英语听说课目标

英语老师要怎么备课听说部分的内容，准备一个好的教案吧。下面是我整理的小学英语听说课教案，欢迎阅读。

小学英语听说课教案【1】

一、教学内容分析：

本节课的话题是围绕“提建议，同意与不同意”而展开的。

通过对本节课的学习，让学生能熟练地用英语向别人发出邀请或建议，并给出同意或不同意的应答。

二、教学目标分析

(一)语言知识目标： 掌握提建议，同意和不同意回答的基本句型：

Ask for suggestions: What shall we do? Where shall we go?

Making suggestions: Couldn’t we go somewhere outside Edinburgh?

What/How about going up into the Pentland Hills?

We could do a bit of climbing.

Why don’t we go for a long walk?

Let’s find out about the coach times.

Agreeing: That’s not a bad idea! That’s a good idea!

Disagreeing: I don’t know. I’m not very keen on climbing.

Walking’s not really my thing, either.

No way!

(二)语言技能目标：

在听力过程中培养学生进行预测，获取信息进行问答，做笔记记录信息对信息进行处理的能力。

同时，在说的方面培养学生良好的语感，正确的语音语调，进行问答，复述的语言表达能力。

(三)情感目标：

积极参加有意义的户外集体活动对青少年的身心发展很有帮助。

在活动中发展友谊，互相帮助。

三、教学重点、难点分析

教学重点：

1. 在听力过程中培养学生进行预测，获取信息进行问答，做笔记记录信息对信息进行处理的能力。

2. 在说的方面培养学生良好的语感，正确的语音语调，进行问答，复述的语言表达能力。

教学难点：

1. 在教学过程中如何更好地创设场景，让学生有话可说，乐于表达。

2. 在听的过程中如何指导学生更快地记录更多的有效信息。

四、教学过程设计

Step 1：Pre-listening

Good morning, everyone! Tomorrow is Saturday. What shall we do and where shall we go? Where are you going? Let’s have a discussion.

Step 2：While-listening

Now class,we are going to listen to a text. Listen carefully and put the following sentences into the right order.

( )A. What about going up into the Pentland Hills?

( )B. Don’t forget we’ve got the dress rehearsal on Sunday evening.

( )C. Why don’t we go for a long walk?

( )D. What shall we do on Sunday?

( )E.I’m not very keen on climbing.

设计意图：

本节课中是提建议，这一练习可以降低学生对听力的焦虑程度，同时这也是任务型听力活动设计的一个重要环节。

(二)Listen a second time and fill in blanks according to the listening dialogue.

Zoe: What shall we do on Sunday, Jack?

Jack: I could________ . Couldn’t we go somewhere outside________ ?

Zoe: Like where? Don’t forget we’ve got the dress rehearsal on Sunday evening. They can’t do without us. We’ve both_______ .

Jack: I know, but the rehearsal’s not until six. What about going up into the Pentland Hills? I think they ______ there from the city centre. Perhaps we could_______ .

Lan: I don’t know. I’m not very keen ________.

Jack: Well, we don’t have to go climbing. Why don’t we______ ?

Kelly: Yes, that’s not a bad idea.

Lan: Walking’s not really my thing, either.

Zoe: Oh, come on! We could ____________ with us.

Jack: That’s a good idea! What about it, Lan?

Lan: No way! I’m going to catch up on some sleep.

Jack: Oh, all right. How about asking Sarah?

Zoe: No, her parents are _________ for the day.

Jack: OK, well, let’s find out about the coach times.

设计意图：

通过听录音，完成空格，让学生进一步理解对话。

Step3：Post- Listening

(一) Listen and try to answer the questions:

1、What are they talking about ?

2、What are they going to do on Sunday ?

3、Where are they going ?

设计意图:

指导学生在听的'过程中集中注意力，并进行记录。

(三)Listen and pay attention to pronunciation and intonation .

设计意图：

进行小组活动，学生分角色表演对话内容，让学生从模仿入手，在训练时要求学生学会利用相应的符号做好意群停顿，重音，升降调，以把握好朗读节奏，这样也有助于培养学生的自信，和加强一些重要句式结构的运用。

(三)Speaking ---Role Playing

T: Now we have learned about some great sentences about asking for and making suggestions and agreeing and disagreeing. Can you make your own conversations in groups? Ask your friends if they can do something with you.

这一活动通过运用所学的句子，回归到现实生活中邀请朋友参加某一活动，有礼貌的拒绝(说明原因)和接受。

Step 5：Summary & Homework

让同学总结本节课的收获，重新朗读重点句子，写出提建议，回答建议的基本句型。

作业:编一个生活小对话，使用提建议的方法句型。

设计意图: Summary使学生对这节课的内容有个整体的了解和巩固。

Homework课后的延续，以巩固所学的各项知识技能目标。

教学反思：

教师应该对教材进行科学合理的整合与取舍。

教师的课上训练形式要侧重于学生的交际能力培养。

笔头练习活动要与口头活动结合起来。

设计不同层次的活动与问题。

进行有针对性的教学.

小学英语听说课教案【2】

Listening and speaking class

I Teaching aims:

Knowledge aim:

Students can read and master the usage of the sentence structures “Yesterday we were happy. Today we are sad.”

Ability aim:

Through different kinds of teaching activities, students can improve their ability of listening and speaking.

Emotional aim:

After learning this class students will feel more confident when they speak English in daily life.

II Teaching key point and difficult point:

Key point: learn the meaning and usage of the sentence structures “Yesterday we were happy. Today we are sad.”

Difficult point: use these sentences correctly and fluently in daily communication.

III Teaching procedures:

Step 1 warming-up:

Greeting with students and listen a English song together named “If you happy and you know it”. During this section, students can do some actions according to the lyrics.

Step 2 pre-listening

After the song, ask students a question “Are you happy know?” Meanwhile, show a picture of smiled face. Then present new sentence on the blackboard “we are happy.” and ask students read the sentence several times.

Show another picture of cried face and ask questions “How about this one?”, then write the new word “sad” under the word “happy”.

Step 3 while-listening

Extensive listening

Listen to the tape for the first time. Ask students listen to the tape, and think about “what are they talking about?”

Intensive listening

Listen to the tape for the second time. Ask students pay more attention to detailed information and then answer following questions:

Q1: How did they feel yesterday?

Q2: How do they feel today?

Step 4 Post-listening

Task 1

After listening, ask students work in pairs to do a role play on the topic of what does he/she feel yesterday/ today? Give students 5 mins to make a preparation and then ask several groups give a performance in front of the class.

Task 2

Work in groups to do survey. Each member in one group should inquiry other members “How does he/she feel?” and make a chart. Then allow students to chose whose chart is the best one.

Step 5 Summary and homework

Review what students have learnt in the class, and ask students to inquiry their parents’ feelings by using these new expressions. Try to do one thing that can make their parents feel happy.

英语听说课的教学步骤是：

1、热身，即话题交流，结合本单元的中心话题，师生或者生生进行互动，开展口语交流活动。

2、学习目标语。

3、听力训练。

4、对话练习。

5、听力训练。

英语听说课的教学步骤应该有层次感，反映知识目标，能力目标和情感目标。给学生输入补充信息，调动学习热情。让学生感知语言，学习语言结构。激活学生思维，让学生组队练习，展开竞赛，利用语言结构进行语言输出，展示自己的才华。

首先应该营造愉悦的英语环境，通过课前的热身活动，让学生迅速把注意力转移到课堂上，并感受到一种轻松和谐的学习氛围，真正融入到听说课的情景之中，全神贯注地聆听老师所授内容。

其次为了引起学生对英语听说课的兴趣，教师应从学生实际生活出发，认真分析听力材料的话题，找出与学生生活相关联的话题。进而找到切入点，促使学生积极思考，为之后的听力做好铺垫。

最后教师可以引导学生进行自由表述，可以提出具体的问题启发学生思考，调动学生积极参与活动。

一、听力技能目标6 级听力技能目标：1 ．能抓住所听语段中的关键词，理解话语之间的逻辑关系；2 ．能听懂日常的要求和指令，并能根据指令进行操作；3 ．能听懂故事或记叙文，理解其中主要人物和事件以及他们之间的关系；4 ．能从听力材料、简单演讲或讨论中提取信息和观点。7 级听力技能目标：1 ．能识别语段中的重要信息并进行简单的推断；2 ．能听懂操作性指令，并能根据要求和指令完成任务；3 ．能听懂正常语速听力材料中对人和物的描写、情节发展及结果；4 ．能听懂有关熟悉话题的谈话并能抓住要点；5 ．能听懂熟悉话题的内容，识别不同语气所表达的不同态度；6 ．能听懂一般场合的信息广播，例如，天气预报。8 级听力技能目标：1 ．能识别不同语气所表达的不同态度；2 ．能听懂有关熟悉话题的讨论和谈话并记住要点；3 ．能抓住一般语段中的观点；4 ．能基本听懂广播或电视英语新闻的主题或大意；5 ．能听懂委婉的建议或劝告等。9 级听力技能目标：1 ．能听懂有关熟悉话题的演讲、讨论、辩论和报告；2 ．能听懂国内外一般的英语新闻广播；3 ．能抓住较长发言的内容要点，理解讲话人的观点及意图；4 ．能从言谈中判断对方的态度、喜恶、立场及隐含意思等；5 ．能理解一般的幽默；6 ．能在听的过程中克服一般性的口音干扰。