听前、听中、听后活动样例 (4)VIP免费

Pre-listeningactivities（听前活动）While-listeningactivities（听中活动）Post-listeningactivities（听后活动）本单元听力材料的中心话题是inventions,针对这一话题，笔者做了如下铺垫：Ourlifeisfullofallkindsofinventions.Theyareveryusefulandhelpful.Whatinventionscanyouthinkof?Whataretheyusedfor?笔者用“头脑风暴法”激活了学生关于inventions的已知单词computer,telephone,car,TV等，同时通过图片的展示引出生词microwaveoven,calculator等。学生在自由、愉快、畅所欲言的氛围中对听力的主题有了初步的感知，同时也帮助学生在听力中克服生词的障碍，从而提高学生的听力理解能力和语言运用能力。接下来笔者问：Doyouknowwhentheseinventionswereinvented?引导学生使用“Ithinkthecalculatorwasinventedbefore/afterthecomputer…”的句型来回答，这个句型的操练其实为下一步听力任务的开展做了过渡性的铺垫，因为学生对inventions的发1b的听力任务是Listenandmatchtheinventionswiththedates.这个任务关键是考查学生听细节的能力。但是笔者认为仅仅到这一步，对听力材料的挖掘还不够。所以，笔者在1b后增加了一个后续任务：Whatinventionsdidtheoldwomanusetohave?(Theoldwomanusedtohaveatelephoneandacar.)Whatinventionsdoestheoldwomanhavenow?(NowshehasaTV,acomputerandacalculator.)这两个问题的回答不仅要求学生通过听获取细节信息，还要求学生听懂听力材料的大意，通过关注语音、语调和语境来进一步深层次理解听力材料，对材料内容进行概括、归纳和总结。听力材料内容如下：Alice:Lifemusthavebeendifficultwhenyouwereakid.Woman:Oh,notreally.Whydoyousaythat?Alice:Well,youdidn’thavemanymodern听力的后续活动能在深入挖掘听力材料内在意义的基础上提高学生分析和解决问题的能力。笔者让学生根据1b的听力材料内容讨论：WhydoesAlicethinkthatlifemusthavebeendifficultwhentheoldwomanwasakid?这是一个由听延伸到读再延伸到说的任务。学生必须仔细通读听力材料，然后对所读内容进行归纳和总结：Becauseshethinkstheoldwomandidn’thavemanyinventionswhenshewasakid.笔者再将总结出的内容联系到生活实际:Shethinkslifewithoutinventionsmustbeverydifficult.笔者深入挖掘1b的所学内容的内在意义在于告诉学生：Thelifewehaveisveryconvenientbecauseofsomanyinventions.Whenweareenjoyingtheconvenienceofourlife,weshouldrememberthosegreatinventorswhohavebroughtusallkindsofinventions.Andas明时间做了简要猜测，接下来完成1b的听力任务就是对猜测结果的验证。inventions.Like,youprobablydidn’thaveatelephone,right?Woman:Ofcoursewedid!HowolddoyouthinkIam?Thetelephonewasinventedin1876.Alice:Howaboutcars?Ibetcarsweren’tinventedyet.Woman:Suretheywere.Carswereinventedin1885.Myfamilyhadacar.Ithinkyouneedtotakeahistoryclass,Alice.Alice:Ha,ha!Well,didyouhaveaTV?Woman:No,wedidn’t.TheTVwasinventedaround1927,Ithink.Somefriendsofminehadone.Butinthosedays,TVswerereallyexpensive,andwecouldn’taffordone.Alice:AndIbetyoudidn’thavecalculatorsandcomputersandstuff.That’ssomethingIdoknow.Welearnedinschoolthathand–heldcalculatorswereinventedin1971andpersonalcomputerswereinventedin1976.Woman:Youareright.Istudents,weshouldstudyhardertocreateabetterlife.运用听力材料有效进行整体教学设计虽没有固定的模式，但却有内在的规律，教师只有深入挖掘听力材料，精心设计听力教学的各个环节，才能有效地开展听前、听中和听后活动。didn’thavethosethingswhenIwasyoung.ButIdonow.