高中英语_英语听力精听教学教学设计学情分析教材分析课后反思
高中英语_外研社B7M6听说课教学设计学情分析教材分析课后反思
教学设计Step 1. Pre-listening[ 8 mins ]1.Look at the picture of the Stonehenge, and ask the students “Do you know what is it?”, “How much do you know about it?” [2mins]2. Read the passage about Stonehenge and fill in the blanks with the words in the box.[6mins] [设计说明]：用巨石阵的图片作为导入，激发学生的兴趣，调动了学生的情绪。
把巨石阵的背景知识以短文的填空的形式出现，拉近了他们与听力材料的距离，为下一步做好铺垫。
Step2. While-listening[ 15mins]1.Listen to a tourist guide and answer the questions from Part2&3 on page 76.2.Listen again and fill in the blanks.[设计说明] 第一部分设计的是问答题，相比选择题有一定难度，但是因为学生积累了巨石阵的背景知识，所以大部分学生听一遍就基本可以做出正确选择。
对于其中两道有点迷惑性的题目，可以让学生对关键信息再听一遍。
第二部分设计的是与高考题型相关的填空题，难度稍微加大，要求学生不仅要捕获关键信息还要单词形式准确，所以在听完第二遍的基础上学生才能较好的回答。
通过听力材料，在获取信息的同时，提醒学生注意高考天空中考虑词的正确形式，形成学生解答类似题型的策略和技巧。
3.Watch a video and enjoy the beauty and mystery of the Stonehenge.[设计说明] 该环节主要是提高学生的视听能力。
由于没有字幕，学生听力方面有一定的困难，因此这个部分没有设计题目。
高中英语_英语教学设计学情分析教材分析课后反思
教学设计Teaching aims:1.To introduce Canada’s geography, culture,climate and cities to the students in order to know more about the country.After leaning the text, the students have the chance to compare China with Canada and therefore,the students have a deep passion for our country.2.To learn to use some phrases and sentences structures about direction and position to describe a placeTeaching tools:1.some pictures about Canada;2.mufti- media.Teaching procedures:Step1. Scan the text quickly and choose the best answer to the following questions.1.Which country is the text about?A.CanadaB.RussiaC. AmericaD. China2.Which part is not mentioned in the text?A.Canada’s economy and politicsB.Canada’s geography and weatherC.Canada’s history and populationD.Canada’s landscape and citiesStep 2.Read the text carefully and answer the following questions1.What is the main idea of the fifth paragraph?_______________________________________________________2.Why do people say that Canada is a multicultural country ?_______________________________________________________3.What are some of the major similarities and differenc_es between China and Canada? _______________________________________________________4.Which sentence can be replaced by the following one?If you want to skin,sail, or if you’re crazy about the delicious food,the best place is Canada.5.Translate the underlined sentence in the last paragraph into Chinese.Step 3. Find the sentences below in the text , appreciate it and put them into Chinese.1.The Canadian Shield stretches from the Arctic to the Great Lakes and Labrador, cutting the country in half and contributing to a division between easterners andwesterners.2.France pioneered settlement, but Britain gained control in 1763.3.Canada's population is highly urbanized, with most people living in four areas.4.No doubt it is a country with plenty of beauty.5.Few countries in the world offer as many choices to the traveller as Canada Step4.Read the sentences and try to learn them by heartStep5.DiscussionIf you are native in Canada, some tourists want to travel in Canada.As a guide,where will you show them around?HomeworkWrite a short passage about our beautiful city, Linyi, using the following phrases.1.be located in2.cover an area of3.have a population of学情分析教学对象为高中一年级学生，智力发展趋于成熟。
高中英语_听力专题教学设计学情分析教材分析课后反思
ListeningI.Learning aims1.Avoiding lisening problems.2.Mastering certain listening skills3.Improving listening abilityII Lead inWatching a vedio to fill in the blanks.III.1.Major problems in listening⑴ Strange vocabulary 不能识读单词⑴ Not careful enough to examine the questions审题不够审慎关系不厘清⑴ Indecisive in making the right choice磨叽⑴ Too subjective听风即为雨，先入为主，主观臆断2.Three processes⑴ Before listeningTips:Be calm安定情绪，集中精力Men or women/ key words男女、关键词Focusing on differnces in the three choices注意选项细节差异Preview长对话适当预测内容Examples:⑴ What does the woman want to do? [2014湖北]A. To return a jacketB. To change a jacketC. To buy another jacket⑴.What does the woman think of the movie?[2017 全国高考卷]A. It's amusingB. It's excitingC. It's disappointing⑴①Where does this conversation probably take place?A. In a restaurantB. In an officeC. In a classroom②What does John do now？A. He's a trainnerB. He's a tour guideC. He's a college student③ How much can a new person earn for the first year?A. ＄10500B.＄12000C.＄15000④ How many people will the woman hire?A. FourB. ThreeC. Two2. During listening⑴ Place and time场景型问题Questions:Where does the conversation take place?Where is the conversation most likely taking place?Where is the man \woman now?Where are the two speakers?When will the visitors come?When will the man probably get to Beijing?When and where do they agree to meet finally?1.Where are the two speakers? [卓尔专二16]A.In a hotelB. In the streetC. In a restaurant2. When will the couple's parents arrive at their home?A. At seven in the morningB. At seven thirty in the morningC. At seven thirty in the evening小结:①明确时间的几种表达方式：hour、half an hour、one hour and a half、minute、week、month、year、century、am、pm、half past six、a quarter to ten、nine twenty、after、before、early、late、delay……①做简笔①首次提到是的时间多不选，通常为第二次提及，并附加简单运算（口算即可得出答案）⑴ Relationships and occupations人物关系及身份题Questions:What does the woman\man do ?What’s the woman’s\man’s job?What is the man\woman?What’s the most probable relationship between the two speakers?Who are the two speakers?Key words:Eercises:What is Linda?A.A writerB. A studentC. A teacher小结：解题技巧：a.抓职业相关词b.语气尤其重要，上司对下属：语气较强硬，有命令的意味；夫妻：甜蜜，随意；朋友：较亲切；服务员/顾客：较尊敬。
高中英语_listening and speaking教学设计学情分析教材分析课后反思
Book 2 Unit 3 Using language教学设计上高一之后，英语难度突然增大，再加之本校学生的英语水平普遍较低，学生对英语学习就产生了惧怕和不自信。
害怕表达，不相信自己能学好。
这就需要降低难度，并且慢慢引导。
让少部分英语学习好的同学对其他同学进行帮助，加强小组的讨论与学习。
本课内容学生在获取词汇和句型时，老师给出更多的提示引导，多次反复让学生充分弄懂，才能进行小对话的输出。
在展示新词和表达的时候，让学生小组内先互相表达，增加学生的信心和熟练度，让学生更敢于表达。
本堂课为听说课，学生先通过单词和句子的学习，总结有用句型，充分理解句子，加深印象。
并通过对话输出，展示之前所学新词与表达，提高学生综合表达能力。
学生先听文本主线，了解大意。
在了解的基础上细听填词，最后针对个别难词，分段听，让学生听懂、听会。
学生们通过这样的输出形式通，从课文延伸到课外生活，情感方面能得到升华。
同时教师也会引导学生树立一个热爱运动，热爱传统运动的积极态度。
本单元的主题是人与社会—运动，而本节课为听说部分，主要介绍了一个外国人对中国太极从认识到喜欢的内容，引导学生分析她喜欢太极的原因。
通过真实语境下技能的综合训练，学生能够加深对单元主题的理解，提高语言应用能力。
主要内容包括三部分，首先对第一次热身对话的生词和句式结构进行引导熟悉，如，pull-up,skipping,push-up,jogging;It strengthens our upper body. It develops our balance and it is good for our heart .....学生第一次对话，通过对话输出，展示之前所学新词与表达，提高学生综合表达能力。
然后，师生共同总结现代运动，引出传统运动，太极。
并介绍有关太极的背景知识，为听力做铺垫。
接着听力部分，学生先听文本主线，了解大意。
在了解的基础上细听填词，最后针对个别难词，分段听，让学生听懂、听会。
高中英语_听力教学设计学情分析教材分析课后反思
【教学设计】高三英语二轮专题复习听力（第一讲）_英语_高中__I. Leading in: Enjoy an English song Peerless and write down the words in the blanks.And then report the key words to the class.Peerlessdoctor, actor, lawyer or a __________ (singer)why not president, be a ___________ (dreamer)you can be just the one you wanna bepolice man, fire __________ or a post man (fighter)why not something like your old manyou can be just the one you wanna be……I know that we all got one thingthat we all _________ together (share)we got that one nice dreamwe live foryou never know what life could bringcoz nothing ________ for ever (last)just hold on to the teamyou play forI know you could reach the topmake sure that you won’t ________ (stop)be the one that you wanna benow sing this with me…...we may have _____________ ways to think (different)but it doesn’t really matterwe all caught up in the steamof this life focus on every ___________ thing (little)that's what does really matterluxury cars and blingthat’s not real lifeI know you could reach the topmake sure that you won't __________ (stop)be the one that you wanna benow sing this with me……last year I used to dream about this daynow I'm here I'm singing for youI hope I could ___________ you (inspire)coz I've got all the love, coz I've got all __________ for you (love)II. Learning aims:1. To learn more about the listening vocabulary and the main test points.2. To master the listening skills: predicting, getting the key words, and makingbrief notes.III. Main test points:1. 高考听力材料涉及到实际生活中的广泛话题：问候、邀请、购物、就餐、打电话、约会、问路、看病、询问时间、谈论天气、假日活动、买票、通知等; 其内容包含新闻报道、社会生活、教育文化、风土人情、历史地理、科普知识、人物故事等。
高中英语_高中英语第一册第五单元听力教学设计学情分析教材分析课后反思
教学设计：听说课主要是通过有限的听力材料来培养学生获取信息，分析信息和应用信息的能力，整堂课注重先输入后输出，先有词汇的输入和铺垫，扫清学生在听力中可能遇到的障碍，再有听力输入；先听大意再听细节，然后输出，完成教学目标。
在泛听环节中主要引导学生根据已呈现的词汇和自己对文章的预测文中可能出现的词汇，在精听环节中根据文章的特点和学生的具体学情设置各种不同题型来培养学生捕捉具体信息的能力，在输出环节中主要培养学生运用主要信息进行口头表达的能力。
学情分析：这一届学生听力基础相对来说还可以，在获取信息方面能够找到重点，所以在题目的设计上应该遵循由浅入深的规律，让学生逐渐适应，到填空部分就可以较为顺利的完成。
然后可以在教师的指导下较完整的表达自己的观点，能力方面还需加强。
大约有一半的学生可以跟得上，在最后的输出部分可以较为流利的表达。
还需进一步加强学生精听的能力，使得学生真正的在听的方面能够游刃有余。
我们的教学只有将学生的语言学习过程与实际生活实践结合起来，为用而学，在用中学，学了就能用，才能使得学生有效的掌握英语，达到教学相长的目的。
效果分析：本节是听力课，学生的听力基础较薄弱，所以首先要把出现的生词处理好，并通过测试的形式确保学生真正掌握，这一部分做的比较好。
随后在听力部分，设计的题目是由浅入深，题目设计的难度适中，学生完成的不错，部分听不清楚的内容，学生回答错误的题目，让学生重新听，也比较圆满的完成了教学任务。
但是在最后的输出部分，由于题目是三种交通工具和烹饪工具，与原文的发明和哲学家无多大关联，而作为教师，我本身没有做好串联，以至于学生在输出部分不知道如何组织语言表达观点，导致学生在讨论环节完成的不顺利。
教材分析：本文主要是是通过四大发明引出中国其他的几个发明家及其比较有趣的发明，所以先导入四大发明的图片，领学生读，然后提供听力材料中出现的牙刷图片，并提供实物，提高学生听的积极性，活跃课堂气氛。
用图片的形式教授词汇，给学生直观的词义，给出时间让学生自主记忆掌握并以小测验的形式指导学生检测，设计连线题目通过单词释义理解相关词义，为下一个环节的泛听和精听做好铺垫。
高中英语-高二英语试卷讲评教学设计学情分析教材分析课后反思全文编辑修改
精选全文完整版可编辑修改教学设计I. Learning Aims:1. Analyze the paper, correct mistakes and do more practice to consolidate.2. Learn some problem-solving methods and Strategies.3. Learn to co-operate in groups.II. Teaching Procedure:Step 1：试卷反馈Analyse the features and the result of the paper.Step 2: 自主探究Discuss the mistakes with group members.Step3: 精讲点拨&当堂练习Task 1: 听力：6（28人╳）12（24人╳）1.6题：时间类突破方法：____________________________________________2.12题: 人物关系、职业身份类突破方法：____________________________________________Task 2: 阅读理解重点思考：23（27人╳）24（25人╳）27（30人╳）33（24人╳）1.23题：推理判断题突破方法：_____________________________________________【当堂训练】The “rat project” is not finished, but Julie Ryan of International Rescue Organization in Scotland says, “It would be wonderful. A rat could get into spaces we couldn’t get to, and a rat would get out if it wasn't safe.” Perhaps for the first time in history, people will be happy to see a rat in a building (but only after an earthquake, of course)．What can we infer from the passage?A. At present rats have taken the place of dogs in searching for people.B. The “rat project” has been completed.C. People are now happy to see a rat in a building.D. Now people still use dogs and robots in performing rescues.2. 24题：主旨大意题突破方法：___________________________________________【当堂训练】Every year Chris Brogan posts his three words for a new year. Many others and I have followed his lead for the past three or four years. They helped me a lot. My words for last year were "passion", "focus" and "delegate" and I stayed true to them. This year, 2018, my goals are more personal and less professional.The best title for the passage might be________?A. Three Words for 2018B. Health Should Go FirstC. Keep OrganizedD. My Goals3. 27题：细节理解题突破方法：_________________________________________________________【当堂训练】Having friends may well keep you healthier and help you deal with stress better. Some studies show that people with close friends have a greater ability to fight disease than people who are alone.People who are alone have a ability to fight disease than people with close friends.A. moreB. greaterC. poorerD. little4. 33题：词义猜测题突破方法：________________________________________________________【当堂训练】Focus is making a repeat appearance on my list this year because I'm too much of a multitasker. The problem is that I have trouble finishing one thing with so many things calling me. When I was working as a writer, all my projects were handled via a schedule, which kept me organized. This year I'm going to have each task scheduled. I'm putting a fitness and housekeeping routine into my schedule.The underlined word "multitasker" probably refers to a person who________.A. makes a living by writingB. always fails to finish a task on timeC. has several things to do at the same timeD. pays more attention to fitness and housekeepingTask 3. 完形填空重点思考：42（24人╳）45（29人╳）46（26人╳）51（21人╳）55（23人╳）56（30人╳）59（23人╳）语言考点：_______________________________________________高分技巧：_______________________________________________Task 4. 语法填空重点思考：62（33人╳）63（26人╳）64（23人╳）62.定语从句中that和which的区别1）只能用that而不能用which的情形：_____________________________________________________________________ _____________________________________________________________________ 2)只能用which而不能用that的情形_____________________________________________________________________ _____________________________________________________________________【当堂训练】1）There is nothing will stop us making progress.2）The pencil-case, I bought last week, is missing.3）Luxun and his works we are familiar with are considered great.4) The tree under we used to take a rest has been cut down.63. 动词变名词（+ion）_____________________________________________________________________ Task 5. 书面表达Attention:1.四大名著西游记Journey to the West红楼梦A Dream in Red Mansions (The Story of the Stone)水浒传Water Margin三国演义Romance of the Three Kingdoms2.语法错误（grammatical error)1）主谓不一致（subject and verb disagreement)He always protect his teacher... \ The book tell us2) 句子结构不完整（incomplete sentence structure)The story's origin in ancient times.3.句型单一，多用短句且衔接不当The book author Si Maqian is our learned people. He is strong and brave.4.书写（handwriting）Step 4. 巩固练习1.Most people know the feeling when you walk into a lift (电梯) with other people.A study has found that where people stand is based on their social position on entering the liftRebekah Rousi, a Ph.D. student, did a study of lift behavior in two of the tallest office buildings in Adelaide, Australia. As part of her research, she took a total of 30 lift rides in the two buildings, and discovered there was a fixed order about where people chose to stand.In her research paper, she wrote that more senior men seemed to walk straight towards the back of the lift. She said, “In front of them were younger men, and in front of them were women of all ages.” She also noticed there was a difference in the direction where people look during the ride. “Men watched the monitors, looked in the side mirrors (in one building) to see themselves, and in the door mirrors (in the other building) to watch others. Women would watch the monitors and avoid looking into others’ eyes (unless in conversations) and the mirrors.”Rebekah Rousi concluded that shyer people stand toward the front, where they can’t see other passengers, while fearless people stand in the back, where they have a good view of everyone else.1）According to the study, where people stand in a lift is decided by __________. A. their social position B. the monitorsC. other passengersD. others’ position2）Who are most likely to go to the back of the lift?A. Shyer people.B. Senior men.C. Younger men.D. Women.3）Which is true according to the passage?A. The order in which people stand in a lift is fixed.B. Few people feel embarrassed with strangers in a lift.C. Women like watching themselves in the side mirrors.D. Fearless people stand in the back to avoid seeing others.4）The passage is probably taken from________A. a lift instructionB. a story bookC. a travel guideD. a newspaper2. The way we cook is important. In many countries, the two choices are (nature) gas or electric-powered stoves.The World Health Organization warns that millions of people (suffer) fromindoor air pollution at present time, which results from the use of (danger) fuels and cook-stoves in the home.WHO officials say nearly three billion people are (able) to use clean fuels and technologies for cooking ，heating and lighting. As a result, more than seven million people die from exposure to indoor or outdoor air pollution each year. Most of the deaths are in （develop）countries, such as lndia, China and Latin American countries.WHO officials say opening a window or door （let）out the harmful air will not correct the situation.will only pollute the outdoors.Nigel Bruce, is a professor of Public Health at the University of Liverpool, says researchers are developing good cook-stoves and other equipment to burn fuels a more efficient way.But, this is just a start. It is urging developing countries to use (clean) fuels and increase access to cleaner and more modern cooking and heating appliances（用具）.Step5. Homework1.Memorize the language points we analyzed in class.2.Modify your essay according to the analyses in class.学情分析学习能力：高二学生经过一年半的学习，具备了一定的知识储备：词汇、短语及句型储备丰富，熟悉高考常考高频语法知识，并且也有了一定的阅读理解和语言表达能力。
高中英语_【课堂实录】教学设计学情分析教材分析课后反思
Book 5 Module 1 British and American English语言知识与运用教学设计Teaching objectives: 【教学目标】Knowledge and Skills1. Learn to grasp some basic words and expressions: confusing; confused; differ;standard; steadily; obvious; have… in common; make a difference;have difficulty in doing sth; lead to; thanks to; in favor of;2. Learn to write a composition with proper words and expressions.3. Learn to design some questions according to the composition.Process and Method1. Test vocabulary to learn how students grasp.2. Raise questions and cultivate students' ability to explore.3.Discuss some questions and cultivate students the ability to analyze and solve problems and the ability to express.Emotion Attitude and Value1. Let students be aware of how to use the vocabulary and how to write a composition.2. Know about the connection between learning and test, and make sure studying English is not difficult to learn.Important points:Grasp the vocabulary and learn to write a composition.Difficult points:Design some questions according to the composition.Teaching approaches:Task-based learning method and student-centered teaching approachLearning approach : cooperation; discussion; thinkingTeaching tools: text books, blackboard and multimedia确立的依据：根据课标与学情。
高中英语听力课堂教学反思
高中英语听力课堂教学反思第一篇：高中英语听力课堂教学反思高中英语听力课堂教学反思在从事高中英语教学的11年中，我有幸听了许多优秀老师的教学展示课、观摩课。
这些课有些侧重于培养学生开口说英语的能力，更多地侧重学生阅读、写作能力的提高，几乎涉及了英语教学中的各个重点，使我受益非浅。
但遗憾的是，很少有老师专门上过一堂符合实际教学的英语听力训练课。
其实，我个人认为，在高中英语教学实践中，明确高中学生英语听力能力训练的意义，探究英语听力教学的有效方法是尤为重要的。
一、高中学生英语听力能力训练的意义从宏观角度来看，21 世纪是一个国际化的高科技经济时代、信息时代、智力和人才竞争的时代。
尤其是中国加入WTO 后，社会对外语人才（尤其是英语人才）的需求更加急剧上升。
因此，教育也要跟上时代的变化而进行改革。
随着我国基础教育课程改革的不断深入，对我们高中的英语教学提出了更高的要求。
《高中英语新课程标准》中确立的高中英语课程的总目标即是：高中阶段要着重提高学生用英语获取信息、处理信息、分析问题和解决问题的能力，特别要提高学生用英语进行思维和表达的能力；形成跨文化交际的意识和基本的跨文化交际能力。
而基础教育阶段英语课程的改革重点是改变过去英语教学过分重视语法和词汇的讲解，忽视学生语言实际运用能力培养的倾向。
其目标确立为是以学生语言技能、语言知识、情感态度、学习策略和文化意识的发展为基础，培养学生英语综合语言运用能力。
众所周知，听、说、读、写是学习和运用语言必备的四项基本技能，是学生进行交际的重要形式，是他们形成综合语言运用能力的重要基础和手段。
而且“听”是人类交际活动中最基本的形式。
根据美国外语教学法专家里弗斯（Rivers）和坦珀利（Temperly）1978年的统计，“听”在人类交际活动中所占比例为45％，“说”占30％，“读”占16％，“写”占9％。
里弗斯（Rivers）认为学生学会说英语的前提首先是听。
从这一点来说，“听”这一技能在英语学习和综合运用中有着极大的重要性。
高中英语_基于思维品质培养的高中英语听说课教学设计学情分析教材分析课后反思
教学设计I Learning Aims :1. By listening to part of the story of Oliver Twist , to practise getting the main idea and details of a passage.2. Through the words and behaviour, to learn to analyse the characters.II learning processStep 1:Pre-listening从听力材料中选取连贯故事主线的句子，让学生通过给定的句子猜测即将听到的故事内容。
(a)A young woman suddenly screamed, “Oh my dear brother!” and threw her arms round his neck.(b)“Don’t!” cried Oliver, struggling. “Let go of me!”(c)The man hit Oliver again and seized him by the collar. “ You little thief!”he cried.(d)“ That’s right!”cried a man who was watching from a window.(e)It was a rough neighbourhood and it was already dark.(f)The man dragged him into a narrow street and pulled him along so fast that he could not even shout for help.[设计意图]文学作品改编的听力材料对于学生来讲语速较快，让学生通过阅读给定的句子，给学生搭建听的脚手架，降低听力难度；猜测听力内容，不但激发学生听的兴趣，而且培养了学生的发散思维，同时也培养了学生根据已有材料猜测未知信息的听力习惯。
高中英语听力课教案
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mean...?”要求对方解释自己说过的话可以用升调重复对方的话，等等。
⑸文化知识交际不仅依赖于语言的准确性，同样依赖于语言的得体性。
这就要求，说话者有必要了解一定的文化知识，使自己的语言符合其所适用的文化氛围，符合其所处的语言环境，符合其所担任的角色。
（二）听说课的教学模式为了更好地上好听说课，我们要掌握听说课的要领：1) 听前：准备要充分，教师提前预设问题，为听力教学作好充分的铺垫。
《高中英语听力教学案例及反思》
高中英语听力教学案例一、案例实施背景：高中英语教学应重视学生听的能力的培养，因为在英语教学中听、说、读、写四项技能是缺一不可的，而听应放在首位，但在平时的教学中我们会经常看到这样的情况，高中学生基本上能读懂某种语法结构的复合句，笔头练习也做得正确，但做听力训练的练习时，却听不懂一些简单的句子，对做听力题束手无策，2007年后随着我省高考试题形式的变化，对英语听力的要求逐步提高，因此必须加强听力的教学和训练，以适应教学改革的要求。
二、案例实施过程：1、巧妙预测听力测试的对话或短文的测试点一般都集中在一些主要信息，如人物（who）、事件（what）、时间（when）、地点（where）、方向（direction）、原因（why）、方式（how）、程度（how long、how soon、how much）、数字（how many/how much）、选择（which）、人物的职业（career）、身份（profession）和目的（purpose）等等。
因此，在听力测试开始，或在每段对话后的十秒钟的间隔时间里，考生应迅速浏览每个小题的题干和选项，搜索出答题时可能会涉及到的相关信息，并据此有意识地预测对话或短文所要提问的内容或可能隐藏的答题所需的重要信息。
这样，到听录音时能做到有的放矢地听，有所侧重地听，从而提高答题的准确度。
2、善于抓住关键词在做听力题时，不要强迫听清每个句子，要把重点放在听关键词上。
1）、听懂各式各样的否定词：no、not、never、hardly、little、few、nobody、nothing、neither、nor、too.....to 、等和否定词加前缀in--、im--、less---、的词。
如：Nobody is going to swim this afternoon .He is too young to go to school .2）、熟悉多样的比较：（not）as----. as 、The more.---- the less、more than 、等。
高中英语_Listening and speaking教学设计学情分析教材分析课后反思
Module 2 Highlights of My Senior Year Listening and Speaking教学设计Highlights of My Senior YearListening and SpeakingLearning aims:1. Improve the listening skills by knowing the discussion between the editors.2. Develop the ability of how to organize and introduce an activity with your partners by group discussion.Step1 ListeningⅠ. Look at the words and answer the questionsA. very surprisedB. very amused2. Film critics write reviews of films in which they give opinions of the film.A film critics is someone who : A. directs a film B. say what they think of a filmA review is: A . an article B. a book3. The last issue of the magazine was excellent.A. an opinionB. a magazine published at a particular time4. We need to elect new students to the student council. Who will you vote for?A. chooseB. talk to5. The school newspaper is running a competition for senior high journalist ofthis year.A. an examinationB. an organized event with a prize6. The popularity of the paper has increased since it had a new editor.This means：A. How many copies are sold B. how many people like itⅡListen to the tape and number the editors in the order that they speak.（）opinions editor （）sports editor ( ) arts editor ( )News editorⅢLi sten again and fill in the blanks.Toby=T Joshua=J Russell=R Kate=K Alison=AT: OK, we’re all here, so ____ ___ _____. Joshua, what exciting ideas do you have?J: What I’m planning is an article about the Senior Basketball team’s tripto California. ________ the captain, and a few other players, that kind of thing. T: Sounds good. _____ ___?J: I was thinking of doing an article _________ the popularity of the different sports clubs. ____, it’s interesting that the running club’s getting a lot more popular.T: Cool. We need one ______ _____, I think.J: How about an article about Craig Dalton? He’s one of our ____ __________. T: Didn’t we do something like that six months ago?J: We thought about it but we didn’t do it __ ___ ___.J: OK, so let’s do those three.T: Joanna?J: I’m planning to write a piece on the Big Noise. You know, I went to hear them playthe other day, and I was _________ by how good their songs were. I think they’ve really ___ _________. My feeling is that they’re going to be famous one day.J: ___ _____ ___ on that. They’re amazing.T: Good. What else?J: Um, ___ _____ ____, reviews of the drama club play, the senior play. You know, the drama club was __ _____ _____ than the senior play, it was embarrassing. I won’t say that of course.T: Why not? You should!J: No, I don’t ____ _______ people’s feelings. They all try so hard.T: (laughing) You’ll never be a _______ ____ if you think like that, Joanna. OK, Mr News Editor, what are your ideas?R: I think what we need is some __________ _____, and I’ve got some!J: What?T: Prescott’s leaving.J: He’s not! Oh, that’s __ ____ ___. Why is he going?R: That’s what my article’s going __ __ ______. I’m going to interview him andask him why.T: Ask him to stay. The school will _____ ___ ______ English teacher as good as him.J: My belief is he has a health problem.R: I don’t think so. _______, we’ll see. I’m also preparing a short article __ the new Science building.T: OK, this all sounds great. And how about the Opinions page, Kate?K: Well, we’ve had some great letters __, so we can use those. But what I was ________ ___, there are a lot of foreign students who’ve come here to study for their _____ ____ of High School. My idea is that we ask one or two of them to write about their experiences, and __________ _______ of the school.A: __________ they say that they hate the place ? That’ll make them popular! K: Well, ___ ___ __ _____. And the other thing I’d like to do is an opinion piece on the best restaurants in the area.T: Great idea! OK, well, does anyone have any thing else to say? (Silence). OK, it seems we’re ________. See you here same time next week?All (chorus): OK. Yeah. Bye.ⅣGroup work (Make a list of the articles each editor is planningStep2 SpeakingSome clubs in our school will be set upConcert Band Literature Club; Science club drama clubBasketball club Photography ClubPair workWhich club would you most likely to join? Why?(Discuss the question and tell your ideas to your deskmates.)Here are some sentence patterns you can use:welcome you to join…I think … …Where/When we will hold …is…I like the fact that …What impressed me most is…It worries me that …Group WorkTask 1 Each group designs a post to advertise an activity of your club.Task 2 Work with your partners and introduce your post to others .Homework1.Listen to the record of this module.2. Read the passages in this module following the tape.。
高中英语_高三英语听力教学指导教学设计学情分析教材分析课后反思
【教学设计】Learning aims:1.To master some listening skills.2.To conclude some words and expressions based on Functional and Notional Category(功能意念表).3.Learn how to reuse listening materials.Learning procedures:Part I Listening Strategies.1. Underline the keywords, compare the options and pay attention to the gender(性别).Text1. Why is Emily mentioned in the conversation? (2019 全国卷I.T5)A. She might want a ticket.B. She is looking for the man.C. She has an extra ticket.2.Prediction: The context of the conversation and the relationship between the speakers. Text2.听下面一段对话，回答下面四个小题（第一次月考T8）1. How was the weather on May 23, 2006?A. Cloudy.B. Sunny.C. Stormy.2. What did the accident result in?A. Memory loss.B. Slight injuries.C. Physical disability.3. What does David probably do?A. He's a driver.B. He's a writer.C. He's a doctor.4. What is the probable relationship between the speakers?A. Mother and sonB. Teacher and student.C. Journalist and interviewee.3.According to some keywords in the conversation, you can predict the relationship betweenPart II Functional and Notional Category(功能意念表)Functional and Notional Category is classified according to different social situations when communi- cating with others.It is equal to topics in reading comprehension in some sense.1.Social Communications（社会交往）Text3. Where does this conversation take place? (2019全国卷I T1)A. In a classroom.B. In a hospital.C. In a museum.Text4. Where does this conversation probably take place? (2019全国卷II T1)A. In a library.B. In a bookstore.C. In a classroom.Brainstorm: Discuss in groups (4 students)2. Time & Measurement(计量)Text5. How much will the man pay? (2019全国卷II T3)A. $520.B. $80.C. $100.Text6. 听第六段材料，回答下面两个小题。
高中英语_Wildlife Protection 听说课教学设计学情分析教材分析课后反思
Book 2 Unit 4 Wildlife Protection 听说课教学设计教学目标Teaching objectivesAfter this class, the students will be able to:1.Learn about the extinction of dinosaurs and the dodo.2.Deal with information collected by listening.3.Express their intention and purpose correctly.4.Realize the urgency and necessity of wildlife protection and makeup their minds to do something to save endangered animals.教学重难点Teaching focus and difficulties:1. Listening for gist of the listening material.2. Taking down some specific information while listening.3. Using some expressions and sentence patterns to express intentionand purpose correctly.教学方法Teaching method: Task-based and student-centered language teaching method教学步骤Teaching procedures:Step 1: Lead-inShow the students a picture of the earth with many cute animals on it.T: It is a wonderful and colorful world because millions of animals live on it. However, during the long period of time, quite a lot of animals die out, of which the most famous animals are dinosaurs. Yesterday I askedyou to read this passage and prepare at least 5 questions and answers. Now let’s play a game called “hot chair”, which we have played before.The students volunteer to ask and answer questions concerning this passage to get stars. According to the rules, the group that get the most stars will be the winner.The teacher may add two more questions if necessary:1. Did dinosaurs eat people? Why not?2. Two theories explaining the reason for dinosaurs’ extinction are mentioned in the passage. Which do you think is true and why?Step 2: ListeningApart from dinosaurs, another animal also died out, which is called the dodo.1. Show the students a picture of the dodo, lead them to figure out the characteristics of the dodo, and get them to predict what may have caused the dodo to disappear.2. Listen to the material and find out the main idea. (B)• A. This story is about how foolish the dodo was.• B. This story is about how the dodo became extinct.• C. This story is about how the dodo and Man became friends.• D. This story is about how the other birds and animals tried to save the dodo.3. Listen to the material again and answer the following questions. Remind them to pay special attention to the latter part of the material, because later their memory will be tested.(1). Who is telling the story?(2). Why did the number of the dodo decrease quickly?(3). How do you describe Man in the story?4. Get the students to fill in the blanks based on their memory.•I went off as if I was going to hunt but instead I ______ in the forest and _______. Sure enough Man came along. He ran after the _____ of my dodo friend and killed her. I felt so ______ that I ______ out…. He killed me too.Step 3: Role playAfter the dodo rushed out and before he was killed, they must have said something to each other. What might have been said? Now one of you play the role of the dodo and the other Man. Try to make up a dialogue with your partner and act it out. You may begin your dialogue like this:— Dodo: (very angrily)What have you done? I thought we were friends.— Man: Er… Let me explain….— Dodo: …— Man: …— …— …— …Step4: Oral reportShow the students three pictures, each of which shows one animal facing serious problems. A: a shark whose fin is being cut off ; B: a white rhino whose horn has been cut off ; C: a polar bear walking on melting ice whose back has been contaminated by oilThen get the students to talk about what problems they are facing, after which guide them to choose one animal and make an oral report about how to protect the endangered animal.ocean2.Melting ice2.3.※ I’m going to … to help/save…※ I intend/plan to … to protect … from…※ I’d like to … in order to…※ I’d rather not …※ I’m ready to … to teach them a lesson.※ I’m determined to … to punish those who do harm to wildlife.When they talk about things they can do to save the animal, they may use the above sentence patterns.Step 5: Summing upShow the students a picture called “Wake up, Mum”, and tell them a sad story about a fox family so as to help them realize it is cruel, selfish and unfair for human beings to eat, sell or buy wild animal products. Human beings and wildlife should live in harmony on the earth. To protect wildlife is to protect ourselves.Step 6: Homework1.Write down your oral report on a sheet of paper.2.Finish the exercises on Page 67 to 68 in the guided book.学情分析高一学生已经积累了一定数量的词汇和句型，并对野生动物保护这个话题普遍很感兴趣，但大部分学生对新学的单词还是比较生疏，用英语进行交际的能力还是比较薄弱，因此教师可以利用丰富多彩的图片资源，设置有趣的情景，激发学生用英语表达自己想法的愿望。
高中英语_英语教学设计学情分析教材分析课后反思
必修4 Unit 2 Working the land教学设计Step 1 : Leading-in1.With the help of 3 news, let the Ss think over the title of this class: hungry2. Introduce a pioneer for all people：Yuan LongpingStep 2. Focus on main idea (Match)Para1 His birth, education, and researchPara2 His dreamsPara3 How he thinks of himself and his achievementsPara4 His personalityStep 3. Focus on Para1-2b). Read Para2 again and give the right orderA. He was born into a poor farmer’s family .B. He graduated from Southwest Agriculture college.C. In 1950,Chinese farmers produced 56 million tons of rice.D. He searched a way to increase rice outputs without expanding the area of fields.E. He helps rid the world of hunger by circulating his knowledge in less developed countries. Step 4. Focus on Para 3Which of the following description about Dr Yuan’s personality(性格) is not true?A. He is satisfied with his life because he is now rich and famous.B. He cares little about money and fame(名望).C. He would rather work than lead a comfortable life.D. He enjoys a simpler life than most rich and famous people.Step 5. Focus on Para 4Step 6: ConsolidationSort out Dr. Yuan’s achievementsStep 7: Group workThere is still hunger in the world, what should we do?List the measures taken to deal with hungerStep 8: Homework1.Review what you have learned in the class and improve reading skills.2.Reread the passage and think about what can we learn from Yuan Longping.必修4 Unit 2 Working the land学情分析一、话题分析本单元主要话题是农业以及我国杂交水稻专家袁隆平事迹，贴近学生生活，能较好的展开话题讨论，同时将节约粮食的迫切性作为本节课的升华意义很容易得到学生的共鸣，教学目标达成度高，二、知识分析复习巩固如何使用英语提出忠告与建议。
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高三听力教学精听训练教学设计1.Teaching and learning Aims（1）Master some key words and word chunks（词块）in the listening materials and learn to express.（2）Learn about the rules of pronunciation and phonetics(语音）.（3）Develop a sense of intensive listening in English listening.2.Teaching ProceduresStep1:Leading -in&warming-upLook at the picture and translate the sentences on the screen into English using the key words.学校对校园欺凌这种行为的处置方法是很明确的。
(be clear about; School bullying/violence) _____________________________________________________________________________◆Ask students to learn about school bullying and develop a sense of obeying the law andgetting away from school bullying.Step2: Listen to some sentences and learn about the rules of pronunciation and phonetics.He is really clear what you need to learn to get a good grade.◆Ask students to listen to the teaching materials and learn to pronounce.Step3:Listening practice(1). What language did the speaker learn from the teacher?A. French.B. German.C. English.(2). What did the speaker’s course book look like?A. It was very modern.B. It had a red back cover.C. It was full of pictures.(3). How does the speaker feel about having classes?A. Bored.B. Tired.C. Pleased.(4). What do we know about the speaker?A. She knew a lot of French.B. She had some lessons at home.C. She has a talent for learning languages.Step4: Repeat following the tape(精听训练环节）（1）Understand the key word”copy”.（2）Master the skills of listening:◆连读:同一个意群里，前面一个词结尾的辅音和后面一个词开头的元音连起来读，构成一个新的音节。
以元音结尾的单词/i:/、/i/、/ei/、/ai /、/ɔi/与其他以元音开头的单词连读时，两个单词中间加/j/ 音。
◆失去爆破:当爆破音/p/、/b/、/t/、/d/、/k/、/g/后紧跟一个辅音时，该爆破音常常会失去发音。
◆意群与停顿: 长句子一般需要停顿，根据句意和结构，每个意群后面可以有一个停顿。
(3)Master the key word chunksa native English speaker / a native speaker of English; __________________front / back cover; ______________ day by day; _______________a short story; _____________ an exchange student; ________________not only …but (also) …; _______________ sth is easy for sb._________________3.Consolidation--listening test【2020新高考卷】（1）Who is the speaker?A. guide.B. A teacher.C. A coach.（2）When will the students leave for the museum?A. 6:30.B. 7:45.C. 8:00.（3）What will the students do at 1:15?A. See a film.B. Meet at a cafe.C. Visit a gallery.（4）Where can the students find more information?A. From teachers.B. From a website.C. From a book.让精听成为一种信仰！高考必胜！学情分析：英语听力作为英语基本能力之一，是学生学好英语的必备素质。
随着新高考对英语听力的要求，听力单独测试，两次机会。
目前高三正在紧锣密鼓地进行高考听力训练。
本节课以“精听训练”为主题，旨在提升高三听力教学的效率，进而提高学生的英语听力水平。
授课的对象为县级中学，学生英语听力水平较薄弱，听力教学很少开展，以学生套题训练为主，没有针对性。
加上高三时期，学生作业任务重，很难抽出时间进行听力独立训练，亟需在短暂的高三备考时间里，提升学生的英语听力水平，争取高考考出好成绩！效果分析首先，本节课的设计遵循了“以学生为主体、老师为主导”的教学原则，首先以“校园欺凌”作为课前热身，将德育渗透到教学中，引出词块be clear about/what...和听力句子He is really clear what you need to learn to get a good grade. 让学生从读开始，听读结合，再到听力教学。
整个教学过程从读句子入手，到利用语言材料进行精听技能的训练，在训练过程中解决连读、失去爆破等发音问题，学生的参与热情高涨，教学效果较好，初步达成了教学目的。
不足之处是某些环节时间有点仓促，没能深入点拨，没能最大限度地让学生去展示。
教材分析英语听力作为英语基本能力之一，是学生学好英语的必备素质。
随着新高考对英语听力的要求，听力单独测试，两次机会。
目前高三正在紧锣密鼓地进行高考听力训练。
本节课以“精听训练”为主题，旨在提升高三听力教学的效率，进而提高学生的英语听力水平。
在县级以下的中学生英语听力水平较薄弱，听力教学有时跟不上。
亟需在短暂的高三备考时间里，提升学生的英语听力水平，故尝试本节课的英语精听教学，力求有所改进。
高三听力教学精听训练评测练习Listening practice(1). What language did the speaker learn from the teacher?A. French.B. German.C. English.(2). What did the speaker’s course book look like?A. It was very modern.B. It had a red back cover.C. It was full of pictures.(3). How does the speaker feel about having classes?A. Bored.B. Tired.C. Pleased.(4). What do we know about the speaker?A. She knew a lot of French.B. She had some lessons at home.C. She has a talent for learning languages.Consolidation-- listening test（1）Who is the speaker?A. guide.B. A teacher.C. A coach.（2）When will the students leave for the museum?A. 6:30.B. 7:45.C. 8:00.（3）What will the students do at 1:15?A. See a film.B. Meet at a cafe.C. Visit a gallery.（4）Where can the students find more information?A. From teachers.B. From a website.C. From a book.课后反思：在本节课中，以导学案的使用为依托，积极调动学生参与听力教学的积极性。
在教学过程中，以校园欺凌为导入点，引出词块be clear about/what...,和句式He is really clear what you need to learn to get a good grade. 让学生试读该句并体会其发音技巧，然后播放语音指导，让学生对语音有初步的认识。
在此基础上，呈现影响听力的因素和本课的教学目标、学习目标和重难点。
接着给出高考模拟听力中的最后一段独白材料，让学生进行听力测试。
测试完成后开展精听教学。
在精听教学过程中，让学生熟悉听力原文中的一些词块，扫除词汇障碍；结合所给材料，给学生语音指导（连读、失去爆破、意群与停顿），让学生加强注意英语听力中的语音现象；接着让学生跟读练习，复习巩固。
最后利用2020年新高考听力进行检测。
本节课学生收获了知识和技能，感受到了收获的喜悦，加深了学生进行精听训练的意识。
不足之处：在听力教学中对学生点拨引导需再深入。
在解题过程中注意培养学生分析解决问题的能力和创新精神，给予适当的解题技巧。
课标分析：语言技能是语言运用能力的重要组成部分。
语言技能包括听、说、读、写四个方面的技能以及这四种技能的综合运用能力。