鬼火烧初中英语听力试讲教案

2020年12月15日发(作者：萧星甫)
初中英语听力试讲教案


【篇一：初中英语听说篇试讲】

听说篇： 初中英语试讲

good morning, dear judges, i’m number_____. ( 鞠躬) it’s my
great honor to stand here and start my class. the topic i
choose is section ___ of unit___in book ____.

greetings: good morning, boys and girls. class begins.

ok, thank you. sit down, please.

lead-in: first of all ___________________________________
__________ ____________________________________________
__ __________________________________________________ __
____________________________________________ _ ok, read
the title please. before learning, we should be clear about our
learning aims, because learning without an aim is like sailing
without a compass. read them loudly, learning aims, ready go.
learning aims: knowledge objects: students can master the
vocabulary of _______and the target language
_______________ _______________________________________
_______ _________________________________________ ability
objects: students can use the key vocabulary and the target
language to make similar dialogues and listen correctly.
emotional objects: ____________________________________
important and difficult points: students can use the key words
and the target language freely and listen correctly.

1

ok, class. can you say the vocabulary of _________ you know
as many as you can. alice? tom? jack? all of you are excellent.
but the best one is tom, he spoke out the most vocabulary. so,
you can get 1 smile for your group. maybe there are still some
words you don’t know, please look at the pictures and the
word cards, read after me please. next, look at the screen, all
the words are presented here, read them together. perfect.
thirdly, i point you read, follow me, please. now, let’s play a
small game. you act as translators, when i speak chinese, you
speak english, when i speak english, you speak chinese. are
you ready? here we go. well done. you are good translators.
now, open your books, turn to page___. finish 1a.
________________________ finished? let’s check the answers.

words are used for sentences. look at the screen, please. let’s
learn our target language together. read after me. next, read
them group by group. thirdly, read them in roles, the boys ask,
the girls answer. now, i’ll text your memory. read the target
language for 5 minutes and try to act them out. the best pair
can get one smile for your group. ok, time is up. which pair
wants to have a try? amy and your partner? great, you have
good memories. 2 smiles for your group. now, please open
your books and let us do the exercise 1b.
___________________

2

next, please make you own dialogues using what we’ve
learned. 3 minutes for you. now, let’s begin. have you finished?
any volunteers? ok, jack and your partner, please come to the
front and act your own dialogues out. ok, helen, can you make
comments about their dialogues? are there any mistakes?
_______________________


_________ _____________________________________________
_ _______________________________________________
terrific! all of you can get 2 smiles for your groups.

my dear students, do you want to challenge yourselves? it’s
time to show your team spirit. now, give each group some
pictures and word cards, please work in groups to make
situational conversations. the best group can get 3 smiles. 6
minutes for you. ok, let’s go. have you finished? yeah, group 6,
have a try. perfect! 3 smiles for your group. sit down, please.
next, ok, group 3. ____________________________________
_________ __________________________________________
give your group 2 smiles. hope you’ll be better next time.

class, we’ve learned some key words and sentence patterns.
who can summarize what we’ve learned? andy, you, please. < br>_______________________________________________ _______
_______________________________________ _________

3

_____________________ _________________________________
_____________ ___________________________________do you
have some problems? ___________________________
___ __________________________________________________ _
_____________________________________________ _________
_____________________________________ ________ ok, if
anyone of you still have some problems, you can ask your
classmates for help. if they can’t help you, welcome to my
office.

everybody, 2 homework for you, the first one: listen to the
recording after class. the second one : write a small
composition using what we’ve learned.

at last, let’s look at our points area. which group is the winner?
clap your hands for them. i hope the rest groups can learn
from them and i believe you can perform better next class.
class is over, see you next time.

i’d like to end my class. thanks for your attention. (鞠躬) 擦黑板，
交稿，离开

4

【篇二：英语专业试讲教案初一版】


teaching plan

i background information

(1) students: 40 junior middle school students;

(2) class duration: 45 minutes;

(3) time and date: 3rd, october, 2011.

Ⅱ teaching material

unit 3lesson 1 why do you like koalas?

book2, junior middle english

iii teaching aims: by the end of class, students are able to

(1) say the names of several animals in english

(2) exchange each other’s favorite animal and give an
explanation

(3) describe an animal confidently in simple english

(4) know the places where the different animals live.

iv teaching contents

(1) vocabulary: eight animals’ names (tiger, lion, elephant,
panda, koala, penguin etc.) and some adjectives that describe
the animals (small, cute, friendly scary shy etc.)

(2) structure:

a. what animals do you like?

b. kind of …. ie a littlebit…

(3) grammar: the usage of why and because (to ask reasons
and give reasons)

v teaching aids

blackboard, chalks, pictures

vi teaching methods

group work, whole class work

vii teaching procedures

step 1 warming up (10 minutes, whole class work)

(1) show students a picture of a dog, a cat and a monkey in
order to

introduce the new word “animal”.

(2) show pictures of another eight animals, such as tiger, lion,
elephant,

panda, penguin…and list these new words.

(3) ask students to read these new words.

step 2 learn the text (10 minutes, whole class work)

(1) read the dialogues in the textbook and explain them.

(2) according to the pictures on the text, list the adjectives
which describe these animals on the blackboard.

(3) compare the picture of the tiger with the picture of the lion
in order

to introduce the meaning of the phrase “kind of”.

step 3 interaction (10 minutes, whole class work and group
work)

(1) set an example for the usages of the new structures “what
animals

do you like? why do you like..? because they are kind of…
what other animals do you like?”

(2) ask 3 or 4 students the same questions.

(3) divide the class into 8 groups, ask them to exchange their
favorite

animals, and give a simple description of them.

step 4 presentation (10 minutes, whole class work)

(1) ask 1 student from each group to give a simple speech of
his or

her favorite animals.

(2) after students finish their speeches, give them comments
and

encouragement.

step 5 culture learning (5 minutes, whole class work)

according to pictures, tell students different animals are from
different countries. for example, pandas- china, koalas-australia,
lions-africa, penguins-the south pole…

viii summary

(1) students have learned names of several animals and some
adjectives

to describe them;

(2) students have learned to exchange information about each
other’s

favorite animals an

d give reasons;

(3) students have understood some cultures that different
animals come

from different countries.

ix optional activities

teacher lists some other common animals which are not
mentioned in the lesson such as wolf, fish, fox etc, and asks
several students to describe them.

x blackboard design

1.

small beautiful ugly cute=lovely clever; very scary kind
of scary; friendly; shy

2. kind of+adj. a littlebit +adj.

e.g. the tiger is very scary.

the lion is kind of scary.

3.- what animals do you like?

- i like…

-why do you like…? orwhy don’t you like…? (why…to ask
reasons)

-because they are kind of +adj. (because…to give reasons) -
what other animals do you like?

-i like…

too.

【篇三：初中英语听力教学设计】


初中英语听力教学设计

我们一般把听力教学分为三段，即：听前阶段（pre- listening），
听时阶段（while-listening），听后阶段（post- listening）。

1. 听前阶段（pre-listening）

此阶段虽是准备阶段，很重要。学生能否顺利获取信息在一定程度
上取决于他们对听力材料背 景知识的熟悉程度。因此，在听力活动
前应巧妙设计过渡性的任务作铺垫，可根据相关话题提些启发性问
题及必要的热身训练激活背景知识，给学生提供必要的语境，引入
话题，导出生词，降低难度， 使之产生联想，激发其“听”的欲望，
让学生想听、会听。所以，听前阶段应该激发学生的“听”欲，使 其
“想听”。

2. 听时阶段（while-listening）

此阶段是听力训练的实质性阶段，教师应有目的地教给学生一些听
力技巧。如：要指导学生“ 要边听边记，强化记忆，记录时要有重点，
有技巧：先填该词的前几个字母，可节省时间来听下一空，稍 后再
补充完整。培养学生听“主题大意、抓关键信息、合理推理及捕捉具
体细节”等方面的能力 。因此，听中设计要充分考虑这些要求，使学
生能听，听懂。教师要多点引导，少点批评，使其发挥正常 的听力
水平。听力任务设计要把握好“难”度，使其“能”听。

3. 听后阶段（post-listening）

这是听力训练的巩固阶段。听说读写四项技能 既相对独立，又相互
联系，要全面发展。即使是单项技能课，教师也要体现语言技能综
合性原则 。因此，在以提高听力技能为主的听力课上，也要根据实
际初中英语听力，将它与说、读、写有机地结合 起来，既有侧重，
又全面发展。所以在听之后应该充分挖掘资源，使其“延”听。我们
平时的课 堂上在听力之后还有填空、pairwork等。

听力设计虽没有固定的模式，却有其内在 的规律。教师只有树立“以
人为本”的思想，精心设计听力教学的各个环节，充分调动学生积极
性，有效开展听前、听中、听后活动，才能把学生通过听力材料所
获得的语言知识和语用知识有效地转化 为听、说、读、写的综合能
力。总之，

提高听力理解能力是一个反复实践的、持久 的过程，需要我们教师
在实际教学中不断探索新的听力教学策略，再掌握一些合理的听力
技巧， 师生共同努力初中英语听力，课内外结合，才能取得良好的
效果。

我们一直在进行 听力教学研究，但是很多老师对初中听力教学很是
迷惑，因为根本就没有明确的一些指导思想或明确的实 施方案，而
很多老师又缺乏在课堂实践过程中进行探索，其实这也是有点不切
实际的，我们的平 时课堂都是听说课型和读写课型及单元复习课型，
很少有专门的听力教学课型。今天晚上阅读了《浅谈初 中英语教学
中的听力设计》一文，对听力教学设计略有感想。