festival.Would you let me have four weeks off? M: Four weeks? No, what about a fortnight? 解该题的关键就是学生要知道fortnight 的意思是“两星期”，“十四天”，否则，就无法做出判断。 所以，只有熟练掌握《英语课程标准》中要求的必备词汇的发音和意义，在听的时候才能做出准确反映。
三．掌握文化背景
了解英美国家的文化背景对提高听力理解能力有很大的帮助。老师要有计划、有步骤地介绍一些文化习俗和背景知识，有意识地培养学生观察语言环境，引导学生留心积累社会文化方面的材料，在听力过程中避免出现由于文化障碍导致的错误。例如：西方人在劝说别人或者给别人提建议时，通常都是比较委婉的，不会直接地要求别人去做某事。考试中考生要着重理解说话者的内在含意，而不仅仅是话语的表面。
因此，要提高听力理解能力，不仅要具备一定的语言知识，还应尽可能多的了解西方国家的风土人情、生活习俗、人们的思维方式和价值观念等。
四．掌握听力应试技巧 1.审清题意，预测内容 （1）.对话预测
在听第一节时，考生可以按照下例wh-问题进行预测： (1)Who are the two speakers？
(2)What is the poible relationship between them？
1 (3)When did they have the conversation？ (4)Where did the conversation take place? (5)Why do they have the conversation？ (6)What did they plan to do？ （2）.语篇预测
在听第二节的过程中，考生可以按下列问题展开预测： (1)What is the topic of the paage？ (2)Who is the speaker？
(3)What facts did the speaker offer？
(4)What facts did the speaker fail to offer？ （3）.根据开篇句预测
英语听力的第一句话通常会透露整篇的主题，所以考生要善于抓住听力材料的首句信息。 例如：Americans have a popular saying“Time is money。”
从这一句开篇句我们可以预测的信息范围：首先，这是一篇关于时间的话题。其次，涉及的对象是美国人。
（4）.根据选项内容预测
根据听力试题，考生可以预测到该对话肯定是侧重于对话人的身份，所以在听力过程中抓住透露双方关系的关键词即可。例如：(A)Husband and wife.(B)Waiter and customer.（C）Student and teacher.(D)Receptionist and guest.2.识别关键词
（1）说话人身份的关键词，如果考生可以通过关键词很快判断对话者的关系和身份，将有助于考生有目的地集中注意力，并在脑海中搜索相关背景知识，进一步加深对听力材料的理解。例如：常见的对话者关系有：husband—wife，teacher—student，bo—employee， waiter—customer，doctor—patient，parents—kid，clamates ，roommates，shop aistant—customer。
（2）地点场合的关键词，考生如果善于捕捉听力材料中的关于地点或场合（即语言环境）的关键词，也有助于他们判断听力材料的主题、说话人之间关系等等。例如有关旅馆的关键词：Check in入住登记check out结账porter搬luggage行李book a room预定房间double room双人房等等。
（3）数字
许多听力材料中涉及数字，例如年代、日期、价格、数量等，并会以基数词、序数词、分数、小数、百分比等形式出现，这就要求学生不仅能辨别各种形式的数字，还要熟悉数字之间的关系。
3.巧用速记
（1）运用速记符号，例如：大于 ＞， 小于 ＜，意味着=，不同意 N ，同意 Y ，上升、增加 ↑ ，下降、减少 ↓等等。
（2）运用字母的缩写形式，例如：m (man)、w (woman)、ys (yesterday)、lg (large)等等。 4.集中精力，稳定情绪
心理素质的好坏直接影响到对所听内容的理解，在听力测试的20分钟内，对学生要求是精力要高度集中而不是高度紧张，只有镇定自若、头脑清晰、沉着冷静、全神贯注，才能成功。
总之，英语听力能力的提高并非一朝一夕的事，也不能临时抱佛脚，它是一个长期艰苦训练的过程，时间加经验，才能突破英语听力。
第15篇：中学英语全英文说课
中学英语全英文说课范文（模板）
2009-07-24 17:23:15 作者:www.sqabc.net 来源: 文字大小:[大][中][小]
以SB 2B U16 Leon 63为例：
Unit 16 Leon 63 Hello, everyone.Today I am very pleased to have an opportunity to talk about some of my teaching ideas.My topic is life in the oceans taken from Leon 63 of Unit 16 in SEFC（2）.It is made up of four parts.Part 1 My understanding of this leon The analysis of the teaching material: This leon is a reading paage.It plays a very important part in the English teaching of this unit.Leon 62 and Leon 63 are a whole unit.By studying Leon 63, Ss can improve their reading ability, learn more about the sea and the life in the oceans.At the same time, we should get the students to understand some difficult sentences to comprehend the paage better.The Ss should do some listening, speaking and writing, too.Of course, the Ss should receive some moral education.Let the Ss understand the sea better, love the sea and save the sea and the life of the sea.Teaching aims: （本文来自宿迁英语网www.sqabc.net） 1.Knowledge aim: Understand the main idea of the text.2.Ability aim: Retell the text in their own words.3.Emotional aim: Make the Ss love the life of the sea and do something to stop it being polluted.Key points / Teaching important points: How to understand the text better.Teaching difficult points: 1.Use your own words to retell the text.2.Discu the pollution of the sea and how to save the sea.Something about the Ss: 1.The Ss have known something about the sea and sea life through the Internet and other ways.2.They are lack of vocabulary.3.They don’t often use English to expre themselves and communicate with others.4.Some Ss are not active in the cla because they are afraid of making mistakes.Part 2 My teaching theories, methods and aids Before dealing with this leon, I’ll do my best to carry out the following theories: Make the Ss the real masters in cla while the teacher himself acts as director； Combine the language structures with the language functions; Let the students receive some moral education while they are learning the English language.Teaching method: Double activities teaching method Question-and-answer activity teaching method Watch-and-listen activity Free discuion method Pair work or individual work method Teaching aids: 1.a projector 2.a tape recorder 3.multimedia 4.the blackboard Part 3.Teaching steps / procedures I have designed the following steps to train their ability of listening, speaking, reading and writing, especially reading ability.The entire steps are: Greetings, Revision, Lead-in and preparation for reading, Fast reading（scanning）, Listening, Intensive reading, Preparation for details of the text, Consolidation, Discuion, Homework Step 1 Greetings Greet the whole cla as usual.Step 2.Revision 1.Ask students some questions to revise the last leon（show them on the screen）.a.How much salt do the oceans contain per thousand parts of water?（35 parts of salt.3.5% by weight）
b.What is coral? Why are corals not found in deep water? c.Why is the Dead Sea called the Dead Sea? 2.Check the homework（made a survey about the sea or sea life by surfing the Internet or asking for help from other people）.Through this part we can consolidate what they studied yesterday, communicate with others about their survery results and prepare for the new leon.Step 3.Lead-in and preparation for reading Show them some pictures and let them talk each other, and then use the pictures about sea and life in the oceans to learn new words, for example, Antarctica, huge whale, sperm whale, squid and so on.Purpose: Arouse the students’ interest of study.Bring in new subject: Life in the oceans.Step 4.Fast reading Read the paage as quickly as they can.I show the questions on the screen and let them get the main idea of each paragraph: 1.Why can living things live in such oceans around the Antarctica? 2.What does the whale feed on? 3.What is the difference between the sperm whale and other whales? Method: Read the text individually, use question—and—answer activity.Purpose: Improve the students’ reading ability.Understand the general idea of each paragraph.Step 5.Listening（book closed）
1.Listen to the tape then do an exercise（wb page 90, part 1） 2.True or false exercise.（on the screen）
Train the Ss’ listening ability and prepare for later exercises.Step 6.Intensive reading Read the paage carefully again and answer some detailed questions on the screen.1.How much does a whale eat at a time? 2.Do all the whales feed on small fish? 3.How deep can a sperm whale dive? It is also called depth reading or study reading.It means reading for detailed information.Purpose: Further understand the text （Train further reading ability） to find out some different sentences and details of the text.Step 7.Preparation for details of the text on the screen 1....its heart slows to half its normal speed.slow-v.to become / make slower.2....using sound wave Present participle used as adverbial.3.provide sth.for sb.provide sb.with sth.4.at a time: each time 5.grow to a length of...Purpose: Train the Ss’ ability of understanding and using laguage.Step 8.Consolidation 1.Find out the topic sentences.2.Retell the paage according to the topic sentences.Purpose: I want to know if my students understand the whole text really and if they master what I mean to tell them in this cla.What’s more, I want to let them have the ability of introducing and analyzing expreion.At the same time, I will write down the topic sentences on the blackboard according to what the students find, so they can retell it easily.Step 9.Discuion Show them some pictures about the polluted sea and many living things which are in danger and ask them: What are their opinions about it? In order to let them have free choice, I give them another topic: The sea is being polluted.What should they do? Purpose: I mean to give them emotional education.I give them multi-media pictures to arouse their interest of study and their love for life.I mean to make them realize: The sea is in danger! I teach them to do their best to help it and do something from now on.Everyone should do something to love and protect our home.Step 10.Homework Write an article Saving the sea.I want to improve the ability of their writing.At the same time, train the ability of do-it-yourself and looking up the information by themseleves.Part 4.Blackboard design Unit 16 Leon 63 Topic Sentences: 1.Some living things can live in Antarctica.（what） 2.The whale feeds on small fish.（what） 3.The sperm whale feeds on squid.（difference） Discuion: 1.The whales are in danger.What’s your opinion about it? 2.The sea is being polluted.What should we do? In my opinion, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily.In this text, the design is not easy to write.I write the topic sentences on the blackboard in order to tell the students that this is of the importance in this cla.The discuion is of the difficulty.（本文来自宿迁英语网www.sqabc.net）
I want to make the design inductive, instructive and artistic.关于说课的几点说明：
一、导言
英语说课是英语教学中的重要一环，也是衡量一位英语教师对教材的把握、分析及教师本人对上课进程的宏观控制能力的有力手段，能从理论上指导教师贯彻教学大纲，真正做到教与学相结合，将教材、大纲、教师、学生、课堂融为有机整体，对不断提高教师教学能力和教研能力，有着突出的作用。
二、说课的基本原则
1.遵循教学大纲要求，明确说课内容。把握说课与上课的区别与联系，正确理解教材、教案说课、上课之间的层进关系，走出说课即是“说教案”的误区。
2.以教师为主导，学生为主体，体现先进的教学理念。3.详略得当，重点突出，体现说课的完整性。 4.与教案相结合，体现其可操作性。
三、说课的基本程序
1.说教材：科学分析教材，明确重点难点、教学目标和要求以及教材在单元中的地位和作用。
2.说学生：谈谈学生的知识与能力结构，明确说课内容的难易程度。3.说教法：谈谈本节课要实施的教学手段、方法以及教具的使用。 4.说学法：谈谈学习方法的运用以及将要实现的目标。 5.说教学程序：说为什么要设计该程序？目的、意图何在？结果如何？ 6.说板书设计：谈谈板书设计的根据和理由，力求体现说板书设计的程序性、概括性和艺术性。
第16篇：教学设计：高中英语听力课中的词汇教学
教学设计：高中英语听力课中的词汇教学
伍春华
听力是语言学习的一项重要技能，是语言学习的基础。在高考中占30分的分值。多年的教学现状表明：学生在英语学习上听的能力大大低于该学科的其它能力。因此，对中学英语听力的现状进行分析，找出障碍，决定对策就显得十分必要。通过教学，我参加了乐玲老师的“词汇课题研究”，在课题研究过程中，把课题中的词汇教学运用到听力教学中，提升听力效果。
听力材料：PETS 2 高考英语听力模拟试题23（高一）
一、教学的目的：
1.培养学生捕捉信息的能力 2.培养学生推导和预测的能力 3.逐步培养学生做笔记的能力
二、听力教学使用的策略 1.充分利用学生已有的知识 2.充分利用文字和图表等信息 3 ．预测
4.根据语气和语调推断
三、教学过程
Step 1：pre-listening 让学生明确今天的听力任务，对听力材料的内容引起注意，提起兴趣，以最佳状态进入听力活动。 注意：听前活动设计不应包括词汇扩展， 听前活动的目的是为听力活动的开展做必要的准备，扫清会对听力理解产生障碍的词汇及必要的背景知识准备是必不可少的。但是这项准备工作只是要学生认知生词即可，词汇的扩展学习应放在听力理解之后，这样能使教学层次清楚，又重点突出。
Step I Lead-in Get to know the characteristics of Listening Comprehension.ii.Guide the students how to read questions and answers effectively and efficiently.Step II Types of questions 提问形式有：
What are the two speakers mainly talking about？ What are the two speakers primarily talking about？ What are the speakers talking about in general？ What is the speaker talking about ？ What’s the topic of the paage? What is the conversation about?
题型特点: 要求我们对听到的内容有一个整体的把握和全面的领会, 理解说话
者究竟在说什么。任何一段对话或独白都是围绕一个中心展开的, 有时主旨大
意较明显, 有时则需要归纳和概括。
Step2：while-listening 活动目的： 听中教学目的是理解语篇承载的信息和感知新语言结构在实际情景中的运用。教师应根据学生认知水平和需求，创造有效的听力理解环节教学活动设计。
基本原则 ：让学生按要求完成某种任务，如做笔记、填写表格、写摘要、进行实际操作。
注意事项：（1）避免先看录音原文，再听录音 （2） 不要一边听一边看听力原文
态度、观点、意图题 常见提问形式有：
How does the woman feel about the vacation? What is Dr.Garfield’s opinion about dreaming？ What did the man think of the meal？ What does the man think of Sara’s plan？ What is the woman’s opinion about the course ？
4.What does the woman think of the weather? (2015) A.It’ s nice.
B.It’ s warm.
C.It’ s cold.解题技巧:a.注意两个人的态度是否相同，如果不同， 要分清各人的态度，因为这时问题往往问的是其中一人的态度或看法，不要混淆。
5.What is the woman’s opinion about the course? (2015) A.Too hard.
B.Worth taking.
C.Very easy.6.What does the man think of the book? (2014)
A.Quite difficult.
B.Very interesting.
C.Too simple.场景方位题
1.Where does the conversation most probably take place? A.In a restaurant
B.In an office
C.At home 解题技巧：仔细辨认对话中的语境相关词,特别是场景词汇及习惯用语.2.Where is the man going to plant the tree? A.By the front door
B.At the back of the garage
C.At the end of the garden 解题技巧：注意对话中肯定与否定 回答。
常见的肯定回答: Yes/ Absolutely/ I agree with you… ; 否定回答: No/ I’m not sure….3.Where is the man now? (2013)
A.On his way home.
B.In a restaurant.
C.At home.
身份职业及人物关系题 常见提问形式有：
What’ s the woman’ s job/occupation? What’ s the profeion of the man? What does she do? What is the woman? Who is the woman probably speaking to? Who is the speaker? What\'s the relationship between the two speakers? 1.What is Chris Paine?
A.A computer engineer
B.A book seller
C.A writer 解题技巧：仔细辨认对话中的职业相关词,抓住其相关的关键词进行答题。 2.Who might be Mr.Peterson be?（2014）
A.A new profeor.B.A department head.C.A company director.(各个部门主任要给Mr.Peterson 做项目报告，由此判断Mr.Peterson应该是公司的高层 ) 3.What does John do now?（2014）
A.He’ s a trainer.B.He’ s a tour guide.C.He’ s a college student.4.What is the probable relationship between the speakers ?(2015)
A.Salesperson and customer.
B.Homeowner and cleaner
C.husband and wife
解题技巧：分析选项目,预测可能出现的词汇,短语,句子.细听,捕捉关键消息判断人物的职业,身份及人物关系.时间、价钱、数量关系 常见提问形式有：
At what time will the two speakers meet ? When did Sir Hugh’s first book of records appear？ What day is it when the conversation takes place？ What is the date today? How much can a new person earn for the first year？ How many people will the woman hire? How long has the speaker lived in a big city？
What percentage of the world’s tea exports go to Britain? 解题技巧：
熟悉时间的读法,辨清数词的易混尾音-teen,-ty等; b.速记重要信息 1.What time is it now ? A.9:10.
B.9:50
C.10:00 1.How much rent should one pay for the one-bedroom apartment ? A.$350.
B.$400. C.$415.2.When is the report due?(2015) A.Thursday.
B.Friday C.Next Monday 常见的提问方式有：
What does the man suggest the woman do? What does Diana want Peter to do? Why don’t you…? Why not …? How (What) about…? What will the man probably do? What does the boy promise to do for the girl? What are the speakers going to do? What does the woman want to do? What would Joe probably do during the Thanksgiving holiday?
Step3：Post-listening 作业：跟读录音、做部分听写。
拓展作业：看原版电视、电影、听英文歌曲、故事、讲笑话。
这些听力材料都可以用于训练和培养学生的听力技能 , 提高他们的听力水平。
第17篇：高中英语听力能力浅谈
高中英语听力能力浅谈
现在高中学生听力差，听不懂的原因有：1.语音知识不足，语音知识不扎实。扎实的语音知识是听懂英语的基础，准确地抓住了语音，即使是生词也不难根据其发音从字典中找到答案。反之，如果语音知识不够，也搞不清楚语法关系，分不出主句和从句，因而搞不懂其含义。2.词汇量不够。主要表现为一词多意不懂，单个单词认识，但与其他单词组合在一起组成词组后就听不懂了。3.背景知识不足。学生对西方的风俗习惯和各种文化历史背景不熟悉，听到文章后也不一定懂，背景知识的积累要靠学习其他课程与平时积累，靠经常看报纸、听广播。在实践中，我从以下方面进行了探索：
一、加强听的练习，注意听的效果
教师要从思想上重视对听的训练，让学生多听英语。所谓多听，包括教师在课堂上多用英语进行教学，少用汉语。此外，还要利用录音机和录音磁带，使学生多听英美人的发音，以及学校里其他老师的发音，使学生惯于听比较地道、比较标准的英语语音。另外，也要让学生听班里其他同学的发音，以提高辨音能力。在一个同学回答问题时，其他学生都要用心听，还要鼓励学生收听适合程度的广播，收看英语电视节目，放映英语教学电影片，以增加学生接触英语的机会。听力训练要有目的，有要求，有检查，注意实效，不走形式。只有这样有意识的训练，才能有成效的提高学生的听力。
二、注意语感，增强听力能力
打好语音基础，对于英语学习者是非常重要的。英语课本一般都配有录音磁带，在放听录音时，要注意：1.每次上新课都先让学生听录音若干遍，做到地道的英语语音先入为主。2.下课前要放听录音，做到课下余音在耳。3.上课当中还要适当听录音，不断加强对地道语音的训练。
三、变换练习方式，每种练习都不要做的时间太长
做听力练习和其他练习一样，要经常变换练习的方式，并随着练习方式的变换，由简而繁，有慢而快，逐步提高对学生的要求，形成一个自然的发展过程。每种练习都不要做得太久，以保持学生做练习的兴趣和积极性，避免出现疲沓现象。训练性的练习做完之后，要有检查性的练习。只有教师看到一种练习达到目的之后，才能进入下一个练习。
四、提高学生捕捉信息的能力
捕捉信息的能力，是提高听力水平的基础，但不少同学把客商的辨音练习也认作“捕捉信息”的练习，这是不对的。在外语学习中，辨音能力是一项基本的学习能力。我们常听人说，耳音不好的人，学习外语往往比耳音好的人更费力。所以，随着外语教学改革总趋势的发展，提高学生捕捉录音信息的能力还是个有待解决的问题。
五、提高学生整理录音信息的能力
当录音内容多、信息含量较大的时候，需要通过思考才能正确回答问题。思考的过程就是信息整理的过程。不同学生有不同的解决思路，有的学生习惯于先把握录音的整体内容或大概意思，再解答试题；有的学生则习惯于边听录音边考虑选项，然后再做答案。无论怎样解答试题，都要随时调整好思路。正确的答题思路是：把握情景、语境――捕捉关键信息――思考并确定答案。
六、提高学生分析信息并对录音做出反应的能力
近年来，在听力试题中增加了这样的题型：听句子，选出该句的最佳答案。这样的题型既考察了学生的听力，又考察了学生社会交际中的英语语言知识。一般来说，这类题型本身的难度并不大，但如果对录音中的句子不理解或理解错误，就会选错。另外，如果试题中更多的增加信息含量或英语语言文化的成分，或录音用叙述、描述、说明的口气，也会增加试题的难度。因此，必须努力提高学生分析信息并对录音做出反应的能力。
七、帮助学生树立练好听力的自信心
在教学过程中，教师应帮助学生树立起这样的信心：能听懂汉语，说明自己的听觉器官正常，智力水平正常，具备了听懂英语的可能性。英美国家的文盲都能听懂英语，为什么文化知识比他们多，逻辑分析能力比他们强的中国学生却听不懂呢？说到底不过是缺乏练习罢了。只要多练习，就可以获得较强的听力。但在做听力时必须精心、沉着、集中注意力，这样才能保证正常发挥自己的听力水平。
第18篇：谈高中英语听力教学
谈高中英语听力教学
“听”作为人类言语交际方式之一,在信息剧增、国际交往日益频繁的今天更具有重要意义。英语的听说读写,越来越成为人们学习英语所必须具备的能力。英语教学中对听力的要求日益强化,广大师生都意识到“聋哑英语”的不适用性,因此,英语听力教学逐渐受到了应有的重视。在听力教学的课堂上,我们经常看到这样的情况教师放录音,学生听后做理解练习,教师检查学生的答案正确与否。这看起来更象是在进行听力测验,虽然这种方法对提高学生的听力也会起到一定的作用,但在听力教学的层面上,我们更应注意听力教学的教法和学生的学法指导,使听力教学更为有效。一般来说，高考是中学教学的指挥捧，高考政策和考查内容的变动势必影响教学手段和方式的变化。自2(X)5年起，一些省份的高考取消了英语听力浏试，因此部分学校立即停止了对高三学生的英语听力训练，这也影响了高
一、高二年级的英语听力教学。同时，教育主管部门、学生、家长也不重视听力教学。笔者在本文中分析了这一现状的原因，并提出了应对策略，旨在改变目前这种状况，搞好高中英语听力教学，提高学生的英语听力水平。
第19篇：浅谈高中英语听力教学
浅谈高中英语听力教学
【摘要】如何做好高中英语听力教学长期以来都是各个中学较为重视的一个话题，因为它不仅有利于学生在日常生活交际中的实际运用，而且直接会影响到学生高考的英语总成绩，因此笔者从目前高中英语听力教学所存在的问题及其对策发表自己的一点见解。
【关键词】听力教学技巧基本技能
【中图分类号】G633.4 【文献标识码】A 【文章编号】2095-3089（2014）06-0092-02
高中英语听力教学是一个老生常谈的话题，但是笔者经过数次的高中毕业班的教学，深深感受到一种现象就是笔者所在的二级校还是一个相当不错的二级中学，高三学生在面临高考在即时，如果英语听力的材料难一点，学生的年段英语听力平均分才18-19分（总分30分）；如果所听的内容熟悉，容易一点，那么年段学生的英语听力平均分为22-23分（总分30分），针对这种现象笔者就高中英语听力教学发表自己的一点见解。
一、高中英语听力教学所存在的一些问题
很多教师的观点就是：学生自己去听，听多了自然也就会做题了，忽视了对学生听力技巧的指导。常见的高中听力教学的步骤是：1.通过广播或三用机放音，学生根据听力材料做题；2.结束放音，核对、答案；3.学生查看听力答案材料，进行纠错。教师们普遍认为帮助学生解决听力问题关键在于单词和听力材料的理解，只要学生掌握足够的单词量、语音能听得懂，有猜词的能力，对语法能够理解，那么听力就不是一个问题了。
高中学生对于听力学习都是相当紧张，当他们在进行听力过程中，如果听力材料中说话者语速过快，或语音不是很清晰时，一旦又遇到一些生词，那么他们就会紧张，造成对听力材料理解的错误判断，有时，由于对所听的材料的语境缺乏理解，也造成对听力内容的无法理解，因此高中英语教学存在的3个问题如下：
1.听力教学目标不明确：听力教学的目标是多样性的，可有些教师却只进行测试，一般只教学生要听听力材料中的大意和细节内容，而忽视对根据语境根据说话者的语气、语调以及说话者的意图等来进行听力技能的培养。
2.听力材料讲解模式化：对于听力的材料不管是哪种的体裁，有的教师处理都是一样的，那就是讲解听力材料语言点，比如语法、词组等等，少讲解根据不同的听力体裁，要求学生要注意语音、语调、文章的篇章结构来进行听力，忽视了给出一定的任务让学生对语境进行理解，激发学生听的欲望，对于较难的听力材料没有提供相关的词汇等等。这样就养成学生对听力材料的不连贯理解，就会对听力的内容造成错误的判断。
3.听力技巧的指导不够：对于根据听力材料中的语调、语气或对于讲话者的关系，怎样从上、下文推测所遇到的生词等技能指导力度不够，过于注重对听力材料答案的关注，而对于听力技巧的培养重视不够。
长期以来，有些教师对于听力教学的一种思想观念就是只要学生听多了自然而然就会听得懂了，无须教师对学生进行听力技能的培养和指导。这反映了有些教师对于学生听力技能的培养不够重视，对于听力材料难度的估计不够，而对听力技巧的培养训练和针对性都有所欠缺，这样就导致每次学生所听的听力材料基本一样，而要训练哪方面的技能不清楚，造成的不良影响就是学生听力得分不够高。语言的功能就是用来交际，听力是英语语言交流过程中不可或缺的一个重要组成部分。因此要注重高中学生英语听力的培养。
二、高中英语听力教学的目标
根据《高中英语课程标准》（2003）可以知道，高中英语的听力主要是考查学生对口头英语理解的能力，也就是说对于英国、美国人的日常生活简单的对话和独白的内容能够听得懂，能够理解说话者的目的和意图，能够通过听力材料的语气，语调、观点、信息等语境来推测、判断说话的意图，提取具体的信息点。
从高中听力材料来看，它具有2个特点： 1.语境明确：在高中听力材料所呈现的听力内容可能是真实的生活情景。2.口语特征显著：说话者常用一些日常生活，口头语言比如：Excuse me, could you tell me the way to…?Ok, see you later.Hi, ….What’s the matter? Why do…?It’s a deal.等等。并且常常使用口语中的感叹词、语气、语调来表达说话者的情绪，比如：Why? Oh, yeah, well等等。而且也常用一些语言交际中使用的省略，停顿、重复等交际语言。比如：Oh.My Gosh, so where did …, Um, not too often, maybe about once a month等等，并且在听力的内容中很少会出现一些生僻词。
高中英语听力考查主要从下面几点来体现:1.主旨大意题：学生通过听懂所听材料来判断其内容的主旨或大意。2.具体信息题：学生通过对所听的材料得出具体的信息，有时这种题型比较容易，直接就能在说话者的内容中得出，而有时却要通过推算，去掉太多的细节，得出真正的具体信息。3.推理判断题：学生通过说话者对话中的语气、语调的内容来判断说话者之间的关系或意图等等，此类题型有一定的难度。
三、高中英语听力教学的策略
在目前高中英语课文每单元都在Using Language （使用语言）这个部分设有与课文reading（读）相关的listening（听力）的训练，大部分所要求的听力任务是：1.听录音，例如新闻、故事、对话等，回答与所听的材料内容相关的几个理解问题； 2.再听录音，填下面与听力内容相关的单词、词组、句子等等。
这样，高中听力教学技巧的使用和选择就不仅是操作的问题了，它与教师对听力教学的理念的提升、思路的拓展、对听力材料的理解才能够解决的。因此，就出现了不易把握的几个问题：1.对课文所提供的听力内容如何确立听力材料的语言特征，如语音、词汇、语法、篇章结构等等。2.对课文所提供听力内容，如何确定恰当听力教学的目标。3.对课文所提供的听力内容，对于学生学习的难度如何有效的预测和指导有关的学习策略。4.如何有效地训练学生的听力技巧。想要做好这几点就必须把老师、学生、听力材料、练习活动和听力教学目标相结合。
（一）听力材料语言特征
高中学生听力训练主要是在课堂进行，所听的材料主要是从每单元的listening（听力）的录音材料，还有就是针对不同的年段所配套听力录音等，这对于高中学生的听力训练还是有一定的难度。听力主要针对的是口头语言，因此教师在对学生进行听力训练时，要从听力材料中的语音、语调、体裁等方面进行指导，指导学生的对于不同的语境的理解，有利于学生对听力材料的正确理解。例如，老板和雇员活动语气与母女之间谈话的语气是迥然不同的，前者语气礼貌，后者语气随意、省略等。如果教师在指导学生进行听力训练时，多重视语境的讲解，时间久了，学生就会注重对于语境的理解，对于听力能力的提高是非常有效的。
听力材料在高中阶段，其体裁大部分为独白、对话、故事、新闻等，因此教师在为学生选择听力材料时，可以从以下的方面入手：1.“精听”和“泛听”相结合是选择听力材料时要考虑的一个方面，因为既要培养学生的语境，又要扩大知识量。2.对于课文所提供的听力录音之外，要适当补充让学生感兴趣的话题材料。3.要输入不同的听力材料体裁。4.在对学生进行听力训练时，所选材料的口音要多样化（英音、美音等），以及语速的训练。
（二）恰当的听力教学目标
根据新课标的要求，听力主要是让学生掌握其基本技能。因此，教师在确定听力训练的教学目标时要多注重这几个基本技能的培养，做到目标心里有数，这不仅要教师心里明白，学生也该知道每次听力训练的教学目标。
（三）确定学生听力学习的难度
教师在进行听力训练时，总会听见有些学生抱怨听力速度过快，语气、语调理解不够，生词偏多，听不清楚等等，因此教师要根据所教学生的目前听力水平来选择听力材料，确定其恰当的听力教学目标，以期达到通过训练提高听力的效果。
（四）听力训练活动的设计
如何通过适当听力活动来提高学生的听力能力是一个非常重要的部分。教师在进行听力教学过程中，应该注重其三个阶段：听前、听中、听后。听前：教师可以通过各种方式如图片、题目等等来让学生去猜测要听的听力内容，引起学生想听的强烈欲望，在必要情况下给学生一些生词的学习；听中：教师可以采取各种各样的方式来保持学生听的注意力，避免学生注意力分散、开小差，并指导其相关的听力技巧；听后：教师要给学生与听力内容相关的具体的任务，比如可以通过听写有关的听力内容，听说相关的听力材料以达到提高学生听力的能力。
总之，重视高中听力的教学并且采取相应的策略，这是一个非常重要的教学任务，也只有这样才能提高学生的英语听力能力并且把英语很好的运用到实际的日常生活中。
参考文献：
[1]朱晓燕.英语课堂教学策略――如何有效的选择和运用[M].上海:上海外国语出版社,2011,2.
第20篇：谈高中英语听力教学方法
谈高中英语听力教学方法
摘 要：英语听力教学一直是课程教学的重要知识点，也是学生掌握较为困难的一项语言项目。究其原因，主要是学生在中学听力基础较为薄弱，对听力的学习技巧和方法缺少一定的理解感悟。正是基于以上的分析，我认为，要想提高高中学生的英语听力水平，不仅要在尊重学生听力个体差异的基础上注重运用多元化的教学策略，而且应该在围绕文本语言学习内容的同时，培养学生的听力理解能力，以此来提高他们的听力能力。
关键词：高中英语、听力教学、方法
能力的培养与强化是课堂教学的关键所在。英语是一门实践性很强的知识学科，只有学以致用，才能使英语成为交流的工具。听、说、读、写四种技能是相互联系、相互作用的统一整体。有专家曾指出，英语教学的听、说、读、写四种活动中，听先于说，说先于写。“听懂会说”是一个人表达思想情感的前提。听说教学是外语教学的核心所在。因此，听力训练应作为英语教学的首要任务。在实际教学中，我认为应从以下几方面入手：
一、从基础入手，充分利用课堂训练听力
英语听力的提高绝非一朝一夕、一蹴而就的事，必须加大训练量，长期不间断地进行精听或者泛听。众所周知，无论是第一语言还是第二语言地学习都离不开输入。新教学大纲指出：“听和读是输入，只有达到足够的输入量，才能保证学生具有较好的听和写的输出能力。”用英语进行听、说、读、写等信息交流离不开一定的社会环境与氛围，也就是语言情境。任何有声语言活动都是在特定情境中进行的，情境作用于人的感官，使人产生交流的动机和使用语言进行交流的心智活动，情境决定语言表达的意义。因此，英语交流离不开语言环境。由于英语并非我们的母语，绝大多数情况下，学生缺乏听说英语的情境。久而久之，学生就不能说，不会说，造就了“哑巴”英语。所以，从英语教学角度来说，向学生提供大量的听力材料，开展以听为主的活动，是扩大学生语言输入的好途径，有助于提高学生的听力水平，对培养语感和提高语言运用能力具有很重要的作用。①教师在课堂上尽可能地使用英语教学。学生由于缺乏自然的英语环境，除课堂45分钟外，很少有机会使用英语，要想提高听力并非易事。所以，充分利用课堂45分钟至关重要。这是对教师的严格要求，主要在于要求教师尽量用英语授课，不用或少用母语，以培养学生用英语思维的能力。在起始阶段，如果学生理解有困难，教师可借助实物、直观教具、手势、眼神、动作、语调，辅助解释所要表达的内容。利用手头拥有的录音机、投影仪、自制卡片、周围环境与人物，让学生充分发挥自己的才能，多讲多练。值得一提的是，教师最好利用英美人士的原声录音，让学生接触地道的英语，跟读时，教师可多放几遍录音，尽量避免教师直接领读。②利用课前5分钟，抓好“热身运动”。多年来，笔者一直坚持利用课前5分钟的时间让学生进行值日表演、对话、演讲或复述课文，并要求其他同学复述值日生所说的内容。学生通过每天的值日报告，既训练了口语，又提高了听力。③利用对话课和阅读课特点，挖掘听力材料。由于这些材料的背景学生比较熟悉，有利于消除学生的过度紧张感，使学生较快地获得一种成功感，从而树立起提高听力、学好英语的信心。
二、引导学生广泛阅读
广泛阅读是学生单词习得的重要途径，也是提高听力的必备基础。教师必须选编或指导学生选读与教材同步、体裁多样的阅读材料，以扩大学生视野。教师要依据因材施教原则，根据学生英语学习综合能力的差异，分层选编不同程度的阅读材料，指导学生课内、课外阅读，鼓励学生多读一些英美文学作品、小小说、笑话、小故事等。阅读的内容由浅入深，循序渐进。初读者可选择情节简单、篇幅较短、生词较少的读物，随着词汇量的逐渐积累和阅读能力的不断提高逐步过渡到阅读英文原版注释读物和原版读物。为了更客观、更深刻地了解异域文化，了解当今不断变化的世界，了解英语语言的最新发展，鼓励学生阅读原著或改写过的原著，了解中国与英语国家在历史背景、文化特色、意识形态、价值观念、思维方式等方面存在的差异。这样既扩大了词汇量，又为提高听力扫清了障碍。
三、抓好听力教学，加强解题技巧的指导
①预读题目及选项内容。在听材料前，学生应抓紧时间，快速浏览题目及选项，捕捉一切可以从题目及选项上获得的信息，并尽可能地预测内容，打有准备之仗。这样就使听力活动成为有目的、有选择的学习活动。②边听边记，强化记忆。听录音时，要养成记录的习惯，特别是对一些数字、人名、地名的摘记，因为这些内容容易过耳就忘。另外，记的时候要学会找窍门，如数字可用阿拉伯数字记，地名、人名可记下个别字母作提示。③忽略不重要的信息。学生在听的过程中要区分主次，区别对待，在了解大意的基础上，把注意力集中在与主题及所提问题有关的内容上，其他信息可以忽略。对于文中出现的生词，无论是否影响全文的理解，都不必深究。另外，学生还要学会根据上下文信息猜测词义。
四、加强学习目的教育，培养学生学习英语的积极性
掌握一门外语就是掌握一项技能，要想熟练地掌握这项技能，光靠教师的努力是远远不够的，学生必须要有学好英语的欲望，要弄清为什么学习英语。教师从高一新生入学的那天起，就要让学生弄明白学习英语的重要性。教师可以通过多种方式阐明学习英语的意义。可以给学生看一些用英语写的信件、产品说明书、明信片、英文杂志和一些英文对白的电视等以及向学生介绍一些出国留学所要通过的托福、GRE等英语考试，激发学生的求知欲望，确立学习英语的目标。学生懂得了学习英语的重要性，就会把学习英语当做社会的需要和自己的需要。在这种需要的驱使下，学生就会努力地去学习，而且他们也会自觉地培养学习英语的兴趣，有目的、有计划地学习。所以说，动机是学习语言必不可少的条件。学生明确了学习英语的意义，就有了学习的动力。有了这种动力，学生就能扎扎实实地去学，想方设法地学好英语。要想学好英语，就必须多听、多说，听力好，不仅仅是为了应付考试，更重要的是为说、读、写打下基础，从而提高英语水平。
总之，高中学生英语听力水平的提升是一个长期的过程，是听、说、读、写的重要部分，教师要将充分结合起来，作为教学的整体目标，积极探索科学合理的教学方法，提升学生的英语综合水平。
