教学案例（情景对话之场所）
2016-05-14 19:08阅读：
教学案例（情景对话之场所）
一、教学案例背景：
在情景对话中经常会提到场所，这些场所主要包括：学校、医院、图书馆、邮局、商店、银行、办公室、旅馆、餐馆、机场、车站等。所以捕捉有关地点信息的听力对话我们会经常听到，这也是历年高考中出现频率较高的考点之一。本节课就这一话题展开，探讨如何听懂这类对话。
二、案例实施过程：
1头脑风暴
让学生四人一组尽可能多的回忆他们所能知道的关于旅馆、饭店、邮局、商店、医院等场景的单词并写在纸上，每组派一个代表说出他们所想的单词和短语。随后我在屏幕上显示。
Hotel: front desk reception
room service reservation to book a room
register to check in to check out
porter single room double room vacant room
suite
Bathroom
Restaurant: cafeteria bar waiter waitress
order reserve menu bill tip go Dutch（各自付费）
my treat（我请客） taste dessert
have a sweet tooth(爱吃甜食) ma
in dish
Hot-dog toast sandwich pizza
pie drink liquor(烈性酒)
drink
Post office: mail postage
postcard parcel package regular
mail(平信) registered
mail（挂号信）special
delivery(专送函) express
air-mail zip-code(邮政编码)
post-code(邮政编码) stamp envelope to
dial telegram
Shop: department store
supermarket grocery size style
fashion brand price cost cash
on sale for sale bargain out of
stock
Hospital: doctor surgeon
dentist patient
ward9病房）consulting
room（诊断室） emergency room
out-patient department(门诊部)
in-patient（住院部）
Ambulance allergy prescription nurse
2. .Listen to the words in three groups, and after each
group write the words to the potential situation that they might be
most related to
1) In post office:
_________________________________________________
On campus:
___________________________________________________
On the telephone:
______________________________________________
2) In a library:
___________________________________________________
On an airport:
___________________________________________________
Rent an apartment:
_______________________________________________
In a restaurant:
__________________________________________________
3) In a shop:
_____________________________________________________
At work:
______________________________________________________
In a hotel:
_______________________________________________
In a hospital:
_____________________________________________
(为了加深学生对场景单词的认识特别设置了这个听力活动。我分别设置了三组练习让学生将所听到的单词按场景分类。学生对有的单词虽然知道，但因发音不准确，所以当听到这些单词时反而不会写。在这个活动中，学生出现的问题主要有：1)认为听力文本过快，有些单词来不及写。2)单词不熟悉所以不会写。例如：registered
mail ,postage ,cabin,
promotion等。针对这些问题我重放听力文本，在有问题的部分停下来，让学生反复听并跟读，根据读音拼写单词，直到会写）
3 Listen to the following sentences and decide who says
them.
1) A. the caller B. the operator
C. the person who is receiving the call
2) A. the caller B. the operator
C. the person who is receiving the call
3) A. the caller B. the operator
C. the person who is receiving the call
4) A. the caller B. the operator
C. the person who is receiving the call
5) A. the caller B. the operator
C. the person who is receiving the call
（此练习是让学生根据所听到的一句话判断说话者的身份。这五句话都是打电话的日常用语，前四句学生听一遍录音基本都能判断正确，最后一句学生反映听不清，所以我重新放了一遍录音，大多数学生听后都能做出正确的判断。最后我让学生再听一遍录音并跟读熟悉打电话的日常用语。）
4.短对话操练
1) Where does the conversation most probably take
place?
A. Restaurant B. Railway station
C. Hotel
2) Where is George now?
A. Europe B Here C. On a
train
3) Where did the conversation most probably take
place?
A. In a cotton field B. At a railway
station C. On a train
4) Where did the woman find the bag?
A. Under a huge tree B. Between two buildings
C. In his apartment
5) Where does the conversation most probably take
place?
A. At an art gallery B. In a department store
C. At a bookstore
6) Where does the conversation most probably take
place?
A. At a bookstore B. At a bank
C. At a club
7) Where does the conversation most probably
take place?
A. In the classroom. B. In a library
C. In a bookstore
8) Where are the speakers?
A. In a restaurant. B. In a hotel
C. In a school
9) Where are the two speakers?
A. In an office B. In a restaurant
C. In a department store D. in a
library
10). Where does Mrs. Jones think her husband is
now?
A. At home
B.
At the riverside
C. At the health center D. At his
office
（这组练习不仅要求学生熟悉表示地点和方向的特定用语，而且要求在听对话时做出敏感的反映。这就需要学生特别注意有些地点词与介词、方位词组组合的含义，抓住对话中的关键词从而推断出对话中所暗含的地点、场所。例如第五题。听力原文：W:Can
you tell me the title of this oil painting? M:Sorry. I don’t know
for sure, but I guess it’s an early 17th century work.
You may look it up in the catalogue.学生只要抓住关键词oil
painting，就可以判断和艺术有关，再结合下句话的look it up in the
catalogue，就能得出正确的答案。在做这个练习时，我先让学生听一遍，然后对答案，让他们标出自己没有作对的题，最后给学生展示听力文本，要求学生看着听力文本再听一遍，这样他们就能知道自己究竟是为什么听错了。）
5. Conclusion.
常见提问方式：
Where is the conversation most probably taking
place?
Where might the man go?
Where does/did the conversation most probably take
place?
Where is the woman now?
Where are the two speakers?
Where is the man probably going to work?
（听完对话练习后，我让学生自己总结在场景类情景对话中经常出现的提问方式，然后我做一总结。）
三、教学反思：
本节课首先通过对不同场景听力材料中常见词汇和句型进行复习和学习，目的是让学生熟悉并掌握这些场景单词和句型，从而通过这些特定单词和句型推断出对话、独白或讲座所发生的场景。我认为这是实现高效听力的策略之一。本节课绝大多数学生学会了通过用这些关键词来找答案，教学效果良好。但教学中我发现学生的词汇量偏少，有的单词虽然知道但是不会读或读错，所以在今后的教学中要加强词汇的学习。
