unit1听说课教学设计
Starter Unit1 Section A(1a-2d)教学设计七年级英语上册(人教版2024)
Starter Unit 1 Hello 课时教学设计第1课时教学设计授课时间：课题Section A (1a-2d)How do greet people?课型新授课（听说课）课时1主备人审核人语篇研读【What】本课语篇是新学期开学，新同学和老师之间互相问候开展对话。
对话中主要进行了问候、询问姓名、如何拼写以及告别等信息。
【Why】新学期开学同学们复习过去所学的同时，能认识教材的主线任务；让学生复习如何打招呼并询问对方姓名，迈出认识新老师、新同学、新朋友的第一步；让学生在不同情境下使用的打招呼交际用语，同时增进老师和学生之间的了解。
【How】通过阅读单元的主题图让学生了解本教材的主线人物和教材板块的设计，其中包括中国学生和外国学生以及学校老师，学生能使用简单的问候语和告别语来完成简单的对话。
学情分析K(Known) 已知W(Want) 想知L（Learned）已学认识26个英文字母的发音以及一些简单的日常用语和单词。
如何有效、快速地记忆新单词，掌握简单的问候语，学会在真实情境中应用，提高听说读写的能力。
掌握了26个字母的准确发音和规范书写方式。
掌握了简单的英语问候语，学会了自我介绍。
教学重难点重点：掌握26个英文字母的准确发音与规范书写；使用Hello/Hi/Good morning等表达去问候他人，介绍自己。
难点：在不同场景下熟练使用所学语言，得体、礼貌地问候他人、介绍自己。
学习目标1.能正确认读、书写教材中七个主线人物的名字，了解教材单元的构成。
2.能听辨并掌握26个英文字母的准确发音与规范书写；理解常见字母缩略词，以及字母排序在日常生活和学习中的常见运用，学好切分字母的音。
3.能创编一段对话，熟练使用“Hello”，“Hi”或“Good morning”等表达问候他人或对他人问候做出应答，介绍自己并询问对方姓名。
评价评估维度评估标准评估方式评估主体First, introduce myself to the class. Then let students introduce each other.Know each other by introducing themselves.conclusion about the greetings.3.Ask Ss to look at the picture. Match the names with the faces.4.Please work in pairs and come to the front and introduce the main character in our textbook.3.Look at the picture and match the names with the faces.Write their own name on the first page of their own book in correct spelling.4.Work in pairs. Come to the front and introduce the main characters in our textbook.Let Ss listen and say the letter. Then practice writing them. Listen and circle the letters they hear.First, listen and say the letters in 2a. Then, watch a short video and learn how to write the letters correctly. Repeat the letters one by one after the video. Finally, listen and circle the letters you hear in 2a.Ask Ss to observe the picture and ask question.Guide Ss to read the conversations quickly and circle some key words and predict the answers. Then play the recording and check the answers.Look at the picture in 2c and make some prediction. Listen to three conversations and fill in the blanks with the correct sentences in the box. Then role play the conversations.Encourage Ss to work with their partners or group members and greet each other. Provide the structure of the conversation.设计意图：帮助学习整体感知对话内容，并培养学生准确找出关键信息的能力。
小学英语四年级下册Unit1分课时(教案：听、说、读单词和句型
第四课时：Unit 1教学目标：1.能听、说、读单词：sister, brother, mother, father, family, happy, sad, angry。
2.能听懂、会说句型: Who is he/she? He/She is my (sister/brother/father/mother)。
教学重点：学生能够听、说、读单词和句型，并理解其意义。
教学难点：学生能够正确运用所学单词和句型进行交流。
教具准备：课件、多媒体设备、单词卡片。
教学步骤：Step 1: Review教师出示上次所学单词卡片，让学生来回忆并复习。
Step 2: Introduction教师播放一段小短片，介绍家庭成员，并对学生进行唤醒。
教师将介绍所要学习的新单词。
Step 3: Presentation教师出示单词卡片并播放音频，学生进行跟读和巩固记忆。
Step 4: Grammar教师提问学生“Who is he/she?”学生回答“ he/she is my (sister/brother/father/mother)”互动交流。
Step 5: Consolidation教师将所学单词排列打乱，学生需要根据发音和意义匹配并复述。
Step 6: Homework请学生写下自己家庭成员的名字，并用所学语法进行交流。
教学方法：游戏、展示、竞赛、演示、互动交流。
教学评价：1.学生能够熟练掌握所学单词和句型，并能够运用之进行交流。
2.学生学习兴趣浓厚，渴望学习更多知识。
教学改进：为了提高学生学习兴趣和教学效果，可以在课堂上加入各种游戏和竞赛，适当增加课堂互动交流时间，让学生将所学知识运用到实际生活中。
高中英语 外研社版 新教材 Unit 1 A new start 听说课教学设计
Unit 1 A New Start单元主题：人与自我——学校生活；丰富自我；完善自我；正确的人生态度单元整体分析：本单元的话题是学生最熟悉的话题，几个语篇的内容正好也迎合了高一新生的心理，从Starting out部分学生对新学校的第一印象到Understanding ideas部分学生第一天的经历和感受：兴奋、新鲜、忐忑、紧张、期许等等，很多心理学生都是感同身受的，这样的文章必定能引起学生的共鸣，引发学生的阅读兴趣。
Using language部分，语法复习了英语的基本句子结构，让学生从熟悉的句式学起，帮助学生树立起高中阶段的学习自信心，有助于学生顺利、平稳的过渡到高中生活。
Using language中听说部分安排的是Making a plan的内容，通过学习，学生学会对自己参加的各种课外活动和周末活动有一个合理的安排。
Developing ideas中的语篇是在第一语篇的基础上，对学生进行思维的拓展，通过学习，学生能对高中生活遇到的各种挑战和困难有一个预见，并能做好心理的准备，帮助学生树立积极向上的人生观。
Developing ideas部分还设计了两个读写内容，一个是给新生提建议的演讲稿，一个是记录高中生活第一周的周记，这两个写作任务都是基于前面语篇的学习生成的，学生自然有话可说。
另外教材还非常贴心的给了学生友情小提示，相信学生能更顺利的完成写作任务。
Presenting ideas部分是作为学校一员，为学校的发展给校长提建议，这个任务更多的想培养学生的主人翁意识，我们教育的最终目的是培养社会主义建设者和接班人，新教材在设计上充分体现了这一点。
本单元最后一个环节是Project，我们为学生设计的任务是：为自己的高中生涯做一个详细的规划，高中三年你要完成哪些事情？为什么要做这些事情？你打算什么时候完成？你认为在完成这件事情的时候需要做哪些准备？……基于对教材的分析，我们将本单元分为6课时进行教学：第1课时：Starting out+ Understanding ideas 语篇学习第2课时：Using language本单元词汇和语法学习第3课时：Using language 听说练习第4课时：Developing ideas 第1个语篇学习（读写课）第5课时：Developing ideas 第2个语篇学习（读写课）+Reflection 第6课时：Presenting ideas +Project单元整体教学目标：1. 掌握学校生活相关的词汇及表达，并能运用所学表达描述经历、感受，能给新同学提建议。
七年级英语 U1 Making Friends 听说课教学设计
Ask students tolisten to the conversation again andtick theWh-questions that they hear.
3.Analyze the material
Ask students tothink about the function of eachWh-question and then find out how to answer them correctly.
Step4:
Post-Listening
1.Retell
Ask students totalk about Yuki with help of the mind map.
2.Interview
Ask students to make a new dialoguebetween Jason and Mandywith the help of the sentence patterns.
Step1:
Lead-in
Play an English songto the students and lead in the topic.
Studentsห้องสมุดไป่ตู้isten to the song andthenthink about making friends.
Lead in the topic and arouse students’ interestinmaking friends.
2.Guidestudentstouse the sentence patterns they have learnttodayto make a new conversation.
新课标人教版英语必修1：Unit1FriendshipPeriod1听说课教案
Unit 1 Friendship单元整体设计思路：第一课时听说课Warming up (p. 1); Listening (p. 41) and speaking第二课时阅读课Pre-reading (p. 2); Reading (p. 2); Comprehending (p. 3)第三课时语法课Discovering useful structures (p. 5); Using structures (p. 42-43)第四课时语言学习课Discovering useful words and expressions (p. 4); Using words and expressions (p. 41-42)第五课时综合语言练习课Reading and listeni ng (p. 6); Speaking (p.6); Listening task (p. 43) 第六课时写作课Reading and writing (p. 7); *Writing Task (p. 46, 选做)第七课时综合评价练习课Reading task (p. 44); Self-evaluation, Summing up and self-test/exercises第一课时听说课一、教学内容：Warming Up (p. 1); Listening (p. 41) and speaking二、教学目标：1．能力目标在本节课结束时，学生能够●就“朋友应具备什么品质”这一话题表达自己的看法，使用适当的形容词并通过简单举例来描述人的品质。
●在与其他人交流观点时使用同意或不同意的交际用语。
●理解听力材料中主人公对交友问题的看法，在教师的提示和帮助下简明扼要地归纳中心内容。
●在提供的语境中猜测新词汇的含义，并根据朋友应具有的品质这一话题，通过联想记忆扩展词汇量。
2．目标语言●重点词汇和短语upset, loose, ignore, add up, walk the dog,●重点句型结构calm … down, have got to, be concerned about, cheat in the exam3．文化目标领会友谊和朋友的真正内涵，懂得正确处理与朋友之间的问题。
初中英语《Module 1 Unit 1 Lets try to speak English as much as possible》优质课教案、教学设计
Module1Unit 1 听说课教学设计一．教学目标：1.知识目标:1)To remember the new words and expressions of Module 1.2)To know the structure of giving advice:①We/You should... ②Let’s try to...③Why don’t you/Why not...? ④How about...? ⑤It’s a good idea to... ⑥It’sbetter not to...3)To understand conversations involving advice on learning English.2.能力目标：1)Listening and understanding familiar topics (English study).2)Talking about problems in English study and giving advice.3)Reading and finding specific information about English study.4)Drafting a letter asking for advice about English study, revising through pair discussion..3.情感目标：1)To cultivate the students’ interest in learning English.2)To teach the students to help each other not only in English learning but also in every aspect of their life.二．教学目标：教学重点：1.The new words of Module 12. The grammar in the text about giving advice: Let’s try to… Whynot… It’s a good idea to…教学难点：1. Giving advice: We/You should… Let’s try to … It’s better notto… Why don’t you/we…2. The pronunciation of some words: complete, pronunciation, vocabulary…二．教学过程：Before the class：朗读新单词Ⅰ. Pre-listening:Step1: Warming-up（热身导入）Wanted——English Ambassador（设计意图：通过让学生参加应聘英语大使的活动激发学生的学习兴趣）II.While-listening:Step 2: 小听力:Listen and write T or F1.Daming didn't understand the words “spring”.2 .Lingling's grammar is correct.3.Daming usually look words up in the dictionary.4.Daming didn't know the first letter.阅读策略小提示: you don’t need to listen word by word（设计意图：通过此活动，训练学生运用听力技巧听有用信息的能力。
Unit1 Where did you go on vacation SectionA 教案
1..用英语询问你的一位好朋友，她（他）假期去了哪里？看到了什么？并将此对话写在作业上。
2.介绍自己的假期生活
设计意图
为学习过去式做铺垫。师生交流。学生的介绍可以是不全面的，体现“思”即好。
通过图片可以引发学生回忆自己的假期生活。
学生通过思维导图思考假期活动引出听力任务
目标
1用所学的功能语言交流假期去了哪里旅行
2用一般过去时进行信息交流，培养学生热爱大自然.
教学
重点
难点
重点：本课的语言目标是正确使用过去式。能用过去式描述过去发生的事情。
难点：用英语谈论假期，训练学生说的能力。
教法
学法
思维导图 听说 观察 归纳
教学流程
I. Greetings.
II.New course.
StepIII. Practice(实践运用)
Mind map
1.Students Listen to 1b and tell what they hear.
2. Students check the answers and tell answers with the targetlanguage.
StepⅣ Creating and using(创新迁移)
1.Pairwork:Now work with a partner. Make your own conversation about your vacation. Let some pairs act out their conversations.
students. Make an introduction and let students talk about their vacation.
Module l unit1 Try not to translate every word.听说课
Module l How to learn EnglishUnit1 T ry not to translate every word.课型：听说课【学习目标】1.掌握提出建议的表达方式。
2.能够听懂有关学习的建议。
3.能够口头就学习方法提出建议。
4.能够表演包含建议的对话或就学习方面的建议做口头陈述。
【课前准备】1.根据音标，先试读生词，直到熟读生词，最后能够英汉互译。
2.每人准备一张心愿卡，写出新学期对英语学习的打算。
【学习过程】1.检查词汇预习情况。
⑴四人小组内进行词汇的英汉互译。
⑵小组成员互相介绍自己学习英语的体会。
2.展示新知识。
⑴介绍：a .Why don’t you…？ B .Y ou should…C .It’s a good idea to… d .How about…E .Try to… f .Try not to…⑵仔细观察以上提建议的表达方式，小组讨论它们分别接什么动词形式：⑶小组内补充总结其他提建议的表达方式。
3.专项训练⑴学会提建议。
①always speak English class.②speak Chinese in an English class.③watch English films.④translate every word.⑤read an English paper.⑥listen to radio?⑦learning eight or ten words a day?⑵小组内，根据同学的学习情况，就其学习问题或困难提出适当的建议。
4.听力训练。
⑴判断对话中两个人所谈论的是语法问题、拼写问题还是其他问题。
Dialogue 1 talks about Dialogue 2 talks aboutDialogue 3 talks about Dialogue 4 talks aboutDialogue 5 talks about⑵两人一组对话。
5.对话学习。
外研版英语九年级上册模块4 Unit 1 听说课教案
Module 4 Home aloneUnit 1 I can look after myself,although it won’t be easy for me.(听说课教案)Ⅰ、Teaching model：Listening and speakingⅡ、Teaching method：Communicative approachⅢ、Teaching Objectives●Knowledge objectiveKey vocabulary:----platform,meeting,miss,shut,lock,simple,anybody,clock,ring,passenger,address, test,test message,couple,a couple ofKey structures:-----although和so...that...引导的状语从句。
●Ability objective1. To listen and understand sentences with although and so...that....2. To understand the conversation.3. To learn to use although and so ...that....●Moral objective1. To talk about things staying at home alone..2.. To develop the ability to cooperate with others.Ⅳ、Teaching importance and difficulty1. To learn about some expressions in the passage.2. To learn to use although and so ...that...V、Teaching methodPWP method, task-based methodVI、Teaching aidsA tape recorder, multimedia and some picturesⅦ、Teaching ProceduresLearning Aims （学习目标）1. To listen and understand the conversation with although and so...that...2. To learn to use the patterns with although and so ... that...correctly:I can look after myself , although it won’t be easy for me.My clock rings so loudly that it will certainly wake me up.3. To talk about someone’s feelings with although and so...that...4. To remember the words and expressions（师傅学友明确学习任务)Step 1: Check the new words . （学习单词）1.师友朗读platform meeting miss shut lock simple anybody clock ring passenger address test test message couple, a couple of（师傅注意学友的发音）2.教师检查Task1:请快速说出你看到的单词（师友举手抢答）Step 2: Talk and learn.（学习对话）I.师友听读感知1）Work in pairs Talk about the picture..2）Listen and answer the questions.1.Where are Betty and her parents?2.Is Betty traveling with her parents?2）Listen again and complete the sentences.1.Will you be OK at home________?2.I’ll ________ you too, and I’ll call you every day.3.I’ll keep it tidy so that you’ll _________me when you get home .（先自主完成再互助交流）3)Listen and read again and find out Everyday English1.Now…2.I’m sorry...3.So am I.4.Have a good trip!( 1)学友自主在课文中找到每日英语原句勾画出来。
高中必修一Unit 1 听说课教案教学资料
高中必修一U n i t1听说课教案Listening and speaking Book 1, unit 1,1.Teaching objectives1)Knowledge objectives：More than 90% students can master the new words,like add up,upset，ignore，calm...down, have got to,be concerned about,walking the dog , get loose and so on.Get the students to learn to express attitudes, agreement and disagreement and certainty using the following structures:Are you afraid that. . . ? I (don’t)think. . . In my opinion, . . . I (don’t)think so, I (don’t)agree, I believe. . . , I’m afraid not, Exactly, That’s correct, Of course not.2)Ability objectives:Through listening to the tape and making conversations in pairs and role-play in groups,students will be able to describe their friends and their feelings of friendship and be able to listen and understand the listening materials. write a letter to offer advice on friendship.Also their listening and speaking skills will be improved.3)Emotional objectives:By learning this lesson,students will realize that the friendship is important to them and they will build up a good value of friendship and d evelop and improve the students’ ability to help others solve such problems as how to communicate with people, how to make and be good friends, and so on.2.Teaching key points and difficult points1)key points:More than 90% students can master the new words,like add up,upset，ignore，calm...down, have got to,be concerned about,walking the dog , get loose and so on.Through listening and conversations ,the students can d evelop the students’ listening abil ity, especially listening to and understanding key words and speakers’ intention and attitude.2)Difficult points:Through listening to the tape and making conversations in pairs and role-play in groups,students will be able to describe their friends and their feelings of friendship.Also their listening and speaking skills will be improved.By learning this lesson,students will realize that the friendship is important to them and they will build up a good value of friendship.3.Teaching methods:I will adopt situational teaching method and task-based teaching method to stimulate students’ interest and potential.4.Teaching aids:Blackboard,multimedia and tape recorder.5.Teaching procedures:Step1.Lead-in（2’）I will play a video which called 《Tiny Times 》,and then lead the students to talk about their friends.Ask them if they have meet any problems in friendship.Step2.Presentation（25’）Task 1:Teachers show the students some new words or phrases and then illustrate them.the words like:add up,be upset about,ignore,calm...down,have got to,be concerned about,get loose,walking the dog,get along with,fall in love,exactly,I’m afraid not.Task 2:Ask the students to listen to the tape and think about a question .Q:Predict what Miss Wang will say.Task 3:Listen to the tape and try to spell the words as you can hear their pronunciation.Then divide each of the sentence into several sense groups.1.There is nothing wrong with you and this boy ________friends and________together.2.________your friendship with this boy would be a ________thing to do.3.Teenagers like to ________,and they often see something that isn’t real.4.My advice is to ________your classmates.That way you will ________them that you are more ________than they are.Task 4:Listen to the tape again and use the exercise above to help you answer the following questions.1.What does Miss Wang say about their friendship?She says that__________________________________________2.Why doesn’t she think that Lisa should end their friendship?She thinks that __________________________________________3.How does she explain why Lisa’s classmates gossip about their friendship?She says that __________________________________________4.What is Miss Wang’s advice?She asks Lisa to __________________________________________Step3.practice and consolidation（15’）Task1.Show the students some new words ,phrases and sentences which may be used （2’）AgreeingI agree. Yes,I think so,So do I .Me too.Exactly.No problem.Sure.Certainly.Of course. All right.You are right/correct.Good idea.I think that’s a good idea.DisagreeingI don’t think so.Neither do I.That’s not right.Yes,but...,I’m afraid not.No way.I disagree.Of course not.Task2.Ask the students to work in pair and role-play,and discuss the following questions.（5’）Q.Do you agree with Mis s Wang’s advice?And discuss the reason.Task3.Ask a group to show us their conversations.（3’）Task4.Do the work in warming-up and check themselves according to page 8. （5’）e g:You want to see a very interesting film with your friend,but you can’t go untilhe/she finishes cleaning his/her bicycle.You willA.go without your friendB.Help your friend clean the bicycle so you can leave early.C.Plan to go another time.4.Summary （2’）Ask two students to summary this lesson and talk about their feelings .5.Homework（1’）1.Finish the exercise in the exercise book.2.Talk about your experience in your life.6.Blackboard design。
七年级下册 Unit 1 SectionA1a-2d 听说课优质课课件
Listen and repeat.
Post-listening
1. A: I ˈwant to ˈjoin the ˈmusic ˈclub. B: Oh, can you ˈsing? A: ˈYes, I ˈcan.
3. A: I ˈwant to ˈjoin the ˈart ˈclub. B: Can you ˈdraw? A: ˈYes, I ˈcan.
New words
guitar
[gɪ'tɑ:] n. 吉他
sing /siŋ / v. 唱歌
swim
dance
draw
[swI m]
[dɑ:ns ] [drɔː]
v.&n. 游泳 v .跳舞 n.舞蹈 v. 画
chess play chess [tʃes] n. 国际象棋 下国际象棋
speak English 说英语 [spi:k] v. 说(某种语言);说话
I can sing and I can speak English. But I can't play basketball I can …, but I can’t …
What can you do?
Can you find the rules? 你能找出规律吗？
play ＋the 乐器 play +球、棋、牌
___a_rt_ club _ch_e_s_s_ club __a_r_t_ club
_sw__im__m__in_g club
E_n_g_l_is_h club
1a What can these people do? Match the activities with the people.
外研版新标准高中《英语》必修第二册Unit 1 Food for Thought听说课教学设计
新标准《英语》必修第二册Unit 1 Food for Thought听说课教学设计课型:Listening and Speaking主题语境：人与社会---饮食文化、健康生活内容分析：本节听说课是外语教学与研究出版社出版的高中英语新教材必修第二册第一单元的听说课。
根据本单元Using Language 板块中的Food comments (Page 6)和Healthy eating (Page 7)两部分来设计。
Food comments部分是以网络点评的方式呈现了描述食物的词汇，同时引导学生借助这些词汇表达自己最喜欢的食物。
Healthy eating部分的材料是餐厅服务人员与两位顾客之间的一段对话，引导学生选择正确和健康的饮食。
学情分析：本节课为高一上学期内容，内容切近学生生活实际，学生经过了必须第一册的学习，已经初步了解新教材听说课的要求，逐步发展了自己的听说技能，但是学生惧怕上听说课，学生需在怎样恰当的运用听说策略“听懂”并“说出”，实现有效输入和输出上还需下功夫。
教学目标：1.学生能够掌握描述食物的色香味等特征的形容词并能恰当使用这些形容词来描述食物。
2.学生能够根据具体语境选择合适的语言给对方提出合理化的饮食建议。
3.学生能听懂与点菜有关的对话，讨论并加深对健康饮食的认识。
学生能够了解健康饮食的相关知识，增强健康饮食的意识；反思和改进自己的饮食习惯，并能够在生活中去落实。
教学重点：1.引导学生用学过的词汇和结构介绍自己喜欢的食物。
2.引导学生获取对话中关于健康饮食的相关信息，并进行归纳，根据语境进行语言输出。
教学难点：引导学生提取并总结提出建议的表达，并迁移和运用于相似的情景交流中。
教学策略：交际法教学法、任务型教学法、听说教学法Teaching procedures:Lead - inTeacher’s activityThe teacher invites the students to talk about blue cheese and stinky Tofu in the passage A Child of Two Cuisines using words they consider appropriate.Students’ activityThe students talk about the food and try to realize they can talk about the food from different aspects.The purposeHave the students know they can talk about certain food from different aspects.Activity 1Teacher’s activi tyThe teacher asks the students to read the comments on the left and match the comments to the pictures.Students’ activityThe students read the comments and match them to the pictures.The purposeHave the students understand the topic-related words in a real context.Activity 2Teacher’s activity1. The teacher asks the students to read the comments again and underline the words that describe food.2. The teacher asks the students to put the underlined words into the correct columns of the table and add more similar words. Students’ activity1. The students read the comments again and underline the words.2. The students put the words into the table accordingly and add more similar ones.The purposeHave the students categorise the words describing different food. Activity 3Teacher’s activityThe teacher asks the students to talk about their favourite food in pairs, using the words they have learnt.Students’ activityThe students talk about their favourite food in pairs, using as many words they have learnt as possible.The purposeGet the students to use the words in a real-life context.Activity 4Teacher’s activityThe teacher asks the students to look at the pictures and listen to the conversation. Then asks the students to tick the food and drinks ordered.Students’ activityThe students listen for the first time, and tick the food and drinks ordered.The purposeHave the students learn to understand the main idea of the listening material.Activity 5Teacher’s activity1. The teacher gets the students to listen to the conversation again and complete the notes. Have the students listen again if necessary.2. The teacher then asks the students to talk about what Harriet says to persuade Janet.Students’ activity1. The students listen to the conversation and complete the notes.2. The students then talk about what Harriet says to persuade Janet. The purpose1. Have the students learn to understand the details of the listening material.2. Have the students learn the way of giving advice.Activity 6Teacher’s activity1. The teacher asks the students to work in pairs, turn to the corresponding pages and read the information.2. The teacher asks the students to act out the conversation to persuade a customer. The teacher provides help to the students when necessary.3. The teacher invites some pairs to act out the conversation in class. Students’ activity1. The students work in pairs and read the information on the corresponding pages.2. The students act out the conversation in pairs.The purposeHave the students practise giving advice in the fixed scene.Activity 6Teacher’s activityThe teacher asks the students to think of a similar situation and have a conversation to persuade others. Provide help to the students when necessary.Students’ activityThe students think about another situation and have a similar conversation.The purposeHave the students practise giving advice in a topic-related real-life context.HomeworkTeacher’s activityThe teacher asks the students to carry out a survey with group members after class to make a list of the healthy food in life and decide one to recommend it to their friends, giving brief description about it.Students’ activityThe students carry out a survey with group members after class to make a list of the healthy food in life and decide one to recommend it to their friends, giving brief description about it.The purposeHave the students better understand our main topic in real life.教后反思：本节课是第四届齐鲁名师建设工程人选“山东省英语学科新高考研讨会”上的一节展示课。
外研版八年级（上）Module 2 Unit 1听说课教学设计
外研版八年级（上）Module 2 Unit 1听说课教学设计张海燕【期刊名称】《英语教师》【年(卷),期】2016(016)020【总页数】4页(P41-43,53)【作者】张海燕【作者单位】116000，辽宁大连，辽宁省大连市经济技术开发区第九中学【正文语种】中文授课年级：八年级学生指导专家：张志富（辽宁省基础英语教育中心主任）曲端（辽宁省初中英语教研员）刘敬雯（大连市英语教研员）陈玉卿（大连市经济技术开发区英语教研员）本堂课是以“比较不同地方”为话题的听说课，教材文本以“比较深圳和香港”为话题，围绕地理位置、人口规模、地标性建筑等内容展开。
通过对话学习，学生能够合理地运用英语介绍一个城市，如，自己的家乡。
学会hometown，population，busy，large，wide等词汇在本课话题情境下的使用；感知、体会形容词比较级的语言形式、语言意义和语言功能。
如：“It’s newer than...；It will become as busy as...；It’s getting bigger and busier；It’s much wider and cleaner；It’s taller than many other buildings in China；The population is larger than that of...；...is larger in populationthan...”通过图片、标题预测对话内容的主旨大意；通过听获取信息，并在此基础上运用本课知识谈论某个城市；能在小组合作和个体完成任务中积极思考，并注意重音和语调所蕴含的情感。
教学重点：通过设置的情境学习有关介绍城市的词汇和核心句型；捕捉听力对话中的主旨大意和细节信息，能运用英语介绍深圳。
教学难点：运用所学的目标词汇、句型和框架结构介绍某个城市。
Stage 11.激活话题背景，构建话题语境笔者通过“A guide is to give us a description of Shanghai and Hong Kong.”（见图1）导入话题，为学生创设话题语境，并明确听力任务，播放录音。
外研社版新标准九年级下册M4 unit1教学案(听说课)16k正反
外研社版新标准九年级下册M4 Unit1教学案（听说课学案）序号： 5I. Learning aims（学习目标）:1.To understand conversations of talking about clothes and clothes-shopping.2.To learn some new words, phrases and review the use of prepositions.3. To talk about clothes and clothes-shopping.II. Importance and difficulties（重难点）:1)To understand what the conversation is about.2)To grasp the key words and expressions.3)To talk about clothes or clothes-shopping.4）Grammar：介词（详见课本语法解释）III. Extension before class (课前延伸) Self-study and test（自主学习与检测）：Key words: 1. 连衣裙 2. 手套 3. 外套 4. 围巾 5.时尚的6．众所周知的7. 广告8. 成功9. 个性Key phrases:1. 穿着 2. 建议干某事 3. 拒绝干某事 4. 左转 5. 毕业聚会 6.改变想法… 7.一件白色的夹克8.需要干…9.对…惊讶10.期盼Grammar use：根据句意用恰当的介词填空。
1.. —When did Hong Kong return to China? —______ July 1st, 1997.2. In the West, there is lots of excitement ______ Christmas morning .3. The Smiths have lived in China ______ five years.4. ______ the help of the teacher, he has made great progress.5.Yuan longping came up a idea for a hybrid rice ___ the 1960s.6. He became a scientist _____ his thirties.10. I have had the overcoat _____ two years ago.7. He’ll come back ______ an hour. He came back ______ a few days(几天后).8. I often do my homework _____ a pen. Can you speak _____ English?9.—Can a plane fly _____the Atlantic Ocean? —It needs to go _____ the clouds.10.All the students went to the beach _____ me. 除了The teacher has watched the TV play ____ Lin Tao. 除了还There is nothing _____ a bed in the room. 除了IV.课内探究;step1. Lead in ：1.Daily English :. “I look so beautiful today”2. Get the students to do Activity 1. Talk about the clothes we have on . (skirt, jacket, sweater, shorts, trousers, dress, overcoat, suit ,scarf, glove, school uniform )step2.Listening :Skills: Go through the questions, and take note about what you hear.1. Activity 2: For the first time, listen and finish the article.Today is so _____. But Tony only had got a sweater without his thick jacket. Because it doesn’t _____ him any well. So his ____ suggests he needs another warm overcoat and a scarf. But Tony doesn’t like anything ______ his neck. Tony’s dad _____ his gloves last week, so Tony can’t borrow his dad’s. Tony also _____ some thick socks. At last they decide to go shopping ___________. His mom needs to get a new skirt, something bright and cheerful for spring, or maybe a dress _____ red. It’s not spring, and Tony feels like the middle of winder.2. Activity 2: For the second time, listen and finish the questions.Step3 Listen and read: Skills: Go through the questions, and master the main meaning.For the first time, finish part4. Check the answers in pairs. For the second time, find outkey structure, and finish the exercises.1). I’m really(期盼)the Shakespeare play.2). Turn left and go along Wangfujing, and it’s _________ (在右边).3). Have you decided ___________ （穿什么）to the school leavers’ party?4). Let’s see _____________________________ (他们是否有蓝色的一个).5). I think we’re going to be here for______________ (一些时间).Step4. Explaining focus:1. suggest sth / doing sth / +从句: 建议---2.（人）need to do sth需要……（物）need doing sth= need to be done 需要……3.refuse to do sth 拒绝做……4. look forward to doing sth. 盼望，期待5. 宾语从句：whether/ if 是否6. one/ it7.this jacket in blue 这件蓝色夹克8. some time 一些时间sometime某时sometimes 有时some times几次Step5. Consolidation(有效训练):1. He suggested ______ (go) for walk.2. He suggested that the work ____ _____ (build) at once.3. The shoes need ____ ______ ______ (repair).4. We need _____ _____ (buy)some new scarves.5. He refused _____ ________ (attend) the leavers’ party.6. We’re looking forward to ______ (go) camping.7. I don’t know ________ he will come or not.8. I lost my dictionary, and I need a new _____ (one/it).9. I found my lost dictionary. I have left _______(one/it) at home.10. Could you tell me what I should wear at the party?Could you tell me _____ ______ _______ at the party? (同义句)11. The girl _____ _____ is my cousin.（some time, sometime, sometimes , some times）12.I will go to visit you __________ next week.13.He _____ ___ watches TV in the evening.14.I have been to Shanghai ______________.15 .Will y+ou stay here for _________________?Step6. Test(当堂检测):1. Words：1）. The coat ______ (适合) Tom well. He looks very smart (洒脱的) in it.2）. _______(围巾) can be worn in many creative ways.3）. It’s getting colder and colder and I have to put my ______ (手套) on.2. Sentences:1）.我需要一件厚夹克，还有一些暖和的手套和袜子。
人教 选必二 unit 1 science and scientist 听说课 中文教案
人教选必二 unit 1 science and scientist 听说课中文教案《人教选必二 unit 1 science and scientist 听说课中文教案》一、教学目标1. 知识目标：能够掌握与科学和科学家相关的词汇和短语，如scientific, experiment, research, theory, discover, invention, hypothesis等。
了解一些世界知名科学家的生平及其重要发现。
2. 能力目标：能够听懂关于科学和科学家的相关话题的讨论，能够流利地表达自己对科学和科学家的看法。
能够理解简单的科学实验和研究过程，并且能够用简洁的语言进行介绍。
3. 情感目标：激发学生对科学和科学家的兴趣，培养学生对科学的探究精神，以及对科学家的敬佩和尊重。
二、教学重难点1. 教学重点：掌握与科学和科学家相关的词汇和短语。
能够流利地表达自己对科学和科学家的看法。
2. 教学难点：理解并描述一些复杂的科学实验和研究过程。
理解一些世界知名科学家的理论和发现，并进行适当的讨论。
三、教学过程1. Step 1： Warm-up通过介绍一些令人惊叹的科学发现和发明，激发学生对科学的兴趣，引起学生对科学和科学家的好奇心。
2. Step 2： Listening播放一段关于世界知名科学家的介绍的录音，要求学生听后回答一些问题，以检测他们对听力内容的理解程度。
3. Step 3： Speaking分组讨论，让学生自由发表自己对科学和科学家的看法，并和同伴们进行交流和讨论。
4. Step 4： Presentation让学生以小组形式进行科学实验和研究过程的介绍，鼓励他们运用所学知识，用简洁的语言进行表达。
5. Step 5： Practice通过一些有趣的游戏和活动来巩固所学知识，增强学生的理解和记忆。
6. Step 6： Homework布置相关的阅读、写作或口语作业，让学生在课后进行课外拓展。
英语人教版七年级下册Unit1 听说课教学设计
Unit 1 Can you play the guitar?Section A (1a-2d)一、教学目标：1. 语言知识目标：1) 能掌握以下单词：guitar, sing, swim, dance, chess, play chess, draw, speak, speak English, join, club能掌握以下句型：①—Can you play the guitar? —Yes, I can./ No, I can't.②—What can you do? —I can dance.③—What club do you want to join? —I want to join the chess club.2) 能了解以下语法：情态动词can的用法want to do sth.的用法2. 情感态度价值观目标：该部分内容贴近学生的生活，谈论的话题是能力。
通过互相询问或谈论自己或对方在某一方面的能力，可以培养学生的一种群体意识。
二、教学重难点1. 教学重点：1) 学习询问和谈论彼此的能力和特长；2) 掌握一些弹奏乐器的表达方式。
2. 教学难点：情态动词can的构成和使用。
三、教学过程Ⅰ. Lead in1. 教师可携带一些易于演奏的乐器，也可带一些演奏乐器的图片，一边演示乐器，一边说: I can play the guitar．…等；再指着图片说：He／She can play the violin．But I can’t play it．等；然后询问学生：Can you play the guitar?…．并引导学生进行简单的回答。
2. S s look at the picture in 1a. Then read the words and phrases. Let Ss match theactivities with the people.Then Check the answers with the class together.Ⅱ. Presentation出示一些反映各种活动的图片、幻灯片或播放课件，引导学生谈论活动：He／She can dance／swim／sing／"··But I can’t dance／swim／sing／...等，学习表达活动的动词短语。
unit 1 cultural heritage听说课教学设计
unit 1 cultural heritage听说课教学设计“文化遗产”旨在提高我们对自然、历史和文化的了解，并强调文化的多样性和价值。
本单元的核心课程是文化遗产的介绍与探究，以便更好地了解并保护它。
让学生们进一步了解文化遗产的最佳方式是以听说课教学设计，它为学生提供了有效的听力训练，培养学生的语言技能，并有助于建立学生语言习得的自信心。
因此，教师应重视听说课教学设计，以更好地培养学生的文化遗产意识。
第一步是教师需要准备一段关于文化遗产的相关语音，这段话可以是对某种文化遗产的简介或着重描述，或者可以是一段有关文化遗产的小故事，以增加学生的兴趣。
第二步是让学生分组进行听力训练，每个小组有一位发言者，由发言者翻译语音，其他学生需要认真聆听，并用自己的语言描述每一段话的内容。
第三步是让学生和老师一起开展讨论，让学生分享自己的观点。
然后，教师可以引导学生仔细思考文化遗产在当今时代的意义，如何保护文化遗产，以及如何把文化遗产融入社会。
最后，教师应整理学生的反思，督促学生将自己的想法写在日记中，并给出批改建议。
这样，学生将更加深入地理解文化遗产的重要性，并增强自己的文化知识和语言技能。
总之，《Unit 1 Cultural Heritage听说课教学设计》旨在培养学生对文化遗产的认识和尊重，帮助他们了解文化遗产的价值，以及
保护文化遗产的重要性。
这种课堂活动的有效实施，不仅可以提高学生的语言技能，更可以帮助学生树立起对文化遗产的自信，促进学生们积极参与文化保护工作，建设一个更美好的世界。
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（三）Presentation
教师活动:Show a picture of bodies and review the words of body. Then learn the illness through pictures .
预设学生行为：review the words低，形象思维能力强，但注意力容易分散。本课我采用做动作、调查、漫画或动画等形式展示，并配以丰富的色彩，从而增强学生的兴趣和注意力。
2．经过一年多的学习，学生有了一定的英语基础和听说能力，正逐渐向读、写过渡，且经过一年的新课程理念的熏陶及实践，有了初步的自主、合作、探究、实验的能力。
利用多媒体教学手段展示了一幅幅色彩逼真、形象生动的画面复习身体各部位的单词。然后引入身体各部位的不适的新知。学生在不知不觉中感知新知识；多媒体采用形象生动的卡通图片，保持学习新知识的兴趣
（四）Practice
教师活动:Organize students practice the words
预设学生行为：1. Touch the parts of body on the drawing when you hear your partner say…
预设学生行为：Let students answer these questions in english andrevise uses of the Past Tense learnt before.
多媒体展示了同学们熟悉的活动，激发了学生表达过去活动的欲望。生活就是知识，对于他们熟悉的话题，学生总能大侃特侃，信心倍增。采用Brainstorm的教学方法并进行小竞赛，能使学生更积极地参与到课堂活动中。
4.根据问题给出建议。
教学过程
（一）Warming up；（二）Lead-in；（三）Presentation；（四）Practice；（五）Pair work；
（六）Listening(七)Post-task
教学环节
教师活动
预设学生行为
设计意图
（一）Warming up
教师活动:Show what I did in my vacation by using the multimedia, ask the students: Where did I go on my vacation? What did I do?How was my vacation? Etc.Then get Ss to talk something they did over the weekends or on their last school trip.
教学重点和难点
1.复习有关身体部位的词汇arm back ear aye foot hand head leg mouth neck nose stomach tooth等句型:.
2.学习词汇headache toothache stomachache sore throat sore back
3.学习句型what’s the matter? I have a headache.引入第三人称单数形式进行句型操练。
3.本单元学情剖析：本单元的主题是健康问题，我采用活动教学法和Role playing的学习策略，学习新词汇，掌握重点句型，同时能比较好地运用到实践中，解决类似问题。做到既能巩固所学知识，又能提高解决问题的能力以及综合运用语言能力。
教学目标
1、知识与能力
（1）学习身体各部位名称的英文表达方式。（2）学会表达身体的种种不适。
2. Miming the illnesses and guessing.
采用TPR全身反应教学法，通过大幅度的动作尝试运动的好心情方式，完成动词的复习巩固。全方位的运动，全感官的参与使记忆更加顺畅。这样的活动能使学生在轻松活泼的气氛中学习和掌握知识。
（五）Pair work
教师活动:Ask Ss to make dialogues in pairs about the pictures .Then get several pairs to act out their dialogues.
（二）Lead-in
教师活动:Let studentsListen to a song.Listen to an English songIf You Are Happy
预设学生行为：the students do the action while they are listening.
歌曲欣赏，以学生喜闻乐见的形式导入新课，为学生创造轻松愉快的学习气氛,激发学生的好奇心，为学习新课打下伏笔。
（3）句型：What’s the matter? I have a…（4）培养学生，听、说、读、写能力。
（5）探究，合作能力。
2、过程与方法。
利用多媒体创设教学情境，提高课堂教学效率和效果显著。
3、情感态度与价值观。
（1）激发学生的学习热情，培养合作精神。（2）通过学习，养成健康的生活方式。
（3）学会关心他人，帮助他人。
课题
人教版八年级下册Unit1What’s the matter ?
土门子中学 李岩
教材分析
本课是新目标八年级英语下册第1单元，教材以What’s the matter?为中心话题，围绕着描述“身体的不适和提出建议”展开，学习和运用What’s the matter?和What should…do?，让学生学会描述身体的不适和提出建议。本课教学内容与学生的实际生活密切相关，易于引发学生运用简单的英语进行交际和交流。在学习活动中，学生通过交换对身体不适的描述及建议，促进学生之间和师生之间的情感交流，增进情谊。Section A的主要学习内容是：学习有关身体部位的单词，学习What’s the matter和What should he do句型?教材安排了许多听，说，读，写的任务活动，通过运用这些活动，将其中的一些活动进行变化或整合，如：1c,2c的Pairwork活动内容相似，我把1c和2c整合成一个任务活动。