人教版 英语 同步教案：Listening and talking

Unit 2 Morals and Virtues 子主题2：平凡人物的美德与社会责任Period 1 Listening and TalkingWorksheetUnit 2 Listening and TalkingActivity 1: Watch and answerWatch a short video and answer the questions.●What is this song about?●What will happen if you try a little kindness?Activity 2: Discuss in groupsDiscuss the following question in groups.Do you believe a small act of kindness can make a big difference? Why?Activity 3: Try to predictA man named Kevin is talking about “paying it forward” in a radio show.Can you predict what “paying it forward” means?Activity 4: Listen and answerListen to the radio show and answer these questions.●What is the name of the radio show?●What does “paying it forward” mean?● What does the guest want the listeners to do?Activity 5: Listen and fillListen to the radio show again and fill in the blanks.Activity 6: Listen and answerListen to the radio show again and answer the questions below.●Apart from the story of the song “Chain of Love”, what other example does Kevin give of paying it forward?●What is your understanding of “we never know what light we might spark in others by our kindness”?Activity 7Read the transcript and find out the connecting expressions or sentences in telling stories.Activity 8Retell the story briefly by using the connecting words.Activity 9: Listen and discussListen to the song and discuss the following questions.●What’s your understanding of “Chain of Love”?●What deeply impresses you in the story?●What’s the best translation of “Chain of Love”?Activity 10: Talk in pairsTalk about the ordinary people’s qualities inferred from the listening part in pairs.Activity 11: Share a storyShare a story of showing or receiving kindness, either one of your own or one you heard of.。

Unit4口语课教案Prepare for a Disaster一、Teaching Objectives:1. Students will be able to understand and use key vocabulary related to disaster preparedness.2. Students will be able to discuss different types of disasters and their potential impacts.3. Students will be able to practice giving advice on how to prepare for a disaster.4. Students will be able to express their opinions and ideas in English about the importance of disaster preparedness.二、Teaching Difficulties:1. Using advanced vocabulary and idiomatic expressions in spoken English.2. Engaging students in discussions on sensitive topics like natural disasters and their impacts.3. Encouraging students to express their opinions in English confidently and effectively.三、Academic Performance Analysis:The class is posed of 30 students, with an average age of 16 years old. Most students have a basic level of English proficiency, but some struggle with speaking and listening skills due to limited exposure to the language outside of school. The majority of students are interested in learning English and willing to participate in class activities. However, some students may feel unfortable discussing sensitive topics like disasters and their impacts.四、Teaching Process:1. Warm up (5 minutes)Begin the class by asking students about their experiences with natural disasters or emergencies in their hometowns or countries. This will help set the context for the lesson and engage students in conversations about disaster preparedness.2. V ocabulary Review (5 minutes)Review key vocabulary related to disaster preparedness, such as emergency kit, evacuation, consequences, impact, advice, importance, risk management, and munity engagement. Use visual aids, flashcards, or online resources to help students understand and remember the new words.3. Reading prehension (10 minutes)Present a short article or text about a specific type of disaster (e.g. earthquake, hurricane, flood) and its potential impacts on people's lives and munities. Ask students to read the text carefully and answer prehension questions about the content. Encourage them to use context clues and word meanings from the text to improvetheir reading skills.4. Group Discussion (15 minutes)Break the students into small groups and assign each group one of the following discussion topics:1) What are some mon mistakes people make when preparing for a disaster? How can they be avoided?2) What role does technology play in disaster preparedness? Are there any examples of innovative technologies that can help reduce the impact of disasters?3) How can munities work together to improve their disaster preparedness? What are some effective ways to involve local residents in planning and implementation? Encourage students to actively participate in the discussions, share their thoughts, and listen to others' opinions respectfully. After the discussion, ask each group to present their findings to the class and summarize the key points discussed.5. Language Production (10 minutes)Give each student a sheet of paper with a prompt related to disaster preparedness (e.g. "What advice would you give your family or friends on how to prepare for a hurricane?"). Ask them to write a short paragraph expressing their opinion and providing relevant advice using the vocabulary learned in class. Encourage them to use correct grammar, punctuation, and spelling while expressing themselves in English confidently and effectively.6. Closing (5 minutes)Review the key vocabulary and concepts covered in the lesson and ask students if they have any questions or concerns about disaster preparedness. Encourage them to continue practicing their English skills outside of class by reading news articles, watching English movies or TV shows, or engaging in conversations with native speakers. Remind them that effective munication is crucial in times of crisis and that being prepared can make all the difference in saving lives and reducing suffering.。

Unit5口语课教案Explore Different Kinds of English一、Teaching ObjectiveBy the end of the lesson, students will be able to identify and discuss different types of English, such as British English, American English, and Australian English. They will also be able to understand the differences in pronunciation, vocabulary, and grammar between these variations.二、Teaching Points and Difficulties:1. Identifying different types of English2. paring and contrasting pronunciation, vocabulary, and grammar3. Engaging in discussions and activities to reinforce understanding三、Materials Needed:1. PowerPoint presentation or handouts with examples of each type of English2. Audio recordings or videos of native speakers from each country3. Whiteboard and markers for brainstorming and writing activities4. Worksheets for homework assignments四、Teaching Procedure:1. Introduction (5 minutes)●Begin the lesson by asking students if they have ever heard of different types ofEnglish. Write their responses on the board.●Introduce the three main types of English: British English, American English, andAustralian English. Explain the origins and characteristics of each variation.●Distribute handouts or display slides with examples of each type of English, suchas spelling differences, pronunciation nuances, and mon colloquial expressions.2. Listening Activity (10 minutes)●Play audio recordings or videos of native speakers from each country reading ashort passage in their respective English varieties.●Ask students to listen carefully and identify any differences in pronunciation,vocabulary, or grammar. Record their observations on the board.●Discuss the similarities and differences between the listening passages, focusingon the areas where the speakers used different language features.3. Brainstorming Activity (10 minutes)●In small groups, ask students to brainstorm additional ways in which differenttypes of English can vary from one another. For example:Spelling differences (e.g. "colour" vs. "color")Pronunciation nuances (e.g. "r" sound vs. "l" sound)mon colloquial expressions (e.g. "I'm beat" vs. "I'm going home")●Bring the group results to the board and discuss the most interesting or surprisingdifferences discovered.4. Writing Activity (10 minutes)●Assign students to write a short paragraph paring and contrasting the three typesof English mentioned in the introduction. They should include examples from their own experiences or research.●Encourage them to use proper grammar and spelling, as well as varied sentencestructures and vocabulary words.●Display the paragraphs around the room for discussion and feedback from theirclassmates.5. Closing (5 minutes)●Review the main points covered in the lesson, including the different types ofEnglish and their key features.●Ask students to reflect on what they learned and how it might be useful for theirfuture language learning or munication goals.●Assign homework for the next lesson, which will involve further exploration ofspecific aspects of each type of English (e.g. British English literature, American English history).。

Unit 2 Travelling AroundPeriod 4 Listening and Talking教材分析该板块的活动主题是“预订”（make reservations）。

学生通过听一段电话预订机票的对话，熟悉电话预订的过程需要了解的相关信息，学习相关电话用语，然后模拟生活中的场景来创编电话预订机票、宾馆或餐馆座位的对话，并分角色表演。

听力文本是一段电话录音，Robert Williams打电话给航空公司预订从伦敦到巴黎的机票。

该对话按照以下逻辑顺序呈现了电话预订机票的全过程：发起对话—>确定预订信息（起止地点、时间等）—>确定航班需求—>确定乘客姓名—>确定付款方式。

从语言特点来看，对话中除了常见的电话用语“How can I help you?”等，还有询问意愿的委婉用语，如“May I ask how would you like to ...?”教学目标1.能运用一定的生活经验和背景知识，推测听力文本中说话双方的身份，把握对话大意。

2.能在听的过程中关注细节，留意电话预订机票的各个步骤。

3.能够在听力输入后，进行口语输出，模拟电话预订机票、宾馆或餐馆座位等生活场景的交流。

教学重难点【教学重点】引导学生通过听力活动来总结电话订票的几个步骤。

【教学难点】指导学生运用恰当表达在不同的生活场景下模拟电话订机票、宾馆或餐馆座位等。

教学过程Task Make reservationsStep 1 Warming-upDiscussion: What reservations do we need to make before or while we travel?Step 2 Pre-listeningBrainstorming: when talking about air ticket / hotel room / dinner table reservation, what words and expressions come into your mind?Step 3 While-listening1.Work on Activity 1. Listen to the phone call and answer the questions.(1)What are the two speakers talking about?(2)What is the relationship between the two speakers?2. Listen to conversation again and decide whether the statements are true or false.(1) ( ) The man would like to buy a plane ticket from London to Berlin.(2) ( ) The man prefer the 9:30 flight.(3) ( ) The man would like to travel business class.(4) ( ) The man would like to book a return flight.(5) ( ) The man would like to pay by cash.3. Work on Activity 2. Listen again and complete the table with the words you hear.Step 4 Post-listening1.Please read through the table in Activity 2 and summarize the 5 steps to make a reservation.2.Present some formal and polite expressions used in telephone conversation.Step 5 Pre-talking1.Review words and expressions used in making a reservation.2.Present some useful expressions for booking a hotel room.Step 6 TalkingWork on Activity 3. Imagine you are making plans for the holiday. Choose one of the situations below and role play a phone call with a partner.Step 7 Assignment1.Review words and expressions we learned today.2.Practice making a hotel/flight/dinner table reservation with your family members.高考质量提升是一项系统工程，涉及到多个方面、各个维度，关键是要抓住重点、以点带面、全面突破，收到事半功倍的效果。

Unit 1 Teenage LifePeriod 4 Listening and Talking教材分析该板块的活动主题为“为青少年策划一项营地活动”(Plan a camp for teenagers)。

听力文本是一段对话，Max与Cao Jing谈论周末各自参加探险营和国际青年营的计划。

两人分别介绍了营地的活动内容，表达了对营地生活的期待。

该板块从高中生颇感兴趣的营地活动出发，旨在激发学生的想象力，策划一个同龄人喜欢的营地活动，并使用“be going to+动词原形”及“will+动词原形”等表示将来打算或意愿的语言功能项目进行交流和讨论，进而提升学生的团队精神和沟通表达能力。

教学目标1. 能正确理解使用下列词汇：adventure, youth, expert。

2. 能够口头叙述计划和将要发生的事情。

3. 能正确使用“be going to+动词原形”及“will+动词原形”等结构表示将来打算或意愿。

教学重难点【教学重点】帮助学生理解并正确运用be going to do、will do、plan to do、there will be、hope to do等结构来表达将来要做的事情和计划。

【教学难点】理解并正确运用be going to do、there will be、hope to do等结构表示将来打算或意愿。

教学过程Task Plan a camp for teenagersStep 1 Pre-listening1.Look at the two pictures in Activity 1. Answer the following questions:(1)What kind of camp is Adventure Camp/International Youth Camp?(2)What activities will it include?(3)What can students learn in these activities?2.Read the sentences in Activity 1. Then predict the main idea of the conversation. Step 2 While-listening1. Work on Activity 1. Listen to the conversation and tick what are heard about the camps.2.Work on Activity 2. Underline the expressions in the sentences above that Cao Jing and Max use to talk about the future.设计意图：该环节让学生通过勾画听力文本中的目标结构，关注对话中如何表达将来要做的事情和计划。

Unit5口语课教案Explore Different Kinds of EnglishTeaching Objective:By the end of this lesson, students will be able to identify and discuss different types of English language usage, such as formal and informal language, academic and conversational English, and regional dialects. They will also be able to analyze the context in which these types of English are used and provide examples from their own experiences.Teaching Points & Emphasis:1. Differentiate between formal and informal language2. Identify academic and conversational English3. Discuss regional dialects and their characteristics4. Analyze the context in which different types of English are used5. Use reallife examples to illustrate the concepts coveredTeaching Strategies:1. Begin with a discussion on the importance of understanding different types of English in today's globalized world.2. Use visual aids, such as charts or videos, to help students visualize and understand the differences between formal, informal, academic, and conversational English.3. Encourage students to share their own experiences with different types of English in their daily lives, both in school and at home.4. Incorporate roleplay activities that require students to use different types of English in different situations (formal vs. informal, academic vs. conversational).5. Conclude the lesson by reviewing the key points covered and assigning homework that requires students to reflect on how they can improve their understanding of different types of English in their future interactions.Teaching Procedure:1. Warmup activity (5 minutes): Start the class by asking students to share their thoughts on the importance of learning different types of English in today's world. Write their responses on the board for everyone to see.2. Presentation (10 minutes): Use visual aids to present the main points of the lesson, including a chart that shows the differences between formal, informal, academic, and conversational English. Show videos or examples of each type of English being used in reallife situations.3. Group work (10 minutes): Divide students into small groups and ask them to discuss their own experiences with different types of English in their daily lives. Encourage them to share their findings with the rest of the class.4. Roleplay activity (10 minutes): Assign roles to students and have them participatein two different scenarios, one using formal English and another using informal English. Ask them to reflect on how the choice of language affected the tone and meaning of their interactions.5. Closing activity (5 minutes): Review the key points covered in the lesson and ask students to think about how they can improve their understanding of different types of English in their future interactions. Assign homework that requires students to reflect on their own experiences with different types of English and write a short essay sharing their thoughts with the class.Homework:1. Write a reflection paper on your own experiences with different types of English in your daily life (formal, informal, academic, conversational). Include specific examples and explain how these different types of English affected your interactions with others.2. Research a region or country where different types of English are monly used and write a short presentation explaining the differences between those dialects and how they are used in everyday life.。

Unit2 Listening and Talking 名师教学设计课时内容Talk about the important of kindness主题语境：人与自我主题群：做人与做事子主题：优秀的品格、正确的人生态度、公民义务与社会责任语篇类型：录音、文本、图片文本分析：[What]本节课为听说课，通过听力语篇获取歌曲Chain of love”的背景故事，感受小小善举的重大意义。

在口语活动中，讨论并讲述自己遇到的或者听说的关于给予或收到善举的故事。

[Why]通过听说活动，理解日常生活中的善举行为，学会描述和表达对善举行为的感受，提高学生对美德的认识，帮助探究主题意义。

[How]设置听说活动，加深学生对主题语境的理解和强化对生活中美德的认识，通过口头描述，深入对主题的探究。

课时目标1.能够听懂录音中歌曲“Chain of love”的背景故事信息。

2.能够使用恰当的语言描述自己经历过的或者听说过的善举故事。

重点难点重点：获取歌曲“Chain of love”的背景故事信息。

难点：使用恰当的语言描述自己经历过的或者听说过的善举故事。

教学准备教师准备：教学录音，扶不扶的相关图片等。

学生准备：选择自己经历过的或者听说过的善举故事，为口语活动做好准备。

教学过程Step I学习理解活动一:感知与注意(Discuss and Listen)1.Before listening，ask students to discuss the questions in groups.Q1：Do you think we can trust the kindness of strangers when we need help？Q2 Do you believe a small act of kindness can make a big difference？Suggested answers：（略）2.Listen to a radio show and answer these questions.What is the name of the radio show？What does“paying it forward” mean？What does the guest want the listeners to do？Suggested answers :The name of the radio show is “Rush hour show”.“Paying it forward” means when you receive kindness from someone，you go out and show kindness to another person.The guest wants the audience to join the chain kindness and “pay it forward”.【设计意图】在听力之前，设置两个问题让学生讨论，引发学生对善举的思考，激起学生的思维意识。

Unit 4 Natural DisastersPeriod 4Listening and Talking教材分析该板块的活动主题是“为灾害作准备”(Prepare for a disaster)。

活动主题与单元引言中的Raising awareness, reducing mortality相呼应。

听力文本以对话形式呈现，地震救援专家Mrs Fors带着搜救犬Lucky进入学生课堂，与学生互动，在回答学生问题的同时，讲解了减少灾害损失的准备工作，以及地震发生时能够帮助自救的基本安全准则等内容。

该板块要求学生了解、思考、讨论地震防灾知识及其应对措施，最后能够有条理地叙述应该如何为应对灾难作准备，探讨应急包的准备以及灾难发生时如何逃生等相关内容。

教学目标1. 能正确理解使用下列词汇：power, pipe, emergency, calm, aid, kit。

2. 能够运用指令性语言，介绍应对各种自然灾害的准备工作和措施。

教学重难点【教学重点】引导学生通过指令性语言清晰地表达从地震等自然灾害中逃生的措施和建议。

【教学难点】理解并正确运用指令性语言。

教学过程Step 1 Warming-up1. What happened in Wenchuan on May 12, 2008?2. Listen to a news report about it and fill in the blanks.3. Earthquake is a common natural disaster. What should people do in case of earthquake? Let’s find out.设计意图：看关于汶川地震的图片，听一段相关的地震报道，激活学生的背景知识，引导学生思考如何应对地震。

Step 2 Pre-listening1. Look at the table in Activity 1. Predict the main idea of the conversation.2. Teacher help students to understand the meanings of the new words in the table (tap, pipe, whistle).设计意图：预测将要听到的内容，扫清词汇障碍。

新人教版必修一Unit 1 Listening and Talking教案课题UNIT 1 TEENAGE LIFEPeriod 4 Listening and Talking学科英语班级授课教师教学目标1. Introduce the idea of youth camps so that students will have sufficient background information to complete the speaking activity which follows.2. Introduce the grammar and phrases that students will need to use in the speaking activity that follows.3. Activate all that students have learnt thus far in the unit through conversation. Students should use all of the new vocabulary, grammar, and information they have learnt to complete this task.教学主题该板块的教学主题是“为青少年策划一项营地活动”（Plan a camp for teenagers）。

现在越来越多的高中生有兴趣参加各种营地活动，并借此机会结识朋友、开阔眼界、培养团队精神和沟通表达能力。

该板块旨在激发学生的想象力，策划一个同龄人喜欢的营地活动，并使用“be going to+动词原形”及“will+动词原形”等表示将来打算或意愿（talking about future activities）的语言功能项目进行交流和讨论。

教学重点帮助学生理解并正确运用be going to do、will do、plan to do、there will be、hope to do等结构来表达将来要做的事情和计划。

Unit1口语课教案Talk about Festival ExperiencesI. Teaching Objectives and RequirementsObjective 1: Basic Knowledge MasteryStudents will be able to discuss their experiences with festivals in English, including the types of festivals, the reasons for celebrating them, and their personal feelings and memories associated with these events.Objective 2: Language Proficiency ImprovementStudents will be able to express themselves clearly and accurately in English, using appropriate vocabulary, grammar, and pronunciation.Objective 3: Thinking and Interactive Skills DevelopmentStudents will learn to analyze and evaluate their own festival experiences, as well as those of others, using critical thinking skills.II. Course Content and Structure (Total 45 minutes)1. Introduction (5 minutes)- Warm-up activity: "What's your favorite festival?"- Presentation of the course objectives and expectations.2. Basic Festival Types and Cultural Significance (10 minutes)-Discussion of common festival types (e.g., Chinese New Year, Mid-Autumn Festival, Christmas)- Explanation of the cultural significance of these festivals.3. Personal Festival Experiences (15 minutes)- Introducing the topic of personal festival experiences in English.- Students share their own festival experiences, focusing on the type of festival, reasons for celebrating it, and personal feelings and memories associated with it.4. Group Discussion (10 minutes)-Students are divided into small groups to discuss each other's festival experiences.- Each group presents its findings to the class.5. Summary and Homework (5 minutes)- A summary of the key points discussed in the class.- Homework assignment: Write a paragraph in English about a festival experience that was particularly memorable or meaningful to you.III. Teaching Strategies and MethodsWarm-up activities: To engage students and build a comfortable learning atmosphere. Group discussions: To encourage active participation and peer learning. Presentations: To ensure clear communication of key concepts and ideas. Homework assignments: To reinforce learning and provide opportunities for self-reflection.IV. Assessment and Feedback (Total 10 minutes)Class participation: The frequency and quality of student participation in class discussions and group activities will be assessed.Homework assignments: The accuracy, completeness, and originality of students' written responses will be evaluated.Self-assessment: Students will be asked to reflect on their own learning process and identify areas for improvement.Peer feedback: Peers will provide feedback on each other's homework assignments to enhance peer review skills.Final assessment: A final exam will be held at the end of the semester to assess students' overall understanding and mastery of the course content.。