Using the research method of literature, means of observation, behavioral approach, conceptual analysis and the pattern of information-seeking of local and overseas were analyzed and compared,
Basic pattern strategies of technology information-seeking
分析任务，有效训练，提升听力
——高考听力专项训练教学设计与反思
中学英语教学设计中进行任务分析就是对教学目标进行分析，推测教学目标，即把教学目标按学习领域或学习结果类型进行分类，并要揭示达到教学目标所需要完成的步骤。分析任务具体包括推测教学目标，分析教学任务，确定教学方法，必要时还要对教材内容作适当补充。高考英语听力专项训练在教学设计方面是一个比较大的范畴，笔者将听力专项训练教学设计按照听力测试所涉及学生的能力进行分项设计，并在高考英语复习实际中予以实施，效果显著。
一、高考听力试题分析
高考英语（江苏卷）听力在高考英语120分值的试题中占20分，约占试卷卷面总分的16.67%。多年来，各地高考英语试题不断改革，检测内容越来越注重对学生英语能力的检测。由于听力部分分值比例大，难度适中，得分率相对较高，所以听力部分20分乃“兵家必争之地”。
高考英语（江苏卷）听力部分共分两节。第一节共五小题，计分5分，考生听5段对话，每段对话后设一个小题，听完每段对话，考生都有10秒钟的时间回答有关小题和阅读下一小题。每段对话只听一遍。第二节共15小题，计分15分，考生需听5段对话或独白。每段对话后均有几个小题，听每段对话前，考生将有时间阅读各个小题，每小题5秒钟；听完后，各小题给出5秒钟的作答时间。每段对话听两遍。听力题主要形式为对话理解和短文理解。对话理解主要考查学生一定语境或语言情景中所表现出的快速反应能力和推理判断能力；短文理解则是在此基础上考查学生对一个结构比较完整，意义相对连贯的语段的理解能力。近几年，听力测试短文理解在层次上和难度上均有了一定的提高。
高考英语（江苏卷）听力部分要求考生能够听懂有关日常生活中所熟悉话题的简短对话或独白，考查内容主要分为四个类型：（1）理解主旨和要义；（2）获取事实性的具体信息；（3）对所听内容作出简单推断；（4）理解说话者的意图、观点或态度。
高考英语（江苏卷）听力测试与其它测试相比，有其一定的特殊性，它要求考生从头至尾按顺序往下听，听完每段对话和独白后，要在规定的时间内在A、B、C三个选项中选出最佳选项，对考生来说，几乎没有“回头看”的可能性，尤其是第一节听力部分，因为该节内容只听一遍。因此，考前训练中分析听力训练具体任务，指导考生掌握一定听力应试技巧，有的放矢地进行有效训练，对考生在考场上正常发挥，取得理想的成绩至关重要。
二、高考听力训练设计 1.高考听力训练内容概述
要想让学生在高考英语听力部分应付自如，准确把握听力内容并就所听内容迅速作出判断是关键的关键。首当其冲的就是要训练考生听懂有关日常生活中所熟悉话题的简短对话或独白，理解其主旨和要义，整体把握所听内容，全面领会、理解并最终提炼所听对话或独白所围绕的具体中心议题。主旨大意有时在听力材料中会明显体现，考生听了对话或独白，稍作加工即可。但有时往往需要考生对对话或独白作简要或深层的归纳、概括或总结。获取事实性的具体信息需要考生听清、听懂与话题中心相关的具体信息，准确理解具体细节，如时间、地点、人物、年代、数量、价钱、目的、尺寸、原因、结果等。当然事实性的具体信息不是唾手可得，考试时需要考生对所听信息进行简单的加工处理, 比如数字的适当加减乘除运算、时间前后排序排列、信息相互对比或对多类信息筛选等。对所听内容做出简单推断要求考生从对话或独白涉及话题以及语气来推断出对话双方的各自职业、身份、年龄、辈分、相互关系等等，当然也包括对话或独白发生的具体背景、时间、地点、场合、氛围等等。理解说话者的意图、观点或态度要求考生从对话双方交谈中听出各自委婉的“弦外之音”,找出其“潜台词”，揣摩各自意图、观点或态度，了解各自喜怒哀乐情感。
2.教学目标
根据高考听力测试所涉及学生的能力，即理解主旨和要义；获取事实性的具体信息；对所听内容作出简单推断；理解说话者的意图、观点或态度等设定教学目标：
（1）选择、加工和处理相关信息，识别关键信息，剔除干扰信息； （2）相关听力材料的信息归类、归纳和总结，确定所需要具体信息； （3）针对听力涉及的相关问题，培养学生解题思路、方法和技巧。 3.教学重点与教学难点
（1）教学重点：根据具体高考英语听力材料，结合日常交际经验掌握常见听力测试相关问题，分类掌握信息捕捉和整理途径；学会提炼信息，灵活掌握听力解题思路、方法和技巧。
（2）教学难点：听力材料中的信息归类、归纳和总结，提取对话或独白主旨和大意，根据信息内容理解说话者意图、观点或态度。
4.教学程序与方法 （1）理解主旨和要义
任何一段对话或独白总会围绕一个主旨或者一个中心思想展开。有时，主旨会比较明确；有时则会贯穿整个对话或独白，需考生自己来归纳、概括。
教学步骤一：立足经验，总结问题。
T: In our daily conversations, there are lots of topics or issues. What questions are frequently asked about certain topics or issues?
(分析：各种语言交际有许多相同或类似的主旨或要义呈现方式，学生可以
根据日常交际积累的生活经验，举一反三总结出英语听力中常见的获悉主旨和要义的相关问题。该步骤来源于生活积累，学生总结相关问题很容易。) S1: What are they (mainly) talking about? S2: What is the conversation mainly about? S3: What are the two speakers interested in?
S4: What is the topic of the conversation / their talk / the passage? S5: Which of the following is the main idea of the passage / talk?
S6: Which of the following can be the best title of the talk/ conversation/ passage? 教学步骤二：头脑风暴，真题操练。 展示听力问题：
What are the speakers talking about? A. Life in Southeast Asia.
B. Weather condition.
C. A holiday tour.
(分析：这是一道典型的理解主旨和大意问题，教师通过展示问题，指导学生
解题步骤：看试题、记选项、悟要点、找针对。同时指导学生根据所给答案选项，段落或对话标题等已有知识，对即将听到的对话或独白进行内容预测。) 播放听力材料：
M: Hi, I’m thinking of taking a trip during the Christmas holidays. W: Where would you like to go?
M: Well, maybe somewhere warm and sunny. W: How about a tour to Southeast Asia?
(分析：听力录音后，教师可以根据主旨和大意涉及问题，要求学生寻找听力
朗读稿中的解题关键词，从而为正确解题提供有效依据。学生如果从该题听力材料中找出关键词trip, where, somewhere, tour等，就不难判断出该听力试题正确答案C。)
（2）获取事实性的具体信息。
学生在高考听力测试中，经常需要在对话或独白中获取一些具体信息，如时间、地点、人物、事件、职业、因果等。这些信息是理解和把握对话或独白、解答听力测试题内容必不可少的依据。多年来，具体信息试题在高考听力测试中占的比例较大。
教学步骤三：即使训练，真题再现。
展示听力问题（时间）：
When will the two speakers leave if they get cheaper tickets?
A. On Tuesday. B. On Thursday C. On Friday 展示听力问题（地点）：
Where does the conversation most probably take place? A. In a restaurant. B. In an office. C. At home. 展示听力问题（人物）： Who is coming for tea?
A. John. B. Mark. C. Tracy.
展示听力问题（事件）： What will the man do next? A. Leave right away. B. Stay for dinner. C. Catch a train. 展示听力问题（因果）： Why was Susan late for work?
A. She missed the bus. B. Her train was late. C. Her car broke down. 播放听力材料：
(分析：这是几道典型的获取事实性具体信息题，要求考生根据具体听力内容，
判断具体时间、地点、人物、事件和因果等。问题的关键是When, Where, Who, What, Why等。解此道题时，往往这类试题干扰信息较多，所以教师需指导学生解题步骤：看试题、记选项、找针对、防干扰。)
播放听力材料（时间）：
M: Those tickets on Tuesday are so expensive. Can’t you find anything better before Friday? W: Well, if we want cheaper tickets, we have to leave on Thursday.
播放听力材料（地点）： W: OK, time to go home.
M: I can’t, because I haven’t finished the report about the newly opened restaurant.
W: Well, if you carry on working like that, you’ll make yourself ill.
播放听力材料（人物）：
W: John, is Mark coming for tea tomorrow? M: Yes, I told you yesterday, Tracy.
W: Oh, did you? Sorry, I must have forgotten.
播放听力材料（事件）：
W: What’s the hurry? We’d like you to stay for dinner.
M: Well, thank you, but Helen and I have to meet my parents at the railway station.
播放听力材料（因果）：
M: You are lucky. I was 10 minutes late. W: What happened?
M: All the buses came late. W: What did Susan say? M: She was late too.
W: What happened to her?
M: She took the train, and it was late too.
(分析：这四段听力录音针对获取事实性的具体信息中的时间、地点、人物、
事件和因果等。录音播放后，老师需指导学生找出各段听力材料中的解题关键词。关于时间的关键词为want cheaper tickets, leave on Thursday等；关于地点的关键词为time to go home, I can’t, report, working；关于人物的关键词为Yes；关于事件的关键词为but；关于因果的关键词为took the train, it was late too。抓住了这些关键词，解答这几道听力测试题就不应该有什么难度了。) 教学步骤四：小组讨论，借题拓展。
T: Now let’s have our group discussions on what other possible information is likely to be tested, what important key words should be paid attention to and what possible questions are frequently asked during the listening tests.
(分析：这里安排的是小组讨论，要求学生根据多次考试经历，通过“头脑
风暴”对听力测试中可能检测到的其它相关信息、涉及相关具体信息的关键词、测试各类具体信息的设问方式进行汇总，从而增加学生对事实性的具体信息更深层的感性认识。)
S1: Key Words concerning time: before, after, when, while, then, until, later, right away,
immediately, as soon as possible, ago etc.
S2: Key Words concerning places: bank: school, campus, dorm, playground, shops, bus or train station, airport etc.
S3: Key Words concerning certain people: customer, shop-assistant, manager, teacher,
professor, student, principal, boss, worker etc.
S4: Key Words causes or reasons or causes: because, for, since, as, so that, therefore,
as a result, due to etc.
„„
S5: Questions about time:
When does the conversation take place?
When does the man want to leave? How long did it take the man to ……? When did the basketball match start?
S6: Questions about places:
Where does this conversation probably take place? Where did it happen?
Where is…?
What kind of store is she going to? S7: Questions about certain people: What is the person’s probable job?
Who are the speakers? Who is the man speaking to?
What was she doing at 8:00 yesterday morning?
S8: Questions about reasons or causes: What was the reason for his being late?
Why is the class popular?
„„
（3）对所听内容作出简单判断。
谈话的背景及谈话者之间的关系对话语的含义有着举足轻重的作用。对谈话背景、谈话者之间关系的理解程度，在一定程度上可以体现一个人对口语的理解能力，因而也是听力测试所要考查的重点项目之一。
教学步骤五：真题再现，尝试判断。 展示听力问题(判断关系)：
What is the relationship between the speakers? A. They are friends.
B. They are strangers to each other. C. They are husband and wife. 展示听力问题(判断场合)：
Where can you most probably hear this talk? A. In a class of the English language. B. In a class of the Greek language.
C. In a class of the French language. 展示听力问题(判断背景)：
What can we infer from the conversation? A. Jane has just learned to drive. B. Jane’s car is in bad condition. C. Mike will go to the airport. „„
（分析：该步骤列出对所听内容作出简单判断的三个题例。老师要通过这三个题例指导学生掌握判断的要领、方法或技巧，一要学生充分利用各题所给的看题和答题时间浏览选项，这样听录音时就能比较容易地抓住重点，二要学生及时对所看和所听的信息进行判断分析。） 播放听力材料(判断关系)： W: Excuse me, sir?
M: Can I help you?
W: My name is Jane Smith. I’m a designer, looking for a job. M: See my secretary. She will set you up with the test. W: When?
M: Next month.
W: I can’t wait that long. M: Excuse me?
W: I can’t wait a month. I need something sooner. M: I’m sorry.
播放听力材料(判断场合)：
Good afternoon, everybody and welcome to this class on English words. I hope that all of you can hear me. If not, please let me know. I am Pref. John Morris. I’ll be your teacher for the next 13 weeks. As you can probably tell, this is one of popular and crowded classes. Indeed, every time these courses are offered, this room is very full. Why is that? Well, in order to use the English language, it’s very important to have at least a basic understanding of how words are formed. Just to mention one figure, and there are many. There are about one million words in English. If you are an English learner, you might wonder how you can possibly remember all of these words. Well, for one thing you don’t have to. No native speaker exists who knows all of the words in the English language. Besides, there are shortcuts. Shortcuts? Yes, for example, if you know how words are formed by using parts of words from other languages, such Greek and French, you’ll understand a good number of English words when you first come across them. Let me put it this way. Knowing the rules will help you master a large number of words. This is probably the No. 1 reason why this class is so popular. 播放听力材料(判断背景)：
W: Listen, Mike, I’ve got a really problem. M: What is it?
W: The car is broken down. M: Oh, now again.
W: Yeah, I checked the oil, and I checked almost everything. It’s just not starting at all.
(分析：这三段听力录音针对的是比较常见的判断对话双方关系、场合和背景等听力测试题的。针对所听录音，老师要指导学生找出各段听力材料中的解题关键词或句，并以此作为切入口指导学生如何通过关键词推断相应问题答案。只要学生静心去听就不难听出前两题在听力材料刚开始就出现了关键词或句，而第三题在听力材料中的关键句在最后。只要听出关键词或句，解出这三题就容易了。)
（4）理解说话者的意图、观点或态度。
一般来讲，说话者总会有说话的意图，或提出、回答问题，或阐述自己的想法，或表明自己的态度或意见。这在很大程度上有助于对整个对话的理解。有时，说话者的意图或观点是明说出来的，有时则隐含在对话的字里行间，需要学生自
己去揣摩。
教学步骤六：立足生活，体会隐意。
T: “Hmm„ I think I’ll have a chicken sandwich. Soup would be good. Yes, bring me
tomato soup, and a salad and a chicken sandwich. Oh, no. That’s too much. Forget salad. Just bring me the soup and the chicken sandwich and…. Oh, no. Still more? Why don’t I just bring back the whole café!” What do you think of the man according to the statement?
S1: The man doesn’t want to spend much money on food. He is greedy.
T: In our daily life, for certain reasons, we sometimes say something but mean differently. Can you think of some other situations?
S2: By saying that you really want to attend a party but you are busy, you mean actually you won’t be at the party.
S3: By saying that you really have to go and ask your guest to stay alone in your office, you mean you want your guest to leave.
„„
(分析：日常生活中我们经常要去体会对话的另一方的“弦外之音”,如果不
能体会就很容易出现尴尬或笑话。该步骤利用一个必须让他人理解“弦外之音”的例子，让学生列举生活中的其它“弦外之音”的例子。学生对此非常感兴趣，他们一定会列出许多例子，这可以有效帮助学生领会说话者的意图、观点或态度听力测试题。)
教学步骤七：挖掘生活，寻找策略。
T: What questions are frequently asked concerning such topics? How can we know others’ implied meanings?
S1: What does the man / woman mean by saying ……?
What do we know about the man / woman according to the dialogue? How does the man / woman feel?
What is the man’s / woman’s attitude toward the conversation?
„„
S2: To know others’ implied meaning is to feel, judge or sense according to the speaker’s intonations（语调）, hints（暗示）, key words or sentences（关键词或句）or between sentences（字里行间）etc.
(分析：该部分要求学生充分挖掘生活，并运用生活知识或常识进行总结，
必要时老师要与学生一起进行总结，别适当举例说明。只要学生寻找到解题策略，任何问题将迎刃而解。)
展示听力问题：
What does the man mean by saying sorry?
A. He can’t hear the woman clearly. B. He doesn’t need a designer. C. He can’t help the woman.
(分析：该问题是典型的理解说话者的意图、观点或态度的，要求学生根据
提示词saying sorry，并熟记三个选项内容，有针对地在听力材料中寻找答案。)
播放听力材料： W: Excuse me, sir? M: Can I help you?
W: My name is Jane Smith. I’m a designer, looking for a job. M: See my secretary. She will set you up with the test. W: When?
M: Next month.
W: I can’t wait that long. M: Excuse me?
W: I can’t wait a month. I need something sooner. M: I’m sorry.
(分析：根据关键词saying sorry， 教师需指导学生听朗读稿时注意说话人sorry的实际意思，从前后文寻找答案。根据朗读稿女士的要求need something sooner，男士表述sorry,应当意思非常明显。)
5.教学准备
高考各类听力测试题、分类听力录音稿和录音稿，听力分析材料。 6.作业设计
（1）分类听力测试题和听力录音稿、朗读稿。
（2）听力综合测试题、综合录音稿和录音稿，听力综合分析材料。 三、教学反思
1、听力教学实际必须来源生活。
现实生活是听力素材的丰富源泉。要想让学生生活涉及面得以拓展和提高，就必须不断加强学生英语知识与实际的联系，让学生融入周围世界，并在现实世界里多观察、多认知，引导学生把具体英语知识运用到生活实践中去，进一步体会英语交际作用，提高知识理解和实践能力。
2、听力教学实际必须服务生活。
陶行知先生指出：“新时代的学生要用活书去生产，用活书去实验，用活书去革命，用活书去建立一个比现在可爱可敬的社会。”教师要在具体教学实践操作层面指导学生加强生活接触，并将语言服务于生活。教学中教师应尽可能多地给学生呈现原汁原味的生活现象和生活问题，结合母语和英语共性，把英语知识创造性地还原给学生、还原于英语文化，让学生从自身生活去体验、提炼、整理和总结，依据实际生活多角度理解生活现象，分析和解决生活实际问题，从而培养学生在生活中自觉地收集信息、选择信息并利用具体信息服务生活，培养学生主动联系实际、参与实践，进而为生活服务的意识。
3、根据教学实际制定目标和任务。
根据高考听力测试所涉及学生的能力，结合所教班级学生具体实际，推测教学目标，并对教学任务进行分析，明确重难点和师生课前应准备材料，这样课堂上就可以有针对地安排学生活动。由于高考英语听力专项训练是一个比较大的范畴，涉及到考生四个方面的能力训练，一堂课完全不能解决听力专项训练中的所有问题，因而，具体教学中，教师还需细化各个能力训练内容，给学生以充足的时间准备、讨论和训练，只有这样才能更具教学效果。
参考文献：
1、《现代教学设计》 首都师范大学出版社 2005年1月第1版。
2、《普通高等学校招生全国统一考试2010（江苏卷）说明》江苏教育出版社 2009年10月第1版。
（江苏省扬州大学附属中学 范洪亚执笔）
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