第一篇：實用聽說教案I（范文模版）

實用聽說教程I（09-10學年 第1學期）

Week Two（90m）

Teaching Contents: Unit 1 Introduction(Part I, Part II,)Teaching Aims:

I.Introduce yourself II.Introduce two strangers III.Ask and answers questions concerning

Who you are or somebody else is(name)

What you are or somebody else is(job)

Where you are or somebody else is from(birth place)

What your or somebody else’s major is IV.Greet each other Teaching Means:

Multi-media Focal Points of Teaching: Key words & Communication English Difficult Points of Teaching: Communication English Procedure of Teaching: I.Greeting II.Introduction III.Presentation of the new material I)Starting out

Could you introduce yourself and your family to your partner or to the class? You may use the following top help you: Your name and your age Your job or your major Where you are from and where you live Your family members and their jobs II)In-class Activities Section A 1.listening activities Learn the new words and expressions, and listen to the passage, then do the exercises.2.Speaking activities Useful expressions to learn I’d like to do sth.A year and a half This is my first time to do sth One after another Section B 1.listening activities Useful expressions to learn What’s your major I’m(an art)major I’m majoring in(computer science)2.speaking activities

實用聽說教程I（09-10學年 第1學期）

Do you know A? Let me introduce A to you.A, this is B;and B, this is A.Liu Jun, come and meet Li Ting.Li Ting, this is Liu Jun… And Liu Jun, this is Li Ting… He’s a marketing major.… this is Li Ting, a student from the Art Department.Section C 1.listening activities Useful expressions to learn Couple/a couple of The states, admit to, Harvard university, congratulations to sb., primary school, continue 2.Speaking activities IV.Reinforcement

Go over the words and phrases learned in this class and make sentences with them.V.Homework

Read culture notes in part three, and do the after-class activities in part four.實用聽說教程I（09-10學年 第1學期）

Week Three（90m）

Teaching Contents: Unit 2 Greeting(Part I, Part II,)Teaching Aims:

I.Greet people In a casual way In an ordinary way In a formal way II.Say goodbye

In a casual way In an ordinary way In a formal way

III.Greet each other Teaching Means:

Multi-media Focal Points of Teaching: Key words & Communication English Difficult Points of Teaching: Communication English Procedure of Teaching: I.Greeting II.Introduction III.Presentation of the new material II)Starting out

What would you say in the following situations?

When you meet your classmate in the morning or in the afternoon When your meet an old friend whom you have not seen for a long time When your meet your teacher on campus When you meet the parents of your friend in their home When you meet your former classmate on your way home

II)In-class Activities Section A 1.listening activities Learn the new words and expressions, and listen to the passage, then do the exercises.Homesick adj.想家的 2.Speaking activities Useful expressions to learn What a big surprise Get on with Keep in touch with Give one’s best wishes/ regards to sb.Section B 1.listening activities Practice reading aloud

實用聽說教程I（09-10學年 第1學期）

Make much progress You look great today Same an usual Same here Section C 1.listening activities Useful expressions to learn Recently adv.近來

Whenever conj/adv.無論何時 2.Speaking activities IV.Reinforcement

Go over the words and phrases learned in this class and make sentences with them.V.Homework

Read culture notes in part three, and do the after-class activities in part four.實用聽說教程I（09-10學年 第1學期）

Week Four（90m）

Teaching Contents: Unit 2(Part III & Ⅳ)Teaching Aims:

I

Greet people In a casual way In an ordinary way In a formal way II Say goodbye

In a casual way In an ordinary way In a formal way

III.Greet each other Teaching Means:

Multi-media Focal Points of Teaching: Key words & Communication English Difficult Points of Teaching: Communication English Procedure of Teaching: I.Greeting II.Introduction III.Presentation of the new material Culture notes 1.Ask the students to read this part on their own since the notes are mostly written in Chinese.The teacher wants to check if they have read it by asking if they have read it by asking the following questions: How would Americans greet each other? How would you respond if your boss greets you by saying “how are you?” when you feel terrible?(Fine, thanks.)After-class activities Section A This section contains eight pairs of words that have either similar sounds or similar forms.The students have to understand what they have heard in order to pick the correct words.Section B The eight exercises items include here are more functionally based.Some of them contains typical errors that Chinese learners tend to make.Section C Play the recording once, and let the students do Activity A.Then let them compare their answers without doing the class checking.Section D Either let the students read the passage to them, and then check in class if they could understand the woman’s explanation.實用聽說教程I（09-10學年 第1學期）

IV.Reinforcement

Go over the words and phrases learned in this class and make sentences with them.V.Homework

Preview Unit 3，and finish the exercises in after-class activities

實用聽說教程I（09-10學年 第1學期）

Week Five（90m）

Teaching Contents: Unit 3 Majors and Study(Part I, Part II,)Teaching Aims:

I.Describe your schedule.II.Describe your major and the courses you are taking.III.Describe your English study IV.Greet each other Teaching Means:

Multi-media Focal Points of Teaching: Key words & Communication English Difficult Points of Teaching: Communication English Procedure of Teaching: I.Greeting II.Introduction III.Presentation of the new material III)Starting out

Could you say something to your partner or class about your course work? What is your major? What grade are you in? What are the main courses in your major? How many courses are you taking this semester? Which subject do you like best? How many classes do you have every week? II)In-class Activities Section A 1.listening activities Learn the new words and expressions, and listen to the passage, then do the exercises.2.Speaking activities Useful expressions to learn Introduction to Computer Science, Principles of computer programming, Computer aided design, integrated English, listening and speaking English, English Letter Writing, A brief History of Chinese Art, Oil painting, Principles of Art, Basic Computer Science Section B 1.listening activities Useful expressions to learn Test item, multiple choice 2.speaking activities Local: belong to or existing in a particular place e.g.1)local newspaper: Shanghai Daily cf.national newspaper: People’s Daily Section C 1.listening activities Useful expressions to learn Schedule : timetable e.g.on a tight schedule

實用聽說教程I（09-10學年 第1學期）

Advanced: ahead or far along in progress, knowledge, skill,etc 2.Speaking activities IV.Reinforcement

Go over the words and phrases learned in this class and make sentences with them.V.Homework

Read culture notes in part three, and do the after-class activities in part four..實用聽說教程I（09-10學年 第1學期）

Week Six（90m）

Teaching Contents: Unit 5 Parting and Leave Taking(Part I, Part II,)Teaching Aims:

I.Announce intention to leave II.respond to intention to leave III.say good-bye IV.ask for and give permission to leave Teaching Means:

Multi-media Focal Points of Teaching: Key words & Communication English Difficult Points of Teaching: Communication English Procedure of Teaching: I.Greeting II.Introduction III.Presentation of the new material IV)Starting out

What would you say when you’re planning to leave somebody or a place

I think I have to go now.I’m afraid I must be going.I’d better get going.It’s getting late, and I have to be going.Well, we have to hit the road now.II)In-class Activities Section A 1.listening activities Learn the new words and expressions, and listen to the passage, then do the exercises.Invite, goodness, my goodness, realize 2.Speaking activities Useful expressions to learn Delicious Hit the road In this/that case Ride, give sb a ride Section B 1.listening activities Keep/stay in touch with Be in touch with Get in touch with Lose touch with Section C 1.listening activities Useful expressions to learn Flight, announcement, board，實用聽說教程I（09-10學年 第1學期）

2.Speaking activities Shake hands with sb See sb off All the way Some day Make friends with I hope so IV.Reinforcement

Go over the words and phrases learned in this class and make sentences with them.V.Homework

Read culture notes in part three, and do the after-class activities in part four.實用聽說教程I（09-10學年 第1學期）

Week Seven（90m）

Teaching Contents: Unit 5(Part III & Ⅳ)Teaching Aims:

I.Announce intention to leave II.respond to intention to leave III say good-bye IV ask for and give permission to leave

Teaching Means:

Multi-media Focal Points of Teaching: Key words & Communication English Difficult Points of Teaching: Communication English

Procedure of Teaching: I.Greeting II.Introduction III.Presentation of the new material Culture notes Ask the students to read this part on their own since the notes are mostly written in Chinese.The teacher wants to check if they have read it by asking if they have read it by asking the following questions: When a party or a dinner finishes, who usually takes leave? Could you name two expressions used to take one’s leave? What do people usually say when they part? When do people use “See you” or “See you later”

After-class activities Section A This section contains eight pairs of words that have either similar sounds or similar forms.The students have to understand what they have heard in order to pick the correct words.Section B The eight exercises items include here are more functionally based.Some of them contains typical errors that Chinese learners tend to make.Section C Play the recording once, and let the students do Activity A.Then let them compare their answers without doing the class checking.Section D Either let the students read the passage to them, and then check in class if they could understand the woman’s explanation.實用聽說教程I（09-10學年 第1學期）

IV.Reinforcement

Go over the words and phrases learned in this class and make sentences with them.V.Homework

Preview Unit 7，and finish the exercises in after-class activities.實用聽說教程I（09-10學年 第1學期）

Week Eight（90m）

Teaching Contents: Unit 7 Apologizing(Part I, Part II,)Teaching Aims:

I.Apologize for doing something wrong II.Offer forgiveness Teaching Means:

Multi-media Focal Points of Teaching: Key words & Communication English Difficult Points of Teaching: Communication English Procedure of Teaching: I.Greeting II.Introduction III.Presentation of the new material V)Starting out

What would you say in the following situations?

When you are late for class.When you fail to hand in your homework in time.When you have forgotten an important appointment.When you have sneezed in public

When you have stepped on someone’s toes for foot.II)In-class Activities Section A 1.listening activities Learn the new words and expressions, and listen to the passage, then do the exercises.Terribly, Germany, oversleep 2.Speaking activities Useful expressions to learn Manage to do

It’s sb’s fault that/ for sth Have problems doing sth Bring sth along Heavy traffic Lose one’s way Road accident Take the wrong bus Have a flat tyre Can’t remember the address

Section B 1.listening activities Traffic, breakdown, beef, hamburger, sandwich, hot dog ,fried chicken , French fries, potato chips 2.Speaking activities

實用聽說教程I（09-10學年 第1學期）

Have a chat with Joke with sb about sth Sensitive to/about Apologize to sb for sth Forgive sb for sth Section C 1.listening activities Useful expressions to learn Damage, spill, big deal 2.Speaking activities IV.Reinforcement

Go over the words and phrases learned in this class and make sentences with them.V.Homework

Read culture notes in part three, and do the after-class activities in part four.實用聽說教程I（09-10學年 第1學期）

Week Nine（90m）

Teaching Contents: Unit 9 Weather and Seasons(Part I, Part II,)Teaching Aims:

I.II.III.IV.Talk about the weather Comment on the weather to start a conversation Talk about the climate of a place Report the weather forecast Teaching Means:

Multi-media Focal Points of Teaching: Key words & Communication English Difficult Points of Teaching: Communication English Procedure of Teaching: I.Greeting II.Introduction III.Presentation of the new material VI)Starting out

Could you introduce the climate of your hometown to your partner or to the class

How many seasons are there in a year?

What are they?

What is the weather like in spring(summer, autumn, or winter)?

Is it very hot in summer and very cold in winter?

Does it often rain or snow?

Which is your favourite season? And why?

What are the popular sports in each season?

II)In-class Activities Section A 1.listening activities Learn the new words and expressions, and listen to the passage, then do the exercises.Bloom, in bloom 2.Speaking activities Useful expressions to learn Downpour Stick(be/get stuck)Changeable

Section B 1.listening activities Mild, temperature, snowball, snowman, continually 2.Speaking activities

Section C 1.listening activities

實用聽說教程I（09-10學年 第1學期）

Useful expressions to learn China Radio International, shower, westerly 3.Speaking activities IV.Reinforcement

Go over the words and phrases learned in this class and make sentences with them.V.Homework

Read culture notes in part three, and do the after-class activities in part four.實用聽說教程I（09-10學年 第1學期）

Week Ten（90m）

Teaching Contents: Unit 9(Part III & Ⅳ)Teaching Aims:

I Talk about the weather II Comment on the weather to start a conversation III Talk about the climate of a place IV Report the weather forecast

Teaching Means:

Multi-media Focal Points of Teaching: Key words & Communication English Difficult Points of Teaching: Communication English

Procedure of Teaching: I.Greeting II.Introduction III.Presentation of the new material Culture notes Ask the students to read this part on their own since the notes are mostly written in Chinese.The teacher wants to check if they have read it by asking if they have read it by asking some questions.After-class activities Section A This section contains eight pairs of words that have either similar sounds or similar forms.The students have to understand what they have heard in order to pick the correct words or phrases.Section B The eight exercises items include here are more functionally based.Some of them contains typical errors that Chinese learners tend to make.Section C Play the recording once, and let the students do Activity A.Then let them compare their answers without doing the class checking.Section D Either let the students read the passage to them, and then check in class if they could understand it.IV.Reinforcement

Go over the words and phrases learned in this class and make sentences with them.V.Homework

Preview Unit 1 of Book II，and finish the exercises in after-class activities..實用聽說教程I（09-10學年 第1學期）

Week Eleven（90m）

Teaching Contents: Unit 1 Asking for directions(Part I, Part II,)Teaching Aims: I ask for directions II give directions

Teaching Means:

Multi-media Focal Points of Teaching: Key words & Communication English Difficult Points of Teaching: Communication English

Procedure of Teaching: I.Greeting II.Introduction III.Presentation of the new material I Starting out

Ask your partner how to go from your classroom building to the following places

The library

The computer lab.The administrative building

The school gate?

II)In-class Activities Section A 1.listening activities Listen to the short dialogues and finish the exercises.2.Speaking activities Useful expressions to learn Registration, the administrative building, roof, ceiling, story Section B 1.listening activities Sunny, square 2.Speaking activities Wal-Mart, block, crossroads

Section C 1.listening activities 4.Speaking activities Baggage, luggage, subway, underground, connect, headed for, exit, entrance

實用聽說教程I（09-10學年 第1學期）

IV.Reinforcement

Go over the words and phrases learned in this class and make sentences with them.V.Homework

Read culture notes in part three, and do the after-class activities in part four.實用聽說教程I（09-10學年 第1學期）

Week Twelve（90m）

Teaching Contents: Unit 1 Food and Eating out(Part I, Part II,)Teaching Aims:

I talk about daily meals II talk about food and fruit III order food in a restaurant

Teaching Means:

Multi-media Focal Points of Teaching: Key words & Communication English Difficult Points of Teaching: Communication English

Procedure of Teaching: I.Greeting II.Introduction III.Presentation of the new material I Starting out

Do you know what to say when asked the following questions?

What do you have for breakfast?

Where do you usually have your meals(breakfast, lunch and supper)

What kind of food do you like best?

What is your favorite food or fruit?

Do you like the food served in the school canteen?

How do you order food in a fast food store?

How do you order food in a western style restaurant?

What is the English for 我請客？

II)In-class Activities Section A 1.listening activities Listen to the short dialogues and finish the exercises.2.Speaking activities Section B 1.listening activities Recommend, sour, sweet and sour fish, customer, carp, sauce, shrimp, juice 2.Speaking activities Booth, menu, goodness, my goodness, pork, bill, treat, Dutch Section C 1.listening activities stir-fried food, steamed, bread, minced meat 2.Speaking activities Food stall, soy milk, ice cream

實用聽說教程I（09-10學年 第1學期）

IV.Reinforcement

Go over the words and phrases learned in this class and make sentences with them.V.Homework

Read culture notes in part three, and do the after-class activities in part four.?

實用聽說教程I（09-10學年 第1學期）

Week Thirteen（90m）

Teaching Contents: Unit 2(Part III & Ⅳ)Teaching Aims:

I

talk about daily meals II talk about food and fruit III order food in a restaurant

Teaching Means:

Multi-media Focal Points of Teaching: Key words & Communication English Difficult Points of Teaching: Communication English

Procedure of Teaching: I.Greeting II.Introduction III.Presentation of the new material Culture notes Ask the students to read this part on their own since the notes are mostly written in Chinese.The teacher wants to check if they have read it by asking if they have read it by asking some questions.After-class activities Section A This section contains eight pairs of words that have either similar sounds or similar forms.The students have to understand what they have heard in order to pick the correct words or phrases.Section B The recording of the these mini-dialogues maybe played twice, but as the students are getting used to this exercises, the recording should be played only once if the exercises is done in class.Section C Play the recording once, and let the students do Activity A.Then let them compare their answers without doing the class checking.Section D Either let the students read the passage to them, and then check in class if they could understand it.IV.Reinforcement

Go over the words and phrases learned in this class and make sentences with them.V.Homework

Go over what we have learned in this term，and prepare for the final examination.

第二篇：語言聽說教案

小班聽說教案《白鵝和狐貍》

*** 黃玉

活動目標：

1、學習發準鵝、河、歌等容易混淆的字音。

2、嘗試邊念兒歌邊做動作，敢于在集體面前大膽說話。

3、理解并遵守游戲規則，愉快地參與集體游戲。活動準備：

1、狐貍頭飾和鵝媽媽頭飾各一個。

2、在教室中間畫一條橫線，作河流的標記。

3、幼兒用書人手一冊。活動過程：

1、引導幼兒打開幼兒用書，提問：畫面上有什么？發生了什么事？接著，老師念讓幼兒進一步了解兒歌內容。

著重幫助幼兒發準“鵝”、“河”、“歌”等相似音，并糾正幼兒的不正確發音。

教師可帶領幼兒念兒歌2—3遍，并告訴幼兒：今天我們要玩一個“白鵝和狐貍”的游戲。

2、教師向幼兒簡單地介紹游戲的玩法和基本規則：

白鵝在河邊，邊念兒歌邊做鵝走路的動作。

當兒歌念到“一只狐貍跑過來”時，狐貍才能從座位上站起來。

兒歌念完后，白鵝才能跳河，這時候，狐貍才能跑過來抓鵝。若白鵝被抓住，可停止游戲一次，也可與狐貍對換角色。

3、引導幼兒游戲，讓幼兒初步了解游戲玩法。

教師戴鵝媽媽的頭飾，另一教師戴狐貍的頭飾，請10位幼兒扮白鵝。游戲開始，全體幼兒念兒歌，扮白鵝的幼兒沿著“河”岸邊，邊做鵝走路動作邊念兒歌。當兒歌念到“一只狐貍跑過來”時，“狐貍”從座位上站起來。兒歌念完后，白鵝急忙跳河，“狐貍”迅速去抓尚未跳到河里的“白鵝”。游戲結束后，教師再請10位幼兒上來和教師一起玩游戲。

開展游戲活動。

游戲活動前，教師強調游戲規則，提醒幼兒念完兒歌后，白鵝才能跳下河，狐貍才能跑出來抓。然后，分別請兩名較能干的幼兒扮狐貍和白鵝媽媽，讓幼兒獨立開展游戲。

課后反思：

幼兒對此聽說游戲非常感興趣，特別是開展游戲活動這一環節，幼兒參與游戲的興趣很濃厚，都搶著來游戲。在游戲的時候，我覺得教師給幼兒提供的場地太小了，在玩游戲的時候出現擁擠的場面。因此，在以后的活動中教師給幼兒設置的游戲場景應根據活動的需要來設置。

第三篇：聽說課教案

What is the matter? 1.The analysis of teaching material: For eight grade students, we should based on the knowledge students already studied.I use all kinds of targets to teach and let them master the words of diseases.I forced students do a roll play who imitating the procedure of seeing a doctor.With this , can raise students interest and make students lead the class.2.The Analysis of the Students: In this period students are lively, active and have strong curiosity, so they are eager to express in English.Their ability to imitate and remember is particularly strong.3.Teaching objectives 3.1 Knowledge Objectives:

1)Be able to master the pronunciation, meaning and spelling of the names of diseases: fever, sore throat, sore back;stomachache, headache, toothache, cold, cough;

2)Be able to learn the expressions of giving advice: lie down and rest, drink hot tea with honey, see a dentist, take this medicine;

3)Be able to talk about health problems by using “What’s the matter? I have a…” and give advice by using “You should…You shouldn’t…”

3.2 Ability Objectives:

1)Be able to talk about one’s health problems and give advice fluently;

2)Be able to role play doctor and patient;3.3 Moral Objectives:

1)Improve the cooperative spirit through pair work and role playing

2)Care more about yourself and your family members’ health.4.Teaching focus and difficult points: students should master the words about diseases and can give considerable advises.The teaching Focus

1.Master the names of diseases: fever, sore throat, sore back;stomachache, headache, toothache, cold, cough;

2.Can give some considerable advises: lie down and rest, drink hot tea with honey, see a dentist, take this medicine;

2.Talk about health problems by using “What’s the matter? I have a…”and give advice by using “You should… You shouldn’t…”

The Teaching Difficulties

1.Students may find it difficult to remember all the target new words in the class;2.Students may find it difficult to give considerable advice to the certain disease because of their limited life experience.5.Teaching methods: Communicative language teaching.6.Teaching aids: blackboard, multimedia, chalk, eraser and so on.7.Teaching procedures.Step1: Warming up:

1.First greet students and start the class.2.Presentation of pictures about medical instruments(ward, sickbed, operating room).3.Let students recognize these pictures and ask them:” Where they can see these medical instruments?” and students will say:”in hospital”.Step2: Presentation of pictures about diseases 1.Then get students to guess the diseases..When I do an action, ask students: “What’s the matter?” For example, when I put my finger on the stomach, ask students: “What’s the matter with me?” Help students say: “I’m not feeling well.I have a stomachache.” Then teach the other target words: fever, sore throat, toothache, sore back in the following way: Put my finger on the other part of body and get students to ask: What’s the matter? Then get other students to guess the problem.2.Use body language to guide students to guess another two names of diseases: cold, cough.3.Show students pictures of diseases half hidden, and get students to guess the names of diseases: fever, sore throat, toothache, sore back, cold, cough.Design Description: use pictures, can arouse the curiosity of students to actively participate in teaching activities, the teaching of word mode is simple and intuitive, easy to be accepted by students.Grade eight students love speculation activities, so using the half cover images allows students to consolidate the learned words.Step3: Pair workLet students talk to their desk-mate and use question and answer.Put finger on the part of a student’s body and ask: “What’s matter?” and guide him to use the pattern: I’m not feeling well.I have a… Then ask students to work in pairs and talk about health problems by using the target language: What’s the matter? I’m not feeling well.I have a …

Design notes: pairs practice can stimulate student participation, expand participation, and enable more students to speak English.Step4 Presentation of expressions of giving advice.Tell students that I have a cold/cough, ask them: What should I do? Students may give different answers, collect their answers and help them to use: You should/shouldn’t do… Then show some pictures of other diseases mentioned before and ask them to give advice to each

problem by using target language: You should/shouldn’t do… During this activity, some phrases will be learned: lie down and rest, drink hot tea with honey, see a dentist, drink lots of water, take some medicine.Design Description: to show students pictures about the disease, it can not only help students to review the new knowledge, but also can naturally introduce a new topic for disease advice.Then, through between male and female disease to carry out said matching game recommendations, stimulate the enthusiasm of students, and consolidate the sentence.At the same time.The student growth related knowledge, strengthen the awareness of health.Step5 Group work

Ask students to make a five-people group, one of them is a doctor, one is doctor assistant, the rest of them are patients.Ask the students to role play the dialogue above.Then ask several groups to perform before the class by using some tools: bandage, a uniform, a stethoscope.Ask other students.8.Homework: Let students recite these words and the text.

第四篇：聽說訓練教案

初中英語聽說課課堂教案

康川學校

盧光萍

為了適應社會的需要，更好地與國際接軌，在英語教學中，我們需要逐步轉變教學方法，不斷更新教學理念，全方位地利用各種教學手段來豐富我們的課堂，英語課堂教學模式革新勢在必行。聽說課是初中英語教學活動中一種常見的課型。在人教版新目標這套教材中，每個教學單元都有聽說訓練的模塊，一般都是圍繞一個與學生日常相關的話題進行，由淺人深，由易到難，使學生系統而扎實牢固地掌握所學知識，達到深刻記憶、靈活運用的目的。本文將探索適合初中英語教學現狀的聽說課教學模式，其教學理念應充分體現任務教學法，情境教學法，交際教學法和聽說教學法。

隨著中國經濟騰飛，中國教師和學生更加意識到練就一口流利的英語的必要性。隨著素質教育的全面實施與推進，英語的教與學也在逐步地改革與創新。以培養學生實際運用能力為目的的聽說訓練越來越受到師生的普遍關注。由國家教育部制訂的《新課標》)從2001年開始在全國范圍內試行，它提倡我國英語教學盡量采用任務型語言教學模式。該模式提倡學生在教師的指導下，通過感知、體驗、實踐、參與和合作等方式，完成任務鏈，在此過程中自然地習得目標語和發展語言能力，實現目標，從而感受成功的心理體驗，形成積極的學習態度，促進語言實際運用能力的提高.情境教學法是指在教學過程中，教師為了達到既定的教聯想與話題有關的內容，進行小組合作學習，以舊帶新，拓展知識，為新課做知識準備。

例如我在人教版新目標八年級上Unit 6 I’m more outgoing than my sister.的教學設計中，是以一首韓紅的歌曲《天路》引出，讓學生感受情景，猜測歌手的名字，并描述韓紅的外貌，再引出更多的名人，復習描述外貌的單詞和句型。為本課學習比較級做好單詞，短語的準備。通過以上創設的情境，學生的學習積極性得以提高，主觀能動性被充分調動起來，學習熱情高漲。并且和教學內容與形式息息相關，學生在感受輕松愉悅的課堂氣氛的同時，也體會到緊湊的課堂節奏，注意力高度集中，為下一步的教學奠定良好的基礎。Step 2.學習目標語(Study new language)1.Study new language：

任務2 通過圖片談論導入新語言知識的學習，學習完成任務所需要的目標詞匯、句式等，例如我在人教版新目標八年級上Unit 6 I’m more outgoing than my sister.的教學設計中，設計了幾幅圖片，描述并介紹了新目標語言----比較級的意義及句式。2.Speaking: Take about the picture in 1a進行圖畫描述。

任務3 在1a圖片所提供的情景或者創設新的語境來進行交際練習，體會、使用新目標語言。教師引導學生就1a的圖畫進行觀察，描述自己在圖片中看到的內容，在此期間，可以采取小組討論，小組競賽的形式激發他們的積極性，初步展示學生對新目標語言的口語表達能力。這是培養學生英語思維重要的、也是必要的過程。

Step 3．1b聽力訓練(listening)任務4 Pre-listening聽前活動設計：聽前活動設計的目的是激活學生已有的相關知識，補充相關文化和背景信息，掃除生詞，并預測聽力材料的內容和結構，為之后的聽力理解活動做好鋪墊。為此聽前活動設計要選擇學生熟悉的，了解的和感興趣的內容，通過圖片，對話，視頻等形式，激發學生的求知欲望。具體有以下幾種方式（1）話題導入

為了引起學生對聽力活動的興趣，教師應從學生實際生活出發，認真分析聽力材料的話題，找出話題與學生生活的聯系。找到切入點，激活學生頭腦中相關的背景信息，促使學生積極思考，為之后的聽力做好鋪墊。

例如

我在九年級Unit11 Could you please tell me where the restroom are?的教學設計中,針對課本問路指路的聽力內容，首先引入我們學校附近的地理狀況，我扮演成陌生人，與學生展開對話，然后，再讓生生對話，進行話題引入。

（2）詞匯梳理

現行教材將許多生詞滲透在聽力材料中，為了降低聽力難度，提高聽力效果，教師需在聽前設計一些活動，讓學生初步感知聽力材料中的生詞和短語。

例如

我在人教版新目標九年級Unit 9 When was it invented? 聽力2a的教學設計中, 針對聽力原文新發明生詞太多的情況，我首先在幻燈片中展示各個新發明的圖片及名字并且教會學生這些生詞，帶讀一些發明家的名字，為下一步聽力降低了難度。

（3）預測內容

聽前，教師可以利用標題，插圖，題干引導學生對聽得內容進行預測。預測是做好聽力的很重要的方法，不容忽視。教師可根據預測內容提出相關問題，引發學生積極投入的去聽。

例如

我在人教版新目標九年級Unit 7 Where would you like to visit?聽力2a的教學設計中, 針對課本插圖旅游畫面及聽力題干，我問學生:what can you see in the picture ? what do you think you will listen to? 并進而啟發學生： From picture, we know it is about traveling.From sentences, we know maybe some people are choosing somewhere to travel.從而指導學生預測聽力材料內容。任務5 While-listening聽中活動設計

聽力活動中，教師必須把握聽力活動的內容難度，設立階梯遞進式的聽力任務鏈。首先，讓學生整體聽一遍，要求聽懂并敘述主要內容。再提出細節性問題，然后逐段聽，把握細節。最后，再整體聽一遍，整體感知材料，提升認識，完成課本題目。當然，根據學生實際情況，應靈活調整，以學生完成聽力任務鏈為目標。精聽，泛聽相結合，同時應培養學生邊聽邊記的習慣與能力，引導學生記錄時間，地點，人物，關系等關鍵信息，傳授記錄的技巧和策略，提升聽力水平。

Step 4． 1c對話練習（pairwork）任務6 Post-listening聽后活動設計 Listen and repeat: 聽錄音跟讀

聽力練習后，學生已有了較完整的聽力材料，再通過聽錄音跟讀，讓學生朗讀錄音材料中的句子、問題、對話等內容，訓練正確的語音語調，進一步鞏固目標語言，為后面要完成的任務打下口語基礎。1c Pair work:根據對話內容，進行模仿練習。3 Competition and Speaking: 競賽與口語表達

任務7 創設情境，展開活動，鞏固目標語言，教學中，教師應積極組織例如游戲，競賽活動。競爭是誘發進步的動力，小組競賽是激發學生積極性和爭取優良成績的一種有效手段，同時能激發學生濃厚的興趣和上進心。競賽不僅是與其他同學的競爭，也是對自我的挑戰，可以極大地調動學生的學習積極性和參與意識，在此過程中，學生踴躍發言，積極思考，課堂氣氛活躍，把課堂推向高潮，教學效果好。競賽前，將競賽規則、過程、內容明確讓學生了解，使他們做好相應準備，準備越充分，學生參與比賽的積極性就越高，在取得成功后，他們能從同伴的羨慕中得到自我提高的內驅力。競賽內容可以是根據聽力材料復述所聽內容，將短文改成對話或將對話改成短文，改換人稱角色扮演，故事續尾，調查訪問及辯論，也可以是教師根據學生生活體驗，時代背景利用多媒體另設情境，在競爭賽中，內容設計應層層遞進，注重啟發式教學，采用“多維互動啟發式”教學方法，優化課堂要素結構，營造良好課堂氛圍。突出對能力的培養，并加大實訓力度。以學生為主，教師起到指導作用，實現師生互動，提高教學效果。在課件設計上，應注意制作理念新穎，內容豐富，容量大，可操作性強。使學生訓練時，更加直觀有效。以供學生充分練習。

例如 1 我在人教版新目標七年級下 Unit 5 I’m watching TV的這個環節教學中，設計小組競賽活動，讓學生根據幻燈片上的畫面猜測畫面上的人物在干什么，他們在表述的過程中就會用剛剛學到的現在進行時態，然后再給出更多畫面，讓他們小組成員合作，互相問答，期間又會用到不同人稱的現在進行時態的問句，訓練層層遞進，扎實有序，課堂活躍。

2我在人教版新目標八年級下 Unit 8 Why don’t you get her a scarf? 的這個環節教學中，設計小組合作活動，制作了多幅幻燈片，每張幻燈片分別有老師，父親，奶奶不同人物及各種禮物，讓小組合作討論應該給每一位送什么樣的禮物，并說說為什么，在討論中，他們就會用的所學到的提出建議和表達評論的句型，同學們各抒己見，討論熱烈。

3我在人教版新目標八年級上Unit 6 I’m more outgoing than my sister.的這個環節教學中，設計小組競賽活動，制作了多幅幻燈片，每張幻燈片都有兩個大家熟悉的明星，讓學生觀察他們的不同，然后用剛剛學到的比較級表述他們的不同，同學們發言踴躍，課堂氣氛達到高潮。Step 5.2a-2b聽力訓練((listening)Pre-listening 聽前活動

Take about the pictures in 2a & 2b 針對課本圖畫進行描述, 教師要幫助學生明確要求,2a的聽力是在1b的基礎上加以拓展的，難度要比1b大一些，因此，在設計教學活動的時候，要為學生搭建一個可供向上攀登的階梯，教師可以引導學生就課本圖畫進行自由表述，可以提出具體的問題啟發學生思考，帶領學生預測將要聽到的內容，調動學生積極參與活動。While-listening 聽中活動 任務7 1.Listen and do 2a 聽錄音，完成2a部分練習

經過圖片表述以后，學生對聽力的內容有所預知，有所了解，降低了聽力的難度。學生在聽第一遍的同時，一般能順利地完成2a的內容, 并且為2b的聽力打下了堅實的基礎。在聽錄音前，教師要注意引導學生抓關鍵信息。2.Listen and do 2b聽錄音，完成2b部分練習

再次聽錄音，根據2a練習內容，補充完成2b練習，引導學生對所獲信息進行有效篩選和處理。

3.listen and answer聽錄音，回答問題（靈活處理的環節）完成2a 和2b后，教師可以根據聽力內容再設計1-2個較概括性的問題，進行判斷或選擇，訓練學生辨別信息真偽的能力。（此步驟教師應靈活運用，根據教學內容設定，對于較難的聽力材料可以這樣處理，容易的材料可有可無。）Post-listening 聽后活動 任務8 1.Complete the conversation /Order the conversation 漏詞填空/對話排序

在設置漏詞填空時要考慮到本課的重點, 把本課的基本句式和重點詞匯等作為漏詞的內容，讓學生在訓練聽的同時不知不覺中強化識記了單元話題的有關詞匯和句式。

2.Listen and repeat/ Read aloud: 跟讀或朗讀（必需的環節）

此時學生已經熟悉了聽力材料，再放一遍錄音，讓學生跟讀。這樣，既可以使有限的聽力材料得到反復聽、反復用，在聽和讀的過程中培養學生聽、說的技能，也是幫助學生熟悉背誦語言材料的有效手段。同時，又為2c的Pair work打下了基礎。

Step 6.2c Pair work 任務9 1 Pair work根據對話內容，進行模仿練習。2．Consolidation and Extension鞏固拓展

Activities: make new conversations

教師根據話題提出任務，借助于圖片與相關的Key words的提示，讓學生運用所學目標語言完成任務, 人稱混合應用，是對本課所學內容的綜合提升和拓展。教師設計的任務.應盡量貼近學生生活，生活就是知識，生活化的角色更易于調動學生參與的積極性，要使用有限的課程資源，盡可能多地為學生提供“開口說英語”的機會。

Step 7.Summary小結 任務10

結課環節是指課堂結束前3—5分鐘，藝術的結課不僅可以對整節課的內容進行概括總結，還可以起到畫龍點睛的作用，達到“課雖盡而意味完”的效果，使學生回味無窮，從而增加學生的學習興趣。在此總結幾種結課方式。1討論式

在下課前，組織學生討論本課的重難點，讓學生獲得對所學系統，完整的印象。這樣做不僅有利于突破教學的重難點，而且有利于培養學生的發散思維以及發現問題，解決問題的能力。

例如 我在人教版新目標八年級下unit 5 If you go to the party, you will have a good time!完成1b,1c及競賽活動后后的這個環節教學中，讓小組討論總結本課重點難點及目標語言，再由每組選一位學生陳述。學生集思廣益，系統梳理，總結效果很好，期間培養的學生自主學習的能力，并輔導了學法。2啟發式

外語課堂的佳境就是學生學有所思，學有所悟，學有所獲，學有所盼，教學活動的出發點和落腳點都是學生的學。（陳素萍

2009）

例如 我在人教版新目標九年級unit3 teenagers should be allowed to choose their own clothes 完成2b,2c及相應活動后后,在屏幕上用畫面展現出各種中學生行為，然后提問What do you think should be allowed to do? Why? What do you think should not be allowed to do? Why? 依此類問題啟發學生深入思考學校中的日常生活，并進而練習口語。3懸念式

懸念是眾多學生求知欲的動力源泉。制造懸念就是要在學生已形成的概念，對某些問題的生活體驗與對這些問題的更精確地解釋與陳述之間樹立矛盾。（王天榮 2010）

例如 我在人教版新目標九年級unit10 By the time I got outside, the bus had already left.完成1b,1c及競賽活動后的這個環節教學中,我向學生提出問題 Do you think if Tina was late? Was Tina’s teacher angry with her? What happened to her at last? If you want to know the answers, Let’s wait for next class.留下懸念，讓學生對故事的結局充滿好奇和猜疑，讓他們對下節課充滿期待。4導入式

教師可以將結課環節與下節課的學習內容聯系在一起，使結課環節成為下節課的有效滲透與導入，設置疑問，既引人入勝，又可以為后續教學做鋪墊。

例如 我在人教版新目標八年級下unit3 What were you doing when the UFO arrived? 完成1b,1c及競賽活動后，我向學生假設，If you were the alien, what would you want to do ? In fact, the alien did many things.What happened then? The alien went to a store, and bought a souvenir.You must want to know something else about it , Let’s wait for next class.將下節課的學習內容與本節課連接起來，引發學生興趣與思考，促使其期盼下節課。5賞析式

課堂是美的課堂，課堂教學之路是向美之路，用感性的藝術形式潑墨描繪其亮點，滋潤，陶冶學生，讓師生攜手吧教育實踐與結果拼成一幅充滿感情的，敏銳的，富有表現力的圖景。（李華清2011）

例如 我在人教版新目標八年級上Unit 6 I’m more outgoing than my sister.完成1b,1c及競賽活動后，在屏幕上打出諺語，Everyone is special.Everyone is important.(人人都有自己的特色，人人都很重要.)Don’t judge a person by what he looks like。(貌取人),和同學共同欣賞，評點并幫助他們形成正確的價值觀.當然也 可以選擇詩歌,影片,音樂進行賞析。

在英語課程改革的過程中，中學教師在新課程理念下的聽說教學中，應著力優化聽說教學，準確把握聽說教學的廣度與深度，不斷探索和研究聽說教學的理念和方法，努力提高聽說教學的效率，使其更有效地為培養運用英語進行交際的能力服務，力爭使聽說教學成為提高學生語言運用能力的有效手段。教學是一門藝術。德國教育家第斯多惠說：“教學的藝術不僅在于傳授本領，更重要的是善于激勵、喚醒和鼓舞。”教師有責任喚醒每位學生的自主學習意識，幫助他們實現人生價值。為此，英語教師應不斷提高自身的知識素養，領會教育教學的實質，不斷改進和創新教法，指導學法，關愛學生，促使他們對于學習充滿熱情與向往。“沒有愛就沒有教育”，讓我們用愛去播種理想，用理想去培養文明，啟迪智慧，塑造靈魂。

第五篇：聽說課教案

Teaching

plan

一、Background information

Teacher： Miss Qin

Students： 40

Grade：seven

Age： 13-14 years old

Lesson duration：40mins Teaching contents： unit1, what are you going to do at the weekend? Module 3

student’s book 2

二、教材分析

1、教材內容：本模塊圍繞 計劃 這個話題展開的，從同學們的周邊環境入手，從而達到可以計劃自己要做什么事情

2、本節課為本模塊的第一單元，教學內容包括教材14—15頁的 speaking and listening.學生在老師的引導學習下知道一些重要的單詞，短語。和能夠自然地運用這些短語進行對話。能夠計劃短期的行程

三、學生分析

本節課授課的對象是初一下冊的學生，全班共40人，男生20個，女生20個，剛進入初中的青少年，對于新的知識有著很大的好奇心和求知欲，并有一定的獨立性，但也有貪玩的心理，所以這節課的主體是學生，通過以前已有的知識和新知識的輸入，能夠簡單地進行談論自己的周末計劃

四、teaching aims;

1、knowledge aims ⑴ New words：

plan

revise picnic

test ⑵New phrases：

check email

revise for

have a picnic ⑶Structures：

be going to+動詞原形表達一般將來時 2 Ability aims： be able to use the structures to make a dialogue

五、Teaching strategies： communication approach, audio-lingual approach

六、teaching aids： PPT

blackboard

tape

七、teaching procedures Step 1：Lead in T：Class begin

S: Stand up.Good morning, Miss Qin T： Good morning, class.Thank you, sit down, please, look, these are my friends, we usually have a picnic at the weekend.Do you know “have a picnic”? S：No T：OK, please look at the picture, have a picnic means we can eat and drink in outside, anywhere, and you can smell flowers…now, do you know? S: Yes T: Ok, what are you usually to do at the weekend? You, please S: I usually play computer games at the weekend T: Ok, it is relaxing, what about you? S：I usually do my homework T：Yean;you are a good student, what about you? S: I usually visit my grandparents T: Good, I think you like you grandparents very much, ok, weekend is coming.This weekend, < look at PPT.>what is my plan at the weekend, do you know plan? S: Yes T: Yean, plan plan, read it, you can guess what is my plan at the weekend, can you guess? You can guess in this way.You are going to…maybe you are going to…

S: Maybe you are going to have a picnic T: Ok, what about you? S: Maybe you are going to have o party T: En it is a good idea S: Maybe you are going to go shopping T: Yean yean, I like go shopping …

T: Look ,this is my plan , read it ,louder Ok ,what is your plan at the weekend, you can answer in this way, I am going to…what are you going to do at the weekend S;I am going to get up early T: Ok.This is a good habit.You? S: I am going to… …

T: please ask and answer the question in pair, what are you going to do at the weekend? I am going to…what about you? I am going to…yean, now please do it T: Louder please, so that everyone can hear you….thank you, look at me who like do it, please two boys S: T;Thank you so much, S: T: Ok, that girl, what is your name? S: Nancy T: Nancy, you like read books right, I like read books very much, so we are friends T;So you see , my friend Nancy is going to read some books, and that is his plan, what is the plan of your friend, you can ask your friends about their plans, you should answer it use “my friend/friends is/are… he/they is/are going to…we /they are going to…OK? Ok, go do it T: You, please S: My friend is Lucy;she is going to have a piano lesson on Saturday morning.We are going to have a piano on Saturday afternoon T: Ok.Who is Lucy? Ok your weekend is very interesting, what about you? S: my friends are lily and joy;they are going to have a party.T: en, first, we are going to listen the tape, and you can finish this blanks, ok? S: ok T: are you finished it? Ok, check your answer T: look at the screen again, who can read this question? who can..just try, ok S: …

T: Good, you can read it confidently, now we can listen it and then answer question

（listen）

： Check you answer, second listen it again and choose the correct answer….check your answer.Look at the page 15, listen again and finished, then I want to choose some students to answer it T: are you finished it? Ok, check it, you? S;…

T: good, right answer, next …

T: we are finished it, ok, do you think Betty and Daming’s weekend are very great? S： Yes T：Now, please, play a role with your partner

…

T：this group, can you? Ss：…

抽取兩三組的學生進行角色扮演

T：

we have learn much about the structure and some important phrases, please work with your partner to make your own dialogue like page 14, if you have any questions, please hands up, begin ,go go go T：Who want to show your dialogue? Ok please …

T ：Any one else, this group, can you? T ：You are very good today.now we will review together, look at the picture, do you know what’s this? S：Clock T：Good, first, he is going to get up early, and then he is going to revise for his test.then he is going to buy some clothes, then he（ask students to answer it）

Homework Write down your own dialogue about how to spend your weekend