高中英语教师资格证听说课教案

高中英语教师资格证考试科目三听说课教案高中英语教师资格证考试科目三听说课教案I Teaching Contents:This is a listening lesson. It talks about .II Teaching objectives(1)Knowledge objectives:a)Students will learn some words and phrases like .b)Students can understand the passage and learn more about .(2)Ability objective:Students can improve their listening abilities and grab the key information through listening activities.(3)Emotional objectives:a)Students can foster the interest and desire of learning English and be fond of taking part in kinds of class activities.b).III Key and difficult points:Key point:Help students get the details of the passage.Difficult point:Guide students to use the new knowledge in their daily life. IV Major Steps:Step 1 Lead-in(4 mins)At the beginning of the class, the teacher will show the video of and ask one question: “ ”, then invite some volunteers to share their answers. After that, the teacher will give corresponding comments to the students' answers and shows the topic/task for this lesson.(Justification: The video is vivid and interesting, which can arouse students' interest to the teaching activity. Meanwhile, itcan also lead to the topic today naturally)Step 2 Pre-listening(5 mins)1.PredictionBefore listening, the teacher will guide students to make a prediction. The teacher will present some hints to help them.Hint 1: Title of this material- .Hint 2: Some pictures/ videos in which students can see .2.Words/Phrases explanationThe teacher will explain some new and d ifficult words/ phrases l ike.Students will use those words to make sentences. (Justification: Through above activities, students will be prepared to listen and can understand the material better)Step 3 While-listening(20 mins)1.Extensive listeningStudents will listen to the passage for first time to check their prediction and conclude the main idea of the passage.(Justification: Through extensive listening, students will havea general understanding of this passage.)2.Intensive listeningStudents should listen to the passage for the second time and do the following tasks: (1)True or False(T/F).(T/F).(T/F).(2)Matching/ Form-filling/Mind mapping(Justification: Through above listening activities, students will not only understand the main idea and details of this listening material, but also improve their listening ability. )Step 4 Post-listening(11 mins)Group discussion/Do a survey:Students will work in groups to discuss the following question/ do a survey about: ?After the discussion, several students will be invited to share their answers. Then the teacher will make a conclusion.(Justification: This task can arouse students’ interest and involve the whole class. Also, by group discussion, students' critical thinking and autonomous learning ability can be developed. /They will be more confident to share their opinions in public./ They will be willing to cooperate with others.) Step5 Summary and homework(5 mins)1.SummaryAsk students to act as an assistant teacher to conclude what we have learned this class. Then make a summary together.(Justification：Reviewing the important knowledge in this lesson can deepen students' impression and form good study habits.)2.Homework(1)Retell the passage after the class.(2)Search more information about and share with others next class. (Justification: Retelling can help students sort out the course content, while the task of collecting information can help students actively explore more knowledge and information.)。

教学目标：1. 学生能够理解并掌握本节课的核心词汇和句型。

2. 学生能够运用所学词汇和句型进行简单的日常对话。

3. 培养学生的听说能力和跨文化交流意识。

教学重点：1. 词汇：掌握与话题相关的核心词汇。

2. 句型：掌握与话题相关的常用句型。

3. 听说技巧：提高学生的听力理解和口语表达能力。

教学难点：1. 学生能够运用所学词汇和句型进行实际交流。

2. 学生能够克服口语表达中的心理障碍。

教学过程：一、导入（5分钟）1. 利用多媒体展示与话题相关的图片或视频，激发学生的兴趣。

2. 引导学生进行简单的自由讨论，回顾与话题相关的背景知识。

二、新课导入（10分钟）1. 教师展示与话题相关的核心词汇，引导学生进行认读和拼写。

2. 教师讲解核心词汇的用法，并通过例句让学生练习。

3. 教师展示与话题相关的常用句型，引导学生进行跟读和模仿。

三、听说练习（20分钟）1. 分组练习：学生分成小组，根据教师提供的情景进行对话练习。

2. 模拟对话：教师设置不同的场景，让学生运用所学词汇和句型进行模拟对话。

3. 听力训练：播放与话题相关的听力材料，要求学生听后回答问题。

四、课堂展示（10分钟）1. 学生分组进行对话展示，教师进行点评和指导。

2. 邀请个别学生进行口语表达展示，教师进行点评和鼓励。

五、总结与作业（5分钟）1. 教师对本节课所学内容进行总结，强调重点和难点。

2. 布置课后作业，要求学生运用所学知识进行听说练习。

教学反思：1. 教师在课堂上应注重激发学生的学习兴趣，提高学生的参与度。

2. 教师应关注学生的个体差异，因材施教，使每个学生都能在课堂上有所收获。

3. 教师应注重培养学生的听说技巧，提高学生的口语表达能力。

4. 教师应关注学生的心理需求，帮助学生克服口语表达中的心理障碍。

教学资源：1. 课件：与话题相关的图片、视频、听力材料等。

2. 词汇卡片：用于展示和练习核心词汇。

3. 话题情景图：用于模拟对话和听力训练。

高中英语听说课教案模板〔共6篇〕第1篇：高中英语听说课新课标下的听说教学高一英语新课程改革已经在全国范围内逐步推行，我省也已经正式步入课改的行列之中。

英语学科新课改的重点是改变过去只注重语法和词汇知识的讲解与传授，无视对学生实际语言运用才能的培养的倾向。

强调从学生的学习兴趣、生活经历和认知程度出发，倡导体验、理论、参与、合作交流的学习方式和任务型的教学途径，开展学生的综合语言运用才能。

因此，进步听力教学是所有英语老师必需要考虑的一个课题。

《英语课程标准》也将听、说技能的地位进一步提升。

而中学英语教学由于长期受应试教育的影响，过多重视了英语知识的训练和掌握，致使学生对听力的认识还是茫然的。

面对这样的境遇，又恰逢在新课程改革的指引下如何搞好听、说教学是摆在我们所有英语老师面对的一个课题，也是一个迫在眉睫的问题。

一、听〔一〕形成对英语听才能要求的正确认识新课标逐年加大听力局部的分值。

目前，英语口试还不作一般考试的要求，所以，学生不会创造气氛去说英语。

基于这种情况，我们应努力让学生理解，好的听力不仅对笔试有帮助，它更是一种才能的表达，因为我们学英语的目的不是为了考试，考试是作为一种催促的手段，我们的目的是用英语来进展交际。

口头交流是最简单最普遍的交际方式。

而只有我们在听得懂别人说的话和说得出自己的观点时，我们才有交流。

所以说，听懂说好英语既是我们学习的目的，也是学习英语的根本要求。

〔二〕听前准备听前的准备工作是非常重要的，一般情况下老师只是留几分钟时间让学生自己看要答复的问题，或在多媒体课件上列出一些听力内容中的生词、词组后就让学生听了。

听完后直接对答案。

但对于那些内容较难的听力材料，我们除了做以上工作外还应该给学生讲解一些关于听力材料的背景知识，把它当作听前的热身。

可以先让学生们看问题和与它相对应的选项，在他们看完以后，我让他们猜想听力材料的大致内容。

多数同学猜不出来，少数能猜出来的同学也不敢答复。

这时可以在黑板上列出了以下一些【关键词】：^p 。

课时：2课时年级：高中教材：人教版高中英语教材教学目标：1. 知识目标：通过本节课的学习，学生能够掌握一定的听力技巧，提高听力理解能力。

2. 能力目标：培养学生良好的听力习惯，提高听力速度和准确性，为英语口语和写作打下基础。

3. 情感目标：激发学生学习英语的兴趣，培养学生对英语学习的热爱和自信心。

教学重点：1. 掌握听力技巧，提高听力理解能力。

2. 培养良好的听力习惯，提高听力速度和准确性。

教学难点：1. 理解听力材料中的隐含意义。

2. 培养学生快速捕捉信息的能力。

教学过程：一、导入（Pre-listening）1. 利用图片、视频或歌曲等，激活学生的背景知识，激发学习兴趣。

2. 引导学生回顾上节课的内容，为听力学习做好铺垫。

二、听前准备（Pre-listening）1. 指导学生预习听力材料，了解文章大意。

2. 提前告知学生听力材料中可能出现的生词，帮助学生扫除听力障碍。

三、听力训练（While-listening）1. 第一遍听力：学生集中注意力，快速捕捉信息，理解文章大意。

2. 第二遍听力：引导学生关注细节，理解文章结构，培养逻辑思维能力。

3. 第三遍听力：引导学生分析文章中的隐含意义，提高听力理解能力。

四、听力技巧讲解（Listening Skills）1. 分析听力材料，总结听力技巧，如：预测、抓关键词、听主旨大意等。

2. 举例说明听力技巧在听力训练中的应用。

五、听力练习（Listening Practice）1. 学生根据所学技巧，进行听力练习，巩固所学知识。

2. 教师巡视课堂，解答学生在练习过程中遇到的问题。

六、课堂小结（Summary）1. 回顾本节课所学的听力技巧，强调听力训练的重要性。

2. 指导学生课后进行听力练习，巩固所学知识。

七、作业布置（Homework）1. 完成教材中的听力练习，提高听力水平。

2. 收集英语听力材料，进行自主听力训练。

教学反思：1. 本节课通过多种教学手段，激发学生的学习兴趣，提高听力理解能力。

教学目标：1. 培养学生运用英语进行日常交流的能力。

2. 提高学生的听力理解和口语表达能力。

3. 增强学生的跨文化交际意识。

教学重点：1. 听懂日常生活中的对话和短文。

2. 能够用英语进行简单的日常对话。

3. 了解并掌握常用的英语口语表达和交际技巧。

教学难点：1. 学生在听力过程中对关键词汇的捕捉和理解。

2. 学生在口语表达中的流利性和准确性。

3. 学生在跨文化交际中的文化意识。

教学准备：1. 教师准备相关听力材料、口语练习材料和文化背景知识。

2. 学生准备笔记本、录音设备等。

教学过程：一、导入1. 用英语进行简单的问候和自我介绍，营造轻松的学习氛围。

2. 提问学生：“Do you like to communicate with others in English? Why or why not?” 引导学生思考英语口语交流的重要性。

二、听力训练1. 播放一段与日常生活相关的听力材料，如对话或短文。

2. 学生边听边做笔记，记录关键词汇和重要信息。

3. 教师提问，检查学生对听力材料的理解情况。

4. 学生复述听力材料的主要内容，提高口语表达能力。

三、口语练习1. 教师给出一个话题，如：“My favorite holiday”，引导学生进行头脑风暴，列出相关词汇和表达。

2. 学生两人一组，用英语进行对话练习，尝试用所学词汇和表达完成对话。

3. 教师巡回指导，纠正学生的发音、语法和表达错误。

4. 学生展示对话，全班进行点评和反馈。

四、文化背景知识1. 教师介绍与话题相关的文化背景知识，如节日、习俗等。

2. 学生讨论文化差异，提高跨文化交际意识。

五、总结与反思1. 教师总结本节课的学习内容，强调重点和难点。

2. 学生反思自己的学习过程，提出改进意见。

3. 教师布置课后作业，巩固所学知识。

教学评价：1. 课堂参与度：观察学生在课堂上的表现，如是否积极发言、是否主动参与练习等。

2. 听力理解能力：通过听力测试，了解学生对听力材料的理解程度。

一、教学目标1. 语言技能目标：学生能够听懂日常生活中的英语对话，并能用英语进行简单的口头交流。

2. 知识目标：学生能够掌握常用的英语口语表达方式和常用词汇。

3. 情感态度目标：培养学生对英语学习的兴趣，提高学生自信心，鼓励学生在课堂上积极参与。

二、教学重难点1. 教学重点：掌握日常生活中的英语口语表达方式和常用词汇。

2. 教学难点：学生在实际情境中运用英语进行口头交流。

三、教学过程1. 导入- 利用多媒体展示日常生活场景，激发学生的学习兴趣。

- 引导学生思考：在这样的场景下，我们应该用英语说什么？2. 听力训练- 播放一段日常生活场景的英语对话，让学生认真聆听。

- 提问：对话中出现了哪些词汇和表达方式？学生能否用英语复述对话内容？3. 口语练习- 教师根据听力内容，设计几个实际情境，让学生进行角色扮演。

- 学生分组练习，教师巡回指导，纠正发音和语法错误。

4. 词汇拓展- 教师展示一些与日常生活相关的英语词汇，引导学生学习。

- 学生跟读并模仿，加深对词汇的记忆。

5. 语法讲解- 教师讲解日常生活中的常用英语语法知识。

- 学生通过例句理解语法规则，并尝试运用到实际对话中。

6. 练习巩固- 学生进行小组练习，用所学词汇和语法知识进行对话。

- 教师点评，纠正发音和语法错误。

7. 小结作业- 总结本节课所学内容，强调重点和难点。

- 布置课后作业，要求学生用所学知识进行口语练习。

四、板书设计1. 课堂主题：英语听说课2. 词汇：日常生活相关词汇3. 语法：常用英语语法知识4. 教学目标：听懂日常生活中的英语对话，能用英语进行简单的口头交流五、教学反思1. 关注学生的学习兴趣，创设生动有趣的课堂氛围。

2. 注重培养学生的口语表达能力，鼓励学生在课堂上积极参与。

3. 加强对学生口语发音和语法的指导，提高学生的英语水平。

4. 定期进行教学反思，不断改进教学方法，提高教学质量。

高中英语听说教学教案。

为了解决这一问题，我们的高中英语听说教学教案应该具备一些关键要素，如：目标明确、教学方法特色、资源支持等。

接下来，我将一一讲述。

目标明确是听说教学教案的重要要素之一。

我们的教学目标应该明确，可以是让学生流利地用英语进行日常交流或让他们从音频或视频中获取信息并准确地表达自己的看法。

在制定教学目标时，我们必须考虑学生的年龄、水平、兴趣和学习需求，确保教学目标与学生的实际情况相符。

如果我们的教学目标不够明确，那么学生将无法感受到听说教学的意义和价值，教学效果也会大打折扣。

教学方法特色也是听说教学教案的关键要素。

要让学生积极参与，我们需要选择一些宣传广泛、流行的教学方法，包括交流式教学、任务教学、合作学习、情景教学、影视教学等。

这些方法既符合学生的学习特点，又有助于培养学生的听说技能和加强学生之间的互动和合作。

交流式教学是一种强调交流、互动和合作的教学方式。

在交流式教学中，教师和学生共同分享知识，探索问题，讨论观点，以促进学生口头表达能力的培养。

任务教学强调学生通过完成实际任务来学习语言。

在任务教学中，学生需要充分运用听说读写等技能，强化对语言的学习和理解。

合作学习是指一种让学生通过小组活动互相合作帮助来学习和发展听说技能的教学方法。

在合作学习中，学生需要相互合作，分享信息和思想，从而达到提升口头表达和沟通能力的目的。

情景教学则是根据特定的情境来进行教学，在这种情况下，学生需要活学活用已有的知识、技能和思维方式进行思考和表达。

影视教学则是通过影视资源来进行教学，以帮助学生提高听说能力。

听说教学教案需要得到资源支持。

在教学中，我们需要运用各种资源来支持我们的教学，例如录音、视频、磁带、CD、教学网站等。

这些资源可以提供语音模型、真实语料库以及丰富的语言环境，可以帮助学生快速掌握英语的声音和表达方式。

听说教学教案是每位英语教师必须制定的一项重要工作。

为了使听说教学变得更加有效，我们必须确保教学目标明确，教学方法特色，以及得到资源支持。

高中英语教师资格证听说课教案Revised on November 25, 2020听力：Inferring推断，gist listening主旨，listening for details，dictationModels：top-down model, down-top model, interactive model教案模板：TopicTeaching Aims:1.Knowledge aim: The students will be able to know something about...; learnsome new words and phrases.2.Ability aim: The students will be able to develop their listening abilities such aslistening for the gist, the specific information and predicting skills...3.Emotional aim: The students will be abl e to know that they should…/Teaching Key and Difficult Points:Teaching Aid: CAITeaching Procedures:1.Step 1: lead-inPlay the song “…” and ask students to talk something about it.2.Step 2: pre-listeningIntroduce…Go through the new words and phrases.3.Step 3: while-listeningAsk students to listen to the tape and then answer the questions: Who, When, Where, What.Listen to the tape again, ask students to choose the correct answers.Do the dictation.4.Step 4: post-listeningLet students discuss the story in pairs and then retell the story.5.Step 5: Summary (or consolidation)6.Step 6: HomeworkRecites the wordsDo another exercise about …on Page…Blackboard Design:T: Good afternoon, boys and girls. Welcome back to my class. I am so glad to see you again. How are you today Great! Now I will play a song for you, please listen carefully to the content.T: What a happy song! So what is this song aboutT: Exactly, holiday!T: How do you feel about holiday As we all know, winter holiday is coming. What are you going to do on holiday Sleep, watch TV, or travel with parents I see. It seems like all of you have had a plan.T: Well, today we will listen to a tape about holiday, but before the listening, let’s go through the new words and phrases first. ….(Who can make a sentence using this word ; Lily, can you guess the meaning of this word Good job; Anyone knows the meaning of this phrases Chris, have a try! Great, it’s very close to its meaning.; Who can translate this sentence into Chinese Yeah, Bob please.)T: Ok, so much for the news words and phrases. Now, listen to the tape carefully, and then answer following questions: Who When Where What happenedT: 读材料T: The first question, who can answer it in volunteer Oh, John please.T: Good! It’s…T: The second question, who want to try Tom, please.T: Great! ….T: Susan, can you answer the third questionT: Good job! It’s in….T: Who can answer the last question Don’t be shy, just have a try! VictoriaT: It’s a difficult question but you did very well. But to be more precise, she didn’t …, inst ead, she…T: Now, listen to the tape again and do the dictation.T: Let’s check your work one by one. Tom, you first!T: Perfect! …（原文第一句话）Cindy, next.T: Good, but you miss two words. It should be ….（原文第二句话） Next one, Stacey.T: Good job. Pay attention to the word “…”, it’s x-x-x-x-x. Next, Bob.T: Very good. …T: Now, who can be the first one to retell the story Great! Peter, please.T: Very good job. Anyone else Lily, please.T: Also great! This story is … I think all of you have understand this story. You guys did a very good job today. But still remember to practice more after class. So thehomework is to make a plan for your holiday and I will ask some students to share their plans next class.Ok, that's all for today's class. See you!口语：教案模板：TopicTeaching contents:Teaching Aims:1.Knowledge aim: The students will be able to know something about...; learnsome words and phrases to describe...2.Ability aim: The students will be able to express their opinion on …3.Emotional aim: The students will be able to speak English more confidently Teaching Key and Difficult Points:Teaching Aid: CAITeaching Procedures:1.Step 1: lead-inShow some pictures to the students and ask some questions: …2.Step 2: discussionAsk students to discuss…with their partner, then ask two students to report the results.3.Step 3: practicePresent some sentences of …, then ask students to read them.Do the role play in pairs using those sentences, then ask one pair to do the presentation.4.Step 4: interviewPlay an interview video about ... ask students to intimate the interview pattern the speakers use and interview their partners, then ask one pair to do the presentation.5.Step 5: Summary (or consolidation)Review the sentences that we can use when we talk about…6.Step 6: homeworkInterview your classmate about … using the sentences and interview skills we learn today.Blackboard Design:T：Hi, boys and girls. We are now living in a highly developed world, with advanced culture and highly developed civilizations. Look at this picture, what…T: yes, you are right, it’s…So w hat do you think about…Who can share his/her idea Ok, Lily, please.T: Great! … If you are…, what would you … Bob, can you share your opinion with usT: Good job! For sure, different people have different view. But have you ever thought what are the base of all the culture and civilizationsT: Oh, yes, they are based on those which were created by our great, great grandfathers lived a long, long time ago. No one exactly knows what they lived on, what were their housing and home decoration conditions, what kind of tools they usually used in their production activities, and what entertainment they had in their spare time. Anyway, we can imagine! So now, let’s divide into groups of four and, with the help of your imagination, discuss what kinds of food the early man ate, what their housing conditions and home decorations were like, what tools they made and what entertainment they had in their spare time. Then I’ll ask some of you to report the results to the whole class.T: Time is up. Who volunteer to report the result Come on, don’t be shy! Ok, Stacey, very good!T: nice thought! Who also want to try Aslan, please.T: very interesting!T: Now, please turn to page 72, look at the SPEAKING part. You should read it with your partner, then, do the roles play. (Teacher writes bb--middle)Making suggestions and giving advice:1. What can you suggest Maybe we/you could ……2. Can I ask you for some advice I suggest (that)……3. Can you help me decide That’s a good idea.4. What do you have in mind Well, but what about……Have you considered doing……T: OK, time is up. In our daily life, we often ask someone for advice when we can’t make a decision. On the other hand, we often give other advice if they come to us for help. How can we ask for and give advice in English Let’s look at the blackboard. There are several sentences about giving advice, please read it follow me.T: Make sure you can use these sentences when you are making suggestion. Who can give us a dialogue Any volunteersT: Susan, you please, you can choose one of the situation in speaking part.T: ExcellentT: So much for practice, now I will play an interview video of native speakers, please listen carefully and learn how they interview. Ok, video is over, I’ll give you several minutes to prepare, then I’ll ask someone to intimate the interview pattern the speakers use and interview their partners. Ok, are you ready Who want to try Kate, please. Who is your partner Peter Ok, go ahead.T: Very good job! But both of you are a little nervous, I think you can do better after more practice. I will ask another two students. Any volunteers Lily, your group, please.T: Nice. Now, the class is almost over, let’s review the sentences…T: All of you did a good job today. Next class, we will learn something about friends, so your homework is to interview your classmate about … using the sentences and interview skills we learn today.Ok, that's all for today's class. See you!。

科目：英语年级：高中教材：根据实际教学需要选择教材教学目标：1. 知识与技能目标：通过听说活动，学生能够掌握一定量的生词和短语，并能正确运用基本的语法结构。

2. 过程与方法目标：通过小组合作、角色扮演等听说练习，提高学生的听说能力和跨文化交流能力。

3. 情感、态度、价值观：培养学生对英语学习的兴趣，增强学生的自信心，并提升他们的跨文化交际意识。

教学重难点：- 重点：生词和短语的正确使用，以及听力材料的理解。

- 难点：学生在真实语境中运用所学知识进行交流，克服听说障碍。

教学方法：- 讲授法- 小组合作法- 角色扮演法- 任务型教学法教学过程：一、导入（Lead in）- 时间：5分钟- 活动：教师播放一段与主题相关的视频或图片，引导学生进入学习情境，并提出问题引发学生思考。

设计意图：通过视觉和听觉的刺激，激发学生的学习兴趣，同时为后续的听说活动做好铺垫。

二、听前活动（Pre-listening）- 时间：10分钟- 活动：教师引导学生根据图片或关键词预测听力材料的内容，并复习相关词汇和语法知识。

设计意图：通过预测活动，激活学生已有知识，为听力理解打下基础。

三、听力理解（While-listening）- 时间：15分钟- 活动：1. 泛听：学生初步听录音，获取大意。

2. 精听：学生再次听录音，捕捉细节信息，如人物、事件、地点等。

3. 讨论：学生分组讨论，分享各自的理解和感受。

设计意图：通过不同层次的听力活动，提高学生的听力理解能力，并培养他们的合作学习意识。

四、口语表达（Oral Expression）- 时间：15分钟- 活动：1. 角色扮演：学生根据听力材料进行角色扮演，模拟对话场景。

2. 小组讨论：学生分组讨论，就听力材料中的话题进行深入探讨。

设计意图：通过口语表达活动，提高学生的口语表达能力，并培养他们的思辨能力。

五、总结与反思（Summary and Reflection）- 时间：5分钟- 活动：教师总结本节课的重点内容，并对学生的表现给予肯定和鼓励。

一、教学目标1. 知识目标：（1）学生能够正确理解并掌握课文内容；（2）学生能够听懂并复述课文中的主要信息；（3）学生能够运用所学词汇和语法进行日常对话。

2. 能力目标：（1）提高学生的听力理解能力；（2）增强学生的口语表达能力；（3）培养学生自主学习和合作学习的能力。

3. 情感目标：（1）激发学生对英语学习的兴趣；（2）培养学生积极向上的学习态度；（3）增强学生的自信心和团队协作意识。

二、教学内容1. 听力材料：课文内容及相关听力练习；2. 口语练习：日常对话及情景模拟；3. 词汇和语法：重点词汇和语法知识。

三、教学过程1. 导入新课（1）教师简要介绍课文主题，激发学生学习兴趣；（2）播放课文录音，让学生初步了解课文内容。

2. 听力训练（1）教师播放听力材料，让学生认真听并回答相关问题；（2）引导学生分析听力材料中的重点词汇和语法知识；（3）教师总结听力材料中的关键信息，帮助学生加深理解。

3. 口语练习（1）教师创设情境，让学生进行口语对话练习；（2）学生分组进行角色扮演，提高口语表达能力；（3）教师巡回指导，纠正学生的发音和语法错误。

4. 词汇和语法教学（1）教师讲解重点词汇和语法知识，并举例说明；（2）学生进行相关练习，巩固所学知识；（3）教师点评学生的练习情况，总结易错点。

5. 总结与拓展（1）教师总结本节课所学内容，帮助学生梳理知识；（2）布置课后作业，巩固所学知识；（3）鼓励学生进行课外阅读，拓展英语知识。

四、教学评价1. 课堂表现：观察学生的参与度、口语表达能力、合作精神等；2. 课后作业：检查学生的完成情况，了解学生对知识的掌握程度；3. 听力测试：评估学生的听力理解能力；4. 口语测试：评估学生的口语表达能力。

五、教学反思1. 教师根据学生的反馈，调整教学内容和方法；2. 关注学生的学习需求，提高教学质量；3. 不断学习新的教学理念，提升自身教学水平。

本教案设计模板适用于教资英语听说课，教师可根据实际情况进行调整和补充。

听说课简案Teaching Aims1.Understand words______ and sentence pattern_____.2.Students can talk about______(主题) freely in daily life.3. 升华情感(与本节课相关或课标当中的普适性情感)Teaching Key PointsStudents can use new words and sentence pattern to express a ___(主题)Teaching Difficult Points情感态度Teaching ProcedureStep 1 Warming-up1.Brainstorm (其他图片、视频方式导入均可)2.Review words like_________(与本节课相关单词)Step 2 Presentation1.By presenting pictures (TPR, creating a situation), new words_______ will be taught.2.Play a _____ game to practice new words.3.Create a situation and then listen to the tape to teach new sentence pattern.Step 3 Practice1.Teacher picks one student to have a dialogue to set an example for other students.2.Play a sentence dragon game.3.Have a role play (根据时间长短确定是否添加)Step 4 ConsolidationDivide students into groups; createa a situation________ and let students do a survey(draw picture, have aninterview).The results will be shown in front of class.Step 5 SummaryConclude new words and sentence and mention the emotional aim.Step 6 Homework (开放性)。

Models：top-down model, down-top model, interactive model教案模板：TopicTeaching Aims:1.Knowledge aim: The students will be able to know something about...; learn somenew words and phrases.2.Ability aim: The students will be able to develop their listening abilities such aslistening for the gist, the specific information and predicting skills...3.Emotional aim: The students will be able to know that they should…/Teaching Key and Difficult Points:Teaching Aid: CAITeaching Procedures:1.Step 1: lead-inPlay the song “…” and ask students to talk something about it.2.Step 2: pre-listeningIntroduce…Go through the new words and phrases.3.Step 3: while-listeningAsk students to listen to the tape and then answer the questions: Who, When, Where, What.Listen to the tape again, ask students to choose the correct answers.Do the dictation.4.Step 4: post-listeningLet students discuss the story in pairs and then retell the story.5.Step 5: Summary (or consolidation)6.Step 6: HomeworkRecites the wordsDo another exercise about …on Page…Blackboard Design:T: Good afternoon, boys and girls. Welcome back to my class. I am so glad to see you again. How are you today? Great! Now I will play a song for you, please listen carefully to the content.T: What a happy song! So what is this song about?T: Exactly, holiday!T: How do you feel about holiday? As we all know, winter holiday is coming. What are you going to do on holiday? Sleep, watch TV, or travel with parents? I see. It seems like all of you have had a plan.T: Well, today we will listen to a tape about holiday, but before the listening, let’s go through the new words and phrases first. ….(Who can make a sentence using this word? ; Lily, can you guess the meaning of this word? Good job; Anyone knows the meaning of this phrases? Chris, have a try! Great, it’s very close to its meaning.; Who can translate this sentence into Chinese? Yeah, Bob please.)T: Ok, so much for the news words and phrases. Now, listen to the tape carefully, and then answer following questions: Who? When? Where? What happened?T: 读材料T: The first question, who can answer it in volunteer? Oh, John please.T: Good! It’s…T: The second question, who want to try? Tom, please.T: Great! ….T: Susan, can you answer the third question?T: Good job! It’s in….T: Who can answer the last question? Don’t be shy, just have a try! Victoria?T: It’s a difficult question but you did very well. But to be more precise, she didn’t …, instead, she…T: Now, listen to the tape again and do the dictation.T: Let’s check your work one by one. Tom, you first!T: Perfect! …（原文第一句话）Cindy, next.T: Good, but you miss two words. It should be ….（原文第二句话）Next one, Stacey. T: Good job. Pay attention to the word “…”, it’s x-x-x-x-x. Next, Bob.T: Very good. …T: Now, who can be the first one to retell the story? Great! Peter, please.T: Very good job. Anyone else? Lily, please.T: Also great! This story is … I think all of you have understand this story. You guys did a very good job today. But still remember to practice more after class. So the homework is to make a plan for your holiday and I will ask some students to share their plans next class.Ok, that's all for today's class. See you!教案模板：TopicTeaching contents:Teaching Aims:1.Knowledge aim: The students will be able to know something about...; learn somewords and phrases to describe...2.Ability aim: The students will be able to express their opinion on …3.Emotional aim: The students will be able to speak English more confidently Teaching Key and Difficult Points:Teaching Aid: CAITeaching Procedures:1.Step 1: lead-inShow some pictures to the students and ask some questions: …2.Step 2: discussionAsk students to discuss…with their partner, then ask two students to report the results.3.Step 3: practicePresent some sentences of …, then ask students to read them.Do the role play in pairs using those sentences, then ask one pair to do the presentation.4.Step 4: interviewPlay an interview video about ... ask students to intimate the interview pattern the speakers use and interview their partners, then ask one pair to do the presentation.5.Step 5: Summary (or consolidation)Review the sentences that we can use when we talk about…6.Step 6: homeworkInterview your classmate about … using the sentences and interview skills we learn today.Blackboard Design:T：Hi, boys and girls. We are now living in a highly developed world, with advanced culture and highly developed civilizations. Look at this picture, what…?T: yes, you are right, it’s…So what do you think about…?Who can share his/her idea? Ok, Lily, please.T: Great! … If you are…, what would you …? Bob, can you share your opinion with us?T: Good job! For sure, different people have different view. But have you ever thought what are the base of all the culture and civilizations?T: Oh, yes, they are based on those which were created by our great, great grandfathers lived a long, long time ago. No one exactly knows what they lived on, what were their housing and home decoration conditions, what kind of tools they usually used in their production activities, and what entertainment they had in their spare time. Anyway, we can imagine! So now, let’s divide into groups of four and, with the help of your imagination, discuss what kinds of food the early man ate, what their housing conditions and home decorations were like, what tools they made and what entertainment they had in their spare time. Then I’ll ask some of you to report the results to the whole class. T: Time is up. Who volunteer to report the result? Come on, don’t be shy! Ok, Stacey, very good!T: nice thought! Who also want to try? Aslan, please.T: very interesting!T: Now, please turn to page 72, look at the SPEAKING part. You should read it with your partner, then, do the roles play. (Teacher writes bb--middle)Making suggestions and giving advice:1. What can you suggest? Maybe we/you could ……2. Can I ask you for some advice? I suggest (that)……3. Can you help me decide? That’s a good idea.4. What do you have in mind? Well, but what about……Have you considered doing……？T: OK, time is up. In our daily life, we often ask someone for advice when we can’t make a decision. On the other hand, we often give other advice if they come to us for help. How can we ask for and give advice in English? Let’s look at the blackboard. There are several sentences about giving advice, please read it follow me.T: Make sure you can use these sentences when you are making suggestion. Who can give us a dialogue? Any volunteers?T: Susan, you please, you can choose one of the situation in speaking part.T: ExcellentT: So much for practice, now I will play an interview video of native speakers, please listen carefully and learn how they interview. Ok, video is over, I’ll give you several minutes to prepare, then I’ll ask someone to intimate the interview pattern the speakers use and interview their partners. Ok, are you ready? Who want to try? Kate, please. Who is your partner? Peter? Ok, go ahead.T: Very good job! But both of you are a little nervous, I think you can do better after more practice. I will ask another two students. Any volunteers? Lily, your group, please. T: Nice. Now, the class is almost over, let’s review the sentences…T: All of you did a good job today. Next class, we will learn something about friends, so your homework is to interview your classmate about … using the sentences and interview skills we learn today.Ok, that's all for today's class. See you!。

高中英语听说课教案模板一、教学目标1. 知识目标：学生能够掌握日常交流中常用的听说表达方式，提高听力理解能力和口语表达能力。

2. 能力目标：学生能够在听的过程中获取关键信息，并进行适当的预测和判断；能够用英语进行简单的日常交流，表达自己的观点和情感。

3. 情感目标：培养学生对英语听说的兴趣，增强自信心，提高合作意识。

二、教学内容1. 听力材料：选取一段与学生生活贴近的对话或短文，内容涉及日常交流、校园生活、兴趣爱好等。

2. 口语任务：学生根据听力内容进行角色扮演、讨论或表达个人观点。

三、教学过程1. 热身活动（5分钟）：教师引导学生进行简单的英语对话，活跃课堂气氛，检查学生英语口语水平。

2. 听力活动（20分钟）：学生听录音，完成相关练习，教师给予指导。

3. 口语活动（15分钟）：学生根据听力内容进行角色扮演、讨论或表达个人观点，教师进行评价和指导。

四、教学评价1. 听力评价：学生完成听力练习的情况，以及对听力材料的理解和应用能力。

2. 口语评价：学生在口语交流中的表达准确性、流畅性以及合作意识。

五、教学资源1. 听力材料：英语录音、多媒体课件。

2. 口语材料：话题卡片、角色扮演道具。

3. 教学工具：录音机、投影仪、白板。

六、教学步骤1. 引入（5分钟）：通过展示一幅与本课主题相关的图片或情境，引导学生思考并预测听力内容。

2. 听力练习（15分钟）：a. 学生听第一遍录音，尝试回答相关问题。

b. 教师播放第二遍录音，学生回答问题，并进行讨论。

c. 教师针对学生的回答进行反馈和指导。

3. 口语练习（10分钟）：a. 学生根据听力内容进行角色扮演或小组讨论。

b. 学生向全班展示口语练习成果，教师进行评价和指导。

七、教学策略1. 听力策略：培养学生预测、推理和概括能力，提高听力理解水平。

2. 口语策略：鼓励学生积极参与，提高口语表达能力和自信心。

八、教学建议1. 针对不同学生的学习水平，适当调整听力材料的难度。

高中英语教师资格证听说课教案2.Step 2: pre-listeningIntroduce…Go through the new words and phrases.3.Step 3: while-listeningAsk students to listen to the tape and then answer the questions: Who, When, Where, What.Listen to the tape again, ask students to choose the correct answers.Do the dictation.4.Step 4: post-listeningLet students discuss the story in pairs and then retell the story.5.Step 5: Summary (or consolidation)6.Step 6: HomeworkRecites the wordsDo another exercise about …on Page…Blackboard Design:T: Good afternoon, boys and girls. Welcome back to my class.I am so glad to see you again. How are you today? Great! Now I will play a song for you, please listen carefully to the content.T: What a happy song! So what is this song about?T: Exactly, holiday!T: How do you feel about holiday? As we all know, winter holiday is coming. What are you going to do on holiday? Sleep, watch TV, or travel with parents? I see. It seems like all of you have had a plan.T: Well, today we will listen to a tape about holiday, but before the listening, let’s go through the new words and phrases first. ….(Who can make a sentence using this word? ; Lily, can you guess the meaning of this word? Good job; Anyone knows the meaning of this phrases? Chris, have a try! Great, it’s very close to its meaning.; Who can translate this sentence into Chinese? Yeah, Bob please.)T: Ok, so much for the news words and phrases. Now, listen to the tape carefully, and then answer following questions: Who? When? Where? What happened?T: 读材料T: The first question, who can answer it in volunteer? Oh, John please. T: Good! It’s…T: The second question, who want to try? Tom, please.T: Great! ….T: Susan, can you answer the third question?T: Good job! It’s in….T: Who can answer the last question? Don’t be shy, just have a try! Victoria?T: It’s a difficult question but you did very well. But to be more precise, she didn’t …, instead, she…T: Now, listen to the tape again and do the dictation.T: Let’s check your work one by one. Tom, you first!T: Perfect! …（原文第一句话）Cindy, next.T: Good, but you miss two words. It should be ….（原文第二句话） Next one, Stacey.T: Good job. Pay attention to the word “…”, it’s x-x-x-x-x. Next, Bob. T: Very good. …T: Now, who can be the first one to retell the story? Great! Peter, please.T: Very good job. Anyone else? Lily, please.T: Also great! This story is …I think all of you have understand this story. You guys did a very good job today. But still remember to practice more after class. So the homework is to make a plan for your holiday and I will ask some students to share their plans next class. Ok, that's all for today's class. See you!to report the results.3.Step 3: practicePresent some sentences of …, then ask students to read them.Do the role play in pairs using those sentences, then ask one pair to do the presentation.4.Step 4: interviewPlay an interview video about ... ask students to intimate the interview pattern the speakers use and interview their partners, then ask one pair to do the presentation.5.Step 5: Summary (or consolidation)Review the sentences that we can use when we talk about…6.Step 6: homeworkInterview your classmate about … using the sentences and interview skills we learn today.Blackboard Design:T：Hi, boys and girls. We are now living in a highly developed world, with advanced culture and highly developed civilizations. Look at this picture, what…?T: yes, you are right, it’s…So what do you think about…?Who c an share his/her idea? Ok, Lily, please.T: Great! … If you are…, what would you …? Bob, can you share your opinion with us?T: Good job! For sure, different people have different view. But have you ever thought what are the base of all the cultureand civilizations? T: Oh, yes, they are based on those which were created by our great, great grandfathers lived a long, long time ago. No one exactly knows what they lived on, what were their housing and home decoration conditions, what kind of tools they usually used in their production activities, and what entertainment they had in their spare time. Anyway, we can imagine! So now, let’s divide into groups of four and, with the help of your imagination, discuss what kinds of food the early man ate, what their housing conditions and home decorations were like, what tools they made and what entertainment they had in their spare time. Then I’ll ask some of you to report the results to the whole class. T: Time is up. Who volunteer to report the result? Come on, don’t be shy! Ok, Stacey, very good!T: nice thought! Who also want to try? Aslan, please.T: very interesting!T: Now, please turn to page 72, look at the SPEAKING part. You should read it with your partner, then, do the roles play. (Teacher writesbb--middle)Making suggestions and giving advice:1. What can you suggest? Maybe we/you could ……2. Can I ask you for some advice? I suggest (that)……3. Can you help me decide? That’s a good idea.4. What do you have in mind? Well, but what about……Have you considereddoing……？T: OK, time is up. In our daily life, we often ask someone for advice when we can’t make a decision. On the other hand, we often give other advice if they come to us for help. How can we ask for and giveadvice in English? Let’s look at the blac kboard. There are several sentences about giving advice, please read it follow me.T: Make sure you can use these sentences when you are making suggestion. Who can give us a dialogue? Any volunteers?T: Susan, you please, you can choose one of the situation in speaking part.T: ExcellentT: So much for practice, now I will play an interview video of native speakers, please listen carefully and learn how they interview. Ok, video is over, I’ll give you several minutes to prepare, then I’ll ask someon e to intimate the interview pattern the speakers use and interview their partners. Ok, are you ready? Who want to try? Kate, please. Who is your partner? Peter? Ok, go ahead.T: Very good job! But both of you are a little nervous, I think you can do better after more practice. I will ask another two students. Any volunteers? Lily, your group, please.T: Nice. Now, the class is almost over, let’s review the sentences…T: All of you did a good job today. Next class, we will learn something about friends, so your homework is to interview your classmate about …using the sentences and interview skills we learn today.Ok, that's all for today's class. See you!。

一、教学目标1. 提高学生的英语听力理解能力，培养良好的听力习惯。

2. 增强学生的英语口语表达能力，提高学生的交际能力。

3. 培养学生的跨文化意识，拓宽学生的国际视野。

二、教学内容1. 听力材料：选取与高中英语课程内容相关的听力材料，如新闻、故事、对话等。

2. 口语练习：围绕听力材料，设计相关的口语练习活动。

三、教学过程（一）课前准备1. 教师提前准备听力材料和口语练习活动。

2. 学生预习听力材料，了解相关背景知识。

（二）课堂导入1. 教师播放一段与课程内容相关的音乐或视频，激发学生的学习兴趣。

2. 教师简要介绍本节课的学习目标和内容。

（三）听前活动1. 教师引导学生预测听力材料的内容，提出相关问题。

2. 学生分组讨论，分享自己的预测。

（四）听力训练1. 学生分组进行听力训练，教师播放听力材料。

2. 学生回答教师提出的问题，教师点评并纠正错误。

（五）听中活动1. 学生进行听力练习，教师指导学生如何抓住关键信息。

2. 学生分组讨论，分享听力过程中的感受和体会。

（六）听后活动1. 学生总结听力材料的主要内容，分享自己的学习心得。

2. 教师针对听力材料中的重点词汇和句型进行讲解。

（七）口语练习1. 学生分组进行口语练习，教师巡回指导。

2. 学生展示自己的口语表达，教师点评并纠正错误。

（八）课堂小结1. 教师总结本节课的学习内容，强调重点和难点。

2. 学生分享自己的学习收获，提出疑问。

（九）课后作业1. 学生完成相关听力练习，巩固所学知识。

2. 学生撰写一篇关于听力材料的短文，提高写作能力。

四、教学评价1. 学生在听力训练中的表现，如正确率、反应速度等。

2. 学生在口语练习中的表现，如发音、语法、词汇运用等。

3. 学生完成课后作业的情况。

五、教学反思1. 教师根据学生的学习情况，调整教学策略。

2. 教师总结教学过程中的优点和不足，不断改进教学方法。

注：以上模板仅供参考，具体教学内容和活动可根据实际情况进行调整。

课程名称：高中英语听说课程课时： 1课时教学目标：1. 知识目标：学生能够听懂并理解与日常生活相关的英语口语材料，并能进行简单的口语表达。

2. 能力目标：提高学生的听说能力，增强口语交际能力，学会运用英语进行日常对话。

3. 情感目标：培养学生对英语学习的兴趣，增强自信心，提升跨文化交际意识。

教学重点：1. 听懂并理解日常生活中的英语口语材料。

2. 学会运用正确的语音、语调和语速进行口语表达。

教学难点：1. 正确理解口语材料中的隐含意义。

2. 在实际对话中灵活运用所学知识。

教学过程：一、导入（5分钟）1. 利用多媒体展示与课程主题相关的图片或视频，激发学生的学习兴趣。

2. 提问：同学们，你们平时喜欢看什么样的英语口语节目？你们认为英语口语表达有哪些需要注意的地方？二、听力训练（15分钟）1. 播放一段与课程主题相关的英语听力材料，要求学生认真聆听并完成以下任务：- 听懂并理解材料的主要内容。

- 识别材料中的关键词和短语。

- 根据材料内容回答相关问题。

2. 教师对听力材料进行讲解，帮助学生理解材料中的难点和隐含意义。

三、口语表达训练（20分钟）1. 教师根据听力材料设计一个与主题相关的情景对话，要求学生分组进行角色扮演。

2. 学生在小组内进行练习，教师巡视指导。

3. 各小组进行展示，教师给予评价和反馈。

四、课堂小结（5分钟）1. 教师总结本节课的学习内容，强调口语表达的重点和难点。

2. 提问：同学们，通过本节课的学习，你们有哪些收获？在今后的学习中，我们应该如何提高自己的听说能力？五、课后作业（5分钟）1. 搜集一段与课程主题相关的英语口语材料，进行听力训练。

2. 尝试运用所学知识，进行一次英语口语表达练习。

教学反思：本节课通过听力训练和口语表达训练，帮助学生提高听说能力。

在教学过程中，教师应注重以下几点：1. 创设真实的语言环境，让学生在课堂上多听、多说、多练。

2. 鼓励学生积极参与课堂活动，增强学生的自信心。

教学目标：1. 培养学生的英语听力理解能力，提高听力水平。

2. 培养学生获取关键信息、推理判断和总结概括的能力。

3. 培养学生良好的听力习惯和策略。

教学重点：1. 培养学生对英语语音、语调、节奏的感知能力。

2. 培养学生捕捉关键信息、推理判断和总结概括的能力。

教学难点：1. 学生在听力过程中对英语语音、语调、节奏的感知和理解。

2. 学生在听力过程中对关键信息的捕捉和推理判断。

教学准备：1. 多媒体设备（如电脑、投影仪等）。

2. 英语听力材料（如录音、视频等）。

3. 学生学习资料（如课本、练习册等）。

教学过程：一、导入1. 教师简要介绍本节课的教学目标、重点和难点。

2. 学生分享自己在听力方面遇到的困难和问题。

二、听力材料介绍1. 教师展示听力材料，让学生对材料内容进行初步了解。

2. 学生提出问题，教师解答。

三、听力训练1. 学生分组进行听力训练，教师巡视指导。

2. 学生分享听力过程中的心得体会，教师点评。

四、听力技巧讲解1. 教师讲解听力技巧，如：预读、捕捉关键词、推理判断等。

2. 学生练习听力技巧，教师点评。

五、听力练习1. 学生独立完成听力练习，教师巡视指导。

2. 学生分享练习心得，教师点评。

六、总结与反思1. 教师总结本节课的教学内容，强调重点和难点。

2. 学生反思自己在听力方面的进步和不足，提出改进措施。

教学评价：1. 课堂参与度：观察学生在课堂上的表现，如：发言积极性、合作意识等。

2. 听力理解能力：通过听力练习和测试，评估学生的听力理解能力。

3. 听力技巧掌握程度：观察学生在听力过程中的运用听力技巧的能力。

教学反思：1. 教师根据学生的学习情况，调整教学策略，提高教学效果。

2. 教师关注学生在听力方面的困难和需求，提供针对性的指导。

3. 教师不断学习新的听力教学方法和技巧，提高自身的教学水平。