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教案可以恰当地选择和运用教学方法，调动学生学习的积极性，面向大多数学生，同时注意培养优秀生和提高后进生，使全体学生都得到发展。

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高中英语听力教案高中英语听力教案

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教案可以恰当地选择和运用教学方法，调动学生学习的积极性，面向大多数学生，同时注意培养优秀生和提高后进生，使全体学生都得到发展。以下是树图网带来的高中英语听力教案内容，感谢您的阅读，希望能帮助到您！

高中英语听力教案1

一、听前阶段(Pre-listening)

听前练习的目的旨在激活，或者提供给学生相关背景知识，简化较难听力内容，为学生下一步的听打好基础，充分做好内容、语言和心理上的准备。因而，这一步直接关系到学生能否听懂，尤其是对较难听力材料，这一步处理得好是下一步顺利进行的关键。一般来说，所谓的难，要么是所提供的听力材料的语言难，要么是内容难。因此，教师应从这两方面为学生的听做好准备。这也符合《新课标》的关注学生的情感，营造宽松、民主、和谐的教学氛围这一建议。

1、讨论或问答

《牛津高中英语》模块一第二单元GrowingPains话题是成长的烦恼。在进行练习册中的听力训练前，在投影上显示出下列讨论话题。将学生分成小组互相"倾诉"他们成长的烦恼，然后把话题引到与父母间的关系上。

(1)What do you usually do after school?

(2)Do your parents allow you to have fun things，such as playing basketball，reading comic or watching TV etc.?

(3)Do your parents and you understand each other?

(4)Talk about your unpleasant experience between you and your parents.

这四个讨论话题非常贴近学生的生活，学生有话可说。第一个话题目的是为了引起学生的兴趣让他们愿意开口。通过第二个话题的讨论，学生复习了play basketball等短语同时学习了comic这一生词，为下一步的听扫清障碍.这四个话题也拉近了教师与学生间的距离，符合《新课标》的要求.

2、视觉导入

《牛津高中英语》模块三第二单元TASK REPORTING ON BODY LANGUAGE这一步的话题是different cultures in the world.学生对不同国家不同风俗文化缺乏了解，教师可将课本上有关这一话题的插图投影到屏幕上.教师引导学生边看图边解释同时引出cultures这一话题，然后和学生进行对话

(1)What can you see in the picture?

(2)In which country do you think they are in?

(3)Can you enter the house with your shoes when in Japan?

(4)What are the feelings of the host?

通过与学生的对话引出slurp，spaghetti,这两个生词，这样为学生扫清背景知识与生词障碍。

3、阅读推测

听前，让学生阅读听力练习题，根据题中字里行间来预测(Predict)可能要听到的内容。预测也是学生在做高考听力题时应掌握的技能之一。以《牛津高中英语》模块二第三单元TASK Stepl：finding a speaker for your school为例：

(1)学生先来阅读标题Requirements for speakers进行推测。有的说是对演讲者的要求，有的说是说话人的要求。学生越是勇于推测，其听的欲望就越强烈。

(2)学生阅读下面的十句话，之后让学生来推测整段听力材料的内容：为学校寻找合适的演讲者。学生也明白了在听时重点是听speaker的年龄，国籍，时间等。这样，学生对听力材料的大致内容能做到未听先知，他们再听时就觉得容易得多了。

二、听时阶段(while—Listening)

这一阶段是听力过程的核心。在第一阶段中，从内容上学生的相关背景知识已经被激活，学生应感到所听内容不是那么的生疏，从心理上学生也已经做好准备。然而，第二步应注重方法，否则学生不但可能听不懂，还可能挫伤学生听的积极性。其实我们只要在处理听力时遵循由易到难，由简单到复杂，由整体到细节的方法，就能为学生营造宽松的听力氛围，引导学生掌握听力策略。

1、把握整体意思的听(Globallistening)

让学生听懂大意，即Listen for a general idea。因而教师可帮助学生在这一过程中将注意力集中在关键词、句上，不要把注意力放在细节上，提醒学生只要听懂大意即可。此时，教师应设计好问题引导学生去听general idea.

(1)回答问题

如：《牛津高中英语》模块三第二单元TASK Reporting on body language Stepl：filling a chart这一听力是美国common gesture的含义。因涉及到的国家及其手势比较多，学生普遍感到困难，从整体考虑，特准备了如下问题：

第2/4页

1、What is the listening mainly about?

2、How many common gestures does the speaker mention about?

3、Are the common gestures the same in different countries?

对以上问题，即使是基础弱的学生也都回答出来了，因而这一步能帮助学生树立听细节的信心，同时也能帮助学生树立学好英语的信心。

(2)选择

《牛津高中英语》模块三第一单元TASK Telling a story Stepl：completing a checklist Part A的三个选择题就是这段听力的大意，听时告诉学生只需选出答案即可。

2.为了解某些具体信息的听(Selective listening)

(1)填空

在听懂大意基础之上来听细节，即Listen for details。教师根据听力练习布置任务，这样学生就会带着特定的目的去听，专心致志地寻求所需信息。听完后，应留时间给学生写答案，甚至在中途也可以使用暂停开关，然后让学生互相检查答案，最后再集体检查答案。如果学生有疑惑，也可再放两、三遍直至听懂。放音时也可利用暂停键留给学生足够的时间来写出答案。《牛津高中英语》模块三第二单元TASK Reporting on body language Stepl：filling a chart共有九个空需学生边听边记。第一，三，四，六，九空都是一个词，而二，五，七，八是多个词。在听二，五，七,八空时可以按暂停键给学生足够的时间来记。

(2)回答问题

《牛津高中英语》模块三第一单元TASK Telling a story Step1: completing a checklist Part B共有八个问题。如让学生都听，一是速度快，问题多，学生感觉有难度。教师可将学生分成两大组，一组听单数问题，另一组听双数问题。听后再进行小组讨论.如果学生有疑惑，也可再放两、三遍直至听懂。

3.精听(Intensive reading)

解决了问题之后，应该给学生最后一次听的机会，目的之一是引导学生发现和分析影响在听时练习效率的原因，也就是找出没听懂的原因，积累经验，加深学生印象;二是帮助学生充分利用所听材料进行语音、语言知识的学习与积累。因而，这一步是保证听力理解能力提高的重要环节。

三、听后阶段(Post-listening)

在听完之后让学生做一些有关听力内容的练习。这一步在听力教学中是必不可少的。原因有三：其一，听后练习可以检测学生是否真正听懂;其二，可以加深学生印象：其三，可以帮

第3/4页

助学生对听力材料做更深层的理解。《新课标》在教学建议中提到在中学英语教学中发展合作精神，在这一阶段中，教师可以给学生提供足够的讨论，表演，复述，写作等合作性的活动。

1、讨论

《牛津高中英语》模块三第一单元workbook listening是有关动物的感觉.学生听后，教师可提供如下拓展性的讨论话题：

(1)What are the differences between elephants’ and human beings’senses?

(2)Can we make the most of the animals’senses?

2、表演

《牛津高中英语》模块三第二单元Task Reporting on body language Stepl：filling in a chart学生听后可以让他们模仿不同的体态语，同桌说出其含义。

3、复述

《牛津高中英语》模块二第三单元Task Writing a biographical article Stepl：finding a speaker for your school在听后阶段里先让学生分组参考the note sheet互相复述Requirements for speakers，之后再叫学生上台复述。

4、写作

《牛津高英语》模块三第二单元workbook Listening是有关英语学习的，听后小组讨论How to improve Engiish?然后再以此为话题写出来。

高中英语听力教案2

英语①(必修) Unit 1

survey n. 调查;测验 add up 合计

upset adj. 心烦意乱的;不安的;不适的 vt. 使不安;使心烦 ignore vt. 不理睬;忽视 calm vt. & vi. (使)平静;(使)镇定 adj. 平静的;镇静的;沉着的 calm (…) down (使)平静下来;(使)镇定下来 have got to 不得不;必须

concern vt. (使)担忧;涉及;关系到 n. 担心;关注;(利害)关系 be concerned about ... 关心...;挂念... walk the dog 遛狗

loose adj. 松的;松开的 vet n. 兽医

go through 经历;经受

set down 记下;放下;登记 series n. 连续;系列

a series of ... 一连串的;一系列;一套 outdoors adv. 在户外;在野外 spellbind vt. 迷住;迷惑 on purpose 故意 in order to 为了…… dusk n. 黄昏;傍晚 at dusk 在黄昏时刻 thunder vi. 打雷;雷鸣 n. 雷;雷声

entire adj. 整个的;完全的;全部的 entirely adv. 完全地;全然地;整个地 power n. 能力;力量;权力 face to face 面对面地

curtain n. 窗帘;门帘;幕布 dusty adj. 积满灰尘的

no longer / not … any longer 不再…… partner n. 伙伴;合作者;合伙人 settle vi. 安家;定居;停留 vt. 使定居;安排;解决 suffer vt. & vi. 遭受;忍受;经历 suffer from 遭受;患病 loneliness n. 孤单;寂寞 highway n. 公路;大路

recover vi. & vt. 痊愈;恢复;重新获得 get/be tired of ... 对……厌烦

pack vi. & vt. 捆扎;包装;打行李 n. 小包;包裹

pack (sth) up 将(东西)装箱打包 suitcase n. 手提箱;衣箱 overcoat n. 大衣;外套 teenager n. 十几岁的青少年

get along with 与……相处;进展 gossip vi. & n. 闲话;闲谈 fall in love 相爱;爱上

exactly adv. 确实如此;正是;确切地 disagree vi. 不同意

grateful adj. 感激的;表示谢意的 dislike n. & vt. 不喜欢;厌恶 join in 参加;加入

tip n. 揭示;技巧;尖;尖端;小费 vt. 倾斜;翻倒

secondly adv. 第二;其次 swap vt. 交换

item n. 项目;条款

Unit 2

subway n. 地下人行道;<美>地铁 elevator n. 电梯;升降机

petrol n. <英>汽油(=<美>gasoline) gas n. 汽油;气体;煤气;毒气

official adj. 官方的;正式的;公务的 voyage n. 航行;航海 conquer vt. 征服;占领 because of 因为;由于

native adj. 本国的;本地的 n. 本地人;本国人 come up 走近;上来;提出

apartment n. <美>公寓住宅;单元住宅 actually adv. 实际上;事实上 base vt. 以…为根据

n. 基部;基地;基础 at present 现在;目前

gradual adj. 逐渐的;逐步的 gradually adv. 逐渐地;逐步地 enrich vt. 使富裕;充实;改善 vocabulary n. 词汇;词汇量;词表 make use of ... 利用;使用 spelling n. 拼写;拼法

latter adj. 较后的;后半的;(两者中)后者的 identity n. 本身;本体;身份 fluent adj. 流利的;流畅的

高中英语听力教案3

R=reporter M=man

R. What was the first thing you remember? M. Oh, my goodness. It was about 5 o’clock in the

morning. I remember, I woke up when I was

thrown out of the bed. When I tried to walk,

the floor shook so that I fell. I felt terrified and

rushed downstairs.

R. What did you see outside?

M. Oh, I saw things I never want to see again. It seemed as if the end of the world came. People were crying, shouting and running everywhere. Bricks were falling down from some buildings while big ones were shaking...... Lots of people were getting buried under bricks. There were great fires around us. It was terrible.

R. Did you realize what was happening? M. No. I asked a man standing next to me what happened. Before he could answer, some bricks fell on him and he was killed.

R. That sounds frightening. Did you know where

to find a safer place?

M. Oh, no. Luckily I met a man who knew the

way to a boat.

R. So.... you got away easily

M. No, we didn’t. It was difficult because

the streets had deep cracks. As we were carefully picking our way, some frightened cows rushed up Market Street and dropped into one of them. I’ll never forget the noise they made. Some ofthem had broken their legs and others were climbing upon each other to get out. Horrible.

R. How did you feel once you’d left the

第2/3页

city?

M. Umm. I felt safer because we were

being

cared for. The soldiers saved us. They brought us water and food. Thanks to them many of us are still alive.

高中英语听力教案4

This is the BBC in London. Here is the news at ten.

South Korea has the most effective edudation system of the world's richest countries, with Japan in the second place and the United States and Germany near the bottom, a United Nation's study said Tuesday. The ranking provides a comparison of the developed world.

The study is based not on how many students reach what level of education, but on testing what pupils actually know and what they are able to do, including their abilities in reading, math and science.

Germany, with its strong eucational tradition, occupies the 19th place out of 24 nations, just behind the United States in 18th place.

An American government official said, "Our schools are simply not good enough and they don't compare well with systems in other countries."

"It is clear that educational disadvantage is born not at school but in the home," said the report. "Learning begins at birth and is encouraged by a loving, stimulating environment."

参考答案：

(1) math and science

(2) South Korea

(3) second

(4) The United States/America

(5) 19th

高中英语听力教案5

第一部分听力部分

一、听力测试(共三节，满分25分)

第一节(共5小题，每小题1分，满分5分)

听下面5个问题。每个问题后有三个答语。从题中所给的A、B、C三个选项中选出选项。听完每个问题后，你都有5秒钟的时间来作答和阅读下一个小题。每个问题仅读一遍。

Text 1. How often do you exercise?

Text 2. Where did you go on vacation?

Text 3. What do you think of the Voice of China ?

Text 4. Did you go online with anyone?

Text 5. Who is the most hard-working in you class?

第二节(共7小题，每小题1分，满分7分)

听下面7段对话。每段对话后有一个小题，从题中所给的A、B、C三个选项中选出选项。听完每段对话后，你都有10秒钟的时间的来回答有关小题和阅读下一小题。每段对话仅读一遍。

Text 6

W: Who's your best friend, Molly?

M: Peter. Because he likes to do the same things as I do.

Text 7

M: Claire，what kind of dance are you learning?

W: Oh, swing dance. I like it very much.

Text 8.

M：Hey, Tina. Where did you go on vacation?

W: I went to the mountains with my family.

Text 9.

M: Can you come to my party tomorrow, Alice?

W: Sorry, I can't. I have to visit my grandparents.

Text 10.

M: May I go online now?

W: No way. Homework first.

Text 11.

M: Grace, did you buy anything special for your father?

W: Oh, yes. I bought him a hat.

Text 12.

W: Do you want to watch a talk show, Jack?

M: No, it's meaningless. I only want to watch the Voice of China. It's interesting.

第三节(共13题，每小题1分，满分13分)

听下面4段对话或独白。每段对话或独白后有几个小题，从题中所给的A、B、C三个选项中选出选项。听每段对话和独白前，你将有时间阅读各个小题，每小题5秒钟;听完后，各小题将给出5秒钟的作答时间，每段对话或独白听两遍。

听下面一段对话，回答13至15题。

Text 13

W: Hello, Hill Restaurant .May I help you?

M: Hi, my name is Tim Clark. I'm calling about my bag. I had lunch at your restaurant today, and I think I left it there.

W: What color is it ,sir?

M: It's blue. I really hope you have it.

W: Oh, do you have anything important in it?

M: No, there is nothing in it. I bought it before lunch. It's a gift for my sister's birthday.

W: Hmm. Can you hold on for a second? I'm looking in our lost and found box now. …Aha, your bag is here!

M: Thank goodness! I'll come and get it at six . Is that OK?

W: Sure, sir. Your name again, please?

M: Tim Clark

W: T-I-M Tim ,C-L-A-R-K Clark?

M: That's it. I'll be there at six. Thanks

W: You 're welcome

听下面一段对话，回答16至18题。

Text 14

M: Hi, Helen. Long time no see.

W: Hi, Rick. Yes, I was on vacation last month.

M: Oh, did you go anywhere interesting?

W: Yes, I went to Guizhou with my family.

M: Wow! Did you see Huangguoshu Waterfall?

W: Yes, I did. It was wonderful! We took quite a few photos there. What about you? Did you do anything special last month?

M: Not really. I just stayed at home most of the time to read and relax

听下面一段对话，回答19至22题。

W: Which subject do you like best at school?

M: Computer studies.

W: Why?

M:I can work fast and also get a lot of useful things on the web. When I'm tired ,I can play games on it.

W: Do your classmates like the subject?

M: Yes, more boys than girls like the subject.

W: Why don't many girls like computer?

M: It's hard to say. Most of them like art and languages.

W: I like computer studies but I don't like computer games. I feel the computer is helpful for my study.

听下面一段材料，回答23至25题。

One day a little boy came into a fruit shop. He had five dollars and want to buy some apples. He said to the shop assistant, "Give me apples for five dollars, please."

When the shop assistant gave him the apples, the boy counted them and felt very surprised. Then he said , "Last Friday, my mother bought apples here for five dollars, too. Why did you give me fewer apples?"

"Don't ask questions ,boy. I have no time for your questions."

"Excuse me, sir," said the little boy, but …"

"It's all right, my boy." said the shop assistant. "Don't you know? The fewer apples you get, the less fruit you will have to carry."

"All right," said the boy, and he gave four dollars to the shop assistant. He was just going to leave the shop when he heard the words, "Come back! You must pay me five dollars."

"That's OK" said the boy,. "Don't you know? The fewer dollars you get, the less money you will have to count."