unit9TeachingListening公開(kāi)課一等獎(jiǎng)市賽課一等獎(jiǎng)?wù)n件

Unit9

TeachingListeningOutline1.ListeningproblemsandEnglishsituations2.Thecharacteristicsofthelisteningprocess3.Theprinciplesandmodelsofteachinglistening4.ThecommonactivitiesinteachingEnglishITheimportanceofteachinglisteningListeningisoneofthefourbasicskillsofalanguage.ListeningisbecomingmoreandmorenecessarytounderstandspokenEnglishinmanysituations:face-to-faceconversationstelephonecallsbusinessmeetingsLecturesSpeechestelevisionTask1DifficultiesencounteredReasonswhyitisdifficultDifficultiesencounteredCannothearthewordscanhearbutcannotunderstandQuicklyforgetwhatisheard.NeglectthenextpartwhenthinkingaboutmeaningUnabletoformamentalrepresentationfromwordsheard.DonotunderstandsubsequentpartsofinputbecauseofearlierproblemsReasonswhyitisdifficultDifferentspeakersproducethesamesoundsindifferentways.(dialectsandaccents,stresses,rhythms,intonations,mispronunciations)Thespeedoftheinputofspokenmaterialcannotbecontrolled;Spokenmaterialisoftenheardonlyonce.Andthelistenercannotpausethespeakertoworkoutthemeaning.BackgroundnoiseDoothertasks,suchasnote-taking,writingdowndirectionsormessagesfromtelephonecalls.ReasonswhyitisdifficultListenerNeglectit’simportancedistractedPoorvocabularyLackofpracticeSpeakerSpeakingwaysspeedvolumeListeningmaterialUnfamiliartopics&wordsBackgroundinformationlength2.Whatdowelistentoineverydaylife?Task3:SituationswhereChinesepeoplemayneedtolistentoEnglish:(P138)3.Characteristicsofthelisteningprocess(P139)SpontaneityContextVisualcluesListener’sresponseSpeaker’sadjustment2)Context

Thecontextoflisteningisusuallyknowninreallife.Thesituationusuallyhelpsuspredictwhatwearegoingtohear.1)Spontaneity

Weoftenlistentopeoplespeakingspontaneouslyandinformallywithoutrehearsingwhattheyaregoingtosayaheadoftime.

3)VisualClue

Whilelistening,thespeakers’facialexpressions,gesturesandotherbodylanguagewillprovideusvisualclueswhichcanhelpusunderstandandpredictwhatwehear.

4)Listener’sresponse

Mostofthelisteningallowsthelistenertorespondsthespeaker,whethertheyunderstandornot.5)Speaker’s

adjustment

Thespeakercanadjustthewayofspeakingaccordingtothelistener’sreactions.

Principlesforteachinglistening1.Focusonprocess2.Combinelisteningwithotherskills3.Focusonthecomprehensionofmeaning4.Gradedifficultylevelappropriately1)typeoflanguageused2)taskorpurposeinlistening3)contextinwhichthelisteningoccursTask5(p.140)Principles(shortenedform)forselectingandusingactivities(Oxford1993:210)(p141)Theactivitiesmusthaveareal,communicativepurpose.Theactivitiesmustuseauthenticlanguagenormallyusedineverydaylife.Pre-reading-tasksmustbeusedtostimulatetheappropriatebackgroundknowledge&helpSsidentifythepurposeofthelisteningactivity.Thecontentispersonallyinterestingandmotivating.Thespeakermustbevisiblewheneverpossible.Theactivitiesmustoffermanyenvironmentalcluestomeaning.Thewholetextshouldbegiven,andthendividedintopartsthatcanberepeated.Principles(shortenedform)forselectingandusingactivities(Oxford1993:210)(p141)Attheend,thetextshouldbegivenagain,andtheSsshouldhavetheopportunitytodiscusstheirhypothesesandsoon.Theactivitiesmustrequirelistenerstorespondinsomemeaningfulfashion.Theactivitiesmustbefashionedforlistenerswithnormalknowledgetobeabletounderstandthetopic.Thetextmustbetypicalforitsownspeechtype.Theclassroomclimatemustbenon-threateningandpositive,andsimpleaffectivestrategiesshouldbeusedtoreduceanxietyifany.4.TheNatureoftheListeningProcessandtheListeningClasstop-downandbottom-upprocessingoperatesimultaneouslyinthelisteningprocess(Anderson&Lynch,1988;)----Interactivemodela.

Thebottom-upprocesslisteningisaprocessofdecodingthesoundsthatonehearsinalinearfashion,fromthesmallestmeaningfulunitstocompletetextsphonemicunitsaredecodedandlinkedtogethertoformwords,wordsarelinkedtogethertoformphrases,phrasesarelinkedtogethertoformutterances,andutterancesarelinkedtogethertoformcompletemeaningfultextsb.Thetop-downprocessthelisteneractivelyconstructstheoriginalmeaningofthespeakerthelistenerusespriorknowledgeofthecontextandsituationwithinwhichthelisteningtakesplacetomakesenseofwhatheorshehearsphrasesclausessentencestopbottomparagraphswordssound5.ListeningStrategiesListeningstrategiesaretechniquesoractivitiesthatcontributedirectlytothecomprehensionandrecalloflisteninginput.Top-downstrategies

arelistenerbased;thelistenertapsintobackgroundknowledgeofthetopic,thesituationorcontext,thetypeoftext,andthelanguage.listeningforthemainideapredictingdrawinginferencessummarizingBottom-upstrategies

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

6.ClassroomModelofTeachingListeningPre-listeningactivitiesWhile-listeningactivitiesAfter-listeningactivitiesPre-listening:Helpstudentspreparetolisten;While-listening:Guideandhelpstudentstocomprehendthetext.Post-listeninghelpthemtointegratewhattheylearnedfromthetextintoexistingknowledgeThreeteachingstagesLookatsomepicturesbeforelisteningtothepassage.Readthelisteningcomprehensionquestionsbeforelistening.Setthesceneforthestudentsbeforelistening.Listenforthegistofthepassage.Listenforspecificinformation.Pre-listening:Pre-listeningTosparkinterestandmotivatestudentstoattendtothespokenmessage:

Toactivateorbuildstudents'priortopicalandlinguisticknowledge:

Tosetpurposesforlistening:PredictingReadlisteningandcomprehensionLookattherelevantpicturesLookattherelevantpicturesWhatdoyouseeinthepicture?Whatisthegirldoing?Whataretheydoing?Wherearetheboys?Aretheytheclassmates?Settingthescene

Whydoweusethiskindofpre-listeningactivity?Exercise:WearegoingtolistentoapassageaboutBinLadenDead,howwouldyousetthescene?Thinkaboutit?AnswersProvidesomeofhisphotos.Providethevideoorreportabouthisdeath.Tellabouthisstory.Discusshimingroupamongtheclassmates.……拉登之死,全美狂歡report美國(guó)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，奧巴馬在白宮刊登全國(guó)講話(huà)時(shí)說(shuō)，一小隊(duì)美國(guó)人在伊斯蘭堡以北一種富裕地域阿伯塔巴德執(zhí)行了這次有鎖定目旳旳行動(dòng)。他說(shuō)，美軍在交火后打死了拉登，并掌握了他旳尸體。奧巴馬將這一發(fā)展稱(chēng)為打敗基地組織使命旳“最主要成就”。他說(shuō)，本拉登旳死亡應(yīng)受到全部信仰和平和人類(lèi)尊嚴(yán)人旳歡迎。他說(shuō)：“正義得到了伸張。”在一次新聞公布會(huì)上，奧巴馬政府稱(chēng)這次攻擊是一種復(fù)雜、危險(xiǎn)旳任務(wù)。一位官員說(shuō)，美國(guó)并沒(méi)有與任何其他國(guó)家分享有關(guān)這次攻擊旳情報(bào)，美國(guó)政府旳極少數(shù)人事先懂得這個(gè)計(jì)劃。一位官員稱(chēng)那個(gè)建筑備有“特殊”旳保安措施，其中涉及兩道安全門(mén)和三、四米高旳圍墻，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2023年9月11日發(fā)動(dòng)劫難性攻擊近23年之后。近3000人在那些攻擊中遇難。奧巴馬說(shuō)，本拉登不是一種穆斯林領(lǐng)袖，而是一種“屠殺穆斯林旳兇手”。奧巴馬總統(tǒng)說(shuō)，在巴基斯坦情報(bào)部門(mén)旳幫助下找到了本拉登，并在對(duì)一條情報(bào)線(xiàn)索追蹤數(shù)月之后，他授權(quán)采用了這一行動(dòng)。Listeningforthegist

ExerciseListeningthenansweringthefollowingquestion:What’sthispassagetalkabout?AboutBinLaden’sdeath.Listeningforspecificinformation

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

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

Toencouragestudents'criticalreactionsandpersonalresponsestothespeaker'sideasanduseoflanguage:TrueoffalseMultiplechoicequestionsAnsweringquestionsNote-takingandgap-fillingCompletethedialogue…Post-listeningPost-listening:Responding,Reflecting,andReconstructingUnderstandingToexaminerelationshipsbetweenpriorknowledgeandexperience,andnewideasandinformationgainedfromthespeakerordiscussionToinviteandencouragestudentreflectionandresponse:ToclarifyandextendcomprehensionbeyondtheliteralleveltotheinterpretiveandcriticallevelslisteningClassClassroomModelofListeningPre-listeningactivitiesWhile-listeningactivitiesPost-listeningactivitiesIntroductionTitleguessingQuestionsDiscussionsKeywordsVisualaidsSyntacticproblemsDiscourseproblemsSocialproblemsCulturalproblemsListeningStrategiesWritingorreadingactivitiesComprehensioncheck-upOralreproductionWrittenreproductionOutsidelisteningTestinglisteningClassTechniquesf