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  3. 以下片段选自某课堂实录。 Betty: Darling, what are you going to do at the weekend? What are your plans? Jimmy: On Saturday morning, I’m going

以下片段选自某课堂实录。 Betty: Darling, what are you going to do at the weekend? What are your plans? Jimmy: On Saturday morning, I’m going

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问题 以下片段选自某课堂实录。
Betty: Darling, what are you going to do at the weekend? What are your plans?
Jimmy: On Saturday morning, I’m going to check my e-mail and then I’m going to do my homework. In the afternoon, I’ m going to have a piano lesson.
Betty: I’m going to buy some clothes on Saturday afternoon.
Jimmy: On Saturday evening, I’m going to a party at a friend’s home. We’re going to listen to some music. Would you like to come?
Betty: Yes, that’s a good idea.
Jimmy: What are you going to do on Sunday?
Betty; I’m going to stay in bed in the morning. Then I’m going to revise for my test. What about you?
Jimmy: I’m going to get up early and then I’m going to play table tennis with some friends. In the afternoon, I’m going to meet Kelly and Peter in the park and we’re going to have a picnic. And you are going to come, too!
Betty: Am I? Great!
请分析该教学片段并回答下列问题：
(1)分析教学片段中体现的听力目标。(15分)
(2)课堂教学中听力活动的组织应该注意什么?(15分)
选项
答案(1)①在师生对话环节中，教师借助简单对话与学生沟通，问题浅显且贴近生活，激发学生与教师主动交流的欲望和兴趣，唤起学生从情感上参与学习的意识。 ②在呈现话题环节中，教师借助自然流畅地谈话呈现话题，以图形红心明确学习任务，使学生在课堂伊始就带着明确的学习目标进入学习中。 ③在复习旧知环节中，教师请学生小组活动，以学生已知的功能交际用语引导学生谈论他们喜爱的电视节目及原因，使学生在谈话中激活已有认知，教师板书呈现的功能交际用语及部分形容词为后期语言输出做准备。 (2)①对于运用难度较大的语言，可用任务导入； ②对于情节很复杂的故事，可用情节导入； ③对于知识性很强的课文，可以用知识导入： ④对于反映学生生活的课文，可从本班学生类似的生活经历导入： ⑤对于事件性的课文，可借助近期的一条新闻来导入。
解析
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