unit-9-Teaching-Listening.ppt

《unit-9-Teaching-Listening.ppt》由会员分享，可在线阅读，更多相关《unit-9-Teaching-Listening.ppt（45页珍藏版）》请在得力文库 - 分享文档赚钱的网站上搜索。

1、Outline o1. Listening problems and English situations o2.The characteristics of the listening processo3.The principles and models of teaching listeningo4. The common activities in teaching EnglishI The importance of teaching listeningoListening is one of the four basic skills of a language.oListenin

2、g is becoming more and more necessary to understand spoken English in many situations:oface-to-face conversationsotelephone callsobusiness meetingsoLecturesoSpeechesotelevisionTask 1 oDifficulties encounteredoReasons why it is difficultDifficulties encounteredoCannot hear the words ocan hear but can

3、not understandoQuickly forget what is heard.oNeglect the next part when thinking about meaningoUnable to form a mental representation from words heard.oDo not understand subsequent parts of input because of earlier problemsReasons why it is difficultoDifferent speakers produce the same sounds in dif

4、ferent ways. ( dialects and accents, stresses, rhythms, intonations, mispronunciations)oThe speed of the input of spoken material can not be controlled;oSpoken material is often heard only once. And the listener cannot pause the speaker to work out the meaning.oBackground noiseoDo other tasks, such

5、as note-taking, writing down directions or messages from telephone calls.Reasons why it is difficultListenerNeglect its importancedistractedPoor vocabularyLack of practiceSpeakerSpeaking waysspeedvolumeListening materialUnfamiliartopics & wordsBackground informationlength2. What do we listen to in e

6、veryday life?Task 3: Situations where Chinese people may need to listen to English : (P138)3. Characteristics of the listening process (P139)oSpontaneityoContextoVisual cluesoListeners responseoSpeakers adjustment 2) Context The context of listening is usually known in real life. The situation usual

7、ly helps us predict what we are going to hear. 1) Spontaneity We often listen to people speaking spontaneously and informally without rehearsing what they are going to say ahead of time. 3) Visual Clue While listening, the speakers facial expressions, gestures and other body language will provide us

8、 visual clues which can help us understand and predict what we hear. 4) Listeners response Most of the listening allows the listener to responds the speaker, whether they understand or not. 5) Speakers adjustment The speaker can adjust the way of speaking according to the listeners reactions. Princi

9、ples for teaching listeningo1. Focus on processo2. Combine listening with other skillso3. Focus on the comprehension of meaningo4. Grade difficulty level appropriatelyo 1) type of language usedo 2) task or purpose in listeningo 3) context in which the listening occursoTask 5 (p.140)Principles (short

10、ened form) for selecting and using activities (Oxford 1993:210) (p141)oThe activities must have a real, communicative purpose.oThe activities must use authentic language normally used in everyday life.oPre-reading-tasks must be used to stimulate the appropriate background knowledge & help Ss identif

11、y the purpose of the listening activity.oThe content is personally interesting and motivating.oThe speaker must be visible whenever possible.oThe activities must offer many environmental clues to meaning.oThe whole text should be given, and then divided into parts that can be repeated.Principles (sh

12、ortened form) for selecting and using activities (Oxford 1993:210) (p141)oAt the end, the text should be given again, and the Ss should have the opportunity to discuss their hypotheses and so on.oThe activities must require listeners to respond in some meaningful fashion.oThe activities must be fash

13、ioned for listeners with normal knowledge to be able to understand the topic.oThe text must be typical for its own speech type.oThe classroom climate must be non-threatening and positive, and simple affective strategies should be used to reduce anxiety if any.4. The Nature of the Listening Process a

14、nd the Listening Classotop-down and bottom-up processing operate simultaneously in the listening process (Anderson & Lynch, 1988; ) -Interactive modela. The bottom-up processolistening is a process of decoding the sounds that one hears in a linear fashion, from the smallest meaningful units to compl

15、ete textsophonemic units are decoded and linked together to form words, words are linked together to form phrases, phrases are linked together to form utterances, and utterances are linked together to form complete meaningful textsb. The top-down processothe listener actively constructs the original

16、 meaning of the speaker othe listener uses prior knowledge of the context and situation within which the listening takes place to make sense of what he or she hears topbottom5. Listening StrategiesoListening strategies are techniques or activities that contribute directly to the comprehension and re

17、call of listening input. oTop-down strategies are listener based; the listener taps into background knowledge of the topic, the situation or context, the type of text, and the language. olistening for the main idea opredicting odrawing inferences osummarizing oBottom-up strategies are text based; th

18、e listener relies on the language in the message, that is, the combination of sounds, words, and grammar that creates meaning. Bottom-up strategies include olistening for specific details orecognizing cognates orecognizing word-order patterns Pre-listening activitiesWhile-listening activitiesAfter-l

19、istening activities Pre-listening: Help students prepare to listen; While-listening: Guide and help students to comprehend the text. Post-listening help them to integrate what they learned from the text into existing knowledgeThree teaching stages Look at some pictures before listening to the passag

20、e. Read the listening comprehension questions before listening. Set the scene for the students before listening. Listen for the gist of the passage. Listen for specific information.Pre-listening:Pre-listeningoTo spark interest and motivate students to attend to the spoken message: oTo activate or bu

21、ild students prior topical and linguistic knowledge: oTo set purposes for listening:PredictingoRead listening and comprehensiono Look at the relevant picturesLook at the relevant picturesoWhat do you see in the picture?oWhat is the girl doing?oWhat are they doing?oWhere are the boys?oAre they the cl

22、assmates?Setting the sceneoWhy do we use this kind of pre-listening activity?oExercise:oWe are going to listen to a passage about Bin Laden Dead ,how would you set the scene?Think about it?AnswersoProvide some of his photos.oProvide the video or report about his death.oTell about his story.oDiscuss

23、him in group among the classmates.oo拉登之死,全美狂欢reporto美国总统奥巴马宣布，世界头号恐怖分子通缉犯、基地组织领导人本美国总统奥巴马宣布，世界头号恐怖分子通缉犯、基地组织领导人本.拉登在巴拉登在巴基斯坦境内一座建筑被美军击毙。基斯坦境内一座建筑被美军击毙。o星期天晚上，奥巴马在白宫发表全国讲话时说，一小队美国人在伊斯兰堡以北星期天晚上，奥巴马在白宫发表全国讲话时说，一小队美国人在伊斯兰堡以北一个富裕地区阿伯塔巴德执行了这次有锁定目标的行动。他说，美军在交火后一个富裕地区阿伯塔巴德执行了这次有锁定目标的行动。他说，美军在交火后打死了拉登，并掌握了他的

24、尸体。奥巴马将这一发展称为打败基地组织使命的打死了拉登，并掌握了他的尸体。奥巴马将这一发展称为打败基地组织使命的“最重要成就最重要成就”。他说，本拉登的死亡应受到所有信奉和平和人类尊严人的欢。他说，本拉登的死亡应受到所有信奉和平和人类尊严人的欢迎。他说：迎。他说：“正义得到了伸张。正义得到了伸张。”o在一次新闻发布会上，奥巴马政府称这次袭击是一个复杂、危险的任务。一位在一次新闻发布会上，奥巴马政府称这次袭击是一个复杂、危险的任务。一位官员说，美国并没有与任何其他国家分享关于这次袭击的情报，美国政府的极官员说，美国并没有与任何其他国家分享关于这次袭击的情报，美国政府的极少数人事先知道这个计划。一

25、位官员称那个建筑备有少数人事先知道这个计划。一位官员称那个建筑备有“特殊特殊”的保安措施，其的保安措施，其中包括两道安全门和三、四米高的围墙，上面设有铁丝网。中包括两道安全门和三、四米高的围墙，上面设有铁丝网。o本拉登被打死发生在基地组织成员本拉登被打死发生在基地组织成员2001年年9月月11日发动灾难性袭击近日发动灾难性袭击近10年之年之后。近后。近3000人在那些袭击中遇难。人在那些袭击中遇难。o奥巴马说，本拉登不是一个穆斯林领袖，而是一个奥巴马说，本拉登不是一个穆斯林领袖，而是一个“屠杀穆斯林的凶手屠杀穆斯林的凶手”。奥。奥巴马总统说，在巴基斯坦情报部门的帮助下找到了本拉登，并在对一条情

26、报线巴马总统说，在巴基斯坦情报部门的帮助下找到了本拉登，并在对一条情报线索追踪数月之后，他授权采取了这一行动。索追踪数月之后，他授权采取了这一行动。 Listening for the gist ExerciseoListening then answering the following question:oWhats this passage talk about?oAbout Bin Ladens death.Listening for specific informationWhile-listening: Listen and tick: List some objects. The

27、n ask students to listen and tick. Listen and sequence: Listen and number; listen and match Listen and act: “Simon says”, listen and point. Listen and draw: listen and color. Listen and fill Listen and find out Listen and guessWhile-Listening: Interpreting Speech and Constructing Meaning oTo foster

28、students comprehension of the speakers language and ideas:oTo focus students attention on such things as the speakers organizational patterns: oTo encourage students critical reactions and personal responses to the speakers ideas and use of language: True of false Multiple choice questions Answering

29、 questions Note-taking and gap-filling Complete the dialogue Post-listeningPost-listening: Responding, Reflecting, and Reconstructing UnderstandingoTo examine relationships between prior knowledge and experience, and new ideas and information gained from the speaker or discussionoTo invite and encou

30、rage student reflection and response:oTo clarify and extend comprehension beyond the literal level to the interpretive and critical levelslistening ClassPre-listening activitiesWhile-listening activitiesPost-listening activitiesIntroductionTitle guessingQuestionsDiscussionsKey wordsVisual aidsSyntac

31、tic problemsDiscourse problemsSocial problemsCultural problemsListening StrategiesWriting or reading activitiesComprehension check-upOral reproductionWritten reproductionOutside listening Testinglistening ClassActivities for Pre-Listening StageActivities for While-Listening Stage Activities for Post

32、-Listening StagePredictActivate topic-related wordsSet the frameTell true or falseListen for a gistListen and tickListen and fillListen and sequenceListen and locateListen and repeatAnswer multiple-choice questionsAnswer closed-ended or open-ended questionsDictationNote-taking and gap- fillingAnswer

33、 open-ended questionsReconstruct or summarize the passageDo a role-playWrite on the same themePre-listening activitiesPre-listening activitiesPre-listening activitiesWhile-listening activitiesQuestions:o1. What are the principles for teaching listening?o2. From you experience what factors should be taken into consideration when a teacher is designing a listening activity?o3. Find one piece of listening material at your hand and try to write out a lesson plan. Please refer to the stages and activities in teaching listening that are mentioned in this lecture.