任务型听力活动整体设计（二）.docVIP

精品论文 参考文献 任务型听力活动整体设计（二） 文 / 宿 倩 周 军 【听中任务3——设计依据】 要让学生会听，教师还需要适当增加和调整听力材料的难度和呈现方式。该段听力材料语速较快，人物、事件较复杂，句式表达超出了一般学生的认知水平，所以，笔者在第二次教授本环节的时候增加了可见材料的呈现和词语的呈现（6选5），在一定的范围内让学生进行信息的筛选。这样既做到了文字材料的可视化，又做到了信息材料的提取。任务应当有浅入深，任务之间的衔接有层次，以保证教学活动的整体性和流畅性。 本环节是整个听力活动的最高层次，语言表达较复杂，语速较快，对于初二第一学期的学生来说是个不小的挑战。教师在整个活动中应该及时给予帮助和指导，逐步调整听力材料的呈现方式，满足不同层次学生的需求。在具体的操作过程中，教师要根据学生实际合理安排这些听力任务活动，从而使学生在会听的基础上让这些听力活动发挥最大的作用。 Post?listening tasks Step Ⅲ Speak up 1. Sandy is showing Helen some pictures of her friends. Do you know what they are talking about? Please listen and answer: Q1: Whom are they talking about? Q2: What would Peter like to be in the future? 2. Listen and repeat their conversation. 3. Work in pairs and try to remember these important expressions. Students? activities: Listen to the tape carefully and find out the answers to these two questions: Q1: Whom are they talking about? (Peter) Q2: What would Peter like to be in the future? (A doctor) Students? activities: Try to practice the conversation in pairs. 【听后任务1——设计依据】 由听延伸到读。教师在处理这段Speak up的时候，要求学生跟着录音模仿，同时要求学生确定每句话用的是升调还是降调，以培养学生正确的语音语调，再进一步关注语音、语调和单词发音在句子中的变化，如连续、同化、 弱化、失去爆破以及重音和习惯表达等。 Step Ⅳ Extension Teacher?s words: Do you have any interesting pictures? I?m sure you do. Would you like to take them out and share them with your partners? (Practice in pairs, talking about their appearances and their own plans, using some pictures of their family or their friends). If the students are not active, the teacher can give them an example. Teacher?s activities: Show a picture of my English friends to the students, introduce it to them. The teacher can talk about their future plans and their wishes. In this way, the students may know what they are going to do. Students? activities: Show some pictures of their friends. Try to say something about the boy or the girl