高三听力教学精听训练教学设计1.Teaching and learning Aims（1）Master some key words and word chunks（词块）in the listening materials and learn to express.（2）Learn about the rules of pronunciation and phonetics(语音）.（3）Develop a sense of intensive listening in English listening.2.Teaching ProceduresStep1:Leading -in&warming-upLook at the picture and translate the sentences on the screen into English using the key words.学校对校园欺凌这种行为的处置方法是很明确的。

(be clear about; School bullying/violence) _____________________________________________________________________________◆Ask students to learn about school bullying and develop a sense of obeying the law andgetting away from school bullying.Step2: Listen to some sentences and learn about the rules of pronunciation and phonetics.He is really clear what you need to learn to get a good grade.◆Ask students to listen to the teaching materials and learn to pronounce.Step3:Listening practice(1). What language did the speaker learn from the teacher?A. French.B. German.C. English.(2). What did the speaker’s course book look like?A. It was very modern.B. It had a red back cover.C. It was full of pictures.(3). How does the speaker feel about having classes?A. Bored.B. Tired.C. Pleased.(4). What do we know about the speaker?A. She knew a lot of French.B. She had some lessons at home.C. She has a talent for learning languages.Step4: Repeat following the tape(精听训练环节）（1）Understand the key word”copy”.（2）Master the skills of listening:◆连读:同一个意群里，前面一个词结尾的辅音和后面一个词开头的元音连起来读，构成一个新的音节。

以元音结尾的单词/i:/、/i/、/ei/、/ai /、/ɔi/与其他以元音开头的单词连读时，两个单词中间加/j/ 音。

◆失去爆破:当爆破音/p/、/b/、/t/、/d/、/k/、/g/后紧跟一个辅音时，该爆破音常常会失去发音。

◆意群与停顿: 长句子一般需要停顿，根据句意和结构，每个意群后面可以有一个停顿。

(3)Master the key word chunksa native English speaker / a native speaker of English; __________________front / back cover; ______________ day by day; _______________a short story; _____________ an exchange student; ________________not only …but (also) …; _______________ sth is easy for sb._________________3.Consolidation--listening test【2020新高考卷】（1）Who is the speaker?A. guide.B. A teacher.C. A coach.（2）When will the students leave for the museum?A. 6:30.B. 7:45.C. 8:00.（3）What will the students do at 1:15?A. See a film.B. Meet at a cafe.C. Visit a gallery.（4）Where can the students find more information?A. From teachers.B. From a website.C. From a book.让精听成为一种信仰！高考必胜！学情分析：英语听力作为英语基本能力之一，是学生学好英语的必备素质。

随着新高考对英语听力的要求，听力单独测试，两次机会。

目前高三正在紧锣密鼓地进行高考听力训练。

本节课以“精听训练”为主题，旨在提升高三听力教学的效率，进而提高学生的英语听力水平。

授课的对象为县级中学，学生英语听力水平较薄弱，听力教学很少开展，以学生套题训练为主，没有针对性。

加上高三时期，学生作业任务重，很难抽出时间进行听力独立训练，亟需在短暂的高三备考时间里，提升学生的英语听力水平，争取高考考出好成绩！效果分析首先，本节课的设计遵循了“以学生为主体、老师为主导”的教学原则，首先以“校园欺凌”作为课前热身，将德育渗透到教学中，引出词块be clear about/what...和听力句子He is really clear what you need to learn to get a good grade. 让学生从读开始，听读结合，再到听力教学。

整个教学过程从读句子入手，到利用语言材料进行精听技能的训练，在训练过程中解决连读、失去爆破等发音问题，学生的参与热情高涨，教学效果较好，初步达成了教学目的。

不足之处是某些环节时间有点仓促，没能深入点拨，没能最大限度地让学生去展示。

教材分析英语听力作为英语基本能力之一，是学生学好英语的必备素质。

随着新高考对英语听力的要求，听力单独测试，两次机会。

目前高三正在紧锣密鼓地进行高考听力训练。

本节课以“精听训练”为主题，旨在提升高三听力教学的效率，进而提高学生的英语听力水平。

在县级以下的中学生英语听力水平较薄弱，听力教学有时跟不上。

亟需在短暂的高三备考时间里，提升学生的英语听力水平，故尝试本节课的英语精听教学，力求有所改进。

高三听力教学精听训练评测练习Listening practice(1). What language did the speaker learn from the teacher?A. French.B. German.C. English.(2). What did the speaker’s course book look like?A. It was very modern.B. It had a red back cover.C. It was full of pictures.(3). How does the speaker feel about having classes?A. Bored.B. Tired.C. Pleased.(4). What do we know about the speaker?A. She knew a lot of French.B. She had some lessons at home.C. She has a talent for learning languages.Consolidation-- listening test（1）Who is the speaker?A. guide.B. A teacher.C. A coach.（2）When will the students leave for the museum?A. 6:30.B. 7:45.C. 8:00.（3）What will the students do at 1:15?A. See a film.B. Meet at a cafe.C. Visit a gallery.（4）Where can the students find more information?A. From teachers.B. From a website.C. From a book.课后反思：在本节课中，以导学案的使用为依托，积极调动学生参与听力教学的积极性。

在教学过程中，以校园欺凌为导入点，引出词块be clear about/what...,和句式He is really clear what you need to learn to get a good grade. 让学生试读该句并体会其发音技巧，然后播放语音指导，让学生对语音有初步的认识。

在此基础上，呈现影响听力的因素和本课的教学目标、学习目标和重难点。

接着给出高考模拟听力中的最后一段独白材料，让学生进行听力测试。

测试完成后开展精听教学。

在精听教学过程中，让学生熟悉听力原文中的一些词块，扫除词汇障碍；结合所给材料，给学生语音指导（连读、失去爆破、意群与停顿），让学生加强注意英语听力中的语音现象；接着让学生跟读练习，复习巩固。

最后利用2020年新高考听力进行检测。

本节课学生收获了知识和技能，感受到了收获的喜悦，加深了学生进行精听训练的意识。

不足之处：在听力教学中对学生点拨引导需再深入。

在解题过程中注意培养学生分析解决问题的能力和创新精神，给予适当的解题技巧。

课标分析：语言技能是语言运用能力的重要组成部分。

语言技能包括听、说、读、写四个方面的技能以及这四种技能的综合运用能力。