高中英語聽力教案范文

高中英語聽力教案范文【篇一：高考聽力教案】高考聽力解題技巧stepilead-ini.gettoknowthecharacteristicsoflisteningcomprehension.ii.guidethestudentshowtoreadquestionsandanswerseffectivelyandefficiently.stepiitypesofquestionsi.主旨要義題常見提問形式有：whatarethetwospeakersmainlytalkingabout？whatarethetwospeakersprimarilytalkingabout？whatarethespeakerstalkingaboutingeneral？whatisthespeakertalkingabout？what’sthetopicofthepassage?whatistheconversationabout?題型特點:要求我們對聽到的內(nèi)容有一個整體的把握和全面的領(lǐng)會,理解說話者究竟在說什么。任何一段對話或獨白都是圍繞一個中心展開的,有時主旨大意較明顯,有時則需要歸納和概括。5.whatarethespeakerstalkingabout?(2014)a.weather.b.clothes.c.news.解題技巧：a.細(xì)辨選項之間的關(guān)聯(lián),對即將聽到的對話內(nèi)容做出預(yù)測。（beforelistening）2.whatarethespeakerstalkingabout?(2013)a.anoisenight.b.theirlifeintown.c.aplaceofliving.20.whatisthespeakertalkingabout?(2015)a.thelifeofteatasters.b.afternoonteainbritain.c.thelondonteatradecentre.解題技巧：b.記錄關(guān)鍵詞，結(jié)合所聽內(nèi)容再歸納概括大意。（whilelistening）ii.態(tài)度、觀點、意圖題常見提問形式有：howdoesthewomanfeelaboutthevacation?whatisdr.garfield’sopinionaboutdreaming？whatdidthemanthinkofthemeal？whatdoesthemanthinkofsara’splan？whatisthewoman’sopinionaboutthecourse？2.whatdoesthewomanthinkoftheweather?(2015)a.it’snice.b.it’swarm.c.it’scold.解題技巧:a.注意兩個人的態(tài)度是否相同，如果不同，要分清各人的態(tài)度，因為這時問題往往問的是其中一人的態(tài)度或看法，不要混淆。4.whatisthewoman’sopinionaboutthecourse?(2015)a.toohard.b.worthtaking.c.veryeasy.4.whatdoesthemanthinkofthebook?(2014)a.quitedifficult.b.veryinteresting.c.toosimple.iii.事實細(xì)節(jié)題場景方位題1.wheredoestheconversationmostprobablytakeplace?a.inarestaurantb.inanofficec.athome解題技巧：a.仔細(xì)辨認(rèn)對話中的語境相關(guān)詞,特別是場景詞匯及習(xí)慣用語.2.whereisthemangoingtoplantthetree?a.bythefrontdoorb.atthebackofthegaragec.attheendofthegarden解題技巧：b.注意對話中肯定與否定回答。常見的肯定回答:yes/absolutely/iagreewithyou…;否定回答:no/i’mnotsure….3.whereisthemannow?(2013)a.onhiswayhome.b.inarestaurant.c.athome.身份職業(yè)及人物關(guān)系題常見提問形式有：what’sthewoman’sjob/occupation?what’stheprofessionoftheman?whatdoesshedo?whatisthewoman?whoisthewomanprobablyspeakingto?whoisthespeaker?whatstherelationshipbetweenthetwospeakers?1.whatischrispaine?a.acomputerengineerb.abooksellerc.awriter解題技巧：a.仔細(xì)辨認(rèn)對話中的職業(yè)相關(guān)詞,抓住其相關(guān)的關(guān)鍵詞進(jìn)行答題。3.whomightbemr.petersonbe?（2014）whydon’tyou…?whynot…?how(what)about…?whatwillthemanprobablydo?whatdoestheboypromisetodoforthegirl?whatarethespeakersgoingtodo?whatdoesthewomanwanttodo?whatwouldjoeprobablydoduringthethanksgivingholiday?3.whatwillthemando?(2015)a.attendameeting.b.givealecture.c.leavehisoffice.9.whatarethespeakersgoingtodo?(2015)a.cookdinner.b.goshopping.c.orderdishes.4.whatwillceliado?(2013)a.findaplayer.b.watchagame.c.playbasketball.7.whatdoestheboypromisetodoforthegirl?(2012)a.buyheranewcd.b.dosomecleaning.c.giveher10dollars.12.whatwillthemanprobablydoafterwards?(2012)eagainthenextday.因果關(guān)系常見的提問方式有：whydoteatasterstasteteawithmilk?whydoesdianasaysorrytopeter?whydidthewomanapologize?6.whyisharryunwillingtojointhewoman?(2014)a.hehasapaininhisknee.b.hewantstowatchtv.c.heistoolazy.11.whyarethespeakersmakingthetrip?(2014)a.forbusiness.b.forshopping.c.forholiday.(11題為推斷題，根據(jù)對話內(nèi)容，可以判斷兩個人是同事關(guān)系（fellowworkers），準(zhǔn)備去紐約出公差(forbusiness),不是去度假。)10.whyisthemanattheshop?(2012)a.toorderacameraforhiswife.b.tohaveacamerarepaired.c.togetacamerachanged.8.whydoesdianasaysorrytopeter?(2013)a.shehastogiveuphertravelplan.b.shewantstovisitanothercity.c.sheneedstoputoffhertest.20.whydoesthespeakerlikehoratiostreetbest?(2013)a.ithasanoldstonesurface.b.itisnamedafterawriter.c.itisafamousuniversity.stepiiiadvicetipstip1:不能懈怠，堅持練習(xí)；熟悉題型,掌握答題技巧。tip2:經(jīng)常閱讀、翻看原文材料，熟悉場景詞匯及常用的交際口語。tip3:快速讀題；細(xì)心聽題；果斷答題?！酒焊呖加⒄Z聽力技巧教案】drillandguidetotechniquesoflisteningcomprehension(thefirstperiod)shiguanghuaqiaounitedmiddleschooltianpeirong2012-12-04Ⅰ教材分析高考聽力測試以語篇（對話或獨白）為測試載體，在語言使用的情境中測試學(xué)生使用語音、語法、詞匯知識的能力，主要是考查考生對所聽信息的正確理解能力和快速反應(yīng)能力。對此,考綱中明確要求考生聽懂有關(guān)日常生活中所熟悉話題的簡短獨白和對話.具體有(1)理解主旨要義(2)獲取事實性的具體信息(3)對多聽內(nèi)容進(jìn)行簡單判斷(4)理解說話者的意圖,觀點和態(tài)度。聽力試題在呈現(xiàn)方式上，設(shè)問全部是特殊疑問句，幾乎涵蓋了所有的疑問句型。在聽力部分的兩節(jié)中，第一節(jié)的材料內(nèi)容較短，但速度快,關(guān)鍵信息易漏過。第二節(jié)內(nèi)容較多，難度稍大；且聽力材料的選擇非常重視語言的真實性原則,一般來源于實際生活，涉及現(xiàn)實生活的方方面面.。根據(jù)大綱要求和這些特點，我們可以看出，聽力題單一的靠“聽”是不夠的,必須給予一定的方法指導(dǎo).Ⅱ現(xiàn)狀分析聽力理解題是我校得分率較低的題型之一。多數(shù)學(xué)生對此題型存在苦惱甚至畏懼的心理,失分嚴(yán)重，無從下手，無法可循。因此,在實際教學(xué)中對學(xué)生的聽力學(xué)習(xí)給予具體的指導(dǎo)是十分有必要的。本課側(cè)重于題型分析及解題方法的指導(dǎo),分為四個課時。每個課時將各完成兩個高考聽力典型題型分析及相應(yīng)的解題技巧。Ⅲteachingobjectives:knowledgegoals:(1)tohavestudentsknowmoreabouttwotypicaltopicsoflisteningcomprehension:scenepositionandidentityrelationship;(2)tomakestudentsmasterusefullisteningtechniques:predictionandkeywords.abilitygoals:toimprovestudents’abilityofputtingtheusefulskillsintopractice.moralgoals:tohelpstudentsbuildupconfidenceinlisteningcomprehension.Ⅴteachingfocusanddifficulties:toinvolvessusingthelisteningskillsⅥteachingaids:audio-visualmethod.cia(computer-instructiveassistant)Ⅶteachingprocedures:stepi:lead-inlistentoadialoguebetweentwopersonsandanswerthequestions:1.wheredoestheconversationprobablytakeplace?2.whatistherelationshipbetweenthetwospeakers?stepii:basisforthelesson9topicsoflisteningcomprehensionandmainproblems.stepiii:analysisoftypicaltypespart1.scenepositioncommonquestions：wheredoes/didthisconversationprobablytakeplace？wherearethetwospeakers?example1.wheredoestheconversationmostprobablytakeplace?(08全國5)a.inarestaurantc.athomeskilla:catchthekeywordsrelatedtosceneandposition.example2.wherearethetwospeakersgoingtoplantthetree?(09/1)a.bythefrontdoorb.atthebackofthegarageskillb:payattentiontopositiveandnegativeresponsesorexpressions;suchas:yes/absolutely/iagreewithyou...;no/i’mnotsure...【practice】1.wheredoesthisconversationprobablytakeplace?（2012全國1.）a.inabookstoreb.inaclassroom2.wheredoestheconversationmostprobablytakeplace?（2011重慶3）b.onafarmc.athome3.wherearethespeakers?(2010全國5）a.inastoreb.inaclassroom4.wheredoestheconversationprobablytakeplace?(09北京5)a.inaclassroomb.inalibrary5.wherearethespeakers?（2009全國2）a.inarestaurantc.inaschool6.wheredoestheconversationmostprobablytakeplace？(08湖北1)a.inanofficeb.inalibrary7.wherewilltheswimmingcompetitionbeheld?(08天津83獨白)a.attheschoolswimmingpoolc.atthenewtownswimmingpool【guideskill】part2.identityrelationshipcommonquestions：whatistheman(woman)?whatisthemans(womans)job/occupation/profession?whoistheman(woman)mostprobablyspeakingto?whatstherelationshipbetweenthetwospeakers?example1:whoischrispaine?a.acomputerengineerb.abooksellerskilla:catchthekeywordsrelatedtooccupation/identity.example2.betweenwhomdidthisdialogueprobablytakeplace?a.husbandandwifeb.teacherandstudentskillb:analyzetheoptionsandpredicttherelationship.【practice】ex1.listentothedialoguesandchoosetheanswers:1.whoisthewoman?a.ateacherb.anassistant2.whodoyouguessistalkingwiththeman?a.hismother.]c.hisfriend.3.betweenwhomdidthisdialogueprobablytakeplace?a.husbandandwifeb.teacherandstudentex2.(2011北京text7）1.whatistheprobablerelationshipbetweenthetwospeakers?b.doctorandpatient.c.guestandreceptionist.2.wheredoesthisconversationprobablytakeplace？a.ataclinicb.athomeex3.(2010全國text8）1.whoismakingthetelephonecall?a.thomasbrothers.c.jackcooper.2.whatrelationisthewomantoer?a.hiswife.b.hisboss.【guideskill】stepv:homework《維克多英語》p18談話背景、談話者關(guān)系練習(xí)?！酒焊咧杏⒄Z聽力教學(xué)案例實施及反思】高中英語聽力教學(xué)案例實施及反思senorenglishbookⅡ-----unit7livingwithdisease首中醫(yī)大附程東慧period1warminguplisteningteachingaim:talkaboutdeadlydiseasesandattitudestowardsaids,cancer,etc.trainthesslisteningabilityteachingdifficulty:第一步,聽到預(yù)測（pre-listening）興趣是學(xué)好語言的強勁動力和能力形成的前提。在聽力教學(xué)中，我也發(fā)現(xiàn)，只有使學(xué)生對所學(xué)的聽力材料產(chǎn)生興趣，才能調(diào)動他們的積極性。學(xué)生有了學(xué)習(xí)的積極性，才會主動參與到聽力訓(xùn)練中，從而提高教學(xué)效率，最終達(dá)到最佳的教學(xué)效果。語言學(xué)家、心理學(xué)家的研究也表明，文化背景知識在聽力訓(xùn)練中起著非常重要的作用?？梢?，在做聽力練習(xí)前，適當(dāng)介紹一些與課文相關(guān)的背景知識，會更加有助于學(xué)生對聽力材料的理解。因此，為了提高學(xué)生對所學(xué)材料的興趣，我首先在電腦屏幕上呈現(xiàn)該課標(biāo)題“l(fā)ivingwithdisease”,并向?qū)W生出示了以下討論題：howmuchdoyouknowaboutdisease?要求學(xué)生根據(jù)題目進(jìn)行小組討論,預(yù)測一下本文將會談到些什么,然后,我將課前準(zhǔn)備好的有關(guān)disease的圖片一一向?qū)W生呈現(xiàn),從而使學(xué)生接觸到一些具體disease的素材,為接下來的聽力訓(xùn)練做好鋪墊。第二步,聽時記錄（while-listening）我將翻錄到電腦上的錄音進(jìn)行播放,同時在電腦屏幕上相應(yīng)呈現(xiàn)像剪輯,使學(xué)生不僅在聽覺,而且在視覺上都能受到刺激,加深對聽力材料的理解。由于聽力訓(xùn)練的目的是要盡力抓住主要內(nèi)容，而不是細(xì)枝末節(jié)，因此，我并不要求學(xué)生把每個詞、每句話都聽懂，而是要求他們首先從整體上把握。我把這個步驟分為兩步:首先，播放整篇聽力材料，要求學(xué)生盡力抓住主要內(nèi)容，同時在聽的過程中將這些內(nèi)容與自己聽前所做的預(yù)測進(jìn)行比較，從而達(dá)到進(jìn)一步理解的效果。聽完后完成相應(yīng)的練習(xí)。其次，進(jìn)行逐段播放，在每段