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5篇高中英语听力教案范文

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5篇高中英语听力教案范文




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5篇高中英语听力教案范文

教学计划是教学活动得以顺利进行的基本保证。好的教学设计可以为教学活动提供科学的行动纲领，使教师在教学工作中事半功倍，取得良好的教学效果。以下是带来的高中英语听力教案范文内容，感谢您的阅读，希望能帮助到您！
高中英语听力教案范文1课型设计与课时分配
1stperiodwarmingup(6.3-6.42ndperiodReading(I(6.53rdperiodReading(II(6.9
4thperiodLanguageStudy(6.10-6.115thperiodListening(6.126thperiodWriting(6.13Ⅳ.分课时教案
TheFirstPeriodwarmingupTeachinggoals教学目标1.TargetLanguage目标语言a.重点词汇和短语
misunderstand,similar,facial,expression,agreement,yawn,chest,gesture,adult,punish
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b.重点句型或交际用语
Actoutthefollowingmeanings,please.PleaseguesswhatImean.
Pleaseshowtheactions,usingbodylanguage.Nowitisyourturntoshowtheaction/gesture.Pleaseuseeitherspokenwordsorbodylanguagetoexpressyourideas.
Pleaseusebothspokenwordsandbodylanguagetoexpressyourideas.
2.Abilitygoals能力目标
a.Enablethestudentstounderstandwhatacertaingestureofthebodylanguagemeansinagivensituation.b.Enablethestudentstoactoutsomemeanings,requirements,requestsorsituationsgiveninthetargetlanguage.
c.Enablethestudentstoexpresswiththetargetlanguagethemeaningsgiveninbodylanguage.3.Learningabilitygoals学能目标
a.Helpthestudentslearnhowtoexpressthemselvesinbodylanguagewhenneeded.
b.Helpthestudentsunderstandotherswhenbodylanguageisbeingused.
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Teachingimportantpoints教学重点
a.Teachthestudentshowtounderstandbodylanguageusedindifferentcountriesorculturesaswellasindifferentoccasions.
b.Teachthestudentshowtousebodylanguageinthemostappropriateoccasions.
Teachingdifficultpoints教学难点
a.Enablethestudentstorealizetheimportanceofbodylanguageincommunicationsothatlittleornomisunderstandingmayoccur.
b.Letthestudentsknowthatthereisbothpositivebodylanguageandnegativebodylanguage.Teachingmethods教学方法
a.Individualwork,pairworkandgroupwork.
b.Actingoutbyimitation,mimeorwithgesturesandbodymovement.
Teachingaids教具准备
Acomputer,aprojectorandsomepictures.Teachingproceduresways教学过程与方式StepILead-in
Theteachershowssomepicturesonscreen.ThesepicturesarefromtheEveningPartyCelebratingthecoming
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LunarNewYearoftheRoosterof2005.Ss:Yes,ThousandsofHandsKwan-yin.
T:Butdoyouknowwhosheis?Yes,shewastheleadingdanceroftheprogram.HernameisTaiLihua(邰丽华.SheiscalledaFairyofPeachblossom(桃花仙子bypeople.Youknowsheisadeafgirl,butsheisawise,diligent,charmingandenergeticgirl.Shestudiedveryhardandgottwodegreesofbachelorsinuniversity.Shewasfamousasanartistforherwonderfulperformance.Sheisdeafanddumb.Buthowdidshegetthatgreatachievementandbecameasuccessfulperson?Sheloveslifeverymuch.Weshouldlearnfromherspirit.Besidesherhardworking,bodylanguageplaysaveryimportantpartinherlife.Weareallhealthypeople,sometimeswecanusebodylanguagetoexpressourselves.Soweshouldpaymoreattentiontolearningbodylanguages.StepIIIntroduction
T:Nowlet’sdosomeTPR(TotalPhysicalResponseactivitiestogether,Ihopeyouwillenjoythemandhavefunaswell.
Touchyourhead/face/eyes/nose/mouth/ears/cheeks/forehead/shoulders/stomach/legs/feet/toes...
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Shakeyourhead/arm/hand...Waveyourarm/hand...
Openyoureyes/arms/mouth...Closeyoureyes/mouth...Twistyourwrist/waist.Crossyourarms/fingers.Nodyourhead.Bowyourhead.Makeafacetoeachother.
Bend/cry/shout/scream/smile/laugh...
T:Allright.Nowlet’sdothemalittlebitdifficult.Let’splayagametogether.Thosewhofailtofollowtheruleofthegamewillbedroppedout.Thegameis:“Simonsays”.Forexample,ifIsay“Simonsays,touchyourhead”,thenyoutouchyourhead.Ifnot,youshouldn’ttouchyourheadbutremainstill.Clear?Ready?Nowlet’sstart.3or5minutesforthegame.
T:Ok.It’stimetotakeupthelesson.Pleaselookatthescreen.Let’stakealookatthefollowinggestures:GestureActionMeaningAhandshakeYouarewelcome.AclapofhandComeon;becheerful.
AV-shapeofthefore-fingerandmiddlefingerMay
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yousucceed!
Orcongratulationsonyoursuccess!
Ahalf-closedhandwiththumbdownIamnotinfavorofyourideaorI’llhavetorefuseyou.
AwrinklingofthebrowinthoughtordispleasureorascowlSheisworried.
Tearscomingoutofhiseyes.Heisverysad.AllsmilesonherfaceSheisveryhappy.
WavingtheirhandsTheyarewavinggoodbyetopeoplearound.
AhandstretchedoutforwardwithstrengthHeisstoppingatank.
Peoplejumpwiththeirbothhandsstretchedopenintheair.Theyarecheeringforthevictory.
T:Whataretheactionsoftheabovegestures?Whatdotheymean?
S4:Thefirstgestureisahandshake,whichmeans“You’rewelcome”.
S5:Thesecondisahandclap,whichmeans“Comeon”or“Becheerful”orsomethinglikethat.
S6:ThethirdoneisaV-shapedpostureofthefirstfingerandthemiddlefinger,whichsuggestsawishforthe
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otherorotherstosucceed.
S7:Thefourthisahalf-closedhandwiththethumbdown.Itmeanstheonewhogivesthisgestureisagainsttheother’sideaorsimplyrefusestherequest.
S8:Thefifthisaworriedlookofawoman.Shewrinklesherbrowsorfrowns.Italsoseemsthatshescowls.Itshowsthatsheisworriedorsad.Inotherwords,sheisunhappy.S9:Thesixthisamansheddingtears.Tearswererunningdownhischeeks.Heisverysadforlosinghisrelativesorsadforhisfailure.
S10:Theseventhisasmilingface.Itiseasytoseethatsheisveryhappy.
S11:Theeighthisagestureofwavinghands.Theyarewavinggoodbyetopeoplewhoarearoundtoseethemoff.S12:Theninthisahandstretchedoutforwardwithgreatstrength.Theboyistryingtostopatankfromenteringintohishomeland.
S13:Thetenthishandsstretchedoutupward.Theyareallverycheerful.Theyarewildwithjoy;maybetheyhavejustwonagame.Sowecanseethattheyarecheeringfortheirvictory.
T:Youhavealldoneagoodjob.Soyouseethatthere
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aremanycasesorsituationsinwhichbodylanguagecanconveymeaningsaswellasspokenorwrittenlanguages.Ifyouwanttoknowmoreaboutit,let’scometoUnit4BodyLanguage.StepⅢPracticeT:LookatPage25.
Whatarethesepeoplecommunicating?StepⅣTimeforFun
T:Nowlet’splayagameingroupsoffour.Onethinksofasituationandaskstheotherstoshowsomeactionsusingbodylanguage.Whentheonechoosestheactionthatismostlikely,itishisorherturntothinkofsomeothersituationfortheotherstoshowtheactionssothatthegamemaygoonforafewrounds.Clear?Ss:Yes.That’sfunny!
T:Trytomakethesituationsasinterestingandenjoyableasyoucan.Andshowthesituationaslivelyaspossible.Besides,makesurethateveryonehasaturn.Ss:Allright.
S1:Whatareyoulikelytodoifitrains?(ActionsS2:readsabook;S3:putsonaraincoat;
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S4:cleansthehouse.
S1:Ok.IthinkS3seemsthemostlikely,soitishisturn.S3:Whatareyoulikelytodoiftheriverfloods?(ActionsS1:runsawayasfastashecan;
S2:helpstheyoungeroreldertoescapeassoonaspossible;S4:climbsontoatree.
S3:Ok.IthinkS2seemsthemostlikely,soitisherturn.S2:Whatareyoulikelytodoifthehousecatchesfire?(ActionsS1:fetchessomewater;S3:triestoputitoutwithblooms;S4:runsawayasquicklyashecan.
S2:Ok.IthinkS4seemsthemostlikely,soitishisturn.S4:Whatareyoulikelytodoifyoumeetwithafiercedog?
(ActionsS1:remainswhereheisandbendsdown,lookingatthedog;
S3:triestoscareitawaywithsmallstones;S4:runsawayasquicklyaspossible.
S2:Ok.IthinkS1seemsthemostlikely,soweallhavedoneagoodjob.
T:Yes.Icouldn’tagreewithyou.Now,onemoregroup.StepVRolePlay(SpeakingtaskonP67
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T:Now,there’sstillalittletimeleft.Let’scometoSpeakingTaskonPage67.Homework
1.Teamwork:Discusstheimportanceofbodylanguage.
2.GoovertheReading:
1Communication:NoProblem?2Showingourfeeling.
T:Ithinkyoumusthaveknownsomethingaboutthesepictures.Yes,theyarefromaprogramofCCTV,theEveningPartyCelebratingtheSpringFestivalof2005,thecomingLunarNewYearoftheRooster.Ithinkthatwasthebestprogram.Doyourememberthenameofthisprogram?ThesecondperiodReadingTheSecondPeriodReading(ITeachinggoals教学目标1.Targetlanguage目标语言a.词汇和短语
major,local,represent,curious,Columbia,introduce,approach,touch,cheek,stranger,spoken,express,action,Jordan,nod,general,avoid,comedyb.重点句子
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Yesterday,anotherstudentandI,representingouruniversity’sstudentassociation,wenttotheCapitalInternationalAirporttomeetthisyear’internationalstudents.
…Isawseveralyoungpeopleenterthewaitingarealookingaroundcuriously.
Shesteppedbackappearingsurprisedandputupherhands,asifindefence.2.Abilitygoals能力目标
a.Enablethestudentstorealizetheimportanceofbodylanguage.
Whatisthepurposeoflanguage?Whatisthepurposeofbodylanguage?
Howcanyoutellifsomeoneissadeveniftheydonotspeak?
Howcanyoucommunicateafeelingtosomeonewhodoesnotspeakyourlanguage?
b.Enablethestudentstounderstandthetext.Wherearethevisitorsfrom?
HowdoMr.GarciafromColumbiaandJuliaSmithfromBritainresponsewhentheyareintroducedtoeachother?WhatdoMr.CookandtheJapanesevisitordoasthey
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areintroduced?
Howcanpeopleexpressthemselvesbesidestheirspokenlanguage?
Doallculturesgreeteachotherthesameway?DoEnglishpeopleandotherEuropeansactthesamewhentheyfirstmeet?
IsahandshakeverycommoninJapan?
IsakissoftenusedinFrancewhenpeoplemeet?Whyaretheredifferentkindsofbodylanguage?c.Enablethestudentstoretellthetextintheirownwords.
3.Learningabilitygoals学能目标
Helpthestudentslearnhowtoexplainthecommonidea—“differentcultures,differentbodylanguages”withthetargetlanguageinthisunit.
Teachingimportantpoints教学重点
Howdoesbodylanguagedifferamongpeoplefromdifferentcultures?
Teachingdifficultpoints教学难点
Theunderstandingofthepoorly-writtenreadingtext,especiallytherelationshipawkwardlybuiltupbetween“you”andtheotherpeopleinthetext,whoaremetby
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theawkwardarrangementofthecompilersofthetextbook.Teachingmethods教学方法
Skimmingmethod,task-basedmethod,role-playmethod.
Teachingaids教具准备
Arecorder,aprojectorandacomputer.Teachingproceduresways教学过程与方式StepⅠRevision
Freetalkaboutthetopic:theImportanceofBodyLanguage.Whilethestudentondutygivesthepresentation,theteachercansimultaneouslyapprovehisorherperformancebyusingthebodylanguagelearnedorfamiliartothestudentssuchasnoddingthehead,stretchingoutthehandwiththumbup,shruggingtheshoulders,etc.
StepⅡPre-readingT:
Our
text
is
about
a
special
means
of
communication—BodyLanguage.Nowpleaselookatthescreen.Anddiscussthesequestionswithyourpartnerfirst.Andthensomeofyouwillbeaskedtoreportyourwork.Areyouclear?Ss:Yes,sir/madam.
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1.Whatisthepurposeoflanguage?
2.Howcanyoutellifsomeoneissadeveniftheydonotspeak?
3.Whatwouldyoudoifyouneedtheother’shelpurgentlywhileyoutwospeakdifferentlanguages?
4.Giveanexampleofhowyoucancommunicateafeelingtosomeonewhodoesnotspeakyourlanguage.Afterafewminutes.
T:Nowwho’dliketoanswerthefirstquestion?Volunteer!S1:Letmetry.Thepurposeoflanguage,ofcourse,istobeusedasatoolofcommunication.Thatis,toexchangewithothersideas,feelings,information,andsoon.
T:Perfect!Bodylanguageisusedanytimeandanywheretoconveypeople’sideas,feelings,information,andsoonandsoforth.Nextquestion?
S2:Eveniftheydon’tspeak,Icantelliftheyaresadbylookingattheirfacialexpressions.I’magoodmind-reader.(Smiling
S3:Yes,thatisquiteeasy.Justbywatchingtheirfrownedbrows,theirlongfaces,weknowthattheyareunhappy.
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T:Verygood.Wehavegottwo“mindreaders”inourclass;I’msuretherearemorethantwo!Nowwho’dliketogivetheanswertothethirdquestion?
S4:Letmetry,Sir/Madam.I’lltrytousebodylanguagetotelltheotherwhatIneedurgently.I’lldoitbymiming,byanyproperposture,orgestures,evenbydrawingpictures.
T:Youaresmart!Nowwho’dliketodothelastone.Itismorechallenging,right?
S5:I’dliketohaveatry,sir.LastsummerIwentonastudytourintheStates.WhenIwasonthewayto
LosAngelesontheflightoftheUnitedAirlines,westoppedatTokyo/NaritaAirportinJapanfor3hours.SoIwentintotheshopattheairport,forIwantedtobuyadigitalcamera.OfcourseIknewnoJapanese,soIspoketoherinChinesefirstandtheninEnglish.ItseemedthatshewasatalosswhenIspoketoher.ThenIdecidedtotryitinbodylanguage.IjustpointedtothecamerathatIlikemost-SonyCyber-shotDSC-P100.ThesalesgirlspoketomeinJapanesethistimebutIcouldn’tunderstandawordofit.SoIshookmyheadandkeptpointingatthecamera.FinallyIreachedherunderstandingandshetookoutthecameraI
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wantedtobuy.Iexamineditforalittlewhileandaskedherthepriceofitbydrawingabig“?”intheairwithmyforefinger.Shetookouthercalculatorandputintheprice.ThepricewasreasonableandIdecidedtotakeit.Ipaidforitandthesalesgirlbowedtomeagainandagain.
T:Wonderful!Thankyoufortellingussointerestingatruestoryandgivingussogoodanexampleofbodylanguage.
StepⅢWhile-reading1.Scanning
Whilereading,pleasetrytodividethewholepassageintoseveralpartsandfindoutthemainidea.Part1Para1
YouaresenttoCapitalInternationalAirporttomeetthisyear’sinternationalstudents.Part2(para.2and3
Examplesoflearnedorcultural“bodylanguage”.Part3.(para.4
Differentpeopleshavedifferentbodylanguages.Part4.(para.5
Summaryofbodylanguage.
Readthetextcarefully,thendecideifthefollowing
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statementsaretrue(Torfalse(F.
•Englishmenoftenstandclosetoothersortouchstrangersassoonastheymeet.
•Mostpeoplearoundtheworldnowgreeteachotherbykissing.
•Japanesewillbowtoothersasgreeting.
•PeoplefromJordanwillmoveveryclosetoyouasyouintroduceyourselftothem.
•Somebodylanguagesinsomecountriesaregoodwhilesomecountries’bodylanguagearebad.StepIVPostreading
1.Istheauthorofthispassagemaleorfemale?Howdoyouknow?
Theauthorismale.AhmedAzizwillnotshakehandswithwomen,butheshakeshandswiththeauthor.
2.Whatwerethetwomistakesthattheauthornoticed?HenoticedthattheColombianmankissedtheBritishwoman,butinherculture,akissfromastrangerisnotacceptable.HealsonoticedthattheJapanesemanbowedjustastheCanadianmanstartedtoshakehands,sooneman’snosetouchedtheotherman’shand.
3.Whoseemedtoprefertokeepmorephysical
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distancefromothers?Whoseemedtoprefercloserphysicaldistance?
TheBritishwoman,Julia,andprobablytheCanadianman,George,seemedtoprefertokeepmorephysicaldistancefromothers.TheColombianman,Tony,andtheJordanianman,Ahmed,seemedtoprefercloserphysicaldistance.
4.Didanystudentshavesimilargreetingcustoms?Ifso,whichones?
Yes.TonyfromColombiaandDarlenefromFrancehadasimilargreetingcustom-akiss.GeorgefromCanadaandAhmedfromJordanalsohadasimilargreetingcustom-ahandshake,butAhmedshakeshandsonlywithmen.5.“WheninRome,doastheRomansdo.”Whatdoyouthinkthisfamoussayingmeans?
Thissayingmeansthatwhenweareinacertainplace,weshouldfollowthecustomsofthepeoplewholiveinthatplace,notourowncustoms.
6.Doyouagreewiththeauthor’sstatementthatbodylanguageisnotgoodorbad?Whyorwhynot?Studentswillgivetheirownanswers.StepⅤHomework
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1.Getreadytoretellthetextinyourownwords.
高中英语听力教案范文2R=reporterM=man
R.Whatwasthefirstthingyouremember?M.Oh,mygoodness.Itwasabout5o’clockinthemorning.Iremember,IwokeupwhenIwasthrownoutofthebed.WhenItriedtowalk,thefloorshooksothatIfell.Ifeltterrifiedandrusheddownstairs.
R.Whatdidyouseeoutside?
M.Oh,IsawthingsIneverwanttoseeagain.Itseemedasiftheendoftheworldcame.Peoplewerecrying,shoutingandrunningeverywhere.Brickswerefallingdownfromsomebuildingswhilebigoneswereshaking......Lotsofpeopleweregettingburiedunderbricks.Thereweregreatfiresaroundus.Itwasterrible.
R.Didyourealizewhatwashappening?M.No.Iaskedamanstandingnexttomewhathappened.Beforehecouldanswer,somebricksfellonhimandhewaskilled.R.Thatsoundsfrightening.Didyouknowwheretofindasaferplace?
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M.Oh,no.LuckilyImetamanwhoknewthewaytoaboat.
R.So....yougotawayeasily
M.No,wedidn’t.Itwasdifficultbecause
thestreetshaddeepcracks.Aswewerecarefullypickingourway,somefrightenedcowsrushedupMarketStreetanddroppedintooneofthem.I’llneverforgetthenoisetheymade.Someofthemhadbrokentheirlegsandotherswereclimbinguponeachothertogetout.Horrible.R.Howdidyoufeelonceyou’dleftthe第2/3页city?
M.Umm.Ifeltsaferbecausewewerebeing
caredfor.Thesoldierssavedus.Theybroughtuswaterandfood.Thankstothemmanyofusarestillalive.
高中英语听力教案范文3
surveyn.调查;测验addup合计
upsetadj.心烦意乱的;不安的;不适的vt.使不安;使心烦ignorevt.不理睬;忽视calmvt.vi.(使平静;(使镇定adj.平静的;镇静的;沉着的calm(…down(使平静下来;(使镇定下来
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havegotto不得不;必须
concernvt.(使担忧;涉及;关系到n.担心;关注;(利害关系beconcernedabout...关心...;挂念...walkthedog遛狗looseadj.松的;松开的vetn.兽医gothrough经历;经受
setdown记下;放下;登记seriesn.连续;系列
aseriesof...一连串的;一系列;一套outdoorsadv.在户外;在野外spellbindvt.迷住;迷惑onpurpose故意inorderto为了……duskn.黄昏;傍晚atdusk在黄昏时刻thundervi.打雷;雷鸣n.雷;雷声
entireadj.整个的;完全的;全部的entirelyadv.完全地;全然地;整个地powern.能力;力量;权力facetoface面对面地curtainn.窗帘;门帘;幕布dustyadj.积满灰尘的nolonger/not…anylonger不再……partnern.伙伴;合作者;合伙人settlevi.安家;定居;停留vt.使定居;安排;解决suffervt.vi.遭受;忍受;经历sufferfrom遭受;患病lonelinessn.孤单;寂寞highwayn.公路;大路
recovervi.vt.痊愈;恢复;重新获得get/betiredof...对……厌烦
packvi.vt.捆扎;包装;打行李n.小包;包裹
pack(sthup将(东西装箱打包suitcasen.手提箱;衣箱overcoatn.大衣;外套teenagern.十几岁的青少年
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getalongwith与……相处;进展gossipvi.n.闲话;闲谈fallinlove相爱;爱上
exactlyadv.确实如此;正是;确切地disagreevi.不同意gratefuladj.感激的;表示谢意的disliken.vt.不喜欢;厌恶joinin参加;加入
tipn.揭示;技巧;尖;尖端;小费vt.倾斜;翻倒secondlyadv.第二;其次swapvt.交换itemn.项目;条款Unit2
subwayn.地下人行道;美地铁elevatorn.电梯;升降机petroln.英汽油(=美gasolinegasn.汽油;气体;煤气;毒气officialadj.官方的;正式的;公务的voyagen.航行;航海conquervt.征服;占领becauseof因为;由于
nativeadj.本国的;本地的n.本地人;本国人comeup走近;上来;提出
apartmentn.美公寓住宅;单元住宅actuallyadv.实际上;事实上basevt.以…为根据
n.基部;基地;基础atpresent现在;目前
gradualadj.逐渐的;逐步的graduallyadv.逐渐地;逐步地enrichvt.使富裕;充实;改善vocabularyn.词汇;词汇量;词表makeuseof...利用;使用spellingn.拼写;拼法
latteradj.较后的;后半的;(两者中后者的identityn.本身;
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本体;身份fluentadj.流利的;流畅的
高中英语听力教案范文4Unit16Lesson63
Hello,everyone.TodayI’mverypleasedtohaveanopportunitytotalkaboutsomeofmyteachingideas.MytopicislifeintheoceanstakenfromLesson63ofUnit16inSEFC(2.Itismadeupoffourparts.Part1MyunderstandingofthislessonTheanalysisoftheteachingmaterial:
Thislessonisareadingpassage.ItplaysaveryimportantpartintheEnglishteachingofthisunit.Lesson62andLesson63areawholeunit.BystudyingLesson63,Sscanimprovetheirreadingability,learnmoreabouttheseaandthelifeintheoceans.Atthesametime,weshouldgetthestudentstounderstandsomedifficultsentencestocomprehendthepassagebetter.TheSsshoulddosomelistening,speakingandwriting,too.Ofcourse,theSsshouldreceivesomemoraleducation.LettheSsunderstandtheseabetter,lovetheseaandsavetheseaandthelifeofthesea.
Teachingaims:
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1.Knowledgeaim:Understandthemainideaofthetext.2.Abilityaim:Retellthetextintheirownwords.3.Emotionalaim:MaketheSslovethelifeoftheseaanddosomethingtostopitbeingpolluted.Keypoints/Teachingimportantpoints:Howtounderstandthetextbetter.Teachingdifficultpoints:
1.Useyourownwordstoretellthetext.
2.Discussthepollutionoftheseaandhowtosavethesea.
SomethingabouttheSs:
1.TheSshaveknownsomethingabouttheseaandsealifethroughtheInternetandotherways.2.Theyarelackofvocabulary.
3.Theydon’toftenuseEnglishtoexpressthemselvesandcommunicatewithothers.
4.SomeSsarenotactiveintheclassbecausetheyareafraidofmakingmistakes.
Part2Myteachingtheories,methodsandaids
Beforedealingwiththislesson,I’lldomybesttocarryoutthefollowingtheories:MaketheSstherealmastersinclasswhiletheteacherhimselfactsasdirector;Combinethe
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languagestructureswiththelanguagefunctions;LetthestudentsreceivesomemoraleducationwhiletheyarelearningtheEnglishlanguage.Teachingmethod:
Doubleactivitiesteachingmethod
Question-and-answeractivityteachingmethodWatch-and-listenactivityFreediscussionmethod
PairworkorindividualworkmethodTeachingaids:1.aprojector2.ataperecorder3.multimedia4.theblackboard
Part3.Teachingsteps/procedures
Ihavedesignedthefollowingstepstotraintheirabilityoflistening,speaking,readingandwriting,especiallyreadingability.
Theentirestepsare:
Greetings,Revision,Lead-inandpreparationforreading,Fastreading(scanning,Listening,Intensivereading,Preparationfordetailsofthetext,Consolidation,Discussion,
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Homework
Step1Greetings
Greetthewholeclassasusual.Step2.Revision
1.Askstudentssomequestionstorevisethelastlesson(showthemonthescreen.
a.Howmuchsaltdotheoceanscontainperthousandpartsofwater?(35partsofsalt.3.5%byweight
b.Whatiscoral?Whyarecoralsnotfoundindeepwater?
c.WhyistheDeadSeacalledtheDeadSea?
2.Checkthehomework(madeasurveyabouttheseaorsealifebysurfingtheInternetoraskingforhelpfromotherpeople.Throughthispartwecanconsolidatewhattheystudiedyesterday,communicatewithothersabouttheirsurveryresultsandprepareforthenewlesson.Step3.Lead-inandpreparationforreading
Showthemsomepicturesandletthemtalkeachother,andthenusethepicturesaboutseaandlifeintheoceanstolearnnewwords,forexample,Antarctica,hugewhale,spermwhale,squidandsoon.
Purpose:Arousethestudents’interestofstudy.
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Bringinnewsubject:Lifeintheoceans.Step4.Fastreading
Readthepassageasquicklyastheycan.Ishowthequestionsonthescreenandletthemgetthemainideaofeachparagraph:
1.WhycanlivingthingsliveinsuchoceansaroundtheAntarctica?
2.Whatdoesthewhalefeedon?
3.Whatisthedifferencebetweenthespermwhaleandotherwhales?Method:
Read
the
text
individually,
use
question—and—answeractivity.
Purpose:Improvethestudents’readingability.Understandthegeneralideaofeachparagraph.Step5.Listening(bookclosed
1.Listentothetapethendoanexercise(wbpage90,part1
2.Trueorfalseexercise.(onthescreen
TraintheSs’listeningabilityandprepareforlaterexercises.
Step6.Intensivereading
Readthepassagecarefullyagainandanswersome
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detailedquestionsonthescreen.
1.Howmuchdoesawhaleeatatatime?2.Doallthewhalesfeedonsmallfish?3.Howdeepcanaspermwhaledive?
Itisalsocalleddepthreadingorstudyreading.Itmeansreadingfordetailedinformation.
Purpose:Furtherunderstandthetext(Trainfurtherreadingabilitytofindoutsomedifferentsentencesanddetailsofthetext.
Step7.Preparationfordetailsofthetextonthescreen1....itsheartslowstohalfitsnormalspeed.slow-v.tobecome/makeslower.2....usingsoundwave
Presentparticipleusedasadverbial.3.providesth.forsb.providesb.withsth.4.atatime:eachtime5.growtoalengthof...
Purpose:TraintheSs’abilityofunderstandingandusinglaguage.
Step8.Consolidation
1.Findoutthetopicsentences.
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2.Retellthepassageaccordingtothetopicsentences.Purpose:IwanttoknowifmystudentsunderstandthewholetextreallyandiftheymasterwhatImeantotelltheminthisclass.What’smore,Iwanttoletthemhavetheabilityofintroducingandanalyzingexpression.Atthesametime,Iwillwritedownthetopicsentencesontheblackboardaccordingtowhatthestudentsfind,sotheycanretelliteasily.
Step9.Discussion
Showthemsomepicturesaboutthepollutedseaandmanylivingthingswhichareindangerandaskthem:Whataretheiropinionsaboutit?Inordertoletthemhavefreechoice,Igivethemanothertopic:Theseaisbeingpolluted.Whatshouldtheydo?
Purpose:Imeantogivethememotionaleducation.Igivethemmulti-mediapicturestoarousetheirinterestofstudyandtheirloveforlife.Imeantomakethemrealize:Theseaisindanger!
Iteachthemtodotheirbesttohelpitanddosomethingfromnowon.Everyoneshoulddosomethingtoloveandprotectourhome.Step10.Homework
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WriteanarticleSavingthesea.Iwanttoimprovetheabilityoftheirwriting.Atthesametime,traintheabilityofdo-it-yourselfthemseleves.
Part4.BlackboarddesignUnit16Lesson63TopicSentences:
1.SomelivingthingscanliveinAntarctica.(what2.Thewhalefeedsonsmallfish.(what3.Thespermwhalefeedsonsquid.(differenceDiscussion:
1.Thewhalesareindanger.What’syouropinionaboutit?
2.Theseaisbeingpolluted.Whatshouldwedo?Inmyopinion,theblackboarddesigncanreflecttheteacher’sabilityofmasteringthetextandleadingthestudentstomasterthetexteasily.
Inthistext,thedesignisnoteasytowrite.Iwritethetopicsentencesontheblackboardinordertotellthestudentsthatthisisoftheimportanceinthisclass.Thediscussionisofthedifficulty.
Iwanttomakethedesigninductive,instructiveand
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artistic.
高中英语听力教案范文5第一节(共5小题
听下面5段对话。每段对话后有一个小题，从题中所给的A、B、C三个选项中选出选项，并标在试卷的相应位置。听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。每段对话仅读一遍。
1.Whydoesn’tthewomanliketohaveredwine?A.Becauseshedoesn’tlikeitstaste.B.Becausesheprefersbeer.
C.Becausesheisafraidofgettingdrunk.2.Whatisthemangoingtobuy?A.Food.B.Drinks.C.Flowers.
3.Whatarethetwospeakersdoing?A.Lookingforsomesuitcases.B.Bookingticketsforajourney.C.Checkingthewoman’sbaggage.
4.Whywouldthewomanratherstayatthehotel?A.Itcostslessmoney.B.Itsavesmuchlabor.C.Itfeelsmorecomfortable.
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5.Whatarethetwospeakerstalkingabout?A.Apainting.B.Acountryscene.C.Akindofdrink.第二节(共15小题
听下面5段对话或独白。每段对话或独白后有几个小题，从题中所给的A、B、C三个选项中选出选项，并标在试卷的相应位置。听每段对话或独白前，你将有时间阅读各个小题，每小题5秒钟;听完后，各小题将给出5秒钟的作答时间。每段对话或独白读两遍。
听第6段材料，回答第6至8题。
6.Whatistherelationshipbetweenthetwospeakers?A.Classmates.B.Neighbors.C.Strangers.7.Whatcan’tthemanwaittodo?A.Goshoppingwithhiswife.B.Lookafterhischildren.C.Workinhisgarden.
8.Whendoesthisconversationmostprobablytakeplace?
A.OnWednesday.B.OnFriday.C.OnSaturday.
听第7段材料，回答第9至11题。
9.Whatisthemantryingtoreturntothestore?
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A.Adress.B.Ashirt.C.Asweater.
10.Whydoesthemanwanttoreturntheitem?A.Itisthewrongsize.B.Ithasahole.C.Itgetssmallerandfades.
11.Whatdoesthewomanoffertodofortheman?A.Returnhismoney.B.Exchangetheitem.C.Givehimstorecredit.
听第8段材料，回答第12至14题。
12.What’stherelationshipbetweenthewomanandtheman?
A.Teacherandstudent.B.Motherandson.C.Classmates.
13.Whydidn’tthemancometotheclasslastnight?A.Hecamebacklateandhisfriendwastired.B.Hehadgivenitup.
C.Hehadbeenwritingreportsalldaylong.14.Whatcanweknowabouttheman?
A.Heisinterestedinlearningforeignlanguages.B.HecancommunicatewithhisfriendsinEnglish.C.Hehadstudiedthelanguagebeforehecame.听第9段材料，回答第15至17题。15.Whydoesthemanfeelbad?
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A.Heisoutofwork.
B.Heisn’tusedtothelifethere.C.Hehasnobodyelsetotalkto.
16.Inwhatwayisthewomanspeakingtotheman?A.Disappointing.B.Exciting.C.Encouraging.
17.Accordingtothedialogue,whatistheirlastdecision?A.Tolookforajobtogether.B.Tohaveavisit.C.Tomovetotheisland.
听第10段材料，回答第18至20题。18.Howmanyworld’sflagscontainred?A.70%.B.80%.C.85%.
19.Whydopeopledislikeblack?A.Itmeansdanger.
B.Itmakespeoplenotnoticed.C.Itmakespeoplefeelafraid.
20.WhichofthefollowingisNOTtrueaccordingtothepassage?
A.Differentcolorshavedifferentmeanings.
B.Yellowisaveryrelaxingcolorandblueisaverycalmcolor.
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C.Peoplewhoweargraywanttocoverthemselvestoall.【听力材料及答案】(Text1
M:Wouldyouliketohavesomeredwine?
W:No,thanks.I’dratherhavetea.IdranksomeredwinelastFridaywhenIwasatmymum’sbirthday.Itwastoosweet.(Text2
M:I’mhavingapartytonight.MikewillbuyfoodanddrinksandIneedsomethingdifferent.W:Howaboutsomeroses?M:Oh,roses!Howwonderful!(Text3
W:I’mafraidIhaveforgottensomething,butIdon’tknowwhatitis.Ihavemyboattickethereinmypocketand...M:Youhaveallyoursuitcases,don’tyou?W:Oh,one,two,three.Yes,theyareallhere.(Text4
M:Whydon’twestayinoneoftheflatsforourholiday,Mary?Theysoundjustasgoodasthehotel,anditwouldbemuchcheaper.
W:Butthey’requitedifferent,youknow.Thehotel
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wouldbelesswork!(Text5
M:Whatdoyouthinkofthisone?
W:Itisreallynotmycupoftea.Toomodernandunusual.M:Butlookatthecolorsandforms.Veryimaginative.W:Maybe.Ipreferapaintingshowingaviewofthecountryside.(Text6
M:Well,I’llseeyoulater,Mrs.Todd.Mywifeiswaitingformetotakehershopping.
W:Iunderstand.There’salottogetdoneatweekends,especiallywhenyoutwoworkandthechildrenaresmall.
M:That’sright.JaneandIhavebeentalkingaboutvisitingyou.SowhenIsawyouinthegarden,Idecidedtocomeoverandsayhello.
W:I’mgladyoudid.Infact,Ishouldhavecalledonyoufirst,sinceyouhavenewlymovedhere.
M:Bytheway,doyouneedanythingfromthestore?W:No,butthanksfortheoffer.Andthankyouforcomingover.
M:It’sapleasure.
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(Text7
W:HowcanIhelpyou?
M:I’dliketoreturnthissweater.Iboughtitaweekago.W:Well,firstofall,whatseemstobetheproblem?M:Well,isn’titobviousbyjustlookingatit?ThefirsttimeIwashedanddriedit,thethingshrankatleastfivesizes.W:Uh,Iseewhatyoumean,butdidyoufollowthewashinginstructions?
M:HowwasIsupposedtoknowthat?ThelabeliswritteninSpanish!Andthecolorfadedfromanicedarkbluetoalightgreen.
W:Sir,wetakealotofprideinourclothing.WhatIcandoisallowyoutoexchangethesweaterforanotherone.M:ButIjustwantmymoneyback!W:Sorry.Sincethe
itemyoubought
was
on
clearance,wecan’tgivebackyourmoney.
M:Aclearanceitem!WasIsupposedtoknowthat?W:Iguessyoudidn’treadthefineprintinourad.Look.Here’sthead,andtheinformationabouttheclearancesaleisrighthere.
M:OK.I’llexchangeitforanotherone.Butyoushouldgivecreditforyourgoodsnexttime.
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(Text8
W:Whyweren’tyouattheGermanclasslastnight,Tom?Haveyougivenup?
M:Well,no...IcamebacklateyesterdayandfoundJohnsleepinginthechair.He’dbeenwritingareportalldaylongandhewastootiredtogooutagain,sowegavethelessonamiss.
W:You’vemissedquitealotoflessonslately,haven’tyou?Areyoulosinginterest?
M:Yes,I’mafraidso.NeitherJohnnorIhaveagiftforlanguage.PeoplejustlaughatuswhenweattempttospeakGerman.HowdidyouandJanepickitupsoquicklyandeasily?You’vehardlybeeninGermanyamonth.
W:Itwasneitherquicknoreasy.We’dbothstudiedthelanguagebeforewecame,andweonlyneededtoreviseit.M:Anyway,allourfriendsherespeakEnglishverywell,sowedon’treallyneedtolearnGerman.(Text9
W:Didyougoouttoday?
M:Withmybadluck?WhatgoodwouldithavedoneifI’dgoneout?
W:Ifyou’dlookedforajob,youmighthavefoundone.
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M:ButI’vebeenlookingforoneoverayear.Todaywouldn’thavebeenanydifferent.
W:Iknowhowbadyoufeel,butifyoudon’tkeeponlooking,you’llnevergetajob.
M：IfI’dstayedinPuertoRicointhefirstplace,Iwouldn’thavehadsomuchtrouble.
W:Whatwouldyouhavedone?Therearemorepeopleoutofworktherethantherearehere.
M:IcouldhavehadafarmofmyownifI’dstayedthere.W:You?Upthemountains,withnobodytotalkto,butthechildren?
M:Idon’tlikethecity.Therearetoomanypeople.There’stoomuchnoise,toomuchdust.W:Ilikehere.
M:Yes,becauseyourbrother’shere.Thisisreallyyourhome.
W:Well,maybeweshouldgotoPuertoRicoforavisitanyway.YoucouldseeAndisNanco.
M:Youreallymeanthat?I’dliketoseetheislandagainandfeelthesunshineandhereeveryone’sspeakingSpanish.(Text10
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Differentcolorshavedifferenteffectsonpeople.Redisanexcitingcolor.Itcreatesanimageofaction,energyanddanger.Redisalsothemostfrequentlyusedcolorinflags,80%oftheworld’sflagscontainred.AstudyinGermanyshowedthatfootballteamswearingredaremoresuccessful.Blueisaverycalmcolor.Businessmenusuallyweardarkbluesuits.Blueisalsoapeacefulcolor.TheflagoftheUnitedNationsislightblue.Yellowmeansfreedomandgreenisavery
relaxing
color.Some
doctors
nowadays
wear
green,becauseitislesstiringthanwhite.Blackcanalsobeaverythreateningcolorwhilewhiteisapureandstrongcolor.Thisisonereasonwhymostdoctorswearwhitecoat.Wetrustthemmore.Peoplewearinggraydonotwantotherstonoticethem.Brownistheoppositeofblack.Itiswarmandfriendly,whileblackisthreatening.1~5.ACCBA6~10.BACCC11~15.BCABA16~20.CBBCB

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