山东省聊城文轩中学2015届九年级英语下学期期中试题
时间：120分钟分值：120分
1. 本试卷分第I卷选择部分和第II卷笔答两部分，请清点试卷。
2. 填涂个人信息及选择题答案在答题卡上,II卷做到答题卷上，交卷时只交卡和答题卷。
3. 请同学们认真、仔细，掌握好时间，考出自己的真实水平. Best wishes！
第I卷（选择题共65分）
一、听力理解（共25小题，每小题一分；满分25分）
I. 听句子，选择与句子内容相符或相近的选项（请忽略所听到的要求）。每个句子读一遍。
1. A. Dumplings. B. Cookies. C. Bread.
2. A. Go shopping. B. Cook a meal. C. Go to a birthday party.
3. A. Play chess. B. Play basketball. C. Play table tennis.
4. A. A table. B. A chair. C. A desk.
5. A. The train. B. The plane. C. The car.
II. 听句子，选择该句的最佳应答语。每个句子读一遍。
6. A. It’s mine. B. I’m sure. C. I have one.
7. A. How do you do? B. I’m sorry to hear that. C. Never mind.
8. A. She’s kind. B. She likes bananas. C. She’s older than me.
9. A. There it is. B. It isn’t here. C. What a pity.
10. A. That’s all right. B. See you soon. C. If you like. III.听对话，选择正确答案。每段对话及问题读两遍。
A)你将听到五段对话及五个问题。每段对话及问题读两遍。
11. What does the man like doing?
A. Reading books.
B. Watching football matches.
C. Playing football.
12. What does the man want to have?
A. Some salad.
B. Some chicken.
C. A sandwich.
13. What is the woman looking for?
A. A table.
B. A coat.
C. A mobile phone.
14. Who bought a T-shirt online?
A. The man.
B. The woman.
C. The woman’s mother.
15. How does the woman feel now?
A. Angry.
B. Sorry.
C. Happy.
B) 你将听到一段对话及两个问题。对话及问题读两遍。
16. How did the woman get the tickets?
A. She won them.
B. Her brother gave them to her.
C. She bought them.
17. Why will the speakers leave early?
A. The traffic may be bad.
B. The concert hall is far away.
C. The bus is very slow.
C) 你将听到一段对话及三个问题。对话及问题读两遍。
18. What day is it today?
A. Monday.
B. Tuesday.
C. Thursday.
19. What does the man want to do with the CD player?
A. Return it.
B. Change it.
C. Repair it.
20. What do we know about the woman?
A. She is angry now.
B. She is friendly to the man.
C. She is impatient with the man.
IV.听短文，选择正确答案。短文读两遍。
21. What did Jack first work as in Saver Mall?
A. A cleaner.
B. A manager.
C. A salesman .
22. Where did Jack spend most of his work time?
A. In London.
B. All over Britain.
C. In other countries.
23. At what time did Jack end his daily work last week?
A. 11p.m.
B. 7p.m.
C. 3p.m.
24. What does Jack do at the beginning of each day?
A. He visits other supermarkets.
B. He goes to a meeting.
C. He checks e-mails.
25. What is the first thing that Jack usually does after a journey?
A. Going to bed.
B. Having a meal.
C. Going to his office.
二、单项填空（共10小题；每小题1分，满分10分）从A、B、C、D四个选项中，选出可以填入空白处的最佳选项，并在答题卡上将该项涂黑。
26. Do you know _an "o" and _ "u" in the word "computer"?
A. there is, an
B. is there, an
C. there is, a
D. is there, a
27-- Which of the two T-shirts would you like?
-- ________. I don't like their styles.
A. Either
B. Both
C. None
D. Neither
28–That clothes store is _____ on weekends. --I see. I’ll go there next Monday then.
A. open
B. close
C. opened
D. closed
29.—Smart phones are more and more popular now.
—So they are. But they still ______ too much.
A. pay
B. cost
C. take
D. spend
30. --How can we protect ourselves the earthquake?
-- We should stay calm first.
A. with
B. about
C. for
D. from
31. We _ for a picnic if it _ rain this Sunday.
A. go, doesn't
B. will go, won't
C. will go, doesn't
D. go, won't
32. -- When will A Bite of China II begin tonight? -- It ________ for ten minutes.
A. will begin
B. has begun
C. will be on
D. has been on
33. The world’s population is growing and there is land and water for growing
rice.
A. more; less
B. larger; fewer
C. larger; less
D. more; fewer
34.The park is far away from here indeed it’s about_______walk
A. three hour
B. a three hour’s
C.a three-hours
D.a three-hour
35..—I don’t understand_________. —I’m sorry. But I was doing my homework at that time.
A. why you didn’t watch the football match
B. why didn’t you watch t he football match
C. why you don’t watch the football match.
D. why don't you watch the football match
三、阅读理解（共15小题；每小题2分，满分30分）
阅读下列短文，从每小题所给的A、B、C、D四个选项中选出一个能回答所提问题所给句子的最佳选项，并在答题卡上将该项涂黑。
A
Let’s Explore The Nature!
Are you interested in animals and nature? Want to enjoy your summer holiday and learn something interesting and useful?
Here comes your CHANCE! We provide you with a THREE-DAY SUMMER PROGRAM! You can take part in many hands-on activities and meet with live animals-- giraffes, pandas, tigers, and so on! More information about the program in as follows:
Age: Students aged 8~16
Program cost: $230 for members; $250 for non-members。
How to do: Simply come to our centre to get an application form (申请表). Send your completed form on or before 11th July, 2014(Friday).
Notes:
1. NO FREE LUNCHES ARE PROVIDED because of personal food differences. You may either bring
a lunch-box or pay for lunch at our restaurants.
2. Both prog rams will start ONE DAY later if there is a warning of rainstorms.
COME AND JOIN US NOW!! DON’T MISS THE CHANCE!!
36. ______ can join the three-day summer program.
A. A kid of 7
B. A boy of 14
C. A girl of 17
D. A man of 26
37. If there is a rainstorm on 14th July, program A will start on ______.
A. Sunday
B. Monday
C. Tuesday
D. Wednesday
38. Two members and one non-member should pay ______ for the program.
A. $690
B. $710
C. $730
D. $750
39. Free lunches aren’t provided because ______.
A. the lunches cost too much
B. people have different tastes
C. there are many restaurants
D. they may bring lunch-boxes
40. What can we know from the passage?
A. Youth Explorer is the name of the program.
B. More than 15 students are in each program.
C. We can see three kinds of animals in the program.
D. You need to hand in an application for the program.
B
From my father I have learned a lot. And I’m very thankful to him. I remember when I was a child, my father always got up very early, quietly putting on his clothes and going off to work. To arrive in time to open his tiny store at 8:30, he needed to leave our apartment at 6:30. After all, he had to take a bus and then the subway. The last journey was a long walk through a neighborhood much of which was full of the smell of rubbish. I learned: it is very important to work. No excuse(借口).
When I was 12, I would, on some Saturdays, go to my father’s store to help out. After helping set up the outside clothing display(陈列), for the rest of the day, I’d watch to make sure no one stole anything. When I n oticed someone looking unusual or strange, I would look the person in the eye, smile and say, “May I help you?” Usuall y that worked, but sometimes, someone would run off with something. The first time, I ran after the thief but my father shouted, “Martin, stop! There is no need to do that.” It’s true that safety is more important than money.
After 10 years of hard work, he saved up enough money to buy his first car, a cheap one—he wouldn’t buy one until he could afford to pay for it without borrowing money. I learned: buy only what you can afford. Buying necessary food and clothing won’t make us go in debt(债务). The unnecessary things won’t give us happiness, which comes from achievement only.
41. What shop did the author’s father own?
A. A bookshop.
B. A coffee shop.
C. A clothing shop.
D. A food shop.
42. Which of the following is NOT true according to the passage?
A. The author ran after thieves many times.
B. The author thanked his father a lot.
C. The author’s father worked very hard.
D. The author’s father made some money.
43. All the following are talked about in the passage EXCEPT .
A. the importance of working
B. the good ways to keep healthy
C. that safety comes before money
D. that it’s bad to spend more than you make
44. According to the author, what usually makes people go in debt?
A. To rent a house for the family.
B. To send their children to school.
C. To enjoy something unnecessary.
D. To buy enough food for the family.
45. What is the passage mainly about?
A. How to live a happy life.
B. What makes a person successful.
C. The help the author got from his father.
D. What the author learned from his father.
C
Is there intelligent (有智力的) life on other planets? For years, scientists said “no.” or “we don’t know.” But today this is changing. Seth Shostak and Alexandra Barnett are astronomers(天文学家). They believe intelligent life exists (存在) somewhere in the universe. They also think we will soon contact (联系)these beings(人；生物).
Why do Shostak and Barnett think intelligent life exists on other planets? The first reason is time. Scientists believe the universe is about 12 billion years old. “This is long enough for other planets to have intell igent life,” Shostak and Barnett said. The second reason is size—the universe is huge. “Tools like the Hubble T elescope(哈勃望远镜) have shown that there are at least 100 billion galaxies,” says Shostak. “And our galaxy, the Milky Way, has at least 100 billion stars. Some planets going around these stars might be similar to Earth.”
In the past, it was hard to look for signs of intelligent life in the universe. But now, powerful telescopes(高倍望远镜) allow scientists to discover smaller planets—the size of Mars or Earth—in other solar systems. These planets might have intelligent life.
Hav e beings from space already visited Earth? “Probably not,” says Shostak. “It’s a long way away. However, intelligent beings may contact us in other ways, such as radio signals(信号). In fact, they may be trying to communicate with us now, but we don’t have the right tools to receive their messages. However, this is changing. By 2025, we can communicate with other life forms in our universe and we might help ea ch other.”
46. Seth Shostak and Alexandra Barnett are _____.
A. astronomers
B. farmers
C. singers
D. drivers
47. What is the best title for Paragraph (段落)2?
A. The Age and Size of Earth
B. Our Galaxy: The Milky Way
C. Why Intelligent Life Might Exist
D. Earth: The Only Planet with Intelligent Life
48. Why was it hard to look for signs of intelligent life in the universe in the past?
A. There were not any smaller planets.
B. There were not any powerful telescopes.
C. The astronomers were not interested in them.
D. The Milk y Way didn’t exist at that time.
49. Why haven’t beings from space visited us yet according to Shostak?
A. They’re a fraid of us.
B. It’s a long way away.
C. They don’t want to see us.
D. They don’t know how to use radio signals.
50. What does the underlined phrase “life forms” in the last paragraph mean?
A. Messages
B. Tools
C. Intelligent beings
D. Radio signals
第Ⅱ卷（总分55分）请将本卷答案写到答案卷上。
四、选词填空 (共15小题，每小题1分，满分15分)
阅读下面短文，根据其内容，从方框中选择适当的单词填在标有题号的空白处，使语意通顺、完整。
（每空一词，且不可重复，不需变形式）
Once there was a lovely vegetable field with a very big tree in it. Both the vegetables
and the 1.________ made the garden look wonderful.
No one knew that the vegetables in the field and the tree couldn't get on well 2. each other. The vegetables 3. ________ the tree. They thought the tree did not leave them
4.________ light to survive（生存）. On the other hand, the tree hated the
5. .
He complained that the vegetables drank nearly all the water 6_______ it could get to him.
The situation became worse and 7. . One day, the vegetables got angry and decided to use up all the 8________ in the ground so that the tree would dry up. The tree
fought back by refusing to give the vegetables shade(树荫) from the hot9. . Soon
they both began to dry up. Neither of them thought that the gardener would stop watering
his vegetable 10.________ when he saw it becoming worse. When the gardener did that, the
tree and the vegetables really felt how 11.___ ____ they were. There seemed to be no ways
to solve the problem, but one o f the vegetables, a small pumpkin 12.___ ___what was
going on, and decided to deal with it.
13. there was little water and it was too hot, the little pumpkin did all he could
to grow... 14.__ _____ he grew very big, the gardener noticed that and started watering
the field again because he wanted to win the beautiful big pumpkin competition. At the same
time, the tree and the vegetables grew better. They realized that it was better to help
each other than to 15. ____ __。
From then on, they worked together and lived in harmony with these around them.
五、补全对话（共5小题，每小题2分，满分10分）
根据对话内容，在每个标有题号的空白处填入一个适当的句子，使对话完整，合乎情境。注意大
小写和标点符号！
A: Hi, Tina. 1.________________________________________?
B: I am going to a concert this weekend.
A: A concert? What kind of concert is it?
B: A piano concert. It is held for charity.
A:2.______________________________________________?
B: Yes, there are many famous musicians, such as Li Yundi, a well-known Chinese pianist.
3.__________________________________________________?
A: Certainly, I’d like to. Li Yundi is my favourite musician. 4.________
__________?
B: 120 yuan.
A: Oh, it’s too dear, I can’t afford it.
B: I don’t have so much money, either. I plan to sell newspapers to raise money.
A:5. ____________________. Can I join you?
B: No problem.
六、阅读表达（共5小题，每小题2分，满分10分）
阅读下面短文，根据其内容完成后面各项任务。
When Charlie got up last Sunday morning, he looked out of the window, and saw that the ground was covered with snow. On the side of the house, the snow was higher than Charlie. "We must have a path through this snow, "said his father. "I would make one if I had time. But I must be at the office early this morning. Do you think you could make the path, my son?" he asked little Charlie. "I? Why? The snow is higher than me! How could I ever cut a path through that snow?" "How? You can do it little by little. I hope you will try," said the father. Then his father left for his office.
Later, Charlie set to work. He threw up first one shovelful(一铲), and then another; but it was slow work. "I don’t think I can do it, mother, "he said. "A shovelful is so little, and there is so much snow." "Little by little, Charlie," said his mother. "That snow fell flake(雪花) by flake, but you see how much it has made." "Yes, mother, I see," said Charlie. "If I throw it away little by little, it will soon be gone." So he worked on.
When his father came home for dinner, he was pleased to see the fine path. The next day was Charlie’s birthday, the father gave little Charlie a pen, with yellow letters "Little by Little" on it.
1. What did Charlie find when he got up last Sunday morning? (no more than 10 words)
2. Which sentence in the passage can be replaced (替换) by the following one?
I don’t think it’s possible for me to make a pa th through the snow.
3.Did Charlie make the path through the snow at last?
4. 把文中画线处翻译成中文。
5. What’s the best title of the passage?
七、书面表达（20分）
假如你是Tom, 初中生活即将结束，你的英国朋友Jack也是一名中学生，他希望了解你将如何度过即将到来的暑假。为此，你把你的想法写成email发给他。
内容要点如下：
1.你的爱好很多，比如……，你特别对旅游感兴趣。
2.过去暑假很忙，大部分时间用于学习，偶尔在周末去打篮球、下象棋。
3.近几年来(Over the years/ in recent years)，你和父母仅仅去过中国的几个名胜古迹。
4.初中生活结束后你想去旅行。西藏（Tibet）以美丽的风景而闻名，你打算去那里。
注意：
1.词数90左右。短文的开头和结尾已为你写好,不计入总词数；
2.短文须包括所有要点，第四要点的内容必须用三四句话作适当发挥，使短文连贯、通顺；
3.短文中不得出现真实的人名、校名等相关信息。
Dear Jack,
How time flies! I will finish my midddle school. The summer holidays are coming soon.
Yours
Tom
初三下学期英语期中测试参考答案
1-5: BBAAB 6-10: ABACC 11-15:BACCB 16-20: AACAB 21-25: CBACA
26-30CDDBD 31-35CDCDA36-40:BCBBD 41-45:CABCD46-50:ACBBC
四、选词填空 (共15小题，每小题1分，满分15分)
1. tree
2.with
3. hated
4. enough
5. vegetables
6. before
7.worse
8. water
9.sun
10. field 11. thirsty 12.. realized 13. Though 14. Finally 15. fight
五、补全对话（共5小题，每小题2分，满分10分）
1.What are you going to do this weekend?
2. Are there any/many famous musicians？
3.Would you like to go with me？
4. How much is the ticket?/ What’s the price of the ticket?
5. Tha t’s a good idea./ Good idea./ Great.
六、阅读表达（共5小题，每小题2分，满分10分）
1. He found the ground was covered with snow./ The ground was covered with snow.
2. How could I ever cut a path through that snow?
3. Yes，（he did）.
4.如果我一点点把雪铲走，它（雪堆）会很快消失/ 没有/不见的。
5. Little by little./ Do things little by little./ We can do things little by little, no matter how difficult it seems to be.
七．书面表达（20分）
Dear Jack,
How time flies! I will finish my midddle school. The summer holidays are coming soon.
I have many hobbies, such as playing basketball, playing chess and running. I’m especially interested in travelling. But in my past summer holidays, I was always busy. I spent most of the time on my study. In recent years/ over the years, I’ve been to only a few places of interest in China with my parents. I would like to travel after I finish my middle school. And Tibet is famous for its beautiful view. I plan to go there this summer. I can watch its natual beauty, enjoy sunshine and blue sky. I’m sure I will have a good time during the summmer holidays.
Yours,
Tom
初三下学期英语期中测试参考答案
1-5: BBAAB 6-10: ABACC 11-15:BACCB 16-20: AACAB 21-25: CBACA
26-30CDDBD 31-35CDCDA36-40:BCBBD 41-45:CABCD46-50:ACBBC
四、选词填空 (共15小题，每小题1分，满分15分)
1. tree
2.with
3. hated
4. enough
5. vegetables
6. before
7.worse
8. water
9.sun
10. field 11. thirsty 12.. realized 13. Though 14. Finally 15. fight
五、补全对话（共5小题，每小题2分，满分10分）
1.What are you going to do this weekend?
2. Are there any/many famous musicians？
3.Would you like to go with me？
4. How much is the ticket?/ What’s the price of the ticket?
5. That’s a good idea./ Good idea./ Gre at.
六、阅读表达（共5小题，每小题2分，满分10分）
1. He found the ground was covered with snow./ The ground was covered with snow.
2. How could I ever cut a path through that snow?
3. Yes，（he did）.
4.如果我一点点把雪铲走，它（雪堆）会很快消失/ 没有/不见的。
5. Little by little./ Do things little by little./ We can do things little by little, n o matter how difficult it seems to be.
八．书面表达（20分）
Dear Jack,
How time flies! I will finish my midddle school. The summer holidays are coming soon.
I have many hobbies, such as playing basketball, playing chess and running. I’m especially interested in travelling. But in my past summer holidays, I was always busy. I spent most of the time on my study. In recent years/ over the years, I’ve been to only a few places of interest in China with my parents. I would like to travel after I finish my middle school. And Tibet is famous for its beautiful view. I plan to go there this summer. I can watch its natual beauty, enjoy sunshine and blue sky. I’m sure I will have a good time during the summmer holidays.
Yours,
Tom
初三下学期英语期中测试参考答案
1-5: BBAAB 6-10: ABACC 11-15:BACCB 16-20: AACAB 21-25: CBACA
26-30CDDBD 31-35CDCDA36-40:BCBBD 41-45:CABCD46-50:ACBBC
四、选词填空 (共15小题，每小题1分，满分15分)
1. tree
2.with
3. hated
4. enough
5. vegetables
6. before
7.worse
8. water
9.sun 10. field 11. thirsty 12.. realized 13. Though 14. Finally 15. fight
五、补全对话（共5小题，每小题2分，满分10分）
1.What are you going to do this weekend?
2. Are there any/many famous musicians？
3.Would you like to go with me？
4. How much is the ticket?/ What’s the price of the ticket?
5. That’s a good idea./ Good idea./ Great.
六、阅读表达（共5小题，每小题2分，满分10分）
1. He found the ground was covered with snow./ The ground was covered with snow.
2. How could I ever cut a path through that snow?
3. Yes，（he did）.
4.如果我一点点把雪铲走，它（雪堆）会很快消失/ 没有/不见的。
5. Little by little./ Do things little by little./ We can do things little by little, no matter how difficult it seems to be.
九．书面表达（20分）
Dear Jack,
How time flies! I will finish my midddle school. The summer holidays are coming soon.
I have many hobbies, such as playing basketball, playing chess and running. I’m especially interested in travelling. But in my past summer holidays, I was always busy. I spent most of the time on my study. In recent years/ over the years, I’ve been to only a few places of interest in China with my parents. I would like to travel after I finish my middle school. And Tibet is famous for its beautiful view. I plan to go there this summer. I can watch its natual beauty, enjoy sunshine and blue sky. I’m sure I will have a good time during the summmer holidays.
Yours,
Tom
浅谈中学英语听力教学策略 【摘要】在英语听力学习中，多数学生存在听力障碍。影响听力学习的制约因素有听力材料题材内容、语言知识、文化背景知识及心理因素，英语听力教学应综合考虑这些因素的作用和关系，并采取适当的教学策略，才能达到听力教学的目标要求。 【关键词】中学英语听力教学目标要求策略 听力技能的培养是一个综合技能的培养，包括学生对句子，对文章的理解能力、逻辑思维能力和概括能力，同时也是培养学生的语言交际能力。但在英语听力学习中，多数学生存在听力障碍。影响听力学习的制约因素有听力材料题材内容、语言知识、文化背景知识及心理因素，英语听力教学应综合考虑这些因素的作用和关系，并采取适当的教学策略，才能达到听力教学的目标要求。 1.制约英语听力教学的因素 1.1 文化知识。 学生的知识面和他们对英语国家的政治、历史、地理、文学、教育、哲学、科技、艺术、社会生活等多方面知识的了解程度，有时能起关键性的作用，如有的听力材料中出现WatergateMfair（水门事件），因为这件有关美国总统竞选的丑闻发生在二十世纪七十年代，有的学生不明白是怎么回事，这也是缺乏背景知识的一种表现。了解有关的英语背景知识不仅能提高学生的听力，还有助于增强阅读能力，提高英语水平。 1.2 心理因素。 当人的情绪处于紧张、焦虑时，就容易产生恐惧心理，从而使本可听懂的内容无法正确理解。听者的动机是影响其听力效果的重要心理因素之一，学生听音目的明确，且有强烈的听音欲望，其听音效果就好。反之，如对听音活动无兴趣，就会产生心理抵触和厌倦情绪。克拉申认为影响二语习得的心理因素主要有以下三类：学习者的动机、自信心和焦虑感。学习者学习动机不足、缺乏自信，焦虑感强会对语言输入产生很强的过滤作用，学习者不会主动获取更多的语言输入，并使其难以进入语言习得机制，从而妨碍语言的习得；相反，学习者学习动机强烈，又有自信心，焦虑感弱，其情感过滤的作用则很弱，可以获得更多的语言输入，并易于进入语言习得机制。 1.3 听力材料。 多数学生以前从未接受过正规的语音训练，所以他们有的发音不标准，甚至错误百出。很显然，错误的语音对听力在很大程度上产生误导作用，如果长期接受错误的信息刺激，那么以后听到正确的发音，就会造成信息传递障碍或信息传
初中英语听力教学设计 我们一般把听力教学分为三段，即：听前阶段（pre-listening），听时阶段（while-listening），听后阶段（post-listening）。 1. 听前阶段（pre-listening） 此阶段虽是准备阶段，很重要。学生能否顺利获取信息在一定程度上取决于他们对听力材料背景知识的熟悉程度。因此，在听力活动前应巧妙设计过渡性的任务作铺垫，可根据相关话题提些启发性问题及必要的热身训练激活背景知识，给学生提供必要的语境，引入话题，导出生词，降低难度，使之产生联想，激发其“听”的欲望，让学生想听、会听。所以，听前阶段应该激发学生的“听”欲，使其“想听”。 2. 听时阶段（while-listening） 此阶段是听力训练的实质性阶段，教师应有目的地教给学生一些听力技巧。如：要指导学生“要边听边记，强化记忆，记录时要有重点，有技巧：先填该词的前几个字母，可节省时间来听下一空，稍后再补充完整。培养学生听“主题大意、抓关键信息、合理推理及捕捉具体细节”等方面的能力。因此，听中设计要充分考虑这些要求，使学生能听，听懂。教师要多点引导，少点批评，使其发挥正常的听力水平。听力任务设计要把握好“难”度，使其“能”听。 3. 听后阶段（post-listening） 这是听力训练的巩固阶段。听说读写四项技能既相对独立，又相互联系，要全面发展。即使是单项技能课，教师也要体现语言技能综合性原则。因此，在以提高听力技能为主的听力课上，也要根据实际初中英语听力，将它与说、读、写有机地结合起来，既有侧重，又全面发展。所以在听之后应该充分挖掘资源，使其“延”听。我们平时的课堂上在听力之后还有填空、pairwork等。 听力设计虽没有固定的模式，却有其内在的规律。教师只有树立“以人为本”的思想，精心设计听力教学的各个环节，充分调动学生积极性，有效开展听前、听中、听后活动，才能把学生通过听力材料所获得的语言知识和语用知识有效地转化为听、说、读、写的综合能力。总之， 提高听力理解能力是一个反复实践的、持久的过程，需要我们教师在实际教学中不断探索新的听力教学策略，再掌握一些合理的听力技巧，师生共同努力初中英语听力，课内外结合，才能取得良好的效果。 我们一直在进行听力教学研究，但是很多老师对初中听力教学很是迷惑，因为根本就没有明确的一些指导思想或明确的实施方案，而很多老师又缺乏在课堂实践过程中进行探索，其实这也是有点不切实际的，我们的平时课堂都是听说课型和读写课型及单元复习课型，很少有专门的听力教学课型。今天晚上阅读了《浅谈初中英语教学中的听力设计》一文，对听力教学设计略有感想。
Unit 1 Task 1 【答案】 A. 1) She wanted to see St. Paul’s Cathedral. 2) She was so surprised because she saw so many Englishmen who looked alike. 3) They were all wearing dark suits and bowler hats, carrying umbrellas and newspapers. 4) Because she had often read about them and seen photographs of them, who all looked as if they were wearing a uniform. 5) No, he didn’t. 6) He used the English saying “It takes all kinds to make a world” to prove his opinion. B. If all the seas were one sea, what a great sea it would be! And if all the trees were one tree, what a great tree it would be! And if this tree were to fall in the sea, what a great splash there would be! 【原文】 Yesterday morning Gretel went to the City of
v1.0 可编辑可修改（1） Monday（星期一）Tuesday（星期二）Wednesday（星期三）Thursday（星期四）Friday（星期五）Saturday（星期六）Sunday（星期天） （2）月份(month) January（一月）February（二月） March（三月） April（四月） May（五月） June（六月） July（七月） August（八月）September（九月） October（十月）November（十一月）December（十二月）（3）季节(season) spring（春天） summer（夏天） autumn（秋天） winter（冬天） （4） second（秒） minute（分） hour（小时） （5） China---Chinese Japan---Japanese England---Englis h India---Indian Canada--Canadian America-America Australia--- Australian Germany-German Russia--- Russian France---French （6）大洲 Asia（亚洲） Africa（非洲） America（美洲） Europe（欧洲） （7）方位 east（东） south（南） west（西） north（北） left（左） right（右） （8）交通工具 bike / bicycle（自 行车） bus（公共汽车） car（小汽车） train（火车）
v1.0 可编辑可修改 ship（轮船） plane（飞机） underground （9）饮食(meal) breakfast（早餐） lunch（午餐） supper（晚餐）dinner（正餐、晚餐） （10）米面及肉类食品 rice（米、米饭） dumpling（饺子）noodle【常用复（面条） meat（肉） beef（牛肉） chicken（鸡肉） egg（鸡蛋） （11）水果(fruit) apple（苹果） banana（香蕉） pear（梨子） orange（橙子） （12）蔬菜 (vegetable) tomato（西红柿） potato（马铃薯） carrot（胡萝卜） onion（洋葱） （13）零食(snack) chocolate（巧克 力） hamburger（汉堡 包） cake（蛋糕） bread（面包） mooncake（月饼） ice cream（冰淇 淋） cheese（奶酪） candy（糖果） biscuit（饼干） （14）动物animals animal 动物 snake 蛇 zebra 斑马 rabbit 兔子 mouse 老鼠 horse 马 elephant 大象 kangaroo 袋鼠 lion 狮子 monkey 猴子 pig 猪 sheep 绵羊 tiger 老虎 camel 骆驼 cat 猫 cow 牛 dog 狗 duck 鸭 wolf 狼 panda 熊猫 giraffe 长颈鹿 fish 鱼 bird 鸟
浅谈农村中学英语听力教学-英语论文 浅谈农村中学英语听力教学 张柳芹 （洪泽县黄集中学，江苏淮安223112） 摘要：农村中学条件落后，教师仍把课堂教学的重点放在词汇和语法教学上，造成学生只重视笔头轻视口头，忽视了听力方面的训练。广大教师已经深深感受到，加强学生英语听力训练，促进学生听力理解水平的提高，对于提高学生英语学习能力是一个不可忽视的重要环节。 关键词：听力训练；创设氛围；语音；听音模仿 中图分类号：G633文献标识码：A文章编号：1005-6351（2012）-07-0089-01 一、听力训练中存在的问题 在听力教学过程中，普遍存在学生听不懂的现象，他们的听力水平无法得到提高，训练效果极不明显。究其原因，学生在听力练习中存在以下问题：1、心里紧张； 2、语言理解能力不好； 3、听力习惯不好； 4、平时听力训练少 5、缺乏听力技巧与方法。有许多教师忽视了不同学段学生听力基础的差异性现实，在选择内容时缺乏针对性和渐进性。比如，选择的材料过难，学生听不懂，就会急躁、自责，对自己缺乏信心，怀疑自己的水平和能力，进而导致情绪焦虑，注意力不集中，长此以往，就造成了学生学习的心理障碍，结果学生的学习往往以失败告终，只有排除了这几方面的问题，听力训练才能收到成效。 二、培养学生英语听力能力的策略与实践 （一）提高教师的水平，给学生创设学英语的氛围 在农村中学的学习中，学生的英语学习资源绝大部分来自教师。可以说教师的口
语就是最佳的听力材料，因而必须鼓励教师用英语授课，当然这就要求教师要有一口标准而流利的口语。在英语课上教师应尽量坚持用英语授课，一开始有些学生可能听不大懂，但随着时间的推移，慢慢地他们会听得懂。因此，如果教师在备课时，有意识地注意使用课堂用语，并用学生已学的英语解释新的语言现象，就可增加学生接触英语的机会。同时，教师也要鼓励学生在课上用英语回答问题，用英语交谈、讨论等，这在无形之中又给学生增加了一次锻炼的机会。给学生创设一个轻松和谐的语言环境，只有这样学生的创造潜能才能得到充分发挥，语言交际才能得以实现。 （二）重视学生心理素质的培养 在汉语作为母语的基础上，英语作为我们初中学生的第二语言，英语要比学汉语难得多，尤其是听和说。因此，在做听力训练时，教师必须告诫学生，要树立信心，消除紧张心理；要让学生头脑清醒，心静神定，不要胡思乱想；要让学生集中注意力，避免出现漏听、错听的现象。有的学生基础较差，听力训练更是难上加难，因此更容易对听力失去耐心和信心，从而也更容易产生畏惧心态，教师的任务就是要培养他们良好的心理素质，让他们不再对听力望而生畏。 （三）强化学生的基本功训练，听读结合，突破语音关，注意听音模仿 要想有较好的听力水平，就要有较好的发音，要有较好的发音，就要模仿地道的听力录音，这样磁带又必不可少。听磁带跟读单词，在初中教学中是至关重要的。这是一种很好的让学生爱上模仿、爱上朗读，进而爱上听英语的方法。新授单词时，一定要让学生模仿标准的常用发音，要让学生反复听磁带录音，直到他们能准确地读出单词，这种做法不仅对听力有了很大的帮助，同时也解决了学生的发音问题。只要学生认真体会，一定会发现自己多了一点“洋味”。此外，还要利
如何进行有效的初中英语听力教学 一、初中英语听力教学的现状 虽然听力教学一直被置于外语教学的首位，但是从中学英语各类测试的现状分析，听力较之词汇、语法、阅读等项目仍属弱项。首先，学生的听力受到传统教学方法和落后的教学设备的限制。学生的听力能力迟迟得不到提高。其次，许多学生词汇量欠缺，由于视觉效果不能与听觉效果有效地结合起来，所以学生在听力过程中经常碰到意想不到的问题。第三，学生在听录音的过程中，面对一些长句子，甚至是一些段落的题目时，不能进行有效记忆。这可以看出听力过程的交际性和过程性，听力活动的真实性等在听力教学中都没有得到体现。 二、听力教学中存在的问题 虽然听力教学已经被越来越多的人重视，但其中仍然存在不少问题，值得我们深思。（1）听力教学缺少接触自然语言的环境，虽然现在教学条件有所改善，多媒体的广泛使用等大大促进了英语听力教学的发展，但是大部分教师和学生尚不能给予听力足够的重视，只是为了考试而学；（2）学生层次复杂，大班教学费时低效，不利于教师因材施教；（3）在实际听力教学中，很多教师习惯于只是放录音，重复做练习，对答案，再听。总体而言，对多媒体和网络技术的应用不充分，方式也不灵活，真实运用意义上的听力教学比较薄弱。 学生在听力学习上存在的主要问题如下：（1）语音辨别能力差。他们在进行听力训练时不能很清晰地辨别一些单词，甚至有时会误听成其它单词；（2）猜字的技能薄弱。在听力中，学生难免会听到一些陌生的单词，而他们不可能有足够的时间去理解，只能根据上下文内容去进行猜测。（3）词汇量少之又少，不能理解重要细节，有的学生既听不懂又讲不出，词汇量严重不足，能积极使用的词汇则更少。（4）母语的干扰以及没养成正确的听力习惯。三、初中教学中英语听力的环节 目前,我们使用的《新目标》每个单元的section a的1b,2a,2b section b的2a,2b都有听力训练,这些听力材料新颖,取材地道,英语纯正,时代性强,材料内容比较贴近学生生活,趣味性浓厚,但有的材料有点深度。为了提高学生听力效果,这就要求我们教师不能照本宣科,要善于针对不同难度的材料,联系自己的学生做灵活的处理。听力教学分成“听前”、“听时”和“听后”三个阶段。 （1）听前（pre-listening） 这一阶段主要以确立听力期望，激活背景知识，展开话题，激发动机以及语言和语音微格教学训练为主要手段。教师对学生进行听力训练时，必须从基础的语音入手，逐步过渡到单词短语、句子、对话和语篇。在初始阶段，教师要尽量降低学生答题的难度和要求，做到既顾及学生的理解能力和听力活动的可操作性和趣味性，又达到逐步提高学生听力的目的。就学生而言，要想提高听力能力则必须做到以下几点：①养成良好的听力习惯，边听边作笔记以减轻记忆负担；②平时要加强语音训练，多模仿，培养语感；③多阅读，扩大词汇。（2）听时（while-listening） 听时阶段是听力的关键时期，也是教师最难控制的阶段，以信息理解和技能训练为主，这一阶段，教师给学生提供形式各样的任务，有助于学生集中注意力，这些任务应该遵循层层递进的原则，有利于培养学生的成就感。另外，教师还应从听力过程入手，注重培养学生听力策略。应授之以“渔”而非“鱼”。对学生而言，听的过程不是被动的，而是主动的过程，即学生要主动去构建新的知识。 （3）听后（post-listening） 听后是听时的延伸，同时为下一次听时做准备，主要是巩固听力信息和技能评估听力效
教师学科教案[ 20 – 20 学年度第__学期] 任教学科：_____________ 任教年级：_____________ 任教老师：_____________ xx市实验学校
初中英语听力教学设计优秀案例 听力是语言学习的一项重要技能，是语言学习的基础。多年的教学现状表明：学生在英语学习上听的能力大大低于该学科的其它能力。因此，对中学英语听力的现状进行分析，找出障碍，决定对策就显得十分必要。通过学习，我对听力教学有了新的认识，现做如下概述： 一、听力教学的目的： 1. 培养学生捕捉信息的能力 2. 培养学生推导和预测的能力 3. 逐步培养学生做笔记的能力 二、听力教学使用的策略 1. 充分利用学生已有的知识 2. 充分利用文字和图表等信息 3 ．预测 4. 根据语气和语调推断 三、听力课教学设计 听力教学一般分为三个阶段，即：听前阶段（pre-listening），听时阶段（while-listening），听后阶段（post-listening）。 （一）听前活动设计 1. 听前活动的目的： 听前活动的目的是引导学生进入主题听力状态，为更好地听做各方面的准备。内容包括让学生明确听力学习的目标任务，对听力材料的内容引起注意，提起兴趣，以最佳状态进入听力活动。准确把握听前活动的设计，结合学生实际，设计既贴近学生生活实际，又满足听力准备的需求。 2. 听前活动设计需要注意： （1）听前活动设计不应包括词汇扩展 听前活动的目的是为听力活动的开展做必要的准备，扫清会对听力理解产生障碍的词汇及必要的背景知识准备是必不可少的。但是这项准备工作只是要学生认知生词即可，词汇的扩展学习应放在听力理解之后，这样能使教学层次清楚，又重点突出。 （2）听前活动内容设计要融入对新语言知识的感知 通过听前活动使学生感知听力课文中出现的新语言知识如核心词汇句型，这样不仅能降低听力理解的难度，还能增加新知识学习的层次与复现率，使学习过程更系统、更扎实。（3）听前活动所占时间不宜过长，且内容紧扣听力材料。 （二）听中活动设计 1. 听中活动的目的： 听中教学目的是理解语篇承载的信息和感知新语言结构在实际情景中的运用。教师应根据学生认知水平和需求，创造有效的听力理解环节教学活动设计。 2. 听中活动设计的基本原则 （1）培养学生运用语言的能力是教学设计要遵循的原则。 教师要根据听力内容的需要，学生语言知识和技能的发展需要设计听力活动。让学生按要求完成某种任务，如做笔记、填写表格、写摘要、进行实际操作。 （2）要充分发挥多种媒体功能。 把声音与图画或实物等配合帮助学生理解听力材料的内容。可减低难度，使教学情景化，增加趣味性。
初中英语听力综合习题及答案 第一节(共5小题;每小题1.5分，满分7.5分) 听下面5段对i舌征段对话后有一个小题，从题中所给的a、b、c 三二个选项中选出选项，并标在试卷的相对应位置听完每段对话后，你都有10秒钟的时间来回答相关小题和 阅读小一小题。每段对活仅读一遍。 1.when did the alarm(闹钟)ring? a.at 5 o’clock. b.at 7 o’clock. c.at 8 o’clock. 2. what do we lean from the conversation? a.henry doesn’t like the color. b. someone else painted the house. c.henry painted the house himself. 3.where is the man working? a.in a beer shop. b. in a bus station. c. in a restaurant. 4.what does the woman mean? a.they don’t have many tickets. b.it is bard for them to get any tickets. c.all the tickets are sold out. 5.how will the couple get home? a.they will walk home. b.they will take a taxi.
c.they will take the subway(地铁). 第二节(共15小题;每小题1.5分，满分22.5分) 听下面五段对话或独白每段对话或独白后有儿个小题，从每题所给的a,b,c只个选项中选出选项，并标在试卷的相对应位置。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7题。 6.who is mr. jones going to meet? a.the manager of the clothing factory. b. the managing director(常务董事). c.the secretary. 7.where is the office mr.jones would like to get to? a.the second door on the right. b.the first door on the left. c.the second door on the left. 听第7段材料，回答第8至9题。 8. what will the three-week special include? a.hotel，food and travel in japan. b.a free round trip flight ticket. c.flight，hotel，and two meals a day. 9，which one do you think the man choose at last? a.the one which is$1，215.
如何进行有效地初中英语听力教学 《英语课程标准》对英语的听力提出了更高的要求，所以，英语听力培养也放在了很重要的位置。目前，我们使用的的《新目标》每个单元的Section A 的1b, 2a, 2b Section B 的2a, 2b都有听力训练，这些听力材料新颖，取材地道，英语纯正，时代性强，材料内容比较贴近学生生活，趣味性浓厚；但有的材料有点深度。为了提高学生听力效果，这就要求我们教师不能照本宣科，要善于针对不同难度的材料，联系自己的学生做灵活的处理。下面笔者想结合自身教学实际，谈谈如何切实提高听力教学的有效性。 1、听前（before listening） 教师在听前要激发学生听的兴趣和激情，教师可以根据听力内容，结合学生生活实际或课堂实际，设置一定的情境，通过师生的交流互动，导入听力相关的信息，如单词、句型、语法、背景知识等，为下一步听做好准备和铺垫。教师在课前要认真钻研教材，预先听一下材料，掌握听力练习的难易程度，分析材料内容和难度是否适合学生使用，是否与新课程教学目标描述相适应，是否符合学生的认知水平，做到心中有数。对一些较难材料要做些删减或适当的调整，重新设计听力练习，降低难度和要求。 2、听中(whiling listening) 在听的时候，教师要教会学生听的策略，边听边记，学会听关键词。对于一些难度较大的材料，教师可以自己设计不同层次的听力题型来练习，做到由易到难，以防挫伤学生的信心。对一些较容易的听力练习，让学生听一遍就可以，而一些难度大的要放两遍甚至三遍录音，必要时使用暂停键，这样才能使听力真正有实效。教师可以通过要学生举手或巡查的形式了解学生的答题情况，同时因势利导，给予他们适当的鼓励性的评价，对他们的任何成绩都要肯定，让他们树立战胜困难的意志力，体会成功后的喜悦。 3、听后(after listening) 在学生做完听力后，教师要可以要学生对听的内容进行加工处理，教师可就听力内容对学生提问，以巩固听力内容；也可以在黑板上提供一些关键词，复述听力内容或课后做书面表达。采用这些方法，学生由信息输入转为信息输出，做到学以致用，听说结合或听与写结合。例如在做完七年级上册Unit9 SectionA 2a我安排学生复述对话内容：Sally likes documentaries but he doesn’t like action movies.Ben likes documentaries,too, but he doesn’t like thrillers because they are too scary.这样, 巩固了听力材料，训练了学生的口语，还训练了第三人称单数。再如在做完九年级Unit5 SectionB 2a和2b听练习后，我安排学生写一篇书面表达叙述对话中man和woman所看见所感，这很好的训练了学生的书面表达能力，巩固了这节课的内容。 此外，在课堂上，教师还可以利用教材中的阅读材料的朗读带，就阅读材料来设计若干问题，让学生听磁带回答问题，以提高学生听力。教师要用英语组织教学，课堂上增加学生用耳朵感知英语的机会，以期提高听力水平；举行定期的经常性的听力测试，以测代练，以提高学生的听力水平，教师要教给学生听力技巧，学会预听，预测听力材料，猜猜听力练习的答案。
初中英语听力的下载资料 第一节(共5小题;每小题1.5分，满分7.5分) 听队菌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，并标在试卷的相对应位置。听完每段对话后，你都有10秒钟的时间来回答相关小题和阅读下一小题：每段对话仅读一遍。 1.what may robert do next friday? a. he tray probably go to the woman’s party with his wife， b.he may stay at home. c.he may hold a little party. 2.what can we learn from the dialogue? a.the woman dialed the wrong number. b.the woman dialed the number correctly. c.the man was wanted on the phone. 3.what does the woman mean? a.she will not stay at home. b. it is too late. c. it looks like rain and she will not have a swim. 4.where did sara work before he got the new job? a.in an advertising firm. b. in a school. c. in a library. 5.what time does the train arrive?
中学英语听力教学探索 【摘要】全面性是素质教育最为明显的特征之一，这要求在英语教学中培养学生听、说、读、写、译五项技能。听力教学既是一种语言学习，又是一种技能的培养。在五项技能中，听是最为基础，也是最为重要的技能，它是获取信息的主要途径，同时还是其它四项技能的基础。然而，目前中学生中有许多学生惧怕听力，出现了与播放听力录音的语速不同步、“随机”做答等状况。这使得听力训练成为英语教学中的一个薄弱环节。本篇文章将阐述一些有关培养中学生英语听力技能的策略。 【关键词】英语听力；技能策略方法；听力活动 一、我们需明确听力的心理机制 1.分析和综合 大脑高级神经活动的分析和综合功能在语言信号接受中的体现可表现为；①耳朵对音的感知和识别；②初步理解具体材料；③短时记忆储存；④联接新旧短时记忆中的材料；⑤领会所听材料意思并进行长时储存；⑥回顾大意梗概。根据英语学科特点，理解材料不仅仅是对每个词义的了解，而且还包括英语固有的词序、时态等语法关系以及各个词语和它们的替换形式之间关系的了解。
2.预测和筛选 在听的活动中，人并不总是在被动接受外界信息，而是时刻对上下文、或对所讲内容的背景知识、或对讲话人的身体姿态语气等非语言手段的洞悉了解的基础上，就可以听了上半句预测到下半句所要讲的大概内容。 3.印证和修正 在听的活动中，听者总是在自觉和不自觉地根据后面所听到的内容在不断检验和修正自己所做出的判断和结论，以求尽可能地理解别人。这是在听的活动中很重要的心理取向。 在听力教学中不妨把听的心理机制的基本知识简明扼要、通俗易懂地介绍给学生，使他们掌握正确的听的方法和技术。一边分析，一边综合；一边听，一边猜，带着问题在听的过程中去印证。 二、听力训练中的策略 听力是领会言语含义的一种能力。通过听觉领会言语是一个复杂的过程，它包括接收信息、识别、判断和理解声音、信号等几个层次的快速心理活动，因而要求听者具有一系列的听力技巧。如何训练学生掌握这些技巧，进而提高听力水平，这就需要教师采用正确的策略和方法。 1.课堂训练的策略 课堂上，教师要有计划、有步骤地训练学生掌握一些
人教版新目标初中英语听力教学案例分析 1、问题 这节课是人教版新目标初中英语Section A中的听力教学模块，采用了任务型的教学模式，将听力教学环节分为四个阶段，每个阶段都有明确的听力任务，教师还设计了图片，直观、生动，由浅入深地完成了教学任务。这种模式强调有关话题的信息获取与理解，激发了学生听力的兴趣。这个案例的授课教师虽然完成了整堂课的教学内容，但该堂课还存在以下几个问题： 1）缺少对材料的预测。对于大部分的农村中学，同一个班级学生的英语水平相差很大，有些听力材料的生词较多，对于听力内容的背景知识不了解等因素，都会给学生的听力带来障碍，容易挫伤学生的积极性，他们无法感受到英语学习带来的快乐。 2）从该堂课的教学内容来看，授课内容基本上完成了，但从学生所做的反馈中，一部分学生仍不能很好的完成听后任务。因此，教师在教学时要讲究实效，使学生能够学会所教的内容。 3）总结归纳不够深入,学生没有对听力材料进行口语练习来加强巩固。
2、对策 通过对上述教学案例的分析，我认识到在进行听力教学时，我们要考虑这样一个问题：这节听力课要教会学生什么，仅仅是完成听力任务中的几个问题，还是获取知识的方法？应采用什么样的方法让更多的学生参与到活动中来，使学生得到更大的受益？对于上述案例我作了以下几点补充与调整： 1）听力预测不可少。有些教师由于时间紧，就把Pre-listening 部分省略，或用一句话代替。其实，听前的活动对后面的一系列听力活动顺利进行至关重要。没有必要的预测、铺垫，就激不起听的兴趣；没有必要的铺垫，就不能激活学生原有的背景知识，就会影响对内容的理解；没有必要的铺垫，学生的思维、情感态度就不能进入听的状态，自然会影响听的效果。 2）进行逐段播放听力材料，要求学生尽力抓住主要内容，同时在听的过程中将这些内容与自己听前所做的预测进行比较，从而达到进一步理解的效果。听完后完成相应的练习。 3）听与说紧相连。为了使学生能更好地加深对该篇听力材料的理解并及时巩固，再次向学生呈现图片，要求学生在图片的帮助下，对课文进行复述，可以先让学生进行小组准备开展合作学习。这样，不仅锻炼了学生的英语口头表达
Unit 9 Task 1 【原文】 Compere: And now for our first question. It comes from Mrs. June Moore. Mrs. Moore Mrs. Moore: Does the panel think that computers will change our lives Compere: Mrs. Moore wants to know if computers will change our lives. Philip Barnes Philip Barnes: Computers have already changed our lives. Business is more efficient. Planes and trains provide a better service... Miss Anderson: Just a moment, Mr. Barnes. You may be right about business, but how many people have lost their jobs because of computers Computers have changed our lives, but I don't want my life changed. Arthur Haines: Excuse me, Miss Anderson. We're talking about our lives, not your life. The computer will affect everyone in the world. Records can be kept of everything we do. Records will be kept of all our private lives. In my opinion, the computer is the greatest disaster of the 20th century. Phyllis Archer: Could I interrupt Arthur Haines says the computer is a disaster, but the computer is a machine. It was invented by people; it is used by people. If the computer is a disaster, then people are a disaster. Compere: Thank you, Phyllis Archer. Thank you, panel. And thank you, Mrs. Moore. Task 2 【答案】
初中英语听力教学案例分析及反思 一、案例呈现 人教版新目标初中英语在每个单元的section a 、b中都设计了听力部分，如何在这一模块落实新课标，切实培养与提高学生的听力技巧，将听与说、读、写有机结合。 go for it grade 9 when was it invented ? section A task one:1a lead-in ⅰshow some pictures of inventions and talk about them. ⅱfree talk: what can a computer/ a telephone…do ? 教师通过展示图片和问题讨论，引入本节课学习的话题——when was…invented ? task two:1bⅰshow some pictures of the inventions and the time when they were invented in a random order： 1876 1885 1927 1971 1976 listen to the tape and match the inventions with the dates task three:2a listen and number the inventions in the order that you hear them shoes with adjustable heels battery operated slippers heated ice cream scoop task four:2b listen again .match the inventions with their inventors and uses ⅰcheck the answers by playing the tape. ⅱread the listening material together ⅲlisten the tape again. 二，英语教学中存在的问题 第一，他们不注重有效的听 第二，他们用图片的时候不注意培养学生的综合语言运用能力的前提第三，学生缺乏文化意识，基础语言水平较低
初中英语听力教学优秀案例 听力是语言学习的一项重要技能，是语言学习的基础。多年的教学现状表明：学生在英语学习上听的能力大大低于该学科的其它能力。因此，对中学英语听力的现状进行分析，找出障碍，决定对策就显得十分必要。通过学习，我对听力教学有了新的认识，现做如下概述： 一、听力教学的目的： 1. 培养学生捕捉信息的能力 2. 培养学生推导和预测的能力 3. 逐步培养学生做笔记的能力 二、听力教学使用的策略 1. 充分利用学生已有的知识 2. 充分利用文字和图表等信息 3 ．预测 4. 根据语气和语调推断 三、听力课教学设计 听力教学一般分为三个阶段，即：听前阶段（pre-listening），听时阶段（while-listening），听后阶段（post-listening）。 （一）听前活动设计 1. 听前活动的目的： 听前活动的目的是引导学生进入主题听力状态，为更好地听做各方面的准备。内容包括让学生明确听力学习的目标任务，对听力材料的内容引起注意，提起兴趣，以最佳状态进入听力活动。准确把握听前活动的设计，结合学生实际，设计既贴近学生生活实际，又满足听力准备的需求。 2. 听前活动设计需要注意： （1）听前活动设计不应包括词汇扩展 听前活动的目的是为听力活动的开展做必要的准备，扫清会对听力理解产生障碍的词汇及必要的背景知识准备是必不可少的。但是这项准备工作只是要学生认知生词即可，词汇的扩展学习应放在听力理解之后，这样能使教学层次清楚，又重点突出。
（2）听前活动内容设计要融入对新语言知识的感知 通过听前活动使学生感知听力课文中出现的新语言知识如核心词汇句型，这样不仅能降低听力理解的难度，还能增加新知识学习的层次与复现率，使学习过程更系统、更扎实。 （3）听前活动所占时间不宜过长，且内容紧扣听力材料。 （二）听中活动设计 1. 听中活动的目的： 听中教学目的是理解语篇承载的信息和感知新语言结构在实际情景中的运用。教师应根据学生认知水平和需求，创造有效的听力理解环节教学活动设计。 2. 听中活动设计的基本原则 （1）培养学生运用语言的能力是教学设计要遵循的原则。 教师要根据听力内容的需要，学生语言知识和技能的发展需要设计听力活动。让学生按要求完成某种任务，如做笔记、填写表格、写摘要、进行实际操作。（2）要充分发挥多种媒体功能。 把声音与图画或实物等配合帮助学生理解听力材料的内容。可减低难度，使教学情景化，增加趣味性。 3. 听中可采取的教学方法 （1）泛听、精听相结合 （2）引导学生重视面对面谈话中听的活动 4. 听中活动设计需要注意的问题 （1 ）要注重学生听力理解技能的培养和训练 （2）避免先看录音原文，再听录音 （3）不要一边听一边看听力原文 （三）听后活动设计 1. 听后活动的目的 重视听后的理解过程，培养学生听后进行回忆、分析、综合、概括等能力。在听力过程结束后，我们并不是简单地让学生校对答案，判断正确与否，而是通过对听力材料的再挖掘，培养学生分析、综合、概括、推理等高级能力。
Unit 1 University Life Taks 1 Script Okay, Okay, let's begin. Hello, everyone. My name's Susan Hudson, and I'll be your teacher for this class, Intercultural Communication. Uh, to begin with, please take a look at the syllabus in front of you. As you all should know by now, this class meets on Tuesdays and Thursdays from 3:15 to 4:50. We will be meeting in this room for the first half of the course, but we will be using the research lab every other week on Thursday in Room 405 during the last two months of the class. Uh, this is the text for the class, Beyond Language. Unfortunately, the books haven't come in yet, but I was told that you should be able to purchase them at the bookstore the day after tomorrow. Again, as you see on your course outline, grading is determined by your performance on a midterm and final test, periodic quizzes, uh, a research project, and classroom participation. My office hours are from 1:00 to 2:00 on Wednesdays, and you can set up an appointment to meet with me at other times as well. Key A. Answer the following questions. 1)What are the name of the teacher and the name of the course? Key: Susan Hudson and Intercultural Communication. 2)When and where will the class meet for the first half of the course Key: The class will meet in the room they are in now and on Tuesdays and Thursdays from 3:15 to 4:50. 3)Where can the students get the textbooks? Key: They can purchase the textbooks at the bookstore the day after tomorrow. 4)When are the office hours? Key: The office hours are from 1:00 to 2:00 on Wednesdays. B. Complete the following sentences with what you hear on the tape.