unit9TeachingListening省公共課一等獎(jiǎng)全國賽課獲獎(jiǎng)?wù)n件

Unit9

TeachingListening第1頁Outline1.ListeningproblemsandEnglishsituations2.Thecharacteristicsofthelisteningprocess3.Theprinciplesandmodelsofteachinglistening4.ThecommonactivitiesinteachingEnglish第2頁ITheimportanceofteachinglisteningListeningisoneofthefourbasicskillsofalanguage.ListeningisbecomingmoreandmorenecessarytounderstandspokenEnglishinmanysituations:face-to-faceconversationstelephonecallsbusinessmeetingsLecturesSpeechestelevision第3頁Task1DifficultiesencounteredReasonswhyitisdifficult第4頁DifficultiesencounteredCannothearthewordscanhearbutcannotunderstandQuicklyforgetwhatisheard.NeglectthenextpartwhenthinkingaboutmeaningUnabletoformamentalrepresentationfromwordsheard.Donotunderstandsubsequentpartsofinputbecauseofearlierproblems第5頁ReasonswhyitisdifficultDifferentspeakersproducethesamesoundsindifferentways.(dialectsandaccents,stresses,rhythms,intonations,mispronunciations)Thespeedoftheinputofspokenmaterialcannotbecontrolled;Spokenmaterialisoftenheardonlyonce.Andthelistenercannotpausethespeakertoworkoutthemeaning.BackgroundnoiseDoothertasks,suchasnote-taking,writingdowndirectionsormessagesfromtelephonecalls.第6頁ReasonswhyitisdifficultListenerNeglectit’simportancedistractedPoorvocabularyLackofpracticeSpeakerSpeakingwaysspeedvolumeListeningmaterialUnfamiliartopics&wordsBackgroundinformationlength第7頁2.Whatdowelistentoineverydaylife?Task3:SituationswhereChinesepeoplemayneedtolistentoEnglish:(P138)第8頁3.Characteristicsofthelisteningprocess(P139)SpontaneityContextVisualcluesListener’sresponseSpeaker’sadjustment第9頁2)Context

Thecontextoflisteningisusuallyknowninreallife.Thesituationusuallyhelpsuspredictwhatwearegoingtohear.1)Spontaneity

Weoftenlistentopeoplespeakingspontaneouslyandinformallywithoutrehearsingwhattheyaregoingtosayaheadoftime.

第10頁3)VisualClue

Whilelistening,thespeakers’facialexpressions,gesturesandotherbodylanguagewillprovideusvisualclueswhichcanhelpusunderstandandpredictwhatwehear.

4)Listener’sresponse

Mostofthelisteningallowsthelistenertorespondsthespeaker,whethertheyunderstandornot.5)Speaker’s

adjustment

Thespeakercanadjustthewayofspeakingaccordingtothelistener’sreactions.

第11頁P(yáng)rinciplesforteachinglistening1.Focusonprocess2.Combinelisteningwithotherskills3.Focusonthecomprehensionofmeaning4.Gradedifficultylevelappropriately1)typeoflanguageused2)taskorpurposeinlistening3)contextinwhichthelisteningoccursTask5(p.140)第12頁P(yáng)rinciples(shortenedform)forselectingandusingactivities(Oxford1993:210)(p141)Theactivitiesmusthaveareal,communicativepurpose.Theactivitiesmustuseauthenticlanguagenormallyusedineverydaylife.Pre-reading-tasksmustbeusedtostimulatetheappropriatebackgroundknowledge&helpSsidentifythepurposeofthelisteningactivity.Thecontentispersonallyinterestingandmotivating.Thespeakermustbevisiblewheneverpossible.Theactivitiesmustoffermanyenvironmentalcluestomeaning.Thewholetextshouldbegiven,andthendividedintopartsthatcanberepeated.第13頁P(yáng)rinciples(shortenedform)forselectingandusingactivities(Oxford1993:210)(p141)Attheend,thetextshouldbegivenagain,andtheSsshouldhavetheopportunitytodiscusstheirhypothesesandsoon.Theactivitiesmustrequirelistenerstorespondinsomemeaningfulfashion.Theactivitiesmustbefashionedforlistenerswithnormalknowledgetobeabletounderstandthetopic.Thetextmustbetypicalforitsownspeechtype.Theclassroomclimatemustbenon-threateningandpositive,andsimpleaffectivestrategiesshouldbeusedtoreduceanxietyifany.第14頁4.TheNatureoftheListeningProcessandtheListeningClasstop-downandbottom-upprocessingoperatesimultaneouslyinthelisteningprocess(Anderson&Lynch,1988;)----Interactivemodel第15頁a.

Thebottom-upprocesslisteningisaprocessofdecodingthesoundsthatonehearsinalinearfashion,fromthesmallestmeaningfulunitstocompletetextsphonemicunitsaredecodedandlinkedtogethertoformwords,wordsarelinkedtogethertoformphrases,phrasesarelinkedtogethertoformutterances,andutterancesarelinkedtogethertoformcompletemeaningfultexts第16頁b.Thetop-downprocessthelisteneractivelyconstructstheoriginalmeaningofthespeakerthelistenerusespriorknowledgeofthecontextandsituationwithinwhichthelisteningtakesplacetomakesenseofwhatheorshehears第17頁phrasesclausessentencestopbottomparagraphswordssound第18頁5.ListeningStrategiesListeningstrategiesaretechniquesoractivitiesthatcontributedirectlytothecomprehensionandrecalloflisteninginput.第19頁Top-downstrategies

arelistenerbased;thelistenertapsintobackgroundknowledgeofthetopic,thesituationorcontext,thetypeoftext,andthelanguage.listeningforthemainideapredictingdrawinginferencessummarizing第20頁Bottom-upstrategies

aretextbased;thelistenerreliesonthelanguageinthemessage,thatis,thecombinationofsounds,words,andgrammarthatcreatesmeaning.Bottom-upstrategiesincludelisteningforspecificdetailsrecognizingcognatesrecognizingword-orderpatterns

第21頁6.ClassroomModelofTeachingListeningPre-listeningactivitiesWhile-listeningactivitiesAfter-listeningactivities第22頁P(yáng)re-listening:Helpstudentspreparetolisten;While-listening:Guideandhelpstudentstocomprehendthetext.Post-listeninghelpthemtointegratewhattheylearnedfromthetextintoexistingknowledgeThreeteachingstages第23頁Lookatsomepicturesbeforelisteningtothepassage.Readthelisteningcomprehensionquestionsbeforelistening.Setthesceneforthestudentsbeforelistening.Listenforthegistofthepassage.Listenforspecificinformation.Pre-listening:第24頁P(yáng)re-listeningTosparkinterestandmotivatestudentstoattendtothespokenmessage:

Toactivateorbuildstudents'priortopicalandlinguisticknowledge:

Tosetpurposesforlistening:第25頁P(yáng)redictingReadlisteningandcomprehensionLookattherelevantpictures第26頁LookattherelevantpicturesWhatdoyouseeinthepicture?Whatisthegirldoing?Whataretheydoing?Wherearetheboys?Aretheytheclassmates?第27頁Settingthescene

Whydoweusethiskindofpre-listeningactivity?Exercise:WearegoingtolistentoapassageaboutBinLadenDead,howwouldyousetthescene?Thinkaboutit?第28頁AnswersProvidesomeofhisphotos.Providethevideoorreportabouthisdeath.Tellabouthisstory.Discusshimingroupamongtheclassmates.……第29頁拉登之死,全美狂歡第30頁report美國總統(tǒng)奧巴馬宣告，世界頭號(hào)恐怖分子通緝犯、基地組織領(lǐng)導(dǎo)人本.拉登在巴基斯坦境內(nèi)一座建筑被美軍擊斃。星期天晚上，奧巴馬在白宮發(fā)表全國講話時(shí)說，一小隊(duì)美國人在伊斯蘭堡以北一個(gè)富裕地域阿伯塔巴德執(zhí)行了這次有鎖定目標(biāo)行動(dòng)。他說，美軍在交火后打死了拉登，并掌握了他尸體。奧巴馬將這一發(fā)展稱為打敗基地組織使命“最主要成就”。他說，本拉登死亡應(yīng)受到全部信仰和平和人類尊嚴(yán)人歡迎。他說：“正義得到了伸張?！痹谝淮涡侣劰紩?huì)上，奧巴馬政府稱這次攻擊是一個(gè)復(fù)雜、危險(xiǎn)任務(wù)。一位官員說，美國并沒有與任何其它國家分享關(guān)于這次攻擊情報(bào)，美國政府極少數(shù)人事先知道這個(gè)計(jì)劃。一位官員稱那個(gè)建筑備有“特殊”保安辦法，其中包含兩道安全門和三、四米高圍墻，上面設(shè)有鐵絲網(wǎng)。本拉登被打死發(fā)生在基地組織組員9月11日發(fā)動(dòng)災(zāi)難性攻擊近之后。近3000人在那些攻擊中遇難。奧巴馬說，本拉登不是一個(gè)穆斯林領(lǐng)袖，而是一個(gè)“屠殺穆斯林兇手”。奧巴馬總統(tǒng)說，在巴基斯坦情報(bào)部門幫助下找到了本拉登，并在對(duì)一條情報(bào)線索追蹤數(shù)月之后，他授權(quán)采取了這一行動(dòng)。第31頁Listeningforthegist

ExerciseListeningthenansweringthefollowingquestion:What’sthispassagetalkabout?AboutBinLaden’sdeath.第32頁Listeningforspecificinformation第33頁

While-listening:Listenandtick:Listsomeobjects.Thenaskstudentstolistenandtick.Listenandsequence:Listenandnumber;listenandmatchListenandact:“Simonsays…”,listenandpoint.Listenanddraw:listenandcolor.ListenandfillListenandfindoutListenandguess第34頁While-Listening:InterpretingSpeechandConstructingMeaning

Tofosterstudents'comprehensionofthespeaker'slanguageandideas:Tofocusstudents'attentiononsuchthingsasthespeaker'sorganizationalpatterns:

Toencouragestudents'criticalreactionsandpersonalresponsestothespeaker'sideasanduseoflanguage:第35頁TrueoffalseMultiplechoicequestionsAnsweringquestionsNote-takingandgap-fillingCompletethedialogue…Post-listening第36頁P(yáng)ost-listening:Responding,Reflecting,andReconstructingUnderstandingToexaminerelationshipsbetweenpriorknowledgeandexperience,andnewideasandinformationgainedfromthespeakerordiscussionToinviteandencouragestudentreflectionandresponse:Toclarifyandextendcomprehensionbeyondtheliteralleveltotheinterpretiveandcriticallevels第37頁listeningClassClassroomModelofListeningPre-listeningactivitiesWhile-listeningactivitiesPost-listeningactivitiesIntroductionTitleguessingQuestionsDiscussionsKeywordsVisualaidsSyntacticproblemsDiscourseproblemsSocialproblemsCulturalproblemsListeningStrategiesWritingorreadingactivitiesComprehensioncheck-upOralreproductionWrittenreproductionOutsidelisteningTesting第38頁listeningClassTechniquesforTeaching