Unit-9----Teaching-Listening.ppt

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1、9.1 Why does listening seem so difficult? oIt is becoming more and more necessary to understand spoken English in many situations, e.g. face-to-face conversations, telephone calls, business meetings, lectures, speeches, television, etc.oAmong the four skills, foreign language learners often complain

2、 that listening is the most difficult to acquire. Reasons why listening is often neglected in language teachingoLack of teaching materials;oLack of equipment;oLack of training in how to use the equipment;oListening is not included on many important tests;oLack of real-life situations where language

3、learners need to understand spoken English;oLessons tend to test rather than to train student listening skills. Both listening and reading are receptive skills, but listening can be more difficult than reading because: oDifferent speakers produce the same sounds in different ways, e.g. dialects and

4、accents, s t r e s s , r h y t h m s , i n t o n a t i o n s , mispronunciations, etc.;oThe listener has little/no control over the speed of the input of the spoken material;oThe spoken material is often heard only once (unlike the reading material);oThe listener cannot pause to work out the meaning

5、;oSpeech is more likely to be distorted by background noise (e.g. round the classroom) or the media that transmit sounds;oThe listener sometimes has to deal simultaneously with another task while listening, e.g. note-taking, etc. 9.2 What do we listen to in everyday life?oSince we are teaching our s

6、tudents English not only to help them pass exams, but also to prepare them to use English in real life, it is important to think about the situations they will listen to English in real life and then think about the listening exercises we do in class. oEven at the beginning stage, we need to give ou

7、r students a variety of listening exercises to prepare them for real life use of language.oIn most cases, the listening materials in the classroom are daily conversations or stories, but in reality we listen to far more things. oe.g. oTelephone conversations about business;oLessons or lectures given

8、 in English;oInstructions in English;oWatching movies in English;oDealing with tourists;oInterviews with foreign-enterprises;oSocializing with foreigners;oListening to English songs;oRadio news in English;oConversations with foreigners;oWatching television programmes in English;oShop assistants who

9、sell goods to foreigners;oInternational trade fairs;oNegotiations with foreign businessmen;oHotel and restaurant services.9.3 Characteristics of the listening process It is important to understand the characteristics or process behind these listening situations so that we as teachers can design appr

10、opriate activities to help our students to develop effective listening habits and strategies. Formal or informal?Rehearsed or non-rehearsed?Can the listener interact with the speaker nor not? nListening to English songs nSocializing with foreignersnRadio news in EnglishnWatching television programme

11、s in EnglishnNegotiations with foreign businessmennHotel and restaurant servicesCharacteristics of the listening: (Ur 1996:106-7) oSpontaneity. We listen to people speaking spontaneously and informally without rehearsing what whey are going to say ahead of time.oContext. While listening, we know the

12、 relationship between the listener and the speaker. The situation helps to predict what we are going to hear.oVisual clues. Facial expression, gestures, and other body language, and the surrounding environment, these visual clues help us predict and understand what we hear.oListeners response. In a

13、conversation, we can interrupt the speaker and ask for repetition or clarification.oSpeakers adjustment. The speaker can adjust the way of speaking according to the listeners reaction, e.g. he/she may rephrase or elaborate (to put it in more details).9.4 Principles of teaching listeningoFocus on pro

14、cess.oCombine listening and speaking.oFocus on comprehending meaning.oGrade difficulty level appropriately. Focus on process Listening is not a passive activity. We must do many things to process information that we are receiving. nPaying attention. nConstructing meaningful messages in the mind by r

15、elating what we hear to what we already know (previous knowledge). So it is very important to design tasks the performance of which show how well the students have comprehended the listening material. Combine listening and speakingTwo problems with the traditional listening classroom: oNo opportunit

16、ies to practise listening and speaking skills together;oThe questions only test the students, rather than train the students how to listen or how to develop listening strategies. Focus on comprehending meaningoIn the traditional textbooks, the listening exercises are to test the students memory, not

17、 their listening comprehension.oPsycholinguistic studies have shown that people do not remember the exact form of the message they hear, i.e., they dont remember what they hear word for word, rather, they remember the meaning. Grade difficulty level appropriatelyThree factors that may affect the dif

18、ficulty level of listening tasks: oType of language used; oTask or purpose in listening;oContext in which the listening occurs. Which of the following would you use for intermediate middle school students? In what order? (PP.140-141)oA videotape of a talk by a native speaker about the school life of

19、 middle school students in the United States;oA live talk by a competent English-speaking Chinese psychologist about effective study habits;oAn audiotape of an interview with a native English speaker talking about her experiences living in China;oAn audiotape of the news from CRI (China Radio Intern

20、ational) oThe teacher need to evaluate the tasks provided in textbooks, adapt and design tasks to provide more variety. Variety does not only help students remain interested and motivated to learn, but also provide practise in the many types of listening situations which learners will encounter in r

21、eal life. Principles for selecting & using listening activitiesoFor principles, please refer to pp.141-142Bottom-up model(Hedge, 2000:230) 所谓“自下而上”指在理解语言所表达的信息时，人们根据所掌握的语言知识，对输入的信息按照语言自下而上的层次作分析、归纳和解释。语言的层次由下而上依次为：1) 语音层次:如语音的同化、省音和溶合规则，以及重音与韵律模式；2) 词汇层次:如词汇和构词法规则；3) 句法层次:如句子结构、时态、语态和格等语法规则；4) 篇章语用层

22、次:如篇章的类型和人际间交流的规则等。Top-down model “自上而下”的处理方式指在理解输入信息时，人们利用原有的各种知识(语言知识、社会知识和专业知识等)，对听力材料中的话题、场景和材料本身的结构先做出预测，并根据材料的部分陈述和事实，做出进一步的推断或期待下一个话题。 Three teaching stagesoPre-listening activities oWhile-listening activities oPost-listening activities Pre-listening activitiesoPredicting oSetting the scene o

23、Listening for the gist oListening for specific information PredictingoGood listeners are good predictors.oThere are many different activities that can be used to encourage students to predict the content of what they are about to hear.oVisual aids are immensely helpful in aiding students comprehensi

24、on. “They attract students attention and help and encourage them to focus on the subject in hand” (Ur, 1984:30). Using pictures for predictionoIn the beginning the students may have difficulty in predicting. In this case the teacher can help them by asking leading questions.oe.g. e.g. 1T: Where are

25、they? What are they doing? What is the relationship between them? e.g. 2oT: What do you see in the picture? What is behind the trees? What is in the tree? What is in the river? oAnother type of predicting task is to let students read the listening comprehension questions before they listen. Setting

26、the sceneoThe teacher can help provide the background information to activate learners schema, so they will be better prepared to understand what they hear.oe.g. A passage about Michael Jackson Listening for the gistoListening for the gist is similar to skimming a passage in reading. The key is to a

27、sk students one or two questions that focus on the main idea or the tone or mood of the whole passage. oNotice that students can answer the gist questions even though they do not understand every word or phrase in the passage. Listening for specific informationoThere are situations in real life wher

28、e we listen only for some specific details and ignore the rest of the entire message. e.g. weather forecast, announcements in train stations/airports oIt is important to expose our students to a variety of types of listening texts for a variety of purposes so that they will develop a variety of list

29、ening strategies to use for different situations. Summary on pre-listening activitiesoWe may use more than one kind of pre-listening activity;oPre-listening tasks should not take much time;oThe purpose of pre-listening activities is to activate the students schema, i.e. to provide context. 9.6 While

30、-listening activitiesoThe while-listening stage is the most difficult for the teacher to control, because this is where the students need to pay attention and process the information actively. oSome tasks for while-listening activities: No specific responses oFor stories, or anything that is interes

31、ting, humourous, or dramatic, we just have the students listen and enjoy it. Listen and tickListen and sequenceListen and actoTotal Physical Response: ofor beginners “Stand up”, “Point to the ”; ofor intermediate learners “Pretend youre (doing something)” Listen and draw (pp. 149-150)Listen and fill

32、oIt is important NOT to overdo this type of tasks, since it gives students the impression that they need to understand every word. oWe may ask the students to fill in the blanks with function words, say, prepositions. Listen and guesse.g. oFor height, appearance, and personalitiesoFour clues about a

33、n animal Advantages of the above listening activitiesoThey personalize the lesson and make the listening interesting.oThey integrate listening with the other skills, especially speaking. Summary on while-listening activities oMost of the time, it is helpful to provide a task for the students to do s

34、omething while they are listening.oBy providing a variety of types of tasks, students learn to listen for a variety of purposes, which better prepares them for listening in the real world outside the classroom. 9.7 Post-listening activitiesoThe post-listening stage is where the teacher can determine

35、 how well the students have understood what they listened to.oOne important point to keep in mind is whether we are testing the students listening comprehension or their memory. oIt is more common for people to understand more than they can remember. Some types of post-listening activitiesoMultiple

36、choice questionsoAnswering questionsoNote-taking and gap-fillingoDictoglossMultiple choice questionse.g. Compare Exercise A and Exercise B:Answering questionsoOpen-ended questions and inference questions can be asked.Note-taking and gap-fillingofor a summary of the textDictoglossoPreparation: briefl

37、y talking about the topic and key wordsoDictation: for two times, first time focusing on the meaning, and second time taking extensive notesoReconstruction: working in pairs/groups, reconstructing the textoAnalysing and correction: comparing their own version with the originalSummary on post-listeni

38、ng activitiesoDont demand students to remember more details than a native-speaker would in a real-life situation;oDont spend too much time giving students practise with traditional test-taking questions;oIntegrate listening tasks with speaking and writing. 9.8 ConclusionoWe must know the nature of l

39、istening, both in real language use and in language classroomsoFocus on the process of listening rather than on the result of listening.oDont merely test the memory. HomeworkoWhat are the characteristics of the listening process?oWhat are the models of teaching listening?oWhat are the common activit

40、ies in teaching listening?进入夏天，少不了一个热字当头，电扇空调陆续登场，每逢此时，总会进入夏天，少不了一个热字当头，电扇空调陆续登场，每逢此时，总会想起那一把蒲扇。蒲扇，是记忆中的农村，夏季经常用的一件物品。记想起那一把蒲扇。蒲扇，是记忆中的农村，夏季经常用的一件物品。记忆中的故乡，每逢进入夏天，集市上最常见的便是蒲扇、凉席，不论男女老忆中的故乡，每逢进入夏天，集市上最常见的便是蒲扇、凉席，不论男女老少，个个手持一把，忽闪忽闪个不停，嘴里叨叨着少，个个手持一把，忽闪忽闪个不停，嘴里叨叨着“怎么这么热怎么这么热”，于是三，于是三五成群，聚在大树下，或站着，或随即坐在石

41、头上，手持那把扇子，边唠嗑五成群，聚在大树下，或站着，或随即坐在石头上，手持那把扇子，边唠嗑边乘凉。孩子们却在周围跑跑跳跳，热得满头大汗，不时听到边乘凉。孩子们却在周围跑跑跳跳，热得满头大汗，不时听到“强子，别跑强子，别跑了，快来我给你扇扇了，快来我给你扇扇”。孩子们才不听这一套，跑个没完，直到累气喘吁吁，。孩子们才不听这一套，跑个没完，直到累气喘吁吁，这才一跑一踮地围过了，这时母亲总是，好似生气的样子，边扇边训，这才一跑一踮地围过了，这时母亲总是，好似生气的样子，边扇边训，“你你看热的，跑什么？看热的，跑什么？”此时这把蒲扇，是那么凉快，那么的温馨幸福，有母亲此时这把蒲扇，是那么凉快，那么的

42、温馨幸福，有母亲的味道！蒲扇是中国传统工艺品，在我国已有三千年多年的历史。取材的味道！蒲扇是中国传统工艺品，在我国已有三千年多年的历史。取材于棕榈树，制作简单，方便携带，且蒲扇的表面光滑，因而，古人常会在上于棕榈树，制作简单，方便携带，且蒲扇的表面光滑，因而，古人常会在上面作画。古有棕扇、葵扇、蒲扇、蕉扇诸名，实即今日的蒲扇，江浙称之为面作画。古有棕扇、葵扇、蒲扇、蕉扇诸名，实即今日的蒲扇，江浙称之为芭蕉扇。六七十年代，人们最常用的就是这种，似圆非圆，轻巧又便宜的蒲芭蕉扇。六七十年代，人们最常用的就是这种，似圆非圆，轻巧又便宜的蒲扇。蒲扇流传至今，我的记忆中，它跨越了半个世纪，也走过了我们的扇。蒲扇流传至今，我的记忆中，它跨越了半个世纪，也走过了我们的半个人生的轨迹，携带着特有的念想，一年年，一天天，流向长长的时间隧半个人生的轨迹，携带着特有的念想，一年年，一天天，流向长长的时间隧道，袅道，袅