Period 4Listening and Vocabulary; Pronunciation整體設(shè)計(jì)教材分析This period includes two parts, Listening and Vocabulary as well as Pronunciation. The former offers students a chance to develop their listening skills through a conversation, which occurs between a doctor and his patient. Besides, they will also learn some words concerning human organs as well as those used when people go to see a doctor. It is strongly suggested that the words should be dealt with first, because they may prepare students for the listening material. Through the study of this part, not only will they be able to develop their listening skills, but they also know how to describe the symptoms of some diseases in English. The purpose of Pronunciation is to teach students some knowledge about liaison, which plays quite an important role in spoken English, as it can simplify the language and beautify the language as well. The teacher may provide some tongue twisters for students to practice, which not only gets students to participate in class actively, but also a good way to improve their pronunciation. 三維目標(biāo)1. 知識與技能1)To have students learn more words concerning symptoms of some diseases.2)To train their listening skills3)To train their speaking skills4)To develop their pronunciation.2. 過程與方法1)Encourage students to speak in class through organizing some practice.2)Teach students some listening strategies.3. 情感與價(jià)值Through the teaching of this period train students listening skills. Meanwhile, they will learn to speak out or ask about the symptoms of some common diseases. 教學(xué)重點(diǎn)1. To motivate students to work together.2. To train their listening and speaking skills.3. To make sure they know how to describe the symptoms of a certain disease. 教學(xué)難點(diǎn)1. How to enable students to listen effectively.2. How to arouse their interest in taking part in classroom activities. 教學(xué)過程Step 1 Revision1. Greet students as usual.2. Have students revise the grammar they learned last period.(Show the following exercises on the screen and make them finish them individually)1. Chinese government has built new houses to_ the homeless people in the flooded area.2 / 13A. saveB. seatC. houseD. praise2. The vast land_ by the Yellow River.A. watersB. is wateringC. is wateredD. watered3. I thought I asked you to fix the radio.Oh, Im sorry, Madam. I _ it right away. A. am to doB. will doC. was about to doD. am going to do4. Look at the black clouds. It_ soon.A. is rainingB. is to rainC. will rainD. is going to rain5. Are you coming to the flower show?I dont think so, but if I change my mind, I_ you.A. tellB. will tellC. am going to tellD. am telling6. The head of sheep were running towards the house, but we_ them towards the field.A. headedB. aheadC. tookD. brought7. You have left the light on.Oh, so I have. _ and turn it off.A. Ill goB. Ive goneC. I goD. Im going8. The fish is_ in the factory and sold to other countries.A. boughtB. cannedC. producedD. cook9. _ a few things youd like for Christmas and I will go shopping now.A. TalkB. NameC. CallD. Speak 10. Why did you buy this paint?I_ paint my bedroom tomorrow.A. willB. am about toC. am going toD. maybeSuggested answers: 1. C2. C3. B4. D5. B6. A7. A8. B9. B10. CStep 2 Listening and Vocabulary1. Pre-listeningVocabulary1)Activity 1(1)Have a brainstorm of the body parts of human beings. (The teacher can draw a picture on the blackboard. )(2)Read through the words in the box and have students repeat them after you, paying particular attention to the pronunciation of the final “ch” in stomach, which is like the “ck” in back. You should make sure students understand the words.(3)Have students do this activity individually, then check in a whole class setting.Suggested answers:1 lung2 heart3 throat4 chest5 stomach2) Activity 2(1)Read the words out while students listen and follow.(2)Read them again and have students repeat them chorally and individually. Pay particular attention to the silent p, and the second syllable stress of pneumonia and the second syllable stress of prescription.(3)You may want students to use dictionaries to do this activity; otherwise make sure they understand the meanings of the words before they start.(4)Ask them to do the activity individually, then check their answers with a partner.(5)Collect the answers from the whole class as full sentences, e. g. an X-ray is a photograph of inside body.Suggested answers:1. X-ray2. symptom3. breathe4. pneumonia5. have a temperature6. prescription3)Activity 6（1）Read through the words in the box while students listen and follow.（2）Read them again and have the students repeat them. You should make sure they understand them all.（3）Ask them to complete the activity individually and then check with a partner.（4）Collect the answers in a whole class setting, having one student read the sentences and another student give the words in the box.Suggested answers:1. toothache2. broken3. migraine4. cough5. stomach6. sore throat2. While-listening1)Activity 3(1)Read through the sentences while students listen and follow. Make sure that they understand the meaning of them all, either by elicitation, glossing or dictionary work.(2)Ask them to complete the activity individually, then check with a partner.(3)Collect the answers from the whole class, having students read the sentences out and then say who says them.(4)Write A-I on the blackboard, as they give you the answers, write them on the blackboard (D or P next to the letters). If there is controversy, write both D and P. Do not comment on what is correct at this stage.(5)Students listen to the conversation and check up their answers. Play the recording again for a further check, especially if there are still disagreements.Suggested answers:A)PB)PC)DD)PE)DF)DG)DH)DI)P 2)Activity 4(1)First read through the questions and make sure students understand what they have to do. (2)Play the tape recorder one more time, while students listen. After that they should discuss their answers with a partner.(3)Play the recording once again for them to check.(4)Collect the answers in a whole class setting, having one student ask the questions and the other answer them.Suggested answers:1 Mr. Chens chest hurts when he breathes and he has a temperature, a sore throat and a cough.2 The doctor says she will examine Mr. Chen and write him a prescription. 3)Activity 5(1)Show the following picture and ask students to come up with as many questions in such situations. For example: How long have you had the temperature? Do you have any other symptoms? Can you open your mouth and say “Ah. . . ”? (Show the following picture on the screen. ) (2)Students read through the sentences by themselves.(3)Play the tape and ask students to follow the sentences through and just underline any mistakes they hear.(4)Play the tape again and ask them to correct the errors. Then check with their partner.(5)Collect the answers from the class, having one student read out the sentence in the book, and another just correct it.Suggested answers:1 Ive got a temperature of 38.2 Can you take a deep breath?3 Well, Im afraid youve probably got pneumonia.4 My wifes going to visit her this afternoon.5 My wifes going to pick me up in a quarter of an hour.6 I should imagine about two weeks, at least. 3. Post-readingGroup students to have a discussion of possible symptoms of pneumonia and then fill out the following table.(Show the following on the screen. )Possible symptoms of pneumonia (flu, cold, broken arm. . . )SymptomsPossible for pneumoniachest hurtyescoughfevertoothachenostomachacheinfection of legsTapescriptDoctor: Hello, Mr. Chen, how can I help you? Mr. Chen: Im not feeling at all well, doctor. In fact, I feel awful. Ive got a temperature of 38 and my chest hurts when I breathe.Doctor: How long have you had the temperature? Two or three days? Mr. Chen: About four days, actually.Doctor: Four days. Do you have any other symptoms? Mr. Chen: Yes, Ive got a sore throat and a cough.Doctor: Can you lie down, please, and Ill examine you? . . . Can you take a deep breath? . . . And another one? . . .Doctor: Well. Im afraid you have probably got pneumonia. Well need to do an X-ray to be certain, and we may need to take you into hospital.Mr. Chen: Oh, dear!Doctor: Dont worry. Nowadays, with the right drugs, people get better very rapidly. Ill write you a prescription. Are you allergic to penicillin? Mr. Chen: No, Im not.Doctor: Good. Is there someone who can take you to hospital? Mr. Chen: A friend of ours is in hospital at the moment and my wifes going to visit her this afternoon. She can take me in at the same time.Doctor: That couldnt be better. And how are you planning to get home now? Mr. Chen: My wifes going to pick me up in a quarter of an hour.Doctor: Jolly good. Ill write a note for your employers saying that youre sick. And Ill ring the hospital and arrange that X-ray for you.Mr. Chen: How long will I be off work? About a week? Doctor: No. I should imagine about two weeks, at least.Mr. Chen: Two weeks!Well, thank you, doctor.Doctor: Goodbye, Mr. Chen. Step 3 Pronunciationliaison1. Ask students to read through the sentences silently to themselves and think about where words might be linked. You may give them an example such as “a cup of tea” , where “cup of” is linked to become one continuous sound.2. Play the recording and ask them to just listen and try to decide where the words are linked. Then play it one more time to have them underline the linked words. They may compare with their partner.3. Finally collect the answers from the whole class, having students say the sentences in the correct way. You may wish to write the sentences on the blackboard and underline where sounds are linked as they tell you.Suggested answers:1 My chest_ hurts.2 Ive got_ a temperature.3 Ill write_ you_ a prescription.4 Pick me_ up_ at the hospital.5 Ill be_ off work for_ a week.6 She will visit_ you this_ afternoon. 4. Add more sentences for students to practice.(Show the following on the screen. )1. Zhou Kai went and did as she was told.2. A lot of my school friends eat sweets every day.3. I think I dont get these things because I take a lot of exercise and am very fit.4. So as you can see from what Ive said, Im a normal kind of person.5. Im captain of the class team at school and Im also a member of the Senior High team. To arouse students interest in taking part in the activities, you can give them some tongue twisters.(Write the following on the blackboard. )She sells seashells on the seashore.And the shells she sells are seashells Im sure.cause if she sells shells at the seashore,And the shells are seashells for sure. Step 4 Summary and HomeworkThe teacher summarizes the contents of this period and then assigns homework for them: Revise what they have learned; find more tongue twisters to practice liaison. 板書設(shè)計(jì)Module 1Our Body and Healthy HabitsPeriod 4A tongue twister:She sells seashells on the seashore.And the shells she sells are seashells Im sure.cause if she sells shells at the seashore,And the shells are seashells for sure. 活動與探究Encourage students to make a dialogue, using the following words, which can also be assigned as their homework.Whats wrong with you? (Whats bothering you? )PatientDoctorIve got a splitting headache. Ill take your temperature.Ive a running nose. Open your mouth.Im running a fever. Is it serious? I feel dizzy and Ive been throwing up. Youve got the flu, but not serious.I hardly have any appetite. Avoid greasy food.How long will I be off work? You should lie in bed.Take one capsule every four hours. 備課資料高考英語聽力測試要點(diǎn)及應(yīng)試技巧高考英語聽力主要測試考生對英語口語的理解能力，測試的主要形式有對話理解和短文理解。對話理解是考查考生在一定語境中所表現(xiàn)出的快速反應(yīng)及推理判斷能力; 短文理解則是在此基礎(chǔ)上考查考生對一個結(jié)構(gòu)比較完整、意義相對連貫的語段的理解能力。聽力考查主要從以下四個方面進(jìn)行: 理解主旨要義; 獲取事實(shí)性的具體信息; 推斷對話的背景、說話者之間的關(guān)系; 理解說話者的意圖、觀點(diǎn)和態(tài)度。1. 理解對話的主旨和大意要求考生對聽到的內(nèi)容有一個整體的把握和全面的領(lǐng)會，清楚說話者究竟在說什么，體會說話者的語氣，聽懂關(guān)鍵詞，從語篇層面來理解。任何一段對話或獨(dú)白都是圍繞一個中心展開的，有時(shí)主旨大意較明顯，有時(shí)則需要考生自己歸納、概括。例如: W: So， how long have you been here? M: Just a couple of days， actually， I am on a big journey. You know， Im visiting all the places of interest here.Q: Whats the man doing? A. Hes working in a hotel.B. Hes visiting a young people.C. Hes traveling around.答案為 C項(xiàng)。本題是一位男子談?wù)摰酱说氐母鱾€名勝觀光的情況，其主旨大意貫穿整個對話，需要考生將所聽到的零碎信息進(jìn)行整理和歸納。其中的 a big journey，visiting 和 places of interest here 是這位男子談話的關(guān)鍵，因此，通過對此進(jìn)行歸納判斷就會馬上明白談話的主旨大意是旅行。2. 獲取對話或獨(dú)白中的具體信息準(zhǔn)確地理解英語口語，獲取具體信息是一項(xiàng)十分重要的語言技能。為了說明和解釋主旨，對話或獨(dú)白中會透露出一些具體信息，如時(shí)間、地點(diǎn)、人物、年代、價(jià)錢、數(shù)量、原因、目的、結(jié)果等，這些信息對理解對話、把握主旨是非常有幫助的，且在試題考查中占相當(dāng)大的比例。這類題目要求學(xué)生在聽清、聽懂信息的同時(shí)，還要對所聽到的信息作簡單的處理。有的也需要考生在進(jìn)行簡單的數(shù)字運(yùn)算。例如: M: The plane for Chicago left 15 minutes ago.W: Thats right. Now its already five to twelve.Q: When did the plane take off? A. 12: 05. B. 11: 55. C. 11: 40.答案是C項(xiàng), 此題問的是飛機(jī)何時(shí)起飛的。飛機(jī) 15 分鐘前飛往芝加哥，現(xiàn)在是 12 點(diǎn)差 5 分，所以，飛機(jī)應(yīng)是 11: 40 起飛的。3. 推斷對話發(fā)生的背景、地點(diǎn)及對話者之間的關(guān)系對對話背景、地點(diǎn)、對話者之間關(guān)系的理解程度體現(xiàn)了考生對口語的理解能力。對話發(fā)生的背景、說話者之間的關(guān)系決定著談?wù)摰脑掝}、內(nèi)容、說話的語氣和措辭。反之，從說話的語氣、用詞和內(nèi)容可以推斷出說話的背景、說話者之間的關(guān)系。這是高考聽力考查的一項(xiàng)重要內(nèi)容。一般說來，此類對話一般都發(fā)生在一些公共場所，如: 商店、圖書館、課堂、飯店、郵局、銀行、飛機(jī)上等，而說話者之間的關(guān)系往往是下列關(guān)系，如: 售貨員與顧客、圖書管理員與借閱人、老師與學(xué)生、服務(wù)員與顧客、醫(yī)生與病人等?？忌鷳?yīng)注意捕捉對話中的關(guān)鍵信息。W: Six airmail stamps and two regular stamps，please.M: Here you are. That will be one dollar and eighteen cents.Q: Where did the conversation most probably take place? A. At a station.B. At an airport.C. At a post office.答案為C項(xiàng)。通過說話中出現(xiàn)的 stamps 及 one dollar and eighteen cents 知道顧客在購買郵票，所以，對話的地點(diǎn)最有可能在郵局。4. 理解領(lǐng)會說話者的觀點(diǎn)、態(tài)度及意圖這類考題要求考生不但能理解錄音原文的主旨大意，而且還要通過文中的重要細(xì)節(jié)、具體事實(shí)來揣摩、推斷說話者的意圖、觀點(diǎn)和態(tài)度等，這類題目能考查考生在聽力方面的綜合素質(zhì)。有時(shí)說話者的意圖、觀點(diǎn)和態(tài)度在對話中的表達(dá)較為含蓄，考生則更需注意體會、揣摩，并作一些簡單合理的推斷。例如: M: How many hours do you sleep a day? W: I need at least seven hours. I try to follow Davids example but it never works out for me. M: If I sleep during the day， I can never wake up.W: Not everyone has the same as Davids， I guess.Q: What does the woman suggest at the end of the talk? A. People should develop a habit like Davids.B. People need longer hours of sleep.C. People have different sleeping habits.答案為C項(xiàng)。本對話內(nèi)容是談話有關(guān)睡眠習(xí)慣的問題。對話結(jié)束時(shí)，女聲說“并非每一個人都有和戴維一樣的睡眠習(xí)慣”，言外之意是“每個人的睡眠習(xí)慣是不一樣的”。提高聽力測試能力應(yīng)多聽，這是增強(qiáng)語感、提高聽力之本。同時(shí)掌握必要的技巧和對策，有助于獲得事半功倍的效果。1. 充分利用聽錄音前的這段時(shí)間和各段對話之間的停頓時(shí)間，通過閱讀和分析選項(xiàng)以幫助預(yù)測將要聽到的內(nèi)容及其重點(diǎn)，做到心中有數(shù)，帶著問題去聽。預(yù)測短文或?qū)υ捒赡苌婕暗膬?nèi)容，使自己在聽之前就在心中設(shè)計(jì)了幾種可能的情景，這樣聽錄音材料時(shí)就會有的放矢，有所側(cè)重，從而提高答題的準(zhǔn)確率。2. 邊聽邊記，以自己明白的字符記下重要內(nèi)容。要根據(jù)選項(xiàng)中提供的信息，有選擇地做一些簡單的記錄。較長的對話或獨(dú)白所涉及的內(nèi)容較多，尤其有一些關(guān)鍵詞語往往比較容易混淆，即使當(dāng)時(shí)聽明白了，但是由于材料信息量較大，該記的東西較多，過后不能準(zhǔn)確回憶起來，如表示時(shí)間、日期、年齡、價(jià)格、距離的數(shù)字，或是地名、人名等。這時(shí)可以用筆在試卷的空白處以字符的形式記下，以便加深印象，進(jìn)行正確地判斷選擇。3. 抓住關(guān)鍵詞和主題句。捕捉重要信息是聽力理解的首要任務(wù)，遺漏了重要信息就不可能聽清對話的基本含義。它們對整篇文章的內(nèi)容起一個概括和提示的作用，是文章的中心論點(diǎn)或者是說話人對所談內(nèi)容的觀點(diǎn)和態(tài)度。4. 無論是聽對話，還是聽獨(dú)白，注意力一定要集中在對整體內(nèi)容的理解上，抓住對話或文章主旨大意。切不可只停留在個別單詞或單句上，聽不清時(shí)應(yīng)馬上放過，不要強(qiáng)迫自己聽清每一個詞，把重點(diǎn)放在聽關(guān)鍵詞（通常是實(shí)詞）以及與問題有關(guān)的內(nèi)容上。5. 在聽錄音或答題時(shí)必須專心致志。答下一題時(shí)，就要完全投入，哪怕沒有能夠順利回答前面的試題，也應(yīng)暫時(shí)擱置一邊，否則就會影響整個聽力效果。 希望對大家有所幫助，多謝您的瀏覽！