英语教学设计 Uni Travellingabroad教学设计Listening

Unit5TravelIingabroad教学设计(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。II.教学重、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。in.教学过程"Step1DiscussionQ：Haveyoueverbeentoothercountries?Ifyoutravelabroadalone,willyoufeelafraid?Doyouknowhowtopredictapossibledangeroussituationandpreventithappening?Whatadvicecanyougiveforsafetravelling?T：Fourstudentsagroup,discussthemwithyourpartners.(Collectthestudents1adviceaboutsafetravelling.)［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。■Step2Listeningtask(Page82)T：Nowlet'slistentoaconversationbetweenSandra,whosedaughterwantstotravel,andBrian.SandravoicesherconcernsasaparentandBriandoeshisbesttoreassureheraboutherdaughter'sabilitytoactsensibly.ListentotheirtalkandguesswhatyouthinkSandra'srelationshiptoBrianis.Givereasons.Suggestedanswer：Theyareprobablyworkcolleagueswhoknoweachotherreasonablywell.Reasons:Theygreeteachotherwith"Morning”，acommongreetingatthebeginningofaworkday.Theycalleachotherbytheirfirstnames.Brianknowsthedaughter'snameandalsosomethingaboutwhatkindofpersonsheissohehasmethermorethanonce.BrianmaybeolderthanSandraorhaveahigherstatusinthecompanyoritmayjustbethatSandraoftenasksBrianforadvice.SandralistenstoBrian'sadvicecarefullyandappearstovalueit.Listentothetalkagainandanswerthefollowingquestions.WhatdoesTinawanttodo?WhyisSandraworriedaboutthis?WhatdoesBrianthinkaboutTina'splans?WhatdoesBriansuggestTinashoulddountilshehasmoreexperienceoftravelling?Suggestedanswers:Shewantstotravelaroundtheworldforayear.Sandrathinkstravellingisdangerous.BrianthinksitisgoodthatTinawantstotravelasshewilllearnalotthatwillhelpherinlaterlife.BriansuggestsTinashouldtravelwithacompanion,preferablywithsomeonewhoismoreexperiencedthanher.Listenagain,payingattentiontowhatBriansays.Thenlistthethingshesaysatravellershoulddotokeepsafe.CompareBrian'sruleswiththeonesthestudentsgetfromtheirdiscussion.Brian'srulesforsafetravellingSuggestedanswers:*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。■Step3ListeningT：Nowwe'vegotsomerulesandadviceforsafetravelling.Ithinkit'stimeforustogoonatripabroad.TurntoPage42.WewilllistentoaconversationaboutPeru.Q：WhatdoyouknowaboutPeru?YoucanseemanypicturesofPeru.Canyoutellmewhatmightinterestatourist?LiawantstovisitPeru.Shegoestoatravelagenttofindoutthebestwaytotravelthere.Listentotheconversationandtickthethingsshesaysshelikesdoing.()visitingplacesonherown()tryingdifferentkindsoffood()goingtohistoricalsites()cycling()visitingmuseums()swimming()climbingmountains)lookingatwildlife)learningaboutacountry'sculture)stayinginexpensivehotelsKeys:visitingplacesonherown,goingtohistoricalsites,visitingmuseums,climbingmountains,lookingatwildlifeListenagainandanswerthefollowingquestions.HasLiabeentoPerubefore?Whydoesn'tLiawanttogoonatour?Whydoesthetravelagentadvisehernottotravelalone?WhydoesthetravelagentrecommendCuzcoforLiatovisit?HowwillLiaknowabouttoursfromCuzco?Keys：(l)No.Becauseshelikestobeindependent.Shemightfeellonely.Shemightfinditdifficultbecauseit*sherfirstvisit.CuzcocombinesmanyofthethingsLialikedoing.Shecanstayonherowninahotelandtaketourswhenshewantssomecompany.Thetravelagentgivesherabrochure.Listenagainandcompletethesentences.1independent.Butyouasit'syourfirstvisit.Yes,butIalso.YoufromLima,thecapitalofPeru,toCuzco.WeintoahotelinCuzco.Keys:liketobemightfinditdifficultlovemountainscanflycouldbookyou［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，