英语听力教学
在交际的过程中，交际的参与者首先需要听懂别人在说什么。Rivers和Temperley（1978）指出，在成年人的交际活动中，听的时间占45%，说的时间占30%，读的时间占16%，而写的时间占9%。由此可见，听力在交际过程中起着至关重要的作用。
一、听的心理过程
在听、说、读、写四项技能中，听往往被认为是一种接受型的技能（receptive skill），这是这并不意味着听是一个被动的接受过程，而是一个包含了听者复杂心理活动的主动的信息处理过程。
Andereson（1985）提出听力理解由3个相互关联而又循环出现的阶段组成：感知、分析和使用阶段。感知阶段指声音信号进入感觉记忆，信息保存的感觉记忆的时间约1／4秒，然后经筛选，其中一部分进入短时记忆进行加工处理；
分析阶段指短时记忆中的信息经重组、编码后，形成有意义的命题，听者要对连续性的语流进行切分，切分的主要线索是意义，意义体现在句法、语音、语义3个层面上；
使用阶段是将形成的命题和长时记忆中的已知信息相联系，确定命题的意义，当新输入的信息与已知信息相匹配时就产生理解。在使用阶段，当形成的命题与长时记忆中的已知信息相联系时，大脑便通过积极的思维活动去分析、合成、归纳，使其成为连贯的语言材料，从而实现意义的重构。然后将重构的意义而非原有形式在长时记忆中保留。听者的这种记忆能力将服务于以后的大脑信息处理过程。
解码理论在英语听力教学中的应用
听是获得信息的重要手段。在语言习得过程中，“听”不仅是取得语言知识的基本途径之一，也是保证语言规范化和加强语言实践的重要手段，是提高语言交际能力的中心环节。然而我国目前听力教学法的发展还不完备，许多教师还在奉行着老一套教学模式：“讲单词、放录音、对答案”。学生的自主性和能动性没有得到充分调动。这不能不令我们思考，如果听力的课堂形式就在于录音机、单词表、磁带和标准答案这些硬件设施的使用上，那么学生不如自学来提高，而教师又如何去体现“授课”二字的真正涵义呢？从高校英语听力教学大纲的基本要求中可以看出，听力课的主要目的旨在培养学生的听力技能，从而解决学生到底应该“听什么”、“怎么听”这一根本问题。本文讨论的是听者接受信息时的大脑思维活动，从而有针对性地探讨听音时听力技能的培养。
一、解码对培养听力理解能力的理论意义
若想制定出最有效地提高听力理解能力的教学方法，必须针对学习者本身进行深入地研究，研究其头脑中有关语言的思维过程与思维方式，从而合理地进行教学设计。
（一）听力理解的过程即是解码的过程
听力是一个接受、理解声音信息的过程，是听者对说者所传来的编码讯息进行解码的过程。
*辩音话者的言语声波在听者的耳蜗中转变为一种可供神经系统使用的密码，接着，听觉神经把密码讯号传到听觉语言中枢，引起这一区域的思维活动，对收到的密码信号进行分析、辨别、归类。听者要从这密码中分辨出语言的最小单位----音素，并分辨出哪几个音素构成音节，哪几个音节构成独立的意义单位。
*注释听者将这些独立的意义单位与自己大脑里储存的信息相对照，运用大脑里的词汇意义和语法结构知识进行注释。经注释后的信息就有了意义，但这意义还不一定符合说话者的原意。
*领会经辨音与注释后的声音信息还需听者进一步地加工而达到领会说话人的意图的目的。例如说话人的一句问话并不一定期待听话人来答复，也可能是以问的形式来表达批评、威胁、疑惑、祈使、请求、否定等目的。这就要求听话人综合考虑所说内容上下文的条理性和逻辑关系。重要的是这些并非都能依赖说话人直接道出的信息，多数情况是依据说话人所处的时间和环境，说话内容所包含的社会文化背景、生活习惯、价值观念以及听话人的知识经验等来领会。
经解码后的讯息这时才能成为对听者具有意义的信息。解码是赋予信息以意义的手段。
（二）大脑记忆信息的三个阶段
Andereson（1985）提出听力理解由3个相互关联而又循环出现的阶段组成：感知、分析和使用阶段。感知阶段指声音信号进入感觉记忆，信息保存的感觉记忆的时间约1／4秒，然后经筛选，其中一部分进入短时记忆进行加工处理；
分析阶段指短时记忆中的信息经重组、编码后，形成有意义的命题，听者要对连续性的语流进行切分，切分的主要线索是意义，意义体现在句法、语音、语义3个层面上；
使用阶段是将形成的命题和长时记忆中的已知信息相联系，确定命题的意义，当新输入的信息与已知信息相匹配时就产生理解。
在使用阶段，当形成的命题与长时记忆中的已知信息相联系时，大脑便通过积极的思维活动去分析、合成、归纳，使其成为连贯的语言材料，从而实现意义的重构。然后将重构的意义而非原有形式在长时记忆中保留。听者的这种记忆能力将服务于以后的大脑信息处理过程。
（三）大脑的两种信息处理方式
认知心理学家进一步分析了解码过程中大脑对信息的处理方式，提出了自下而上（bottom up）和自上而下（top down）两种信息加工模式。自下而上的模式注重细节特征，是一系列由低级到高级，即由字词解码而最终获取信息的过程；
自上而下的模式突出整体结构的识别，强调长时记忆中存留的背景知识经验在理解中的作用，是一个预测、检验和证实的过程。这两种方式相互联系，交互作用并且同时加工。从而在词法、句法、语篇等不同层面上共同促进听力理解。
不难想象，先前获得的知识经验，或称“图式”（schema）是解码的关键。如果图式丰富、正确，则预测合乎实际，辨认加速，理解加深；
相反，如果图式欠缺，则辨认迟缓，理解发生障碍。
可见，听者接受信息不是一个被动的机械过程，而是一个复杂的心理过程和积极主动的思维过程。教师的任务是组织学生对磁带中传来的声音进行准确、快速地解码，并逐渐培养学生的解码能力，即听力技能。
二、运用解码理论对学生听力技能的培养
概括地讲，听力技能是一个综合技能，包括单词、句子、语篇水平等备方面的理解能力、判断能力、逻辑思维和概括能力。具体来说，听力训练应着重培养以下三种技能：
（1）有选择地集中注意力的能力
（2）预测和猜测能力
（3）记录能力
（一）有选择地集中注意力的能力
在Andereon提出的听力理解的3个阶段中，感觉记忆中的声音信号经过筛选，一部分进入短时记忆进行加工处理。但是短时记忆容量有限。心理学家认为，一般来说，一个人一次只能记8个不相关的数字，或7个不相关的字母，或6个不相关的单词，留存信息的时间也短，仅有1O秒。因此听音时听者必须有选择，即将注意力有选择性地集中在主要内容、主题思想及上下文内容的关键词上。学生们听音普遍存在的心理状态是：力求听出每个词、每句话。对话语的每个词赋予同等注意力，惟恐漏掉一点儿信息。有时这是办不到，也是不必要的。听文字材料的目的是要在了解文章大意、中心思想的基础上，抓住重要事实，要点和细节，尤其是一些重要数据。对含有when，where，why，who，how等的句子更应留意，它们往往载有重要的信息。至于遇到个别听不懂的词或句子，可暂且放过，坚持听完全文，有时理解了全文，个别的词也就明白其含义了。听力练习可采取解决问题或完成任务的方式进行。在练习中，学生必须从录音中筛选必要信息去解决某个难题或完成某项任务。
（二）预测和猜测能力
听懂话语的过程是一个“意义重构”的过程，而不是被动地接收的过程，听者必须运用已掌握的语言知识、常识及背景知识对语音信号进行解码，再粑解码过程中所获得的信息在长时记忆中保存，以备此后重建和预测信息。
由于人所表达的思想都有一定的逻辑思维关系，所以听者可以根据上下文关系，用词的含义及语调等的变化，对某些没听懂的部分进行合乎情理地猜测，也可以根据前文提供的“线索”对某些未知因素进行预测。预测和猜测可激发于听音的开始阶段，并贯穿于听音全过程。听者从headine topic和sentence中获取的初步信息有助于对下文的预测，同样从下文获取的信息又可用来纠正、补充前面获取的不准确或不全面的信息。听者还可运用自己的大脑中的图式或是利用文章中的多余信息来帮助解码，并猜测所听到的陌生词语或句子。预测和猜测者都是大脑采用了自上而下的信息加工方式，是一个预（猜）测、检验和证实的过程。在听音中预测和猜测是跨越时空，反复进行的思维活动，大大地加快了解码速度，提高了解码的准确性，对促进学生听力的提高起到不可忽视的作用。
（三）记录能力做笔记是听力训练中的重要环节，学生除了单一地接收信息外，还要对所接收的信息进行分析、归纳并记录。所以笔记要求学生对听力的理解不是笼统的、模糊的、单凭选择题和填空题的题于来提示信息含义的，而应该是具体的，有主次的。教师可以用中等长度的比较口语化的片段，训练学生区分主次观点的能力以及记录典型细节和例证的速度；
可以通过新闻体文章或短文，训练学生抓关键词的关键内容；
可以通过长篇演讲、专题报告，训练学生分清主次信息，使记录的内容逻辑条理清楚，层次分明，主题明确。另外，学生最好会自己拟定一些速记符号，以帮助记忆与回想。好的笔记最突出的特点是简洁、实用、明白。笔记能力的训练着眼于学生将来有独立担负以记录为手段的工作的能力。
三、结束语
根据语言学家的研究，听力理解能力是人的记忆能力、概括能力、预测能力、语言转换能力的综合体。可以说听力课的实质是一门技能课。明确了听力教学的这一本质问题，就会减少教师在课程设计上的盲目性。
因此，听力教学必须彻底改变以往那种讲单词、放录音、对答案的单一教学模式，代之以有系统、有重点的听力技能训练。这种技能训练方法的设计要遵循听觉系统解码的规律。
英语初级听力教案
Listen to This (Book 1)
教研室: 英语听力教研室
授课对象：08级英语本
德州学院外语系
Preparatory Leon One I Teaching Aims:
1 To know something about numbers, days and addrees
To be familiar with the reading of numbers, days and addrees in English
To know about some simple day life dialogues in English
II Teaching Material
Listen to This: 1 Preparatory Leon One
III Teaching Aids
Language Lab
IV Teaching Procedures 1.Warm-up: To let the students to write down phonetic alphabet and read them To let the students learn some new words and expreion that will appear in the listening material Chemist: person who prepares medicines (from prescriptions) and sell medical goods, toilet articles, etc.n.药剂师；
药商（常兼营化妆品等）。
Piccadilly:（英国伦敦）皮卡迪利大街（以其时髦的商店,俱乐部，
旅馆和住宅著称）。
Sutton: 萨顿[英国英格兰东南部城市]（在伦敦西南）。
Bristol: 布里斯托尔[英国英格兰东南西南部港市] （艾冯郡首府，临布里斯托尔海峡）。
Saint Thomas: 圣托马斯 (here name of a person) Bond: Here Bond Street Archer: Here Mrs.Archer Eton: Here Eton Avenue Eden: Here Eden Square Blake: Here Dr.Blake Oxford: Here Oxford Street Jones: Here Mrs.Jones
To let the students know about some simple skills of listening 2.Listening-centered Activities
To let the students listen to the tape of sections one by one in Preparatory Leon One and fill in the blanks in the listening book.
Section One
Numbers Days Addrees and some sentences
Section Two
Dialogues
Section Three Dictation Word groups To choose some students to give their answers after each section Then correct the their answers
Finally let the students listen to the tape one more time 3.Group Activities Divide the students into several groups, then let every group has one student to say some numbers, days and addrees arbitrarily, the rest of the group to write down what they have heard.With this group activity, we can practice the
2 students’ knowledge of numbers, days and addrees.4.Homework Let the students themselves to find some listening material to practice their skills of English listening after cla.
Preparatory Leon Two I Teaching Aims: To know something about numbers, letters and times
To be familiar with the reading of numbers, letters and times in English To know about some simple day life dialogues in English
II Teaching Material
Listen to This: 1 Preparatory Leon Two
III Teaching Aids Language Lab
IV Teaching Procedures 1.Warm-up: Ask students how to read numbers and times in English? Let students say some nations they have learned in High School.2.Listening-centered Activities Do the listening exercises one by one in Preparatory Leon Two Vocabulary explain some new words and expreions they may don’t know Section One numbers, letters, times Section Two Dialogues Section Three Dictation Word groups To choose some students to give their answers after each section Then correct the their answers
Finally let the students listen to the tape one more time 3.Group Activities Divide the students into several groups, then let every group has one student to say some numbers, letters and times arbitrarily, the rest of the group to write down what they have heard.With this group activity, we can practice the students’ knowledge of numbers, letters and times.4.Homework Let the students themselves to find some listening material to practice their skills of English listening after cla.
Preparatory Leon Three I Teaching Aims: To know something about numbers and some tips in reading numbers
To be familiar with reading numbers
3 II Teaching Material
Listen to This: 1 Preparatory Leon Three
III Teaching Aids Language Lab
IV Teaching Procedures 1.Warm-up: Ask students how to read numbers and times in English? Give them some long numbers to read Long numbers are spoken as separate digits grouped rhythmically in twos or threes.
Reading cardinal numbers, a comma is sometimes used instead of a space to separate the thousands in numbers greater than 999.How to read “ 0” in English? “Zero” is the most common US usage and the most technical or precise form.When reading a telephone or bank account number we say the letter “O”.Nought is commonly used when referring to the figure “ 0”as part of a number 2.Listening-centered Activities Do the listening exercises one by one in Preparatory Leon Three Vocabulary
Explain some new words and expreions they may don’t know Section One Numbers Section Two Dialogues Section Three Dictation Word groups To choose some students to give their answers after each section Then correct the their answers
Finally let the students listen to the tape one more time
3.Group Activities Divide the students into several groups, then let every group has one student to say some numbers arbitrarily, the rest of the group to write down what they have heard.With this group activity, we can practice the students’ knowledge of numbers.4.Homework Let the students themselves to find some listening material to practice their skills of English listening after cla.
Preparatory Leon Four I Teaching Aims: To know about numbers of mileage and population and how to read the numbers of mileage and population in English
To be familiar with the nations and its adjective in English
II Teaching Material
Listen to This: 1 Preparatory Leon Four
4
III Teaching Aids Language Lab
IV Teaching Procedures 1.Warm-up: Ask students how to read numbers of mileage and population in English? Give students some numbers to read
Know about coin in English 2.Listening-centered Activities Do the listening exercises one by one in Preparatory Leon Four Vocabulary
Explain some new words and expreions they may don’t know Section One Numbers of mileage and population Section Two Dialogues Section Three Dictation Word groups To choose some students to give their answers after each section Then correct the their answers
Finally let the students listen to the tape one more time
3.Group Activities Divide the students into several groups, then let every group has one student to say some numbers arbitrarily, the rest of the group to write down what they have heard.With this group activity, we can practice the students’ knowledge of numbers.4.Homework Let the students themselves to find some listening material to practice their skills of English listening after cla.
Preparatory Leon Five I Teaching Aims: To know about money and how to read the numbers of money in English
To be familiar with the expreion of money in English
II Teaching Material
Listen to This: 1 Preparatory Leon Five
III Teaching Aids Language Lab
IV Teaching Procedures 1.Warm-up: Let students know about money in English
A penny = 1 cent
A nickel = 5 cents
A dime = 10 cents
A quarter = 25 cents 2.Listening-centered Activities Do the listening exercises one by one in Preparatory Leon Five Vocabulary
Explain some new words and expreions they may don’t know Section One Coins Section Two Dialogues To choose some students to give their answers after listening Then correct the their answers
Finally let the students listen to the tape one more time
3.Group Activities Divide the students into several groups, then let every group has one student to choose some commodities to ask the price arbitrarily, one student of the rest group to tell her or him in English.With this group activity, we can practice the students’ knowledge of money in English.4.Homework Let students do Section three as homework, write down the answers in their notebook and hand in.Let the students themselves to find some listening material to practice their skills of English listening after cla.
Leon One I Teaching Aims: To know about some day life dialogues in English
To learn how to fill in blanks in English listening
II Teaching Material
Listen to This: 1 Leon One
III Teaching Aids Language Lab
IV Teaching Procedures 1.Warm-up: Let students prepare some mini-talk like day life dialogues in English Let several students to say their mini-talk in front of their clamates 2.Listening-centered Activities Do the listening exercises one by one in Leon One
Vocabulary
Explain some new words and expreions they may don’t know Section One
Dialogues Section Two
Discuion and Interview Section Three Dictation of short paragraphs
Let students know about punctuation mark in English in Section Three To choose some students to give their answers after each section Then correct the their answers
6 Finally let the students listen to the tape one more time
3.Activities Let students to recite the simple dialogues we have listened and answer the teacher’s questions about their dialogues in a few words.With this activity, we can practice students’ skills of listening at the same time practice their skills of speaking as well.4.Homework Let the students themselves to find some listening material to practice their skills of English listening after cla.
Leon Two I Teaching Aims: To know about more day life dialogues in English
To learn how to fill in more blanks in English listening
II Teaching Material
Listen to This: 1 Leon Two
III Teaching Aids Language Lab
IV Teaching Procedures 1.Warm-up: Let several students to say their prepared mini-talk in English in front of their clamates
Correct their mistakes in grammar or pronunciations
2.Listening-centered Activities Do the listening exercises one by one in Leon Two
Vocabulary
Explain some new words and expreions they may don’t know Section One
Dialogues Section Two
Conversation and Story Section Three Dictation of short paragraphs
To choose some students to give their answers after each section Then correct the their answers
Finally let the students listen to the tape one more time
3.Activities Let students to recite the simple dialogues we have listened and answer the teacher’s questions about their dialogues in a few words.With this activity, we can practice students’ skills of listening at the same time practice their skills of speaking as well.4.Homework Let the students themselves to find some listening material to practice their skills of English listening after cla.
Leon Three I Teaching Aims: To know about more day life dialogues in English
To learn how to fill in more blanks of conversation in English listening To learn how to answer some questions in their own words after listening
II Teaching Material
Listen to This: 1 Leon Three
III Teaching Aids Language Lab
IV Teaching Procedures 1.Warm-up: Let several students to say their prepared mini-talk in English in front of their clamates
Correct their mistakes in grammar or pronunciations
2.Listening-centered Activities Do the listening exercises one by one in Leon Three
Vocabulary
Explain some new words and expreions they may don’t know Section One
Dialogues Section Two
Conversation and Interview Section Three Dictation of short paragraphs
To choose some students to give their answers after each section Then correct the their answers
Finally let the students listen to the tape one more time
3.Activities Let students to recite the simple dialogues we have listened and answer the teacher’s questions about their dialogues in a few words.With this activity, we can practice students’ skills of listening at the same time practice their skills of speaking as well.Listen to a short song in English and write it down, also can have a volunteer to sing the song.
4.Homework Let the students themselves to find some listening material to practice their skills of English listening after cla.
Leon Four I Teaching Aims: To know about more day life dialogues in English
To learn how to fill in more blanks of conversation in English listening To learn how to answer some questions in their own words after listening to a long conversation
8 II Teaching Material
Listen to This: 1 Leon Four
III Teaching Aids Language Lab
IV Teaching Procedures 1.Warm-up: Let several students to say their prepared mini-talk in English in front of their clamates
Correct their mistakes in grammar or pronunciations
2.Listening-centered Activities Do the listening exercises one by one in Leon Four
Vocabulary
Explain some new words and expreions they may don’t know Section One
Dialogues Section Two
Conversations Section Three Dictation of short paragraphs
To choose some students to give their answers after each section Then correct the their answers
Finally let the students listen to the tape one more time
3.Activities Let students to recite the simple conversations we have listened and answer the teacher’s questions about their conversations in a few words.With this activity, we can practice students’ skills of listening at the same time practice their skills of speaking as well.
4.Homework Let the students themselves to find some listening material to practice their skills of English listening after cla.
Leon Five I Teaching Aims: To know about more day life dialogues in English
To learn how to fill in more blanks of conversation in English listening To know about some kinds of question in English listening test
II Teaching Material
Listen to This: 1 Leon five
III Teaching Aids Language Lab
IV Teaching Procedures 1.Warm-up: Let several students to say their prepared mini-talk in English in front of their
9 clamates
Correct their mistakes in grammar or pronunciations
2.Listening-centered Activities Do the listening exercises one by one in Leon Five
Vocabulary
Explain some new words and expreions they may don’t know Section One
Dialogues Section Two
Word Exercises, Discuion and Interview Section Three Dictation of short paragraphs
To choose some students to give their answers after each section Then correct the their answers
Finally let the students listen to the tape one more time
3.Activities Let students to retell the interviews we have listened and answer the teacher’s questions about interviews in a few words.With this activity, we can practice students’ skills of listening at the same time practice their skills of speaking as well.Divide the students into several groups, then let every group has one student to say some letters of a word and give some help or clue, the rest of the group to gue which word it is. 4.Homework Let the students themselves to find some listening material to practice their skills of English listening after cla.
Let students do the game of gueing words after cla.
Leon Six I Teaching Aims:
To learn how to fill in more blanks of conversation in English listening To answer the questions simply in their own words after listening
To know about telephone conversation in English
II Teaching Material
Listen to This: 1 Leon Six
III Teaching Aids Language Lab
IV Teaching Procedures 1.Warm-up: Let several students to say their prepared mini-talk in English in front of their clamates
Correct their mistakes in grammar or pronunciations
2.Listening-centered Activities Do the listening exercises one by one in Leon Six
Vocabulary
Explain some new words and expreions they may don’t know
10 Section One
Dialogues Section Two
Telephone Conversations Section Three Dictation of short paragraphs
To choose some students to give their answers after each section Then correct the their answers
Finally let the students listen to the tape one more time
3.Activities Let students to recite the telephone conversations we have listened and answer the teacher’s questions about their dialogues in a few words.With this activity, we can practice students’ skills of listening at the same time practice their skills of speaking as well.4.Homework Let the students themselves to find some listening material to practice their skills of English listening after cla.
Leon Seven I Teaching Aims: To answer the questions simply in their own words after listening
To know about monologue and telephone conversation in English
II Teaching Material
Listen to This: 1 Leon Seven
III Teaching Aids Language Lab
IV Teaching Procedures 1.Warm-up: Let several students to say their prepared mini-talk in English in front of their clamates
Correct their mistakes in grammar or pronunciations
2.Listening-centered Activities Do the listening exercises one by one in Leon Seven
Vocabulary
Explain some new words and expreions they may don’t know Section One
Dialogues Section Two
Problems, Monologue and Telephone Conversations Section Three Dictation of short paragraphs
To choose some students to give their answers after each section Then correct the their answers
Finally let the students listen to the tape one more time
3.Activities Let students to retell the monologue and recite the telephone conversations we have listened and answer the teacher’s questions in a few words.With this activity, we can practice students’ skills of listening at the same time practice
11 their skills of speaking as well.4.Homework Let the students themselves to find some listening material to practice their skills of English listening after cla.
Leon Eight I Teaching Aims: To answer the questions simply in their own words after listening To know how to expre their views about some topics in English
II Teaching Material
Listen to This: 1 Leon Eight
III Teaching Aids Language Lab
IV Teaching Procedures 1.Warm-up: Let several students to say their prepared mini-talk in English in front of their clamates
Correct their mistakes in grammar or pronunciations
2.Listening-centered Activities Do the listening exercises one by one in Leon Eight
Vocabulary
Explain some new words and expreions they may don’t know Section One
Dialogues Section Two
Likes and Dislikes, Window-shopping and Discuion Section Three Dictation of short paragraphs
To choose some students to give their answers after each section Then correct the their answers
Finally let the students listen to the tape one more time
3.Activities Let several students to say something about their likes and dislikes.Find a topic and let students give their views on the topic.With this activity, we can practice students’ skills of listening at the same time practice their skills of speaking as well.
4.Homework Let the students themselves to find some listening material to practice their skills of English listening after cla.
Leon Nine I Teaching Aims:
12 To answer the questions simply in their own words after listening To know how to expre their views about some topics in English
II Teaching Material
Listen to This: 1 Leon Nine
III Teaching Aids Language Lab
IV Teaching Procedures 1.Warm-up: Let several students to say their prepared mini-talk in English in front of their clamates
Correct their mistakes in grammar or pronunciations
2.Listening-centered Activities Do the listening exercises one by one in Leon Nine
Vocabulary
Explain some new words and expreions they may don’t know Section One
Dialogues (1-15) Section Two
A.An Invitation to a Volleyball Match
B.Telephone Conversation C.Monologues (1-3) Section Three Dictation
To choose some students to give their answers after each section Then correct the their answers
Finally let the students listen to the tape one more time after every section.3.Activities Let students to repeat what they have heard one dialogue by one dialogue.Find a topic and let students give their views on the topic.With this activity, we can practice students’ skills of listening at the same time practice their skills of speaking as well.
4.Homework Let the students themselves to find some listening material to practice their skills of English listening after cla.
Leon Ten I Teaching Aims: To answer the questions simply in their own words after listening To know how to order in English in a hotel or a restaurant
II Teaching Material
Listen to This: 1 Leon Ten
III Teaching Aids Language Lab
13
IV Teaching Procedures 1.Warm-up: Let several students to say their prepared mini-talk in English in front of their clamates
Correct their mistakes in grammar or pronunciations
2.Listening-centered Activities Do the listening exercises one by one in Leon Ten
Vocabulary
Explain some new words and expreions they may don’t know Section One
Dialogues (1-5)
Hotel English Section Two
A.Discuion
B.Forum Section Three Spot Dictations (1-2)
To choose some students to give their answers after each section Then correct the their answers
Finally let the students listen to the tape one more time after every section.3.Activities Let students to repeat what they have heard one dialogue by one dialogue.Find a topic and let students give their views on the topic.With this activity, we can practice students’ skills of listening at the same time practice their skills of speaking as well.
4.Homework Let the students themselves to find some listening material to practice their skills of English listening after cla.
Leon Eleven I Teaching Aims: To answer the questions simply in their own words after listening To know how to order in English in a hotel or a restaurant
II Teaching Material
Listen to This: 1 Leon Eleven
III Teaching Aids Language Lab
IV Teaching Procedures 1.Warm-up: Let several students to say their prepared mini-talk in English in front of their clamates
Correct their mistakes in grammar or pronunciations
2.Listening-centered Activities Do the listening exercises one by one in Leon Eleven
14 Vocabulary
Explain some new words and expreions they may don’t know Section One
Dialogues (1-6)
Restaurant English Dialogues (1-3) Section Two
A.Telephone Conversation B.Discuion
C.Monologue
D.Music or Money Section Three Dictations (1-2)
To choose some students to give their answers after each section Then correct the their answers
Finally let the students listen to the tape one more time after every section.3.Activities Let students to repeat what they have heard one dialogue by one dialogue.Find a topic and let students give their views on the topic.With this activity, we can practice students’ skills of listening at the same time practice their skills of speaking as well.
4.Homework Let the students themselves to find some listening material to practice their skills of English listening after cla.
Leon Twelve I Teaching Aims: To answer the questions simply in their own words after listening To know how to order in English in a hotel or a restaurant
II Teaching Material
Listen to This: 1 Leon Twelve
III Teaching Aids Language Lab
IV Teaching Procedures 1.Warm-up: Let several students to say their prepared mini-talk in English in front of their clamates
Correct their mistakes in grammar or pronunciations
2.Listening-centered Activities Do the listening exercises one by one in Leon Twelve Vocabulary
Explain some new words and expreions they may don’t know Section One
Dialogues (1-6)
Restaurant English Dialogues (1-3) Section Two
A.Description
B.Conversation
C.A Party Section Three Dictations (1-5)
To choose some students to give their answers after each section Then correct the their answers
Finally let the students listen to the tape one more time after every section.3.Activities
15 Let students to repeat what they have heard one dialogue by one dialogue.Find a topic and let students give their views on the topic.With this activity, we can practice students’ skills of listening at the same time practice their skills of speaking as well.
4.Homework Let the students themselves to find some listening material to practice their skills of English listening after cla.
Leon Thirteen I Teaching Aims: To answer the questions simply in their own words after listening To know how to order in English in a hotel or a restaurant
II Teaching Material
Listen to This: 1 Leon Thirteen
III Teaching Aids Language Lab
IV Teaching Procedures 1.Warm-up: Let several students to say their prepared mini-talk in English in front of their clamates
Correct their mistakes in grammar or pronunciations
2.Listening-centered Activities Do the listening exercises one by one in Leon Thirteen Vocabulary
Explain some new words and expreions they may don’t know Section One
Dialogues (1-4)
Restaurant English Dialogues (1-3) Section Two
A.Discuing Past Events
B.Telephone Conversation
C. Conversation at Perfect Partners Ltd.Section Three Dictations A Letter
To choose some students to give their answers after each section Then correct the their answers
Finally let the students listen to the tape one more time after every section.3.Activities Let students to repeat what they have heard one dialogue by one dialogue.Find a topic and let students give their views on the topic.With this activity, we can practice students’ skills of listening at the same time practice their skills of speaking as well.
4.Homework Let the students themselves to find some listening material to practice their skills of English listening after cla.
16
Leon Fourteen I Teaching Aims: To answer the questions simply in their own words after listening To be familiar with telephone conversation and conversation in a shop
II Teaching Material
Listen to This: 1 Leon Fourteen
III Teaching Aids Language Lab
IV Teaching Procedures 1.Warm-up: Let several students to say their prepared mini-talk in English in front of their clamates
Correct their mistakes in grammar or pronunciations
2.Listening-centered Activities Do the listening exercises one by one in Leon Fourteen Vocabulary
Explain some new words and expreions they may don’t know Section One
Dialogues (1-8)
Section Two
A.Telephone Conversation (1-3) B.Shopping Section Three Dictation
To choose some students to give their answers after each section Then correct the their answers
Finally let the students listen to the tape one more time after every section.3.Activities Let students to repeat what they have heard one dialogue by one dialogue.Find a topic and let students give their views on the topic.With this activity, we can practice students’ skills of listening at the same time practice their skills of speaking as well.
4.Homework Let the students themselves to find some listening material to practice their skills of English listening after cla.
Leon Fifteen I Teaching Aims: To answer the questions simply in their own words after listening To know about some conversations in a restaurant
II Teaching Material
Listen to This: 1 Leon Fifteen
III Teaching Aids
17 Language Lab
IV Teaching Procedures 1.Warm-up: Let several students to say their prepared mini-talk in English in front of their clamates
Correct their mistakes in grammar or pronunciations
2.Listening-centered Activities Do the listening exercises one by one in Leon Fifteen Vocabulary
Explain some new words and expreions they may don’t know Section One
Dialogues (1-9)
Section Two
A.Quick Lunch
B.Dinner C.Interview D.Why Can’t I
Do What I Like? Section Three Dictation To choose some students to give their answers after each section Then correct the their answers
Finally let the students listen to the tape one more time after every section.3.Activities Let students to repeat what they have heard one dialogue by one dialogue.Find a topic and let students give their views on the topic.With this activity, we can practice students’ skills of listening at the same time practice their skills of speaking as well.
4.Homework Let the students themselves to find some listening material to practice their skills of English listening after cla.
18 19
大学英语听力课程教案
课程名称：大学英语听力 讲授人：杨孟状 授课班级：
课程基本信息：
（一）课程名称：听力
（二）学时及教学周数：总36个学时，总14个教学周；
1-4周每周 4 学时，5-14周每周2学时
（三）使用教材：
《英语听力入门3000》，张民伦 主编，华东师范大学出版社，2008 年8 月第一版。
（四）教学方法：泛听，学生讲述文章大意；
精听，学生模仿语音语调，师生互动，提问，回答问题，填空，听写，当堂测试。
（五）教学手段：语言室多媒体教学，传统讲授，观看英语教学录相，VCD等
（六）考核方式：
闭卷考试。
（七）学生创新精神与实践能力的培养方法：重视和发展学生的听力理解能力和思维能力，注重各项微技能和综合技能的训练，通过各种篇章的听力训练掌握英语习惯用语以及其它优美的语言表达方式，鼓励学生通过听力训练积累知识，使他们进一步体会英语听力过程中的美感与快乐。
（十）其它要求：严格考勤，注重学生的课堂表现及课堂参与情况，当堂测试，课下听力训练。平时测试和作业占学生总成绩的20%。
Unit 1 Education Is a Key
Ⅰ.Teaching Time：4 Periods Ⅱ.Teaching Goals：
1.Master the important words and structures, and understand the different educational systems in other countries, and compare Chinese educational system with the other countries’ educational systems.
2.Develop students’ basic listening skills, especially the skill of listening figures.Ⅲ.The Main and Difficult Points: 1.Key words and phrases;
2.Some important language points;
3.Understand the education systems in other countries.
4.The comparison between the education systems in other countries and that in China.
5.Develop the students’ listening skills, especially the figures.Ⅳ.Teaching steps: Part I:
Warming up——A Step 1.Listen to the vocabulary part and try to memorize the following key words.
1) commitment(n), 承诺、许诺；
致力、献身；
承担义务。
2) undertake (verb), 承担、从事。
3) innovation(n), 发明、创造、创新。
4) excel(vt/vi), 优于，擅长。
5）cosmopolitan(adj), 大都市的。
6）stimulating(adj), 刺激、激励。
7）enrollment(n), 招生；
登记; 注册; 入会; Step 2.Listen to Part I carefully for three times while filling in the miing words.The first time, listen extensively from the beginning to the end.The second time, listen intensively sentence by sentence.The third time, listen extensively and check the answers.Step 3.Go over some language points in Part I
1) excel in/at， 擅长、在….方面具有优异表现。
e.g.1.She excels in/at sports.
2.He excels in/at playing basketball.2) look for, 寻找、追寻。
3) be known for = have/has good reputation for…, 以…出名。
4) be located in… 坐落于….。
Warming up——B Step 1.Go over some new words.1) dialect 方言
2) spaceship 航天器、飞船 3) pronunciation 发音
4）million 百万，million 十亿， trillion 万亿
5）identify 识别、确认。
Step 2.Listen to the material in Warming up—B twice and fill in the miing words.Then listen to the material again sentence by sentence and check the answer.
Warming up——C Step 1.Listen to the new words and read after the tape.Pay attention to the pronunciation.Step 2.Go over some new words.1) communicative 交际性的 2) analytical 分析性的
3) authority-oriented 权威型的
4）concrete 具体的、有形的；
混凝土的 5）identify 识别、确认。
Step 3.Listen to the material in Warming up—C twice and match column A with column B. Then listen to the material again sentence by sentence and check the answer, and read after the tape.
The Answers to Part I: Warming up—A
1.Oxford、commitment、academic 2.oldest、largest、reputation、research、science 3.first、Australia、150 years、excels 4.excellence、17,000、location 5.largest、188
3、situated、26,000 6.16
36、enrollment、schools 7.awards、degrees、20,000 8.located、1
35、third Warming up—B 1.2,700 languages、7,000 dialects、regional、pronunciation 2.official language 3.One billion、20 percent 4.Four hundred million、first、600 million、second、foreign 5.500,000 words、Eighty percent、other 6.Eighty percent、computers 7.African country、same 8.1,000、Africa 9.spaceship、197
7、meage、the United Nations Warming up—C 1—a,
2—c, 3—d,
4—b.
小学英语听力教案
第一课时 教学目标：
在听力训练中，注重形式的多样性，材料的趣味性，紧紧“抓住”学生的耳朵。学生与游戏有着天然的联系，形式多样的游戏是激发学生学习兴趣行之有效的方法，听力训练中游戏的采用适合小学生爱玩的天性，寓教于乐。
教学重点：
学习并掌握文章中的重点单词和词组；
听短文，获取文章的关键信息，并回答问题。
教学难点：
让学生掌握正确的听力技巧，学会听前预测，听时做笔记，听后检查。
课前准备：
1．教师准备教学过程中所需要的听力材料，资料。
2．准备如何做听力的课件，话题相关的图片、视频。
教学步骤：
1.导入5 min 给出与话题相关的图片或者放视频，比如说：
（这部分主要是为了导入话题，吸引学生的学习兴趣） 2.听前 10 min a.讲解听力中重点的单词和词组，比如说：
（这是因为同学们只有掌握了关键的单词和短语，才能在听力的过程中更加快速地对关键信息作出反应，对于初学者来说是比较常用的一种教学模式。） 单词讲解完之后给同学们一点时间看各个问题。
b.画出每一题的关键词、句。
3.听时 15 min a.放第一遍音频，让同学们回答问题题，choose the main idea of the paage b.再放第二遍，要求学生完成独自完成题目。
c.带着学生对答案之后，再整体放一边音频给同学听。
(在这里，在每次放音频之前我都会给学生一点时间来看需要完成的问题。) 4.听后 10 min 同学们讨论完之后，老师做一个简单的总结。整个教学过程锻炼的是同学们的听力技能，兼顾说、读、写技能的训练，采用了任务教学法，交际教学法和多媒体教学法，真正体现了因材施教和以学生为主体的教学原则。
听力资料：
Paage1In The Claroom Tomorrow is Wednesday.It’s new year’s day.Look at Sam’s clamates.Everyone is busy this morning.Sam’s good friend peter is cleaning the blackboard.Sam’s sister Mary is sweeping the floor.Mr Black is Sam’s English teacher.He is cleaning the windows.And three boys are helping him.Five girls are setting the desks and chairs.根据听到短文内容，选择正确答案。
(
)1.Today is ______________.A.Wednesday
B.Thursday
C.Tuesday (
)2.Everyone in Sam’s cla is_____________.A.busy
B.free
C.sad (
)3.Mr Black is Sam’s ___________ teacher.A.PE
B.English
C.art (
)4._____________is sweeping the floor.A.Peter
B.Sam
C.Mary (
)5.__________boys are helping Mr Black clean the windows.A.Three
B.Five
C.Six 教学点评：
通过这一课时的听力训练,学生对听力训练的兴趣明显有了很大提高,大部分学生开始对听力训练感兴趣并期待下一节课。当然在实施过程中,我也遇到了困难,比如,如何才能在有限的时间内找好并编辑好与听力材料相关的材料；
还有，有时向学生介绍听力技巧时,如何才能使学生理解,并运用到自己的语言实践过程中等等。
第二课时 教学目标：
在听力训练是一种强化教学，在整个教学过程中，学生注意力和精神都处于高度紧张状态。这种状态如果持续太久，则会产生疲劳。从儿童心理角度分析，儿童天生好动，3至5分钟注意力转移一次， 小学生听力训练应坚持“短而勤”的原则，切忌长时间让学生处于听的状态，否则学生会身心疲惫，影响听力效果。因此必须严格控制时间，并在训练的间隙插入小笑话作为调味剂，以达到放松的目的。听是说的基础,说是听的延伸,只有将听和说的教学紧密结合在一起,才能提高水平。
教学重点：
学习并掌握文章中的重点单词和词组；
听短文，获取文章的关键信息，并回答问题。
教学难点：
让学生掌握正确的听力技巧，学会听前预测，听时做笔记，听后检查。
教学对象：
三年级的学生，虽然已经掌握了一些基本的语言知识，但是听力部分比较薄弱，不善于获取听力材料中的关键信息，需要多加练习和老师的指导。
课前准备：
1．教师准备教学过程中所需要的听力材料，资料。
2．准备如何做听力的课件，话题相关的图片、视频。
3.准备一则英语小笑话。
教学步骤：
1.导入5 min 给出与话题相关的图片或者放视频，比如说：
（这部分主要是为了导入话题，吸引学生的学习兴趣） 2.听前5 min a.讲解听力中重点的单词和词组，比如说：
（这是因为同学们只有掌握了关键的单词和短语，才能在听力的过程中更加快速地对关键信息作出反应，对于初学者来说是比较常用的一种教学模式。） 单词讲解完之后给同学们一点时间看各个问题。
b.画出每一题的关键词、句。
3.听时 10 min a.放第一遍音频，让同学们回答问题题，choose the main idea of the paage b.再放第二遍，要求学生完成独自完成题目。
c.带着学生对答案之后，再整体放一边音频给同学听。
(在这里，在每次放音频之前我都会给学生一点时间来看需要完成的问题。) 4.听后20 min a.同学们讨论完之后，老师做一个简单的总结。整个教学过程锻炼的是同学们的听力技能，兼顾说、读、写技能的训练，采用了任务教学法，交际教学法和多媒体教学法，真正体现了因材施教和以学生为主体的教学原则。
b.讲一个英语小笑话，并教学生开口说，练，达到可以流利说给别人听的程度。
听力资料：
Paage2 Jim’s Family It’s nine o’clock in the evening.The family are at home.Jim’s father is sitting in a chair.He’s watching TV.Jim’s mother is near the window.She gives some food to the parrot, Polly.Polly says, “ Thanks!Thanks!” where’s Jim? Oh, he’s behind the door.Kate, Jim’s sister, is looking for him.They are playing games now.They have no homework on Sunday evenings.根据听到短文内容，选择正确答案。
( )1.There are _____________people in the family.A.three B.four C.five D.six ( )2.Who is watching TV in a chair? A.Jim B.Jim’s mother C.Jim’s father D.Jim’s sister ( )3.Jim and Kate are _______________? A.good friends B.two girls C.two boys D.brother and sister ( )4.The children ______________doing their homework.A.aren’t B.isn’t C.don’t D.not ( )5.What’s Kate doing? A.She ‘s doing her homework B.She’s sitting near the window C.She’s looking for a pen D.She’s playing games.英语小笑话：
Teacher: Johnny, why are you late for school every morning? Johnny: Every time I come to the corner, a guidepost（路牌，路标） says, "School -- Go Slow" 老师：约翰，为什么你每天早上都迟到呢？
约翰：每次我走到街角的时候，都有一块路牌写着：“学校-小心慢行” 教学点评：
在第一课时的基础上加入一则英语小笑话，让作为调味剂，以达到放松的目的，也让他们在听之余也开口练口语。在案例实施时,我也意识到：为了激发学生对听力训练的兴趣,教师要他们听变为他们自己愿意听,教师应少一些应试听力,多一些求知听力；
同时,教师也必须改变以往的教学方式,变单调的听力课练习为深受学生欢迎的视听说课，使学生的视、听和说各项能力都得到了训练和提高。
少 儿 英 语 教 案 模 板
一、Teaching Demands and Aims(教学目标）
二、Teaching important and difficult point (教学重点）
1、words
2、sentences
3、grammars
三、Teaching Aids (教具)
四、Teaching procedures(教学过程） Greeting(问候） warm up(热身） Review(复习） New Leon(新课） Step One: Step Two: Step Three: Follow up(叮咛）
五、Homework(作业布置）
作 业 的 布 置
一、书面作业
1、每节课后教师可适当选择课后习题(书本或课外参考书）及字母作业。
2、低年纪的孩子适合听磁带读课文、画图、连线、写字母等简单作业；
每学期两次测试：半期考和期末考试。
3、高年纪的孩子要求抄单词、背单词、背课文等书面作业；
每节课前可做适当的听写练习；
每个月可做适当的单元测试；
期间两次大考：半期考和期末考。
二、磁带作业
1、适时布置(条件允许可每周一次）：将本周学习的内容录进磁带，下周上交。
2、录制要求：首先让学生和老师打招呼，接着报朗诵单元，然后录作业内容，最后与老师说再见。(如：Hello! Amanda.I am Go go.This is Unit 11„„„ Goodbye! Amanda!)
3、听音修正：
(1)书面记录：边听边把学生的错音登记在学生手册上。
(2)修正过程：
A：打招呼，先表扬肯定，后提出错误，注意错音的跟读 B：说悄悄话，增进师生感情交流 C：提出问题。
D：结束Say:“ Good bye! ”
三、电话教学
1、时间安排：每月两次的电话教学，每生教学时间不超过8分钟。
2、教学内容：
(1)本周学习单词及课文的朗诵。
(2)词句的翻译。
(3)疑难解答。
(4)家长的经验交流。
英语听力教学反思
众所周知， 听、说、读、写四项技能是学生学习英语的最终目的，也是学好英语的必要途径。学语言首要是能“听”会“说”。听力教学的任务是如何使学生从语言因素中提取信息、理解信息。听力能力的提高为发展学生其它各项能力如说、读、写的能力起到促进作用。所以有人说：“听是攻克英语城堡的突破口”。听力不仅是英语测试的需要，更是英语知识的实际运用和英语综合能力的体现。由于学生对用英语听力的重视程度不足，应变能力不强，学生对于听力显得手忙脚乱，对于听力测试学生普遍认为是一大难题。哪怕只是听简单的日常用语，往往也会觉得不知所云，无从应付。如何提高学生的听力，是英语老师们在不断反思的一个问题。去训练好他们的听力能力，逐渐消灭学生的“聋子英语”和“哑巴英语”，提高全体学生“听”的水平，是教学中的难点。
1、学生听力理解水平的提高，不是一朝一夕、短时间内就能够完成的，需要长期日积月累。
(1)平时灌输
首先教师不能急于求成，听力训练应贯穿于平常的每一堂英语课中。教师要尽量用英语授课，加强听说教学的力度，在教学中我们应给予充分重视和加强。教师也要鼓励学生在课堂上尽量用英语表达思想、展开讨论、传递信息、回答问题，从而尽可能多地为学生创设英语语言环境。在日常的英语教学中，加大录音磁带的使用量，采用预听、跟读等形式，将听力训练渗透于每堂课。
(2)注意解决学生听力方面存在的问题
在听力教学中，教师应注意解决学生在听力方面存在的问题，是语音辨别问题，还是语言知识问题；
是技巧问题，还是心理问题。而这些问题往往是直接影响学生听力理解水平的关键所在，教师要在听力训练教学中注意加以解决。
(3) 听力训练的时间安排
听力教学应本着“短而勤”的原则，听力训练不宜长时间、大篇幅的整节课进行，可安排每节课5分钟。时间长、内容多的听力教学，学生容易呆在教室里，处于心力疲惫状态，毫无思考能力，更容易产生畏难情绪，不利于学生积极情感态度的培养，教学事倍功半。
(4)教师角色
在听力训练教学中，教师切忌“袖手旁观”式地只管放录音。在充分体现学生主体的同时，要尽量发挥教师的主导作用。教学中要采用任务型教学模式，为学生设计适当的任务要求，促进学生积极参与。
(5)教学反思
在听力选材的选择上，笔者也曾尝试选择诸如《英语听力入门》（《Step by step》）、《希望英语》等课外材料，但学生反映并不感兴趣，反而觉得枯燥。主要原因是初中生语言知识、技能还很有限，这些课外材料与学生课上所学在内容上、形式上都有较大距离，学生不够重视，更容易产生抵触情绪。选材上应选择内容浅显、趣味横生的适合学生身心发展特点的资料，其中影视节目，英文歌曲为最佳。配合画面或音乐，更助于学生理解，更能吸引学生注意力和兴趣，教学事倍功半。
2、听力测试教学反思
各级各类的英语考试都有听力测试内容，分值均为30分，学生因此倍加看中听力测试。笔者认为，与其说学生看中听力测试，不如说学生看重的是听力测试的分值。教师可针对学生的这种重视程度，将听力测试内容作为精听内容，以弥补目前专门供初中英语听力教学使用的材料不足的缺陷。
(1)高度重视
听力测试教师首先应高度重视。单元检测、期中、期末考试都有
听力测试题目，都要放录音进行。
(2)适当讲解
每一套听力题做完的讲解，切记一定要放录音进行。先把整套听力题听一遍，然后倒回来再放音讲解。求学生逐字逐句重复。如遇到较长的句子，可在意群或从句处“暂停”，待学生重复完前半句后再放后半句，让学生再跟着重复。教师可以采取学生单独重复，两人对话重复，甚至小组、全班重复的方式，促进学生积极参与。看谁，看哪个组重复得更清晰、准确、完整。当遇到听不清的词句，或较难懂的句子，可多放几遍录音，甚至写在黑板上适当讲解，直到学生完全明白为止。在整个学生重复过程中，教师一定要和学生一起重复。教师和学生一起重复，可起到带动学生的作用，亦可以提高学生的注意力。如果连续几句听不清，跟不上，学生很容易走神不听，去干别的了。听不清、听不准没关系，再多放一遍录音，和学生再重复一次。注意整个重复过程学生一定要和教师一起重复。如果中途学生重复的声音越来越小，证明学生已逐渐跟不上录音，则立即停止重复，将录音带倒回重放。切不可不放录音，教师单独重复。讲完一套听力题后，一定要从头至尾再放一遍录音内容。此时教师要引导学生不要把注意力过多地集中在答案的选择上，应把注意力更多地集中在录音内容上，心里跟着录音重复默念。虽然只放一遍，但此时学生已是心领神会，眼睛看着答案加深印象。这样，学生在不知不觉的教师形成性评价中对英语学习的兴趣逐渐培养起来，自信心也相应提高。
(3)教导学生听力测试的答案技巧
笔者认为，学生听力测试成绩不高，很大程度上是和答题技巧有关。涉及数字、时间、人物区别的听力测试，要记录这些最重要的信息；
一句话的问题往往是关键词最重要（ what、when、who、where等）。另外，先阅读答案，不失为一种很好的答题技巧。试卷发下来后，快速将所有听力答案看一遍，做到放录音时有的放矢，有备而“听”。答案选错了，也不要费时费力地擦了重写，而这时往往耽误下一句的听力内容。直接划掉选错的答案，在前面写上正确的，全做完之后再一起整理。无论发生什么，做题的速度一定要跟上放音速度。这样才不至于丢题、漏题。不能为了写一个答案、一个单词而漏掉了后面的两道或三道题
英语听力教学反思
（一）
我所任教的学校是一所农村中学，而英语学科中的听力教学则是一个薄弱的环节。对习惯汉语交流的初中生来说，英语听力难听懂。同时我也发现自己在英语听力教学中存在以下问题：
1、对听力教学的重视程度不够，因为我们这里的学校只有在初三总复习时，仅仅寄希望于考试前的听力模拟，才考听力，平时初
一、初二质量检测时不考。导致训练少。
2、还有训练方式方法不当 。
3、缺少必要的听力技能。正因轻视听力教学，所以听力技能的训练欠缺。学生对不完全爆破、连续、音的同化与失音、句子重音及语调等英语语音知识知之甚少；
导致听不懂。对人物、地点、时间和事件等进行意义辨别的能力弱；
因此，学生在听力中，词义的语境判断差、猜字的技能技巧低、主要内容抓不住，重要细节也捕不牢。
4、学生对单词的发音差。部分学生为了很快会读，用汉字来注上发英方法。如：tomorrow（托猫肉），这就严重影响了他们的听力水平。音发的不准，就听不懂单词。
5、学生们记单词的方法是死记硬背，花很长的时间记住单词，只是瞬间的记忆，导致掌握的词汇量不够，这样就听不懂听力信息，就不愿意继续听。
6、听力习惯差。在做听力时，往往在脑子里将听到的东西先译成汉语、用汉语进行思维理解，缺乏用英语直接思维的习惯，不能做到边听边理解边记忆。
7、学生心理素质欠佳。在听的过程中一道题没听懂，就会影响在简单的听力题都听不出来了。表现焦虑和紧张。
我们英语老师都存在以上的困惑，同时我们也坐在一起集思广益，讨论以上困惑，觉得今后因该运用活动教学。积极创设各种英语学习情景，认真开展各类英语学习活动，让学生在活动中积累经验，提升兴趣，得到听的训练。如组织开展英语角、英语小表演、英语单词竞赛、小翻译比赛、英语诗歌朗诵等活动。
1、所开展的活动要难易适当。学生的英语基础，接受能力不同，在开展教学活动的过程中要对不同程度的学生有不同的要求。
2、小组活动能够在课堂上起到操练语言、有目的地实践语言能让组中的每位学生做到听说，从而创造学英语的氛围，用英语交流。
3、小组活动向其他同学提供了大量听的机会。
4、在小组活动中传授听得技巧，告诉学生抓住关键词听。在听前熟悉听力题，有的放矢的去听。
总之我将在今后不断的反思自己的听力教学，反思自己的听力课堂，愿每次引发的反思能成为我不断前进的动力，能成为我成功的敲门石，能成为我坚定航向的指路标。
英语听力教学反思
（二）
为学生创造良好的语言环境，保证学生有足够“听”的语言量，以努力提高学生的听力水平，已成为小学英语教学的首要任务。通过学生的上课发言以及考试反馈，我感觉学生应该加强英语听力方面的训练。结合我所教的班级学生的实际情况以及其他老师的经验，我认为小学生活泼好学，听觉敏捷，模仿力和记忆力强，小学阶段无疑是培养学生听力的最佳时期。
首先，先进行大量的听说训练。“听”是对输入信息的“加工”，“说”是表达，是“输出”，没有输入就没有输出。在听懂的基础上说，在说的同时增强听的能力，使两者有机结合，相互促进。听说训练包括听音答问、听后复述、听后解释和听后辩论等。小学阶段主要锻炼学生带着问题听录音，并能用英语进行简单的回答。
其次，尽可能在英语课堂上用英语组织教学，力求自身语言表达准确、流利，为学生提供一个很好的听的环境。只要每一位学生注意老师的英语说话特点，比如语音语调、表情、手势等，就很自然理解老师讲的是什么意思；
在听的过程中学会观察、学会总结，养成听的习惯。学生听得投入，才会学得有趣，才有兴趣尽量模仿语言进行交流，体会学习英语的成就感和快乐。
再次，培养学生良好的听说习惯。小学英语的课时安排，每周三课时，学生不是天天能接触到英语，他们学得快，忘得也快，只靠上课时听两三遍远远不够的，还要课后加强听读。我们所使用的配套磁带和光盘里面的发音准确，语音语调好听。在听录音之前，让学生带着问题去听，做有准备之战。每位学生养成每天听读的习惯，对每天所学的内容至少听读三至五遍，并加强对所学内容的听读练习。
总之，小学生英语听力的培养和提高是不可能靠短期强化、突击训练取得较好效果的，它是一个潜移默化、循序渐进的漫长过程。它需要教师、学生、家长三方面的努力和配合，只有这三方面结合起来，小学生的听力水平才能得到切实的提高。
英语听力教学反思
（三）
这节课，由于没有明显句型结构，我把重点放在了如何呈现新课文上。
在呈现新课文时，要达到吸引学生的注意力，呈现的内容又不能与我们的新课文脱节，要做到这一点并不是一件容易的事情。后来， 我就用了金太阳为我们提供的精美课件来呈现，从今天来看， 我操作起来简单实用轻松，学生在动画的帮助下也能很快地了捕捉整篇课文的含义，还能提高他们的兴趣。
这节课，我把另外的一个重点放在锻炼学生的听力能力上。大家都知道要学好一种语言，首先是听，然后才到说，接着到读，最后才是写。
我很赞成彭老师说的，要把这四个方面（听、说、读、写）渗透到平时的教学里去，不能把他们脱节开来教，这点对于学英语是很重要的，对学生形成良好的学习英语的习惯打下了基础。这节课，我以培养学生的听力为主， 心理学测试表明人们通过视听觉所获取的知识占全部知识的80%以上。听的能力在英语四项能力中也是排在首位，因此从“听”开始不仅符合教学规律，也符合学习规律。学生学说英语是从听开始的，先听别人说，反复多听几次，知道怎样说，以及在什么情况下说什么，便会跃跃欲试说话了。对于缺少英语语言环境的大多数中国小学生来说，听，是他们获取英语知识和纯正优美的语音语调的唯一途径。也只有具备了一定的听力，才能听清、听懂别人说的英语，才能使学生有信心去说，与别人用英语进行交际，才能保证英语课堂教学的顺利进行。因此，在整个小学英语教学阶段，我们每节课都要尽可能地为学生创造良好的语言环境，让学生在充足的“听”的语言量中学习英语。在每一次听的过程当中，我都给学生定了任务，比如第一遍去感知，第二遍带着问题去听，第三遍尝试去捕捉key words,第四遍带着难度更高的问题去听，第五遍打开书眼睛看着书耳朵听，()学生要把听到的和看到的对上号。这样一来，学生总共听了五遍，时间花去了不少，但是值得。学生在每一次听时，我都给他们提出了他们能够做得到而不觉得困难的任务。
接下来就是读，我让学生跟读一遍以后，给时间让他们自己读，自己去消化，把觉得难上口的句子划出来，我再来教，由于生本班学生知识面广，个性张扬，敢说。我没有在机械操练读这快花太多的时间。接着就是表演，我让他们比赛，看哪组表演得好。
在刚开始的复习旧知识时，我以游戏的方式进行两个句型的替换操练，这样能够激起他们的兴趣而不对这两个句型感到厌烦。
西南科技大学城市学院2012 —2013年第1学期
教师授课计划 篇二：英语听力3教学计划及要求
英语听力教学计划及要求
一、英语听力教学原则
1．教师传授学法与学生自悟学法相结合的原则
教与学是密不可分的有机结合体，教与学相互依存、相辅相成。任何一种教法都必须与学法紧密相连并同步展开。零课时听力教学的关键在于学生对学法的自悟。教师在指导过程中引导学生探求获得知识的过程和方法，提供学法模式，例如如何进行新闻听力训练，如何进行数字听写，如何学会小组训练，如何听说结合等等，然后鼓励学生在训练中自悟适合自己的方法。通过学生自身实践而总结出的学法，最有实用价值，学生也最容易掌握，很有倡导的必要。教师可通过专题讲座、咨询、学生学法经验交流等形式给予指导，从而使学生逐步掌握学习方法，学会自己总结、归纳、梳理知识网络，变学会为会学。
2．以人为本的导学制原则
零课时听力教学依赖的是学生的自主学习，这种学习离不开教师的指导，更准确地说，是离不开导师的指导。这种导学制最大的优势也即它最先进的一点是与传统的教育方式相比，它更具人性化，能更好地促进学生身心的全面发展。传统的教育方式下，学生与老师间的接触仅限于课堂上，而且交流话题也大部分仅涉及学习方面。而导师教学制则加强了师生间的联系。教师在整个过程中信任学生、了解学生、尊重学生，从而使学生在整个学习过程中都感到安全和自信，充分显示出自身的学习潜能。只有学生和老师建立了和谐关系，老师才有可能知道学生真正需要的是什么及有哪方面听不懂。
二、选用材料
a.教材：英语听力入门3000第三册 b.辅助材料：专项听力材料（网上选用），包括长、短对话；
段落；
新闻及听写专项练习；
并选择与专业四级相关的材料。
三、操作过程 a.全学期教学中，安排课堂时间为学生的测试时间，考试前给学生布置听力材料有学生自己听，检查的方式就是考试。
b.学生的成绩构成：全学期共安排4次考试，每月1次，最后一次即为期末考试，学生的考试成绩比例为：4×25%=100分即每次考试均占总成绩的25%，期末考试与前3次所占比例一致，并且不再设平时成绩。
c.考试题的生成及布置作业
① 第1次布置作业在听力2最后一次课堂，并给学生讲清楚听力3的课程要求及完成该次作业的具体时间即寒假之中，开学2周内进行第一次考试；
② 第2次作业在第一次考试后布置，1个月左右进行第2次考试；
第3次作业在第2次考试后布置，依次类推。学生必须在规定时间内完成各阶段的听力任务以备检查。
四、安排
学生寒假作业
完成听力入门3000第3册中第
1、
6、7等3个单元的听力练习，下学期开学2周内进行第一次考试。
第一个月安排2个单元，15篇听写，5套短对话，5套长对话，10条新闻带练习，第二个月考试；
第二个月安排2个单元，15篇听写，5套长对话，5套短文，10条新闻带练习，第三个月考试；
第三个月安排2个单元，15篇听写，5套短文，5套新闻，第四个月即15-16周考试。篇三：英语听力3教学计划及要求
英语听力教学计划及要求
一、英语听力教学原则
1．教师传授学法与学生自悟学法相结合的原则
教与学是密不可分的有机结合体，教与学相互依存、相辅相成。任何一种教法都必须与学法紧密相连并同步展开。零课时听力教学的关键在于学生对学法的自悟。教师在指导过程中引导学生探求获得知识的过程和方法，提供学法模式，例如如何进行新闻听力训练，如何进行数字听写，如何学会小组训练，如何听说结合等等，然后鼓励学生在训练中自悟适合自己的方法。通过学生自身实践而总结出的学法，最有实用价值，学生也最容易掌握，很有倡导的必要。教师可通过专题讲座、咨询、学生学法经验交流等形式给予指导，从而使学生逐步掌握学习方法，学会自己总结、归纳、梳理知识网络，变学会为会学。
2．以人为本的导学制原则
零课时听力教学依赖的是学生的自主学习，这种学习离不开教师的指导，更准确地说，是离不开导师的指导。这种导学制最大的优势也即它最先进的一点是与传统的教育方式相比，它更具人性化，能更好地促进学生身心的全面发展。传统的教育方式下，学生与老师间的接触仅限于课堂上，而且交流话题也大部分仅涉及学习方面。而导师教学制则加强了师生间的联系。教师在整个过程中信任学生、了解学生、尊重学生，从而使学生在整个学习过程中都感到安全和自信，充分显示出自身的学习潜能。只有学生和老师建立了和谐关系，老师才有可能知道学生真正需要的是什么及有哪方面听不懂。
二、选用材料
a.教材：英语听力入门3000第三册 b.辅助材料：专项听力材料（网上选用），包括长、短对话；
段落；
新闻及听写专项练习；
并选择与专业四级相关的材料。篇四：英语听力3教学计划及要求
英语听力3计划及要求
一、解读课程 英语听力3，零课时教学
（一）关于零课时听力教学
“听力课时零化”指的是取消传统的听力课堂教学，使学生的课内学习向课外自主学习过渡和延伸，由教师指定学习内容，安排学习进度，指导学习过程，提供学习方法，监控整个学习过程，并对学习效果做出科学地阶段性地评估。作为一种新的教学形式，零课时听力教学既缓解了课时紧的局面，又弥补完善了传统听力教学中的一些不足之处。众所周知，传统的听力教学注重的是教师课堂上几十分钟的教学过程，教师在语言实验室操作主控台，训练的内容、方式和节奏都由教师决定，学生显得很被动，而且他们的听力能力差异在这种课堂中也无法纳入考虑之列。此外，背景导人——播放——对答案的常规教学模式也使得课堂显得非常乏味单调，其结果是学生虽然掌握了较强的英语文字功底，却仍然“有耳难明”。
教学要充分发挥每个学生的“潜能”，教师要提供各种外在条件，不仅注重知识的传授，更要重视发展学生的个性，从而达到“自我实现”的教学效果；
教学要培养学生学习的积极性、主动性、独立性和创造性；
在教学中，学生应该懂得怎样学习，学会自我评价；
在教学中，要十分注意情感的重要性，使认知因素、情感因素、体验性因素相互作用，产生优良效果。人本主义理论在我国教学中运用得还很不深入，还未形成完整的模式，但是其学习观是具有建设意义的。把认知主义学习观和人本主义学习观有机地结合起来，应成为我国英语听力教学改革的趋势。教育的根本目的是使学生成为独立、自主、有效的学习者，零课时教学要求学习者自主学习，教学的任务不只是知识的传授，更重要的是培养学生的能力，使他们能够不断地获取新知识，探索新问题。
（二）零课时听力教学原则
一种新的教学改革往往要基于创新的教学原则，才能发挥出它的特色和优势，零课时听力教学也应该有其教学原则来对其加以指导和调节。
1．教师传授学法与学生自悟学法相结合的原则
教与学是密不可分的有机结合体，教与学相互依存、相辅相成。任何一种教法都必须与学法紧密相连并同步展开。零课时听力教学的关键在于学生对学法的自悟。教师在指导过程中引导学生探求获得知识的过程和方法，提供学法模式，例如如何进行新闻听力训练，如何进行数字听写，如何学会小组训练，如何听说结合等等，然后鼓励学生在训练中自悟适合自己的方法。通过学生自身实践而总结出的学法，最有实用价值，学生也最容易掌握，很有倡导的必要。教师可通过专题讲座、咨询、学生学法经验交流等形式给予指导，从而使学生逐步掌握学习方法，学会自己总结、归纳、梳理知识网络，变学会为会学。
2．以人为本的导学制原则
零课时听力教学依赖的是学生的自主学习，这种学习离不开教师的指导，更准确地说，是离不开导师的指导。这种导学制最大的优势也即它最先进的一点是与传统的教育方式相比，它更具人性化，能更好地促进学生身心的全面发展。传统的教育方式下，学生与老师间的接触仅限于课堂上，而且交流话题也大部分仅涉及学习方面。而导师教学制则加强了师生间的联系。教师在整个过程中信任学生、了解学生、尊重学生，从而使学生在整个学习过程中都感到安全和自信，充
分显示出自身的学习潜能。只有学生和老师建立了和谐关系，老师才有可能知道学生真正需要的是什么及有哪方面听不懂。
二、选用材料
a.教材：英语听力入门3000第三册 b.辅助材料：专项听力材料（网上选用），包括长、短对话；
段落；
新闻及听写专项练习；
并选择与专业四级相关的材料。
三、操作过程 a.全学期不上课，安排的课堂时间为学生的测试时间，考试前给学生布置听力材料有学生自己听，检查的方式就是考试。
b.学生的成绩构成：全学期共安排4次考试，每月1次，最后一次即为期末考试，学生的考试成绩比例为：4×25%=100分即每次考试均占总成绩的25%，期末考试与前3次所占比例一致，并且不再设平时成绩。每次考试均为统一考试，全年级学生在同一时间参加考试，学生缺考本次考试成绩为0分，没有补考机会；
缺考2次该科成绩即为不及格。
c.考试题的生成及布置作业
① 第1次布置作业在听力2最后一次课堂，并给学生讲清楚听力3的课程要求及完成该次作业的具体时间即暑假之中，开学2周内进行第一次考试；
② 第2次作业在第一次考试后布置，1个月左右进行第2次考试；
第3次作业在第2次考试后布置，依次类推。学生必须在规定时间内完成各阶段的听力任务以备检查。
四、安排
学生暑假作业
完成听力入门3000第3册中第
1、
6、7等3个单元的听力练习，下学期开学2周内进行第一次考试。
第一个月安排2个单元，15篇听写，5套短对话，5套长对话，10条新闻带练习，第二个月考试；
第二个月安排2个单元，15篇听写，5套长对话，5套短文，10条新闻带练习，第三个月考试；
第三个月安排2个单元，15篇听写，5套短文，5套新闻，第四个月即15-16周考试。
另外请郭老师通知一下那些要补考的学生，补考题型和要求同上期完全一样，请学生准备，最迟第三周就会进行补考。小甘和我的班级加起来应该有60人左右要补考。
《英语听力》课程教学大纲
第一部分 听力阶段
一、课程性质、课程目标与教学要求
听力课是英语教学中四项基本技能之一也是中国学生的一个难点。突破这个难关不仅有助于其它单项技能的训练同时也为培养学生的英语交际能力奠定一个良好的基础。
听力课是英语专业的基础课目的是系统地训练和培养学生的英语视听和说的能力并在四年之内通过专业
四、八级考试。视听说能力是语言交际必不可少的手段之一也是中学教学中课堂教学的重要部分。因此培养具有一定听说能力并能用英语作为课堂教学语言的合格中学教师和相当水准的英语翻译人才是龙岩学院英语专业听力课程教学目的之所在。听力课是一门综合了语音、词汇、语法、惯用法、背景知识、记忆以及概括能力的学科它要求学生通过这门课的学习增长语言知识提高语言技能以及扩大知识面。听力课不同于书面语教学它要求学生注意力集中养成良好听力习惯提高英语语感包括音的辨别、句子结构的分析、内容的判断乃至短期和长期记忆的提高等。
二、关于教材与学习参考书的建议
本课程所使用教材
1、Listen This Way Book I II III IV
2、《听力教程》第
一、
二、
三、四册 主要参考书
1、《八级听力训练》.
2、《VOA听力教程》。
3、《BBC听力教程》
4、《托福听力基础教程》
5、《英语专业四级听写与听力理解》
6、《TOEFL听力模考题精选》
7、《初级Listen to This》、《中级Listen to This》 Listen This Way 这套教材涉略广泛攘括了家庭教育、环境保护、儿童理财等方方面面。但该套教材难度梯度区分不大特别是第一册的教材对于大一的新生来说难度偏大所以教学进度得放慢此外教师应适当补充难度较适合学生的材料如《初级Listen to This》、《托福听力基础教程》以便培养学生的学习兴趣、树立学生的自信心。《听力教程》这套教材学生普遍反映太难且每单元的容量颇大较适合大二以上学生使用建议为学生订一套难度接近Listen This Way的课外补充教材。
三、课程教学内容纲要
第一学期
Unit 1 Can I Take a Meage I 2学时
Unit 2 Can I Take a Meage II 2学时
Unit 3 Clear or Cloudy 2学时
Unit 4 Can time More Backward 2学时
Unit 5 Flying In and Out.2学时
Unit 6 By Bus or By Train 2学时 Quiz Unit 7 This Way or That Way 2学时
Unit 8 Cash or Cheque 2学时
Unit 9 Toward Better Health I 2学时
Unit 10 Toward Better Health II 2学时 Mid-term Exam
Unit 11 The Interview’s Eye 2学时 VOA Special English 2学时 VOA Special English 2学时
Unit 12 Review 2学时 Exam
1 第二学期
Unit 1 Under the Same Roof 2学时
Unit 2 Smacking or Reasoning 2学时
Unit 3 A Sweet Sweet Home 2学时
Unit 4 Going to School I 2学时
Unit 5 Going to School II 2学时
Unit 6 The computer A Neceary Evil 2学时
Unit 7 Earning and Spending Money Wisely 2学时
Unit 8 Choice Versus Chance 2学时
Unit 9 Review I Quiz 2学时
Unit 10 Smoking Kill 2学时
Unit 11 Eating the Right Things 2学时
Unit 12 Are You Fit and Healthy 2学时 VOA News Band Four Exercises 2学时 Unit 13 About Yourself 2学时 Review Exam
第三学期
Unit 1 Is the Earth Being Squeezed Dry 2学时
Unit 2 Let Bird Fly 2学时
Unit 3 EL Nino 2学时
Unit 4 Reports on Disasters Accidents 2学时
Unit 5 People Places I 2学时
Unit 6 People Places II 2学时
Unit 7 Aspects of Education I 2学时
Unit 8 Aspects of Education II 2学时 Mid-term Exam 2学时
Unit 9 A Kaleidoscope of Culture 2学时
Unit 10 A Glimpse of the Age 2学时 Quiz Unit 11 Enjoy Artistic Beauty 2学时
Unit 12 Review 2学时 Band Four and TOEFL Exercises 2学时 Exam
第四学期
Unit 1 Shopping and Banking Online 2学时
Unit 2 Hotel or B B 2学时
Unit 3 “Planting” Money 2学时
Unit 4 Loans for the Dream 2学时
Unit 5 Briefing on Taxation and Insurance Policies 2学时 Quiz Band 4 2学时
Unit 6 Wealth and Poverty 2学时
Unit 7 Fame and Fortune 2学时
Unit 8 Busine Succe 2学时
Unit 9 Feeling the Financial Market I 2学时
Unit 10 Felling the Financial Market II 2学时
Unit 11 New Trends in Trade 2学时 VOA News Band Four 2学时 TOEFL 2学时 Review 2学时 Exam
四、教学方案简要说明
2 听力教学的任务是进行专门的听力训练。其内容包括区别容易混淆的音素、单词和句子结构选择关键词和句子归纳大意掌握重要细节推测内在含义和事情的发展释意或复述掌握教学内容与笔记技巧以及对数字、时间、地名、方位等信息的快速反应等等。具体听力教学内容按学年分为
1、第一学年采用Listen This Way Book I、II面向21世纪课程教材普通高等教育“九五”国家重点教材《听力教程》第
一、二册普通高等教育“十五”国家级规划教材New Concept English Book II。新闻听力采用自己录制的VOA或BBC慢速英语的材料为学生听力水平打下良好的基础。
2、第二学年逐渐过渡到速度较快的Listen This Way Book IIIIV 《听力教程》第
三、四册普通高等教育“十五”国家级规划教材BBC或VOA常速新闻广播。采用TOFEL听力试题和相当于四级听力材料的试题作为听力题型训练教材以便应付专业四级考试。
五、课程作业与考核评价
每次上课结束后要求学生完成一定量的课外作业教师及时地检查、批改、并登记成绩。期末考试从该学期所学内容中抽取一部分30左右并从课外材料中选取符合本学期教学要求难度相当的语音材料作为考试的内容。该部分大概占卷面分的70左右。测试是检验和提高教学质量的重要参数也是执行教学计划的一个主要依据。一般课堂只以练习和提问为主期中和期末测试一次。每个学年考查和考试各一次。为了全面检查考生的英语听力水平既照顾到科学性、客观性又照顾到可行性同时为确保试卷的信度和效度。本科目的考试同时采用客观试题和主观试题测试题型可以是选择题、是非判断题、问答题、填空题以及写概要等等。
第二部分 视听阶段
一、课程性质、课程目标与教学要求
课程性质
随着我国改革开放的不断深入外国影视特别英文原版片不断地进入我们的视野来到了我们的身边也在影响和改变着外语教学的传统模式和单一的“一支粉笔、一本书”教学手段。因此国内的外语院校都在尝试将原版的影视片引入外语课堂纷纷开设高级视听说课、英文影视欣赏课等新课程 丰富了外语教学的课程结构。
高级视听说课程为英语专业选修课由于课程所涉及的知识面广、专业性强、语言地道、词汇量大等特点该课程应在学生具备一定的英语听力基础时开设如英语专业三年级。
英文影视欣赏课大多从文学艺术角度来赏析英文故事片因此文学艺术题材的影视已经有课程涉及。而高级视听说课则更多地关注英文科普、纪录影视包括英语电视新闻方面的内容。从这个角度选择视听材料可以 1在内容上不与英文影视课形成冲撞。
2在题材和语言风格上与影视课形成互补因为英文故事片里的对白很大程度上只是口语体的语言形式而英语科普、纪录影视的解说词则是很正式的书面语言有相当的难度。
3对学生进行科普知识的教育使英语专业学生也学习和了解科技知识拓宽知识面优化知识结构。
课程目标
本课程旨在通过英文电视新闻、英文科普片等纪实性影视的学习与赏析让枯燥和机械的英语听力训练变得更加生动、有趣易于让学生理解与接受使学生在巩固、
3 提高英语听力水平的同时也能拓展见解和视野学习科普知识为全面培养学生的英语语言交际能力奠定坚实的基础。
教学要求
视听说能力是英语专业学生语言交际能力的综合体现。通过本课程的学习要求学生能基本看懂CNN、VOA、BBC和CCTV电视节目中有关政治、经济、文化教育、科技等方面的报道或难度相当的电视时事报道以及短剧等基本看懂BBC系列科普纪录片和Discovery系列科普纪录片。语速为140-170字/分两遍可以听看懂理解率不低于60。
二、关于教材与学习参考书的建议
由于英语高级视听说是国内各外语院校近年来新开设的一门专业课程各个院校对该课程的教学都还在摸索和完善之中尚无完整成熟的教材。本课程宜采用自选自编的CNN、BBC以及VOA新闻采访报道的录相以及选用BBC系列科普纪录片和Discovery系列科普纪录片的部分内容如
1 BBC系列科普纪录片
2 Discovery系列科普纪录片
3 CNN电视新闻
4 BBC广播和电视新闻
5 VOA广播和电视新闻
6 CCTV9英语国际新闻
7英语专业
8级考试的听力材料 „ „
结合收看我校《英语在线》的相关栏目来进行教学以上内容的难度都达到或超过英语专业八级考试大纲和试题的要求。
三、课程教学内容纲要
教学纲要包括
1风光片介绍世界各地风景名胜、风土人情等如Full Circle110Pole to Pole18Landscape Mysteries18等片子
2动物片讲述野生动物生活习惯、生存状态等方面的内容如Wildlife Special111 Trial of Life112Wild Africa16等
3人类片介绍人类起源、人类习性以及人的感知觉等等如Human Face14Human Senses13Story of the Brain16等片子
4历史片讲述英国、美国等国家的历史发展等如A History of Britain115Letter From America18Kings Queens of England等片子
5地理片涉及地球进化、地理变化、环境保护等话题如Earth Story18Planet Earth 110 State of the Planet 13等片子
6文化片叙述西方文明、宗教的发展进程和历史的片子如 How to Be a Prince12Bible Mysteries19Story of God13等
7科技片涉及西方现代科学技术发展历史与现状的片子如ConnectionI、II、IIIA Science Odyey15Horizons 等
8艺术片说到西方绘画、音乐及其对人的影响等的片子如Civilization113How Art Made the World15Divine Michelangelo12等
4 9政治片介绍英、美国家政体及发展过程、世界反恐现状的片子如Windsor-Queens Castle13Power of Nightmares13等等
10国粹片向西方宣传中华文明发展进程的片子如Ancient Chinese InventionAnimal NamesakesArtifacts Brush With Wisdom等。
四、教学方案简要说明
高级视听说的教学内容
包括课程分为40单元每4个单元为一个相对独立的话题如:1.自然篇、2.动物篇、3.人类篇4.历史篇、5.地理篇、6.文化篇、7.科学篇、8.艺术篇、9.政治篇、10.国粹篇、等每个单元由5个视频片断组成每个片断配有练习如填空、问答、判断、生词、练习答案、录音录像的配套文字等组成。
教学方案
包括 1片段播放采用这种方法的目的在于对某一视听材料的精彩内容作深入透彻的理解。教师可以课前选取所需片断进行播放或在重点的地方暂停放像穿插讲解语言点和文化背景知识。
2要点回放教师将某一段难度大或值得学生反复观看的视听材料倒回去让学生再看一遍、二遍。目的在于让学生加深理解。此间教师可给学生布置一些有一定深度的练习让学生去做如情节复述、听写填空或写出要点与概要等。
3整片放映教师在播放某一视听材料时前需对片子的主要情节作一简要的介绍和解释提出一些在观看过程中需要学生引起注意的问题。然后将视听材料从头放到尾播放中间不作暂停学生带着问题边观看边寻找问题的答案。放完后教师再让学生针对所提问题进行讨论、回答。目的是训练学生对整体内容的理解能力同时避免学生只注意片子画面而不注意片子内容的现象。
第1种方法使用了较为短小的视听素材能够让学生有足够的时间去消化、理解这些片子的内容。但因为老师采用的片子的片断学生对相关领域知识的了解就显得不够完整。而第3种方法可让学生完整地了解片子讲述的内容。但由于片子长信息量过大学生对片子内容的掌握就显得不够深刻、到位。所以这两种方法可以结合使用在精听片子的部分片段基础上进行拓展性训练把片子再完整地放给学生看做到精、泛视听结合以求收到更好的效果。
五、课程作业与考核评价
课程作业
1、教师可将相关材料制作成MP3格式让学生拷贝进行课外复习和巩固
2、将《英语在线》的相关栏目布置给学生收看
3、给学生介绍经典的英语视听网站如听力特快、普特听力、等并将相关栏目布置给学生收看让学生收听、收看英语广播、影视的习惯。
考核评价
考核评价是检验和提高教学质量的重要参数也是执行教学计划的一个主要依据。一般课堂只以练习和提问为主期中和期末测试一次。每个学年考查和考试各一次。
为了全面检查考生的英语听力水平既照顾到科学性、客观性又照顾到可行性同时为确保试卷的信度和效度。本课程的考试同时采用客观试题和主观试题测试题型可以是选择题、是非判断题、问答题、填空题以及写概要等等。
考试分为三至五部分总分100分考试时间为50分钟。
5 参考题型如下
第一部分Statements共有15题每题1分共15分。要求考生听完每题一句或两句的陈述statement后从试卷所给出的每题四个选择项中选出一个最佳答案。每题后约有10秒的间隙录音语速约为每分钟120个词念一遍。
第二部分Short Conversations共有10题每题1.5分共15分。要求考生听完每题所含的一组短小对话conversation后从试卷所给出的每题四个选择项中选出一个最佳答案。每题后约有10秒的间隙录音语速约为每分钟120个词念一遍。
第三部分Minitalks有三篇故事或介绍性短文共15题每题2分共30分。要求考生听完每篇材料及后面的5个问题后从试卷所给出的每题四个选择项中选出一个最佳答案。每题后约有10秒的间隙录音语速约为每分钟120个词念一遍。
第四部分News有2则CNN电视新闻广播 要求考生听完后按试卷给出的要求填充信息每个信息点1分共20分。听完每则新闻后考生有3分钟时间答题录音语速约为每分钟120个词念两遍。
第五部分为Summary共有1题20分。要求考生在全面理解内容的基础上写出所听内容的大意共念两遍。
命题应严格按照本大纲对于学生听力技能的要求不能随意提高或降低标准。命题应严格按照本大纲试卷结构要求设计试题不得随意改变。试卷分为试卷一和试卷二客观题部分为试卷一主观题部分为试卷二。客观题部分要求考生在答题卡上作答主观题部分考生直接在试卷上作答。
每套试题要安排题目的难易层次。在一般情况下测试中心大意的题目占30测试细节和推理能力的题目占30写概要占40。试题中适当采用教材中的材料但分值一般不得超过总分的40。
4．How to improve students’ ing ability---designing effective claroom activities
Among the four skills (listening, speaking, reading, writing), foreign language learners often complain that listening is the most difficult one to acquire.Teaching listening should focus on proce.
There are three stages in listening activities for language learners: pre—listening, while—listening, post—listening, which will discu in detail as follow:
4.1 Pre—listening activities
“Research points out that listening activity in general should consist of a pre—listening phase, which should make the context for listening explicit, clarify the purposes for listening, and establish goals, procedures and roles for listening.So a pre—listening activity can involve listeners in the following ways:
(1).By posing the tasks before the students listen to the topic, they are given a purpose for listening, which forces them to focus on selected information.
(2).The listener brings an orientation to a listening event.By opening up the topic, it arouses certain expectations and mentally prepares the students for the topic, it may also activate latest knowledge of vocabulary aociated with the topic.
(3).Activating learner’s scripts and tuning in their prior knowledge about the topic helps to relate their background knowledge to the topic to be heard, thus enhancing the comprehension and interpretation of the received meage.
(4).By brainstorming what they know about the topic before listening, learners will be able to compare what they know with what they are going to hear, and listen selectively.” [5] (p10)
4.1.1 Purpose
No le than in speaking, the listening proce means that the learner must be motivated by a communicative purpose .This purpose determines to a large extent what meanings they must listen for and which parts of the text are most important to them.For example, there may be parts where he does not need to understand every detail, but only to listen for the general gist.There may be other parts where a topic of special significant arises, requiring them to listen for more detailed information—for example, so that they can report about the topic to other members of a group.At other times, a task may require them to listen for specific pieces of information distributed throughout the text.
“The activities will be grouped according to the kind of response that the learner must produce:
(1)Performing physical tasks (e.g.selecting pictures)
(2)Transferring information (e.g.into tabular form)
(3)Reformulating and evaluating information” [6] (p67-68)
4.1.2Choose the appropriate materials
Before having the cla, teachers must choose and analysis the materials.“Teacher need to listen the tape all the way through .That way, they will be prepared for any problems, noises, accents etc.That way they can judge whether students will be able to cope with the tape and the tasks that go with it.” [7] ( p100)By doing so, the teacher will know the length of the materials, the difficult points and the focus of the materials, so the teacher can decide in advance how to go on with the teaching in cla.Of course, it is a demand for teachers if all other courses.But some teachers do believe that they can teach listening course without any preparation so long as they have the tapes and reference books.So some researchers would like to emphasize the importance of preparations for a cla: it is the basic need and also a basic insurance of an effective listening teaching.And the role of analyst, which means that teachers should analyze the functional patterns of the language used in the listening materials that students are to hear.The functions of a language can be simply divided into two patterns: the communication of emotion and the conveying of information.communication of emotion means that the purpose of using a language is mainly for the establishment of harmonious relationship among the participants of social interaction.
4.1.3 Skills
(ⅰ)Prediction.
Research on speech proceing and interpretation suggests that the listener’s ability to make intelligent guees about what will come next plays a crucial role in their understanding of speech, and prediction is regarded by many researchers as on of the most powerful factors in comprehension.Therefore, a good listener is a good predictor.“By helping our students become better predictors, we are helping them become better listeners.”[8] ( p86)
Prediction also involves asking questions and answering them.According to Fisher and Terry active comprehension is proce of generating questions while reading and searching for answers to them.Questioning helps to establish the purpose and causes the listener to interact with the speech, confirming or rejecting expectations.
“Penny Ur summarizes five types of cues that listeners depend on for making predictions about continuation of an utterance:
(1) The stock formula of the language, such as clichés, idioms, quotations and proverbs.
(2).Stre on a particular word in the first part of an utterance is often explained or clarified by a comment in the second.
(3).The logical relationship between the first part of an utterance and the second is often signaled by a conjunction.
(4.) There is construction where the speaker proclaims in advance the kind of thing he is going to say.
(5).Rhetorical questions or bold, brief statements, particularly in the negative, are often followed by answers or amplification in the form of reasons, examples or explanations.” [9] (p11)
(ⅱ)Setting the scene
Another type of pre-listening activity is to set the scene for the students, for example: picture, video, TV etc.Listening to paages in the claroom can be more difficult than listening in real life, because of the lack of context .So the teacher can help provide the background information to activate learners’ schema or illustrate the picture to help students to understand the main idea, so they will be better prepared to understand what they hear.
(ⅲ)Listening for the gist
This type of the pre-listening activity is listening for the gist.It is very important to give students practice in this area, because in real life, they can not listen to the materials several times.Therefore, it will be impoible for them to catch all the information, so they need to be fit with some ambiguity in listening and realize that they can still learn even when they do not understand every word.Listening for the gist is familiar with skimming a paage in reading.The key point lays in let students some questions that focus on the main idea or the tone or the mood of the paage.Find whether students can answer the questions even though they can not understand each word or phrase in the paage.(ⅳ)Listening for specific information
There are situations in real life where they listen only for some specific details and ignore the rest of the entire meage.For example, when they listen to the weather report on TV, they are only interested in the temperature in the city where they live or where we plan to go on the holiday, or when they are sitting in a train station or an air port, they do not listen to the details of all the announcements.It is important to expose our students to a variety of type of listening texts for a variety of purpose so that they will develop a variety of listening strategies to use for different situations.
4.2 While - listening activity
This stage is the most difficult for the teacher to control, because this is where a student should pay attention and get the information actively.However, if the teacher can provide a reason, goal, or task for the learner, this should encourage and help students to focus their attention.In daily cla, students must use all aspects of personal listening ability.At the beginning of this article, we have discued the problems on students’ listening ability.
According to these problems, we must train the comprehensive listening ability in daily time.
Following are some special training
4.2.1 Listen and tick
A large part of what makes a listening task easy or difficult is what the teacher asks the students to do with the materials.If what students all need to do just is tick as they hear them, the task will be much easier.What you need to tick, you can hear them clearly.Because it is quite easy, ticking is very fit for the students who are in grade 7.It can encourage them to listen to the dialogue or paage carefully.
4.2.2 Listen and act
These activities relate to a method of teaching called Total Physical Response, which concentrates on learning language by listening and responding physical to commands or directions.Here is an example: “Beginning TPR
Procedure:
(1.) Have two students positioned to two chairs.
commands supporting vocabulary
Stand upfastslowly
Sit downtablechair
Walkheadstomach
Stopdoorblackboard
Turn around
Touch
(2)pick two other students and add more vocabulary that are in the claroom--- such asbook, pencil, paper, desk, floor, teacher—and add to the commands put, place, scratch..
(3)use the following type of commands repeatedly in random order, rotating pairs of students from time to time, until you can see that all the students clearly understand what these commands and actions mean.For example:
Put the pencil on the book.
Scratch your head.
Scratch your stomach.
Put the paper in the box.
Put your hand on your head.
Place the box on the teacher’s head.
Scratch your head and stomach.” [10] (p11)
4.2.3 Listen and draw
This is similar to acting out physically, but in this type, the students are drawing picture, diagrams on paper.“This type of activity works very well as an information gap activity between pairs of students.” [11] (p90)One example: one student draws a simple picture and then tells his/her partner how to draw it in English .Neither partner can look at each other’s drawing during the task.After they have completed the task, they can compare their pictures to see how similar they are.
Other way: according to last example.
“Introduce the word draw.This opens up a rich network of things you can
ask your students to do.Start very simply with the familiar items that the students have already internalized through TPR.
For example:
Draw a table
Draw a chair
Draw a hand
Draw a box
Draw a hand on a door
Draw a window and a hand and book.”[12] (p11)
4.3 post --- listening activity
Post--- listening, teachers can determine how well the students have understood what they listened to, but it is important to design the tasks well.“One important point to keep in mind is whether we are testing the students’ listening comprehension or their memory.In fact, in real life, listener can remember the gist of the conversation, but cannot remember exactly what words were said.It is more natural to select and interpret what we hear rather than repeat everything we have heard.” [13] ( p187) .Here are some types of post—listening activity: multiple choice questions, answering questions, note-taking, gap—filling and dictoglo.“It is important to remember when designing activities not to demand that students remember more details the native-speaker would in a real life, because we do not want our students to get into the habit of thinking that they need to understand and remember.” [14] ( p117)
5.Conclusion
As teachers change their practice activity they gain new insights about the learning potentials of their students.“These succees have encouraged teachers to persevere in their efforts to design learning experiences that provide multiple entry and exit points for their students.” [15] ( p290-297)
During the exercitation in middle school, in fact, teachers did not teach the phonetics and phonology.Main practice on listening is just about the textbook.For example, GO FOR IT, the book has a small part for training listening.but the listening teaching is limited.It must add some activities.In the listening activities, according to the certain purpose, it can choose different skills: listen and act, listen and draw, and so on.These types of activities can be designed into games, which are popular for students.
Bibliography
1.Ren Xiaoping .Listening Barriers Among Chinese Students And Training Tactics[J].延安学院学报，2001 .p1-2
2.戴炜冻 A New Concise Course on Linguistics for Students of English [Z].上海: 上海外语教育出版社 p22
3.Liu Yangchun .How to increase students’ listening comprehension [J].开封教育学院学报，1996.10.p1-2
4.Zhang Qi .Psychological analysis in listening teaching and radio programs teaching[J].云南教育学院学报，1996.10.p1
5.Zhao Jianqun .Introducing an interactive component into listening instruction [J].曲靖师专学报，1993.3.p10
6.William Littlewood .communicative Language Teaching.[M].北京:外语教学与研究出版社，2000.6.p67-68
7.Jeremy Harmer.How to teach English [M].北京:外语教学与研究出版社，2000.8.p100
8.王蔷 A course in English language teaching [Z].上海:高等教育出版社，2002.5.p86
9.同2.p11
10.同 1.p11
11.同8.p90
12.同 1 p11
13.朱纯 外语教育心 [Z].上海:上海外语教育出版，1998.3.p187
14．王笃勤 教学策略论 [Z].北京:外语教学与研究出版社，2000.8.p117
15.章兼中 外语教育学[Z].浙江:浙江教育出版社，1999.p290-297 (责任编辑：admin)
初三英语复习教案
主备人：
审核人：
上课时间：2009年
3 月 日
第___ 周
星期
总课时_________ 教学内容：
Spoken English & listening 教学目标：
To go on practicing spoken English.To go on practicing listening.教学重点：spoken English & listening.
教学难点：To read correctly and try to listen and choose the right answer..教法：
Read,practice,listen 学法：
Discu in pairs.Practice in pairs or by themselves.重难点突破方法：Discuing , reading , practicing .教学准备：Tape-recorder, listening material 课堂环节：
Step1 Free talk A.Give the students a few moments for them to talk about their ideal homes B.Some questions. 1.How about the food shopping habit for young people in china? 2.Where do you do shopping normally? 3.What kind of things do you normally buy in supermarket? 4.What advantages do you think for shopping in supermarket? 5.What do you dislike for shopping in supermarket? 6.Currently a lot of foreign supermarkets have come into China, do you think it will lead some Chinese lost their job especially for some people working in a small shops? 7.Do you think what is your most difficult part when you learn English? 8.What launguage do you usurally use when you write something? 9.Do you like to make friend? 10.What"s your feeling when you meet a new friend? 11.Do you have more opportunity to meet foreigners in Beijing? 12.Where do they meet for young persons in China currently? 13.Do you think it is neceary for a family having their dinner together twice or three times a week? Why? 14.In the future, what kind of eating habit will people have? 15.What are the advantages for people who prefer to have dinners outside or restaurant? 16.What are the drawbacks for people who prefer to have dinners outside or restaurant? 17.What do you think when your family have dinner as well as watch television at the same time?
Step2.Reading material
Dear Sir/Madam Re: Youth Award for Chen Dan I would like to recommend Chen Dan for this year"s Youth Award.Chen Dan is a clever young boy.He can learn things quickly.He can use the computer well.He often helps at the
Helping Hands Club.He does the computer work and -sometimes gets information from the Internet for the club.
Chen Dan is thoughtful when he works. He plans everything thoroughly and works well in a team.He looks after our children"s group on Sundays and all the children like him.Last week, a 5-year-old boy had lost his way and was crying in the street.Chen Dan was on his way to the club.,He took him to the police station.He stayed with the boy and played with him for two hours before the boy"s parents came.Chen Dan is really kind.The members at the Helping Hands Club think that Chen Dan should get this award.We look forward to hearing from you soon.
Yours faithfully
Wu Fang
1.Ask individual students to read paage________.Make sure they can grasp the stre , intonation and pronunciation .2.Ask the students to listen to the tape and try to find out where they have made mistakes.3.The teacher emphasizes some main words , stre , intonation and pronunciation .If poible ,ask the students to follow the teacher.Step3 Spoken English A.要点：
1．人们都喜欢大熊猫，它们只生活在中国；
大熊猫黑白相间，貌似熊，平静而安祥，吃竹笋、竹叶；
2．现仅存一千只左右，数目越来越少；
3．熊猫生活的地方正在变为农田，人们在为取其毛皮而猎捕它们；
如此下去，世界上很快将再无熊猫。
All people like giant pandas, which only live in China.Giant pandas are beautiful black-and-white animals.They look like bears.They are quiet and peaceful.They eat bamboo shoots and leaves.Now, there are only about a thousand pandas in the world.Their number is getting smaller and smaller, because their living areas are becoming farmlands.Also, people hunt them for their fur.If this continues, soon there will be no giant pandas in the world. B.要点：
1．熊猫宝宝名叫“希望”，出生时重约100克，每天喝母奶长达14个小时；
4个月时重约10千克；
6个月时，开始吃竹笋和竹叶；
2．可悲的是，熊猫在野外很难存活；
猎人一旦抓到它，就会杀害它们以取其毛皮；
农夫一旦砍掉树和森林，熊猫将无生存之处。
3．我们应当尽力保护它们。
The baby panda is called Xi Wang.It means "hope".When she was born she weighed about 100 grams.She drank her mother"s milk for up to 14 hours a day.At four months, she weighed about 10 kilograms.When she was six months old, she started to eat bamboo ,shoots and leaves.Sadly, it is difficult for giant pandas to survive in the-wild.If hunters catch a giant panda, they will kill it for its fur.If farmers cut down trees and forests, giant pandas will have nowhere to live.We should try our best to protect the giant pandas.1.Show the topic report, ask the students to discu and try to speak in English.2.The teacher emphasizes some main words , stre , intonation and pronunciation .If poible ,ask the students to follow the teacher.3.Ask the students to listen to the tape and try to find out where they have made mistakes.Step4 Listening materials Exercise4 PART1 1.Give the students a few moments to go through the exercise and try to get more information.2.Play the tape for the students to listen carefully and try to find out the right answers.3.Check the answers together with the students.4.If neceary, play the tape for the students to listen again PART2 1.Give the students a few moments to go through the exercise and try to get more information.2.Play the tape for the students to listen carefully and try to find out the right answers.3.Check the answers together with the students.4.If neceary, play the tape for the students to listen again Step5 Summary
Go through the teaching aims together with the students .
教学反思：
Unit 1: Can I Take a Meage? (I)
1.Contents：
Part I: Getting ready
Part II: Giving and receiving phone calls
Part III: I’d like to speak to …
Part IV: More about the topic: Cell Phone: A New Health Risk?
Part V: Memory test: Two Girls Talking on the Phone
2．Requires：The teaching focus of this unit is telephone numbers, addrees, times, dates, making and receiving phone calls.
3.Key Points：Pay attention to words like “double”, “nought”, “zero” and “oh” when listening to telephone numbers.Sometimes time and date can be confusing.Taking a meage is a useful skill needed when receiving a phone call.But it is not so easy for beginners.
4.Approaches：When the same digit appears several times in a telephone number, it is very easy to cause confusion.The teacher can give some familiar telephone numbers for the students to practice, like the number of the school, the number for calling a taxi, or the number for a hot line on the radio.When Listening to the addre, the teacher should remind the students that there are a lot of wordsfor “路” in English: way, road, lane, drive, street, alley, boulevard, terrace, avenue, etc.The teacher can ask the students to write theirown addre or the addre of the school.Taking a meage is a useful skill needed when receiving a phone call.But it is not so easy forbeginners.Tell the students that they don’t have to write down every word they hear.Instead, they should pay closeattention to
1 the keywords.Abbreviations and initials are very helpful.Sometimes students can even create abbreviations that are only known to themselves.
2
Unit 2：Can I Take a Meage? (II)
1.Contents：Part I: Getting ready
Part II: Giving and receiving phone calls
Part III: Oh, there’s a phone
Part IV: More about the topic: Videophones Get the Call
Part V: Memory test: How to Make an International Direct Dialling (IDD) Call?
2.Requires：The teaching focus of this unit is telephone numbers, addrees, times, dates, making and receiving phone calls.
3.Key Points：Pay attention to words like “double”, “nought”, “zero” and “oh” when listening to telephone numbers.Sometimes time and date can be confusing.Taking a meage is a useful skill needed when receiving a phone call.But it is not so easy for beginners.
4.Approaches：When the same digit appears several times in a telephone number, it is very easy to cause confusion.The teacher cangive some familiar telephone numbers for the students to practice, like the number of the school, the number for calling a taxi, or the number for a hot line on the radio.When Listening to the addre, the teacher should remind the students that there are a lot of words for “路” in English: way, road, lane, drive, street, alley, boulevard, terrace, avenue, etc.The teacher can ask the students to write their own addre or the addre of the school.Taking a meage is a useful skill needed when receiving a phone call.But it isnot so easy for beginners.Tell the students that they don’t have to write
3 down every word they hear.Instead, they should pay closeattention to the key words.Abbreviations and initials are very helpful.Sometimes students can even create abbreviations that are only known to themselves.
4
Unit 3：Clear or Cloudy?
1.Contents：
Part I: Getting ready
Part II: A weather report
Part III: At a bus stop
Part IV: More about the topic : Is Earth Overheating
Part V: Memory test: Weather Forecast
2.Requires：The training focus of this unit is weather conditions, temperatures, times, percentages, and years.
3.Key Points：As for weather conditions, the following vocabulary may be useful:
a.temperature: freezing, cold, chilly, cool, mild, warm, hot.
b.sky: sunny, clear, cloudy, overcast
c.humidity: dry, damp, humid, wet
d.rain: drizzle, shower, downpour, storm
e.wind: breeze, gale
4.Approaches：Before listening to an English weather forecast, the teacher should draw the students’ attention to the following points:
a.English speakers often use Fahrenheit instead of Centigrade to measure temperature.Notice that zero and decimal
numbers are regarded as plural, for example, zero degrees; 0.5 degrees.
b.In an English weather forecast, the weatherman always use some
5 broad and general terms rather than exact words to predict weather in the future.
c.Besides weather conditions, the temperature, wind direction, wind speed, an English weather forecast also gives the relativehumidity and the barometric preure.
d.In order to understand a weather forecast thoroughly, the students should also have a very clear sense of directions.The teacher can draw a compa rose on the blackboard and ask the students to tell the directions.
The teacher should also remind the students of the word collocation, for example, while we can use the word “light” to modify both “rain” and “wind”, we can only say “heavy rain” but “strong wind”.
6 Unit 4：
Can Time Move Backward?
1.Contents：
Part I: Getting ready
Part II: Local time
Part III: Ladies and gentlemen
Part IV: More about the topic: Timing Devices
Part V: Memory test: Radio Announcement
2.Requires：The training focus of this unit is time, day of the week, taking meages, and note taking.
3.Key Points：Time is a common topic in our daily life.The technique of dealing with time will be trained throughout the whole book.
4.Approaches：Before going on with this unit, it would be better for the teacher to review the four different ways of telling the time with the whole cla as a kind of warm-up exercise.The teacher can draw some clocks on the blackboard, and ask the students to tell the time shown on the clocks using different ways.
7
Unit 5：Flying In and Out
1.Contents：
Part I: Getting ready
Part II: Airport announcements
Part III: A trip to the States
Part IV: More about the topic: Inflight Telephone System
Part V: Memory test: Airline Information
2.Requires：The training focus of this unit is numbers, times, dates, and prices.
3.Key Points：The most important activity is listening to airline information.Listening to airline information on the telephoneis quite different.Most probably, you will only be given one chance to listen to it.If you mi the information for the first time, you’llhave to dial again, thus costing you more.Another thing the students may find difficult is that the telephone airline information is often given with a very quick speed.So listening to telephone airline information can be a challenge to many students.
4.Approaches：The number here mainly refers to the flight number.It’s a little bit different from the telephone number.It does not have as many digits as a telephone number.And usually the abbreviation of the airline is used in front of the number.A typical airline announcement usually contains the following aspects: name of the airlines, fight number, destination, boarding gate, boardingtime, whether it is delayed or not, and if so, how long will the paengers have to wait.And the announcements will be broadcast inseveral different languages several times to make sure that all the paengers can get the neceary information.While
8 teaching
Part II of this unit, the teacher can play the tape several times to make sure that every student has got the right information.
9 Unit 6：By Bus or by Train?
1.Contents：
Part I: Getting ready
Part II: At the railway station
Part III: Why are we waiting here?
Part IV: More about the topic: Automobiles in the USA
Part V: Memory test: Bus Information
2.Requires: The training focus of this unit is numbers, times.Prices and common verbs used when taking a bus, taxi or a train.
3.Key Points：The most important activity is listening to bus/train information.
4.Approaches：The numbers in this book are mainly of three kinds: whole numbers, fractional numbers and decimal numbers.Theteacher should remind the students of the different ways of reading fractional numbers and decimal numbers.A railway announcement is almost like an airport announcement.It usually contains destination, platform number, departing time, stopovers, whether it is delayed or not, and if so, how long will the paengers have to wait.The announcement is usually broadcast times.Like telephone airline information, bus and subway information is also available on the telephone.The information is given with a very quick speed.The teacher should encourage the students to challenge themselves.
10 Unit 7：This Way or That Way?
1.Contents：
Part I: Getting ready
Part II: Giving directions
Part III: Finding the way
Part IV: More about the topic: You can’t Mi It
Part V: Memory test: Steve’s First Morning
2.Requires：The training focus of this unit is the understanding of spatial relations and directional instructions.
3.Key Points: Two words are very important and are frequently mentioned in this unit.They are “right” and “left”.People use
these two words to give directions.To avoid ambiguity, words like east, west, north, and south are sometimes used instead of “right” and “left”.
4.Approaches：Instructions in this unit refer to instructions showing the way.Therefore the teacher should tell the students that the
understanding of these instructions must be accurate, otherwise they will never be able to get to the right place.The listeners should be encouraged to repeat the key words of the instructions and to take down some notes.
11
Unit 8：Cash or Cheque?
1.Contents：
Part I: Getting ready
Part II: Using a bank account
Part III: Making phone calls to chase late payments
Part IV: More about the topic: E-money—Money of the Future?
Part V: Memory test: Judy’s Weekly Spending
2.Requires：The training focus of this unit is bank details, currency codes, and prices.
3.Key Points：The currency codes may be somewhat boring for the students, but they are very important in international busine.To know a thing or two may help the students in their career.Some of the information here may sound a little bit out of date since in Europe especially among member countries of the European Economic community a kind of new currency-Euro money has come into being.However, to know something about the history of currency codes is definitely useful.
4.Approaches：Banks are a part of our daily life.The teacher can ask the students to say something about their own experiences with the bank.Remind the students of the usage of the word “only” in filling out deposit and withdrawal forms.Understanding the prices is another basic technique the students should master besides numbers, times, addrees, etc.Though prices are written in
12 mush the same way as decimal numbers, they are pronounced in a different way.Usually the decimal point is not read.People either replace it with words like “dollar”, “pound”, and “yuan” or simply skip it over.Words like “pence” and “cents” can also be omitted.Another thing that deserves attention is that after the decimal point in a price the two digits are often read in numbers, not digit by digit.Be careful when there is a “o” in the price.We don’t have to read it.For example, $ 1.05 can be read, as “one five”, “onedollar five”, or, “one dollar five cents”.The teacher should also remind the students of some symbols, such as $for dollar, ￡ for pound and ￥for yuan.
第九章：Toward Better Health (I)
1.Contents：
Part I: Getting ready
13
Part II: Dear doctor
Part III: At a party
Part IV: More about the topic: Walking Toward Better Health
Part V: Memory test: Sleeping Problem
2.Requires：The training focus of this unit is instructions and routines.
3.Key Points：In this unit the instructions refer to doctor’s instructions.Accuracy is the most important thing in understanding doctor’s instructions.Daily routine is another core of this unit.
4.Approaches：The teacher should help the students to get familiar with various kinds of instructions that may be given by a doctor orally, or written on medicine packets and bottles.If the instructions are misunderstood because of, say, carelene, the
consequences may be worse than anything imaginable.When talking about daily routine, people usually follow the sequence of time.
Apart from time, the students should also pay close attention to verbs and verb phrases.The teacher can ask the students to discu about their own daily routine.Make sure they follow the time sequence and choose the proper verbs.
第十章：Toward Better Health (II)
1.Contents：
Part I: Getting ready
14
Part II: How do you make hamburgers?
Part III: Dealing with growth: describing trends
Part IV: More about the topic: Hungry for Hamburgers
Part V: Memory test: Who Smokes?
2.Requires：The training focus of this unit is instructions, prices, and numbers.
3.Key Points：In this unit the instructions are about how to do things.The numbers, which appear in this unit, are big numbers up to a billion.
4.Approaches：The teacher should remind the students that these instructions are given one by one in a set sequence.The students
should have a very clear picture about what comes first and what comes next.Be careful with the word “billion”.The British billion
differs from the American billion.In British English, one billion is 1,000,000,000,000.In American English, one billion is 1,000,000,000.
But nowadays, in international scientific English, “billion” is used in the American way.And the British way of using the word “billion” is quite out of date.
第十一章: The Interviewer’s Eye
1.Contents：
Part I: Getting ready
15
Part II: A good interview
Part III: The interviewer’s eye
Part IV: More about the topic: Job Situation for University Graduates in US
Part V: Memory test: Job Opening
2.Requires：The training focus of this unit is to questions and answers, times and prices.
3.Key points：The purpose of this unit is to give the students a general idea of how one should behave in job interviews.
4.Approaches：Before going on with this unit, the teacher may refer to Unit One first.Part V of Unit One also has something to do with job interviews.In that conversation the questions that are most often asked in job interviews are mentioned.But in Unit One that partis not for intensive listening.It is neceary for the teacher to remind the students of those questions, and then ask the students tohave a comparison with the questions that are raised in this unit.
16
第四节听力课教案
一、教学目标
1.巩固四级听力的技巧
2.通过听力笔记，完成相关的听力理解题目
3.通过对题目的分析，能够预测听力内容，通过第一遍听，验证自己猜测的内容。
4.通过对听力中的技巧再次综合讲解，帮助学生增强速记能力，结束听力的全部内容
二、教学重点难点
在听力的过程中将重点信息记录下来，利用笔记答题
三、教学方法
PWP教学模式，纸质试卷
四、教学过程
第一步：Pre-listening(5mins)
下发综合了前几部分所讲的板块的试卷，让同学们先根据题目来猜测对话的想要讲些什么。（设计说明：培养学生的预测能力，加速对文章大意的理解）
第二步：While-listening(30mins)
1.进行第一遍听力，让同学们先听懂文章的大意，同时验证自己刚才的猜测。
（设计说明：检验自己的猜测，获得听力的喜悦，同时对听力内容有了大致的了解，为具体的细节和听力理解做好准备）
2.听第二遍，同时记录下听力中与题目相关的重要信息点。
（设计说明：听第二遍，学会在听力中抓住重点听，学会重点记录，为下面做听力题做好准备）
3.听第三遍磁带，完善笔记，并且根据笔记回答问题。
（设计说明：听第三遍，将前一次没有听清楚的内容听清，补充完善听力笔记，根据听力笔记完成听力理解题目。通过这一活动，学生不仅要能够利用听力笔记完成学习任务，更要形成听大意获取信息的听力策略。）
4.点出听力中涉及到的一些新词汇，常用词组，语法点，选取几题难度较大的听力题进行详解，一句一句断开来重新听听力，找到自己错误的信息。（扩大学生的词汇量，增强同学们听音辨音的能力）
第三步：Post-listening
总结听力中主要碰到的一些问题，以及需要掌握的一些听力技巧，结束阶段课程。
附：听力材料：
Part III Listening comprehension
Section A
Directions: In this section, you will hear 8 short conversations and 2 long conversations.At the end of each conversation, one or more questions will be asked about what was said.Both the conversation and the questions will be spoken only once.After each question there will be a pause.During the pause, you must read the four choices marked A), B), C) and D), and decide which is the best answer.Then mark the corresponding letter on Answer Sheet 2 with a single line through the center.
11.
W: What are you doing in here, Sir? Didn"t you see the private sign over there?
M: I"m sorry.I didn"t notice it when I came in.I"m looking for the manager"s office.
Q: What do we learn from the conversation?
12.
W: Mike, what"s the problem? You"ve known from month the report is due today.
M: I know, but I"m afraid I need another few days.The data is hard to interpret than I expected.
Q: What does the man mean?
13.
W: Excuse me, Tony.Has my parcel from New York arrived?
M: Unfortunately, it"s been delayed due to the bad weather.
Q: What is the woman waiting for?
14.
W: Pam said we won"t have the psychology test until the end of next week.
M: Ellen, you should know better than to take Pam"s words for anything.
Q: What doesthe man imply about Pam?
W: Tom, would you please watch my suitcase for a minute? I need to go make a quick phone call.
M: Yeah, sure.Take your time.Our train doesn’t leave for another twenty minutes.Q: What does the man mean?
M: Frankly, Mary is not what I"d called easy-going.
W: I see.People in our neighborhood find it hard to believe she"s my twin sister.
Q: What does the woman imply?
M: How soon do you think this can be cleaned?
W: We have same day service, sir.You can pick up your suit after five o"clock.
Q: Where does the conversation most probably take place?
W: I really enjoy that piece you just play on the piano.I bet you get a lot of requests for it.
M: You said it.People just can"t get enough of it.
Q: What do we learn from the conversation?
长对话1
Questions 19-22 are based on the conversation you have just heard.
W: Good afternoon, Mr.Jones.I am Teresa Chen, and I’ll be interviewing you.How are you today?
M: I am fine, thank you.And you, Mi Chen?
W: Good, Thanks.Can you tell me something about your experience in this kind of work?
M: Well, for several years, I managed a department for the Brownstone company in Detroit, Michigan.Now I work part time because I also go to school at night.I’m getting a busine degree.
W: Oh, how interesting.Tell me, why do you want to leave your present job?
M: I’ll finish school in a few months, and I’d like a full-time position with more responsibility.
W: And why would you like to work for our company?
M: Because I know your company’s work and I like it.
W: Could you please tell me about your special skills and interests?
M: Of course, I’m good at computers and I can speak Spanish.I used to take claes in Spanish at the local college.And I like travelling a lot.
W: Can you give me any references?
M: Yes, certainly.You can talk to Mr.McCaw, my bo, at the Brownstone company.I could also give you the names and numbers of several of my teachers.
W: All right, Mr.Jones, and would you like to ask me any questions?
M: Yes, I wonder when I’ll be informed about my application for the job.
W: Well, we’ll let you know as soon as poible.Let’s stay in touch.Thank you very much for coming this afternoon.
M: Thank you.
Questions 19-22 are based on the conversation you have just heard.
19.What does the man say about his working experience?
20.Why does the man want to leave his present job? 21.What is the man interested in? 22.What question did the man ask the woman? 【总评】
这是一篇以面试为场景的听力对话。与采访类对话相似的是，发问者的问题往往是题目定位的关键点，而被采访者的回答往往是题目的答案。所以，对于考生来说，根据题干信息，准确定位是解题的关键。
19.B.He worked at the Brownstone company for several years.
【解析】细节题。根据题干关键词working experience可定位至Can you tell me something about your experience in this kind of work? 根据男士的回答可知，他曾在Brownstone company工作了很多年。因此，正确答案为B。
20.D.He prefers a full-time job with more responsibility.
【解析】细节题。根据题干关键词leave his present job可定位至Tell me, why do you want to leave your present job? 根据男士的回答可知，他想要一份全职的工作。因此，正确答案为D。
21.A.Travel.
【解析】细节题。根据题干关键词interested in可定位至Could you please tell me about your special skills and interests? 根据男士的回答可知，他喜欢旅游。因此，正确答案为A。
22.C.When he will be informed about his application.
【解析】细节题。根据题干可定位至would you like to ask me any questions? 根据男士的回答可知，男士想知道的是何时通知面试结果。因此，正确答案为C。
长对话2
Questions 23-25 are based on the conversation you have just heard.
M: Lisa, Lisa! Over here, darling! It"s wonderful to see you.Oh, Lisa, you look marvelous.
W: Oh, Paul, you look tired.Two months away in the capital? Paul, I think you"ve been working too hard.
M: I"m fine.The city is very hot this time of the year.It"s good to get back to some fresh air.You know, Lisa, what they say about pregnant women really is true.
W: What"s that Paul?
M: They say they look beautiful.
W: Well, I had a lot of tension while you"ve been studying hard on your course in D.C.
M: Oh?
W: Oh, don"t worry, all from a man over 50.Father has told all his busine friends the good news about the baby.And the phone hasn"t stopped ringing.
M: Oh, look, darling.There"s a taxi.
W: Paul, tell me about the special project you mentioned on the phone.You sounded very excited about it!
M: You know, I"ve learned a lot from the project.I"m surprised that was still in busine.
W: That"s because we have a wonderful sales manager ——you!
M: Thanks.But that"s not the problem at all.Lisa, our little company, and it is little compared to the giants in the city.Our little company"s in danger.We are out of date.We need to expand.If we don"t, we will be swallowed up by one of the giants.
Questions 23-25 are based on the conversation you have just heard.
23.What do we learn about Lisa?
24.What do we learn about the man from the conversation?
25.What does the man say about his company?
【总评】 这是一段夫妇间的日常对话。丈夫出差归来，对话前半部分谈论双方的近况，后半部分则将话题转移到公司的商业项目上。考生解题的关键在于，抓住对话中的提示词，定位或推测答案。
23.B.She is pregnant.
【解析】推测题。根据对话前半段的提示信息，如what they say about pregnant women really is true.及Father has told all his busine friends the good news about the baby.可推测出，Lisa怀孕了。因此，正确答案为B。
24.A.He works as a sales manager.
【解析】细节题。根据女士说的That"s because we have a wonderful sales manager —— you.可知，男士是一个sales manager。因此，正确答案是A。
25.D.It is in urgent need of further development.
【解析】细节题。根据题干关键词his company可定位至最后一轮对话。根据男士所说的Our little company"s in danger.We are out of date.We need to expand.可知，公司需要扩张，further development是对expand的同义置换。因此，正确答案是D。
Section B
Paage 1
Questions 26 to 29 are based on the paage you have just heard.
Farmington, Utah, is a more pleasant community since a local girls" 4-H club improved Main Street.Six 4-H girls worked to clean the 72 foot curbside that was covered with weeds, rocks and trash.Each member volunteered to clean up and to dig in plot, five flats of flowers.They also took terms in watering, weeding and maintaining the plot.Participation in this project helped the girls developed a new attitude towards their parents of their own homes; they"ve learned how to work with tools, and improve their work habits.One mother said that before her daughter was involved in this project, she would not even pour a weed.The experience on Main Street stimulated self-improvement, and encouraged members to take pride in their home grounds and the total community.City officials cooperated with the 4-H members in planting trees, building cooking facilities, pick-me tables, swings and public rest rooms.The 4-H girls planted trees and took care of them during the early stages of growth.The total park project needed more plantings in the following years.Members of the 4-H club agreed to follow the project through to completion, because they receive satisfaction from the results of constructive work.The project is a growing one and is spread from the park to the school and the shopping center.Trees and flowers have all been planted in the shopping center, making the atmosphere pleasant.
Questions 26 to 29 are based on the paage you have just heard.
26.What do we learn about Main Street in Farmington?
27.What do the 4-H club members do about the curbside?
28.What have the 4-H girls learned from the project?
29.Why do the 4-H girls agree to follow the park project through to complete.
Question 30 to 32 are based on the paage you have just heard.
Paage 2
According to a survey on reading conducted in 2001 by the U.S.National Education Aociation (NEA), young Americans say reading is important, more important than computers and science.Over 50% of the 12 to 18 years old interviewed say they enjoy reading a lot.79% find it stimulating and interesting.And 87% think it is relaxing.About 68% of those surveyed disagreed with the opinion that reading is boring or old-fashioned.
Over half teenagers interviewed said they read more than ten books a year.The results also show that middle school students read more books than high schoolers.Over 66% of teens like to read fiction, such as novels and stories.Over 26% are interested in non-fiction, such history books.64% of students listed reading stories about people my own age.That"s a favorite topic.Mysteries and detective stories came second on the list at 53%.Just under 50% said they were interested in reading about their own culture in tradition.Of the teenagers who participated in the survey, 49% said that libraries are where they get most of their books.However, many complain that their school libraries do not have enough up-to-date interesting books and magazines.Even though many teenagers in the US enjoy reading, they still have other interests.When asked which activity would be the most difficult to give up for a week, 48% said listening to music.TV would be difficult to give up for 25% of those surveyed.
Question 30 to 32 are based on the paage you have just heard.
30.What does the survey on teenager reading show?
31.What books are most popular among teenagers according to the survey?
32.What activity do teenagers find the most difficult to give up for a week?
Paage 2
【总评】本篇文章以阅读调查报告为话题，贴近生活，容易理解。但文章中数据很多，所以边听边适当记录一下数字，便于做题分析。
30.答案：A.The majority of them find it interesting.
【解析】细节题。文章开篇谈到根据调查，美国年轻人认为阅读很重要，并进一步强调比电脑和科学更重要。紧接着又摆出数据：Over 50% of the 12 to 18 years old interviewed say they enjoy reading a lot.79% find it stimulating and interesting.超过50%的青少年很喜欢阅读。79%认为阅读很有促进作用、很有趣。因此，正确答案为A。
31.答案：B.Novels and stories.
【解析】细节题。文章中间部分谈到读各类书籍的人数比例时，提到Over 66% of teens like to read fiction, such as novels and stories.64% of students listed reading stories about people my own age.That"s a favorite topic.超过66%的青少年喜欢读小说和故事。因此，正确答案为B。
32.答案：A.Listening to music.
【解析】细节题。文章最后部分谈到最难放弃的活动时，提到一句话―When asked which activity would be the most difficult to give up for a week, 48% said listening to music.TV would be difficult to give up for 25% of those surveyed.‖ 48%认为一周不碰的活动最难舍弃的就是听音乐，25%认为是看电视。因此正确答案为A。
Questions 33-35 are based on the paage you have just heard.
Paage 3
Thank you for coming, everyone.Today’s presentation will show how we see the development of the motor car in the short to medium term, and that is why we have invited all of you here today.Let’s start with power.It’s clear that petrol-driven engines have no future.Already there are many alternative fuel vehicles on the market, powered by anything from solar power to natural gas.Some independent thinkers have even produced cars that run on vegetable oil.But as we all know, of all these alternative fuel vehicles, the most practical are electric vehicles.Sure, in the past electric vehicles have their problems, namely, a limited driving range, and very few recharging points, which limited their use.Now, however, recent developments in electric vehicle technology mean they can match conventional petrol engines in terms of performance and safety.Let’s not forget that electric vehicles are cleaner.Plus, importantly, the power source is rechargeable, so this does not involve using any valuable resources.Moving on to communications, very soon, cars will be linked to GPS satellites, so they’ll do all the driving for you.What controls remain for the users will be audio-based, so, for example, you’ll just have to say ―a bit warmer‖, and the air conditioning will adjust automatically.You’ll also be able to receive email, music and movies, all via an internet link.So just type in the destination you want, sit back, sleep, watch your movie, whatever.
Questions 33-35 are based on the paage you have just heard.
33.What is the presentation mainly about?
34.What used to restrict the use of electric vehicles?
35.What does the speaker say about electric vehicles of today?
Section C
My favorite TV show? ―The Twilight Zone.‖ I especially like the episode called ―The Printer’s Devil.‖ It’s about a newspaper editor who’s being driven out of busine by a big newspaper syndicate – you know, a group of papers owned by the same people.He is about to commit suicide when he is interrupted by an old man who says his name is Smith.The editor is not only offered 5,000 dollars to pay off his newspaper’s debts, but this Smith character also offers his services for free.It turns out that the guy operates the printing machine with amazing speed, and soon he is turning out newspapers with shocking headlines.The small paper is succeful again.The editor is amazed at how quickly Smith gets his stories – only minutes after they happen – but soon he is presented with a contract to sign.Mr.Smith, it seems, is really the devil! The editor is frightened by this news, but he is more frightened by the idea of losing his newspaper, so he agrees to sign.But soon Smith is reporting the news even before it happens – and it’s all terrible – one disaster after another.Anyway, there is a little more to tell, but I don’t want to ruin the story for you.I really like these old episodes of the Twilight Zone, because the stories are fascinating.They are not realistic.But then again, in a way they are, because they deal with human nature.
听力的场景词汇
一、学校 课程分类
optional course 选修课 required course 必修课 day course 白天的课 evening course 晚上的课 经常出现的科目或专业 Chinese 中文 English 英语 mathematic 数学 history 历史 chemistry 化学 literature 文学 考试
final exam 期终考试 middle exam 期中考试 make up 补考 test测验
pop test 事先没有说好的测验 quiz 测验 oral test 口试
考试延期或取消delay / be off / defer / hold up / postpone / put off / suspend 学校分类
public school 公立学校 private school 私立学校 religious school 教会学校 学校中的人 president 校长 dean 院长 profeor 教授 lecturer 讲师 coordinator 管理员 doctor 博士 master 硕士 bachelor 学士 freshman 大一新生 sophomore 大二学生 junior 大三学生 senior 大四学生
图书馆借书lend / borrow / check out 参考书reference book 续借renew 过期overdue 还书return 罚金fine attend / have a lecture 上课 cut a cla 逃课 mi a cla 错过了课 scholarship 荣誉奖学金 aistantship 助教奖学金 teaching aistant 助教 research aistant 助研 semester 学期
二、飞机场场景 plane / craft 飞机 book 订票 timetable 时间表 destination 目的地
open ticket one way ticket 单程票 round trip ticket 来回票 non-stop / direct flight 直航 transfer / lay over / stop over 转机
first / busine / economy cabin 头等/ 商务/ 经济舱 confirm the flight 确认航班 check in 登记 boarding card 登机牌 security check 安检s ee off 送行送别时的祝语 keep in touch 保持联系 safe landing 安全着陆 board 登机 take off 起飞 departure 离港
safety / seat belt 安全带 land 着陆 arrival 进港 pick up 接机
flight attendant空姐
三、医院场景
see a doctor 去医院看医生 send for a doctor 让医生出诊 health center / clinic 卫生所/ 门诊部 physician 内科医生 surgeon 外科医生 dentist 牙医
make an appointment 预约 emergency 急诊 check up / exam 检查 cold感冒 flu 流感 headache 头痛 sore throat嗓子痛 fever发烧 toothache牙疼 stomachache 胃疼 prescribe 开药方 pill / tablet 药片 liquid 药水
injection => shot 注射 operation 手术
medical result 诊断结果
英语听力说课稿
外语系杜璇
各位领导，专家好：
我要说课的内容是《英语听力教程》第二册第一单元under the same roof，我授课的班级是英语11-1和11-2班。本单元总授课时数为四课时，本次说课是第一二课时。我会从本课程的地位与作用，教材分析，教学目标，重点难点，教学方法，教学步骤等几个方面进行分析：
一、本课程的地位与作用
英语听力课是英语专业必修课, 是一门重要的学科基础课，乃听说读写译之首。只有听懂了，才有可能进行基本的交流。因此，本课程旨在对学生进行系统、严格、全面的听力训练，培养学生较强的听力理解能力，发展学生的听力技巧，提高实际运用语言的能力，帮助学生打下扎实的语言基本功底，培养学生的快速反应、准确辨别、分析推理、归纳总结能力，为培养学生的英语交际能力和今后从事英语教学或与英语有关的工作奠定良好的基础。
二、说教材
我要说课的是第一单元under the same roof，在同一屋檐下。由于学生刚过完寒假从家返校，内心多多少少还会有对家的依恋，本单元所讲述的家庭方面的词汇，表达方式及不同人对于爱情，婚姻及家庭生活的观点在一定程度上正好可以引起其共鸣，激发其学习热情，为以后将要学习的教育，选择与机遇等单元做铺垫。
三、说教学目标，重难点
大一学生经过半年的听力训练，已掌握了一定的听力技巧，能听懂一些简单的文章，但对于一些细节的把握上还不够准确，瞬间记忆能力较差。因此，根据本单元的结构和内容，结合一年级学生的认知结构及其心理特征，我制定了以下教学目标：
1.认知目标：掌握关于家庭的10个基本词汇及常用句型；
掌握诸如note-taking(听力笔
记)，及如何进行听前预测的听力应试技巧；
掌握英语发音规则：连读，重读等；
语音语调。
2.能力目标：学生能抓住所听语段（故事或独白）中的关键词，理解话语之间的逻辑关
系；
培养其精听文章并复述所听句子以及从材料中把握获取有效信息的能力。
本单元重点为有关家庭的一些常用词汇及表达法，有关第三部分涉及到的国外家庭模式的相关背景知识，听力技能(note-taking)的掌握和运用。教学难点为如何提高学生的课堂积极性，及对教学进度和教学内容的难易把握。
四、说教法
本两小节课我主要采取互动启发式，小组讨论式，竞赛式，讲授式，联想式，复述式等教学方法，进而激发学生的学习兴趣，活跃课堂气氛，促进学生对知识的掌握。在下面的教学过程中我会详细讲下这些教法的应用。
五、说教学过程
在这两小节课的教学过程中，我注重突出重点，条理清晰，紧凑合理。各项活动的安排也注重互动、交流，最大限度的调动学生参与课堂的积极性、主动性，避免出现沉闷的课堂气氛。具体可分为如下几个步骤：
1.导入。(5-8分钟)本单元的导入可采取启发式教法，搭配左上角的图片（一对令人羡慕的年轻人坐在大树下喝着饮料惬意的聊天）及题目让学生猜测本单元的主题，从而引出本单元主题：生活在同一屋檐下的家庭。接着可采取问答法提问学生:你心目中的理想家庭是什么样的? 你如何处理跟父母的关系？等问题，根据话题采取小组讨论法，形成一个热烈的课堂气氛，激发其学习兴趣，并使学生明确要学会感恩父母给予的爱。然后介绍当今社会的四种家庭模式，它们的区别等。
2.讲授新课。
第一步（5-8分钟）首先进入本单元part i重点词汇的学习。我会先放录音，让学生跟读单词，模仿发音，接着采取讲授法讲解词汇。词汇的讲解可采取联想式，如给出同义词或反义词，辨析kindergarten和nursery school，由bride引申出bridegroom, best man, bridesmaid等。若时间允许，在讲解完本单元重点词汇后，我还会留给学生时间快速记忆，通过分组比赛的方式，测试学生的学习成果，激发其学习热情；
也可根据单元话题，提出问题分小组讨论，此法既锻炼听力又练习口语。
第二步（15分钟）part ii是重点部分，主要讲的是父母与子女，男性与女性之间的角色/关系变化。父母角色的变化学生们很容易理解，而男女之间关系的变化的讲解，我会通过最近热播的电视剧《北京爱情故事》和《经营婚姻》给学生们介绍背景知识，关系是会不断变化的，爱情不会永远停留在原地，要学会珍惜，学会经营婚姻等，让涉世不深的学生了解包办婚姻与自由恋爱的利弊。
此部分有6道问题，我会首先让学生快速浏览问题，把握问题，发现线索，让她们结合通过两次放音帮助学生完成练习，教授给学生做笔记的技巧，比如听前预览问题，画出关键词，听时迅速记下对做题有帮助的实词，数词，专有名词等，并反复强调诸如做q&a时，答案要是完整句子等细节知识。
第三步（15分钟）第三部分主要讲现在与过去家庭生活的对比。我会用互动启发式提问问题进行背景介绍，譬如提问学生，你的孩提生活是怎么样的？你与父母的关系如何？你如何看待父母对子女的教育方式等，然后让学生先听一遍音频，了解大意，再通过一次放音辅助学生完成填空练习。对于section b部分，t or f题目，此类题目由于学生接触的不多，所以一开始我会让学生先把陈述的句子听写下来，并在理解全文大意的前提下，通过第二次放音，记录细节信息，判断对错。
3.课堂测验。（1课时左右）为了使学生养成爱听英语的习惯，全面提高其听力理解能力，并多方位提高其精听能力，除了课本的基本知识讲解外，我每隔一周会让她们做一次听力测验，测试时间为20分钟左右，以试卷的形式出现，仿照大学四级听力题型，兼具主观题和客观题等多种题型。为了使学生印象深刻，学生做完测试将答案上交后我当堂进行讲解，讲授一些听力的应试技巧，并在讲解时随时抽查学生重复或复述所听到的句子或再提出一些额外问题让学生回答，以使学生们集中注意力，提高瞬间记忆能力，通过精听进一步理解听力材料；
我还会适时补充一些如发生在学校，图书馆，飞机场等能运用到实际生活中的专题词汇等，以扩充其词汇量。
4.课堂小结，布置作业。（2分钟）让学生听写voa special news，新概念英语或测试里的篇章进行精听，丰富了学习资源，增强学生自主学习的能力，最大量地发挥学生地潜能。
5.板书设计：我比较注重直观、系统的板书设计，还及时地体现教材中的知识点，以便于学生能够理解掌握。我的板书设计分为固定板面和活动板面。固定板面是本单元出现的重点词汇，活动板面用于书写习题答案。
六、结束
各位领导、专家们，本单元的教学我采用了多种教学方法，以“教师为主导，学生为主体”，教师的“导”立足于学生的“学”，以学法为重心，放手让学生自主探索的学习，主动地参与到知识形成的整个思维过程，力求使学生在积极、愉快的课堂氛围中提高自己的认识水平，从而达到预期的教学效果。篇2：听力课教学说课稿
听力课教学说课稿
各位同仁：
大家上午好！今天我说课的内容是听力教学。整个说课我将从六个板块进行阐述：即听力材料分析、学情分析、教学方法、学习方法、教学流程、板书设计。
一、听力材料分析
1、听力材料的作用
本节课选取的听力材料来源于《学业测评》，有利于学生当堂练兵，为英语听力测试保驾护航。
2、教学目标
培养学生听的策略和能力，使学生在听力测试中顺利完成答题任务，拿得高分，让学生体验听的快乐与成功。
3、教学重难点
(1)重点：听力技巧的掌握。
(2)难点：运用听力技巧答题。
二、学情分析
我所任教班级是乡村中学的较一般的班级，一部分学生积累了一定的词汇，掌握了一定的目标语，了解了一些相关的听力策略和技巧。已经具备了一定的听说读写能力，为听力教学做了很好的铺垫。由于英语成绩不是很理想，加上面临考试压力较大，因此需要老师在课堂上采用生动活泼，有效的教学手段来提高学生听英语的热情和自信。
三、教学方法
在本节听力课的教学中，我将主要采用归纳总结、实战演练的方式展开听力教学，同时给学生提供足够的听说读写训练。为了近一步落实和巩固当堂所学，我会使用听力必考的四大题型加以锤炼。
四、学习方法
先让学生各抒己见，然后进行技巧梳理，最后进行考试实战演练，让学生在轻松和谐的氛围中学有所获，学有所乐。
五、教学流程 1．各抒己见：
请同学们谈一谈你们在听力测试中应具备哪些听力技巧？ 2．技巧梳理：
（1）调整心态，进入状态
考生要善于控制自己的情绪，尤其要排除对听力测试的恐惧感，坦然放松，集中精力，静心聆听。不能因为一个单词或一句话没听清楚而急躁慌乱，影响后面内容的聆听和答题。
（2）抢读试题，做好准备
聪明的考生一旦拿到试卷，立即写完考号、姓名后，会利用一切可能的时间抢读问题和选项，适当地做一些标记，并预测听力内容及答案，带着问题有目的地去听，捕捉关键信息，提高答题效率和准确度，这是考试听力测试中拿到高分乃至满分的关键。
（3）抓关键词，重引导词
听力的重点要放在关键词上，注意力要放在与问题相关的信息词上，在so、however、but等起导向作用的词后面的内容必须留心。听独白时要重视首句，因为首句常常是对短文内容的概括。
（4）紧跟思路，跳过糊涂
做听力时要紧跟说话人的思路，有些考生一有听不懂的单词就停下来，总想弄清楚这个词是什么意思后再往下听，这种方法是错误的。听到不懂的词或有听不清的地方很正常，出现这种情况，要毫不犹豫地跳过去。
（5）置身语境，明白意图
有些对话的答语似乎是答非所问，设置的问题也不够直接，这就要求考生在听录音时，必须要自己想象，置身语境，推断说话人的真实意图。
（6）边听边记，防止遗忘
听力测试，尤其是听短文时，听清或者听懂全部内容比较难，完全准确地记住全部信息也不容易，因此适当记录很有必要。速记时要使用自己能够看明白的最简便、最迅速的方法。
（7）眼耳并用，听读结合
听录音时，要养成眼耳并用的习惯，做到听与思考记忆相结合，捕捉信息与选择答案相结合。
3．实战演练：
i.听句子选择图片：
建议考生听前快速浏览六幅图片明白其主旨，并预测一些关键词，这些关键词通常应为名词、动词或形容词等，有利于提高答题的正确率。
ii.听对话回答问题：
这一大题属于情景会话题，常考核考生对于对话细节的捕捉，内容包括对话地点、人物职业、时间、价格、数字、电话号码、颜色、天气、国家、活动等，但通过读题，考生可以缩小答题的范围，锁定听力句子中的关键词，并可适当作些记录。同时注意答案多在第二个人的回答上体现。
iii.听短文选择答案：
考生应抓紧时间快速浏览五个问题和选项,预测听力内容及答案，以便带着问题有所侧重去听，筛选出自己需要的重点信息。听短文时要注意整体理解，不要把思维停留在个别没听清楚的词句上。要相信第一感觉,当机立断。
iv.听短文填写表格：
(1)顺序呈现原则
考试听力填词通常是按顺序出题的，考生只需一一等待并捕捉相关信息，答题即可。
(2)格式统一原则
观察表格前后，上下相关信息的格式。如所填单词或词组的首字母是否大写、价格前是否需要加上￥或＄等。
(3)语法精确原则
如可数名词单复数、动词第三人称单数、动词的过去式等。
(4)单词过关原则
这些词汇常包括人名、国家、国籍、职业、学科、兴趣爱好、活动、活动时间、活动地点等，对考生的单词拼写要求是相当高的。
六、板书设计
为了让学生牢牢记住和掌握一些必要的重点词汇，把“听短文填写表格”这一题的答案板书到黑板上引起学生的高度关注。
英语听力教学的目的在于激发学生听英语的兴趣，养成良好的听的习惯，帮助学生发展良好的听力技能。据语言习得理论，语言的输入是语言习得的最基本条件，没有语言输入就不会有语言习得。可见，听力在英语教学中十分重要。
一、要培养学生“听英语”的兴趣
兴趣是最好的老师，兴趣是学习的动力。对听力感兴趣的学生，课堂上积极主动，情绪愉快，听力效果必然好；
相反，对听力不感兴趣的学生则会产生消极、抵触的情趣。为此，教师在课堂上要创造一个轻松、和谐的气氛，努力消除学生因害怕、沮丧、反感而产生的心理障碍，并不失时机地向学生介绍与听力材料有关的背景知识、英美国家的历史、地理、文化、习俗、趣闻等，这不仅可以激发学生的兴趣，还可以帮助学生正确理解所学内容。
二、要建立学生“听英语”的自信心 英语听力是很多同学惧怕的，所以老师应该注意要培养学生“听英语”的自信心。这就要求老师在平时的听力训练中多鼓励、多表扬，对于学生所取得的任何细小的进步，及时给予表扬，增强学生对听力训练的信心。学生在听力训练中常常出现不同的心理障碍，对非母语的语言听力学习存有害怕心理。针对这种情况，老师要引导学生做好应试前的心理准备，克服焦虑的情绪，保持平稳的心态。例如，让学生在听录音材料之前，先给学生一分钟浏览所有的听力题，把握题型，做到心中有底，这样有助于减轻焦虑程度。同时，要鼓励学生相信自己的能力，要有耐心，在听的过程中把注意力放在对文章整体内容的理解上，不要因为个别词汇或句子不理解而停下来。因此，教师要弄清楚各种心理制约因素产生的原因，找到相应的方法，进行适量的听力训练，培养学生临场不乱的心理素质。
三、要教给学生“听英语”的技巧
要想迅速提高听力水平，除了让学生多听、认真听以外，我们还要教给学生“听英语”的技巧，这样可以达到事半功倍的效果。英语课堂的时间非常有限，仅仅靠课堂时间是不够的，我们必须让学生在课外进行精听和泛听，并且要以精听为主，泛昕为辅。
精听要高度集中思想，力图听懂每个词语、句子，捕捉信息．训练的方法是先把录音文章听一遍，通晓大意，然后再重放，一句一句地听，遇到听不懂的词语、句子，就利用
录音机、复读机的倒放功能，倒了再听，一遍不行两遍，甚至三遍。直至听懂为止．然后再下一句。等到每个句子都听懂了，再把全文从头至尾放一遍，的确全听懂了。这样，精听就达到了预期的效果。
泛听只求听着，量的增加与积累．不求听懂每个甸子。我们可以让学生在上课之余，听些英语磁带、英语新闻、听听英语广播，让自己沉浸在英语氛围中，使自己尽可能增加“听”的输入量。听的量增加了，有些语言情景与单词短语反复听，很自然就能听懂了，英语听的能力也会提高。
四、充分利用多种教学资源辅助教学
我们在英语听力教学过程中，要充分利用录像、图片或简笔画等教学资源，来帮助学生提高英语听力水平。尤其以采用视听结合、简笔画或图片辅助听觉的听力训练方法为主。
1.视听结合。听力训练中难免遇到难度较大的文章，学生在听力理解时有一定的难度，教师应采取适当的方式减轻学生的畏难情绪。因此，在进行课文教学时，可利用多媒体进行听力训练，学生通过图像和声音，增强学习的兴趣，把握具体的词汇语句信息，提高听力训练的有效性。
2.简笔画或图片辅助听觉。通过简笔画或图片能将文章大意粗略描绘出来，降低听力训练的难度，从中获取有关听力材料的信息，有助于学生在听力过程中更好地理解文章大意。
四、有效利用课外时间加强学生的听力训练
这可以说是课堂听力的辅助，如果能与课堂听力训练很好地结合起来，将会发挥无比重大的作用。教师在其中起着指导与监督的作用。如何利用课外时间，调动学生听力的兴趣与热情，扩大学生的知识面，从而提高听的能力，具体要从以下几点来做起：
1.教师要求学生在家里要多听课文录音带。这是最基本的一个环节。课文录音带几乎每个学生都有能力购买。学生通过多听，熟能生巧，既可以熟悉课文内容，还可以多模仿英美人士的语音语调，从而提高听力。教师可以定期向学生家长了解这个情况，以监督学生是否有完成这个任务。篇3：高中英语听力说课稿
听力说课稿模板总结
教材：
本次说课的内容是 单元听力部分。
一、教学目标
1.语言知识目标：掌握听力材料中的关键单词和词组 2.能力目标：
抓住所听语段的关键词、理解话语之间的逻辑关系；
听懂材料中主要人物和事件并弄懂他们之间的关系；
掌握较好的听力方法，听之前看问题，对答案进行预测，学会做笔记。
3.情感态度目标：
a.通过让学生们听不同内容的听力材料来拓展学生的知识面，比如说音乐，影评，故事名言警句等，从而激发学生的英语学习兴趣；
b.鼓励学生每天听听力，达到由量变到质变的飞跃，从而培养学生的坚持不懈的品质。
二、教学重点、难点
教学重点：
学习并掌握文章中的重点单词和词组；
听短文，获取文章的关键信息，并回答问题。
教学难点：让学生掌握正确的听力技巧，学会预测，做笔记
三、教学对象
高一年级的学生，虽然已经掌握了一些基本的语言知识，但是听力部分比较薄弱，不善于获取听力材料中的关键信息，需要多加练习和老师的指导。
四、教学方法
1.任务教学法：同前
2.交际教学法：听完之后让同学们讨论相关的话题 3.多媒体教学法：同前
五、教学步骤
1.lead in 导入5 min 给出与话题相关的图片或者放视频，比如说：
（这部分主要是为了导入话题，吸引学生的学习兴趣） 2.pre-listening 10 min 讲解听力中重点的单词和词组，比如说：
（这是因为同学们只有掌握了关键的单词和短语，才能在听力的过程中更加快速地对关键信息作出反应，对于初学者来说是比较常用的一种教学模式。） 单词讲解完之后给同学们一点时间看各个问题。
3.while-listening 20 min a.放第一遍音频，让同学们回答问题题，choose the main idea of the paage b.再放第二遍，要求学生完成第二题，如下：„
c.带着学生对答案之后，再整体放一边音频给同学听。
(在这里，在每次放音频之前我都会给学生一点时间来看需要完成的问题。) 4.after- listening 10 min 老师就所听的话题提两个问题，让同学们思考或者小组讨论并且回答老师的问题。
同学们讨论完之后，老师做一个简单的总结。整个教学过程锻炼的是同学们的听力技能，兼顾说、读、写技能的训练，采用了任务教学法，交际教学法和多媒体教学法，真正体现了因材施教和以学生为主体的教学原则。
篇1：高中英语听说课的教学设计
高中英语听说课的教学设计及案例分析[1]陈小萍.巧设教学情境激活高中英语课堂--以一节听说课教
学设计为例[j].中小学教学研究,2013,(11):23-26.doi:10.3969/j.in.1674-5728.2013.11.012.
（一）听和说教学内容设计
1.听的教学内容设计：听力教学的内容一般应包括：
⑴ 语音训练
语音训练包括对听音、重读、意群等的训练，增强学生的语音辨别能力，对于造成听力困难的语音应专项训练。如 ：bed—bad, ship—sheep, chip—cheap, pin—pen, sit—seat 训练应从词到句，再到文。
⑵ 听力技巧训练
听力技巧包括听大意、听具体信息、猜词义、听细节、听隐含之意等。听力教学应包含训练这些技巧的各种听力活动。
⑶ 听力理解训练
听力技巧的培养是为理解服务的，除了语音和技巧的训练之外，听力教学更多的应是通过各种活动训练学生句子和语篇的理解能力，使学生的理解由“字面”到“隐含”再到“应用”，理解步步加深。
2.说的教学内容设计：说的教学内容一般应包括：
⑴ 发音
错误的发音会造成理解困难，甚至使听者无法理解，因此说的教学内容首先应是正确的发音，包括音节、重读、弱读、连读、送气减弱、意群、停顿、语调等。
⑵ 语法、词汇
合乎语法的句子才容易理解，用词准确，有助于理解。缺乏必要的词汇常使说话者难以准确地 表达自己的思想。因此说的教学应包含一定的词汇和语法教学。
⑶ 交际功能
通过说的教学，学生应能掌握“问候”“道歉”“抱怨”“邀请”“建议”“致谢”“信息询问”“征求意见”等各种交际功能。
⑷ 释疑技巧
mean...?” 要求对方解释自己说过的话可以用升调重复对方的话，等等。
⑸ 文化知识
交际不仅依赖于语言的准确性，同样依赖于语言的得体性。这就要求，说话者有必要了解一定的文化知识，使自己的语言符合其所适用的文化氛围，符合其所处的语言环境，符合其所担任的角色。
（二）听说课的教学模式
为了更好地上好听说课，我们要掌握听说课的要领：
1) 听前：准备要充分，教师提前预设问题，为听力教学作好充分的铺垫。
① 扫清重要词汇障碍，做好背景知识、初步感知语言知识的导入。
② 利用课本资源进行听力预测：充分利用课本图片，通过听前讨论图片、根据图片回答问题等，培养学生听前看图进行听力预测的
习惯；
浏览文字：预习听力的题目、题干，图片、表格、选项、判断正误句子等。
③ 教师创造性地使用练习：教师要根据学情及听力难易度，整合教材中的听力题目，做到让学生听有所获。
2) 听中：知识输入要合情、听力操作要合理：
① 听几遍合适？播放磁带的遍数（听几遍录音）——由学情及听力材料的难易决定。
② 如果听力材料有好几段，教师要逐段播放，一个小对话结束后要暂停，让学生有时间做听力练习，然后再往下播放下一个对话的录音；
③ 如果听力材料太长，教师备课时就应该按意分成几个小段，播放时增加停顿，给学生留出做题时间。
④ 如果有很难的句子，且句子很重要，可以适当停顿，多次播放，这也是对学生的一种人文关怀。
3) 听后：输出要多样。教师应要求和鼓励学生用完整的英语句子进行说的练习。此外，听后的输出活动形式应该是多样的：如根据图、表格、听力题目等资源进行对话、写话；
跟读，角色朗读和自编新的主题对话的形式。把听、说和听、写相结合，进行训练。
2.“3p”教学模式 。即 presentation—practice —production 1 ）presentation 阶段
教师通过解释、举例、示范、角色扮演等向学生介绍新的语言项目，包括语法、句法、功能、会话技能等，确定课堂的教学内容和教学目标。
2 ）practice 阶段
教师为学生提供各种机会，使学生运用所展示的内容。练习由易到难，由控制到半控制，逐步增加学生的自主性。
3 ）production 阶段
教师给学生提供机会将其新学到的语言知识和交际技能融入已有的知识之中，使其能自由地运用语言进行交际。
3.任务型学习模式
该模式采用交际会话的方式，使学生通过完成一定的交际任务，达到培养语言运用能力的目的。教学一般也是由三部分组成：
?? 通过实景展示必要的语言知识和语言技能。
?? 布置交际性任务，如到商店购物，到机场买票，到车站接人，参加面试等等。
篇2：高中英语听力说课稿
听力说课稿模板总结
教材：
本次说课的内容是 单元听力部分。
一、教学目标
1.语言知识目标：掌握听力材料中的关键单词和词组 2.能力目标：
抓住所听语段的关键词、理解话语之间的逻辑关系；
听懂材料中主要人物和事件并弄懂他们之间的关系；
掌握较好的听力方法，听之前看问题，对答案进行预测，学会做笔记。
3.情感态度目标：
a.通过让学生们听不同内容的听力材料来拓展学生的知识面，比如说音乐，影评，故事名言警句等，从而激发学生的英语学习兴趣；
b.鼓励学生每天听听力，达到由量变到质变的飞跃，从而培养学生的坚持不懈的品质。
二、教学重点、难点
教学重点：
学习并掌握文章中的重点单词和词组；
听短文，获取文章的关键信息，并回答问题。
教学难点：让学生掌握正确的听力技巧，学会预测，做笔记
三、教学对象 高一年级的学生，虽然已经掌握了一些基本的语言知识，但是听力部分比较薄弱，不善于获取听力材料中的关键信息，需要多加练习和老师的指导。
四、教学方法
1.任务教学法：同前
2.交际教学法：听完之后让同学们讨论相关的话题 3.多媒体教学法：同前
五、教学步骤
1.lead in 导入5 min 给出与话题相关的图片或者放视频，比如说：
（这部分主要是为了导入话题，吸引学生的学习兴趣） 2.pre-listening 10 min 讲解听力中重点的单词和词组，比如说：
（这是因为同学们只有掌握了关键的单词和短语，才能在听力的过程中更加快速地对关键信息作出反应，对于初学者来说是比较常用的一种教学模式。） 单词讲解完之后给同学们一点时间看各个问题。
a.放第一遍音频，让同学们回答问题题，choose the main idea of the paage b.再放第二遍，要求学生完成第二题，如下：„
c.带着学生对答案之后，再整体放一边音频给同学听。
(在这里，在每次放音频之前我都会给学生一点时间来看需要完成的问题。) 4.after- listening 10 min 同学们讨论完之后，老师做一个简单的总结。整个教学过程锻炼的是同学们的听力技能，兼顾说、读、写技能的训练，采用了任务教学法，交际教学法和多媒体教学法，真正体现了因材施教和以学生为主体的教学原则。
篇3：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
首中医大附
程东慧
teaching difficulty: 第一步, 听到预测（pre-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，在每段结束时留出1～2分钟的时间给学生思考，并要求他们完成第二和第三大题。如此一来，既给了全班学生充分的时间进行单独答题；
又避免了部分学生（听力基础相对薄弱的学生）由于来不及记录而影响到对下部分文章的理解。
在听力训练前,我们已经做好了相当多的准备工作,有了相当充分的预测,所以在听力理解时,相对容易了好多,学生都很认真,而且学生的参与面也明显比以前更广了。
第三步,听后延伸（post-listening）
我要求学生先独立完成练习中出现的两大题。其中,第二大题的问题相对简单，学生一般听完后就能完成；
对于第三大题,由于大部分都是细节题,部分学生不能很好地完成全部问题。对于这种情况,我就要求学生开展合作学习，进行小组讨论,共同完成。针对个别还不能确定的题目,我重新再放一遍录音,要求学生特别注意,然后进行全班核对。
第四步,及时巩固（consolidation）
为了使学生能更好地加深对该篇听力材料的理解并及时巩固,我再次向学生呈现图片,但这次我把声音取消掉了。我要求学生在图片的帮助下,根据刚才的理解,对该篇课文进行复述。在复述过程中,为了避免有部分没有轮到的学生没有积极参与进来，我要求学生先进行小组准备，开展合作学习，共同确定本次听力材料的要点，并且先在组内交流，然后各组派代表向全班陈述。在这个过程中，全班学生都积极参加讨论，并且将自己小组和其他小组的陈述进行比较，然后进行修正，进一步完善本组的内容。这样，不仅锻炼了该组学生的英语口头表达能力,同时再次训练了其他学生的听力。最后，为了及时将听力训练与写作联系起来，我又要求学生将这篇听力材料改编成作文，作为课后的作业。
教师反思
通过这一系列的听力训练,学生对听力训练的兴趣明显有了很大提高,大部分学生的听力水平也有了很大进步。当然在实施过程中,我也遇到了很多困难,比如,如何才能在有限的时间内找好并编辑好与听力材料相关的材料；
还有，有时向学生介绍听力技巧时,如何才能使学生理解,并运用到自己的语言实践过程中等等。在案例实施时,我也意识到：为了激发学生对听力训练的兴趣,变教师要他们听为他们自己愿意听,教师应少一些应试听力,多一些求知听力；
同时,教师也必须改变以往的教学方式,变单调的听力课练习为深受学生欢迎的视听说课，使学生的视、听和说各项能力都得到了训练和提高。因为,听是说的基础,说是听的延伸,只有将听和说的教学紧密结合在一起,才能提高整个高中英语听力的教学水平。
篇4：高一英语必修2 unit_5 music听力训练教案
姓名：张学露
学号：2009212858 teaching plan for unit 5 music period 3 listening (changing from frog to prince.) ●the general idea of this period：
●teaching objectives: 1.to make the students listen to a story of a frog—freddy chieved reputation though singing. 2.to make the students learn about the stor of the beatles and monkees. ability objects 2.to help studentsimprove the ability of input and output though the listening, discuion andperformance. moral objects 1 ●teaching important points：
●teaching difficult points：
1.help the students improve theirlistening ability. ●teaching methods：
1.true or false exercises and blank filling exercises. 3.task-based teaching methods 4.cooperative learning 5.group discuion to make every student take an active part in cla ●teaching aids: multi-media facilities ? teaching procedures: part 1 lead-in (3 minutes) 1.greet the students as usual. 2 task 1.pre-listening (5 minutes) step 1.language support step 1get the main idea of the story (5 minutes) a.freddy turn from a tadpole(蝌蚪) to a frog b.freddy heard the other frog’s song c.freddy joined the band and sang a song. step 2 listen again and t or f exercises(5 minutes) 3 1.freddy had changed from a man to a frog. 2.he felt lonely in his lake till he met his friends on the lily leaf. 3.the singers of the band could sing very loudly. step 3 careful listeing (6 minutes) help! i need somebody. help! not just anybody. ............ task 3 post-listening (17minutes) 4 step 2 discu the advantages and disadvantages of being famous.(5 minutes) step 3 ask the parterners’s suggestions to form a real band.(7 minutes) some useful expreions: (1) .listen to the paage again and retell the text to your deskmate. (2).prepare your band’s perform. 5 篇5：高考英语听力技巧教案 (the first period) shiguang huaqiao united middle school tian peirong2012-12-04 ⅰ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。
ⅲ teaching objectives: ability goals: to improve students’ ability of putting the useful skills into practice. ⅴ teaching focus and difficulties: to involve using the listening skills ⅶ teaching procedures: step i: lead-in step ii: basis for the leon step iii: analysis of typical types part 1.scene position a.in a restaurant c.at home 【practice】
a.in a bookstore b.in a claroom b.on a farm c.at home a.in a restaurant c.in a school 【guide skill】
part 2.identity relationship 【practice】
a.his mother.] c.his friend. b.doctor and patient.c.guest and receptionist. a.at a clinicb.at home ex3.(2010全国text8） a.thomas brothers.c.jack cooper. 《维克多英语》p18 谈话背景、谈话者关系练习。
Part 1 Listening comprehension: News
compilation Time: May.5, 2017 Implementation Time：May.8-- May.14 Teaching Contents: Section A Summary of listening skills of news.Section B Listening exercises including news , words and phrases.Time allocation: (4 periods) Aims and Requirements: Master the main listening skills of CET Band 4.Focal Points and Difficult Points: Analysis of the listening skills.Instruction Types: 1.Lecture and explanation.
2.Student-oriented communicative teaching, free discuion and interaction.Teaching Aids:
Multimedia software, CD-ROM
Step 1新四级听力新闻的应对策略 （1） 听力考题大纲（2016年起已改革）
全国大学英语
四、六级考试委员会自2016年6月考试起将对
四、六级考试的听力试题作局部调整。
四级听力部分各项占比：短篇新闻7%，长对话8%，听力篇章20%。
1）四级（Listening Conversations）：
共25题，包括短篇新闻，长对话和听力篇章。均采用多项选择题的形式进行考核，均朗读一遍。
短篇新闻：有3段，共7题，每题1分；
分值占比7%。
长对话：有2篇，共8题，每题1分；
分值占比8%。
听力篇章：有3篇，共10题，每题2分；
分值占比20%。
（2） 新闻听力解题思路
四级听力新闻共三篇，共七道题，每篇长度大约200个单词，朗读语速在每分钟130个词左右。参考了TEM4考试新闻部分，其长度不大，虽然短小，但是信息量却很多，新闻听力需要让听众在短时间里获得最多的信息，一般将最重要 1
的内容放在开头的第一句，这句话就是新闻的导语，通常包括了如what, when, where, who, why 和how 等新闻事实。后面的内容一般是针对导语的进一步展开，所以新闻听力一般会采用主旨+细节的考查方法。通常考查的新闻细节包括时间、地点、行为、数字等方面。
（3）新闻听力解题思路
1. 预览选项，推测新闻段落的基本内容 2.根据选项判定题型
新闻听力一篇两道题，通常是主旨题和细节题。新闻特点主旨题在导语第一句。
3.放音时边听边记 4.听清问题 5.所听即所得
（4）新闻的题材内容
国际政治工业、农业
文化教育体育卫生
法律宗教社会问题
灾难报道等
外交 军事经济贸易
科学技术能源交通 （5）重
点
听
力
必须在平时开始积累。
BBC 和 VOA、CNN、CHINA DAILY改编的新闻节目，经济类和环保类。
听力练习步骤：
1.做题 2.对答案
3.查阅听力原文 单词、短语、定位词 4.再次做题 5.跟读
答题关键必须听清楚 问什么
（6）四大设题处
1.新闻的首句。新闻命题点常常是新闻报道中所说到的6要素即（what, who, which, where, when, how）,其中又有50%位于导语部分即第一句话，所以每个新闻的第一句话非常重要。
2.新闻的尾句 。尾句有时是对新闻做总结或概述，所以设题点也可能在新闻的 2
尾句。
3.含有年代，数量，价格等数字处 。
4.新闻材料的列举处 。地区，改革，相关人物等信息的例举处往往是新闻的设题重点，而且往往是Except, Not, Incorrect等题型的首选。
1.主旨题——导语掌握法
主旨题是每年的新闻听力考试题型中定会出现的一类题型。题目经常以What is the main idea of the news?／What does the news item mainly report?的形式出现。
根据新闻的结构特点，常使用倒金字塔结构（重点在前）。因此，在主旨题中，考生只要能够听懂导语的表述，就能够很好地把握主旨题。
2． 细节题——问题答案合并法
此类题在新闻题中占比例较高。同学都感慨听新闻时太多细节，因此很难选出正确答案。细节题的关键不在于你能够听到多少的细节，而在于你能否找到题目的题点。对于此种题型的应试策略为：首先找到题目中的关键词或者短语，在听材料的过程中能够增加对问题的敏感度,以便更容易听到题点；
之后，便可用问题答案合并法，即问题与答案出现在同一个句子中，很容易找到正解。
3．推理题一句式句意转换法
推理题一向是各种题型中最难的一类，一般不能直接听到答案，而需要对新闻中的某句话进行句式或句意上的转换。对于此类题型，可以参照细节题的方法，同样先找出题目中的关键词，在新闻中听到考点后迅速进行句式或句意上的转换，再找出答案。
4、对错判断题——细节答案对应法
对错判断题同样是新闻中出现频率较高的题型，实际上也是一种细节题，只是要求学生对答案中的多个细节加以判断。对于此类题型，采用最多的是细节答案对应法，即在听新闻材料的过程中，听到题点，迅速找到对应的选项并要求做出对错判断。
Step Two 造成新闻听力得分低的原因
1.对时事关注度不够
新闻反映的是社会各个方面的信息，含括政治、经济、军事、文化、体育和自然灾害等,这就要求考生在各个领域都要有一定的常识。
2.对新闻词汇的不了解
新闻中的词汇多是正式的书面用词。其次，由于新闻的内容常与时事相关，因此 3
会出现很多各个领域的专业用语。如:parliament（议会，国会） ，civilian（平民），hostage(人质) 等。
此外，新闻中的人名地名也会给考生造成很大的困惑。
3.对新闻的文体和句法结构的不适应
新闻文体常使用倒金字塔结构，是指在新闻报道中把最重要的新闻事实放在整个报导的开头，称为导语；
把次要的新闻事实放在导语之后；
把最不重要的新闻事实放在整个报导的末尾。导语部分是整个新闻报道的精华，是对整个新闻报道的概括。往往在导语中便交代了时间、地点、人物、事件，有时还有原因，即常说的5 个“wh - ”
4.对常速新闻语速的不习惯
新闻强调及时、迅速。语速比日常英语的语速快得多，且只放一遍，考生往往感觉还没有抓住什么新闻就播完了
Step Three新闻听力技巧
a.浏览题目，根据选项猜题意，从而缩小范围。
b.集中精神，注意新闻的第一句话。新闻报道的开头第一句话一般是对整个报道的一个概括。
c.抓住句子主干，再长的句子也有主谓宾——精听
d.详略得当，听到个别专用名词，如人名、国名地名、组织机构名等，不要纠结于此，以免忽略后面的内容
总结
1.多做精听，听出句子的主干部分。
2.要特别注重新闻报道的第一句话。
3.扩大词汇量。
4.掌握一些基本缩略语。
5.注意数字的不同说法。
6.循序渐进，由易到难。
7.要密切注意国内外形势的变化。
积累新闻高频词汇：
adverse trade balance 逆差
advisory body 顾问团
allied powers 同盟国
all-out ban 全面禁止
alumnus (复数: alumni) 校友
amendment 修正案，附加条款
amnesty 特赦
anarchy 无政府状态
anti-corruption 反腐败
apartheid 种族隔离
appropriate authorities 有关当局
arch-foe 主要的劲敌 armed intervention 武装干涉 arm-twisting 施加压力
arson 放火，纵火
aistant secretary （美）助理部长
aistant secretary of state （美）助理国务卿
attaché 专员，（外交使团的）随员 authoritative information 官方消息 authoritative source 权威人士 autonomous region / prefecture 自治区
axis power 轴心国
bail 保释，保释金
ballot 选票 / blanket ballot 全面选举
bank failure 银行倒闭
behind-the-scene maneuvering 幕后操纵 blast 爆炸
blind alley 死胡同
blockade 封锁
bloodle coup 不流血政变
Blue Berets 蓝盔部队
bluff diplomacy 恫吓外交
bombard 轰炸，炮击
boom （经济）繁荣，兴旺 aembly hall 会议厅
aembly man 议员，装配工 积累专有名词（人名/地名）：
阿尔巴尼亚 Albania
地拉那 Tirana 奥地利 Austria
维也纳 Vienna 比利时 Belgium
布鲁塞尔 Bruels 塞浦路斯 Cyprus
尼克西亚 Nicosia 丹麦 Denmark
哥本哈根 Copenhagen 芬兰 Finland
赫尔辛基 Helsinki 法国 France
巴黎 Paris 德国 Germany
柏林 Berlin 希腊 Greece
雅典 Athens 匈牙利 Hungary
布达佩斯 Budapest 冰岛 Iceland
雷克亚未克 Reykjavik 爱尔兰 Ireland
都柏林 Dublin 意大利 Italy
罗马 Rome 列支敦士登 Liechtenstein
瓦杜兹 Vaduz 卢森堡 Luxembourg
卢森堡 Luxembourg 国际组织缩略词：
UN
United Nations 联合国
UNCF United Nations Children‘s Fund 联合国儿童基金
GNP Gro national product国民生产总值
OECD Organisation Economic Cooperation Development国际经济合作发展组织
ASEAN Aociation of Southeast Asian Nations东南亚国家联盟
CPC
communist Party of China 中国共产党
APEC The Asia-Pacific Economic Cooperation亚太经合组 IMF International Monetary Fund 国际货币基金组织
ISO International Organization for Standardization 国际标准化组
EC European community 欧共体 英语四级听力必备之常见的新闻词汇
negotiations, delegate , delegation, summit峰会
declaration sponsor , resolve their differences 消除分歧, promote peace 促进和平 boost economic co-op加强经济合作 make conceion/compromise作出妥协 pa a resolution通过决议 veto a bill否决议案
break the deadlock打破僵局 a scientific breakthrough科学突破 an unexpected outcome出乎意料的结果
sign/ratify an accord/deal/treaty/pact/agreement签署协议 diplomatically isolated country在外交上被孤立的国家 diplomatic solutions外交解决方案 military option军事解决途径(动用武力), escalating tension逐步升级的局势, military coupe军事政变, forced from office被赶下台, step down/aside下台
on the brink of war处于战争边缘 , hot spot热点, take hostilities toward..对..采取敌对态度 , sporadic fighting断断续续的战斗 rebels , wounded, killed, injury, death, casualties伤亡 heavy fighting激战 , genocide种族灭绝, relief effort救济工作, humanitarian aid人道主义援助 ethnic cleansing种族排斥,
broker/mediate a ceasefire/truce促成停火, refugee, illegal alliens非法移民, mediator调解员, end the bloodshed结束流血事件, special envoy特使 7
peace-keeping forces维和部队, national convention国民大会 guerrilla war游击战争, border dispute边境争端, armed conflict武装冲突, reconciliation调解 fight corruption反****,corrupted election*** peace proce和平进程, give a boost to...促进,booming economy促进经济发展
civil war内战, mutual benefits/interests双赢
cruise miile 巡航导弹 , come to a conclusion达成一致
coalition forces联合军队 ,interim/transitional gov"t过渡政府, sluggish economy萧条的经济
on high alert 处于高级戒备状态, rebellion叛乱,rebel forces叛军
Defense Minister , evacuate, flee from Pentagon五角大楼 , impose/break a deadline规定/打破最后期限,retaliate报复
speculate, disarmament agreement裁军协议,mandate , to lift a boycott取消禁令
withdraw , embargo, impose sanctions against...实施制裁
dismantle销毁, the implementation of an accord执行决议
germ warfare介子战争 , to ease the ban on ivory trade缓解对象牙贸易的禁令
to harbor sb.保护 , animal conservation动物保护,threatened/endangered species濒危物种
banking reform金融改革, commiioner代表
go bankrupt破产,file for bankrupcy提出破产, deputy代表 sensitive , hostage, kidnapped French nationals被绑架的法国人,
rescue,release invade , US-led invasion美国领导的入侵, right-wing extremists右翼极端分子,external forces外部力量 warring factions交战各方 , topple the government颠覆政府
illegal poaching非法捕猎,face extinction濒临灭亡 stagnant/ receion 萧条, financial crisis金融危机, deflation
通货紧缩, inflation通货膨胀 , retail prices零售价格,whole sale prices批发价格 suicide bombing自杀性袭击事件, dispute , crisis, coflict, holy war圣战
administration , regime, claim responsibility for...声称负责
suspend停止,resume继续 , poll,survey民意调查
provocation挑衅,rule out the poibility of...,排除可能性 stand trial受审, put ....on trial审判某人, sue, file suit against...状告
radioactive放射性 ,radiation辐射,uranium enrichment program铀浓缩计划nuke nonproliferation核部扩散
suspect, arrest,detain,in custody被囚禁,on human rights abuse charges反****罪名 HIV positive HIV阳性, malaria, diabetes, hypertension, lung cancer, breast cancer *** 癌症
fight poverty/starvation/hunger/disease/virus, stop the spread of...crack down on...严打,illegal drug trafficking毒品贩运, 化学/生物/核战争 piracy,pirated products盗版产品,fake goods假货
notorious臭名昭著 , bloody tyrant血腥独裁者,execute/execution处决,death penalty死刑,
seminar,forum,peace coference,national convention,
his counterpart同等级别的人,my predeceor/succeor我的前任/后任, coalition party联合政党
post-war reconstruction战后重建,pre-war intellegience战前情报,radar,espionage谍报,spying activity间谍行为,electronic warfare电子战争,chemical/biological/nuclear warfare
Step Four Listening of News practice
一、短篇新闻
Directions: In this section, you will hear 16 news reports.At the end of each news report, you will hear two or three questions.Both the news report and the questions will be spoken only once.After you hear a question, you must choose the best answer from the four choices marked A), B), C) and D).
Questions 1 and 2 will be based on the following news item.The Philippines government says it evacuated 700,000 people from their homes as Typhoon Melor approaches.The storm arrived on Samar Island on Monday with 185-kilometer per hour winds.Forecasters say Melor is expected to bring ocean waves as high as four meters along with heavy rain, flooding and landslides.Up to 600,000 residents left the Albay province over concerns about landslides.Flights were cancelled and hundreds of fishing boats ordered to stay home.Typhoon Haiyan hit the Philippines two years ago, killing more than 7,000
people.So far, no deaths have been reported.But strong winds tore roofs from buildings and knocked down trees.The weather forecasting service Accuweather reports the typhoon is more compact than others that affect that part of the world.That will reduce the damage the typhoon causes as it moves toward the South China Sea.The storm should become le intense throughout the week but central Philippines could receive up to 300 millimeters of rain, while Manila will receive about half that amount.
1.When did the storm arrive on Samar Island?
2.How much rain could central Philippines receive even though the storm should become le tense throughout the week?
Questions 3 to 5 will be based on the following news item.Sultan Aziz Ezam worked at radio stations in Afghanistan’s eastern Nangarhar province for nearly 10 years.Now, the broadcaster is reportedly the voice of the Islamic State’s new “caliphate radio” .
VOA could not confirm the identity of the Islamic State radio announcer.However, local media workers recognize the voice as Ezam’s.
Ezam’s former coworkers said he used to report on land iues for radio stations in the area.Now, they say he is iuing death threats from the Islamic State.Some of those threats target his former coworkers.The announcer said on IS radio, “I know the addrees of houses of all those journalists who are working with different media organizations.”
Afghan journalists said they are worried about the threats.About 50 reporters work for local and international news organizations in Nangarhar province.Afghan journalists told VOA that Ezam and his brother recently left their jobs at a local radio station.They said no one had heard from Ezam until they heard his voice on Islamic State broadcasts.Afghan government officials said they are aware of the threats against journalists.The officials also said the Islamic State radio station has not been taken off the air because of technical reasons.FM radio broadcasts by IS started recently along the Pakistan-Afghanistan border.The two-hour broadcast includes Quran readings and anti-government propaganda.Both the Afghan and Pakistani governments say they are looking for the broadcasters.They believe the signal is coming from a mobile transmitter in the mountains.
3.What did Ezam use to report on according to his former coworkers? 4.How many reporters work for local and international news organizations in
Nangarhar province? 5.Why, according to the officials, hasn’t the Islamic State radio station been taken off the air ?
Questions 6 to 8 will be based on the following news item.Floods and landslides in the Chin region of Myanmar displaced thousands of people this summer, but recovery has just begun.Almost 20,000 people were displaced by severe weather in western Myanmar, formerly known as Burma, say relief groups.Locals called the heavy rains of July the worst natural disaster in memory.Towns and villages acro the region were destroyed.Months after the landslides, roads in the capital of Chin state, Hakha, have been cleared.But in the rural areas, aid is hard to find.Many of the emergency supplies sent to help Chin state had to pa through many flooded towns and villages.Supplies ran out before arriving in Chin.Peter Brimble, a development official for Myanmar, said Chin’s location hurt recovery efforts.“It’s tough to get in, and it’s tough to get out.… That causes a challenge … to get materials in and out to rebuild damaged aets,” Brimble said.
Another strategy to help people recover is moving them.The Myanmar government is spending about $3 million dollars to relocate residents.Critics have two objections.The first is that contracts to rebuild will go to friends of favored officials.The second is that rebuilding will be rushed and low quality.Outside of Hakha, 700 new homes are being built.Inspectors have complained that this group of homes is in a remote location.Those waiting to move into the homes have been living in camps for nearly five months.
6.What is the news about? 7.How many people were displaced by severe weather in western Myanmar? 8.Why do critics object to the government’s relocating strategy?
Questions 9 and 10 will be based on the following news item.In France, an anti-immigrant political party has lost regional elections.The National Front had led in at least six of the country’s 13 regions in the first part of elections last week.But early results of the second round of elections show the Republican party of former President Nicolas Sarkozy and his center-right allies leading in seven regions.The governing Socialist and other leftist parties have won in at least five.The National Front has gained support in recent years, namely in local elections in March and in European Union elections last year.The terrorist attack in Paris last month was another factor.The party wants France to leave the European Union and strengthen security.It also wants immigrants and those seeking asylum to be removed from the country.
9．What is the news report mainly about? 10.What is true about the National Front according to the news report?
Questions 11 to 13 will be based on the following news item.Eleven Taliban fighters attacked an important airport in southern Afghanistan early Tuesday, killing at least 50 people, Afghan officials say.The Afghan Defense Ministry said 38 civilians, 10 soldiers and two police officers were killed.The attack on the Kandahar Air Fieldlasted 20 hours, reported the Washington Post华盛顿邮报.Among the dead were women and children, the newspaper wrote.The airport includes a military base with troops from the North Atlantic Treaty Organization, or NATO.There were no reports that NATO troops were killed or injured in the attack.A spokesman for the Taliban says fighters entered the base and attacked local and foreign military troops.He said more than 150 soldiers were killed in the attack.The Taliban often makes claims about the results of their attacks that are not true.Taliban attacks have grown in number and strength in Afghanistan this year after the withdrawal last year of combat troops from other countries.
11.Where did eleven Taliban fighters attack early Tuesday according to the news report? 12.Who were killed in the Taliban attack according to the Afghan Defense Ministry? 13.What is the result of the withdrawal last year of combat troops from other countries?
Questions 14 to 16 will be based on the following news item.Fourteen people were killed and hundreds were wounded during an attempt to overthrow the government of Burkina Faso in September.One of those wounded was Safiatou Ouedraogo.She was days away from giving birth, and she was shot in the abdomen.Ouedraogo was washing her clothes when she was shot.“I heard some loud noises, and I thought it was just kids playing.Next thing I know something hit my stomach.I stood up, but nothing fell off my lap.I looked to the ground to check, but I saw nothing there either, so I looked at my stomach and realized that whatever hit me had gone deep into my stomach.”
She was immediately brought to a Catholic Church hospital in the capital, Ouagadougou.The bullet hit the baby.She was cared for by Dr.Aicha Sana and her colleagues.“When she arrived here, she was not in labor and she was also conscious.When we did some exams we saw that the bullet had croed through the uterus子宫.Since she was not in labor we decided to do a C-section to deliver the baby.”
The baby was not seriously hurt.Once she was out of the womb子宫, she started crying.The baby girl has been named Boinzimwende.It means “God is above all” in the
Moi language.
14.How many people were killed and wounded during the attempt to overthrow the government of Burkina Faso in September? 15.What was Ouedraogo doing when she was shot? 16.What does Boinzimwende, the baby girl’s name, mean in the Moi language?
Questions 17 to 19 will be based on the following news item.Prosecutors in the U.S.state of Pennsylvania have brought criminal charges against celebrity Bill Cosby.Cosby, an American comedian is charged with sexually aaulting a woman in 2004.The case deals with a former Temple University employee who told police that Cosby drugged and violated her at his home near Philadelphia.It marks the first criminal case involving Cosby, after many years of accusations.If he is found guilty, he could face up to 10 years in prison and a $25,000 fine.An arrest warrant for the 78-year-old Cosby has been iued.More than 50 women have accused Cosby of drugging them, and in most cases, sexually aaulting them.Cosby has long denied the accusations.Many of the incidents happened several decades ago, and the statute of limitations has already paed.A statute of limitations is a law that prevents a suspect from being tried after a certain amount of time has paed.The statute of limitations in the Pennsylvania case was to expire in January 2016.Bill Cosby is best known for playing Dr.Cliff Huxtable, the father in the long-running American television program, “The Cosby Show.”The Cosby Show The charges have shocked Cosby’s fans and damaged his reputation as an entertainer.
17.What is the news report mainly about? 18.What could Bill Cosby face if he is found guilty? 19.What is Bill Cosby best known for?
Questions 20 to 22 will be based on the following news item.The International Football Aociation’s ethics committee banned its president, Sepp Blatter, from the organization for eight years on Monday.The aociation is known as FIFA.Also getting an eight-year ban was Michel Platini, the head of the European soccer federation, UEFA.The ruling came because of a $2 million payment from FIFA to Platini in 2011.The two men called it salary for advising the president.But according to the Aociated Pre news service美联社新闻社，, Platini had no such contract with FIFA at the time.The payment is also being investigated by authorities in Switzerland.Blatter was already serving a provisional ban临时禁令 over the scandal earlier this year when 14 FIFA officials were arrested on corruption charges.
The organization will elect a new president in February.For many years, it was anticipated that Platini would take over for Blatter.That is not likely after the news of his eight-year ban.Also, Platini is not on the list of candidates for the upcoming election.Blatter promised to fight the ban in the Court of Arbitration for Sport.He denied doing anything wrong by authorizing payments to Platini, calling the lack of a contract an administrative error.Blatter said “I am now suspended eight years, suspended eight years.But, I will fight.I will fight for me and I will fight for FIFA.”
Blatter has been the president of FIFA since 1998.
20.Who did the International Football Aociation’s ethics committee ban from the organization for eight years? 21.When was Blatter already serving a provisional ban over the scandal earlier this year? 22.When did Blatter become the president of FIFA?
Questions 23 and 24 will be based on the following news item.Burundi officials say refugees who fled to neighboring Rwanda are being asked now to fight against their homeland.An adviser to Burundi’s president told Voice of America that Burundi has proof that the refugees were recruited into armed groups.Adviser Willy Nyamitwe says some of the recruits are children.“We have evidence that people are being trained in Rwanda,” he said.“Some persons … have been caught by the army.They revealed that they have been trained in Rwanda.”
The presidential aide also said smuggled weapons come from Rwanda.Rwandan officials have denied all charges of recruitment and weapons smuggling.A report from Refugees International, a humanitarian organization that helps refugees, confirmed that armed groups in Rwanda are recruiting Burundians in refugee camps.The report mentioned that close to 80 refugees interviewed said they were asked to fight.The United Nations refugee agency says more than 93,000 Burundi citizens have fled their homeland since April.
23.What are refugees who fled to neighboring Rwanda being asked to do? 24.How many Burundi citizens have fled their homeland since April?
Aignments: Students are required to finish all the rest related exercises in the book. 14
《VOA新闻英语听力》课程教学大纲
(VOA News, Listening Drills)
一、课程基本信息
1、课程类别：专业课
2、课程学时：总学时 32
3、学 分：1
4、适用专业：教育科学系小学教育专业（英语方向）三年制的学生
5、考核方式：以卷面笔试的方式（分期中、期末两次）
6、大纲执笔：(英语教育教研室)
7、制定(修订)时间：2009年11月4日
二、课程教学目的
《新闻英语听力》是高等院校英语专业课程体系中承担专业素质培养的一门比较重要的课程，也是提高学生英语综合运用能力的关键性课程之一。新闻英语听力主要培养具有扎实的知识基础、较高的理论文化水平、广博的国际知识，能熟练掌握英语的听、说、读、写、译等技能，开设此门课旨在进一步深化和扩展学生的英语语言知识、提高学生在新闻英语听力方面的英语综合运用能力，为将来的实际工作打下坚实的基础。
三、课程教学的基本要求
本课程要求通过系统学习与实践,加大课堂教学过程中的互动性、交际性的活动；
突破以往语言表面层次上的教与学，注意学生学会对新闻英语语言特点，语义、语篇、修辞等深层次的理解、掌握。在更高层次上提高学生解决新闻词汇和英语新闻听力理解的能力，同时要使学生理解时政新闻的惯用结构和国内外的政经文化内涵；
熟悉各种新闻听力的技巧与手法，介绍如何使用各种高级工具书以及其他手段（包括上网）收集资料、解决困难的重要性，为日后的新闻听写打下基础。
四、课程主要内容和学时分配
1.《VOA新闻英语听力训练》适用于已掌握英语基础知识的进入高年级的学生。听力素材全部选自VOA电台广播，其中收录了16篇慢速和2篇正常速度的VOA新闻，并根据录音将其整理成文字材料。每篇新闻都配上生词表、练习与答案。新闻的内容及题材多样，便于学生接触不同的新闻文体，吸收较广泛的知识。
课文与练习的设计安排如下：所有新闻按顺序在左上角编上号码，如第1篇第1条新闻编号为1．1，第15篇第3条新闻编号为15．3。每项练习左上方的编号同新闻及练习答案的编号是相对应的。文中生词用斜体排出
课程用书收集的18篇新闻是编者最近几年从VOA 电台广播中收录的，大部分是最近一年的新闻。听力文章做了一定的选材和编辑。听力难度逐渐增大。新闻的题材和体裁广泛、多样，利于学生扩大知识面和接触不同的文体。
备听内容涉及政治、经济、军事、科学、体育、文艺、气候等各个方面，练习形式多种多样（包括单项选择、填空、回答问题、判断正误题等）。
2． 教学进度，建议每2周1篇News，每篇News 4课时。
五、新闻英语听力的教学原则
要实现上述教学目标, 教学应做到两个转变：从侧重教语言的形式到侧重教新闻听力的技巧和理解，从句单位教学到语体语用教学。两个结合：语言和文化相结合，语言和社会相结合。新闻英语听力的教学原则应该是培养学生3种意识，进而相应地提高学生4种能力。3种意识指语篇听力意识、语用意识和文化意识。4种能力指语篇分析能力、新闻编写能力、播报及听写能力和跨文化交际能力。
1．培养语篇听力意识，提高学生语篇分析能力
听力是对篇章的解读过程，只有把听力素材放在语篇中考察，才能对篇章作出符合作者意图的解读。由于语言水平、思维方式、文化素养以及文学修养等方而的差异，学生在理解上有较大困难。如何用语篇分析模式来听新闻，培养学生语篇听力意识，提高学生听力分析能力至关重要。
2．培养语用意识，提高学生新闻编写能力和播报及听写能力
在教学中，将语言和文学相结合，引导学生运用语音语调，省音，连读等知识捕捉新闻信息，一方面可以为学生提供真实的文化语境，帮助学生了解和熟悉新闻语中的文化现象；
一方面可以培养学生对具有文体意义和美学价值的语言特征如变异、选择和前景化等的敏感性、洞察力，并对其进行语用分析，挖掘新闻播报者的语用意图和语用效果。
3．培养文化意识，提高学生跨文化交际能力
关于文化教学在外语教学中的重要性己取得广泛共识。学生经过基础阶段学习后，己经对目的语文化，对与表层文化密切相关的语言现象与文化习俗有了一定的了解。新闻英语听力教学中应加强与深层文化有关的语言现象的理解、分析和对比，促进学生对目的语文化更为系统的了解，提高学生对文化差异的敏感性、宽容性和处理文化差异的灵活性。
在新闻英语听力教学阶段，除了继续进行表层文化和中层文化知识的导入之外，更重要的是加强与深层文化有关的语言现象的理解，分析与对比，帮助学生克服深层文化迁移。
六、本课程与其它课程的联系
《VOA新闻英语听力》课程与《综合英语》、《语音》、《视听说》、《阅读》等课程同时开设。具有相互渗透、相互促进的关系。
七、教材及教学参考书
1.教材
《VOA新闻听力训练》，潘培忠主编，上海外语教育出版社，2002 2.参考书目
《BBC新闻听力教程》，潘培忠、黄光林、吴翠玉编著，青岛出版社，1992.9 《VOA新闻听力教程》，潘培忠、蔡家珍编著，青岛出版社，2001.3
八、其它说明
电台英语不同于规范语言的听力素材，新闻英语听力的特点使听力难度加大，而且新词也源源不断地出现。要想在有限的课时中大幅度的提高英语新闻听力能力是不现实的，学生应在平时对国际问题多加关心，多听时事新闻广播，多读报纸，以便随时能补充更多的新闻词语和了解更多的背景知识。
教师授课时以学生为中心，鼓励学生自己去探索和获取知识。在上课时，可先检查学生的预习情况，例如要求学生说出一些生词的词义，然后分组播报由他们自己写的英语新闻,要求其他同学写出所听新闻的news lead和其他细节信息,使他们对新闻英语每次课都有一个深刻直观的接触。然后，再逐段或选择重要段落对学生需要掌握的内容、新闻词语和背景知识进行讲解，最后完成每段新闻材料的配套练习。
因此，在教学的不同环节，启发学生进行不同的活动，务必使学生不仅能独立工作，而且能进行逻辑思维，善于独立思考。课堂上，需注重教师和学生间的协调、教学形式和教学内容间的协调，极力为学生营造真实活跃的语言学习环境。
执笔人：
系部教学主任：
审核人：
听力英语教案模板全英文（共9篇）
听力教案模板初中英语（共18篇）
英语听力课课课课程教案模板（共6篇）
听力教案模板英文版（共20篇）
对外汉语教案模板听力教案（共14篇）
相关热词搜索： 教案 英语听力 模板 教学