听说课教学案例(ask for suggestions and make suggestions)

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小学英语听说课教案.doc

小学英语听说课教案英语老师要怎么备课听说部分的内容，准备一个好的教案吧。

下面是我整理的小学英语听说课教案，欢迎阅读。

小学英语听说课教案【1】一、教学内容分析：本节课的话题是围绕“提建议，同意与不同意”而展开的。

通过对本节课的学习，让学生能熟练地用英语向别人发出邀请或建议，并给出同意或不同意的应答。

二、教学目标分析(一)语言知识目标：掌握提建议，同意和不同意回答的基本句型：ask for suggestions: what shall we do? where shall we go?making suggestions: couldnt we go somewhere outside edinburgh? what/how about going up into the pentland hills?we could do a bit of climbing.why dont we go for a long walk?lets find out about the coach times.agreeing: thats not a bad idea! thats a good idea!disagreeing: i dont know. im not very keen on climbing.walkings not really my thing, either.no way!(二)语言技能目标：在听力过程中培养学生进行预测，获取信息进行问答，做笔记记录信息对信息进行处理的能力。

同时，在说的方面培养学生良好的语感，正确的语音语调，进行问答，复述的语言表达能力。

(三)情感目标：积极参加有意义的户外集体活动对青少年的身心发展很有帮助。

在活动中发展友谊，互相帮助。

三、教学重点、难点分析教学重点：1. 在听力过程中培养学生进行预测，获取信息进行问答，做笔记记录信息对信息进行处理的能力。

2. 在说的方面培养学生良好的语感，正确的语音语调，进行问答，复述的语言表达能力。

情景式教学在初中英语听说课堂中的运用--人教版八年级英语上册第九单元案例分析

情景式教学在初中英语听说课堂中的运用--人教版八年级英语上册第九单元案例分析摘要：本文是以情景教学法为理论基础，将情景教学应用于英语听说课的教学模式，借力情境的创设、游戏的闯关来助推英语听说课的教学，既符合学生的语言学习规律，又能提升课堂教学效率。

关键词：初中英语；听说课堂；情景式教学；案例引言笔者在设计八年级英语上册Unit 9Can you come to my party?的听说课时，以“获取易烊千玺生日聚会邀请卡”为故事主线，通过闯关模式构建课堂，巧妙地将听说任务融合在游戏情景中，让学生在轻松愉悦的教学情境中习得知识和运用目标语言，使英语学习更好地体现真实性和交际性。

一、教学内容Unit 9Can you come to my party? Section A 1a-2b二、教材分析本课是新目标英语八年级上册Unit 9 Can you come to my party? Section A的第一课时，本单元主要是学习如何有礼貌地向别人提出邀请、接受或拒绝别人的邀请以及学会谈论自己的计划安排。

语言目标是学习情态动词can的用法，学会礼貌地发出、接受、拒绝邀请。

在活动中学习语言知识，同时教育学生要礼貌待人，学会互相关心和体谅别人。

三、学情分析发出邀请、接受或拒绝邀请，这是学生现实生活中经常遇到的生活场景。

本单元之前，八年级学生已经学过了情态动词can的几种用法，在本单元中用Canyou ... ?发出邀请对学生来说并不陌生，只是如何用英语来接受或拒绝邀请对学生而言有些困难。

四、教学目标(一)知识与能力：掌握新单词、短语及重点句型，初步掌握发出邀请、接受邀请或拒绝邀请的简单表述。

通过听力训练判断不同人物对邀请的回应，感知接受或委婉拒绝要求的表述。

正确使用can引导的句子表示邀请，尝试使用have to, must谈论职责和义务。

(二)过程与方法：让学生在创设的情景闯关过程中学习和运用所学内容，通过学生的自主学习和合作探究完成各项任务，从而提高学生的听说能力。

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 。

新视野大学英语第三版视听说1教案

Training at 3 steps:
BEFORE you listen;WHILE you listen;AFTER you listen
3)Viewing
Training at 3 steps:
BEFORE you view;WHILE you view;AFTER you view
4) Speaking
2) Speaking skills: Keeping a conversation going
3. Learning Objectives:
1) talk about past events and their impacts on the present
2) listen for specific information
UNIT 1 Traces of the past
（3periods）
I.Teaching Objectivesand Requirements
1. Topic:Traces of the past
2. Language Skills:
1) Listening skills: Listening for specific information
新视野大学英语视听说1教案
课程基本信息
课程类别
□公共必修课 □公共选修课
专业必修课 □专业选修课
学分学时
1.5 学分
26 学时
使用教材
郑树棠，《新视野大学英语视听说教程1》，外语教学与研究出版社，2015年
参考
书目
1.郑树棠,《新视野大学英语视听说教程1教师用书》，外语教学与研究出版社，2015年
2.张明伦，《英语听力入门I-IV》，华东师范大学出版社，2009年.

高二年级英语 U4 Everyday economics 听说课教学设计

Unit 4 Everyday economicsPeriod 3 Listening and speakingTeaching material analysis1. The listening and speaking part focuses on the establishment and operation of personal credit system in Chinese social life. Students can get more information about social credit by reading the passage of “Do You Know” and by listening to the conversation given.2. In the vocabulary learning part, students will read a leaflet about finance management tips for freshmen. Useful expression swill help students think and voice their opinions on how to manage finances and maintain a good social credit record.Teaching objectives & Core Competencies and Values for students1. Help the students further develop listening ability by getting key information from listening materials and tasks given on Page 42.2. Lead the students to learn useful words and expressions about finance management and social credit.3. Lead the students to effectively express themselves about how to manage finances and maintain a good social credit record.Teaching focuses1. Help the students improve the listening ability by listening and doing tasks given.2. Guide students to share their ideas about how to manage finances and maintain a good social creditrecord.Teaching procedureStep 1. Pre-listening (5mins)Before listening, read the passage about social credit and answer the following three questions.1) What is credit?2) How is a peson‘s creditworthiness judged in different times?3) Besides what are mentioned in the passage, what other activities can you think of will affect yourfuture creditworthiness?Step 2. (Activity 5 ) Listening (3mins for listening +2mins for checking and explanation) Listen to the conversation and choose the topics discussed in the chatting.A. The tips to book a good hotel.B. The importance of being creditworthy.C. The origin of the credit system.D. The benefits of a social credit system.E. The cost of having a bad social credit record. （Answer: BDE（Step 3. (Activity 6-1) Listen to Part I and complete the paragraph. (2mins for listening +2mins for checking )I have been 1_______________ on time, returning books to the library 2 ______________. and using 3___________ properly. As a reward, we didn’t have to pay a deposit when 4 __________ during our trip to Hangzhou. The hotel is very nice, and it’s quite near the West Lake. This is just one of the many benefits of the social credit system which enables 5_____________________ to enjoy a more convenient life 6 ___________________.Answer:1. paying credit card bills2. in a good condition without delay3. the shared bicycle4. we checked in at a hotel5. people with good social credit6. at a lower costStep 4. (Activity 6-2) Listen to Part II and answer the following questions. (1mins for listening +3mins for speaking )Possible Answers:1)He was prohibited from renting an expensive car because the credit system showed that he wasa laolai.2)Apart from renting expensive cars, they may also find it hard to buy flight tickets or tickets forhigh-speed rail services, among other things.3)The social credit system is an encouragement to those who can be relied upon to do the rightthing, and the system is an effective way to build a friendly, honest and safe society.Step 5. (Activity 7) Posting listening (3mins)Have the students master some expressions about how to ask for clarification, clarify themselves orstate advantages.Step 6. (Activity 8) F inance management tips for freshmen(12mins)1.Question for prediction:What financial difficulties may freshmen run into?2. Read the leaflet and answer the questions according to the leaflet.1)What suggestions are given to help students save money?Answer: Find the banking services that meet your needs and will help you save money. Save a small amount of money each week from now on, and increase it each month.2) What do you need to pay attention to when spending money?Answer: Be careful when opening your first credit card account. Look for a card with good benefits and no annual fees. Always make payments on time. Make rational spending choices and never exceed your agreed credit limit. Avoid luxuries so that you don’t go into debt.3) Why do you need to bear in mind when making extra money?Answer: Make sure it doesn’t interfere with your studies, and pay any tax as required by law.Step 7. (Activity 9) Focus on vocabulary1. Match the words and expressions learned in the leaflet to their meanings1 ____________: the amount of money needed or available for certain purposes2 ____________: to have enough money to buy what you need to live3 ____________: to be out of debt or financial difficulty4 ____________: money paid to the government, usually a percentage of personal income or of the cost of goods5 ____________: to accumulate the quality of being creditworthy6 ____________: the maximum amount of money that may be borrowed under a credit arrangement7 ____________: to get into the state of owing money8 ____________: costs automatically charged once a year to your credit card account9 ____________: the amount of money charged by a bank when you borrow money, or paid to you2. Think about other words and expressions associated with man a ging personal finance.Step 8. (Activity 10) DiscussionWork in groups and make suggestions on how to manage your finances and maintain a good social credit record.Step 9. HomeworkDesign a leaflet on the topic of how to manage personal finances and maintain a good social credit record for high school students based on what have been learned in class. Use as many words and expressions mentioned above as possible.。

八年级听说课教案模板(共6篇)

八年级听说课教案模板（共6篇）篇：听说课教案Teachingplan一、BackgroundinformationTeacher：MiQinStudents：40Grade：sevenAge：13-14yearsoldLeonduration：40minsTeachingcontents：unit1,whatareyougoingtodoattheweekend?Module3student’sbook2二、教材分析1、教材内容：本模块围绕计划这个话题展开的，从同学们的周边环境入手，从而达到可以计划自己要做什么事情2、本节课为本模块的第一单元，内容包括教材14—15页的speakingandlistening.学生在老师的引导学习下知道一些重要的单词，短语。

和能够自然地运用这些短语进行对话。

能够计划短期的行程学生分析本节课授课的对象是初一下册的学生，全班共40人，男生20个，女生20个，刚进入初中的青少年，对于新的知识有着很大的好奇心和求知欲，并有一定的独立性，但也有贪玩的心理，所以这节课的主体是学生，通过以前已有的知识和新知识的输入，能够简单地进行谈论自己的周末计划四、teachingaims;1、knowledgeaims⑴Newwords：planrevisepicnicpleasetwoboysS:T;Thankyousomuch,S:T:Ok,thatgirl,whatisyourname?S:NancyT:N ancy,youlikereadbooksright,Ilikereadbooksverymuch,sowearefriendsT;Soyousee,m yfriendNancyisgoingtoreadsomebooks,andthatishisplan,whatistheplanofyourfrien d,youcanaskyourfriendsabouttheirplans,youshouldanswerituse“myfriend/friends is/are…he/theyis/aregoingto…we/theyaregoingto…OK?Ok,godoitT:You,pleaseS:M yfriendisLucy;sheisgoingtohaveapianoleononSaturdaymorning.Wearegoingtohaveap ianoonSaturdayafternoonT:Ok.WhoisLucy?Okyourweekendisveryinteresting,whatabo utyou?S:myfriendsarelilyandjoy;theyaregoingtohaveaparty.T:en,first,wearegoin gtolistenthetape,andyoucanfinishthisblanks,ok?S:okT:areyoufinishedit?Ok,chec kyouranswerT:lookatthescreenagain,whocanreadthisquestion?whocan..justtry,okS:…T:Good,youcanreaditconfidently,nowwecanlistenitandthenanswerquestion （listen）：Checkyouanswer,secondlistenitagainandchoosethecorrectanswer….checkyouranswe r.Lookatthepage15,listenagainandfinished,thenIwanttochoosesomestudentstoansw eritT:areyoufinishedit?Ok,checkit,you?S;…T:good,rightanswer,next…T:wearefinishedit,ok,doyouthinkBettyandDaming’sweekendareverygreat?S：YesT：Now,please,playarolewithyourpartner…T：thisgroup,canyou?Ss：…抽取两三组的学生进行角色扮演T：wehavelearnmuchaboutthestructureandsomeimportantphrases,pleaseworkwithyourpa rtnertomakeyourowndialoguelikepage14,ifyouhaveanyquestions,pleasehandsup,begin,gogogoT：Whowanttoshowyourdialogue?Okplease…T：Anyoneelse,thisgroup,canyou?T：Youareverygoodtoday.nowwewillreviewtogether,lookatthepicture,doyouknowwhat’sthis?S：ClockT：Good,first,heisgoingtogetupearly,andthenheisgoingtoreviseforhistest.thenheis goingtobuysomeclothes,thenhe（askstudentstoanswerit）HomeworkWritedownyourowndialogueabouthowtospendyourweekend第2篇：听说课教案Whatisthematter?1.Theanalysisofteachingmaterial:Foreightgradestudents,weshou ldbasedontheknowledgestudentsalreadystudied.Iuseallkindsoftargetstoteachandl etthemmasterthewordsofdiseases.Iforcedstudentsdoarollplaywhoimitatingtheproc edureofseeingadoctor.Withthis,canraisestudentsinterestandmakestudentsleadthe cla.2.TheAnalysisoftheStudents:Inthisperiodstudentsarelively,activeandhavest rongcuriosity,sotheyareeagertoexpreinEnglish.Theirabilitytoimitateandremembe risparticularlystrong.3.Teachingobjectives3.1KnowledgeObjectives:1)Beabletomasterthepronunciation,meaningandspellingofthenamesofdiseases:feve r,sorethroat,soreback;stomachache,headache,toothache,cold,cough;2)Beabletole arntheexpreionsofgivingadvice:liedownandrest,drinkhotteawithhoney,seeadentis t,takethismedicine;3)Beabletotalkabouthealthproblemsbyusing“What’sthematter?Ihavea…”andgive advicebyusing“Youshould…Youshouldn’t…”3.2AbilityObjectives:1)Beabletotalkaboutone’shealthproblemsandgiveadvicefluently;2)Beabletoroleplaydoctorandpatient;3.3MoralObjectives:1)Improvethecooperativespiritthroughpairworkandroleplaying2)Caremoreaboutyourselfandyourfamilymembers’health.4.Teachingfocusanddiffic ultpoints:studentsshouldmasterthewordsaboutdiseasesandcangiveconsiderableadv ises.TheteachingFocus1.Masterthenamesofdiseases:fever,sorethroat,soreback;stomachache,headache,toothache,cold,cough;2.Cangivesomeconsiderableadvises:liedownandrest,drinkhotteawithhoney,seeaden tist,takethismedicine;2.Talkabouthealthproblemsbyusing“What’sthematter?Ihavea…”andgiveadviceby using“Youshould…Youshouldn’t…”TheTeachingDifficulties1.Studentsmayfinditdifficulttorememberallthetargetnewwordsinthecla;2.Student smayfinditdifficulttogiveconsiderableadvicetothecertaindiseasebecauseoftheirlimitedlifeexperience.5.Teachingmethods:Communicativelangua geteaching.6.Teachingaids:blackboard,multimedia,chalk,eraserandsoon.7.Teachi ngprocedures.Step1:Warmingup:1.Firstgreetstudentsandstartthecla.2.Presentationofpicturesaboutmedicalinstr uments(ward,sickbed,operatingroom).3.Letstudentsrecognizethesepicturesandask them:”Wheretheycanseethesemedicalinstruments?”andstudentswillsay:”inhospi tal”.Step2:Presentationofpicturesaboutdiseases1.Thengetstudentstoguethedise ases..WhenIdoanaction,askstudents:“What’sthematter?”Forexample,whenIputmy fingeronthestomach,askstudents:“What’sthematterwithme?”Helpstudentssay:“I’mnotfeelingwell.Ihaveastomachache.”Thenteachtheothertargetwords:fever,so rethroat,toothache,sorebackinthefollowingway:Putmyfingerontheotherpartofbody andgetstudentstoask:What’sthematter?Thengetotherstudentstoguetheproblem.2.U sebodylanguagetoguidestudentstogueanothertwonamesofdiseases:cold,cough.3.Sho wstudentspicturesofdiseaseshalfhidden,andgetstudentstoguethenamesofdiseases: fever,sorethroat,toothache,soreback,cold,cough.DesignDescription:usepictures, canarousethecuriosityofstudentstoactivelyparticipateinteachingactivities,the teachingofwordmodeissimpleandintuitive,easytobeacceptedbystudents.Gradeeight studentslovespeculationactivities,sousingthehalfcoverimagesallowsstudentstoc onsolidatethelearnedwords.Step3:PairworkLetstudentstalktotheirdesk-mateandusequestionandanswer.Putfingeronthepartofastudent’sbodyandask:“What ’smatter?”andguidehimtousethepattern:I’mnotfeelingwell.Ihavea…Thenaskstudentstoworkinpairsandtalkabouthealthproblemsbyusingthetargetlanguage:What’s thematter?I’mnotfeelingwell.Ihavea…Designnotes:pairspracticecanstimulatestudentparticipation,expand participation,andenablemorestudentstospeakEnglish.Step4Presentationof expreionsofgivingadvice.TellstudentsthatIhaveacold/cough,askthem:WhatshouldI do?Studentsmaygivedifferentanswers,collecttheiranswersandhelpthemtouse:Yoush ould/shouldn’tdo…Thenshowsomepicturesofotherdiseases mentionedbeforeandaskthemtogiveadvicetoeach第3篇：听说课教案初稿教学过程：一课程导入：同学们大家好，我有个问题，你需要什么？需要钱需要男朋友需要食物需要睡觉需要上厕所~（3分钟）二课文部分：A大家翻到课本67页，这节课将由我来和大家一起来学习第十一课你需要什么？首先听第一遍录音一。

初中英语听说课教学案例范文

初中英语听说课教学案例范文Introduction:In this case study, we will explore an innovative approach to teaching English listening and speaking skills in a junior high school setting. The focus will be on a lesson plan that integrates technology, interactive activities, and real-world scenarios to enhance student engagement and language acquisition.Context:The students are in their second year of junior high school, with a basic understanding of English grammar and vocabulary. They are generally motivated but lack confidence in their speaking abilities. The class size is 25 students, and the lesson will be conducted in a well-equipped language lab.Objective:The primary objective of this lesson is to improve students' listening comprehension and speaking skills through active participation in a variety of communicative tasks.Materials:- A set of headphones with individual controls forlistening to audio recordings.- A computer with internet access for online interactive activities.- A whiteboard and markers for note-taking.- Printed worksheets with listening exercises and speaking prompts.Procedure:1. Warm-up (5 minutes):Begin the class with a quick icebreaker. Students take turns asking and answering questions about their weekend plans, using the present continuous tense.2. Listening Exercise (10 minutes):Students listen to a short audio clip of a conversation between two friends discussing their favorite hobbies. They complete a worksheet with questions about the content of the conversation.3. Vocabulary Focus (10 minutes):The teacher introduces key vocabulary related to hobbies and interests. Students use flashcards to match words with their definitions and practice pronunciation.4. Interactive Activity (15 minutes):Students log on to an online language learning platform where they participate in a simulated chat room. They engage in a conversation with a virtual partner, discussing their hobbies and interests.5. Role-play (20 minutes):The class is divided into small groups. Each group is given a scenario where they must use their listening and speaking skills to solve a problem or complete a task. For example, one group might role-play a travel agency where students must discuss and book a trip.6. Feedback and Correction (10 minutes):The teacher circulates among the groups, providing feedback on language use and correcting any mistakes. Students are encouraged to self-correct and learn from their peers.7. Wrap-up (5 minutes):To conclude the lesson, students share their experiences from the role-play activity. The teacher summarizes the key points and reminds students of the homework, which includes listening to a podcast and preparing a short presentation on a hobby for the next class.Reflection:This lesson plan was successful in engaging students and providing them with practical opportunities to use English in a communicative context. The use of technology enhanced the learning experience and allowed for individualized practice. However, the teacher noted that some students still struggled with confidence and suggested incorporating more peer-to-peer activities to build speaking skills further.Conclusion:The case study demonstrates the effectiveness of a communicative approach to teaching English listening and speaking skills in a junior high school environment. By incorporating technology, interactive activities, and real-world scenarios, students can improve their languageabilities while also building confidence and interest in learning English.。

初中英语听说课教学案例范文

初中英语听说课教学案例范文Title: Teaching Plan for Junior High School English Listening and Speaking ClassObjective:By the end of the lesson, students will be able to understand and use basic English expressions related to daily life and communicate with each other in English more confidently.Materials:- Audio clips- Pictures or flashcards- Whiteboard and markers- WorksheetsWarm-up (5 minutes):- Greet the students and ask them about their day in English.- Play a short audio clip of a simple conversation and ask students to listen and identify the main topic of the conversation.Presentation (15 minutes):- Show pictures or flashcards of different dailyactivities and ask students to describe what they see in English.- Introduce new vocabulary related to daily routines and activities, such as "get up", "brush teeth", "go to school", etc.- Use the whiteboard to write down the new vocabularyand their meanings.Practice (20 minutes):- Play another audio clip of a conversation between two people discussing their daily routines. Ask students to listen and fill in the missing words in the conversation.- Pair students up and give them a list of daily activities. Ask them to take turns asking each other what they do at different times of the day using the new vocabulary.Production (20 minutes):- Divide the class into small groups and give each group a different scenario, such as "getting ready for school" or "having a family dinner". Ask each group to create a short dialogue using the new vocabulary and perform it for the class.- Encourage students to be creative and use the new vocabulary in their dialogues.Listening Comprehension (15 minutes):- Play a longer audio clip of a conversation or a short story in English. Ask students to listen and answer questions about the content of the audio clip.- Discuss the answers as a class and address any vocabulary or grammar questions that may arise.Wrap-up (5 minutes):- Review the new vocabulary and expressions learned in the lesson.- Ask students to share one thing they have learned or found interesting during the class in English.Assessment:- Observe students' participation and engagement during the activities.- Collect and review the completed worksheets and dialogues created by the students.中文翻译：标题：初中英语听说课教学案例范文目标：通过本课的学习，学生将能够理解和运用与日常生活相关的基本英语表达，并更自信地用英语进行交流。

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。

初中英语听说课教案范文全英文版

初中英语听说课教案范文全英文版Here is an essay on the topic "Sample English Lesson Plan for Middle School English Listening and Speaking Classes" with over 1,000 words, written entirely in English.The importance of developing English listening and speaking skills in middle school cannot be overstated. As students transition from the primary to secondary level, they face increasingly complex academic demands that require proficient oral communication abilities. An effective English lesson plan that focuses on enhancing listening and speaking skills can significantly contribute to students' overall language proficiency and academic success.This sample English lesson plan is designed for a middle school English class with a duration of 45-60 minutes. The lesson aims to provide students with opportunities to practice their listening and speaking skills through a variety of engaging activities.Lesson Objectives:By the end of the lesson, students will be able to:1. Demonstrate active listening strategies by accurately summarizing the main ideas and key details of a short audio passage.2. Engage in a structured discussion on a relevant topic, taking turns to express their opinions and respond to their peers' comments.3. Deliver a short, impromptu speech on a given topic, showcasing effective public speaking techniques.Materials and Resources:1. Audio recording of a short news article or informative passage (approximately 2-3 minutes in length)2. Worksheet for students to take notes and summarize the audio passage3. Discussion prompts or conversation starters related to the topic of the audio passage4. Timer or stopwatch for managing activity durationsLesson Procedure:I. Warm-up (5-7 minutes)A. Greet the students and introduce the lesson's objectives.B. Engage the class in a brief discussion about the importance of listening and speaking skills in everyday life and academic settings.C. Encourage students to share their experiences or challenges with English listening and speaking.II. Listening Activity (15-20 minutes)A. Explain to the students that they will listen to a short audiopassage and practice their active listening skills.B. Play the audio passage once, instructing the students to listen carefully and take notes on the main ideas and key details.C. After the first listening, divide the class into pairs or small groups and have them discuss the passage, sharing their notes and summarizing the main points.D. Play the audio passage a second time, allowing students to refine their notes and understanding.E. Facilitate a class discussion, inviting volunteers to share their summaries of the audio passage.F. Provide feedback and clarification on any misunderstandings or missed details.III. Speaking Activity (15-20 minutes)A. Introduce the discussion topic, which should be related to the content of the audio passage.B. Divide the class into groups of 4-5 students and provide discussion prompts or conversation starters.C. Instruct the students to engage in a structured discussion, taking turns to express their opinions, ask questions, and respond to their peers' comments.D. Encourage students to use active listening techniques, such as paraphrasing, asking for clarification, and building on each other's ideas.E. Monitor the discussions, providing guidance and feedback asneeded.F. After the group discussions, invite volunteers to share their key takeaways or the most interesting points raised during the discussions.IV. Impromptu Speaking (10-15 minutes)A. Explain to the students that they will now have the opportunity to practice their impromptu speaking skills.B. Provide each student with a note card containing a simple topic or prompt for a short speech (e.g., "My favorite hobby," "A memorable experience," "An inspiring person in my life").C. Give the students 1-2 minutes to prepare their thoughts and organize their ideas.D. Call on students one by one to deliver their impromptu speeches, limiting each speech to 1-2 minutes.E. Provide positive feedback and constructive criticism on the students' delivery, including elements such as eye contact, volume, and clarity of expression.V. Wrap-up and Reflection (5-7 minutes)A. Summarize the key learning objectives and the activities covered during the lesson.B. Encourage students to share their reflections on the lesson, including what they found most challenging or enjoyable.C. Provide any necessary follow-up instructions or assignmentsrelated to the lesson content.D. Thank the students for their participation and engagement.This sample English lesson plan for middle school English listening and speaking classes provides a structured and engaging approach to developing these critical language skills. By incorporating a variety of activities, from active listening to structured discussions and impromptu speeches, the lesson aims to create a dynamic and interactive learning environment that motivates students to improve their oral communication abilities. Regular implementation of such lesson plans can contribute to the overall language proficiency and academic success of middle school English language learners.。

初中英语阅读课案例范文[修改版]

第一篇：初中英语阅读课案例范文Lesson 22 the giant 保定市竞秀区十九中学王宏伟一：教学课型：阅读课二：教材分析：本节课课型是阅读课，内容是一个自私的巨人后来发生了转变的故事。

通过这节课的学习，给学生提供了一个阅读英语故事的机会，让学生了解到“予人玫瑰，手有余香。

”“付出即是得到的道理。

三：学情分析：九年级学生有了一定的英语基础，能根据语境猜测词义，对阅读英语故事有着浓厚的兴趣，因此，教师要给学生表现的机会，指导他们积极主动地阅读。

四：教学目标：1．知识目标：（1）重点词汇:once upon a timerun awayno longerpass bypass byknock down at once break out in blossom stretch out ever since then(2) 重点句子：Main sentences: Once upon a time, there was a large, lovely garden They ran away and dared not come back \the nexst day , the giant built a high wall around his garden and ut a notice on a board , don’t enter. He thought it must be the king’s musicians passing by. He was trying to reach up to the spreading branches of a tree At once ,the tree broke out in blosssom The little boy stretch out with his arems ,put them around the giant’s neck and kissed her.2.能力目标：培养学生养成良好的阅读习惯，提高阅读兴趣，掌握阅读技能。

新视野大学英语第三版视听说教程第一册教案(Units1-5)

Secondly, give extra information.When answering questions, try to give extra information such as whom you did something with, when and where you did it, how it was.
新视野大学英语视听说1教案
课程基本信息
课程类别
□公共必修课 □公共选修课
专业必修课 □专业选课
学分学时
1.5 学分
26 学时
使用教材
郑树棠，《新视野大学英语视听说教程1》，外语教学与研究出版社，2015年
参考
书目
1.郑树棠,《新视野大学英语视听说教程1教师用书》，外语教学与研究出版社，2015年
2.张明伦，《英语听力入门I-IV》，华东师范大学出版社，2009年.
Speaking skills:Keeping a conversation going
Keeping a conversation going is an important speaking skill for exchanging information with or showing politeness to other people. There are several ways to keep a conversation going.
3) keep a conversation going
4) conduct an interview
4. Vocabulary, and Expression:
social, clubbing, disco, cute, fish and chips, Johannesburg, orphanage, Cuban, FIFA…

初中英语听说教学

初中英语听说教学篇一：浅谈如何上好初中英语听说课浅谈如何上好初中英语听说课目前，在我国许多地方，在应试教育的影响下，不少学生都是“高分低能”，学了一口“哑巴英语”。

在实际生活中，学生听不懂，说不出。

针对这种现状,我国的英语教学正在进行大刀阔斧的改革。

下面结合教学实践，谈谈我的听说教学三部曲：即听前、听中和听后。

一、Pre-listening（听前）：感悟导入听前活动要有针对性、趣味性，要能很好地导入听力主题。

在听听力材料之前，应该激活文化背景知识，减少学生的听力理解障碍。

教师可以选择一些与听力话题相关的材料或参照课本中的插图，或利用多媒体等，开展富有创意的听前活动。

来激活学生的思维，使他们产生听的愿望。

二、While-listening（听中）：听力练习听中活动是听说课的核心部分，教师所设计的活动应该以训练学生的听力技能为目标，视教材为渠道，检测学生对语篇承载的信息的理解能力，培养学生搜集和处理信息的能力，及其用所听信息解决实际问题的能力。

听中又分为三步进行：第一步：泛听老师提出与文章相关的几个问题，让学生听材料并找出答案。

问题不能太难，确保学生能通过盲听直接找到答案，使学生马上感到听有所获，增强学生的自信心。

第二步：精听精听是用于训练学生抓住材料中某些细节意思，以及未直接说出的言外之意的能力。

其目的是对听力材料作深入、透彻的了解，包括细节内容，从而对文中的内容作出合乎逻辑的推理判断。

精听时若遇到生词，要根据上下文的意思、背景知识以及利用构词规则来进行猜测。

精听训练中，应当注意的是，要指导学生运用适当的听力技巧搜索、确定信息，找出答案，解决问题。

新目标英语中的听力训练形式多样，如：听力填表、人名或图片与活动相匹配、听力排序等等。

在日常的听力教学中，我们应做到以下几点：1.在学生听听力之前应提出明确的要求，让学生有目的的去听。

只有这样，才能积极主动地去捕捉信息，提高理解的效率。

2.教师对学生听力的训练要有层次，根据学生对听力材料的理解情况，由易到难，分别提出不同的要求，让学生再去听。

英语听说课教学设计(共4篇)

英语听说课教学设计〔共4篇〕第1篇：高中英语听说课教学设计必修五unit3 life in the future听说课教学设计教学目的：通过听一段对话，对大意有整体印象，并能获得局部细节信息。

教学重点：听对话时，既要注意大意，又要注意细节。

通过练习，训练学生的根本语言技能。

教学方法：work 教具准备：多媒体教学流程：第一步：作业检查及引入话题〔分组辩论〕1.Ask Ss to have a debate on whether people can live on Mars.2.Teacher gives ments on bothsides,saying : both of you have given sound reasons to support your arguments.And now let’s listen to an interview between Li Qiang and Walker Hiller, who is to build a town on Mars.第二步：听力训练〔一〕〔双人活动〕 Listening and speaking(page23) 1.Get the Ss to get through Exercise1.2.First, listen for the Ss to finish Exercise1 3.Second,listen for the Ss to finish Exercise2 4.Third,listen for the Ss to put down thequestion in it that are used to make predictions.Can you imagine how that’ll be ach ieved Is it likely that you can find and use water I wonder if...How health will the people be, I wonder 5.Get the Ss to exchange their information to correct their answers 第三步：口语活动1.〔pair work〕Ask Ss to list some questions about what life will be like in you hometown in 1000 years’ time, using the expreions above to help them.2.(pair work) Interview Situation : Suppose you’re in anewly-elected major, and now is being interviewed on TV.The host is raising some questions on your plan for the ing five years.Have the Ss to make up theinterview in pairs, trying to use the expreions above.第四步：听力训练〔二〕〔双人活动〕Listening task(page55) 1.Ss read the phrases before listening to the tape.2.Listen to the tape and finish Exercise1 第五步：口语训练〔二〕广告词设计大赛1.Ask the Ss to have a look at the requirements in the “taking part”2.Let them choose of the three as they like and work in groups of four and design thetext of an ad for the product.3.Ask Ss to read their texts to the cla, and Ss vote for theirfavorite.4.Count the result to see which group get the most votes.5.Teacher may give an award to the winners.第六步：布置作业Ask the Ss to go over what they learned in the cla according to the “Summing up” on page 24.教学反思：这一节听说课的教学设计，从听前的问题预测，到听后的问题答复，都与利于学生的听力培养和口语表达，是学生在听说过程中逐步进步英语运用才能。

听说教学方法案例

【教学案例背景】小吴老师是一位入职才一年的中学英语教师，她本科毕业于一所省重点师范大学的英语专业，目前正在攻读在职教育硕士学位。

吴老师热爱本职工作，工作认真负责，喜欢与学生相处。

经过调查和了解，她发现，从整体来看，自己所教班级学生的英语综合能力一般，尤其是口语和听力能力偏弱。

据吴老师了解，在她的班上，绝大多数的学生在小学阶段每周只有三次英语课，而且没有参见任何其他的课外英语学习活动。

上初中后，学生的英语学习也仅限于课堂，英语较好的那部分学生笔试能力较强，但口语表达不够流利，词汇量也相对较小。

根据对学生现有水平的了解，吴老师一直非常注重对教学方法和教学策略的选择，总是精心备课，用全英文授课，满腔热情地上课、指导学生学习、批改作业。

但是，她失望地发现，很多学生依然缺乏主动参与意识，所开展的教学活动的效果常常不尽如人意，尤其是在听力活动方面，学生体现出强烈的畏难情绪，她不知道如何来解决这个问题，感觉很苦恼。

为了寻求解决问题的办法，她希望能够从理论书籍中寻找答案，最近她正在阅读夸美纽斯的《大教学论》。

夸美纽斯强调说，教学方法和策略要自然，“因为凡是自然的事情就无需强迫。

水往山下流是用不着强迫的……我们用不着劝说一只鸟儿去飞行；樊笼开放之后它就立刻会飞的”。

吴老师对自己的教学进行了反思，认为夸美纽斯的观点就是要激发学生的求知欲望。

于是，吴老师翻阅了很多理论书籍，按照书中介绍的教学方法和策略，设计听力教学活动。

但是，一段时间后，吴老师发现听力教学效果并不令人满意。

同一个教研室的常老师是一位从事中学英语教学多年的优秀教师，多年来一直受到学生的高度好评。

常老师发现了吴老师近一段时间情绪低落，就很关心地问吴老师发生了什么事情。

吴老师正打算向有经验的教师请教，就讲述了自己关于听力教学方法和策略方面的困惑，并请常老师多多指教。

常老师说，她以前也读过夸美纽斯的《大教学论》，书中的一些观点使她受益匪浅。

但是，基于自己的教学经验，她认为激发学生的学习积极性固然重要，但在基础教育阶段，对知识的学习和能力的培养才是最重要的学习目标，如果课堂教学流于教学活动形式上的热闹或者有趣，即使有可能提高学生的积极性，但是可能并不会真正地促进学生对语言知识的学习和语言能力培养。

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。

高中英语听说课的教学设计及案例分析

高中英语听说课的教学设计及案例分析第一篇：高中英语听说课的教学设计及案例分析高中英语听说课的教学设计及案例分析（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 said 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。

八上Unit4三课时教学设计(听说)

课时教学设计首页第页教学流程学生活动教师导学Step 1. Review.Look at some pictures. Sa: It has the best service. Sb: It has the best sound. Sc: It’s the most expensive. Sd: You can buy clothes the most cheaply there.Step 2. Leadin.Learn the new words through pictures.Describe the pictures using some phrases, like the loudest, the most creative, etc.Step 3. Presentation. Write these words and phrases next to their opposites in the chart.Tell their partners about people they know using the words in the chart.Sa: My sister Lin Wei is the funniest person I know.Guide Ss to talk about Wanda movie theater and the clothes stores in our town using some pictures.Show some pictures to help Ss understand the meaning of the adjectives.T: I think Guang Touqiang is funny. Mr. Bean is funnier. And Yue Yunpeng is the funniest. Do you think so?Make sure Ss can read and understand the words. Let them finish 1a.Let Ss work in pairs. Provide sentence structures for Ss to talk about the “special” people around them.T: Did you see any talent shows? What do you think ofsentences, then try to translate them.Pay attention to the sentences asking for and giving opinions.Step 6. Postlistening.1.Pair work.Work in pairs and make conversations using the information in 1c and 1d. Sa: Who was the best performer?Sb: Eliza was the best performer.Sa: Who was the funniest performer?2.Retelling.Sa: You know we had a talent show last week. It was (I)thought the best act was ... She’s an ... I’d say ...3.Free talk.Work with their group members and then report their discussion results.Sa: In our grade, I think ... is the coolest. He looks... He always... We think ... I’d say...Step 7. Conclusion.Have a summary of what wehave learned with the help of T.课时达标检测第页课时教学设计尾页Unit 4 What’s the best movie theater? Section B (1a1e)第页。

英语听说课案例

英语听说课案例Teaching objectives:1 .knowledge objectives1).Listening to the conversation and be able to do some listening practice according to the listening material.2).Be able to express agreements or disagreements correctly with the following sentences:What shall we do? Where shall we go?2.ability objectives s:1) Train students listening and speaking skills.2) Students can make conversations with the sentence about suggestions ,using the following sentences:Making suggestions: Couldn’t we go somewh ere outside Edinburgh? What/How about going up into the Pentland Hills?We could do a bit of climbing.Why don’t we go for a long walk?Let’s find out about the coach times.That’s not a bad idea! That’s a good idea!I don’t know. I’m not very keen on cli mbing.Walking’s not really my thing, either.No way!Key and difficult points:Make and act out conversations using the target language.Teaching methods:Task-based method Communicative method Group work Teaching aids :multi-mediateaching steps:Step 1 Warm up and lead inStudents talk about what they are going to do next Sunday in groups of four.Step 2 Listening to the given material with two questions:1)What does Jack want to do on Sunday?2)Are they going to take a picnic?Step3 listening and put the sentences in the right order:1 That’s not a bad idea!2 Couldn’t we go somewhere outside Edinburgh?3 What/How about going up into the PentlandHills?4 Why don’t we go for a long walk?5 Walking’s not really my thing, either.6 What shall we do?7 I don’t know. I’m not very keen on climbing.Step4 listening and fill in the missing words:Zoe: What shall we do on Sunday, Jack?Jack: I could do with some fresh air. ________we go somewhere outside Edinburgh?Zoe: Like where? Don’t forget we’ve got the dress rehearsalon Sunday evening. They can’t do without us. We’ve both got large parts.Jack: I know, but the rehearsal’s not until six. What about going up into the Pentland Hills? I think they do coach trips there from the city centre. Perhaps we could do a bit of climbing.Lan: I don’t know. I’m not very keen on climbing.Jack: Well, we don’t have to go climbing. ______ wego for a long walk?Kelly: Yes, that’s not a bad idea.Lan: Walking’s not really my thing, either.Zoe: Oh, come on! We could take a picnic with us.Jack: That’s a good idea! What about it, Lan?Lan: _______ ! I’m going to catch up on some sleep.Jack: Oh, all right. How about asking Sarah?Zoe: No, her parents are taking her out for the day.Jack: OK, well, _____find out about the coach times.Step5 practice reading the listening material and try to act it out.Step6 practice conversations using the target language in group.Step7 Homework :Write a conversation with the target language learned.。