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111Period 4Listening and Vocabulary; Pronunciation整体设计教材分析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. 三维目标1. 知识与技能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. 过程与方法1)Encourage students to speak in class through organizing some practice.2)Teach students some listening strategies.3. 情感与价值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. 教学重点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. 教学难点1. How to enable students to listen effectively.2. How to arouse their interest in taking part in classroom activities. 教学过程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.A. 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. 板书设计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. 活动与探究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. 备课资料高考英语听力测试要点及应试技巧高考英语听力主要测试考生对英语口语的理解能力，测试的主要形式有对话理解和短文理解。对话理解是考查考生在一定语境中所表现出的快速反应及推理判断能力; 短文理解则是在此基础上考查考生对一个结构比较完整、意义相对连贯的语段的理解能力。听力考查主要从以下四个方面进行: 理解主旨要义; 获取事实性的具体信息; 推断对话的背景、说话者之间的关系; 理解说话者的意图、观点和态度。1. 理解对话的主旨和大意要求考生对听到的内容有一个整体的把握和全面的领会，清楚说话者究竟在说什么，体会说话者的语气，听懂关键词，从语篇层面来理解。任何一段对话或独白都是围绕一个中心展开的，有时主旨大意较明显，有时则需要考生自己归纳、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.答案为 C项。本题是一位男子谈论到此地的各个名胜观光的情况，其主旨大意贯穿整个对话，需要考生将所听到的零碎信息进行整理和归纳。其中的 a big journey，visiting 和 places of interest here 是这位男子谈话的关键，因此，通过对此进行归纳判断就会马上明白谈话的主旨大意是旅行。2. 获取对话或独白中的具体信息准确地理解英语口语，获取具体信息是一项十分重要的语言技能。为了说明和解释主旨，对话或独白中会透露出一些具体信息，如时间、地点、人物、年代、价钱、数量、原因、目的、结果等，这些信息对理解对话、把握主旨是非常有帮助的，且在试题考查中占相当大的比例。这类题目要求学生在听清、听懂信息的同时，还要对所听到的信息作简单的处理。有的也需要考生在进行简单的数字运算。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项, 此题问的是飞机何时起飞的。飞机 15 分钟前飞往芝加哥，现在是 12 点差 5 分，所以，飞机应是 11: 40 起飞的。3. 推断对话发生的背景、地点及对话者之间的关系对对话背景、地点、对话者之间关系的理解程度体现了考生对口语的理解能力。对话发生的背景、说话者之间的关系决定着谈论的话题、内容、说话的语气和措辞。反之，从说话的语气、用词和内容可以推断出说话的背景、说话者之间的关系。这是高考听力考查的一项重要内容。一般说来，此类对话一般都发生在一些公共场所，如: 商店、图书馆、课堂、饭店、邮局、银行、飞机上等，而说话者之间的关系往往是下列关系，如: 售货员与顾客、图书管理员与借阅人、老师与学生、服务员与顾客、医生与病人等。考生应注意捕捉对话中的关键信息。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.答案为C项。通过说话中出现的 stamps 及 one dollar and eighteen cents 知道顾客在购买邮票，所以，对话的地点最有可能在邮局。4. 理解领会说话者的观点、态度及意图这类考题要求考生不但能理解录音原文的主旨大意，而且还要通过文中的重要细节、具体事实来揣摩、推断说话者的意图、观点和态度等，这类题目能考查考生在听力方面的综合素质。有时说话者的意图、观点和态度在对话中的表达较为含蓄，考生则更需注意体会、揣摩，并作一些简单合理的推断。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.答案为C项。本对话内容是谈话有关睡眠习惯的问题。对话结束时，女声说“并非每一个人都有和戴维一样的睡眠习惯”，言外之意是“每个人的睡眠习惯是不一样的”。提高听力测试能力应多听，这是增强语感、提高听力之本。同时掌握必要的技巧和对策，有助于获得事半功倍的效果。1. 充分利用听录音前的这段时间和各段对话之间的停顿时间，通过阅读和分析选项以帮助预测将要听到的内容及其重点，做到心中有数，带着问题去听。预测短文或对话可能涉及的内容，使自己在听之前就在心中设计了几种可能的情景，这样听录音材料时就会有的放矢，有所侧重，从而提高答题的准确率。2. 边听边记，以自己明白的字符记下重要内容。要根据选项中提供的信息，有选择地做一些简单的记录。较长的对话或独白所涉及的内容较多，尤其有一些关键词语往往比较容易混淆，即使当时听明白了，但是由于材料信息量较大，该记的东西较多，过后不能准确回忆起来，如表示时间、日期、年龄、价格、距离的数字，或是地名、人名等。这时可以用笔在试卷的空白处以字符的形式记下，以便加深印象，进行正确地判断选择。3. 抓住关键词和主题句。捕捉重要信息是听力理解的首要任务，遗漏了重要信息就不可能听清对话的基本含义。它们对整篇文章的内容起一个概括和提示的作用，是文章的中心论点或者是说话人对所谈内容的观点和态度。4. 无论是听对话，还是听独白，注意力一定要集中在对整体内容的理解上，抓住对话或文章主旨大意。切不可只停留在个别单词或单句上，听不清时应马上放过，不要强迫自己听清每一个词，把重点放在听关键词（通常是实词）以及与问题有关的内容上。5. 在听录音或答题时必须专心致志。答下一题时，就要完全投入，哪怕没有能够顺利回答前面的试题，也应暂时搁置一边，否则就会影响整个听力效果。111
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