染雾英文听力说课稿 篇一
标题：Improving Listening Skills through Authentic Materials
第一篇内容：
I. Introduction
- Greeting and self-introduction
- Briefly explain the purpose of the lesson: to improve students' listening skills through the use of authentic materials
II. Warm-Up Activity
- Engage students in a short discussion about their favorite movies or TV shows
- Introduce the concept of authentic materials and its importance in language learning
III. Pre-Listening Activity
- Show students a short video clip from a popular TV show or movie
- Ask students to discuss what they noticed about the characters' accents, intonation, and vocabulary
- Explain that the purpose of this activity is to activate their prior knowledge and set the context for the listening task
IV. Listening Activity
- Choose an authentic audio clip, such as a podcast interview or a news report, related to the topic of the day
- Provide students with a set of pre-listening questions to guide their understanding and focus their attention
- Play the audio clip once, allowing students to listen for general understanding
- Play the audio clip again, this time pausing at certain intervals to check comprehension and discuss key points
V. Post-Listening Activity
- Ask students to work in pairs or small groups to share their thoughts and discuss the main ideas of the audio clip
- Provide a set of comprehension questions for students to answer, encouraging them to support their answers with evidence from the audio clip
- Conduct a class discussion to review the answers and address any lingering questions or concerns
VI. Extension Activity
- Depending on the time available, provide students with additional listening tasks, such as completing a gap-fill exercise or role-playing a conversation based on the audio clip
- Encourage students to explore other authentic materials outside of the classroom, such as podcasts, movies, or songs, to further develop their listening skills
VII. Conclusion
- Summarize the main points covered in the lesson
- Emphasize the importance of regular practice and exposure to authentic materials for improving listening skills
- Thank students for their participation and encourage them to continue their language learning journey
英文听力说课稿 篇二
标题：Developing Listening Comprehension through Active Listening Strategies
第二篇内容：
I. Introduction
- Greeting and self-introduction
- Briefly explain the purpose of the lesson: to develop students' listening comprehension skills through the use of active listening strategies
II. Warm-Up Activity
- Engage students in a short discussion about their experiences with listening in English
- Introduce the concept of active listening and its importance in understanding spoken language
III. Pre-Listening Activity
- Provide students with a set of vocabulary words or phrases related to the listening task
- Ask students to match the words or phrases with their definitions or complete sentences using the provided vocabulary
- Explain that this activity will help students familiarize themselves with key terms and concepts before listening
IV. Listening Activity
- Choose a listening passage, such as a dialogue or a monologue, that is appropriate for the students' level
- Explain the active listening strategies that students should employ during the task, such as predicting, summarizing, and visualizing
- Play the audio recording once, allowing students to listen for general understanding
- Provide a set of comprehension questions for students to answer, encouraging them to use the active listening strategies discussed earlier
V. Post-Listening Activity
- Ask students to work in pairs or small groups to discuss their answers and share their thoughts on the listening passage
- Conduct a class discussion to review the answers and address any lingering questions or concerns
- Provide feedback on the students' use of active listening strategies and offer suggestions for improvement
VI. Extension Activity
- Depending on the time available, provide students with additional listening tasks, such as completing a multiple-choice exercise or retelling the listening passage in their own words
- Encourage students to practice active listening skills outside of the classroom, such as watching English-language movies or TV shows with subtitles and actively trying to understand the dialogue
VII. Conclusion
- Summarize the main points covered in the lesson
- Emphasize the importance of active listening strategies for improving listening comprehension
- Thank students for their participation and encourage them to continue practicing their listening skills in and outside of the classroom.
英文听力说课稿 篇三
英文听力说课稿
作为一名辛苦耕耘的教育工作者，通常需要用到说课稿来辅助教学，借助说课稿可以更好地组织教学活动。那要怎么写好说课稿呢？以下是小编整理的英文听力说课稿，仅供参考，希望能够帮助到大家。
一、说教材(教材分析) Analyzing teaching material
1. 说课型 lesson type (Dialogue/ reading/ listening/ revision)
2. 本课在教材中的地位 status and function
Lesson 33 Saving the Earth is a dialogue. The lesson is focused on the topic of the problems of the earth and the functional items of Supposition/ Intentions/ conjecture/ Prohibition. Since it is a dialogue / reading. It’s helpful to improve the Ss communicative/ reading ability.
3. 说教学指导思想 teaching guideline
(Teaching syllabus: Language is for communication, develop their four skills, lay special emphasis on reading; Grellet put it well in his book developing reading skills: develop reading skill/ discourse analysis; get them to understand the western culture better; improve the ability to discover, analyze & solve the problems; Reading is for information, for fun; Use Top- down model or Bottom- up model to activate Ss schemata; Interactive model)
4. 说教学目标和要求 Teaching aims and demands (…be intended for Ss in key schools)
1)认知目标 knowledge objects
a. Enable the Ss to remember the following new words & phrases:
Damage, lecture, pollute, pollution, room, standing room, be fit for, hear about, turn into
b. Get the Ss to be familiar with this sentence pattern:
If the population keeps growing so quickly, there will only be standing room left…
Give the Ss a reinforced practice on the functional item Supposition.
c. Activate Ss schemata regarding the topic of pollution and help Ss to know more about the problem of pollution.
2)智能目标 ability objects
a. Ask the Ss to make up a similar dialogue.
b. Help them to understand the dialogue better and improve the four skills.
c. Develop their ability of thinking independently.
d. Cultivate their ability to discover, analyze and solve problems.
e. Train them to collect information from the Internet.
f. Train them with some effective learning methods to optimize Ss’ learning results.
3)德育目标 moral objects
a. Arouse their interest in learning English;
b. Help them to understand the background of pollution.
c. Enable the students to love our earth and the nature.
d. Be aware of the importance of stopping pollution & protecting out environment.
e. Encourage the Ss to do something to save the earth.
5. 说教学重点 teaching important points (生词、句型;培养阅读技能)
a. New words and phrases
b. Sentence pattern: If- clause
c. improve their reading skills.
d. Talking about problems of the Earth.
6. 说教学难点 teaching difficult points (语法;发展交际能力)
a. functional item: Supposition.
b. Develop their communicative ability. Act out their own dialogue.
7. 说教具 teaching aids (multi-media computer, software, OHP)
The teaching syllabus says that it’s necessary for teachers to use modern teaching facilities. It’s of great help to increase the class density and improve our teaching result. It can also make the Ss reach a better understanding of the text by making the classes lively and interesting. At the same time, it arouses the Ss’ interest in learning English.
二、说教法 Teaching methods
Five step method; audio-video; communicative approach;
Task-based learning: New Syllabus Design encourages teachers to use this teaching method. TBLT can stimulate Ss’ initiative in learning and develop their ability in language application. Make the Ss the real masters in class while the teacher himself acts as the director and bring their ability into full play.
三、说学法 Study methods
1. Teach Ss how to be successful language learners.
2. Teach Ss how to develop the reading skill — skim & scan; how to communicate with others; how to learn new words; how to learn independently;
3. Get the Ss to form good learning habits.
四、说教学过程Teaching procedures
I. 复习 (Revision) 5min (Daily report; 词汇diagram; brainstorming; activate schemata)
Activity 1: Imagination
1). Suppose a bottle of ink is turned over and dirties your white shirt, what is to be done? (Wash it? Or throw it away?)
2). Suppose you catch a bad cold, what’s to be done?
3). Suppose your bike is broken, what’s to be done?
4). And suppose the earth, on which we all live, is damaged, what’s to be done?
* What can you think of when you see “pollution” this word?(waste, environment, air, water, factory, desert, climate... Try to activate the Ss schemata regarding the topic of pollution.)
II. 呈现 (Presentation) 5min
Activity 2: Presentation
Play the song “Earth Song” sung by Michael Jackson. (Create an atmosphere)
A lot of pictures and video clips about the causes and results of the three problems mentioned in this lesson will be shown on the screen with the help of the computer.
Ss’ presentation on pollution. Attract their attention, arouse their interest, and create a good atmosphere for communication.
* Activate their schemata and cultivate their ability in collecting information from the Internet and develop their ability in thinking independently.
III. 对话 / 阅读 (Dialogue)18m
1. Pre- reading
Activity 3: Prediction
1st listening/ fast reading, one guided Q to help Ss to get the main idea:
What do you think is discussed at the conference?
2. While- reading
Activity 4: Read and answer
2nd listening/ careful reading, more Qs to get the detailed information. Develop their reading skills: skim & scan. Pay attention to the pronunciation, stress & intonation.
* 阅读: Pre-reading; while-reading; post-reading (fast reading/ careful reading; skim/ scan; 识别关键词key words;确定主题句;创设信息差information gap;T or F; 填表格chart/diagram; Predicting; Make a timeline; Make a story map。达到对课文的整体理解和掌握。So that they can have a good understanding of the whole text.)
3. Post- reading
Activity 5: Language focus
While Ss are answering the Qs, the teacher deals with some key language points.
a. is being caused b. and so on c. go on doing
d. be fit for e. standing room f. if- clause
IV. 操练 (Practice) 10m
Activity 6: Retell
Use your own words to retell the dialogue in the 3rd person.
Activity 7: Acting out
Activity 8: Drill – Supposition
Purpose: Practise the functional item of Supposition. (P. 33 Part 2; P.113, wb Ex. 3)
(Retell; act out; role play)
V. 巩固 (Consolidation) 6m
(Discussion; interview; press conference; debate; quiz)
Activity 9: role play
Suppose you were head of a village, scientist, journalist and villager, make up a conversation and ask several groups to demonstrate in front of the class.
* The Ss are encouraged to use the words and expression_r_rs like pollution, damage, be fit for, turn into, the if- clause, etc.
Activity 10: Discussion
Think of the question: Are we causing damage to the world?
What should we do to save the earth and protect our environment especially in our daily life?
Collect their answers and form a report.
VI. 作业 (Homework) 1m (Writing; continue the story; recite; retell)
Write a letter to the mayor, telling him sth. about the pollution around your school.
