中学英语听力教案

2024-06-17

中学英语听力教案（精选8篇）

1.中学英语听力教案篇一

今年我代表学校参加了本年度的区级学科基本功大赛，我想这次比赛给我最大的收获不是我获得了二等奖，而是我在准备以及参加比赛的过程中得到的一些启发与感想。这次比赛既然名为基本功大赛，那么其中最重要的一个部分就是能在规定的时间内撰写一课的标准教案。但对于英语这个学科，一直以来对教案的格式就没有一个统一的定论，所以在接到参赛通知以后的很长一段时间以内，我都在广泛收集四处求教，试图能拼凑一份“标准”格式，但结果却是教案找了不少，意见也听取了不少，也没有一个格式是符合所谓的“标准”。后来区教研员的一席话让我茅塞顿开，他让我好好琢磨一下教案的目的是什么，一份规范标准的教案它的标准应该是是否可行，是否服务于本课的要求等等。对此我进行了认真的思考，对英语教案的编写又有了进一步的认识，借此机会写出来希望能对这方面比较赶兴趣的同行有所帮助并共同讨论。

一、教案的格式

教案的格式可以多种多样。但好的教案除了一般的课题、课型外还应包括以下内容：

1、教学目标(Aims)：即一堂课最主要的总目标。虽然可以是相当概括的(generalized)，却道明了贯穿整堂课的主题。最好分为知识目标(knowledge aims)，能力目标(Ability aims)，情感目标 (Morality aims)。

2、教学目的(Teaching objectives)：即一堂课中要求学生掌握的详细目标。细列这些条目，可以帮助教师明确本堂课的教学目标;有机地安排各个教学环节，预先判断目标是否适度，在课堂结束时或课后评估学生的学业成就。要罗列教学目标，明确写清要求学生做到的是什么，不能太含糊。这里要注意其可行性。比如下列教学目标就太含糊，教师将无法有效地在教学活动中体现，也无法评估其有否达成。

Students will learn about the infinitive.

Students will do the reading comprehension.

清晰的教学目标有利于课后重新审视并评估学生对教学目标的掌握程度。

在陈述教学目标时，要区分终端目标和分级目标。终端目标是教师测量、评估的最终依据和产物。分级目标是由终端目标分解而来的一个个教学环节的目标。例如：

终端目标(terminal objective)：

Students will successfully request information about airplane arrivals and departures.

分级目标(Enabling objectives)：

Students will comprehend and produce the following 10 new vocabulary items.

Students will read and understand an airline schedule.

Students will produce questions within when, where and what time.

Students will produce appropriate polite forms of requesting.

当然，学生现有的英语水平、已学过的内容等等都会影响到分级目标的制订。

3、教材和教具(Text book and Teaching aids )：列出教材和教具看似小事，但设计好使用策略就意味着教师明确了上课要带什么以及课堂各个环节如何安排。常常有教师去上课忘记带录音机、投影片、挂图、卡片、课堂作业或学生作业本之类的东西。写上要带什么、如何应用会有帮助。并且使听课的老师也是一目了然。

4.教学重点和难点(important points and possible difficult points)：教学重点是教师重点要讲的内容，而难点是教师在备课中认为学生较难掌握的部分，这两部分一定要在教学过程中有充足体现。

5.教学方法(teaching methods)：教学方法有很多：讲授法、讲述法、谈话法、演示法、练习法、讨论法......,对于大多数英语课是一个综合应用,我们可以使用“启发式教学法”这个广义的用法。

6.教学步骤：这也没有统一格式。不同课型的课堂教学步骤自然不同。即使相同的课型，教材、学生、教学条件不一样，教学步骤也就不一样。这一部分可包括：

(1)开场白或开场活动、游戏，作为“热身”(warm-up)。

(2)一系列的活动及教学设计。应预先给全班活动、小组活动、两两活动、教师和学生的说话时间等各个环节分配好时间。

(3)教学过程中一定要体现师生的双向活动，可以分两栏写，更清晰，更明了。

5、评估(Evaluation)：怎么知道教学目标有否达成呢?如果不对一堂课的内容进行评估，那么，教师常常是在对教学效果进行主观臆测，而无法被客观的观察和正确的评估所证实。

当然，并不是所有的英语课都要以一个小测验结束，也并不是每节课都得有一个评估的步骤。评估可以在常规的课堂教学中进行。某些形式的评估要等到过了一、二天某种能力得以真正建立、内化后再进行。不过，在学生完成某项学习任务后，必须对其进行正式或非正式的评估。否则，教师将无法评价学生的得失，从而获得有效的反馈信息，也没有依据来及时调整以后的教学。

6、课外作业(Extra-class work)：这一说法有别于家庭作业(homework)，不一定在家里完成。不过，重要的是，课外作业要精心设计，并向学生讲清，必要时应将作业内容和要求写在黑板上。

但从深层意义上讲格式只是一个形式问题，一份好的教案应该在于它的可行性，写的再好实现不了也只是纸上谈兵，所以备课很重要。

二、备课要领

1、如何开始备课

在教师着手备课之前，必须吃透课程标准(大纲)及教材，在此基础上，考虑学生的语言需求(language needs)，以确定课题和教学目的，作为本节课教学的总目标。再考虑列出1~3条本节课的终端目标，并详细记下。接着，从既定教学目标出发，考虑以何种教学法理论为指导，例如结构主义语言学、认知法、语法翻译法、功能-意念法等等。然后精心挑选、设计练习，确定要做、改、删、增的练习，列课时计划提纲，再逐步仔细预测各种教学技巧和教学手段的应用，特别是涉及可能修改计划、增删内容的教学步骤。在分级目标中写清运用各种教学技巧和教学手段的目的及教学活动。英语教师最常用的活动是默读、复述、讨论、听磁带、朗读、游戏和看录像带，此外最新的多媒体技术(Muti-media)

对于新教师，可要求其选择适当的课时，写明要说的话及预计学生的回答和反应。指导老师有责任和义务适当安排其写这样的详案。对于所有的教师来说，应选择性地写下教案的部分详细内容，如活动介绍，活动导语，规则或概括性的内容，预计易引起偏离的地方及应采取的措施，口头测试技巧，活动小结及课时小结等。

2. 变化(variety)、序列(sequencing)、节奏(pacing)和计时(timing)

在考虑各个教学步骤时，或写完整个教案后，教师须从整体上审视这个课时计划。这里有四点可供参考：

(1)教学技巧上，是否有足够的变化可以使课堂教学生动有趣?成功的外语课上总有不同的活动，使学生思维活跃，情绪高涨。

(2)不同教学技巧的应用和教学的组织有没有得到有序的、合乎逻辑的安排?理想化的课堂教学须朝着最终目标由易及难、循序渐进。建立在新知识之上的教学活动必须精心安排。

(3)整堂课的节奏设计得好吗?节奏的含义，可以有以下三个方面：第一，活动不能太短，也不能太长。如果课堂活动多而短，那么学生刚刚找到某活动的“感觉”，又得“跳到”下一个活动去了。这样不好。第二，教师应考虑如何把各种教学技巧、教学手段和教学组织形式揉合在一起。例如，一堂课上连续搞全班俩俩全班小组俩俩全班……的活动，每个活动五分钟，那么，这些活动是难以发挥其应有作用的。再如，一般情况下，两项默读活动也是难以产生良好效果的。第三，控制好节奏也有利于各个教学活动之间的衔接。

(4)整节课的时间有没有安排好?这是备课最难控制的因素之一。新教师往往容易提早授完所备内容，而后又易矫枉过正，不能完成课时计划。这里有两点值得提醒。一是预先准备一些“备用”的复习活动。如果提早授完已准备的内容，则进行复习。二是如果不定期不及授完，则准时自然地(gracefully)下课，第二天接着上。

3. 预测困难

从某种意义上讲，预测应用某些教学技巧的难易的能力，必须从实践中获得。它需要教师从学生的角度出发，通过认知移情去体味学生学习的难易。有的困难是教学活动本身所至，因此，有的活动指令在备课时就得写清楚。有的教师不写，而上课时不知所云，或讲不清楚。备课时动笔书写可预先判断指令是否明确，学生理解有否困难。

另一个困难是语言方面的(linguistic)。如能遵循S. Krashen (1985) 的“i+1”的输入假设(the Input Hypothesis) 原则去设计、选择语言材料，既适当高于学生现有的水平，又不至于太难，这样的语言材料应当是可取的。问题是，特别到了高中，班内学生的程度参差不齐。适当注意到个体差异、反馈信息及小组活动或许会起到一定的调节作用。

4. 学生个体差异

英语教学过程的“人文主义因素已得到高度重视”随着教学过程的重心由教师向学生转变，学生的主体作用日益突出。课堂教学必须充分考虑学生的个体差异。

我们主张，备课一般应以中等程度的学生为准，但也应适当照顾两头的学生。可以考虑以下五个方面：(1)教学内容适当包含一些较难或较易的项目，(2)针对不同水平的学生问不同难度的问题，(3)设计的教学活动尽可能让全体同学都参与，(4)小组活动中有意将两头的学生有选择地编排在一起，而将其他水平相当的学生编排在一起。(5)小组活动或两两活动中教师走动到成绩处于两头的学生中间参与交流。

5. 学生谈话与教师谈话 (Student talk and teacher talk)

备课时要充分考虑教师与学生的谈话时间。一般的英语课上，总是教师说得多，学生说得少。要注意让学生有较多的机会进行交际。

6. 适应课程标准

课程标准的编写，一般考虑了学习者因素(即年龄、受教育情况、学习目的等)和教学因素(即教学条件如资金、设备、班级大小等、教育指导理论、教材、学科地位等)。了解这些有利于教师在教学中从实际出发，从学习者而不是教师的角度去考虑问题。

7. 讲课笔记

备课有详案、简案之分，一份详案也许有五、六页乃至十几页。带入课堂的讲课笔记应当是什么样的呢?如拿了“成堆的”详案去上课，眼不离稿，则上课就不大可能充满活力。这样做显然是不合适的。许多教师只用一页篇幅罗列一下授课提纲和部分讲课内容。有的则喜欢用卡片，像图书索引卡一样。这样做既不至于会陷入“念稿子”的境地，也不会担心会忘了下一步该做什么。

总之，课堂教学是实施素质教学的主渠道。随着素质教育的不断深入，向课内时间要质量的呼声越来越高。而要提高课堂教学的效益，备课是关键。充分考虑影响课堂教学的各种因素，使之成为教师备课的必须考虑的内容，对备好课必将起到重要的影响。

2.中学英语听力教案篇二

关键词：英语教学,听力,听力教学

现行的人教版中学英语教材在教育理念、内容筛选、教学方法上体现以听、说领先,选材新颖、广泛,贴近时代发展的脉搏,但在听力素材方面明显不足,对学生听力素质的提高明显支持不够,同时也影响到学生高考听力的成绩。随着“3+x”考试的推广,高考英语增加了听力测试,旨在加强对学生英语交流能力的全面考查,更加全面地体现了国家对中学生英语综合能力的要求,这既是我国中学英语教学改革的需要,也是英语教学发展的必然结果。新大纲强调了对学生英语能力的全面发展。听、说、读、写是英语教学大纲的核心。在这四种基本技能中,听是获得语言信息及语言感知的最主要途径,是提高其他技能的基础,训练听力有助于全面提高学生的英语交流能力。

1 训练听力基础是关键

所谓听力“基础”,主要指学生在中学接受的与听力密切相关的读写译等方面的技能训练。

1.1 语音基础

不知道一个词该如何读或是读不准确,听到它时自然容易产生误解,特别是那些发音相近又易混淆的词。目前老师大都注意帮助学生掌握正确的语音语调及连续、失去爆破、英美音的区别等语音知识和语音现象,这对学生听力水平的提高很有帮助。

1.2 词汇量基础

词汇之于语言,犹如砖瓦之于高楼,词汇量小想提高听力如建空中楼阁。既要照顾到听力材料中的生词又想注意听力技巧,等于同时兼顾阅读和听力。这样的训练往往会事倍功半,久不见效。词汇量大了,听力训练便成了有米之炊,只要办法得当便可在短时间内有较大提高。因此要鼓励学生采用各种方法如大量阅读,积累分类,多查词典,做词汇练习等多种途径扩大词汇量。

1.3 阅读基础

在一定词汇量的基础上,阅读的快慢可反映出一个人对语言的反应能力和速度。看与听作为人们接收外界信息的两个途径,在很多方面是相似或相通的。大脑感知某种视觉信号的速度和敏锐程度的提高也有利于提高它感知同类听觉信号的速度,因此,快速阅读训练也有利于提高听力训练中反应能力和反应速度。

另外,在听力测试中,阅读速度快的学生看题目要求或所给选择项的速度也快,做题的速度自然也快。

1.4 教师讲解的知识积累基础

教师大多数用英语授课,而且讲解的东西都很实用,与现实生活联系紧密。学生要学好各门课程,首先要听懂并理解老师的英语讲解,这样老师的讲解便成了一份总有下集的连续听力材料。不过,这份听力材料也有局限性:许多老师习惯固定地使用某些表达方式及讲解方法,变化较少;有些教师还存在有发音不太准确或表达不符合习惯等问题。

2 提高听力兴趣是重要途径

在一种并不十分熟悉的听觉中寻求各种完整的意义和自己的理解并非一件易事。许多学生认为听力训练枯燥乏味。要让学生持之以恒,首先要引起学生的兴趣,使他们能主动,自觉地进行训练。如果方法不当,有些学生可能会在一段时间之后产生厌烦或畏惧情绪,甚至放弃。

2.1 听力材料由易到难,循序渐进

可以把学习时间分成几个阶段,每个阶段在训练上都有所侧重,由辩音、句子到段落、篇章,内容由浅入深,语速逐渐加快。学生能对自己听的材料有所了解,能听懂,才能有信心和兴趣。

2.2 选择与学生生活有关的材料

先选择有趣味的入门材料,如各种故事、生活会话或趣味短文等,然后再逐渐过渡到专业化的复杂材料。要让学生听一些泛听材料,让他们听懂或欣赏材料的内容,不带有任何思想负担。学生有了一定听力经验,再让他们接触听力测试题,才不会使学生产生畏惧情绪。学生听力达到一定水平后,各种听力材料都会引起他们的兴趣,有时是越难越好。

2.3 听力材料的量要大、音要泛

人云“见多识广”。学生只有在多听的基础上,才能熟悉各种各样的音的组合,并在头脑里留下深刻的印象,甚至形成定式,从而遇到各种材料都不会感到陌生。因此在教学中不能拘泥于一本教材,要给学生大量的材料进行训练。

2.4 学生一开始就要听“真实”的英语

在过去一段时间内,中学英语听力教学在我国还处于起步阶段。为了使初学者适应语言和语速差异,许多听力材料都把语速放得很慢。这样训练的听力一旦放到现实中往往不能适应。长时间听慢速英语养成习惯后,再听快速英语时感到很困难,很久无法适应。因此,我认为学生一旦入门就应听生活化的英语,所选的材料的语速应接近正常语速。也许开始学生感到困难,但经过短时间训练即可适应。这样练出的听力到现实中一用就灵,行之有效。

3 及时处理学生训练听力中的问题是保障

3.1 学生听力训练中会遇到各种问题

听得多的学生听力不一定就好;有的学生只是在听,却又不会听。因此需要老师及时给与方法上的指导,针对不同学生、不同问题、具体分析。

学生反映听不懂,原因可能是多方面的:如果是生词多,那么学生的词汇量有待扩大,基础有待巩固;如果是材料过于专业化或生僻枯燥,教师不妨改变一下材料的内容,换换口味;如果是因语速太快,那么告诉学生美国人天天这么快,过几天你就能适应过来,想和洋鬼子打交道不快不行。平时泛听材料有障碍时,要多听几遍,借助上下文进行推测分析。实在不行可借助工具书、听力原文或询问他人解决。在测试中遇到不懂的地方,要掌握技巧,善于分析,不要一听不懂就停下,影响后面的内容。一定要继续听下去,根据上下文或主题猜测其意或协助理解。另外也许能从题目要求或选择项上找点线索。实在无路可寻,说不定不懂的部分对理解和做题没有影响,或是毫无意义的部分呢。

3.2 要养成边听边记忆的习惯

在听的过程中,特别是听对话、段落或篇章时,要养成随听随记的习惯。一段材料听完后,不但要说出大意,还要说出主要细节,如时间、地点、人物、主要事件及结局等,并对全文做内容或结构、文体上的分析。千万不要让学生听“油”了,随听随忘,听完后脑子空空,不留任何印象。

3.3 听与写要配套训练

有的学生虽然听懂了,但是需要记的却写不下来。要进行边听边写的同步训练,养成边听边记细节的习惯有助于长篇材料的记忆和理解。

结束语

听力在英语四项基本技能中占主要地位,中学英语听力教学是一个复杂的过程,制约和影响听力教学质量的因素是多样的。但是,当我们对听力理解的构成要素、制约因素有了清晰的了解以后,在理论的指导下,不断实践,采取有效的教学策略,就能在教学中如鱼得水,顺利突破。

参考文献

[1]陈光学.听力的构成要素和培养策略[J].中小学英语活页文选,2002(13).

[2]谷素娟.英语听力兴趣的激发[D].辽宁师范大学,2004.

[3]胡泓.外语素质培养概论[M].湖北:湖北教育出版社,2000.

[4]刘晨.高中英语听力教学的弊病与对策之探讨[D].福建师范大学,2004.

[5]王笃勤.英语教学策略论[M].北京:外语教学与研究出版社,2002.

3.中学英语听力教学篇三

【关键词】听力训练;发展趋势;一般方法;组织教学;业务素质;材料;思维;困难

中学英语教学的目的之一在与培养学生使用英语进行交际的能力,也就是说英语的听、说、读、写能力。传统的应试教学模式,留下了英语教育中的“聋哑”后遗症。如何提高学生听力水平,给我们从事基础英语教育的教师们留下了深思。

一、“听”在教学中的地位

在完成了六年英语学习的高中毕业生中,英语笔试能力卓而不凡的不乏其人,但每当听别人说英语却是一头雾水,糊里糊涂。为改变这种状况我们必须加大听力训练,因而注重并加强听力教学方法的探索与研究,是提高中学英语听力水平的关键所在。

二、听力训练的一般方法

用英语组织教学,使英语听力经常化。课堂是实施英语听力训练的主阵地,要为学生创造一个良好的语言环境,就必须用英语组织教学。通过情景教学,即使学生不看书,也能容易听懂对话内容,从而增加了学生在课内接受听力训练的机会。用英语组织课堂教学是对学生进行听力训练最基本、最简便、最实效的形式,在用英语组织课堂教学的过程中,应注意以下几点:

(1)培养学生听英语的浓厚兴趣,增强他们提高听力的信心。

(2)教师的言辞,学生都会效仿,甚至于教师的发音、语调以及表达方式,学生也有可能模仿得很真。因此,英语教师必须加强业务修养,用流利、标准的课堂英语口语组织教学。

合理设计听力训练方式,使听力训练规范化。中学英语听力训练方式很多,主要包括听音辩音、听说对话、听写、听力理解等。听是理解信息,说是表达和传递信息,听是说的基础,说是听的提高。因此,中学英语训练的第一步是如何让学生开口说英语,要重在他们用英语自由表达的习惯,要抓平时,抓养成。听写作为一种固定的日常练习,使学生养成良好的听写习惯,当然听写有一种循序渐进的过程,可以从单调词组开始,逐步过渡到段落及至全文。听力理解包括对句子和文章的基本事实的认定及文章相关内容间逻辑关系的推断,是听力的高级表现形式,必须要常抓不懈。

遵守听力规律,使听力训练科学化。英语听力是一个“细活”,需要掌握规律,对症下药。

(1)明确目的。在做听力练习之前,特别是听力材料是短文时,必须让学生明白他们要做什么,让学生了解语言材料的背景,然后浏览题干部分及答案,让他们感到心中有数。

(2)掌握技巧。首先要消除畏惧心理、增强自信,然后要告诫学生不因为一两个单词没听懂而患得患失,要抓住关键词,抓主要线索,抓整体。还要让学生在进行听力测试时尽量记录下材料的基本事实。

(3)精心选择听力材料。应结合新教材的特点,选择语言规范,交际性强又十分按英美文化和习俗的语言材料。

(4)引导学生用英语思维,使听力训练个性化。指导学生用英语思维,减少心译过程,是培养学生良好的听力习惯,提高学生听力效果的主要一环。

三、中学生英语听力遇到的困难

语言上的困难。所听的材料中出现新词,新句型和新语法现象,或者由于连续、弱读、失去爆破、重音移动等而使词句发生变化,这些都会引起听的困难,克服这种困难最初可通过分析性听力练习来解决。

内容上的困难。学生听英语时,由于不熟悉英美人的生活习惯、文化特色、兴趣爱好等,常会感到所听材料显无具体的新词名着,但却不能听懂内容。所以听力练习配合一定的情景,并在教学中注意介绍文化背景。

心理上的困难。中学生听英语的潜在困难属于心理障碍,总感到被动、无把握,因此过分紧张。这样,本来可以听懂的也听不懂了。不要过分注意每个音,每个词,每个句,每一细节。听的时候的注意要集中到内容上而不是语言上,大意上而不是细节上,正在听的而不是已听过的。

4.中学英语听力教案篇四

中学英语教案转载（八年级英语上UNIT1 L1--8）

Unit 1 Me and My Class Lesson 1 Li Ming Is Back to School Ⅰ.Teaching content: 1. New words and phrases: grade, student, class, pupil, cousin; be back, have lessons/classes 2. Introduce yourself and your school Ⅱ.Teaching goals 1. Learn new words: back grade, student, class, pupil & cousin 2. Make sure the Ss can introduce themselves and their school 3. Talk about the differences between schools in China and other countries. Ⅲ.Key points: 1) Some new words and phrases 2) Introduce a school by mail Ⅳ.Difficult points: Compare schools in China and Canada Ⅴ.Preparation: some word cards, pictures Ⅵ.Teaching resources: recorder, pictures or cards Ⅶ.Type of the lesson: listening and speaking Ⅷ.Teaching procedure 1: Class opening 1)Teacher’s and Ss’ self-introductions. T: I’m your (new) English teacher from today. My name is …. You can call me Mr./Ms.x. I’m glad to learn English with you. I hope to be your friend, so I want to know you now. Please introduce yourself to me. Who wants to be my first friend? S1: My name is Wang Wei. T: Good, thank you Wang Wei. You are a handsome boy. . S2: My name is Li Xiaohua. T: Very good. Glad to get my second friend. Thanks, Xiaohua. Your red skirt is so beautiful. I like red very much. Where are you from? … (The teacher can ask Ss some other questions, such as: How old are you? Do you like English? What’s your favorite color? etc. but do remember to praise each student for whatever he/she says in English.) 2)Lead in today’s new lesson T: After you introduced yourselves, I have known some of you. Now I want to know something about our school. Who can tell me? Is it big? S3: Yes, It’s very big. T: oh? How big is it? S4: Every grade has 8 classes. T: Wow, yeah. It’s quite big. Then we have 24 classes (the teacher can pause a little here , waiting for the Ss speak together) altogether. Very good, Who can tell me how many students in our class? S5: Forty-eight. T: Thank you, S5. You know our class well. How many girls in our class? S6: twenty-five. … T: Thank you all for telling me about our school. Who knows schools in some other countries? For example, in Canada, their schools are bigger or smaller? You can guess the answer. Who wants to have a try? S7: bigger? T: Good! A nice try. Thanks. S8: I think, smaller. T: Good, it’s a different answer. Thank you. We’ll get the answer after we learn this lesson. Please turn to Page 2 of your textbook. We have more questions to discuss. 2. New lesson Step 1: Ask the Ss to discuss the questions in “Think About It.” Take the first question as an example: T: Have you changed over the summer holiday? S9, what about you? S9: Yes, Mr/Ms.x. I’m taller. I often went swimming with my brother. T: Swimming is good exercise in summer. What about others? S10: I’m thinner but taller. I played football everyday with my friends. S11: I’m sorry to say I’m fatter now. I like watching TV at home in the summer holiday. … Step 2: Listening and answering: A) Listen to the tape (of the first e-mail) with some questions T: We’ve talked about our school and class. Next, let’s listen to Li Ming’s e-mail then you can know schools in Canada are bigger and smaller. Please listen carefully and answer the following three questions: 1) Where did Li Ming write the letter/mail? 2) How many pupils are there in Li Ming’s class? (Play the tape ) T: Jenny is in Canada. Do you think schools in Canada is bigger or smaller? Ss: (together) smaller. T: Very good. S12, answer question 1, please. S12: (Li Ming wrote the letter) In China. T: Good, S13, How many pupils are there in Li Ming’s class? Do you know “pupils”? Yes, “pupil” means student. S14: There are fifty pupils in his class. T: Right, very good. B) Listen to the tape (of the second e-mail) and answer the following question. (Do the same as in section A) Who will come from the U.K.? Step 3: Reading and discussing A) Fast reading T: Read the two e-mails fast and silently. Then let’s discuss more about them. Here are some more questions: 1) Who is the e-mail from and to? 2) What can you learn from the two e-mails? 3)

5.中学英语听力教案篇五

总课题 8B Unit 5 International charities 总课时 10 第 1 课时

课题 Welcome to the unit 课型 New

教学目标 To introduce students to some international charities

To learn to use ‘used to’ and ‘be used to’

教学重点 To introduce students to some international charities

教学难点 To learn to use ‘used to’ and ‘be used to’

课前预习1. Preview the new words.

2. Revise some verb phrases.

课前准备录音机、多媒体课件

教学过程

教师活动学生活动

Step 1 Warming up by questioning

What charities in China do you know of? What do they help?

In this unit, we’ll learn some international charities. What international charities do you know of?

Have you ever heard of famous international charities like: ORBIS, Oxfam, UNICEF, World Vision and World Wide Fund for Nature?

Step 2 Finishing off Part A

On page 77 are some logos or pictures. Could you match the logos with the charities? I will check the answers later on.

Step 3 Discussing

What do you think people in poor countries need most?

Do they get help from international charities?

What can you do for charities? (We can donate our pocket money to them.)

Step 4 Listening and answering

Oxfam needs money to carry on with their work.

Who calls for donating pocket money to Oxfam? (Hobo)

Will he donate his own pocket money? (No)

Whose pocket money does he want to donate? (Eddie’s)

When does he want to go to donate money? (Right now, at lunchtime)

Does Eddie agree? (Of course not)

Why not? (He doesn’t often go out before lunch. That is to say, he isn’t used to going out before lunch.)

What does Eddie think of Hobo? (Hobo was kind to him before, but now he isn’t. That is to say, Hobo used to be kind to Eddie.)

Where will Hobo take Eddie to have lunch?

Do you think Eddie is willing to go to Oxfam right now?

Why?

Step5 Practice

1. Read this dialogue after the tape .

2. Read it freely.

Ask some students to act it out.Step

Step6: Doing homework

a. Listen, repeat and read the comic strips and try to remember it. Try your best to act it out.

b. Finish off the exercises in the Evaluation Handbook.

教学反思

江苏省淮北中学英语学科教案

初二年级教案活页纸主备人：陈小军审核人：初二英语组全体老师

总课题 8B Unit 5 International charities 总课时 10 第 2 课时

课题 Reading I 课型 New

教学目标 To learn to guess meanings of new words from the context

To learn to skim text for overall meanings and scan for details

To understand the structure of difficult sentences

教学重点 To learn to guess meanings of new words from the context

To learn to skim text for overall meanings and scan for details

教学难点 To understand the structure of difficult sentences

课前预习1. Preview the new words.

2. Revise some verb phrases.

课前准备录音机、多媒体课件

教学过程

教师活动学生活动

Step 1 Presenting

What international charities do you know about?

What do they do?

Have you heard of ORBIS?

ORBIS helps blind people in poor countries. The state of being blind is called blindness. Why does ORBIS help the blind patients? Because blindness affects many people around the world, mostly in poor countries. But most of the cases of blindness can be prevented or cured. Why don’t the blind go to see doctors? Because they are so poor that they can’t pay for medical treatment. ORBIS doctors treat them for free. They operate on/do (perform) operations on their patients. So the patients are thankful /grateful to them. How do you think ORBIS doctors feel when they help people? (They feel proud.)

Step 2 Listening and answering

Now listen to the tape, and then answer the following questions:

1.How many people around the world are affected by blindness?

2.How many cases of blindness can be prevented or cured?

3.Where do ORBIS doctors work?

4.What does ORBIS need?

Step 3 Reading silently and finishing off Part B2

Read the text silently again.

Try to fill in the blanks in Part B2, checking your answers against your partner’s.

(Keys: operations, skills, knowledge, grateful, patients, cured, donations)

Step 4 Finishing off Part C

Put the sentences together in Part C, then checking the answers with your partners.

(Keys: 1e, 2f, 3a, 4c, 5d, 6b; 1charity, 2blind,3eye, 4hospital, 5doctors, 6treat, 7teach, 8operations)

Step 5 Reading after the tape

1.Now read after the tape sentence by sentence. Pay attention to the sense groups within the sentences.

2.Read it freely.

3.Read it together.

Step 6: Doing homework

a. Act out the interview.

b. Tell your parents about ORBIS.

教学反思

江苏省淮北中学英语学科教案

初二年级教案活页纸主备人：陈小军审核人：初二英语组全体老师

总课题 8B Unit 5 International charities 总课时 10 第 3 课时

课题 Period 3 Reading 2 课型 New

教学目标 To work out the structure of each sentence

To retell the story in their own words, following the organization of the passage

To explain all the language points

教学重点 To retell the story in their own words, following the organization of the passage

教学难点 To explain all the language points

课前预习1. Preview the new words.

2. Revise some verb phrases.

课前准备录音机、多媒体课件

教学过程

教师活动学生活动

Step 1 Reading the text together

Read the passage on page 78 and 79 together loudly.

I may choose some of you to read the passage paragraph by paragraph later on.

Step 2 Making a flow chart on ORBIS

Go over the text to make a flow chart on ORBIS, getting ready for retelling.

You can use the flow chart on page 88 as a model.

Now try to retell the text story in your own words with the help of the flow chart.

Step 3 Explaining language points

What questions do you have about the following language points? Now make sentences of your own with them.

1. operate on sb.=perform/do an operation on sb.

2. used to do/ be used to doing

3. so…that/such…that

4. carry on with…

5. be proud to do/ be proud of…

6. improve one’s life

7. be grateful to sb. for sth.

Step 5 Doing additional exercises

用所给词组的适当形式填空(有一个多余)

be proud of, used to, be used to, so…that, operate on, carry on, such…that

1. He was hurt __________ badly ___________ we had to send for a doctor.

2. The little girl ____________ washing her hands before meals now.

3. I am ____________ Liu Xiang because he is the pride of our country.

4. I ___________ spend my pocket money playing computer games. It’s bad for my study.

5. The old doctor ______________ the patient last Sunday.

6. We need enough money __________ our work, so we need your support.

Step 6 Doing an extension activity

a. Think about what we can do to support ORBIS.

Introduce one charity that you know very well.

Step 7 Doing homework

a. Act out the interview.

b. Tell your parents about ORBIS.

教学反思

江苏省淮北中学英语学科教案

初二年级教案活页纸主备人：陈小军审核人：初二英语组全体老师

总课题 8B Unit 5 International charities 总课时 10 第 4 课时

课题 Vocabulary 课型 New

教学目标 To develop an understanding of suffixes

To use proper verbs and adjectives in context

教学重点 To develop an understanding of suffixes

教学难点 To use proper verbs and adjectives in context

课前预习1. Preview the new words.

2. Revise some verb phrases.

课前准备录音机、多媒体课件

教学过程

教师活动学生活动

Step 1 Having a revision

To begin with, answer my questions about Reading:

What kind of people go to ORBIS for help? (Blind and poor people.)

Can most cases of blindness be cured or prevented? (Yes.)

What do ORBIS doctors do? (They treat many patients.)

Do the patients need to pay for the treatment? (No.)

How do ORBIS doctors treat them? (They operate on them.=They perform operations on them.)

What is the relationship between “blind” and “blindness, “treat” and “treatment”, “operate” and “operation”?

We can form nouns by adding suffixes ‘-ment’, ‘-ness’, or ‘-ion’ to some verbs and adjectives. Sometimes we need to change the ending of the verb or adjective before we add the suffix.

happy-y+i+ness=happiness

celebrate-e+ion=celebration

invite-e+ation=invitation

Step 2 Finishing off Part A

Go to page 82 to help Daniel to change verbs and adjectives into nouns, checking the answers with your partner. Think of more examples if you can.

Step 3 Finishing off Part B

Fill in the blanks in Part B on page 82. Then read the e-mail aloud.

Step 4 Doing additional exercises

用括号中所给词的适当形式填空

1. The children in poor countries have to _____ empty bottles to earn money. Last term our school made a _____ for children in poor areas. (collect)

2. He could not pay his rent, so he had to _____ out. There was too much _____ of cars on the city roads. (move)

3. Old people live a _____ life in our country. It’s a great _____ for us to welcome you here. (happy)

4. The teacher always _____ her students as her children. The new _____ for blindness makes some patients see again. (treat)

5. Traveling by coach makes us feel _____ all the way. There isn’t much _____ here this year. (sick)

Step5: Homework

a. Read and learn these suffixes heart.

b. Finish off the exercises in the Evaluation Handbook.

教学反思

江苏省淮北中学英语学科教案

初二年级教案活页纸主备人：陈小军审核人：初二英语组全体老师

总课题 8B Unit 5 International charities 总课时 10 第5 课时

课题 Period 5 Grammar I 课型 New

教学目标 To use ‘used to’ to talk about a past habit or state

To use ‘be used to’ to talk about what we have done regularly

教学重点 1、学习用used to来谈论过去的习惯和状态。

2、学习be used to来谈论经常做的一件事。

教学难点 To use ‘used to’ to talk about a past habit or state

To use ‘be used to’ to talk about what we have done regularly

课前预习1.Preview the new words.

2.Revise some verb phrases.

课前准备录音机、多媒体课件

教学过程

教师活动学生活动

Step 1 Having a revision

Do you still remember Dr. Ma? What is he? (A doctor.)

Where did he work in the past? (In the hospital.)

Where does he work now? (On the ORBIS plane.)

So we can say Dr. Ma used to work in the hospital. We use ‘used to’ to talk about a past habit or state. We can use an infinitive after ‘used to’.

Step 2 Practicing

Say something about Dr. Ma’s life when he worked in a hospital using ‘used to’.

Step 3 Doing an extension activity

I am going to tell you about my own life.

I used to live in …

I used to go to … Secondary school.

I used to play badminton twice a week.

Show a photo of your family. In pairs, tell each other what your lives were like in the past. Each student should make up at least 3 sentences with ‘used to’

Step 4 Presenting

Now Dr. Ma works on the ORBIS plane. He lives a life which is different from the one in the past. But he is used to his new life. He is used to working on the ORBIS plane.

We use ‘be used to’ to talk about something we have done regularly for a long time so that it is not new any more. We put it before a noun (phrase) or an “-ing” form of a verb.

Step 5 Finishing off the exercises

Go to page 83 to finish exercises in Part A, B and C in pairs.

Step 6 Doing an extension activity

How have your lives changed since you started secondary school?

What new experiences and routines were you not familiar with at first? Like the different method of traveling to school, larger school size, different uniforms, more subjects offered. Work together to formulate sentences to express the idea of becoming accustomed to something.

I am used to taking the bus to school.

I am used to the larger classes at secondary school.

I am used to wearing the school uniform.

I am used to studying more than 10 subjects a week.

Step 7 Doing homework

a. Review what we have learnt.

b. Finish off the exercises in the Evaluation Handbook

教学反思

江苏省淮北中学英语学科教案

初二年级教案活页纸主备人：陈小军审核人：初二英语组全体老师

总课题 8B Unit 5 International charities 总课时 10 第 6课时

课题 Grammar II 课型 New

教学目标 To learn to use ‘so…that’ and ‘such…that’

教学重点学习用so…that和such …that来表示某件事物的程度及引起的结果

教学难点 ‘so … that’ and ‘such…that’的区别

课前预习1. Preview the new words.

2. Revise some verb phrases.

课前准备录音机、多媒体课件

教学过程

教师活动学生活动

Step 1 Presenting

What do you want to be in the future? What do you think of the job of teaching?

I think educating students is a long process and it is very important. We must be patient enough.

That is to say educating students is so important that teachers must be patient enough. = Educating students is such a long process that we must be patient enough.

We use ‘so…that’ or ‘such…that’ to show the result of something. We can use an adjective or an adverb between ‘so’ and ‘that’, and we use a noun or a noun phrase between ‘such’ and ‘that’.

Step 2 Practicing

Shirley wants to be a doctor when she grows up. Amy is now telling her what a doctor’s life is like. Help her combine what she is saying with ‘so…that’ or ‘such…that’. (Page 85)

Step 3 Doing an extension activity

Look at these pictures. We are to make sentences using ‘so…that’ and ‘such…that’.

Step 4 Coming to a summary

Work out the rule about ‘so…that’ and ‘such…that’

So…that/such…that

such…that作“如此……以致”解，连接一个表示结果的状语从句。与so…that 意思相同，但用法不同。如：so…that

这一结构中，so后边可加形容词或副词，而such后边要用名词(这个名词前面可以带形容词，也可以不带)。因此，such…that的句型结构可分以下三种：

1)such+a(an)+adj.+单数可数名词+that…clause

He is such a clever boy that everybody likes him.

He was such an honest man that he was praised by the teacher.

2)such+adj.+复数可数名词+that…clause

They are such interesting novels that I want to read them once again.

3)such+adj.+不可数名词+that…clause

He has made such great progress that the teachers are pleased with him.

注意：如果such后边的名词前由many、much、few、little等词所修饰的话，则不用

such而用so。例如：

He had so many falls that he was black and blue all over.

他摔了很多跤，以至于全身上下青一块，紫一块的。

He had so little education that he was unfit for this job.

他所受教育很少，不适合做这个工作。

There were so many people in the street watching the fire that firefighters could not get close to the building.

6. In fact, his English is one of these articles was so good that Angels wrote him a letter and praised him for it.

so…that也作“如此……以致”解，连接一个表示结果的状语从句。so…that与such…

that意思相同，但用法不同。现将so…that用法总结如下：

so+adj./adv.+that…clause(so的后面跟形容词或副词)

Step 5 Homework

a. Go over what we have learnt.

b. Finish off the exercises in the Evaluation Handbook.

教学反思

江苏省淮北中学英语学科教案

初二年级教案活页纸主备人：陈小军审核人：初二英语组全体老师

总课题 8B Unit 5 International charities 总课时 10 第 7 课时

课题 Integrated skills 课型 New

教学目标 To listen for and identify specific information about UNICEF

To respond to a written text and information got from listening

To talk about favorite charities

教学重点 1、了解联合国儿童基金会的工作范畴及基本的背景知识。

2、能从听力材料中获取相关有用的信息。

3、能用已掌握的信息使相关文章的意思表达完整。

教学难点能谈论自己为慈善组织做贡献的想法。

课前预习1. Preview the new words.

2. Revise some verb phrases.

课前准备录音机、多媒体课件

教学过程

教师活动学生活动

Step 1 Presenting

What international charities do you know about? Which charity can help you with your eye problems? Do the ORBIS doctors volunteer to do the work? Yes. They are volunteers. They do some voluntary work.

We have known something about the work of ORBIS. Today, let’s talk about the work of UNICEF.

Step 2 Reading and answering

Ask students to read the article in Part A2 and answer the following questions:

Which charity is this article talking about?

When and where was it set up?

Why was it set up?

How many countries and areas does UNICEF work in?

What does UNICEF help?

Step 3 Listening and finishing off Part A1

Listen to Part A1 and put the sentences in the correct order.

Check on your answers in pairs.

6.中学英语听力教案篇六

1. It takes + n. + to do…..

It will take a lot of courage to tell the truth.

Persistence is an important quality and it is what it takes to do everything well.

2. be known as / for / to

He is well-known for his film “Titanic” as a director to all in the world.

3. have a lot / much / little / nothing in common ( with sb. )

拓展：in common with / in common共用，公有

In common with most boys, he likes football.

Tom and I had background in common.

4. seem用法：

seem ( to be ) n. / adj.

seem to do / to be doing / to have done

seem like: He seems like an honest man.

It seems that / as if…….:

It seems (to him) that he would never be able to work out the problem.

It seems as if he has been at the scene of the crime.

There didn’t seem ( to be ) + n. =There seemed to be no + n.似乎没有……..

There be句型变体：

There used to be / appeared to be / must be / will be / was said to be…….

There lives / stands / comes / remains……..

There appeared ( to be) a quarrel between the two girls.

There was said to be a fight between Tom and Jim.

5. be/ get engaged to sb. ( engage A to B )与某人订昏

be engaged in doing ( engage oneself in doing)忙于从事某事

He wants to engage himself in foreign trade.

I can’t go with you. I’m engaged.

The father was shocked to learn that his daughter had got engaged to the poor young man.

6. nor 及 only +状语开头的倒装句

拓展：把否定词或否定结构not, little, hardly, never, no sooner….than, hardly……when, not only….but also, at no time, by no means, on no condition, in no case, nowhere, nor, seldom, few等置于句首时，常使用部分倒装结构。

No sooner had we got to the railway station than the train left.

If you don’t do it, nor shall I.

By no means will this method be satisfactory.

Never has she heard such a beautiful English song.

Only after he told me about it did I know the truth.

7. stop / prevent / keep sb. from doing sth.

They were stopped / prevented from going by the thick snow.

Don’t keep Bob from telling us the truth.

8. a promising man = a man of promise

promise n. / (to be) adj.有……的希望 / 预示……

This year promises a good harvest.

It promises to be cool in the evening.

make / keep / break one’s promise

promise sb. sth. / promise to do / promise sb. to do / promise sb. that clause

9. There is no point / seems to be no point ( doesn’t seem to be point)in doing sth.

做某事没意义 / 做某事似乎没有意义

10. be on fire for….热衷于./ on fire 着火了/ set fire to sth. ( set sth. on fire )放火烧 / catch fire着火 / make a fire 生火炉/ light a fire点火炉 / play with fire / open fire 开火/ under fire 受到攻击/ go through fire and water赴汤蹈火

As a child, he was on fire for drawing sth. freely.

11.make a difference to sb./ sth. 对某人有影响

make a difference between…… 区分，对…..不同对待

tell the difference between…..说出……之间的区别

the difference in / between / from在某方面的不同/……之间的不同/和……的不同

The rain didn’t make much difference to the game.

It makes a great difference which you choose.

It makes no difference to me whether he goes or not.

You should make a difference between right and wrong.

Can you tell me the difference in spelling between the words?

12.make up one’s mind打定主意

change one’s mind改主意

have sth. in one’s mind记得，想到

lose one’s mind / out of one’s mind失去理智

(sth. ) on one’s mind（某事）使人担心

out of sight , out of mind眼不见，心不烦

Sb.’s mind is on sth. / keep one’s mind on sth.某人心思在某事上

Keep sth. in mind记住

13.I doubt if / whether…….

I don’t doubt that…….

There is some doubt / I have some doubt whether……

There is no doubt / I have no doubt that……

14．more than多于/不仅仅/极其

no more than只有拓展：no better than=as bad as, no worse than=as good as

not more than不超过

15. match 使相配、相称，使较量，是……的对手

( A matches B , be well matched, match A with B) )

suit 指颜色、款式等适合某人的口味、需要

fit衣服等大小合适

The curtain doesn’t match the paint.

No one can match him in football.

These gloves don’t match.

I’m ready to match my strength with / against yours.

His deeds don’t match his words.

I’m no match for you at chess.

16. What if…..?假如…….会怎样？

17. believe in ：(1)believe in sb.= trust sb.(2) believe in (doing) sth.相信…..的存在（价值）

believe: (1)believe sb.=believe one’s words(2)believe sb. / sth. to be…(3) believe sb. to have done

18. (sth.)come up 被提出/(sb.) come up with sth.提出某事

The question hasn’t come up yet.

Scientists have to come up with better ways to deal with pollution.

run out / run out of sth.

come out / publish

come about / bring about

go out / put out

19. 强调句型：结构及注意点

结构：It is / was +被强调部分+that……..

注意点：

(1) 如被强调的部分为人，连接词也可用who;

(2) 如对句子的主语强调，应注意保持主谓一致；

It was not you but he that / who was to blame for it.

(3) 注意not until……在强调句中的使用，结构为：It is / was not until…….that…….

It was not until he shouted to me that I recognized him.

(4) 注意强调句与定语从句的区别；

It was in this village that he was brought up by his uncle.

It was this village where / in which he was brought up by his uncle.

It was in 1995 that he graduated from college.

It was 1995 when / in which he graduated from college.

It was in the hotel which / that was run by my uncle that we stayed when we were in Shanghai.

二、重点：动词不定式的用法(作主语、宾语、表语、定语、宾补、状语及其时态、语态)

三、难点：强调句型及否定词置于句首的部分倒装

四、同步巩固练习：

1. She looks very worried; I wonder what’s ______ her mind.

A. in B. for C. to D. on

2. Be careful! Your trousers will _______ fire if you stand there.

A. light B. catch C. get D. burn

3. What the doctors really doubt is _____ my mother will recover from the serious disease soon.

A. whether B. when C. if D. that

4. ----Can I help you?

----I want to buy a blue tie to ______ my shirt.

A. fit B. compare C. match D. suit

5.I ______ what the doctor had said and am better now.

A. took up B. went by C. passed by D. came across

6.-----How is everything going?

-----____________.

A. Very well B. Very good C. Good, thank you D. Nothing serious

7.-----How long has he _______ to the girl? -----Only a month.

A. engaged B. got engaged C. been engaged D. engaged himself

8._____ turned out that he was not the kind of person we wanted.

A. He B. That C. It D. This

9.He ______ me to come to the party, but until it was over, he didn’t appear at all.

A. asked B. demanded C. promised D. suggested

10.-----_______ we move the picture over there? Do you think it’ll look better?

----I can’t agree more.

A. What you think B. What if C. Even if D. Only if

11.Although I believe most of what he said just now, he is still not a man you can ______.

A. believe in B. trust in C. believe D. depend

12.He had tried everything but it made little ______.

A. use B. difference C. point D. sense

13.----How do you like this park?

----I never dreamed of _______ such a quiet place in this noisy city.

A. there was B. it was C. it being D. there being

14.It _____ unusual courage and determination to make the break with his family.

A. took B. needed C. spent D. shared

15.He didn’t support me in the match, ______ he disagreed with me.

A. the other way B. the other way around C. on the other way D. another way around

16.Why! I have nothing to confess. ______ you want me to say?

A. What is it that B. What it is that C. How is it that D. How it is that

17.It was _________ back home after the experiment.

A. not until midnight did he go B. until midnight that he didn’t go

C. not until midnight that he went D. until midnight when he didn’t go

18.. His speech turned ____ to be the most important on biology this year.

A. out B. off C. on D. in

19.There is no ___in protesting. It won’t help.

A. cause B. need C. point D. law

20. Only in this way ______ progress in your English.

A. you make B. you can make

C. you will be able to make D. will you be able to make

21. Children are naturally ___about everything around them.

A. curious B. worried C. interested D. serious

22. --It is not right for him to give up his present job.

--Well, I _____to change his mind but failed.

A. got B. came to C. searched D. sought

23. It was a _____practice for a man to wear a gun in belt around their middle in the 1860s in America.

A. usual B. ordinary C. normal D. common

24. We have something in common. It means:

A. We are partners B. We’re both ordinary

C. We like each other D. in some way, we’re similar.

25. In old stories, dragons were often ______a most powerful animal.

A. described B. described into C. described as D. describing as

26.It is in the factory ________Jack visited last week _________I will work after I graduate from the college.

A. that; that B. which; / C. where; that D. where; which

27.Not until he shouted to me __________.

A. that I recognized him B. did I recognize him

C. I recognized him D. I didn’t recognize him

Keys:

1-10 DBACB ACCCB 11-20 ABDAB ACACD 21-27 ADDDC AB

语法练习：

1. There is nothing for us to do it but _____ the injured man to hospital.

A. taking B. to take C. took D. take

2. Having done his Chinese exercises, he went on _____a letter _____Russian.

A. to write, with B. with, with C. writing, in D. to write , in

3.. -----What should we do? There’s no bus any more.

-----Missing the bus means _____home. Let’s go.

A. to walk B. walking C. walked D. walk

4. I know this boy well. I’ve seen him _____from childhood.

A. grew B. has grown C. grow D. to grow

5. The man will use what he has _____a camera for his wife.

A. to get B. got C. buy D. bought

6. Who did the teacher _____ an article for the wall newspaper?

A. has write B. has written C. have write D. have written

7. We should keep on _____ English every day to improve our spoken English.

A. to practice to speak B. to practice speaking

C. practice to speak D. practicing speaking

8.______to top of the hill, and you can see the whole of the town.

A. Get B. To get C. Getting D. Having got

9. -----Would you like us _____ in the classroom or shall we have a P.E. lesson.

-----Since there aren’t many exercises to do, I expect you _____a P.E. lesson.

A. staying, have B. to stay, to have C. to stay, had D. staying, having

10. Her skirt has become loose. She seems _____weight.

A. to lose B. that she has lost C. to have lost D. to be losing

11. The two dogs were used to ______in this strict way and they were once used to ____ prisoners who had run away from prison.

A. being trained, search for B. being trained, looking for

C. be trained, search for D. training, look for

12. -----Whom would you rather have _____ with you, Mary or Jane?

-----______..

A. go, Either B. to go, Either C. gone, Neither D. X, Anyone

13. I’m sorry _____that to your sister, but I didn’t mean to hurt her.

A. to say B. to have said C. saying D. having said

14. You shouldn’t allow ____games near the classroom, for it is too noisy.

A. to play B. to playing C. students playing D. students to play

15. The doctor is now very busy. Many patients are waiting _____outside his office.

A. to examine B. to be examining C. to be examined D. examination

16. I’m feeling a bit tired. Shall we stop _____a rest under that tree?

A. to take B. taking C. take D. taken

17. He was so careless ________lock his car.

A. that he B. as not to C. as to not D. in order not to

18. ----What is he doing? ----He seems _____a letter.

A. writing B. to write C. to be writing D. having written

19. I’m going to Shanghai next week. Have you anything _____ to your parents?

A. to buy B. to be bought C. to take D. to be taken

20. Take turns to listen. That way everyone can get the chance ____and ______with respect.

A. to speak, to listen B. to be spoken, to be listened

C. to speak, to listen to D. to speak, to be listened to

21. ----Are you used to ____up early now ?

----Yes, I am. But I used to _____ up late.

A. getting, getting B. get, get C. get, getting D. getting, get

22. ----Have you decided where to go today, Alice?

----I feel like ____to the Natural Museum. Would you like ____with me?

A. to go, to go B. to go, going C. going, going D. going, to go

23. The teacher came into the classroom, _____of the students in it.

A. only to find none B. finding no one C. to find no one D. finding some

24. How many wounded soldiers are left outside _____?

A. to be operating B. to be operated on C. being operated D. have operated on

25. The professor spoke very clearly to make his speech easy _____.

A. to understand B. understand C. understood D. understanding

26. The stars can’t be seen ____ in the sky in the daytime.

A. shine B. shone C. to be shone D. shining

27. I’ve worked with children before, so I know what _____ in my new job.

A. to be expected B. to expect C. to be expecting D. expects

28. The lost boy desired nothing but_____home.

A. go B. going C. to go D. went

29. -----You were brave enough to raise objections at the meeting.

-----Well, now I regret ______ that.

A. to do B. to be doing C. to have done D. having done

30. When the new students got off the bus, we hurried over ________the luggage for them.

A. to carry B. carrying C. only to carry D. carry

31. -----What do you think of the book? ------Oh, excellent, it is worth______a second time.

A. to read B. to be read C. reading D. being read

32. They don’t care for the meeting ________next month.

A. being held B. having been held C. to be held D. held

33. -----Are you waiting________?

-----No, I’m waiting ________the result of the exam.

A. the rain to stop, for seeing B. for the rain stopping, to see

C. to stop raining, for seeing D. for the rain to stop, to see

34.Have you forgotten_______a ruler from Mike? Please remember______it to him tomorrow.

A. borrowing, to return B. borrowing, returning

C . to borrow, to return D. to borrow, returning

35. Paul doesn’t have to be made _________.He always works hard.

A. learn B. to learn C. learned D. learning

36. We agree_________ here but so far she hasn’t turned up yet.

A. having met B. meeting C. to meet D. to have met

37. The boy wanted to ride his bicycle in the street, but his mother told him_________

A. not to B. not to do C. not do it D. do not it

38. The patients were warned _______oil food after the operation.

A. to eat not B. eating not C. not to eat D. not eating

39. Robert is said _________abroad, but I don’t know what country he studied in .

A. to have studied B. to study C. to be studying D. to have been studying

40.-Mum, why do you always make me eat an egg every day?

----________enough protein and nutrition as you are growing up.

A. Get B. Getting C. To get D. To be getting

41. When I handed the report to John, he said that George was the person_______.

A. to send B. for seeding it C. to send it to D. for sending it to

42. To fetch water before breakfast seemed to me a rule________.

A. to never break B. never to be broken C. never to have broken D. never to be breaking

43. Which do you enjoy _______ your weekends, boating or fishing on the lake?

A. to spend B. spending C. to have spent D. having spent

44. It happened _______ when I got out of the train.

A. to rain B. raining C. that rained D. to be raining

45. He is supposed to _______ to the meeting, but he didn’t.

A. come B. have come C. be coming D. came

46. She was sorry she had got no knife _________.

A. to cut B. cutting C. to cut it D. to cut it with

47. ________ you the truth, I didn’t want to tell you about it.

A. To tell B. Telling C. To be told D. Told

48. With a lot of difficult problems _______, the newly-elected President is having a hard time.

A. settled B. settling C. to settle D. being settled

49.-----I’d like to buy an expensive sports car. -----Well, Mike, we have got several models ______.

A. to be chosen from B. to choose C. to choose from D. for choosing

50. Having a trip abroad is certainly good for the old couple, but it remains _______ whether they will enjoy it.

A. to see B. to be seen C. seeing D. seen

Keys: 1-10 DDBCA CDABC 11-20 AABDC ABCDD 21-30 DDABA DBCDA

7.中学英语听力教案篇七

关键词：冀教英语,教学理念,教学效率

新的国家英语课程标准体现了素质教育的思想, 与以往关注基本知识和基本技能相比, 更强调培养学生外语学习的兴趣和自信心, 培养学生良好的学习习惯和有效的学习策略以及跨文化交际的意识, 为学生终身学习打下基础。河北教育出版社和加拿大DC国际交流中心组织中外专家编写的《Learning English》系列正是顺应了教学改革的趋势和新时代的要求, 体现了英语教学改革的新理念和新教法。

一、教材分析

《初中英语》注重有意义的语言学习和语言学习的系统性、实用性, 教材设计了许多新颖、活泼的教学活动和课堂项目 (project) , 让学生在使用语言做事的过程中, 体验、运用、掌握语言, 体现鲜明的时代特色。综合来说, 教材的编写指导思想用四个I和一个A代表:Integrative (系统性) ———重视语言教学整体性, 强调交际和会话, 同时又注重听说读写的平衡发展;Interactive (互动性) ———强调积极主动的、以学生为中心的语言活动。通过老师和学生、学生和学生等语言交流活动, 促使学生能够用英语来应对真实地讲英语的环境。Inclusive (关注全体) ———教学过程中面向全体学生。注重通过小组合作式学习等各种教学手段照顾每个学生的学习需要;Inductive (启发式) ———从学生的兴趣入手, 引导学生自主学习, 而非进行填鸭式教学, 使每个学生都能在自身基础上发展;Affect (注重情感) ———强调语言教学的趣味性, 提倡鼓励性教学, 注重引导学生体验语言学习的成功感和成就感。

二、加强教师自身素质, 提高教学质量

1. 更新“教学”理念。

与传统的教学过程相比, 任务型教学模式应该说是一个巨大的变革。这种新型的学与教的关系与传统的教与学关系相比是倒置的, 因此, 要让“学生带着任务学”的要求落到实处, 得到有效的贯彻执行, 教师必须首先改变自己的教学理念。教师理念的改变, 具体表现在以下几个方面:首先, 要树立相信学生的意识, 要相信学生具有能够独立学习的巨大潜能, 只要你相信他, 给他时间、空间、信任及帮助, 学生是能达到教师预设的学习高度的。其次, 要破除急于求成、包办代替的做法, 要充分认识到学生个体、家庭环境及社会背景的差异, 用教师的细心关怀和体察感悟, 帮助学生树立正确的学习态度, 养成良好的学习习惯, 培养合适的学习方法。再次, 教师要明白, 学生的能力培养是学生自主学习训练过程的关键所在, 是学生可持续学习能力发展的基础。让学生带着学习任务, 积极投入学习是发展学生英语能力的最直接, 最有效的方法。最后, 倡导任务型的教学模式不仅仅表现在学生对课程内容的学习参与上, 更高层次的表现为学生应该成为个体学习过程的启动者和控制者, 享有个体学习进程的预设权和控制权, 自主决定自己学习的进程轨迹, 从而达到控制、自我体验的学习境界。

2. 保护和发展学生学习英语的兴趣。

兴趣和爱好是最好的老师, 因为学生有了学习兴趣, 学习活动对他们来说就不再是一种负担, 而是一种享受, 一种快乐的体验, 学生会越学越想学、越爱学, 最终达到事半功倍的学习效果。我们都知道, 有很大一部分的学生对英语有种惧怕心理, 教师应重视这一现象, 利用一切有效的方法和手段使自己的英语课真正充满活力, 激活学生学英语的内在潜力, 给学生以适时、适量的表扬和鼓励, 激发和发展他们的学习兴趣。随着英语学习的不断深入, 教师要深入研究教材、教法、学法, 创造性地使用教材, 采用灵活多样地、富有趣味性和实效性的教学方法, 保护和发展学生的学习热情。更重要的是研究学生, 与他们交朋友, 通过合作交流及时准确地了解他们学习生活的实际状况, 以及对教师教学上的希望和要求, 并根据他们的实际需要及时调整教学方式、方法, 甚至是教学进度和教学目标。在平时的教学中, 教师应关注学生的知识水平、学习能力的层次差别, 实施分层教学和分类指导, 课堂活动的设计要切实体现出层次, 为每个层面的学生提供充满自信的参与机会, 让他们都能感觉到“我是有能力的, 我能学好英语”并在日常的教学活动中逐步使学生把对英语学习的兴趣转化为强烈的学习动力。

3. 引导学生养成良好的学习习惯。

良好的学习习惯可以使学生终身受益, 但良好的学习习惯不是与生俱来的, 它的养成也非一蹴而就, 特别是对于学困生, 教师更要把它当作一项持久而艰巨的工程。教师要精心培养学生课前利用工具书、音像资料等辅助预习新知识, 课堂上学会倾听、获取关键信息, 善于合作, 勇于开口表达。课后规定他们定时收听录音材料, 严格控制所听录音材料的量及其难度, 及时总结、使用, 巩固所学的词汇、句型等良好的学习习惯。方法策略也是决定成败的关键因素。苏霍姆林斯基说:“在学生的脑力劳动中, 摆在第一位的并不是背书, 不是记住别人的思想, 而是让学生自己去思考。”由此可见, 教学归根结底主要是培养学生的自学能力。因此, 教师在教学中应注重对学生学习方法和自学能力的指导, 自始至终都有意识地引导学生自学、思考、质疑、讨论和练习。培养学生主动发现问题, 提出问题并寻找答案的能力和分析、归纳、总结的能力。这就为发展学生的创造能力开辟了广阔的空间, 为其终身学习打下了良好的基础。

4. 发掘课堂多元评价的巨大潜力。

课堂教学要取得理想的效果, 必须确立一种能促进学生在小组中不仅个人努力向上, 并且乐于帮助别人的评价体系, 体现评价主体的多元化和评价方式的多样化。要让学生树立“荣辱与共”、“休戚相关”、“人人为我, 我为人人”的意识和理念。同时, 为了调动学生的学习积极性, 进一步提高学生的学习成效, 还可采用“进步竞争法”既为每位学生建立一个“基础分”, 以每次测试超过基础分的程度来为小组增加积分, 也可以把小组平均进步的分值作为小组积分的一部分。如果每个成员都尽自己的最大努力去学习, 就会最大限度地为小组赢得进步值。为了消除有的学生说得多, 而有些学生一声不吭的现象, 可采用“抽样督促法”。即在小组讨论解决一定的问题时, 可随机抽取一名学生代表整个小组发表意见, 这名学生的成绩将记入小组的积分中。对表现好的学生进行表扬, 同时也表扬组内其他同学对他的帮助, 让他们都感受到成功的喜悦。这样可以充分调动每位学生积极参与学习的主动能动性, 有效地落实了学优生帮助学困生的责任。半个学期或一个学期之后最好重新分组, 使小组力量达到平衡。这样不仅有利于竞争, 还可以使学生有机会和别的同学进行合作, 使教学活动富有生气和新意, 使学生的合作精神得到进一步的发扬, 合作能力得到更好的发挥。

总之, 英语教师要顺应时代的发展, 更新教学观念, 更新知识, 探索教育教学的规律, 努力改进教学方法, 不断提高课堂教学质量。

参考文献

[1]程晓堂, 郑敏.英语学习策略[M].北京:外语教学与研究出版社, 2002.

[2]中华人民共和国教育部.英语课程标准[M].北京:北京师范大学出版社, 2005.

[3]王笃勤.英语教学策略论[M].北京:外语教学与研究出版社, 2002.

[4]W.J.Popham.促进教学的课堂评价[M].北京:中国轻工业出版社, 2003.

8.中学英语听力教学探索篇八

【关键词】英语听力；技能策略方法；听力活动

一、我们需明确听力的心理机制

1.分析和综合

大脑高级神经活动的分析和综合功能在语言信号接受中的体现可表现为；①耳朵对音的感知和识别；②初步理解具体材料；③短时记忆储存；④联接新旧短时记忆中的材料；⑤领会所听材料意思并进行长时储存；⑥回顾大意梗概。根据英语学科特点，理解材料不仅仅是对每个词义的了解，而且还包括英语固有的词序、时态等语法关系以及各个词语和它们的替换形式之间关系的了解。

2.预测和筛选

在听的活动中，人并不总是在被动接受外界信息，而是时刻对上下文、或对所讲内容的背景知识、或对讲话人的身体姿态语气等非语言手段的洞悉了解的基础上，就可以听了上半句预测到下半句所要讲的大概内容。

3.印证和修正

在听的活动中，听者总是在自觉和不自觉地根据后面所听到的内容在不断检验和修正自己所做出的判断和结论，以求尽可能地理解别人。这是在听的活动中很重要的心理取向。

在听力教学中不妨把听的心理机制的基本知识简明扼要、通俗易懂地介绍给学生，使他们掌握正确的听的方法和技术。一边分析，一边综合；一边听，一边猜，带着问题在听的过程中去印证。

二、听力训练中的策略

听力是领会言语含义的一种能力。通过听觉领会言语是一个复杂的过程，它包括接收信息、识别、判断和理解声音、信号等几个层次的快速心理活动，因而要求听者具有一系列的听力技巧。如何训练学生掌握这些技巧，进而提高听力水平，这就需要教师采用正确的策略和方法。

1.课堂训练的策略

课堂上，教师要有计划、有步骤地训练学生掌握一些单项听力技巧。这些技巧大体包括：①抓要点：重点理解并记住所听材料的主要信息，克服力求听懂每句话、每个词而平均分配注意力的错误心理。②推理、猜测：依据上文，或录音中的复加信息，如语调、语气及伴随的其它声音等，对某些没听懂的部分进行合乎情理的推理或猜测生词。③预测：根据题目、图表、练习题等线索加上听者本人的自身经验来推测、判断将要听到的内容，有助于很快理解所听材料。④目的不同，听法有别：对于所听内容的目的，要求不一样，听者的侧重点及听的方式会有很大的差别。比如，听新闻一般是记住新闻要点，要着重注意最前面具有综述性质的导句；听天气预报，则要了解温度、风、雨、雪等细节；听讲座，必须跟上讲话人的思路，弄清楚要表达的中心内容，分为几大部分，每部分的要点是什么等等。如果教师不向学生传授这些技巧，只是一味地放录音给学生听，几遍后对对答案了事，学生的进步则会十分缓慢。教师若分期把这些技巧向学生仔细讲解、示范，并通过反复练习要求学生熟练掌握，能不失时机地进行启发，使放音与收听同有针对性的讲解和和阶段性的检查结合起来，再纠正错误时指出所犯错误的原因，那听力训练就会收到好的效果。

2.大量的课外语言输入策略

听力的提高光靠每周三四节英语是远远不够的，课堂上学到的技巧要通过每天课下的大量泛听来巩固和提高。语言习得依赖于大量的语言输入。教师必须人为地给学生创造一个目的语环境。只有通过大量的听力实践，学生才能把所学转变成一种自然习惯，并运用自如。如果课上和课下所听的材料能配套，也就是说课上讲什么，课下就着重听有关的听力资料，效果会更好。

三、听力训练中不可忽视非智力心理因素

和其它教学活动一样，在听力训练中，师生双方的行为都不限于智力活动，他们的非智力因素也参与并影响教学的进行，起着十分重要的作用。智力因素一般包括感觉、知觉、思维、记忆力等直接参与的认知过程，主要承担对信息的加工处理工作。而那些不直接参与认知过程的心理因素常被视为非智力因素，一般指情感、兴趣、注意力、意志等等。在学生身上则表现为学习情绪、学习态度。这些因素虽然不直接介入学习，但却起着激发、调节和推动学习的作用。如何调控学生的非智力心理因素，使其处于积极状态，从而提高听力训练的效率，是值得高度重视的。

当然，在完成教材听力训练之余，拓宽学生视野也大有裨益，且必不可少。听说读写是相互依存和促进的四种技能，教师应当注重把四种技能的培养合理渗透，全面提高英语教师不仅要坚持自我进修，更新自身知识储备，提倡终生学习，同时更要具备良好的个性品质。

参考文献：

[1]郑志亮.探索中学英语听力教学.《学周刊：下旬》，2014（3）

[2]陈红.中学英语听力教学浅谈.《广西师范大学学报：哲学社会科学版》，2002（S3）

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