高中英语听力教案范文

高中英语听力教案范文【篇一：高考听力教案】高考听力解题技巧stepilead-ini.gettoknowthecharacteristicsoflisteningcomprehension.ii.guidethestudentshowtoreadquestionsandanswerseffectivelyandefficiently.stepiitypesofquestionsi.主旨要义题常见提问形式有：whatarethetwospeakersmainlytalkingabout？whatarethetwospeakersprimarilytalkingabout？whatarethespeakerstalkingaboutingeneral？whatisthespeakertalkingabout？what’sthetopicofthepassage?whatistheconversationabout?题型特点:要求我们对听到的内容有一个整体的把握和全面的领会,理解说话者究竟在说什么。任何一段对话或独白都是围绕一个中心展开的,有时主旨大意较明显,有时则需要归纳和概括。5.whatarethespeakerstalkingabout?(2014)a.weather.b.clothes.c.news.解题技巧：a.细辨选项之间的关联,对即将听到的对话内容做出预测。（beforelistening）2.whatarethespeakerstalkingabout?(2013)a.anoisenight.b.theirlifeintown.c.aplaceofliving.20.whatisthespeakertalkingabout?(2015)a.thelifeofteatasters.b.afternoonteainbritain.c.thelondonteatradecentre.解题技巧：b.记录关键词，结合所听内容再归纳概括大意。（whilelistening）ii.态度、观点、意图题常见提问形式有：howdoesthewomanfeelaboutthevacation?whatisdr.garfield’sopinionaboutdreaming？whatdidthemanthinkofthemeal？whatdoesthemanthinkofsara’splan？whatisthewoman’sopinionaboutthecourse？2.whatdoesthewomanthinkoftheweather?(2015)a.it’snice.b.it’swarm.c.it’scold.解题技巧:a.注意两个人的态度是否相同，如果不同，要分清各人的态度，因为这时问题往往问的是其中一人的态度或看法，不要混淆。4.whatisthewoman’sopinionaboutthecourse?(2015)a.toohard.b.worthtaking.c.veryeasy.4.whatdoesthemanthinkofthebook?(2014)a.quitedifficult.b.veryinteresting.c.toosimple.iii.事实细节题场景方位题1.wheredoestheconversationmostprobablytakeplace?a.inarestaurantb.inanofficec.athome解题技巧：a.仔细辨认对话中的语境相关词,特别是场景词汇及习惯用语.2.whereisthemangoingtoplantthetree?a.bythefrontdoorb.atthebackofthegaragec.attheendofthegarden解题技巧：b.注意对话中肯定与否定回答。常见的肯定回答:yes/absolutely/iagreewithyou…;否定回答:no/i’mnotsure….3.whereisthemannow?(2013)a.onhiswayhome.b.inarestaurant.c.athome.身份职业及人物关系题常见提问形式有：what’sthewoman’sjob/occupation?what’stheprofessionoftheman?whatdoesshedo?whatisthewoman?whoisthewomanprobablyspeakingto?whoisthespeaker?whatstherelationshipbetweenthetwospeakers?1.whatischrispaine?a.acomputerengineerb.abooksellerc.awriter解题技巧：a.仔细辨认对话中的职业相关词,抓住其相关的关键词进行答题。3.whomightbemr.petersonbe?（2014）whydon’tyou…?whynot…?how(what)about…?whatwillthemanprobablydo?whatdoestheboypromisetodoforthegirl?whatarethespeakersgoingtodo?whatdoesthewomanwanttodo?whatwouldjoeprobablydoduringthethanksgivingholiday?3.whatwillthemando?(2015)a.attendameeting.b.givealecture.c.leavehisoffice.9.whatarethespeakersgoingtodo?(2015)a.cookdinner.b.goshopping.c.orderdishes.4.whatwillceliado?(2013)a.findaplayer.b.watchagame.c.playbasketball.7.whatdoestheboypromisetodoforthegirl?(2012)a.buyheranewcd.b.dosomecleaning.c.giveher10dollars.12.whatwillthemanprobablydoafterwards?(2012)eagainthenextday.因果关系常见的提问方式有：whydoteatasterstasteteawithmilk?whydoesdianasaysorrytopeter?whydidthewomanapologize?6.whyisharryunwillingtojointhewoman?(2014)a.hehasapaininhisknee.b.hewantstowatchtv.c.heistoolazy.11.whyarethespeakersmakingthetrip?(2014)a.forbusiness.b.forshopping.c.forholiday.(11题为推断题，根据对话内容，可以判断两个人是同事关系（fellowworkers），准备去纽约出公差(forbusiness),不是去度假。)10.whyisthemanattheshop?(2012)a.toorderacameraforhiswife.b.tohaveacamerarepaired.c.togetacamerachanged.8.whydoesdianasaysorrytopeter?(2013)a.shehastogiveuphertravelplan.b.shewantstovisitanothercity.c.sheneedstoputoffhertest.20.whydoesthespeakerlikehoratiostreetbest?(2013)a.ithasanoldstonesurface.b.itisnamedafterawriter.c.itisafamousuniversity.stepiiiadvicetipstip1:不能懈怠，坚持练习；熟悉题型,掌握答题技巧。tip2:经常阅读、翻看原文材料，熟悉场景词汇及常用的交际口语。tip3:快速读题；细心听题；果断答题。【篇二：高考英语听力技巧教案】drillandguidetotechniquesoflisteningcomprehension(thefirstperiod)shiguanghuaqiaounitedmiddleschooltianpeirong2012-12-04Ⅰ教材分析高考听力测试以语篇（对话或独白）为测试载体，在语言使用的情境中测试学生使用语音、语法、词汇知识的能力，主要是考查考生对所听信息的正确理解能力和快速反应能力。对此,考纲中明确要求考生听懂有关日常生活中所熟悉话题的简短独白和对话.具体有(1)理解主旨要义(2)获取事实性的具体信息(3)对多听内容进行简单判断(4)理解说话者的意图,观点和态度。听力试题在呈现方式上，设问全部是特殊疑问句，几乎涵盖了所有的疑问句型。在听力部分的两节中，第一节的材料内容较短，但速度快,关键信息易漏过。第二节内容较多，难度稍大；且听力材料的选择非常重视语言的真实性原则,一般来源于实际生活，涉及现实生活的方方面面.。根据大纲要求和这些特点，我们可以看出，听力题单一的靠“听”是不够的,必须给予一定的方法指导.Ⅱ现状分析听力理解题是我校得分率较低的题型之一。多数学生对此题型存在苦恼甚至畏惧的心理,失分严重，无从下手，无法可循。因此,在实际教学中对学生的听力学习给予具体的指导是十分有必要的。本课侧重于题型分析及解题方法的指导,分为四个课时。每个课时将各完成两个高考听力典型题型分析及相应的解题技巧。Ⅲteachingobjectives:knowledgegoals:(1)tohavestudentsknowmoreabouttwotypicaltopicsoflisteningcomprehension:scenepositionandidentityrelationship;(2)tomakestudentsmasterusefullisteningtechniques:predictionandkeywords.abilitygoals:toimprovestudents’abilityofputtingtheusefulskillsintopractice.moralgoals:tohelpstudentsbuildupconfidenceinlisteningcomprehension.Ⅴteachingfocusanddifficulties:toinvolvessusingthelisteningskillsⅥteachingaids:audio-visualmethod.cia(computer-instructiveassistant)Ⅶteachingprocedures:stepi:lead-inlistentoadialoguebetweentwopersonsandanswerthequestions:1.wheredoestheconversationprobablytakeplace?2.whatistherelationshipbetweenthetwospeakers?stepii:basisforthelesson9topicsoflisteningcomprehensionandmainproblems.stepiii:analysisoftypicaltypespart1.scenepositioncommonquestions：wheredoes/didthisconversationprobablytakeplace？wherearethetwospeakers?example1.wheredoestheconversationmostprobablytakeplace?(08全国5)a.inarestaurantc.athomeskilla:catchthekeywordsrelatedtosceneandposition.example2.wherearethetwospeakersgoingtoplantthetree?(09/1)a.bythefrontdoorb.atthebackofthegarageskillb:payattentiontopositiveandnegativeresponsesorexpressions;suchas:yes/absolutely/iagreewithyou...;no/i’mnotsure...【practice】1.wheredoesthisconversationprobablytakeplace?（2012全国1.）a.inabookstoreb.inaclassroom2.wheredoestheconversationmostprobablytakeplace?（2011重庆3）b.onafarmc.athome3.wherearethespeakers?(2010全国5）a.inastoreb.inaclassroom4.wheredoestheconversationprobablytakeplace?(09北京5)a.inaclassroomb.inalibrary5.wherearethespeakers?（2009全国2）a.inarestaurantc.inaschool6.wheredoestheconversationmostprobablytakeplace？(08湖北1)a.inanofficeb.inalibrary7.wherewilltheswimmingcompetitionbeheld?(08天津83独白)a.attheschoolswimmingpoolc.atthenewtownswimmingpool【guideskill】part2.identityrelationshipcommonquestions：whatistheman(woman)?whatisthemans(womans)job/occupation/profession?whoistheman(woman)mostprobablyspeakingto?whatstherelationshipbetweenthetwospeakers?example1:whoischrispaine?a.acomputerengineerb.abooksellerskilla:catchthekeywordsrelatedtooccupation/identity.example2.betweenwhomdidthisdialogueprobablytakeplace?a.husbandandwifeb.teacherandstudentskillb:analyzetheoptionsandpredicttherelationship.【practice】ex1.listentothedialoguesandchoosetheanswers:1.whoisthewoman?a.ateacherb.anassistant2.whodoyouguessistalkingwiththeman?a.hismother.]c.hisfriend.3.betweenwhomdidthisdialogueprobablytakeplace?a.husbandandwifeb.teacherandstudentex2.(2011北京text7）1.whatistheprobablerelationshipbetweenthetwospeakers?b.doctorandpatient.c.guestandreceptionist.2.wheredoesthisconversationprobablytakeplace？a.ataclinicb.athomeex3.(2010全国text8）1.whoismakingthetelephonecall?a.thomasbrothers.c.jackcooper.2.whatrelationisthewomantoer?a.hiswife.b.hisboss.【guideskill】stepv:homework《维克多英语》p18谈话背景、谈话者关系练习。【篇三：高中英语听力教学案例实施及反思】高中英语听力教学案例实施及反思senorenglishbookⅡ-----unit7livingwithdisease首中医大附程东慧period1warminguplisteningteachingaim:talkaboutdeadlydiseasesandattitudestowardsaids,cancer,etc.trainthesslisteningabilityteachingdifficulty:第一步,听到预测（pre-listening）兴趣是学好语言的强劲动力和能力形成的前提。在听力教学中，我也发现，只有使学生对所学的听力材料产生兴趣，才能调动他们的积极性。学生有了学习的积极性，才会主动参与到听力训练中，从而提高教学效率，最终达到最佳的教学效果。语言学家、心理学家的研究也表明，文化背景知识在听力训练中起着非常重要的作用。可见，在做听力练习前，适当介绍一些与课文相关的背景知识，会更加有助于学生对听力材料的理解。因此，为了提高学生对所学材料的兴趣，我首先在电脑屏幕上呈现该课标题“livingwithdisease”,并向学生出示了以下讨论题：howmuchdoyouknowaboutdisease?要求学生根据题目进行小组讨论,预测一下本文将会谈到些什么,然后,我将课前准备好的有关disease的图片一一向学生呈现,从而使学生接触到一些具体disease的素材,为接下来的听力训练做好铺垫。第二步,听时记录（while-listening）我将翻录到电脑上的录音进行播放,同时在电脑屏幕上相应呈现像剪辑,使学生不仅在听觉,而且在视觉上都能受到刺激,加深对听力材料的理解。由于听力训练的目的是要尽力抓住主要内容，而不是细枝末节，因此，我并不要求学生把每个词、每句话都听懂，而是要求他们首先从整体上把握。我把这个步骤分为两步:首先，播放整篇听力材料，要求学生尽力抓住主要内容，同时在听的过程中将这些内容与自己听前所做的预测进行比较，从而达到进一步理解的效果。听完后完成相应的练习。其次，进行逐段播放，在每段