高一英语听说教学设计

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Unit3+听说课教案高中英语人教版(2019)必修第一册

Unit3听说课教案Inviting a Friend to a Sports Event一、Teaching Objective:By the end of this lesson, students will be able to:1. Use appropriate vocabulary and grammar structures to invite a friend to a sports event.2. Practice listening and speaking skills by participating in role-play activities.3. Understand the importance of communication in social situations.二、Teaching Key Points and Difficulties:Key Point: Participating in role-play activities to practice listening and speaking skills.Students will work in pairs or small groups to simulate different scenarios where they need to invite a friend to a sports event.Difficulty: Encouraging students to speak confidently and express their opinions during the role-play activities.三、Academic Analysis:The target students are high school juniors who have a basic understanding of English grammar and vocabulary. They are at an age where they are starting to participate more in social activities and may need guidance on how to communicate effectively with their peers. This lesson plan aims to provide them with practical language skills that they can use in real-life situations.四、Teaching Process:1. Warm-up (5 minutes)●Greet students and ask them about their weekend plans or any upcoming eventsthey are excited about.●Introduce the topic of inviting friends to sports events and ask if anyone has hadexperience doing so.2. Presentation (10 minutes)●Explain the importance of effective communication in social situations,especially when inviting friends to events.●Discuss common phrases used when inviting someone to a sports event, such as"Would you like to join me for..." or "I would love it if you could come to..."●Show examples of how these phrases can be used in different scenarios, such asinviting a friend to a basketball game or a soccer match.3. Practice (15 minutes)●Divide students into pairs or small groups and give each group a set of scenariocards with different ways of inviting a friend to a sports event.●Ask students to role-play the scenarios using the phrases they learned in thepresentation, making sure to encourage them to speak confidently and express their opinions.●After each pair or group has finished their role-play, ask for feedback from therest of the class on their performance and offer suggestions for improvement.4. Production (10 minutes)●Have one student from each pair or group present their role-play to the class,focusing on their use of language and expressions learned in the lesson.●Assess their performance based on factors such as pronunciation, grammaraccuracy, and confidence in speaking.5. Consolidation (5 minutes)●Review the key points and difficulties of the lesson, encouraging students toreflect on what they learned and how they can apply it in their daily lives.●Encourage students to continue practicing their English skills outside of class byinviting friends to other events, such as movie nights or dinner dates.。

英语听说课教学设计参考教案3篇

英语听说课教学设计参考教案3篇英语听说课教学设计参考教案Teaching aims:1.knowledge aims:Students can master the usage of the future tense “be going to”;2. ability aims:Students can use the sentence structure in their daily life;3. emotional aims:Students can cultivate their interest in learning English.Key and difficult point:1.key point:Students can master the usage of the future tense “be going to”;2. difficult point:Students can use the structure to express what they are going to be and how they are going to do in the future.Teaching methods:Audio-lingual teaching method, communication teaching method, task based teaching method.Teaching procedures:1.Warming-up:Listen to a song, “Be what you wanna be”. And after listening, I will ask a question: what can you hear from the song? Yes, many professions, such as lawyer, doctor and so on. And then I will ask students, “what do they want to be when they grow up”and ask some students to answer the question. And then I will tell students we can also say “what are you going to be when you grow up”and lead to today’s class.2. Pre-listening:I will show some pictures on the PPT, the first picture is about reporter and the second picture is about the article. I will write down the two words on the blackboard and then I will ask the students to read after me.3. While-listening:I will ask students to listen to the radio for the first time and then match the sentence with the picture on the ppt. The first picture is about the reporter, thee second picture is about writing magazines and the third picture is about Shanghai.Then I will ask students to listen to the radio for the second time and after listening, I will ask them to answer three questions on the blackboard, the first one is “What is he going to do when he grows up”, the second one is “how is he going to do for that”and the third one is “where is he going to work”.Lastly, I will ask students to listen to the radio for the third time and they need to read after the radio. And then I will divide the students into two groups, group A acts as A, and group B acts as B, and read the passage.4. Post-listeningWe will play a game called “hot potato”. When the music begins to play, students need to pass the flower. And when the music stops, the students who is holding the flower need to answer the question about “what is he going to do when he grows up, how is he going to do for that or where is he going to work”.And then we will have a group work, four students as a group and students need to make a survey about what is their group members going to be, how is he or she going to do for that and where is he going to work. Five minutes later, I will ask some groups to show their report.5. Summary and homeworkI will ask students to read the passage to summarize what we have learned today. After class, they need to search more information about the job they want to do.Blackboard designWhat are you going to be when you grow up?How are you going to do for that?Where are you going to work?英语听说课教学设计参考教案一、《英语课程标准》对初中阶段听、说的技能要求准确定位教学目标和宏观把握教学设计的依据是《课标》中规定的各级目标，教师要全面了解各学段的目标，以使自己在教学设计中能更好、更准确地把握。

高中英语听说课教案模板(共6篇)

高中英语听说课教案模板〔共6篇〕第1篇：高中英语听说课新课标下的听说教学高一英语新课程改革已经在全国范围内逐步推行，我省也已经正式步入课改的行列之中。

英语学科新课改的重点是改变过去只注重语法和词汇知识的讲解与传授，无视对学生实际语言运用才能的培养的倾向。

强调从学生的学习兴趣、生活经历和认知程度出发，倡导体验、理论、参与、合作交流的学习方式和任务型的教学途径，开展学生的综合语言运用才能。

因此，进步听力教学是所有英语老师必需要考虑的一个课题。

《英语课程标准》也将听、说技能的地位进一步提升。

而中学英语教学由于长期受应试教育的影响，过多重视了英语知识的训练和掌握，致使学生对听力的认识还是茫然的。

面对这样的境遇，又恰逢在新课程改革的指引下如何搞好听、说教学是摆在我们所有英语老师面对的一个课题，也是一个迫在眉睫的问题。

一、听〔一〕形成对英语听才能要求的正确认识新课标逐年加大听力局部的分值。

目前，英语口试还不作一般考试的要求，所以，学生不会创造气氛去说英语。

基于这种情况，我们应努力让学生理解，好的听力不仅对笔试有帮助，它更是一种才能的表达，因为我们学英语的目的不是为了考试，考试是作为一种催促的手段，我们的目的是用英语来进展交际。

口头交流是最简单最普遍的交际方式。

而只有我们在听得懂别人说的话和说得出自己的观点时，我们才有交流。

所以说，听懂说好英语既是我们学习的目的，也是学习英语的根本要求。

〔二〕听前准备听前的准备工作是非常重要的，一般情况下老师只是留几分钟时间让学生自己看要答复的问题，或在多媒体课件上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。

但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。

可以先让学生们看问题和与它相对应的选项，在他们看完以后，我让他们猜想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答复。

这时可以在黑板上列出了以下一些【关键词】：^p 。

高中英语听力课教案

高中英语听力课教案一、教学目标1. 提升学生的英语听力理解能力，包括获取关键信息、理解主旨要义及细节内容。

2. 培养学生预测、推断以及归纳总结的能力。

3. 强化学生的短时记忆和长时记忆能力，提高笔记效率。

4. 通过实践活动，增强学生对英语文化背景的了解。

二、教学内容1. 精选适合高中生水平的英语原声材料，如新闻广播、电影片段、专题讲座等。

2. 介绍并练习常见的听力题型，如对话理解、信息匹配、填空题等。

3. 分析听力材料中的语言特点和文化差异。

三、教学方法1. 预听活动：通过提问、讨论等方式激发学生的背景知识，为听力做好铺垫。

2. 精听训练：逐句播放材料，引导学生注意发音、语调、连读等语音现象。

3. 泛听实践：完整播放材料，让学生把握大意，训练快速理解和捕捉信息的能力。

4. 听后活动：通过小组讨论、角色扮演等互动形式，巩固听力内容，加深印象。

5. 反馈与评价：教师及时给予正向反馈，鼓励学生自我评价，共同探讨提升策略。

四、教学步骤1. 导入新课：简短介绍听力材料的题材和背景，提出相关问题激发兴趣。

2. 预听准备：组织学生进行头脑风暴，激活相关背景知识。

3. 精听环节：分段落进行精听，确保学生理解每个细节。

4. 泛听应用：整体感知材料内容，训练学生抓住主旨和结构。

5. 听写结合：进行听写练习，强化记忆和应用能力。

6. 延伸拓展：通过角色扮演或情境模拟等活动，深化理解。

7. 总结回顾：重点回顾本次课程的学习要点，进行课堂小结。

8. 布置作业：根据学生实际情况，布置适量的听力练习作业。

五、教学资源1. 音频播放器或电脑多媒体设备。

2. 英语听力教材和配套练习册。

3. 互联网资源，如在线听力练习网站、英语学习A等。

六、评价方式1. 平时成绩：包括课堂表现、作业完成情况和平时测验成绩。

2. 期末评估：通过模拟考试或者实际听力测试来综合评估学生的听力水平。

英语听说课的优秀教案

英语听说课的优秀教案【篇一：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.issn.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释疑技巧释疑技巧是防止会话中断的必要手段。

当听的一方未能听清楚对方的意思时，应能有多种方式询问对方的含义，使会话得以继续进行，当不能明白个别单词短语的意思时，可问“what does?mean ？”, “could you tell me what?mean ？”如果有部分内容不能明白，比如没有听清楚怎么走，可问：“do you mean i should turn left?” “sorry, how far should i walk?”“you sai d the name of the street is...?” 如果不清楚自己是否真正明白对方的含义可以说：“do you 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。

英语听说课教案

英语听说课教案一、教学目标1.学生能够听懂并理解日常生活中的英语对话。

2.学生能够流利地表达自己的想法和意见。

3.学生能够在实际生活中运用所学英语知识。

二、教学重点1.听力训练。

2.口语表达能力的提高。

三、教学难点1.听力理解能力的提高。

2.口语表达能力的提高。

四、教学方法1.情景教学法。

2.交际教学法。

3.合作学习法。

五、教学过程1. 导入环节1.教师简单介绍本节课的主题和教学目标。

2.教师通过图片或视频等形式展示与主题相关的场景，引导学生进入学习状态。

2. 主体教学2.1 听力训练1.教师播放一段英语对话，让学生仔细听，并在听完后进行简单的问题回答。

2.教师再次播放该段对话，让学生跟读，并注意语音语调。

3.教师让学生分组进行对话练习，鼓励学生使用所学英语知识进行交流。

2.2 口语表达能力的提高1.教师给学生分发一些话题，让学生在小组内进行讨论，并记录下每个人的意见和想法。

2.教师让学生进行角色扮演，模拟真实场景，让学生在实践中提高口语表达能力。

3.教师组织学生进行小组展示，让学生在展示中互相学习和交流。

3. 总结环节1.教师对本节课的教学内容进行总结，并强调学生需要在日常生活中多加练习。

2.教师鼓励学生积极参与英语学习，提高英语水平。

六、教学评估1.教师观察学生在听力训练和口语表达中的表现，并进行评估。

2.教师收集学生在小组讨论和角色扮演中的记录，进行评估。

七、教学反思1.教师需要更加注重听力训练，让学生在听懂英语对话的基础上，提高口语表达能力。

2.教师需要更加注重实践，让学生在实际场景中运用所学英语知识，提高口语表达能力。

高中英语听说课教案及反思

高中英语听说课教案及反思一、教学目标1. 语言知识目标：（1）能够听懂、会说、会读、会写以下句子：He is a good student.He studies hard.（2）能够听懂、会说、会读、会写以下单词：Good, student, hard2. 情感态度价值观目标：通过本节课的学习，学生能够体会到学习的重要性，学会珍惜学习的机会，努力学习，取得更好的成绩。

二、教学重点1. 能够听懂、会说、会读、会写以下句子：He is a good student.He studies hard.2. 能够听懂、会说、会读、会写以下单词：Good, student, hard三、教学准备1. 教学用书：高中英语课本2. 教学器材：录音机、多媒体3. 教学过程（1）Warm-up1. Greeting2. Free talk（2）Lead-in1. Show some pictures about students studying hard.2. Ask students to talk about the pictures.（3）Pre-listening1. Ask students to look at the pictures and guess what the dialogue is about.2. Ask students to make a prediction about the dialogue.（4）While-listening1. Play the recording for students to listen.2. Ask students to listen and answer the questions.（5）Post-listening1. Ask students to discuss the dialogue in pairs.2. Ask students to summarize the dialogue.（6）Consolidation1. Ask students to practice the dialogue in pairs.2. Ask students to write a short passage about the dialogue.四、教学反思本节课的教学内容是高中英语听说课，我采用了多媒体辅助教学的方法，让学生在轻松愉快的氛围中学习，学生们也表现出了很大的积极性，他们都能够听懂、会说、会读、会写以下句子和单词，并且能够熟练的运用这些句子和单词，这让我感到很欣慰。

高一年级英语 U2 Exploring English 听说教学设计

get the main ideas of the three conversations and match them to the pictures, and note down the information in the three conversations and complete a table
Procedures
For Grammar
教学环节
Steps
教学目标
Objectives
活动形式与步骤
Activities
活动意图
Activity goals
活动层次
Activity Level
学习效果评价
Assessment
Step 1
Lead-in
Link this class with previous class
Step 6 Speaking
Apply the expressions in real life situations
Ss act out the conversation by referring to clues on Page 81 and 84.
Help Ss apply the knowledge learnt in listening to real life speaking
T plays the recording for the second time and students fill in the blanks in the table and check answers.
Develop Ss listening skills like prediction, pay attention to the context, etc and guides Ss to listen to specific information

高一年级英语 U1 Knowing me, knowing you 词汇和听说教学设计

Listening and speaking教学设计一、学生分析教学对象为高中一年级学生，他们的认知能力相对于初中有很大提升，渐渐形成用英语获取信息、处理信息、分析问题和解决问题的能力，因此需要特别注重提高学生用英语进行思维和表达的能力。

二、教材分析这是本单元的第四个课时。

听说课，在备这一课时，发现关于人际交往的能力是对学生相当重要，也是学生比较欠缺的，所以，这一课的内容要更加注重理论联系实际，帮助学生学会人际关系原则的运用。

三、教学目标1.知识目标：教学学生生词forgive, apologize, judge, complain.2.能力目标：面对不同的人际交往的问题，表达个人观点的能力；训练学生听录音，记录关键字的能力3.情感目标：教会学生人际交往最重要的原则“我想要别人怎样对我，我就要怎样对待别人”。

四、教学重点和难点教学重点：1.了解和运用建立好的人际关系的建议2. 学会说不的方式教学难点：1 记录听力中的重要信息2把课堂中学到的道理和内容在新的情境中运用出来。

五、教学过程1. T asks Ss Three questionsIs it important to build good interpersonal relationships?Is it easy to build good interpersonal relationships?What are the golden rules behind good interpersonal relationships?2. T gives the answer by showing a picture.A sky is filled with stars. If we compare the stars to shortcomings of a person, do we like the person? Ss answer No.Then T asks “how can we make the stars disappear? “T: Yes, when the sun is out, the stars are gone. That means, when our heart is filled with stars, we can no longer see so many shortcomings in others. It is likely that we can build good interpersonal relationship with them. How can we build good interpersonal relationships? We need to bear some tips in mind and learn how to say no politely. Only when we know how to behave YES and No, can we build good interpersonal relationships3. T invites Ss to read 5 tips on the book and underline the key words. “apologize, criticize, forgive, judge, complain, lie”.4. Ts asks Ss to match the situations with the key words.I am sorry. I didn’t mean it. ApologizeYou are so selfish. CriticizeI know you are sorry. It’s OK. Don’t worry about it. ForgiveI can tell he is not easy to get along with. JudgeI don’t want to wait for him all the time. ComplainMy pet parrot flew away with my homework. Lie5.Ts asks Ss what they react in the following situations and judge it Right or Wrong and put forward reasonable tips.Situation 1You forgot your best friend’s birthday, and you feel bad about it. Reaction1：I am really sorry to tell you that I didn’t’t go to celebrate your birthday personally and missed a wonderful chance to enjoy myself with you. Last week, our school held an important English speech contest. I was so busy writing a draft and practicing speech that I forgot your birthday. Now I hope you could understand and forgive me.It is rightTip1: Apologize to your friend sincerely and state your reasons honestly. Reaction 2: I think my best friend must be angry with me. She won’t forgive me. I really hate myself to make such a silly mistake.It is wrongTip2: We needn’t blame ourselves too much. Try to forgive yourself and you can forgive others.Situation 2Your neighbor always makes a lot of noise late and night. You cannot stand it.Reaction 1: I want to talk about something honestly with you. I went to bed at around 10 o’clock. But the noise you make at night really bothered me.I hope you can pay a little bit attention to that. Thank you very much.It is rightTip 1: Try to communicate openly with your neighbor. Don’t always keep things to yourself.Reaction 2: He is such a rude and selfish man. I hate him. I will make noise to bother him, too.It is wrongTip 2: Don’t judge someone too quickly. It takes time to understand a person. Don’t always complain about people or take revenge. Try to look on the bright side.Situation 3Your classmate borrowed a book from you and lost it.Reaction 1: It doesn’t matter. You don’t have to feel bad about it. I have read it through. I just send the book to you as a gift.It is rightTip 1: It is a good idea to be generous with others.Reaction 2: He must do it on purpose. I shouldn’t have lent it to him before.I will tell my classmates not to trust him any more.It is wrongTip 2: Try to forgive someone when they apologize. It is not easy foranyone to say sorry.It is not a good idea to criticize someone in front of others. This can cause embarrassment.Situation 4Your friends have asked you to watch a boxing match with them, but you don’t like boxing.Reaction 1: it is really embarrassing to refuse him. I just have to pretend to like the boxing match.It is wrongTip 1: Don’t pretend yourself to please others. You have the right to say no when you don’t want to. You don’t have to worry that others will be unhappy. But be polite and honest enough.Reaction 2: Thank you for your invitation. But I am not quite interested in it. I hope maybe next time we can do something else together.It is rightTip 2: It is important to tell the truth. Don’t lie.6. How to make requests and refusals? T invites Ss to read the learning tips: If you have to say no to a request, your refusal will sound more polite if you begin with a statement of regret, such as I am sorry, I’d really like to, but, then explain why your answer is no. eg. I am really busy right now. if possible, suggest an alternative---How about next week?7.T ask Ss to learn EQ. EQ, or emotional intelligence quotient, is ameasurement of the ability to recognize one’s own and other people’s emotions. It is believed that EQ plays an even more important role than IQ in people’s lives. Being able to say no politely is one of the features of emotional intelligence.8. Listen to three conversations and fill in the blanks and learn how people say no politely.Tina has to leave her flat 1next week. She wants to stay at Kerry's place. Kerry thinks that 2one month is too long.Tina is welcome to stay for 3a few days.Mike invites Ryan to 4come to the party_ and on 5Saturday.Ryan cannot come, because he has to 6 prepare for the trip to New York at the weekend.Jane would like to see Beck's 7project for some ideas.Becky refuses because she thinks it is better for Jane to 8 do her project by herself.9. Role playStudent A :You'll go on a trip with your family for two weeks and you would like to ask Student B to take care of your pet cat. Explain to him/her.Student B :Student A would like you to do him/her a favour. You have to refuse politely. Explain to him/her.A:Good morning,Tom! Have you got a minute?B: Hi! Kate, what’s up?A: Huh, I will go on a trip with my family for two weeks, but I can’t bring my pet cat together with us. I’m wondering if you could take care of it while we are away?B: Yeah. Oh, you mean that I will be its owner? I’m sorry, but I have never looked after any pets.A: Don’t worry! I promise my cat is well-behaved and won’t make any trouble.B: En, let me see! Maybe I have to ask my parents who won’t allow me to keep pet.A:OK. I promise I will treat you to dinner after I come back. Just help me.I beg you.B: well, I really want to help you. Maybe I know another classmate. He likes cats very much. Maybe he is glad to help you. I will contact him immediately.A: Really? That’s really good. Thank you so much.B: You are welcome. I wish you have a nice trip with your family.六、教学反思本节课是一节听说课，也是一节育人课。

人教课标版高中英语必修1 Unit4_听说课_名师教学设计(一)

Unit4 听说课名师教学设计（一）Teaching Design[Teaching aims]1. Enable the students to know something about natural disasters2. To get the students to know what is an earthquake and how to protect themselves if an earthquake happens3. To make the students know what to collect in their personal earthquake bag4. Learn to use Attributive Clause[Emotional aims]1. Learn to know:It is better to be safe than sorry.Never give up.People can find hope for a brighter future even after a bad earthquake.2. To get the students to know the knowledge about earthquake and how to protect themselves in case of an emergency[Teaching key points & important points]1. Help the students express their own ideas with the target language.2. Enable the students to listen to the mate rial to get the main idea.3. Ways to arise students’ consciousness of protecting themselves when facing an earthquake.[Teaching methods] Oral approach. Communicative ways. Task-based. [Teaching aids] A multiple-media computer，a school bag, some Cartoon Pictures [Teaching procedures]Step I Leading-in activity1.Lead in by the video 2012.Film is very vivid and visual and 2012 is the film students are very amiliar with. So the students is very excited about it.petitionAsk the students the names of some natural disasters and write them down on the blackboard.Step II Presentationpart 1:1. show students two pictures about TangShang and San Francisco and ask students to describe them.2. Asking students how much do they know about the earthquakes.3. Interview(Task 1)rules: two partsone reporterthe rest of the students are the homeless people after a severe earthquake4. Group-work(Task 2)DiscussionTopic: How to protect yourselves if an earthquake happens5.practise hiding(Task 3)If an earthquake happens,speed is life.Let the students hide under the deak.Part 2: listeningListening ability training(Task 4)1.pre-listening Talk about the three pictures and guessing what the students in San Franciso will do facing an earthqueke.2.while-listeningDesign some exercises for students to improve their listening ability.3.post-listeningTalk about how to collect a personal earthquake bag.Step III Consolidation SpeakingPart 1Show students a lot of items about things they can put into their personal earthquake bag.Part 2Ask the students to prepare a dialogue according to the sample dialogue I give.Part 3 Share the dialogue with the classStep IV Poster(Task 6)Group workEach group recommend one student to show the whole class their group’s poster.StepV Emotional extension1. Show students a video about Japan’s earthquake2. We human beings should never give up and we should cherish our life.Step VI Summary1. Students’ summary.2. Teacher’s summaryStep VII Homework 1. Get more information about the earthquake and how to protect yourselve when an earthquake happened.(surf the internet.)2. Finish a piece of newspaper about earthquakes.3. Tell the people around you how to collect a personal earthquake bag.。

高中一年级课教案听说训练与口语表达

高中一年级课教案听说训练与口语表达一、教学目标1. 培养学生良好的听说能力，提高口语表达水平；2. 培养学生独立思考和表达的能力；3. 提高学生对所学知识的理解和应用能力。

二、教学内容本节课将围绕听说训练和口语表达展开，包括以下几个方面：1. 听力训练：通过听录音并回答问题的方式，提高学生听取信息的准确度和思维逻辑；2. 口语练习：通过角色扮演、对话练习等形式，锻炼学生口头表达能力；3. 口语评价：通过教师评价和互评，引导学生根据评价反思并改进口语表达。

三、教学过程1. 导入（5分钟）教师可以引用一个有趣的问题或者情境，激发学生的兴趣，为接下来的听说训练做好铺垫。

2. 听力训练（15分钟）教师播放一段有关话题的录音，学生仔细听后回答相关问题。

在此过程中，教师可以适时暂停让学生复述或互相讨论答案，帮助他们加深对所听内容的理解。

3. 口语练习（30分钟）分组进行角色扮演，每组选取一个情境，通过对话的方式进行表达。

教师可以准备一些角色扮演的模板或示范对话，帮助学生进行合理的表达，并提供反馈和建议。

4. 口语评价（15分钟）教师对学生的口语表达进行评价，并提供积极的建议和改进方向。

可以根据学生的表现给予不同层次的评价，让学生意识到自己的优点和不足之处，并给予积极激励。

5. 结束（5分钟）教师总结本节课的教学内容，提醒学生今后继续加强听说训练，不断提高口语表达能力。

四、教学反思通过本节课的听说训练与口语表达，学生在实际的练习中得到了充分的锻炼。

角色扮演和对话练习使得学生能够更好地运用所学知识进行沟通。

同时，教师的口语评价也起到了激励和指导的作用，帮助学生发现问题并及时纠正。

此外，课堂上的互动和合作也增强了学生的学习兴趣，并促进了语言能力的发展。

综上所述，本课程设计旨在培养高一学生的听说能力和口语表达能力。

通过听力训练、口语练习和口语评价的方式，将学生置于实际语境中，激发学生学习兴趣，提高学生的综合语言技能。

Using Language 听说课教学设计-高中英语人教版(2019)选择性必修第一册

5. Toacquire the reasons of admiration by listening the conversation.
Matters needing attention
Teachers should scaffold students by explaining vocabulary in topics, listening skills and note-taking techniques.Before listening to the conversation, the teacher should help the students to understand the questions fully. And without revealing the corresponding achievements of people before starting Activity 1, let students use their prior knowledge to do so. In addition to this, students should be told not to feel worried if they feel unfamiliar with them, as the conversation that follows will help them.
2. Teaching difficult point
They are able tostate their ideas to talk about great people with using language fillers, which make natural conversation.
ⅡLesson Procedures

人教版高中英语必修一Unit5 听说课名师教学设计

Unit5听说课名师教学设计
教材版本：人教版册数：必修一单元：Unit 5课型（课时）：听力课
教
材
分
析
1.本单元的中心话题是“伟人的品格、几位伟人的生平”，内容涉及伊莱亚斯的故事、纳尔逊·曼德拉的生平简介、威廉·廷代尔的故事等，而主要内容是围绕当代英雄纳尔逊·曼德拉展开的。教材借穷苦的黑人工人伊莱亚斯的口吻，叙述发生在他身边的有关纳尔逊·曼德拉的故事。这样的写法有别于惯常所采用的平铺直叙，虽然只反映出了曼德拉的一个侧面，但读起来却更亲切感人，引人入胜，还留给了学生更多的思考空间。本单元的目标是学生能够学会提取听力文本的主旨大意。本单元的听力材料是伊莱亚斯加入NYC的三个理由，要求学生重点掌握的听力技巧是主旨大意的提取，需要用到关键细节的提取以及做笔记的技巧。通过这个单元的听力课的学习，学生能运用判断文本主旨大意的听力技巧初步判断听力材料的主旨大意，并能在听音过程中做笔记，在听完后能以口语的形式对本课的听力材料作出自己的评价。
教学流程
（详见相应教学设计）
教
学
评
价
1课堂开始时呈现本课目标，结束时通过反思目标来进行自主评价。
2.通过课后评估进行教学评价。
【本课时教学设计】
步骤
过程
措施（教师活动与学生活动）
目的
持续性评价
DELC4
1
预备与激活先期知识
Step 1
Greeting and Leading in ( 3mins )
教
学
重
难
点
教学重点：
1.通过学习，学生能初步认识提取听力材料主旨大意的方法。
2.通过练习，学生能运用提取听力材料主旨大意的方法判断听力材料的主旨大意并能说出理由。

高中英语听说课的教学设计

高中英语听说课的教学设计一、教学任务及对象1、教学任务本节课的教学任务是基于高中英语课程标准，针对英语听说技能进行的教学设计。

通过本节课的学习，学生能够提高英语听力理解能力，掌握日常交流中的口语表达技巧，培养用英语进行有效沟通的能力。

教学内容主要包括：听力材料的理解、口语表达的准确性、流利性以及交流策略的运用。

2、教学对象本节课的教学对象为高中一年级学生，他们已经具备了一定的英语基础，能够进行简单的英语听说交流。

然而，大部分学生在英语听说方面仍存在困难，如听力理解不准确、口语表达不流利等。

因此，本节课将针对这些问题进行有针对性的教学设计，帮助学生在英语听说方面取得进步。

同时，考虑到学生的个体差异，教学过程中将注重分层教学，确保每个学生都能在课堂上得到锻炼和提升。

二、教学目标1、知识与技能（1）理解并掌握听力材料中的关键信息，如人物、地点、时间、事件等。

（2）学会运用不同的口语表达方式，如描述、比较、解释等，进行有效沟通。

（3）提高英语听说过程中的信息筛选、归纳、总结能力。

（4）掌握一定的听说策略，如预测、关键词查找、语速适应等。

（5）能够在实际情境中运用所学知识，进行流畅的英语听说交流。

2、过程与方法（1）采用任务型教学法，以学生为主体，让学生在完成具体任务的过程中，培养英语听说能力。

（2）运用情景教学，创设真实的语言环境，激发学生的学习兴趣和积极性。

（3）利用多媒体教学资源，如视频、音频、图片等，丰富教学内容，提高教学效果。

（4）开展小组合作学习，培养学生的团队协作能力和自主学习能力。

（5）实施个性化教学，关注学生的个体差异，满足不同学生的学习需求。

3、情感，态度与价值观（1）培养学生对英语听说学习的兴趣和热情，提高学习积极性。

（2）帮助学生树立自信心，勇于在课堂上展示自己的英语听说能力。

（3）引导学生正确对待英语学习中的困难和挫折，培养克服困难的意志力。

（4）培养学生的跨文化交际意识，尊重和理解不同文化背景下的交流方式。

高一年级英语 U3 Family matters 听说教学设计

Teaching PlanTypescript (Page 31)Alice: [sadly] Mum, it's me...Mum: Alice? What's wrong? You sound upset.Alice: [sadly] I knew it...Mum: Oh, no! I forgot, didn't I? Your concert was today, and I missed it!Alice: It wasn't a concert. It was the school play. And yes, you missed it.Mum: Alice, I'm so sorry! I was really busy with work. Someone was off sick, so I had to do his work, too.Alice: Couldn't you have asked someone else to do it? I know work is very important to you, it's just... Everyone said I was really good in the play. I wanted you to see it, too.Mum: I'm so sorry I didn't make it, dear. You worked so hard on your part, and I'm so proud of you. I should have been there. I promise I'll never do it again! Can you forgive me?Alice: It's all right. I understand you're very busy. But you've worked so much recently. You need some time off to relax. I don't like seeing you so tired and pale. Mum: I know, dear. Perhaps next week I could take a day off, and we we could go to the countryside.Alice: [happily] That sounds wonderful! We can go camping and have a picnic in the hills.Mum: And we can really talk and catch up!Alice: I'd love that!Mum: OK, I'll talk to my manager about it. Bye for now!Alice: Bye, Mum! Love you!。

高中英语听说课教案模板

高中英语听说课教案模板一、教学目标1. 知识目标：学生能够掌握日常交流中常用的听说表达方式。

学生能够通过听力练习，理解并运用关键词汇和句型。

2. 能力目标：学生能够在小组活动中，用英语进行简单的交流和讨论。

学生能够通过听力训练，提高捕捉关键信息的能力。

3. 情感目标：学生能够积极参与课堂活动，增强自信心。

学生能够体会到学习英语的乐趣，提高学习兴趣。

二、教学内容1. 教材：人教版高中英语听说教程2. 主题：日常交流中的听说技巧3. 重点词汇：greet, introduce, ask for information, describe, order等4. 重点句型：How are you? My name is Can you help me? I'd like三、教学方法1. 任务型教学法：通过完成各种实际任务，提高学生的听说能力。

2. 交际法：鼓励学生积极参与，在真实的语言环境中进行交流。

四、教学步骤1. 热身活动（5分钟）：教师与学生进行简单的英语交流，检查学生的英语水平。

2. 听力练习（15分钟）：学生听录音，回答问题，教师给予反馈。

3. 口语练习（10分钟）：学生分小组进行角色扮演，模拟日常交流场景。

4. 综合活动（10分钟）：学生进行小组讨论，就某个话题发表自己的看法。

5. 总结与作业布置（5分钟）：教师总结课堂内容，布置相关作业。

五、教学评价1. 课堂参与度：观察学生在课堂活动中的参与情况和积极性。

2. 听力理解能力：通过课后作业和课堂练习，评估学生的听力理解水平。

3. 口语表达能力：通过小组讨论和角色扮演，评价学生的口语表达能力。

六、教学资源1. 教材：人教版高中英语听说教程2. 辅助材料：录音机、投影仪、PPT、听力材料3. 网络资源：相关听力素材、视频资料七、教学环境1. 教室布局：座位以小组形式排列，方便学生交流2. 教学设备：录音机、投影仪、电脑等3. 氛围营造：轻松、愉快的学习氛围，鼓励学生积极参与八、教学策略1. 差异化教学：针对不同学生的英语水平，给予个性化的指导和帮助2. 激励机制：设立奖励制度，激发学生的学习积极性3. 反馈与指导：及时给予学生反馈，指导他们纠正发音和表达错误九、教学拓展1. 课后活动：组织英语角、英语演讲比赛等活动，提高学生的英语实践能力3. 跨学科教学：与其他学科教师合作，开展跨学科英语教学活动十、教学反思1. 反思教学内容：根据学生的反馈和实际教学效果，调整教学内容，使其更贴近学生的生活实际2. 反思教学方法：根据学生的学习情况和教学效果，调整教学方法，以提高教学效果3. 反思教学评价：评价学生的学习成果，总结教学经验，为下一节课的教学提供参考十一、教学注意事项1. 关注学生的个体差异，因材施教，确保每个学生都能参与到课堂活动中。

新人教英语必修一unit 1Teenager Life听说部分教学设计

Unit 1 Teenage LifeListening and Speaking ＆Listening and Talking教材分析：The theme of “Listening and Speaking” is “Choose a school club”. Students will have a general understanding of different school clubs by listening and ultimately can make reasonable suggestions on the choice of clubs and make correct choices. School clubs are an important part of students’ campus life, as well as an important study to expand students’ extracurricular knowledge, develop their skills and cultivate their interests.Listening text of “Listening and Speaking” consists of two parts. The first part is about the dialogue between teachers and students in the activities of the school clubs, which makes situational preparations for choosing a suitable club. The second part is the dialogue between Adam and Julie of senior high school students to discuss how to choose the right one.The theme of “Listening and Talking” is “Planning a Camp for Teenagers”. Nowadays, more and more high school students are interested in participating in various camp activities, and take this opportunity to make friends, broaden their horizons and train their teams’ spiritual and communication skills. The purpose of this section is to stimulate students’ imagination, plan a camp activity that their peers like and to use “be going to + verb primitive” and “will + verb primitive” to express future intentions or intentions.Listening Text of “Listening and Talking” is a dialogue, where Max and Cao Jing talk about their participation in adventure camps and international youth camps on weekends In the plan, the two men introduced the activities of the camp and expressed their expectations for the life of the camp. The dialogue highlights “be going to + verb” and “will + verb” are two structures used to express what will be done in the future.教学目标与核心素养：1.Instruct students to get main facts by listening and motivate them to talk about the topics about how to choose a right school club, how to plan a camp for the future, and how to talk about future activities.2.Develop students’ sense of cooperative learning and individual thinking capability.3.Develop students’ different listening skills to solve different listening comprehensive problems.4.Help students to understand how to use the structures “be going to do, will do, plan to do, there will be, hope to do” to discuss their future plans and activities.教学重难点：Prompt Ss to talk about the related topics, such as how to choose a right school club, how to make a camp for the future, how to make a camp plan and how to talk about future activities.教学过程：Part 1: Listening and SpeakingLead inThe teacher is advised to talk with their students about their former school club that they once was in junior high school: boys and girls, have you ever taken part in any school club before and why you chose it if ever? After their small talk, the teacher can move on by finishing the following listening task:Listen to the first two conversations and choose the correct answers.1 What are they learning about in Conversation 1?A. Hearing. B Sounds. C Dogs.2 The students are discussing in Conversation 2.A. schoolworkB. relationshipsC. dating3 Circle the two clubs where these two conversations happened.A Science Club.B Ballet Club.C Nature Club.D Debate Club.Learning tip:After finishing the task above, the teacher is expected to play conversation 3 which is about how to help Adam choose a right club and after finishing listening for the first time, the students need to solve the following task.Listen to Conversation 3. Then help Adam choose a club.1 Tick the activities that happen in each club.Ballet Clublearn new movementsmake ballet clotheswatch dance programmesNature ClubWatch biology lecturesgrow plantswork in a greenhouseCartoon Clubwatch cartoonswrite storiesdraw cartoonsVolunteer Clubhelp old peopleclean up parksgive directionsAfter finishing the task above, the teacher is expected to play conversation 3 again and solve the following task.1. Adam says that he likes _________________ but is not so interested in _____________2.Which club do you think is suitable for Adam? Why?I think Adam should join the _____________ Club because he says that he ________________Finally, after finishing the task above, the teacher is expected to instruct students to work in groups to finish the following project:Speaking ProjectWork in pairs. Help each other choose a school ClubEXAMPLEA: Hi, Sam! I’ve decided to join the Music Club.B: Good decision!A: How about you? Are you going to join a club?B: Yes. I’m wondering which one | should choose: the Acting Club or the Ballet Club?A: I guess the question is ... Do you like dancing better than acting?B: Actually, I like acting better, but my friends go to the Ballet Club and want to be with them.A: Hmm ... If you ask me, I think you should choose what you like.Part 2: Listening and Talking:1. The teacher is advised to talk with their new students about the related topic: Boys and girls, do you know some structures to talk about future activities?Talking about future activitiesWe’ll …I plan to …There’ll be …I hope to …We’re going to …2. After their small talk, the teacher can move on by playing the listening and solve the following task.Underline the expressions in the sentences below Cao Jing and Max use to talk about the future.We’ll learn useful skills.I plan to improve my spoken English.There’ll be students from different schools.I hope to make new friends.We’ll talk about teenage life.I’ll learn to make a fire.There’ll be students from different countries at the camp.There’ll be some experts there to show us how to live in the wild.We’re going to learn about wildlife.I’m going to give a speech.I think I’m going to enjoy the activities.I think we’ll have a lot of fun.3. Work in groups. Plan a youth camp.Think of ideas for the camp. You can use the questions below to get started. And present yourideas for a youth camp to the class.●What kind of camp is it?●Who will be there?EXAMPLEcampDo you want to have fun and learn at the same time? Then come to our camp. In our camp, you can learn about ... There’ll be many interesting activities. First, we are going to ... Then we’ll. We also plan to. Finally, we’ll ... Please come to our camp!。

高一年级英语 U1 A new start 听说教学设计

(1)What is the video clip about?
(2)Do you have puzzles in balancing study and after-class activities?
(3)How do you keep a balance between study and after-class activities?
(2)Students listen the record for the third time to complete the plan below.
Todevelop students’strategy of making notes and catch the detailed information of the listening material.
Generalizing and synthesizing
Every student proactively learn to make notes and most of the students can get the correct answers by filling in blanks.
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(2)What is the possible relationship between the two speakers?
To practice students’ability ingetting the gist of the listening material.
Retrieving and summarizing
【想知】多彩但忙碌的高中生活挑战学生的时间管理，学生急于了解和学习如何科学规划时间，平衡学习和课外活动，提高学习生活质量。
【需知】学生讲通过听力活动理解听力文本中关于时间管理的挑战（challenges）和解决办法（solutions）。在此基础上，分析听力文本的结构，学习“引出主题-提出问题-给出解决办法-寻求反馈-给予反馈”的结构；同时，学生基于所学的结构化知识，基于自我时间管理的难题，设计一个听力活动，提高学生学以致用的能力。