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Period4 Listening教学目标 语言技能目标：教给学生在听力开始前进行预测，或激活头脑中相关的背景知识，能够帮助自己更好地完成听力训练的听力技巧。语言能力目标：训练学生在听的过程中注意细节信息的能力。情感态度和文化目标：学生了解了一些独自旅行的注意事项，这对于他们将来独自旅行很有益处，同时对在秘鲁旅行有所了解。重点难点 教学重点：进行由泛听到精听的听力训练。教学难点：教学生掌握一些听力技巧，例如在听力训练前，激活背景知识；在听力训练时以抓住大意为主要目标，尤其在第一二遍时，不拘泥于个别没有听懂的单词。教学过程 Step1 DiscussionQ：Haveyoueverbeentoothercountries？Ifyoutravelabroadalone，willyoufeelafraid？Doyouknowhowtopredictapossibledangeroussituationandpreventithappening？Whatadvicecanyougiveforsafetravelling?T：Fourstudentsagoup，discussthemwithyourpartners.(Collectthestudents'adviceaboutsafetravelling.)[设计说明]在进行听力之前，先让学生讨论安全旅行并给出一些建议。因为这是听力材料里即将要听到的内容。这一方面可以使学生对于即将要听到的材料做好思想准备，另一方面也降低了听力材料的难度。Step2 Listeningtask(Page82)1．T：Nowlet'slistentoaconversationbetweenSandra，whosedaughterwantstotravel，andBrian.SandravoicesherconcernsasaparentandBriandoeshisbesttoreassureheraboutherdaughter'sabilitytoactsensibly.ListentotheirtalkandguesswhatyouthinkSandra'srelationshiptoBrianis.Givereasons.Suggestedanswer：Theyareprobablyworkcolleagueswhoknoweachotherreasonablywell.Reasons：Theygreeteachotherwith“Morning”，acommongreetingatthebeginningofaworkday.Theycalleachotherbytheirfirstnames.Brianknowsthedaughter'snameandalsosomethingaboutwhatkindofpersonsheissohehasmethermorethanonce.BrianmaybeolderthanSandraorhaveahigherstatusinthecompanyoritmayjustbethatSandraoftenasksBrianforadvice.SandralistenstoBrian'sadvicecarefullyandappearstovalueit.2．Listentothetalkagainandanswerthefollowingquestions.(1)WhatdoesTinawanttodo?(2)WhyisSandraworriedaboutthis?(3)WhatdoesBrianthinkaboutTina'splans?(4)WhatdoesBriansuggestTinashoulddountilshehasmoreexperienceoftravelling?Suggestedanswers：(1)Shewantstotravelaroundtheworldforayear.(2)Sandrathinkstravellingisdangerous.(3)BrianthinksitisgoodthatTinawantstotravelasshewilllearnalotthatwillhelpherin3,laterlife.(4)BriansuggestsTinashouldtravelwithacompanion，preferablywithsomeonewhoismoreexperiencedthanher.3．Listenagain，payingattentiontowhatBriansays.Thenlistthethingshesaysatravellershoulddotokeepsafe.CompareBrian'sruleswiththeonesthestudentsgetfromtheirdiscussion.Brian'srulesforsafetravelling________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Suggestedanswers：*Researchtheplacesyouaregoingtovisit.*Payattentiontowhatishappeningaroundyou.*Askthelocalsforadviceandfollowit.*Observehowthepeoplearoundyoubehavetowardsyou.*Learnhowtotellwhoyoucanandcan'ttrust.*Atfirsttravelwithamoreexperiencedcompanion.[设计说明]听完第一遍对话后，要求学生推测对话的两个人的关系，然后再注意细节问题的答案，还是体现了由大到小、由粗到细的原则，也符合人们的感知规律。Step3 Listening1．T：Nowwe'vegotsomerulesandadviceforsafetravelling.Ithinkit'stimeforustogoonatripabroad.TurntoPage42.WewilllistentoaconversationaboutPeru.Q：WhatdoyouknowaboutPeru？YoucanseemanypicturesofPeru.Canyoutellmewhatmightinterestatourist?2．LiawantstovisitPeru.Shegoestoatravelagenttofindoutthebestwaytotravelthere.Listentotheconversationandtickthethingsshesaysshelikesdoing.( )visitingplacesonherown( )tryingdifferentkindsoffood( )goingtohistoricalsites( )cycling( )visitingmuseums( )swimming( )climbingmountains( )lookingatwildlife( )learningaboutacountry'sculture( )stayinginexpensivehotelsKeys：visitingplacesonherown，goingtohistoricalsites，visitingmuseums，climbingmountains，lookingatwildlife3．Listenagainandanswerthefollowingquestions.(1)HasLiabeentoPerubefore?3,(2)Whydoesn'tLiawanttogoonatour?(3)Whydoesthetravelagentadvisehernottotravelalone?(4)WhydoesthetravelagentrecommendCuzcoforLiatovisit?(5)HowwillLiaknowabouttoursfromCuzco?Keys：(1)No.(2)Becauseshelikestobeindependent.(3)Shemightfeellonely.Shemightfinditdifficultbecauseit'sherfirstvisit.(4)CuzcocombinesmanyofthethingsLialikedoing.Shecanstayonherowninahotelandtaketourswhenshewantssomecompany.(5)Thetravelagentgivesherabrochure.4．Listenagainandcompletethesentences.(1)I______independent.(2)Butyou______asit'syourfirstvisit.(3)Yes，butIalso______.(4)You______fromLima，thecapitalofPeru，toCuzco.(5)We______intoahotelinCuzco.Keys：(1)liketobe(2)mightfinditdifficult(3)lovemountains(4)canfly(5)couldbookyou[设计说明]这一部分的听力围绕秘鲁的情况展开，因为Lia计划去秘鲁旅行，她希望尽可能多地了解秘鲁的情况。在第一环节中，看图或讨论，说说秘鲁的情况，这是听力前重要的一个步骤——激活学生头脑中关于秘鲁的背景知识，这有助于学生完成后面的与秘鲁有关的听力训练。在第二个环节开始之前，教师有必要解释几个选择项，例如visitingplacesonherown“独自参观”，historicalsites“历史遗址”等。教师的解释使学生能够明确题目的具体要求。第三个环节要求学生对于听力材料的细节予以注意。而最后的填空可以说属于精听的题目，学生在理解句子意思的基础上，要注意句子的构成，包括单词的连读、弱读等等，这给学生提出了更高的要求。如果时间不够，可以作为家庭作业布置课后完成。由于有前面题目作铺垫，相信绝大多数学生有能力而且能比较轻松地完成它。Homework：WriteashortpassageaboutwhatweshoulddowhiletravellingaloneinPeru.[设计说明]把独自旅行的注意要点和秘鲁旅行结合起来，让学生完成一篇习作，可以检查学生在听力课中听到的内容，也训练了写作。可能的话，可以让学生上网查找一些资料，以丰富自己的习作。3
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