七年级英语上册配套听力材料（精选8篇）
学生用书：
(P2 Module 1 Unit 1 Part 3)试题：
（）
1、what is Miss Li? A.a doctor
B.a teacher
C.a worker（）2.where is Lingling from? A.Beijing
B.Shanghai
C.New York（）3.What is the relationship between Lingling and Daming? A.friends
B.sister and brother
C.mother and son（）4.How old is Wanghui? A.11
B.12
C.13
(P8 Module 2 Unit 1 Part 3)试题：
（）1.Where is Betty from? A.China
B.America
C.England（）2.How old is Betty? A11
B.12
C.13（）3.Where is Tony from? A.China
B.America
C.England（）4.How old is Tony? A11
B.12
C.13
(P14 Module3 Unit1 Part3)试题：
（）1.How many students are there in a class in Betty’s school?
A.20
B.21
C.22
（）2.How many boys are there in Daming’s class?
A.22
B.24
C.25
（）3.Who has a computer in Daming’s class?
A.Daming
B.Miss Li
C.No one
(P21 Module 4 unit1 part3)试题：
（）1.How many people are there in Tony’s family?
A.3
B.4
C.5
（）2.How many uncles does Tony have?
A.1
B.2
C.3
（）3.Tony doesn’t have any grandparents?
A.Yes, he does.B.No, he doesn’t.C.Sorry, I don’t know.学生用书(听力材料)：
(P2 Module 1 Unit 1 Part 3)
Miss Li: Hello.My name’s Miss Li.I’m a teacher and I’m Chinese.I’m from Wuhan.What’s your name? Where are you from?
LingLing: My name’LingLing.I’m from Beijing.I’m twelve years old and I’m Chinese.This is Daming.He’s my friend.We’re students.Daming: Hello.My name’s Daming.I’m a student and I’m twelve years old.I’m from
Beijing.Lingling is my friend.What’s your name?
Wang Hui: My name’s Wang Hui.I’m a student and I’m from Shanghai and I’m a student.I’m Chinese.I’m in Class One.Miss Li: Nice to meet you, Wang Hui.Wang Hui: Nice to meet you, too.(P8 Module 2 Unit 1 Part 3)Miss Li: Please welcome Betty and Tony to our school.They are from Beijing International School.This is Betty.Betty: Hello.My name’s Betty.I’m from America.I’m 13 years old
and I’m a student.I can play football and I can play basketball.I can speak English, but I can’t speak Chinese.This is Tony.He’s my friend.Tony: Hello.My name’s Tony.I’m 11years old.I’m from England and I can speak English.I can play football and table tennis, and I can ride a bike.Lingling: Can you swim? Tony: No, I can’t.And I can’t speak Chinese!
(P14 Module3 Unit1 Part3)Betty: In our school, there are 20 students in a class.In my classroom, there’s a blackboard and there are 22 desks.Daming: There are 46 students in my class.That’s 24 boys and 22 girls.No, that’s not right.There are 25 boys and 21 girls.There are 48 desks.Betty: Are there any computers on your desks? Is there a computer on Miss Li’s desk? Daming: No, there isn’t.There isn’t a computer on Miss Li’s desk.And there aren’t any computer on our desks.Are there any computer in your classroom? Betty: No, there aren’t.(P21
Module 4
unit1
part3)Lingling: How many people are there in your family? Tony: There are four—my mum and dad, my sister Linda, and me.I haven’t got any brothers.Lingling: Have you got any aunts or uncles?
Tony: My dad’s got a brother and a sister.My mum’s got a brother, but she hasn’t got a sister.So I’ve got one aunt and two uncles.And I’ve got four grandparents.教师用书（书上的题）：
(教参P38 Module 1 Unit 1 Part 1)
试题：
（）1.How many people are speaking?
A.2
B.3
C.4
(教参P52 Module 2 Unit 1 Part 2)试题：
（）1.What can Lingling play?
A.football and tennis B.football and basketball C.tennis and basketball
（）2.Can Lingling ride a horse?
A.Yes, she can.B.No, she can’t.C.Sorry, I don’t know.(教参P64 Module 3 Unit 1 Part 2)试题：
（）1.In Tony’s class, there are ____girls.A.25
B.15
C.10
（）2.What’s on the desk?
A.a computer and some books
B.some books and dictionaries
C.some dictionaries and a computer
（教参p76 Module4 unit1 part2）试题：
（）1.How many aunts does Tony have? A.1
B.2
C.4（）2.What is Tony’s sister’s name?
A.Lily
B.Betty
C.Linda
教师用书（书上的题）〈听力材料〉：
(教参P38 Module 1 Unit 1 Part 1)Wang Hui: Hello.My name’s Wang Hui.Lingling: Hello.My name’s Lingling.Wang Hui: Nice to meet you, Lingling.Lingling: Nice to meet you, Wang Hui.Wang Hui: I’m a new student.Are you a new student? Lingling: Yes, I am.(教参P52 Module 2 Unit 1 Part 2)Betty: Lingling, can you play football? Lingling: Yes, I can.I can play football and I can play tennis.But I can’t play basketball.Betty: Can you ride a horse? Lingling: No, I can’t.But I can swim.(教参P64 Module 3 Unit 1 Part 2)Betty: This is our school, Beijing International School.Tony: This is my classroom.There are twenty-five students in my class.Fifteen are girls and ten are boys.There are twenty-six desks in my classroom.There are some books on the desks.There are also some dictionaries on the desks.But there aren’t
any computers in my classroom.（教参p76 Module4 unit1 part2）
Daming: Have you got a big family, Tony?
Tony: Yes, I have.Look!This is a photo of my family.These are my grandparents at the back.I’ve got two grandfathers and two grandmothers.I’ve got two uncles and I’ve got one aunt.Daming: Have you got any brothers or sisters?
Tony: Yes, this is my sister at the front.Her name’s Linda.教师用书（workbook题）
(教参P44 workbook题Module 1 Exercise 8)
试题：
（）1.How old is Daming?
A.11
B.12
C.14
（）2.Who is Daming’s teacher?
A.Miss Zhang
B.Miss Li
C.Miss Wang
（）3.How old is Wanghui?
A11
B.12
C.13
(workbook题Module 1 Exercise 9)试题：
（）1.Where is Peter from?
A.America
B.China
C.England
（）2.Where does Peter live? A.in a hotel
B.in a flat
C.at school
(workbook题Module 1 Exercise 10)试题：
（）1.How old is Lingling? A.12
B.13
C.14（）2.what is the relationship between Lingling and Daming? A.they are friends.B.They are brother and sister.C.They do not know each other.（）3.Which class is Daming in? A.Class 1
B.Class 2
C.Class 3（）4.Miss Li is from England, isn’t she?
A.Yes, she is.B.No, she isn’t.C.No, she doesn’t.(教参P57 workbook题Module 2 Exercise 10)试题：
（）1.Can Lingling talk about jobs in English? A.Yes, she can.B.No, she can’t.C.Sorry, I don’t know.（）2.What can Daming talk about in English? A.work places
B.jobs
C.sports
(workbook题Module 2 Exercise 11)试题：
（）1.where is Betty from? A.America
B.England
C.Canada（）2.where is Tony from? A.America
B.England
C.Canada
（）3.What can they both do?
A.Play football and basketball.B.Play tennis and ride a bike C.Speak English.（）4.What can Tony do?
A.Play football and basketball.B.Play tennis and ride a bike B.Speak English.(workbook题Module 2 Exercise 12)试题：
（）1.Where is Helen from?
A.America
B.England
C.Canada
（）2.Where is Sam from?
A.America
B.England
C.Canada
（）3.What can Sam talk about in Chinese?
A.Jobs
B.Sports
C.Work places
(教参P69 workbook题Module3 Exercise 11)试题：
（）1.How many desks are there in Sam’s class?
A.42
B.43
C.51
（）2.How many girls are there in Helen’s class?
A.42
B.24
C.27
（）3.Who is next to Helen?
A.Sam
B.David
C.No one.(workbook题Module3 Exercise 12)试题：
（）1.What’s Betty’s brother’s name? A.Tony
B.Robert
C.Helen（）2.How many classmates does he have? A.20
B.30
C.40
(workbook题Module3 Exercise 13)试题：
（）1.whose desk is behind Wang Hui’s desk? A.Daming’s
B.Jiangli’s
C.mine（）2.Whose desk is behind my desk? A.Daming’s
B.Sun Yong’s
C.Zhang Ya’s
(教参p80 workbook题Module4 Exercise10)试题：
（）1.Does Tara have a father? A.Yes, she does.B.No, she doesn’t.C.Sorry, I don’t know.（）2.How many brothers does she have? A.1
B.2
C.3（）3.How many people are there in her family all together? A.6
B.7
C.8
(workbook题Module4 Exercise12)试题：
（）1.How many brothers does Tara have? A.1
B.2
C.3
（）2.How old is one of her grandparents?
A.84
B.86
C.88
（）3.How many children does one of her aunts have?
A.3
B.5
C.6
教师用书（workbook题）〈听力材料〉
(教参P44 workbook题Module 1 Exercise 8)
Daming: Hello.My name’s Daming.I’m 12 years old.I’m in Class One.My teacher is
Miss Li.What’s your name?
Wang Hui: Hello.My name’s Wang Hui.I’m a new student.My teacher is Miss Li, too.I’m 13 years old.I’m from China and I’m Chinese.(workbook题Module 1 Exercise 9)
Peter is from England.He is now in China.He speaks Chinese well.He lives in a flat with a Chinese family.(workbook题Module 1 Exercise 10)
Linging is a student.She isn’t from England and she isn’t English.She’s from China and she is Chinese.She is 12 years old.Daming is a student.He is not in class 2.he is in Class One.He is in Miss Li’s class.He is from China and he is Chinese.He is 12 years old.Lingling and Daming are good friends.Miss Li is a teacher.She is not from England and she is not English.She is from China and she is Chinese.She is not a student.Daming and Lingling are in Miss Li’s class.(教参P57 workbook题Module 2 Exercise 10)
Daming: I can’t talk about jobs in English.Lingling.Can you?
Lingling: Yes, I can, I can talk about jobs in English.But I can’t talk about work places in English.Can you? Daming: No, I can’t.But I can talk about sports in English.(workbook题Module 2 Exercise 11)Betty and Tony are good friends.Betty is from America.Tony is from England.They both speak English.Betty plays football and basketball.Tony can play tennis and ride a bike.(workbook题Module 2 Exercise 12)Helen is American.She can talk about jobs in Chinese.She can play basketball but she can’t talk about sports in Chinese.And she can’t talk about work places in Chinese.Sam is English.He can’t talk about jobs in Chinese.And he can’t talk about work places in Chinese.But he can talk about sports in Chinese.(教参P69 workbook题Module3 Exercise 11)Sam:(My name is Sam.)There are 42 students in my class.In my classroom, there’s a teacher’s desk.And there are 43 desks for the students.Helen:(I am Helen.)There are 51 students in my class.There are 24 boys and 27 girls.There are 53 desks.My desk is next to David’s desk.(workbook题Module3 Exercise 12)Betty has a brother.His name is Robert.Robert loves his new school.There are thirty boys and girls in the class.He learns a lot and has great fun in school.(workbook题Module3 Exercise 13)In my classroom, Jiang Li’s desk is next to Wang Hui’s desk.Wang Hui’s desk is in front of Daming’s desk and JiangLi’s desk is in front of my desk.My desk and Daming’s desk
are behind their desks.Sun Yong’s and Zhang Ya’s desks are behind our desks.Sun Yong’s desk is behind my desk and Zhang Ya’s desk is behind Daming’s desk.(教参p80 workbook题Module4 Exercise10)
Daming: I’ve got a photo of my American friend.Her name’s Tara.Lingling: How many people are there in her family?
Daming: She’s got a big family.She’s got a mother but she hasn’t got a father.She’s got two brothers.And she’s got three sisters.(workbook题Module4 Exercise12)
Daming: My friend Tara’s got a very big family.She’s got a mother and she’s got three sisters.She’s also got two brothers.But she hasn’t got a father.Lingling: Has she got grandparents or uncles and aunts?
1 新课标解读
1.1 课程性质
义务教育阶段的英语课程的性质界定为“具有工具性和人文性双重性质”。就工具性而言, 英语课程承担着培养学生基本英语素养和发展学生思维能力的任务, 即学生通过英语课程掌握基本的英语语言知识, 发展基本的英语听、说、读、写技能, 形成用英语与他人交流的能力, 进一步促进思维能力的发展, 为今后继续学习英语和用英语学习其他相关科学文化知识奠定基础。就人文性而言, 英语课程承担着提高学生综合人文素养的任务, 即学生通过英语课程学生能够开阔视野, 丰富生活经历, 形成跨文化意识, 增强爱国主义精神, 发展创新能力, 形成良好的品格和正确的人生观和价值观, 为终身发展奠定基础。
1.2 课程基本理念
1) 注重素质教育, 充分体现语言学习对学生发展的价值;
2) 面向全体学生, 充分考虑语言学习者的不同特点和个体差异;
3) 整体设计目标, 体现语言学习的渐进性和持续性;
4) 强调学习过程, 体现语言学习的实践性和应用性;
5) 优化评价方式, 着重评价学生的综合语言运用能力;
6) 丰富课程资源, 拓展英语学习渠道。
1.3 课程目标
义务教育阶段英语课程的总体目标是通过英语学习使学生形成初步的综合语言运用能力, 促进心智发展, 提高综合人文素养。而综合语言运用能力的形成是建立在学生语言技能、语言知识、情感态度、学习策略和文化意识等方面整体发展的基础上 (详见表1) 。语言知识和语言技能是综合语言运用能力的基础;文化意识有利于正确的理解语言和得体地使用语言;有效的学习策略有利于提高学习效率、发展自主学习能力;积极的情感态度有利于促进主动学习和持续发展。这五个方面相辅相成, 共同促进学生综合语言运用能力的形成和发展。
1.4 分级标准
义务教育阶段英语课程各个级别的的目标是指学生在语言技能、语言知识、情感态度、学习策略和文化意识五个方面应达到的综合行为表现。鉴于本文我们主要分析的是七年级的教材, 那么根据表2可以看出, 七年级的英语学习要达到三级, 而且在这个级别的有这样一些要求。首先, 在七年级英语课程学习完之后, 能对英语学习表现出积极性和初步的自信心;其次, 能听懂有关熟悉话题的语段和简短的故事。能与教师或同学就熟悉的话题 (如学校、家庭生活) 交换信息, 能听懂小故事及其他文体的简单书面材料;能用短语或句子描述系列图片, 编写简单的故事;能根据提示简要描述一件事情, 参与简单的角色等活动。最后;能尝试使用适当的学习方法, 克服学习中遇到的困难;能意识到语言交际中存在的文化差异。
2 教材分析
2.1 教材理念层面的分析
新目标英语以任务型语言教学为编写理念, 采取把语言应用的基本理念转化为具有实践意义的课堂教学方式, 以学生为学习活动的主体, 以任务为中心, 在运用语言完成各种任务的过程中来学习、体会、掌握语言。编写的思路是以话题为主线, 采用任务型语言教学模式, 兼顾交际功能和语言知识结构的学习, 以一种循序渐进的生活化的学习程序, 引导学生学会运用英语有目的地做事情。
我们用课标的理念来分析, 有以下四点。第一, 从目的来看, 主要是运用语言完成各种任务的过程中来学习、体会、掌握语言, 引导学生学会运用英语有目的地做事情。这一点充分体现注重素质教育, 体现语言学习对学生发展的价值, 另外强调学习过程, 重视语言学习的实践性和应用性;第二, 从编写思路看, 以一种循序渐进的生活化的学习程序, 这种思路充分把握英语学习的渐进性和持续性的特点, 为目标的整体设计提供一种标准;第三, 从主要的课堂教学方式来看, 以学生为学习活动的主体, 以任务为中心, 开展具有实践意义的课堂教学方式, 充分体现课标中关注语言学习者的不同特点和个性差异, 使得英语课堂成为学生在教师的指导下构建知识、发展技能、拓宽视野、活跃思维、发展个性的过程成为可能。第四, 从评价来看, 此理念中没有明显提到, 我们知道, 课标要求要优化评价方式, 着重评价学生的综合语言运用能力, 而且提出评价体系包括形成性评价和终结性评价。尽管说评价是老师与学生之间进行的, 和教材没有直接的联系, 但是仍然需要提供一些这方面的指导, 不仅有利于新手老师的进行合理的教学评价, 也有利于学生对自己形成一个正确的评价, 从而树立起对英语学习的自信, 进一步积极地学习英语。
2.2 教材特点的分析
这部分我们从课程目标五个维度, 进一步对教材的特点进行剖析, 以此为我们的教学提供一些借鉴和思考。
第一, 采用“话题、功能、结构、任务”相结合的编写思路。以“话题”统领每个单元的教学内容, 语法结构为表述话题内容和实现内容相关的交际功能服务。为此, 教材采用不同层次的“任务”的形式来组织教学活动, 让学生通过“用语言做事情”来学习和使用英语。这一点恰恰体现课程目标在语言知识方面的要求, 即语音、词汇、语法 (结构) 、功能、话题。
第二, 单元教学结构层次分明、循序渐进。每个单元主要分为Section A和Section B两部分。Section A是基本的教学内容, 着重于听说练习, 兼顾语法学习;Section B在Section A的基础上将话题进一步拓展, 除听说外着重训练学生的阅读和写作技能, 帮助学生灵活运用所学语言进行口、笔头输出。主要是以“先听说、后读写、再评价”的结构来安排的。这一点体现课标要求的发展学生听、说、读、写四个方面的语言技能。这一点也符合三级课程目标对语言技能方面的要求, 这样循序渐进的学习有利于学生掌握知识, 建立学习英语的信心。
第三, 重视学习策略指导, 培养学生自主探究和合作学习的能力, 在各项技能训练和语言知识训练中都渗透了学习策略的培养。我们都知道, 认知策略是指学生为了完成具体学习任务而采取的步骤和方法, 那么在本教材中, 一些活动的安排正体现这一点, 如听前、读前的预测, 听中、读中的推理和判断、词汇猜测等。其次, 调控策略是指学生对学习加以计划、实施、反思、评价和调整的行动和步骤, 这一点体现在, 教材优化了的Self Check部分的活动, 除了提供单元学习成果检测活动外, 更侧重引导学生归纳所学知识, 发展学生的自主学习能力。最后, 交际策略是学生为了争取更多的交际机会、维持交际以及提高交际效果而采取的行动, 教材中设计了很多结对活动和小组活动, 不仅让学生有更多机会操练新语言, 还为学生提供了合作学习的平台, 让学生使用所学语言交流信息、分享学习成果或共同解决某个问题, 并在此过程中互相帮助, 共同进步。
第四, 重视文化的渗透, 开阔学生文化视野, 提高学生人文素养。教材既介绍了英语国家的文化, 又介绍了我国民族文化, 同时还介绍了其他非英语国家的文化, 让学生通过英语学习扩大视野, 了解世界文化的多元性, 对世界文化形成开放、包容的心态, 并培养跨文化交际能力。同时, 教材力图增强学生对本民族文化的了解和热爱, 培养学生用英语介绍我国文化的能力。此外, 教材也体现了素质教育思想, 特别是思想品德教育, 注重对学生品格的培养, 这在每一单元学生所围绕的话题情境就可以看出, 并不是简单的会说会听几句英语, 而是要明白要表达的目的, 这样不仅合理的运用语言, 而且在这个交流的过程, 互相传递着彼此的思想。
2.3 对预备篇第一单元的具体分析
本单元将字母学习和功能学习相结合, 第一页和第三页循序渐进地呈现了问候的表达法, 并主要通过听、说活动让学生巩固、运用, 还介绍了8个常见的英文名字。第二页和第四页侧重于字母教学, 要求学生能认读字母A至H的大小写, 掌握它们的先后顺序以及书写规范, 并结合本单元字母和单词, 了解元音字母A和E的常见发音。最后教材为学生提供了一个融入本单元功能结构的歌谣, 帮助学生巩固本单元的目标语言。
1a-1c部分的作用是热身教学。活动1a通过图文导入整个单元的语境、话题, 并呈现表示问候的语言功能, 以及8个常见的英文名字。活动1b通过听力输入的方式呈现问候的表达法Hi./Hello./Good morning.活动1c让学生模仿录音, 进行控制性的口语输出。2a-2e部分的作用是字母教学。本单元让学生在熟悉8个英文名字的基础上, 学习8个名字的首字母A至H。其中2a-2b关注的是字母的发音和顺序, 2c-2d关注的是字母的写法, 以及大小写的匹配。活动2e呈现了字母A至H构成的首字母缩略词, 要求学生了解这些字母在生活中的含义, 激发学生学好字母的兴趣, 同时让他们认识到字母在生活中的重要性。3a-3d部分的作用是拓展第一页的功能结构。本部分通过图文及听力的形式导入新增的语境和问候表达法, 即下午、晚上等其他时段使用的问候语及应答方法:Good afternoon!Good evening! (活动3a-3b) A:How are you?B:I’m fine, thanks./I’m OK. (活动3c-3d) 通过3a、3c的听力练习和3b、3d的对话练习, 让学生综合运用本部分的核心句型和重点词汇, 进行互致问候的语言交流活动。4a-4d部分的作用是复习字母以及语音教学。活动4a让学生为学过的8个名字排序, 从而复习字母A至H的顺序以及8个英文名字的拼写。活动4b让学生通过熟悉的字母和单词解决新问题, 学会根据刚刚总结的字母A至H的发音规律, 试着读出第二栏生词。本部分要求学生先感知单词的发音, 再去总结, 然后运用自己发现的规律。活动4d通过听唱活动来梳理和总结本单元所学重点句型和功能。
本单元的重难点在于熟练运用问候他人的多种表达法, 包括Hi./Hello./Good morning./Good afternoon!/Good evening!/A:How are you?B:I’m fine, thanks.本单元还介绍了8个常见的英文名字, 学生需要区分男名和女名。在后面的学习中, 学生还会接触到更多的英文名字, 虽然教材不要求学生记忆这些名字, 学生需要熟悉它们, 以免它们成为学习的障碍。此外, 本单元在学习8个英文名字的基础上, 总结了元音字母A和E的发音。掌握元音字母的基本发音是后面英语学习的基础, 在随后两个预备篇单元中, 教材还将继续总结其他几个元音字母的发音。
3 总结
通过以课标为基准, 对人教版七年级英语上册教材的分析, 我们看出, 此教材在依据中学生的心理特点、认知水平和兴趣爱好的基础上, 其理念和主要特点基本与课标的理念和要求相符, 但是在评价方面本文认为还需要再做一点改进, 尽管每个单元的Self Check部分编写了检测活动, 以此来让学生在教师的指导下独立或合作完成对单元语言知识和语言运用能力的自我评价。但是本文认为, 最好在每个单元的听力和阅读方面的活动里提供一些可以参考的评价小建议。具体应该是什么还需要再以后的实践中继续探讨, 但首先要体现评价的多元化和全方位, 避免说空话, 要提实实在在的有助于学生学习, 教师教学的建议。
摘要：该文通过对初中英语新课标中课程的性质、理念、目标、分级标准进行研读, 从而对人教版七年级英语上册教材从理念和特点进行了分析, 其理念和主要特点基本充分反应了课标的理念和要求, 在评价方面认为还需要再做一点改进, 这也为以后的研究指明了方向。
关键词：新课标,教材,理念,目标
参考文献
[1]刘道义, 郑旺全.义务教育教科书英语七年级上册[M].北京:人民教育出版社, 2012.
[2]中华人民共和国教育部.义务教育英语课程标准[M].北京:北京师范大学出版社, 2012.
【关键词】快乐英语 英语学习 听力
【中图分类号】G633.4 【文献标识码】A 【文章编号】2095-3089（2013）06-0104-01
引言
在英语学习领域，行为主义学派曾说：“语言是一种行为，是通过反复刺激和反应，反复操练形成习惯的过程。”他们认为，“学习语言要听说领先，读写跟上。”[1]当代语言教学理论专家同样高度重视听力在英语学习和英语运用中的作用。然而，在课堂实际操作中，七年级英语教学关注的只是单词的讲解和语音的操练，而忽视了听力的训练。
任何一门语言教学的成功都离不开学习者的兴趣。古人云：知之者不如好之者，好之者不如乐之者。[2]这句话告诉我们兴趣是最好的老师。由于家庭背景、学校条件和个人素质的不同，七年级学生英语学习水平和学习兴趣迥异，英语听力水平更是参差不齐。
1.七年级英语听力状况
山东是英语教育大省，其中青岛的英语教育水平排在全省前列。青岛学生的英语综合素质较高，但英语听力水平远低于说、读、写的水平。笔者现任教于青岛开发区第七中学，担任的七年级（三）班和（四）班英语教学工作。（三）班和（四）班各50人。刚开始学时，笔者做过一个统计，听力15分的题目能得9分的同学只占到了全体同学的51%，其中（三）班25人，（四）班26人，试卷的总分是120分。而能得90分以上的学生却有85人，占到了总人数的百分之85%。综合学生的素质，笔者认为学生的英语听力存在以下问题：（1）听力基础薄弱。（2）对听力学习的兴趣不高。（3）平时听力训练较少。
2.寓教于乐，提高七年级听力水平实践
“英语作为外语被学习者所学习。那么，对该语言的听力，应为外语听力。听力理解是人脑有意识的、积极主动地对所听到的语言进行加工的过程。在这一过程中，听话人根据一定情景中的信息提供的线索和已有的社会及语言知识，采取多种策略以达到理解的目的。”[3]笔者联系二语习得理论和七年级学生的心理特质，针对上述问题，制定了特殊的听力训练方法，让学生在轻松快乐的氛围中学习英语，练习听力，从而培养英语听力兴趣，以求达到提高英语听力水平的效果。
2.1课堂互动，营造快乐氛围
心理学家经过长期的研究发现，七年级阶段的学生正处于自我同一性对角色混乱阶段，所谓自我同一性是一种关于自己是谁，在社会上应占什么地位，将来成为什么样的人和怎样成为理想的人等的认识。因此学生的一举一动无一不是想引起他人的注意，赢得他人的认可。教师完全可以利用学生的这一心理，营造活泼的学习气氛。例如，7年级英语下册课文第五单元Why do you like pandas？ Section A[4]的教学中，笔者一改常规的单词领读法，而是采取了快乐教学法：笔者事先让学生预习有关动物的单词。在备课阶段，笔者从网上下载这些动物单词的音频。上课时笔者把学生分成若干组，并引入竞争机制，让学生认真聆听单词后发出相应的声音或者作出相应的动作来模仿听到单词所指的动物。模仿得最成功的小组成员将获得一面小红旗。例如：笔者首先放tiger，然后让学生用声音或动作告诉答案，立马就有学生学老虎声音。接着，笔者又按课文顺序，播放了elephant， koala， dolphin， panda， lion， penguin[4]的读音，每一次都有学生争着模仿相应动物的声音或者动作。在整个的英语听力学习中，学生一边听英语一边模仿动物，这既是和动物的对话，更是和英语的对话。
2.2 坚持练习，培养听力习惯
练习听力与日常的英语教学密不可分。半学期来，笔者坚持利用课前5分钟的时间放英语动画片的音频和前一节课所教的内容。在课堂上更是神情并茂用英语教学，刚开始的时候，大部分学生不适用，听得一头雾水，但通过笔者的肢体语言，学生开始慢慢领会笔者的意思。后来，学生不仅熟悉了课堂英语，有时还会用英语和partner交流。通过这种方法，学生不仅练习了口语更练习了听力。众所周知，英语是一门语言，语言是交流的工具，而听懂对方的意思又是交流的基础，所以，在课堂上的任何时候，笔者都会用简短的单词、丰富的肢体语言和学生进行交流，让学生体会老师的亲切，体会到学习英语的乐趣。
3.总结
经过半个多学期的努力训练，学生的听力水平有了显著提高。在最近的测评中，听力15分，及格率原来的51%提高到了75%，七年级（四）甚至有两人取得了满分的好成绩。由于成绩显著，很多学生对英语的兴趣也随之大大增强。
综上所述，笔者认为，提高七年级学生的英语听力关键在于创造快乐的学习氛围，并长期坚持练习英语听力。笔者也在此呼吁广大的七年级英语教师重视英语听力教学，并寓教于乐，提高学生英语水平的同时，增强他们对英语本身的兴趣。
参考文献：
[1]曾铜. 听力八法与JEF教材[J]. 中小学外语教学， 1996（7）
[2]张燕婴 译注《论语·雍也第六》[M]. 中华书局，2006（23）
[3]吴杨. 浅谈如何提高学生的英语听力水平[J]. 才智， 2008（2）
[4]刘道义，郑旺全. 义务教育教科书七年级英语（下）[M]. 人民教育出版社，2012（25）
作者简介：
第一节
1.Don’t wear a hat in the classroom.2.I often listen to music after school.3.We can’t watch TV in the evening.4.John must get up at 6:30.5.Lily often helps her mother do the dishes.第二节
6.May I have a look at your photos?
7.What’s Peter reading?
8.Is your brother writing?
9.Where’s your sister swimming?
10.Let’s go shopping this afternoon!
第三节
11.W: Where is John?
M: He is in the library.He likes reading books there.12.W: What is your sister doing now?
M: She is listening to the CD.13.W: Do you want to go to the movies with me at 2:00p.m.?
M: Yes, I do.14.W: Hello, Bob!Are you doing your homework?
M: No, I am not.I am reading a newspaper.15.W: The girl is playing the piano well.Who is she?
M: She is Alice’s cousin.She is 13 years old.第四节
Teaching type Listening and Speaking
Methodology 1. Use the task-based approach to give opportunities to students to involve themselves in the activities and try to learn by using English.
2. Use the discovery method, to encourage students to notice the sub-skills of listening by themselves. Also, develop students’ ability of learning.
3. Use the cooperative method, to cultivate the ability of cooperating and communicating with peers.
Analysis of the textbook 1. The topic of this unit is Beyond Time and Space, which is of difficulty for junior students to talk about. Reading A in this unit is a story about Captain King’s adventure meeting Monster Gork. Reading B is a story about Kelly’s meeting alien dogs. These two reading materials give students input about the topic.
2. This lesson focuses on two listening materials; one is about an alien’s trip to Shanghai and the other is a dialogue talking about the life in the future. In this lesson, more input will be given to students, besides, the target grammar of this unit-- Simple Future Tense will appear in Listening B.
Analysis of the students Students have learnt about the basic knowledge of Simple Future Tense in primary school. However, they think the topic is too big, and they do not know where to start their talk.
Teaching aims 1. Knowledge: Have more input of the topic “Beyond time and space”.
2. Listening skills:
1) Predict with the help of pictures or titles, etc.
2) Tell the sequence of events
3) Use grammar knowledge to help understanding
4) Understand people’s attitude
3. Sub-skills of speaking:
1) Being able to talk about planning and future
2) Using the simple future tense
4. Attitude:
1) To be active at study and be confident.
2) Be willing to take part in the activities.
3) Cooperate in a group and learn from peers.
The most important & difficult points in teaching 1. The most important teaching points:
1) Predict with the help of pictures or titles, etc.
2) Tell the sequence of events
3) Use grammar knowledge to help understanding
2. The most difficult teaching points:
Use grammar knowledge to help understanding
Teaching Aids Computer, projector, blackboard
步骤 目的 教师活动/方法 学生活动/方法 条件/手段
Lead-in
1. To teach some new words that will help the listening task
2. To introduce the topic---An alien’s trip. 1. Talk about students’ trip to Guangdong Science Center, and raise the question, is it possible that one day aliens will come to our earth?
2. Teach some new words by showing the pictures
3. Ask students to use the new words to talk about what they will do if aliens come. 1. Begin to think about the topic of aliens and get ready for further study of it.
2. Look at the pictures; and use the new words to talk about what they will do if aliens come. Computer and projector
Pre-
listening
1. To guide students to predict before listening with the help of pictures.
2. To give more time to students to be familiar with the pictures and get ready. 1. Ask students to look at the picture and guess what places Gorkella visited or what she did.
2. Ask students to choose one picture that they like most to talk about.
3. Ask students to guess which picture is the last one according to the story. 1. Look at the pictures; guess what places Gorkella visited or what she did.
2. Choose one picture that they like most to talk about.
3. Guess which picture is the last one according to the story. Student’ work sheet, textbook, blackboard, computer and projector
While- listening (listening A) 1. To practice listening comprehension
2. To use listening strategies
3. To tell the sequence of events 1. Ask students to listen to Listening A for twice and finish the exercises in A1 and A2.
2. Check the students’ answers. 1. Listen and number the pictures.
2. Listen again and complete the sentences. Recorder, textbook , computer and projector
Post- listening
1. To emphasize two useful listening strategies- predict with the help of pictures or titles and use grammar knowledge to help understanding
2. To notice people’s attitude
3. To use Simple Future Tense to talk about plan. 1. Check students’ prediction and ask students to think about what listening strategies they have used.
2. Ask student whether people like Gorkella according to the listening.
3. Ask students to talk about what they will do if they can have one day in space. 1. Think and talk about what listening strategies they have used.
2. Review the listening, and pay attention to people’s attitude.
3. In groups and talk about their plan in space Students’ work sheet, textbook, computer and projector
Listening B 1. To practice listening comprehension
2. To use listening strategies 1.Ask students to listen and fill in the blanks according to listening B
2. Check students’ answer and help them review the listening strategies. Listen and fill in the blanks Textbook , computer and projector
Speaking & language production 1. To have more input information
2. To talk use Simple Future Tense to talk about the future.
3. Get ready for the writing lesson tomorrow. 1. Show some opinions about the life in the future.
2. Ask students to talk about “Will the future become better or worse” 1. Read aloud the forecasts for the future.
2. In groups, discuss “Will the future become better or worse”, list as many reasons as possible. Student’ work sheet, blackboard, color paper, computer and projector
Home work 1. Complete Listening on P85-86 of Book B
2. Write a passage to describe the life in the future.
Title: Life in the Future
Requirement： a. Use Simple Future Tense
2.2.1.1 无脊椎动物的主要特征
一、教学目标
1、说出水螅的形态结构特点。
2、举例说出腔肠动物的主要特征。
二、课时安排 1课时
三、教学重点 腔肠动物的主要特征；
四、教学难点 腔肠动物的主要特征。
五、教学过程
（一）导入新课
地球上的动物可以首先根据有没有脊椎骨,分成两大类:身体里没有脊椎骨组成的脊柱的动物,叫做无脊椎动物;身体里有由脊椎骨构成的脊柱的动物,叫做脊椎动物。本节课来学习无脊椎动物中的腔肠动物。
（二）讲授新课
探究：腔肠动物的主要特征
阅读教材72——73页文字资料，思考： 1.尝试描述水螅的外部形态特点。2.水螅是如何捕获食物的？ 3.水螅的体壁和消化腔各有何特点？
第1页 4.腔肠动物的主要特征？
（三）知识运用
1．水螅的身体由内外两层细胞构成即__________和__________构成． 2．海蜇和珊瑚虫排出消化后食物残渣的结构是（）A．肛门 B．口 C．胞肛 D．体壁
（四）归纳小结 腔肠动物的主要特征
1.身体辐射对称，生活在水中； 2.体壁由内、外两层细胞构成； 3.体内有消化腔； 4.有口无肛门。
（五）随堂检测
1．身体结构简单，有口无肛门，靠刺细胞捕捉食物，是下列哪种动物的主要特征（）A．河蚌 B．水螅 C．螃蟹 D．海马
2．水螅常常可以捕到与自己身体差不多大小的猎物，这主要依靠（）
第2页 A．刺细胞 B．触手的缠结 C．发达的肌肉 D．口的吞噬
3．海蜇等腔肠动物排出食物残渣的方式是（）A．由肛门排出 B．由口排出 C．由胞肛排出 D．由细胞排出
六、板书设计
第二章
生物圈中的动物 第一节
无脊椎动物的主特征 腔肠动物的主要特征
1.身体辐射对称，生活在水中； 2.体壁由内、外两层细胞构成； 3.体内有消化腔； 4.有口无肛门。
七、作业布置
请据水螅的纵切图回答下列问题：
第3页
（1）水螅依靠__________和__________捕获食物．
（2）水螅由体壁由__________层细胞组成，它围成的空腔叫__________．（3）水螅消化食物是在__________进行，不能消化的食物残渣由__________排出 预习74——76页
扁形动物、线形动物和环节动物 扁形动物的主要特征 线形动物的主要特征 环节动物的主要特征
八、教学反思
听力部分录音稿
一.听句子，选出你所听到的单词，每句读两遍.(5分)1.How is your brother? He is fine.2.Michael is twelve years old now.3.Look!There is a truck over there.4.He is short with a round face.5.Those books are ours.1-5 B B C A C 三.听句子,选出正确的答语,每句读两遍.(5分)6.Nice to see you, Mr Wang.7.Where is your father? 8.What is your sister like? 9.Whose pencil is this? 10.Is Maria tall or short? 6-10 B C C B C 四.听对话,每段对话后有一个问题,请根据对话内容和所提问题选择正确答案,每段对话读两遍.(5分)11.M: Excuse me.Are you Kate? W: No, I’m not.I’m Mary.Q: Who is the girl? 12.M: Hello, Betty.Are you from the U·S·A? W: No, I’m not.But Jane is.Q: Who is from the U·S·A? 13.M: Does Zhang Mei have long hair? W: Yes, she does.And she is very tall.Q: What does Zhang Mei look like? 14.M: What’s your phone number, Maria? W: It’s 88465437.Q: What’s Maria’s phone number? 15.M: Is this your jacket, Linda? W: No, mine is red.But this one is blue.Q: What color is Linda’s jacket? 11-15 B B C A C 五.听短文,根据短文内容选择正确答案,短文读两遍.(5分)This is Jack.He is an English boy.He is eleven years old.He has very big eyes and short blond hair.He is in Beijing now.His good friend Li Ming is from China.He is eleven years old too.He has short black hair and small eyes.Jack and Li Ming are in the same school.They look different, but they’re good friends.16-20 C A A C A
笔试部分答案
一.单项选择题(15分)1-5 B A B A C 6-10 A C D C B 11-15 A D B B D 二．完形填空（10分）
1-5 B A D B B 6-10 B C B D B 三．阅读理解（10分）
1-5 C B B D C 6-10 B A D C A
四.根据首字母及中文提示，写出各单词的正确形式。（10分）1.thirteen 2.cousin 3.between 4.sweater 5.presents 6.Sunday 7.interesting 8.lunchtime 9.hers
10.radio 五．用所给词的适当形式填空（10分）
1.doesn’t do 2.to have 3.their them 4.Don’t be 5.fly flies 6.to go
7.happy
8.chatting 9.Does watch 10.eating 六．从方框中选择正确的句子完成对话.（5分）1-5 D A C E B 七．句型转换(6分)1.How 2.How many apples are 3.What time 4.goes to school late 5.Whose 八．完成下列句子(9分)1.my favourite day
2.have a good time
3.usually go fishing weekend 4.cross wait for
英语试卷
Teacher: Michael;Total Score: 120;Time of Test: 120 minutes
Part One Listening Test I.Listen to the following five sentences and choose the word you listened.Each sentence will be read only once.（听五个句子，选出你听到的单词。每个句子仅读一遍。）（）1.A.Friday B.Tuesday C.birthday（）2.A.this B.these C.those（）3.A.five B.fifteen C.fifty（）4.A.April B.apple C.after（）5.A.Japanese B.chess C.Chinese
II.Listen to the following five questions and choose the best response to each question.Each sentence will be read only twice（听五个句子，.选出最佳的应答句。每个句子读两遍。）（）6.A.$17.B.17 years old.C.May 17th.（）7.A.In my pencil case.B.At Jim’s party.C.July 1st.（）8.A.$28.B.The 19th.C.May 14th.（）9.A.Sorry, I don’t know.B.My birthday is January 1st.C.Yes, he does.（）10.A.Yes, he is.B.Yes, she is.C.Yes, it is
III.Listen to the passage and choose the best answer to each question according to the dialogue.The passage will be read twice.（听短文，根据你所听到的对话内容，选择能回答下列问题的最佳答案。短文读两遍。）（）11.Dose Rosa want to go to the movies?
A.Yes, she does.B.No, she doesn’t.C.She wants.（）12.The Green Bicycle is ________________.A.an action movie.B.a thriller.C.a comedy.（）13.Does Rose like action movies?
A.No, she doesn’t.B.She doesn’t mind.C.Yes, she does.（）14.Does James want to see an action movies?
A.Yes, he doe.B.No, he doesn’t.C.He does not like movies.（）15.What kinds of movies does James like?
A.Comedies and romances.B.Thrillers and comedies.C.Thrillers and action movies.IV.Listen to the passage and complete the poster with the information from the passage.Fill in each blank with only one word.The passage will be read twice.（听短文，根据你所听到的对话内容完成下面的海报。每个空格填一个单词，短文读两遍。）
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