2005年青岛市英语听力教学案
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听力技能教学案例
（一）教学内容（听力录音原文，选自人民教育出版社教材）
Part 1
I shall never forget the day when the earthquake took place. The time was 5:15 in the afternoon and I was driving along the road to fetch my daughter from school. Our plan was to go swimming together. I had finished work at about 4 o’clock and then gone to the Post Office. Then I’d stopped off at a shop in order to get some fresh fruit. We like to have some fruit to eat after our swim.
I was driving along a high road on my way to the school. Over my road was another road for cars coming to the other way. I was hungry so I put the bag of apples on the seat beside me and started to eat one.
Suddenly I saw the cars in front of me start to move from side to side. I slowed down. Then my car started to shake. I didn’t know what was happening. Perhaps something had gone wrong with my car. I drove even slower. Then the road above started to fall down. I stopped the car and at the same moment the road fell onto the cars in front of me.
Part 2
I found myself in the dark. I couldn’t move. The bottom parts of both my legs and my feet were hurting badly and I couldn’t move them, All around me was quiet. But below me I could hear shouts and a lot of noise. Then I remembered what had happened. I had been in an earthquake.
For about two hours nobody came. Luckily I could reach the bag of apples, so at least I had plenty to eat. Then I heard people climbing towards me. A team of people had come to see if anyone was under the broken road. I called out “I’m here!” I heard a shout. Soon a stranger climbed to the side of the bridge near my car. “ How are you doing?” he asked.
“Not too bad,” I said, “ but my feet and legs feel as if they’re broken.”
“We’ll have you out of there just as soon as we can,” he said. They didn’t get me out until the next morning. I had been in my car for fourteen hours.
(二) 教学目标
1. 听力技能目标：
（1）能听懂与话题有关的术语及相关的课堂用语。
（2）能听懂故事情节，理解主旨、要义，并能获取具体的、事实性信息。
2．学习策略目标：
（1）通过积极参与课堂活动，提高听力能力，促进其他技能的发展。
（2）注重引导学生在讨论过程中培养合作精神。
三、教学过程
Step 1: Warming up
T: Everybody had various experiences. Some of them were exciting, and some were
terrible. I once had a terrible experience. When that something terrible happened, I was just there. Now, please watch the video and listen carefully. Then try to answer:
What happened?
When did it happen?
Where did it happen?
（录像文稿：At 3: 42 on the morning of July 28th,1976, the city of Tangshan was shaken by a terrible earthquake. A great part of the city was destroyed and nearly all the buildings burnt down. The number of people who were killed reached as many as 240,000.）
(简评：运用音、画配合，视、听结合这种听力技能训练模式直接导入本节听力主题
earthquakes， 既开门见山，明确听力目的，又可帮助学生熟悉话题，培养他们获取具体信息的能力。
Step 2. Listening (Part 1)
T: Earthquakes are really one of the terrible disasters. Unfortunately, earthquakes occur frequently in different parts of the world. In 1989, an earthquake happened in San Francisco. At that time, Hank lived there with his wife and daughter. Let’s listen to the tape for the first time to get a general idea about the passage. And then try to answer the following two questions:
1. When did the earthquake happen?
2. Where was the man driving when it happened?
3. Was he hurt?
（Listening to the tape）
(简评：通过泛听培养学生获取文章主旨大意的听力技能。)
Step 3 Listening again
T: Yes, the man was on his way to his daughter’s school. Then what do you think he was going to do there? And, What was the first thing he saw? What had he done before the earthquake?
Listen to this part again, and try to find out the answers to the three questions. While listening, don’t forget to make notes.
(简评：恰当的细节问题的设置，可以促使学生在听力全过程中保持精力高度集中。听—动训练活动设计，主要是培养学生边听边做笔记的技能和对连读、关键词等重点、难点的把握能力。)
Step 4 Listening (Part 2)
T: From the material, we know Hank was caught in the earthquake. What do you think would happen to him? Let’s listen to the next part carefully and try to find out what really happened to him. Before listening, read the following sentences as quickly as you can. After listening, please discuss in groups of four and decide if these statements are true or false.
( ) 1. He could not move.
( ) 2. He was not hurt .
( ) 3. He could not hear any noise anywhere.
( ) 4. He had nothing to eat.
( ) 5. A stranger found him and spoke to him.
( ) 6. They got him out of his car the next morning.
( ) 7. He had been caught in his car for forty hours.
(简评：这一环节运用听—说训练，一方面培养了学生听前预测的技能，另一方面又将听力技能和口语技能有机地结合起来，培养学生综合运用语言的能力。)
T: We have got a general idea about the passage. Now, listen to the tape once again. Fill in the blanks and write the words in the spaces.
1. I ________ myself in the dark.
2. Then I remembered what __________ .
3. It was clear to me now that I ______________ in an earthquake.
4. Then I _____________ people _____________ towards me.
5. A team of people ______________ to see if anyone _____________ under the broken road.
(简评：运用听—写训练模式，培养学生在听时捕捉关键词和短时记忆的能力, 同时也检
测了学生的产出技能，即写的能力，特别是拼写能力。此外还可以根据具体目的决定抽词的方式，以便控制难度。)
Step 5
T: He was caught in the car for twelve hours. Luckily, he survived the big earthquake. If there were an earthquake now, what do you think we should do to survive the earthquake? Please discuss in groups of four, using:
First,
Next,
Then,
Finally,
T: Now, let’s watch a video and see what Professor Smith tells us to do in a earthquake.
（简评：听—说和视—听训练较好地体现了多媒体在听力教学中所起的独特作用。恰当
地运用多媒体，既可以创造出身临其境的氛围，帮助学生获得直观感受，有效地激发学习
的兴趣，又可使学生在轻松愉悦的环境中受到安全知识教育。）
Step 6
T: When a disaster happens, some people may become nervous while others may feel excited. Different people act differently. Just as we discussed just now, no matter what kind of disaster happens, the most important thing for us to do is to keep calm. If possible, we should try our best to help others. Do you think so?
(简评：在教学过程中自然渗透情感教育，贴近生活实际，使学生进入教育情境，进入角色，从而使本课主题在教与学过程中得到升华。)
Step 7 Homework
Write a passage about an experience you have had in life.
（简评：通过课堂上一系列的讨论，使得学生对于本课话题有了一种直观的认识。而此
项作业的设置，使得学生能够把在课堂上所获得的听力技能和写作技能有机地结合起来。学生对听力的兴趣，更多的是在平时培养出来的。通过适当的作业设置，有助于学生在语言环境中加以熟练，从而达到在运用中学习掌握语言的目的。）

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