结合以下听力材料， 设计一个完整的听力教学过程。 注意在你所设计的每一个教学环节或教学活动后说明设计意图。
Announcer: Good afternoon. It’ s three o’ clock, and you are listening to Beijing Radio in English, with your newsreader, Zhang Li.
Zhang Li: Thank you. Here’ s the latest news from China and around the world. The president of Russia arrived in Beijing today for a visit to china. He’ ll stay here for three days . . . Now for the sports report, and we’ re going over to our sports reporter, Wanglin for his latest report on the China-England match. Wang Lin, can you tell us what the score is?
Wang Lin: Yes, at the moment, the score is China 1 England 2. England is winning. But there is still half an hour to go. Back to you, Zhang Li.
Zhang Li: Thank you, and we look forward to the result of the China-England match. Finally, the weather report from Li Yong.
Li Hong: Well, it’ ll be sunny this afternoon, and rainy in the evening. That’ s all from me.
Zhang Li: And that’ s all from us. Thank you and good afternoon from everyone here on Radio Beijing.
(1) Pre-listening activities ( aim to motivate students, to activate their prior knowledge, and to teach key words or key sentences to the students before listening begins. )
① ask students whether they know the event that the president of Russia arrived in China. If they know, let them tell something. If they don’ t, the teacher has to introduce this news to them. ( Teacher can help provide the background information to activate your learners’ schema, students will be better prepared to understand what they hear.
② listening for the gist. Guide students to summarize the main idea of this listening material. ( Teachers help students know the general information about the dialogue, understand the tone of the whole dialogue. )
(2) While-listening activities: ask students to take notes and give them some sentences to justify. ( Guide students to listen to some specific information and know the details about the dialogue. )
(3) Post-listening activities: ask students to answer some questions and write a summary for this dialogue. ( Guide students understand the whole dialogue comprehensively.
本题考查听力教学的设计，可从听力教学的三个阶段-听前，听中，听后，进行设计。整个教学过程可以采取自上而下或自下而上的教学模式，根据听力材料的特点，可选择自上而下的教学模式。