牛津初中英语听力教学案例分析

Book 7B Unit 7 Foods and drinks海珠区六中珠江中学李颖娜第三节Listening本节与上节相关性分析：上节课布置的课后作业要求学生通过补充完成一篇短文，对readingB所学到的茶文化作了一个概括。

所设计的情景是Sally应邀到Sun Fei家作客，通过与Sun Fei父亲的交谈了解到中国的茶文化。

本节课将通过对该作业的评讲把关于Sun Fei 和Sally两位主人公的故事情节进行延续。

引入的情景首先为ListeningB作铺垫：上课前Sun Fei给Zhen Hui 和Li Ming讲述昨晚学到的龙井茶故事，然后谈到广州著名的饮食文化－－早茶，从而谈论到彼此喜爱的早餐食物和今天早上吃的东西；其次为More PracticeA的对话作铺垫：周末时，英语老师让全班同学回家收集资料对比中西饮食文化的差异。

由于Sally在Sun Fei家作客时学会了很多中国的饮食文化，为了感谢这位中国朋友，她邀请了Sun Fei周末到她家作客，让她尝试和感受一下英国的食物和饮食习惯。

二．课型:听力课时间：40分钟三．教学要求:1.教学目的与教学重难点：①让学生在听的过程中能完成相应的练习。

②让学生巩固并检查自己对听力微技能的掌握情况。

③让学生在采访的对话中正确运用疑问词。

④检查学生是否能运用本单元所学的听力技巧。

⑤引导学生养成良好的饮食习惯和了解更多饮食文化。

2.教学策略：通过展示图片来设置情景，引导学生在理解情景内容的基础上正确运用疑问词。

听前预测，在听的过程中掌握关键词。

通过逐步地完成一些与听力内容相关的梯度性练习，引导学生循序渐进地理解听力内容。

并通过合作探究，自主归纳等方法让学生对所掌握的听力技能进行总结，鼓励他们学以致用。

3. 教学过程步骤目的教师活动/方法学生活动/学法条件/手段Step 1. Warm up ( 2 mins )Step 2:Pre-listening ( 5 mins )Step 3: While--listeni ng Review the use ofquestion wordswhich Ss havelearnt before.Have the Ss getready to forExercise B1.Give Ss moreopportunities todo oral practice.Have Ss know theimportance ofhaving breakfastand having agood eating habit.To help Ss obtainsome sub-skills inlistening.1.Have the Ss watchsome pictures andtell them somethingabout the boy in thepicture. ( Tom ---Sun Fei's classmate. )Task for Ss: Find outthe main idea of thepictures and thinkabout the missingwords in thequestions.2.Encourage Ss toask questions withthe correct questionwords. ( what, when,who, where, why,how )Check individually3.Check Ss' answersorally and help themsolve any problemsthey may have.1. Ask Ss what theyhad for breakfast thismorning and have Ssguess what happenedto Sun Fei thismorning.(Sun Fei didn't havebreakfast thismorning. Do youknow what happenedto her at school? )2.Have Ss look atthe table in Part Band get ready forlistening to theconversation.1.1st listening:Play the tape for thefirst time and finish1.Watch the sixpictures and try tounderstand themain idea of thepictures.2.Ask questionsabout the picturesand write downthe questionswords they use.3.Check theanswers and makeclear about theuse of thequestion words.1. 2 or 3 Ss willuse simple pasttense to talk aboutwhat they ate thismorning.2. 2 or 3 Ss willtalk aboutsomethinghappened to SunFei withouthaving breakfast.3.Read the tablein B1 before theteacher plays therecording.1.Listen to thetape and tick thecorrect items.PPT:( Remind Ss to usesimple past tense here. )PPT:( 10 mins )To have Ss learnto find out thekey words andmake use of themwhile they aredoing listening .To develop Ss'team spirits.To have Sspractice theirspoken English asmuch as possible. the table .2.Present theanswers to Ex. B1.Check chorally.3. 2nd listening:Have Ss read thequestions carefullyand underline thekey words of thequestions. Beforethey start, teacherwill give them anexample:What isSun Fei doing whenthe bell ring?Check individually.4.Play the tape andhave Ss fill in theblanks after theyunderline the keywords of thequestions.5.Have Ss discusswith their partnersbefore the teachercheck the answer .Check individually.( Encourage Ss toput up their handsand say out theiranswers if they cando it . )2. Ss check theanswers bythemselves3. Read thequestions ontheir worksheetand underline thekey words of thequestions.( Remind Ss thatthe key words arehelpful for themto find out theanswers whilelistening )4. With the helpof the key wordsunderlined, Sswill fill in theblanks easilywhile listening .5.Pairwork:Ss will have adiscussion withtheir partners.6. Read theiranswers afterdiscussion andthey can checktheir answers atthe same time.Worksheets:a.What is Sun Fei doingwhen the bell rings ?He is nearly ________.b.How does he feel ?He feels ____ and ____.c. Why does he feel likethis ?Because he ____ ____anything for breakfast.d. Why does he ask LiMing to stop talkingabout food ?Because it makes him_____ _____.e. Why didn't he havebreakfast ?Because he got up_________ this morning ?f. What do you think ofLi Ming ?He's __________.Answers: a. asleepb. tired and hungry;c. haven't had;d. feel ill;e. too late;f. kind .。

·理论版 06/201524◆江苏省张家港市第三中学梅　薇研读新版牛津初中英语教材，不难发现，每个单元一般由Welcome to the unit, Reading 和 Vocabulary, Integrated Skills 及其Checkout 等几个教学模块组成。

整体上分析，每个单元着重突出一个话题，教学内容上下连贯，一气呵成。

但是每个模块作用不相同，而是各有目的，各有重点。

这在一定程度上，需要教师从教材内容以及学生的认知水平整体把握，这里，笔者仅通过一个典型案例作一探析。

一、案例呈现比如，针对单元中的Integrated Skills 板块Part A 这部分内容（以听力为主）。

教学中，教师如何通过这一模块尽量提高学生的听力技巧，培养他们的语感，将听、说、读、写有机结合？这里，笔者通过一则教学案例进行简要阐述：9B Unint 2《 Integrated Skills》 Part A ......Task two:1. Read through the notes and fill the blanks that you can according to the poster.2. Students listen to the tape twice and complete the notes. One of the robots is designed to help students with their_____. It can read a book in five minutes and tell you about it in _____. It has a good ______. It never gets anything ______. It does not get______. You need to give it some ______ every month and change the batteries ______.（注：这一环节的听力训练中，教师可以引导学生先根据前面基础，完成部分空格，最后认真听两遍，再完成剩下的空格部分。

牛津初中英语听力教学案例分析镇江第六中学/袁静摘自：《教育部2008年普通高中课改实验区远程培训网》一、总述牛津初中英语教材已全面开始实施，与以前使用的人教版教材相比，难度加深，要求提高，特别强调要关注每个学生的情感，激发学生学习兴趣，倡导任务型的教学模式，使他们在学习过程中发展综合语言运用能力。

牛津初中英语每个单元由Welcome to the unit, Reading, Vocabulary, Grammar, Integrated Skills, Study Skills/Pronunciation, Main task, Checkout等8个模块组成。

每个单元围绕着一个话题展开教与学，整体上一气呵成，但每个模块也承担着各自的训练重点。

教师备课时需根据实际情况重组这些模块，以完成每个单元既定的目标，将英语学习的听、说、读、写切实落实到位。

然而，如何实现模块的最大效果，以达到最佳的教学效果？如何将每个单元的大目标通过每个模块细化成为小目标来实现？由于教师对教学内容的把握程度和对学生知识水平了解不够，往往不能准确地定位，使教与学的活动浮于表面，导致不能将学生的学习效果与能力提高落实到位。

针对这些问题，笔者开展了案例研究，通过观察典型的教学案例，找出自己与同行在教学中存在的困惑与问题，通过研究、探讨、找出解决问题的方案，与同行们共同交流，共同提高。

二、案例呈现在每个单元的Integrated Skills板块中Part A，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。

9B Unit2 Integrated Skills Part A A robot exhibitionTask One:Lead-inⅠShow some pictures of robots and talk about it.ⅡFree talk: What can a robot do?What kind of robot do you want to design?教师通过展示图片和问题讨论，引入本节课学习的话题----机器人。

2024年初中牛津英语教案及反思一、教学目标目标设定针对牛津初中英语教材，本节课的主要教学目标是帮助学生掌握教材中的重点词汇和短语，理解并熟练运用所学语法结构，提升听、说、读、写四项基本技能。

同时，通过丰富多彩的教学活动，激发学生的学习兴趣，培养学生的自主学习能力和合作精神。

能力培养在教学过程中，注重学生语言运用能力的培养，特别是在真实语境中的运用。

通过角色扮演、讨论等形式，让学生在实践中学习和运用英语，提升他们的英语交际能力和实际运用水平。

二、教学重点和难点教学重点本节课的教学重点包括新词汇的掌握、语法结构的理解和运用，以及课文内容的理解和复述。

通过多种教学手段和方法，帮助学生牢固掌握这些重点知识。

教学难点教学难点主要集中在学生对语法知识的理解和运用上，特别是在复杂句型和时态的掌握上。

针对这些难点，需要采用更加直观、生动的教学方式，帮助学生突破难点，提高学习效果。

三、教学过程1. 导入新课通过复习上节课的内容，引出本节课的新知识点。

利用图片、视频等辅助教学资源，激发学生的学习兴趣，为新课的学习做好铺垫。

2. 新课呈现详细讲解新词汇和语法知识，通过例句、图表等方式帮助学生理解。

同时，引导学生自主探究课文内容，培养他们的阅读能力和自主学习能力。

3. 课堂互动设计多种形式的课堂活动，如小组讨论、角色扮演等，让学生在互动中学习和运用英语。

教师及时给予指导和反馈，帮助学生巩固所学知识。

4. 实践运用设计真实的语境让学生运用所学知识进行实践。

通过写作、口语表达等方式，检验学生对新知识的掌握情况，并培养他们的英语运用能力。

5. 课堂总结对本节课的学习内容进行总结，帮助学生梳理知识点，巩固所学内容。

同时，为下节课的学习做好铺垫。

四、教学方法和手段教学方法本节课采用的教学方法包括讲授法、讨论法、角色扮演法等。

通过这些方法的综合运用，激发学生的学习兴趣，提高他们的学习效果。

教学手段在教学过程中，充分利用多媒体教学资源，如PPT、视频、音频等。

初中英语牛津上海版八年级下册第三单元教学设计课时教学内容及课型教学目标及简单教学环节设计第3课时ListeningA（听力课）一、定位：input-based, 听力理解为主二、教学目标：1. 听过听节目介绍的文段，帮助学生理解并获取必要的具体信息，培养学生抓听关键字词的能力。

2. 学生通过对文章的理解来拓展自己的文化知识面。

三、教学环节设计1、Listening A : Pre-listening1)Ask Ss how often they watch TV and which programsthey are interested in.2)Present some programs and ask Ss weather they knowthe characteristics for each one.2、While-listening1)Remind Ss of the things they have to keep in mindwhile they are listening2)Ask Ss to think of some words and expressionsconnected with these programs (A1).3)Play the record for Ss to listen for the 1st time and Ssare required to get Ex.A2 done.4)Try to play once and have Ss understand and finish thetask. Then check the answers.3. Post-listeningIf necessary, Ss read the typescript all together for aclearer picture of the programs. Remind them of payingattention to the key words.4. SummaryHave the students summarize how to understand the context of television programs while listening.Get a general idea of the types of programs you will hear and think of some words connected with them according to the given pictures.。

上海牛津版7AUnit6听力教案（译林牛津版七年级英语上册教案教学设计）Teaching DesignTeaching type Listening and SpeakingMethodology 1. Use the task-based approach to give opportunities to students to involve themselves in the activities and try to learn by using English.2. Use the discovery method, to encourage students to notice the sub-skills of listening by themselves. Also, develop students’ ability of learning.3. Use the cooperative method, to cultivate the ability of cooperating and communicating with peers.Analysis of the textbook 1. The topic of this unit is Beyond Time and Space, which is of difficulty for junior students to talk about. Reading A in this unit is a story about Captain King’s adventure meeting Monster Gork. Reading B is a story about Kelly’s meeting alien dogs. These two reading materials give students input about the topic.2. This lesson focuses on two listening materials; one is about an alien’s trip to Shanghai and the other is a d ialogue talking about the life in the future. In this lesson, more input will be given to students, besides, the target grammar of this unit-- Simple Future Tense will appear in Listening B.Analysis of the students Students have learnt about the basic knowledge of Simple Future Tense in primary school. However, they think the topic is too big, and they do not know where to start their talk.Teaching aims 1. Knowledge: Have more input of the topic “Beyond time and space”.2. Listening skills:1) Predict with the help of pictures or titles, etc.2) Tell the sequence of events3) Use grammar knowledge to help understanding4) Understand people’s attitude3. Sub-skills of speaking:1) Being able to talk about planning and future2) Using the simple future tense4. Attitude:1) To be active at study and be confident.2) Be willing to take part in the activities.3) Cooperate in a group and learn from peers.The most important & difficult points in teaching 1. The most important teaching points:1) Predict with the help of pictures or titles, etc.2) Tell the sequence of events3) Use grammar knowledge to help understanding2. The most difficult teaching points:Use grammar knowledge to help understandingTeaching Aids Computer, projector, blackboard步骤目的教师活动/方法学生活动/方法条件/手段Lead-in1. To teach some new words that will help the listening task2. To introduce the topic---An alien’s trip. 1. Talk about students’ trip to Guangdong Science Center, and raise the question, is it possible that one day aliens will come to our earth?2. Teach some new words by showing the pictures3. Ask students to use the new words to talk about what they will do if aliens come. 1. Begin to think about the topic of aliens and get ready for further study of it.2. Look at the pictures; and use the new words to talk about what they will do if aliens come. Computer and projector Pre-listening1. To guide students to predict before listening with the help of pictures.2. To give more time to students to be familiar with the pictures and get ready. 1. Ask students to look at the picture and guess what places Gorkella visited or what she did.2. Ask students to choose one picture that they like most to talk about.3. Ask students to guess which picture is the last one according to the story. 1. Look at the pictures; guess what places Gorkella visited or what she did.2. Choose one picture that they like most to talk about.3. Guess which picture is the last one according to the story. Student’ work sheet, textbook, blackboard, computer and projectorWhile- listening (listening A) 1. To practice listening comprehension2. To use listening strategies3. To tell the sequence of events 1. Ask students to listen to Listening A for twice and finish the exercises in A1 and A2.2. Check the students’ answers. 1. Listen and number the pictures.2. Listen again and complete the sentences. Recorder, textbook , computer and projectorPost- listening1. To emphasize two useful listening strategies- predict with the help of pictures or titles and use grammar knowledge to helpunderstanding2. To notice people’s attitude3. To use Simple Future Tense to talk about plan. 1. Check students’ prediction and ask students to think about what listening strategies they have used.2. Ask student whether people like Gorkella according to the listening.3. Ask students to talk about what they will do if they can have one day in space. 1. Think and talk about what listening strategies they have used.2. Review the listening, and pay attention to people’s attitude.3. In gr oups and talk about their plan in space Students’ work sheet, textbook, computer and projectorListening B 1. To practice listening comprehension2. To use listening strategies 1.Ask students to listen and fill in the blanks according to listening B2. Che ck students’ answer and help them review the listening strategies. Listen and fill in the blanks Textbook , computer and projectorSpeaking & language production 1. To have more input information2. To talk use Simple Future Tense to talk about the future.3. Get ready for the writing lesson tomorrow. 1. Show some opinions about the life in the future.2. Ask students to talk about “Will the future become better or worse” 1. Read aloud the forecasts for the future.2. In groups, discuss “Will the future bec ome better or worse”, list as many reasons as possible. Student’ work sheet, blackboard, color paper, computer and projectorHome work 1. Complete Listening on P85-86 of Book B 2. Write a passage to describe the life in the future. Title: Life in the FutureRequirement： a. Use Simple Future Tenseb. More than 60 words.。

牛津上海版七年级英语上册《Module 1 Unit 2 Listening and speaking 》说课稿一. 教材分析《牛津上海版七年级英语上册》Module 1 Unit 2 Listening and speaking部分，主要围绕“询问和描述日常活动”这一主题展开。

通过本节课的学习，学生能够掌握相关词汇和句型，如“What time do you get up?”, “I usually go to school by bus.”等，并能够运用这些词汇和句型进行简单的日常交流。

教材内容贴近学生的生活，有助于激发学生的学习兴趣，提高学生的语言运用能力。

二. 学情分析七年级的学生已具备一定的英语基础，对于日常生活中的基本词汇和句型有所了解。

但部分学生对英语学习的兴趣不足，课堂参与度不高。

因此，在教学过程中，教师需要关注学生的学习兴趣，调动学生的积极性，引导他们主动参与课堂活动。

三. 说教学目标1.知识目标：学生能够掌握询问和描述日常活动的相关词汇和句型。

2.能力目标：学生能够运用所学词汇和句型进行简单的日常交流。

3.情感目标：激发学生对英语学习的兴趣，提高他们的自信心。

四. 说教学重难点1.重点：掌握询问和描述日常活动的相关词汇和句型。

2.难点：能够运用所学词汇和句型进行简单的日常交流。

五. 说教学方法与手段1.任务型教学法：通过设定具体任务，引导学生参与课堂活动，提高学生的语言运用能力。

2.情境教学法：创设生活情境，让学生在真实的环境中感受和运用英语。

3.多媒体辅助教学：利用多媒体课件，丰富教学手段，提高学生的学习兴趣。

六. 说教学过程1.导入：以歌曲“What time is it?”导入课堂，激发学生的学习兴趣。

2.新课呈现：通过展示日常活动的图片，引导学生说出相关词汇，如“get up”, “go to school”等。

3.句型练习：让学生分组进行角色扮演，运用所学句型进行交流。

初中英语听力教学案例探究摘要：结合牛津初中英语9 b unit 2 integrated skills part a部分的教学案例，通过观察同行的教学过程和反思自身的教学，并采用行动研究的模式，对听力内容的教学进行了分析和探究。

关键词：案例分析；行动研究；听力教学一、研究背景牛津初中英语教材已开始全面实施，与以前使用的人教版教材相比，难度加深，要求提高，特别强调要关注每个学生的情感，使他们在学习过程中发展综合语言运用能力。

然而，如何实现模块教学的最优化，以收到最佳的教学效果？如何将每个单元的大目标通过每个模块细化成为小目标来实现？笔者开展了案例研究，通过观察典型的教学案例，找出自己与同行在教学中存在的困惑与问题，通过研究、探讨，找出解决问题的方案，与同行们共同交流、共同提高。

二、案例呈现在每个单元的integrated skills板块中part a，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？以下是笔者整理的教学案例，并加入了简要的评述。

9 b unit 2 integrated skills part aa robot exhibitiontask one：lead-inⅰ.show some pictures of robots and talk about it.ⅱ.free talk：what can a robot do？what kind of robot do you want to design？注：教师通过展示图片和问题讨论，引入本节课学习的话题——机器人。

task two：ⅰ.show the poster of part a：read and answer questions：1.how long will the exhibition be held？2.where will the exhibition be held？3.what time will the exhibition begin？4.what’s the price of the ticket？ⅱ.read the poster“international robot exhibition”注：教师通过完成听力材料前的一篇海报，设计几个问题，为下面完成听力任务做好铺垫。

- 148-校园英语 / 基础教育呈现深入探析牛津初中英语听力教学案例浅析江苏省高邮市三垛初级中学/王宏霞【摘要】初中英语听力教学中师生双边现状背景，可以看出其存在的一些问题，听是一项非常重要的语言交流技能，和说的能力是分不开的关系，听力不仅要和说、读、写技能同时发展，还为日常交际打下非常坚实基础，也是掌握英语学习的重要途径和方法。

【关键词】探析 牛津 初中英语 听力教学一、听力教学中存在的问题1.学生缺乏文化意识，语言基础水平比较低，东西方文化差异是当前学生学习英语重要障碍，比如历史、民族、地理、生活方式和思维方式不同都是导致学习语言阻碍重要因素，学生没有养成良好学习听力习惯，就是对于英语学习产生一定心理障碍。

2.听力教学教师缺乏合适的度，教师把听力训练材料在处理过程中，对于生词和句型直观关系会分的不是很清楚，学生不会仔细听，就会导致学习障碍问题。

3.听力教学中教师缺乏一定导向作用，学生会盲目听力学习英语，有的教师会盲目让学生学习英语听力，不会注重学生在听力过程中的听力策略，另外就是忽视学生对于语言整体理解，机械听学英语。

学生没有把英语听说读写相互结合起来，学生对于语言训练没有真正学习语言能力。

二、进行有效听力教学方法1.英语听力学习非常重要，教师在英语学习中要不断提高对于英语听力掌握水平，英语听力教学已经逐步成为教师教学重要内容，不仅使用英语课堂组织教学，还要进行讲解词汇、语法学习和语篇学习，课堂上师生之间要做到相互交流、对答和讨论，同学之间交流要使用英语，营造非常良好的英语学习环境，使得学生对于语言进行很好的掌握。

2.及时了解学生学习英语的情感，培养学生学习英语兴趣，提高学习态度，教师在听教学过程中要不断鼓励学生进行一定的自信心，还要鼓励学生学习兴趣，转移学习动机，培养学生良好听读写能力。

3.要培养学生听说读写四项技能融合，强调学习语言综合水平，相互联系、相互发展和相辅相成关系，教师要将听说读写有机结合起来，教师要要求学生听后口头上能够回答，复述课文内容，听力材料内容语言方面背景要让学生能够及时了解清楚。

Unit 6 Beyond time and space (Ⅰ)Listening B教学设计一、教材分析（一）教学内容：本课还是围绕着未来这个话题来开展听说训练，进一步对学生进行听力技巧的训练，同时扩宽学生对未来发展的预测。

（二）教学目标1、知识目标：掌握一些语言知识，比如：get / become / grow / go + adj.和rather than等用法。

2、能力目标：培养预测和速记能力。

3、情感目标：通过合作学习的活动，学生调动学习的兴趣，并培养合作学习精神。

（三）重点与难点重点、难点：听力技巧训练：预测与速记能力。

二、理论支持：communicative language teaching task-based language teaching三、教学对象分析所教两个班的学生已掌握一定的听力技巧，但缺少训练。

教师准备从他们感兴趣的未来话题引出，通过他们的讨论，对将要学习的内容进行预测。

四、教学时间：40分钟五、教学用具：电脑，投影，黑板六、教学过程与步骤Unit 6 Beyond time and space (Ⅰ)Listening B About the futureLeading-in(1)Ask students what their dreams are and what kind of life they would like to live.(2)Ask students to discuss what life will be like by the year 2100.Before-listening(1) Review skills and strategies of listening.(2) Ask students to read some questions and predict.While-listening(1)Ask students to listen to the tape and check their prediction.(2)Ask students to skin some questions and listen to the tape again and write downtheir answers as quickly as they can.(3)Listen again and try to check the answers.Post-reading(1)Explain and learn some language points.(2)Let students work in groups to discuss how to achieve dreams in the future.(3)Ask them to make a plan to make their dreams come true.(4)Let some groups present their ideas.HomeworkDo listening exercises in student’s book.。

初中牛津英语听力教学案例分析[摘要]本文结合牛津初中英语9B Unit4 Integrated Skills Part A听力部分的教学案例，通过观察学生的表现及对教学效果检测，结合近期全县初三升学听力测试成绩较差现状.对听力的教学进行了分析和反思。

激发兴趣提高教师素质和技能训练是提高听力水平的关键。

[关键词]兴趣教学效果听力教学案例分析一．背景介绍：牛津初中英语教材与以前使用的人教版教材相比，难度加深，要求提高，特别强调要关注每个学生的情感，激发学生学习兴趣，从而提高学生英语的听、说、读、写四项技能的综合能力。

听是四项英语技能之一，学生只有具备良好听力能力，才能为今后继续学习英语或应用英语打下更扎实的基础。

然而，从近期全县初三升学听力测试成绩来看，学生失分情况极为严重，失分率也非常高。

听说读写四项基本技能明显表现出不均衡的特点。

这是一个值得反思的问题。

如何从实际教学条件出发，采取切实可行的措施来提高听力教学的质量，既是当前创新教育所面临的一个研究课题，又是摆在英语教师面前的一个新课题。

二、案例呈现牛津初中英语九年级（上）Integrated Skills板块中Part A，设计了听力部分，以下是笔者整理学校一名教师听力教学片段：9A Unint 4 Integrated Skills Part ATypes of TV programmesTask One:ⅠThe teacher Shows some pictures of types of TV programmes.Ⅱlet the students remember these words of types of TV programmes.注：教师通过展示图片教授相关单词，引入本节课学习的话题——各种类型电视节目。

Task Two:ⅠThe teacher shows the pictures of Part A and let students match scenes with the correct types of programmes.Ⅱ Let students talk about the answers in pairs and checks the answers. 注：教师通过完成听力材料前的练习。