1、Period 4ListeningThe General Idea of This PeriodThis period aims at getting the students to train their ability to get the key information with body language.Teaching Important PointsListen to the materials about a traffic accident and retell the story after finding the correct order of the six pict

2、ures.Teaching Difficult PointsWork in groups of four and act out the actions.Teaching MethodsTask-based methodListening and cooperative learningTeaching Aids A projector,some slides and a multiple-media computerThree Dimensional Teaching AimsKnowledge and SkillsGet the students to improve their skil

3、ls to get the key information and key words.Help them to learn more about body language.Process and StrategiesTrain the students listening skills.Feelings and ValueAfter the study of this period the students are sure to understand the body language better and know how to use it in our daily life,thu

4、s avoiding some misunderstanding with others in communication.Teaching ProceduresStep 1 RevisionCheck the students homework and ask some students to retell the reading text of SHOWING OUR FEELINGS.Step 2 Pre-listeningAsk the students to look through the six pictures in Ex.1 on Page 31 and ask them t

5、o guess what happen.T:Now,open your books and turn to Page 31.Look through the six pictures.The pictures are not in the correct order.Your task is to listen to the tape and rearrange the picture according to the listening material.But before we listen to the tape,I would like some of you to guess wh

6、at happen in the pictures.S:I guess there is an accident.Maybe the car hit the cyclist who carries a box of apples.S:Then the policeman comes to settle down the matter.Step 3 ListeningT:Your guess maybe right.Now we are going to listen to the tape.While listening,pay attention to these important poi

7、nts and you are asked to take notes of the actions that show the story in the passage.a)What Lin Pu says and does?b)What the cyclist says and does?c)What the policeman says and does?Now,I will play the tape twice.Please listen carefully.After listening to it twice,you will be given three minutes to

8、find out the correct order of the pictures.After listening to the tape twice,ask the students to give their answers.T:So have you got the right order?S:2,1,3,4,6,5T:Good job.Step 4 ActingT:Have you also taken down some notes while listening?Get prepared to act out the story using both spoken and bod

9、y language.I will give you 5 minutes to work in groups of three to act out the dialogue.One will be Li Pu,one will be the cyclist and one will be the policeman.You may use the following function items when you act it out.You may use the following functional structures to help you.You may notAlways s

10、tayBe careful when He mustYou mustNever Do notYou should neverWatch out After five minutes,ask some groups to act out their dialogues.Step 5 Further listening taskT:Just now we have listened to a passage about an accident.Now we are going to a dialogue between two persons.One is a Chinese and the ot

11、her is a Canadian.First,look over the six pictures.While you listen to the tape,number the pictures in the correct order as they happen in the story.After listening to the tape twice,ask the students to number the pictures in the correct order.T:Who have worked out the correct order?S:1,6,2,4,3,5,T:

12、Well done!Step 6 DiscussionT:Discuss with your partners the differences between Chinese and Western gestures and body languages.You are required to point out the differences in the dialogue to the class.After 5 minutes.T:Who have found out the differences?S1:The body language in the text consists ma

13、inly of hand gestures.For example,to show the number 38,Shen Lei holds his fingers like thisthree fingers for the three,and a pointing finger for eight.Julie uses first three fingers for three,then two hands holding up eight fingers.S2:In picture 5,Julie pats her hand at her throat to show she is ve

14、ry full.She means to say:“I am stuffed.”T:Good job!Step 7 ExtensionT:What other examples of western body language have you seen,perhaps in films or on TV?Can you show them to the class and then show the way that Chinese people would express?S:For example:In western films,we often see people hugging

15、and kissing when they greet each other in public.This does not happen as often in China.We might just shake hands.Step 8 Homework1.Give more examples of what you have observed in the body language of others.2.Suggest some jobs in which body language is very important.3.Write down five different kind

16、s of body language used in our daily life.The Design of the Writing on the BlackboardUnit 4Body languagePeriod 4Listening1.Revision2.Pre-listeningprediction3.Listeningquestions:What Lin Pu says and does?What the cyclist says and does?What the policeman says and does?4.Acting5.Further listening tasks

17、 on Workbook6.DiscussionRecord after TeachingActivities and Research The students are encouraged to take the notes down while they are listening.After that they are to act out the story they hear using both spoken language and body language.The teacher may offer the students some functional structur

18、es.Reference for teachingLearning Tips高考英語聽力測試的技巧與訓(xùn)練一、把握聽力技巧,強(qiáng)化判斷能力。良好的聽力技巧是聽力測試取得理想結(jié)果的催化劑。把握好聽力技巧能增強(qiáng)聽的判斷力,達(dá)到事半功倍的效果。聽力技巧貫穿于聽的自始至終的全過程,在時間上可分為聽前、聽中、聽后三個階段的處理技巧。在內(nèi)容上可分為對整體、細(xì)節(jié)、特征三個方面的判斷技巧。 在時間上,應(yīng)注意下述要點:（1）聽前預(yù)估。高考聽力測試規(guī)定在聽每段對話或獨白前,考生有5秒鐘的時間閱讀各個小題。要指導(dǎo)學(xué)生充分利用這5秒鐘的時間瀏覽試題題干及備選答案,預(yù)估聽力材料的可能內(nèi)容與體裁,根據(jù)題干中的有關(guān)信息做到有所

19、側(cè)重,有的放矢地聽。如高考聽力試題:Why are many roads closed in the north?A.Because of heavy rain.B.Because of strong winds.C.Because of fallen stones from mountains.根據(jù)題中所問why 與供選的三個原因,可預(yù)估聽力材料會涉及到造成許多道路關(guān)閉的原因,而heavy rain,strong winds 和fallen stones from mountains 三個原因中肯定有一個是應(yīng)選的。通過聽前預(yù)估,聽時就可有的放矢地去捕捉相關(guān)的信息。一般來說,題干中的特殊疑問詞

20、who/whose/which/what/when/where/why/how(many,much,often,soon,long,far) 等往往能提示預(yù)估的方向和目標(biāo)。 （2）聽中辨認(rèn)。在聽的過程中,往往會出現(xiàn)應(yīng)選信息與干擾信息交叉并存在聽力材料中這種情況。面對聽力材料中豐富的信息,必須進(jìn)行由淺到深,由此及彼,由表及里的辨認(rèn),從中選出有用的信息。辨析可以是詞語性的,也可以是段落性的;可以是內(nèi)容性的,也可以是邏輯性的。如聽力材料關(guān)于訂購音樂會門票的事情。其間一男士說:Id like to need tickets left for the Chinese Music Concert on t

21、he twenty-eighth,please.售票房中的女士答道:Just a moment please.No,I think youve made a mistake.Its on the thirtieth.男士接著說:Really?I read about it on the paper today.I am sure it is the Chinese Music on the twenty-eighth.女士接著答道:Oh,Sorry.I found you said the Japanese Music Concert.The Chinese Music Concert is

22、on the twenty-eighth.對話中有關(guān)日期28號與30號,日本音樂會與中國音樂會等信息交叉同步呈現(xiàn),而題目是 On which day will the Japanese Music Concert be held?A.The 28th.B.The 30th.C.The 15th.對日本音樂會的舉辦日期的確定,需要在聽的過程中對不同的音樂會內(nèi)容與不同的日期進(jìn)行仔細(xì)的分辨后,才能對號入座,選出正確的B項。（3）聽后推斷。根據(jù)說話人的語音語調(diào),用詞造句時所使用的代表不同情感的詞語,可推斷說話人的主觀意圖;從說話人的語調(diào)變化或?qū)υ挕ⅹ毎椎纳舷挛年P(guān)系,可推斷出正確的結(jié)論。如從happy,

23、glad,nice,wonderful,sad,surprised,disappointed,angry 等詞的使用可推斷出說話人高興、贊揚(yáng)、傷心、驚訝、失望、憤怒等情緒,從sure,believe,agree,disagree,like,dislike,hate,wonder,doubt,oppose等詞的使用可推斷出說話人的肯定、相信、同意、不同意、喜歡、不喜歡、討厭、納悶、懷疑、反對等個人意向。推斷既可借助有代表性的詞語來作出,也可根據(jù)上下文關(guān)系來決定。在聽力材料夫妻商談如何度周末的對話中,妻子說:I usually go shopping and have my hair done d

24、uring the weekends and you usually watch football games on TV.丈夫接著說:Yes,you often have tea with your friends and I sometimes play cards with my friends.We seldom do anything together.Its quite unlike when we were first married.試題是:Why is the man unhappy about their weekends?A.They seldom invite frie

25、nds over.B.They seldom go out for a picnic.C.They seldom spend the weekends together.針對問題中why和unhappy等詞,要從三個選項中判斷原因。根據(jù)對話中We seldom do anything together.所表述的信息,對照三個選項可推斷出do anything together與spend the weekends together有著內(nèi)在聯(lián)系,所以應(yīng)選項是C。對聽力材料內(nèi)容的判斷應(yīng)著眼于以下三個方面:（1）捕捉主題。通過關(guān)注聽力材料的起始、發(fā)展與結(jié)局等主要環(huán)節(jié),可捕捉聽力材料的主要內(nèi)容與中心思

26、想,獲取整體信息。如聽力材料對話:M:Well,Id better be getting home now.W:Oh,its nice to see you too.試題:What are the two speakers doing?A.Enjoying meeting each other.B.Saying good-bye to each other.C.Planning to see each other again.上述對話中的be getting home 和nice to see you too 等對話內(nèi)容表明該段的主題是告別而不是見面與安排重逢,所以該選B項。 （2）弄清細(xì)節(jié)。

27、在聽的過程中,要聽懂每個詞語,抓住所有的細(xì)節(jié)是難度較大的。但根據(jù)題干的設(shè)計,弄清材料中的有關(guān)細(xì)節(jié)則是必不可少的。例如:時間、地點、年代、國家、人名以及有關(guān)數(shù)據(jù),都可能是答題時必不可少的細(xì)節(jié)。聽深聽透材料中的必要細(xì)節(jié),以作出正確判斷,是聽力測試取得成功的重要環(huán)節(jié)之一。例如聽力材料對話是這樣開始的:W:Excuse me,how can I get to the station,please?M:The station?The station,let me see.試題中與上述內(nèi)容有關(guān)的第9題是:Where is the woman going?A.Bridge Street.B.The cine

28、ma.C.The station.根據(jù)女士問路時提到的the station 這一細(xì)節(jié),可判斷答案為C。 （3）辨識標(biāo)志。聽力材料中往往有一些明顯的特殊標(biāo)志,如for example,however,one thing,the other thing 等,這些標(biāo)志往往提示上下文的邏輯關(guān)系,如:轉(zhuǎn)折、條件、讓步、因果、比較、并列等。如在聽力的獨白內(nèi)容中有如下的報道:In the north many roads are closed because of the strong winds.Two main roads near the grass road are blocked by tree

29、s.In the south,too,heavy rains and storms are reported.Near Dover fifty houses have been flooded.試題是:In which part of the country have fifty houses been flooded?A.In the south.B.In the north.C.In the east.報道中說到In the south,too,heavy rains and storms are reported.Near Dover fifty houses have been flo

30、oded.其中too這一標(biāo)志詞表明南部也有狂風(fēng)暴雨,接著舉例說到多佛附近50幢房屋被淹。由此可推斷,50幢房屋被淹發(fā)生在南部,由此可選出A項。 二、確立訓(xùn)練體系,科學(xué)設(shè)計練習(xí)。 系統(tǒng)的聽力體系是培養(yǎng)學(xué)生良好的聽的能力的前提?，F(xiàn)行高英語教材的每個單元中都設(shè)置安排了聽力訓(xùn)練,但其操練量欠足,內(nèi)容欠廣,題型欠全。所以擴(kuò)大聽力訓(xùn)練材料的輸入渠道,強(qiáng)化高考英語聽力題型訓(xùn)練是必不可少的。聽力訓(xùn)練材料的增選應(yīng)該遵循下列原則:（1）真實性。選用的聽力材料一定要真實自然,題材為學(xué)生所熟悉并感興趣,貼近學(xué)生的日常生活,具有交際意義。在可能的情況下,采用原籍人士在自然場合的聲音。注意采用不同年齡、不同性別人士在不同

31、場合的交際材料。 （2）可理解性。材料的選擇應(yīng)該做到循序漸進(jìn)、梯度展開。適當(dāng)?shù)碾y度與速度是必要的,但必須以學(xué)生能聽懂理解為前提。材料中的生詞應(yīng)按考綱的詞匯表加以控制。 （3）多樣性。為了適應(yīng)日后多樣化的交際需要,聽力訓(xùn)練應(yīng)讓學(xué)生接觸多元化的題材。除廣泛的生活題材外,社會熱點與自然科學(xué)題材也應(yīng)納入所選材料的范圍之中。聽力材料的體裁應(yīng)具有多樣化。對話、獨白、新聞廣播、故事、討論、座談歌曲等語言材料均是聽力訓(xùn)練材料的可選體裁。此外,由于英式英語與美式英語在語音、口音、語調(diào)上均有一定的不同,所以多樣性還應(yīng)體現(xiàn)在所選聽力材料中應(yīng)該美國英語與英國英語并存。 在聽力訓(xùn)練中,按照教學(xué)大綱對聽的教學(xué)的要求,結(jié)合高考聽力題型的難度與模式,根據(jù)不同層次的學(xué)生的實際情況,為不同程度的學(xué)生提供不同的符合他們胃口的聽力菜單,可使每個學(xué)生都聽有所得,學(xué)有所獲。聽力材料的內(nèi)容與難度應(yīng)由淺到深,循序漸進(jìn)。聽力材料的體裁應(yīng)圍繞考綱,豐富多樣。除課本上的listening practice 的聽力內(nèi)容外,還可增添與教材配套的同步聽力訓(xùn)練材料,“New Concept English”“Family Album USA”和VOA、BBC廣播中有關(guān)節(jié)目板塊都可根據(jù)需要補(bǔ)充列為聽力材料。 精聽與泛聽是