5篇2022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。
以下是小编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1st period warming up(6.3-6.4)2nd period Reading (I)(6.5)3rd period Reading(II)(6.9)4th period Language Study(6.10-6.11)5th period Listening(6.12)6th period Writing(6.13)Ⅳ. 分课时教案The First Period warming upTeaching goals 教学目标1. Target Language目标语言a. 重点词汇和短语misunderstand, similar, facial, expression, agreement, yawn, chest, gesture, adult, punishb. 重点句型或交际用语Act out the following meanings, please.Please guess what I mean.Please show the actions, using body language.Now it is your turn to show the action / gesture.Please use either spoken words or body language to express your ideas.Please use both spoken words and body language to express your ideas.2. Ability goals能力目标a. Enable the students to understand what a certain gesture of the body language means in a given situation.b. Enable the students to act out some meanings, requirements, requests or situations given in the target language.c. Enable the students to express with the target language the meanings given in body language.3. Learning ability goals 学能目标a. Help the students learn how to express themselves in body language when needed.b. Help the students understand others when body language is being used.Teaching important points教学重点a. Teach the students how to understand body language used in different countries or cultures as well as in different occasions.b. Teach the students how to use body language in the most appropriate occasions.Teaching difficult points 教学难点a. Enable the students to realize the importance of body language in communication so that little or no misunderstanding may occur.b. Let the students know that there is both positive body language and negative body language.Teaching methods教学方法a. Individual work, pair work and group work.b. Acting out by imitation, mime or with gestures and body movement.Teaching aids教具准备A computer, a projector and some pictures.Teaching procedures & ways教学过程与方式Step I Lead-inThe teacher shows some pictures on screen. These pictures are from the Evening Party Celebrating the coming Lunar New Year of the Rooster of 2005.Ss: Yes, Thousands of Hands Kwan-yin.T: But do you know who she is? Yes, she was the leading dancer of the program. Her name is Tai Lihua(邰丽华). She is called a Fairy of Peach blossom(桃花仙子) by people. You know she is a deaf girl, but she is a wise, diligent, charming and energetic girl. She studied very hard and got two degrees of bachelors in university. She was famous as an artist for her wonderful performance. She is deaf and dumb. But how did she get that great achievement and became a successful person? She loves life very much. We should learn from her spirit. Besides her hard working, body language plays a very important part in her life. We are all healthy people, sometimes we can use body language to express ourselves. So we should pay more attention to learning body languages.Step II IntroductionT: Now let’s do some TPR (Total Physical Response) activities together, I hope you will enjoy them and have fun as well.Touch your head / face / eyes / nose / mouth / ears / cheeks / forehead / shoulders / stomach / legs / feet / toes ...Shake your head / arm / hand ...Wave your arm / hand ...Open your eyes / arms /mouth ...Close your eyes / mouth ...Twist your wrist / waist.Cross your arms / fingers.Nod your head. Bow your head.Make a face to each other.Bend / cry / shout / scream / smile / laugh ...T: All right. Now let’s do them a little bit difficult. Let’s play a game together. Those who fail to follow the rule of the game will be dropped out. The game is: “Simon says”. For example, if I say “Simon says, touch your head”, then you touch your head. If not, you shouldn’t touch your head but remain still. Clear? Ready? Now let’s start.3 or 5 minutes for the game.T: Ok. It’s time to take up the lesson. Please look at the screen. Let’s t ake a look at the following gestures:Gesture Action MeaningA handshake You are welcome.A clap of hand Come on; be cheerful.A V-shape of the fore-finger and middle finger May you succeed!Or congratulations on your success!A half-closed hand with thumb down I am not in favor of your idea or I’ll have to refuse you.A wrinkling of the brow in thought or displeasure or a scowl She is worried.Tears coming out of his eyes. He is very sad.All smiles on her face She is very happy.Waving their hands They are waving goodbye to people around.A hand stretched out forward with strength He is stopping a tank.People jump with their both hands stretched open in the air.They are cheering for the victory.T: What are the actions of the above gestures? What do they mean?S4: The first gesture is a handshake, which means “You’re welcome”.S5: The second is a handclap, which means “Come on” or “Be cheerful” or something like that.S6: The third one is a V-shaped posture of the first finger and the middle finger, which suggests a wish for the other or others to succeed.S7: The fourth is a half-closed hand with the thumb down. It means the one who gives this gesture is against the other’s idea or simply refuses the request.S8: The fifth is a worried look of a woman. She wrinkles her brows or frowns. It also seems that she scowls. It shows that she is worried or sad. In other words, she is unhappy.S9: The sixth is a man shedding tears. Tears were running down his cheeks. He is very sad for losing his relatives or sad for his failure.S10: The seventh is a smiling face. It is easy to see that she is very happy.S11: The eighth is a gesture of waving hands. They are waving goodbye to people who are around to see them off.S12: The ninth is a hand stretched out forward with great strength. The boy is trying to stop a tank from entering into his homeland.S13: The tenth is hands stretched out upward. They are all very cheerful. They are wild with joy; maybe they have just won a game. So we can see that they are cheering for their victory.T: You have all done a good job. So you see that there aremany cases or situations in which body language can convey meanings as well as spoken or written languages. If you want to know more about it, let’s come to Unit 4 Body Language.St ep Ⅲ PracticeT: Look at Page 25.What are these people communicating?Step Ⅳ Time for FunT: Now let’s play a game in groups of four. One thinks of a situation and asks the others to show some actions using body language. When the one chooses the action that is most likely, it is his or her turn to think of some other situation for the others to show the actions so that the game may go on for a few rounds. Clear?Ss: Yes. That’s funny!T: Try to make the situations as interesting and enjoyable as you can. And show the situation as lively as possible. Besides, make sure that everyone has a turn.Ss: All right.S1: What are you likely to do if it rains?(Actions) S2: reads a book;S3: puts on a raincoat;S4: cleans the house.S1: Ok. I think S3 seems the most likely, so it is his turn.S3: What are you likely to do if the river floods?(Actions) S1: runs away as fast as he can;S2: helps the younger or elder to escape as soon as possible; S4: climbs on to a tree.S3: Ok. I think S2 seems the most likely, so it is her turn.S2: What are you likely to do if the house catches fire?(Actions) S1: fetches some water;S3: tries to put it out with blooms;S4: runs away as quickly as he can.S2: Ok. I think S4 seems the most likely, so it is his turn.S4: What are you likely to do if you meet with a fierce dog?(Actions) S1: remains where he is and bends down, looking at the dog;S3: tries to scare it away with small stones;S4: runs away as quickly as possible.S2: Ok. I think S1 seems the most likely, so we all have done a good job.T: Yes. I couldn’t agree with you. Now, one more group.Step V Role Play (Speaking task on P67)T: Now, there’s still a little time left. Let’s come to Speaking Task on Page 67.Homework1. Team work: Discuss the importance of body language.2. Go over the Reading:1) Communication: No Problem?2) Showing our feeling.T: I think you must have known something about these pictures. Yes, they are from a program of CCTV, the Evening Party Celebrating the Spring Festival of 2005, the coming Lunar New Year of the Rooster. I think that was the best program. Do you remember the name of this program?The second period ReadingThe Second Period Reading (I)Teaching goals 教学目标1. Target language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Yesterday, another student and I , representing our university’s student association, went to the Capital International Airport to meet this year’ international students.…I saw several young people enter the waiting area looking around curiously.She stepped back appearing surprised and put up her hands, as if in defence.2. Ability goals能力目标a. Enable the students to realize the importance of body language.What is the purpose of language?What is the purpose of body language?How can you tell if someone is sad even if they do not speak?How can you communicate a feeling to someone who does not speak your language?b. Enable the students to understand the text.Where are the visitors from?How do Mr. Garcia from Columbia and Julia Smith from Britain response when they are introduced to each other?What do Mr. Cook and the Japanese visitor do as they are introduced?How can people express themselves besides their spoken language?Do all cultures greet each other the same way?Do English people and other Europeans act the same when they first meet?Is a handshake very common in Japan?Is a kiss often used in France when people meet?Why are there different kinds of body language?c. Enable the students to retell the text in their own words.3. Learning ability goals 学能目标Help the students learn how to explain the common idea—“different cultures, different body languages” with the target language in this unit.Teaching important points 教学重点How does body language differ among people from different cultures?Teaching difficult points 教学难点The understanding of the poorly-written reading text, especially the relationship awkwardly built up between “you” and the other people in the text, who are met by the awkward arrangement of the compilers of the textbook.Teaching methods 教学方法Skimming method, task-based method, role-play method.Teaching aids 教具准备A recorder, a projector and a computer.Teaching procedures & ways教学过程与方式StepⅠ RevisionFree talk about the topic: the Importance of Body Language. While the student on duty gives the presentation, the teacher can simultaneously approve his or her performance by using the body language learned or familiar to the students such as nodding the head, stretching out the hand with thumb up, shrugging the shoulders, etc.Step Ⅱ Pre-readingT: Our text is about a special means of communication—Body Language. Now please look at the screen. And discuss thesequestions with your partner first. And then some of you will be asked to report your work. Are you clear?Ss: Yes, sir/madam.1. What is the purpose of language?2. How can you tell if someone is sad even if they do not speak?3. What would you do if you need the other’s help urgently while you two speak different languages?4. Give an example of how you can communicate a feeling to someone who does not speak your language.After a few minutes.T: Now who’d like to answer the first question? Volunteer! S1: Let me try. The purpose of language, of course, is to be used as a tool of communication. That is, to exchange with others ideas, feelings, information, and so on.T: Perfect! Body language is used anytime and anywhere to convey people’s ideas, feelings, information, and so on and so forth. Next question?S2: Even if they don’t speak, I can tell if they are sad bylooking at their facial expressions. I’m a good mind-reader. (Smiling)S3: Yes, that is quite easy. Just by watching their frowned brows, their long faces, we know that they are unhappy.T: Very good. We have got two “mind readers” in our class; I’m sure there are more than two! Now who’d like to give the answer to the third question?S4: Let me try, Sir / Madam. I’ll try to use body language to tell the other what I need urgently. I’ll do it by miming, by any proper posture, or gestures, even by drawing pictures.T: You are smart! Now who’d like to do the last one. It ismore challenging, right?S5: I’d like to h ave a try, sir. Last summer I went on a study tour in the States. When I was on the way toLos Angeles on the flight of the United Airlines, we stopped at Tokyo / Narita Airport in Japan for 3 hours. So I went into the shop at the airport, for I wanted to buy a digital camera. Of course I knew no Japanese, so I spoke to her in Chinese first and then in English. It seemed that she was at a loss when I spoke to her. Then I decided to try it in body language. I just pointed to the camera that I like most-Sony Cyber-shot DSC-P100. The salesgirl spoke to me in Japanese this time but I couldn’t understand a word of it. So I shook my head and kept pointing at the camera. Finally I reached her understanding and she took out the camera I wanted to buy. I examined it for a little while and asked her the price of it by drawing a big “?” in the air with my forefinger. She took out her calculator and put in the price. The price was reasonable and I decided to take it. I paid for it and the salesgirl bowed to me again and again.T: Wonderful! Thank you for telling us so interesting a true story and giving us so good an example of body language.Step Ⅲ While-reading1. ScanningWhile reading, please try to divide the whole passage into several parts and find out the main idea.Part 1 Para 1You are sent to Capital International Airport to meet this year’s international students.Part 2 (para. 2 and 3 )Examples of learned or cultural “body language”.Part 3. (para. 4 )Different peoples have different body languages.Part 4. (para. 5)Summary of body language.Read the text carefully, then decide if the following statements are true (T) or false (F).• Englishmen often stand close to others or touch strangers as soon as they meet.• Most p eople around the world now greet each other by kissing .• Japanese will bow to others as greeting.• People from Jordan will move very close to you as you introduce yourself to them.• Some body languages in some countries are good while some countries’ b ody language are bad.Step IV Post reading1. Is the author of this passage male or female? How do you know ?The author is male. Ahmed Aziz will not shake hands with women, but he shakes hands with the author.2.What were the two mistakes that the author noticed?He noticed that the Colombian man kissed the British woman, but in her culture, a kiss from a stranger is not acceptable. He also noticed that the Japanese man bowed just as the Canadian man started to shake hands, so one man’s nose touched the ot her man’s hand.3. Who seemed to prefer to keep more physical distance from others? Who seemed to prefer closer physical distance ?The British woman, Julia, and probably the Canadian man, George, seemed to prefer to keep more physical distance from others. The Colombian man, Tony, and the Jordanian man,Ahmed, seemed to prefer closer physical distance .4. Did any students have similar greeting customs? If so, which ones?Yes. Tony from Colombia and Darlene from France had a similar greeting custom-a kiss. George from Canada and Ahmed from Jordan also had a similar greeting custom-a handshake, but Ahmed shakes hands only with men.5. “ When in Rome, do as the Romans do.” What do you think this famous saying means?This saying means that when we are in a certain place, we should follow the customs of the people who live in that place, not our own customs.6. Do you agree with the author’s statement that body language is not good or bad? Why or why not?Students will give their own answers.Step Ⅴ Homework1. Get ready to retell the text in your own words.高中英语听力教案范文2R=reporter M=manR. What was the first thing you remember? M. Oh, my goodness. It was about 5 o’clock in themorning. I remember, I woke up when I wasthrown out of the bed. When I tried to walk,the floor shook so that I fell. I felt terrified andrushed downstairs.R. What did you see outside?M. Oh, I saw things I never want to see again. It seemed as if the end of the world came. People were crying, shouting and running everywhere. Bricks were falling down from some buildings while big ones were shaking...... Lots of people weregetting buried under bricks. There were great fires around us. It was terrible.R. Did you realize what was happening? M. No. I asked a man standing next to me what happened. Before he could answer, some bricks fell on him and he was killed.R. That sounds frightening. Did you know whereto find a safer place?M. Oh, no. Luckily I met a man who knew theway to a boat.R. So.... you got away easilyM. No, we didn’t. It was difficult becausethe streets had deep cracks. As we were carefully picking our way, some frightened cows rushed up Market Street and dropped into one of them. I’ll never forget the noise they made. Some ofthem had broken their legs and others were climbing upon each other to get out. Horrible.R. How did you feel once you’d left the第2/3页city?M. Umm. I felt safer because we werebeingcared for. The soldiers saved us. They brought us water and food. Thanks to them many of us are still alive.高中英语听力教案范文3survey n. 调查;测验 add up 合计upset adj. 心烦意乱的;不安的;不适的 vt. 使不安;使心烦 ignore vt. 不理睬;忽视 calm vt. & 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 have got to 不得不;必须concern vt. (使)担忧;涉及;关系到n. 担心;关注;(利害)关系beconcerned about ... 关心...;挂念... walk the dog 遛狗loose adj. 松的;松开的 vet n. 兽医go through 经历;经受set down 记下;放下;登记 series n. 连续;系列a series of ... 一连串的;一系列;一套 outdoors adv. 在户外;在野外spellbind vt. 迷住;迷惑 on purpose 故意 in order to 为了…… dusk n. 黄昏;傍晚 at dusk 在黄昏时刻 thunder vi. 打雷;雷鸣 n. 雷;雷声entire adj. 整个的;完全的;全部的 entirely adv. 完全地;全然地;整个地 power n. 能力;力量;权力 face to face 面对面地curtain n. 窗帘;门帘;幕布 dusty adj. 积满灰尘的no longer / not … any longer 不再…… partner n. 伙伴;合作者;合伙人 settle vi. 安家;定居;停留 vt. 使定居;安排;解决 suffer vt. & vi. 遭受;忍受;经历suffer from 遭受;患病loneliness n. 孤单;寂寞highway n. 公路;大路recover vi. & vt. 痊愈;恢复;重新获得 get/be tired of ... 对……厌烦pack vi. & vt. 捆扎;包装;打行李 n. 小包;包裹pack (sth) up 将(东西)装箱打包suitcase n. 手提箱;衣箱overcoat n. 大衣;外套 teenager n. 十几岁的青少年get along with 与……相处;进展 gossip vi. & n. 闲话;闲谈 fall in love 相爱;爱上exactly adv. 确实如此;正是;确切地 disagree vi. 不同意grateful adj. 感激的;表示谢意的 dislike n. & vt. 不喜欢;厌恶 join in 参加;加入tip n. 揭示;技巧;尖;尖端;小费 vt. 倾斜;翻倒secondly adv. 第二;其次 swap vt. 交换item n. 项目;条款Unit 2subway n. 地下人行道;<美>地铁 elevator n. 电梯;升降机petrol n. <英>汽油(=<美>gasoline) gas n. 汽油;气体;煤气;毒气official adj. 官方的;正式的;公务的 voyage n. 航行;航海 conquer vt. 征服;占领 because of 因为;由于native adj. 本国的;本地的 n. 本地人;本国人 come up 走近;上来;提出apartment n. <美>公寓住宅;单元住宅 actually adv. 实际上;事实上 base vt. 以…为根据n. 基部;基地;基础 at present 现在;目前gradual adj. 逐渐的;逐步的 gradually adv. 逐渐地;逐步地 enrich vt. 使富裕;充实;改善 vocabulary n. 词汇;词汇量;词表 make use of ... 利用;使用 spelling n. 拼写;拼法latter adj. 较后的;后半的;(两者中)后者的 identity n. 本身;本体;身份 fluent adj. 流利的;流畅的高中英语听力教案范文4Unit 16 Lesson 63Hello, everyone. Today I’m very plea sed to have an opportunity to talk about some of my teaching ideas. My topic is life in the oceans taken from Lesson 63 of Unit 16 in SEFC(2). It is made up of four parts.Part 1 My understanding of this lessonThe analysis of the teaching material:This lesson is a reading passage. It plays a very important part in the English teaching of this unit. Lesson 62 and Lesson 63 are a whole unit. By studying Lesson 63, Ss can improve their reading ability, learn more about the sea and the life in the oceans. At the same time, we should get the students to understand some difficult sentences to comprehend the passage better. The Ss should do some listening, speaking and writing, too. Of course, the Ss should receive some moral education. Let the Ss understand the sea better, love the sea and save the sea and the life of the sea.Teaching aims:1. Knowledge aim: Understand the main idea of the text.2. Ability aim: Retell the text in their own words.3. Emotional aim: Make the Ss love the life of the sea and do something to stop it being polluted.Key points / Teaching important points:How to understand the text better.Teaching difficult points:1. Use your own words to retell the text.2. Discuss the pollution of the sea and how to save the sea.Something about the Ss:1. The Ss have known something about the sea and sea life through the Internet and other ways.2. They are lack of vocabulary.3. They don’t often use English to express themselves and communicate with others.4. Some Ss are not active in the class because they are afraid of making mistakes.Part 2 My teaching theories, methods and aidsBefore dealing with this lesson, I’ll do my best to carry out the following theories: Make the Ss the real masters in class while the teacher himself acts as director; Combine the language structures with the language functions; Let the students receive some moral education while they are learning the English language.Teaching method:Double activities teaching methodQuestion-and-answer activity teaching methodWatch-and-listen activityFree discussion methodPair work or individual work methodTeaching aids:1. a projector2. a tape recorder3. multimedia4. the blackboardPart 3. Teaching steps / proceduresI have designed the following steps to train their ability of listening, speaking, reading and writing, especially reading ability.The entire steps are:Greetings, Revision, Lead-in and preparation for reading, Fast reading(scanning), Listening, Intensive reading, Preparation for details of the text, Consolidation, Discussion, Homework Step 1 GreetingsGreet the whole class as usual.Step 2. Revision1. Ask students some questions to revise the last lesson(show them on the screen).a. How much salt do the oceans contain per thousand parts of water?(35 parts of salt. 3.5% by weight)b. What is coral? Why are corals not found in deep water?c. Why is the Dead Sea called the Dead Sea?2. Check the homework(made a survey about the sea or sea life by surfing the Internet or asking for help from other people). Through this part we can consolidate what they studied yesterday, communicate with others about their survery results and prepare for the new lesson.Step 3. Lead-in and preparation for readingShow them some pictures and let them talk each other, and then use the pictures about sea and life in the oceans to learnnew words, for example, Antarctica, huge whale, sperm whale, squid and so on.Purpose: Arouse the students’ interest of study.Bring in new subject: Life in the oceans.Step 4. Fast readingRead the passage as quickly as they can. I show the questions on the screen and let them get the main idea of each paragraph:1. Why can living things live in such oceans around the Antarctica?2. What does the whale feed on?3. What is the difference between the sperm whale and other whales?Method: Read the text individually, use question—and—answer activity.Purpose: Improve the students’ reading ability.Understand the general idea of each paragraph.Step 5. Listening(book closed)1. Listen to the tape then do an exercise(wb page 90, part 1)2. True or false exercise.(on the screen)Train the Ss’ listening ability and prepare for later exercises.Step 6. Intensive readingRead the passage carefully again and answer some detailed questions on the screen.1. How much does a whale eat at a time?2. Do all the whales feed on small fish?3. How deep can a sperm whale dive?It is also called depth reading or study reading. It means reading for detailed information.Purpose: Further understand the text (Train further reading ability) to find out some different sentences and details of thetext.Step 7. Preparation for details of the text on the screen1. ...its heart slows to half its normal speed.slow-v. to become / make slower.2. ing sound wavePresent participle used as adverbial.3. provide sth. for sb.provide sb. with sth.4. at a time: each time5. grow to a length of...Purpose: Train the Ss’ ability of understanding and using laguage.Step 8. Consolidation1. Find out the topic sentences.2. Retell the passage according to the topic sentences.Purpose: I want to know if my students understand the whole text really and if they master what I mean to tell them in this class. What’s more, I want to let them have the ability of introducing and analyzing expression. At the same time, I will write down the topic sentences on the blackboard according to what the students find, so they can retell it easily.Step 9. DiscussionShow them some pictures about the polluted sea and many living things which are in danger and ask them: What are their opinions about it? In order to let them have free choice, I give them another topic: The sea is being polluted. What should they do?Purpose: I mean to give them emotional education. I give them multi-media pictures to arouse their interest of study and their love for life. I mean to make them realize: The sea is indanger!I teach them to do their best to help it and do something from now on. Everyone should do something to love and protect our home.Step 10. HomeworkWrite an article Saving the sea. I want to improve the ability of their writing. At the same time, train the ability of do-it-yourself and looking up the information by themseleves.Part 4. Blackboard designUnit 16 Lesson 63Topic Sentences:1. Some living things can live in Antarctica.(what)2. The whale feeds on small fish.(what)3. The sperm whale feeds on squid.(difference)Discussion:1. The whales are in danger. What’s your opinion about it?2. The sea is being polluted. What should we do?In my opinion, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily.In this text, the design is not easy to write. I write the topic sentences on the blackboard in order to tell the students that this is of the importance in this class. The discussion is of the difficulty.I want to make the design inductive, instructive and 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。
