以目标为导向学生英语听力提升.ppt

以目标为导向的学生英语听力提升,台州中学 李昌杰,一、以目标为导向的学生英语听力提升研究背景与意义,一.听力教学的重要性,Rivers（1978）明确指出，在一般的语言交流活动中，听占整个言语交际活动量的45%，说、读、写分别为30%、16%和9%（转引自王淑葵，2014）。,语言学家Hymes认为语言教学的最终目的是培养学生的交际能力，而听懂别人的话是交际能力的开始.,Gary(1975)也推崇在外语教学中，须把听力教学放在优先，首要的地位。,高中听力“教” 存在的问题,1. 单一的听力教学形式,2. 粗略的 听力教学目标,3.单调的听力训练手段,4.缺失的听力教学评价,学生听力学习上的障碍,语音辨别能力低 词义语境判断差 主旨要义抓不住 文化背景知识缺 母语思维干扰强 心理因素障碍大 听力技能显匮乏,普通高中英语课程标准(实验)听力目标,全国英语听力等级测试（PETS 2) 简析,听力测试是考查学生理解口头语言能力的测试，材料内容多以口语形式出现。取材尽量趋于口语化。朗读者的语音有美音和英音并存的特点。朗读者朗读中的连读、失去爆破、重读、弱读、语调给学生带来一定的影响。有几次考试夹杂着些许噪音。,2. PETS2语速特点,近年来听力部分的朗读速度约为每分钟140-180个单词，语速较快，高于高中英语教学大纲中规定的语速。许多研究者认为英语为母语者的一般会话语速为每分钟210个词，这说明PETS2听力录音的语速基本接近英美人的正常语速。考生实际的听力理解时间一般控制在20分钟左右。,PETS2的话题的比重不均匀，其中社会、日常生活、学校生活、节假日活动等大多数考生熟悉的话题出现最频繁；而新课标“话题项目表”中有些相对生僻的话题从未涉及，如：周围的环境、健康、自然、世界与环境等。,3.话题特点,2008-2014年听力考试话题,PETS 考试所考查的听力技能,所考查的听力技能，结合课标和考试大纲，我们可以发现高考听力主要考查考生以下四种能力： 理解主旨、要义； 获取（与话题中心相关的）具体事实信息； 对于说话背景、说话者之间的关系能够作出简单的推断； 理解说话者的意图、观点或态度。,2008-2014年 PETS2 听力测试技能汇总 （单位：次）,2013年3月二级考试真题,11. What are the speakers talking about? ( 技能1） A. Old schoolmates. B. High school life. C. A company meeting. 12. What did Sally try to show her friends?（技能3） A. She was very happy. B. She was interested in Simon. C. She was successful in business. 13. What do we know about Simon Fox? （技能3） A. He enjoys parties. B. He likes the woman. C. He is Sallys husband.,Text 8 M: Not a bad party last night. Lots of old faces from college were there. W: Really? M: Yeah. Sally was there with her husband. Ive heard hes something very high up and important in some business company. W: Yes, Ive heard that, too. To tell you the truth, I never really expected her to marry anyone successful. She was always untidy, and didnt like to work. M: Obviously, shes changed her attitude to life. I mean, she was very smartly dressed, and she kept telling me all about how much money their new house had cost. W: Seriously? M: Yes, she was really proud of it. W: Well, she never used to be interested in money at all. M: By the way, Simon Fox was at the party. W: Was he? I havent seen him for ages. M: Naturally, he couldnt stop asking me questions about you. W: I think he still thinks that we might get back together one day. M: Exactly. W: Well, not much chance of that.,2013年9月听力真题,6. What seems to be the mans problem? （技能2） A. Keeping his room clean every day. B. Getting along with his roommate. C. Having trouble making friends. 7. What does the woman suggest the man do？（技能2） A. Try to get more sleep. B. Buy some music CDs. C. Talk to Charlie. W: Whats going on between you and Charlie? Did you have a fight or something? M: No. But I cant stand him anymore! Hes the worst roommate Ive ever had! He never cleans up after himself, and hes always listening to loud music when I try to get some sleep. W: Why dont you have a heart-to-heart talk with him? M: I tried, but it didnt work. Maybe you can talk to him? After all, youre his good friend.,2014年3月二级考试真题,3. What did the woman think of Danas speech? （技能4） A. Boring. B. Important. C. Well-prepared. Text 3 M: What did you think of Danas speech today? W: Well, she must have spent a lot of time preparing it. I cant believe I could sit for that long without feeling bored.,听力教学的内涵与实质,Anderson（1988）把听力理解的过程分为三个阶段，即感知（perception）、解析（parsing）和运用（utilization）。在听的阶段，听者会把所听到的内容暂时保存在短时记忆中（short-term memory），然后采取一定的策略对输入的信息作出判断，将关键词和短语输入长时记忆（long-term memory）中。在解析和运用阶段，听者以词和信息为单位，将获得的新信息和大脑中存贮的原有图式进行联系，当输入与原有图式相匹配时，理解就产生了。,听力理解,听力材料的种类,听者的兴趣,词汇,背景知识,习惯用法,听力技能,听力技巧,语音解码,听力材料的真实性,影响人们的听力理解的因素（王笃勤英语教学策略论）,二、以目标为导向的学生英语听力提升的实施,1. 制定高中三年学生听力提升目标 学年目标 学期目标 学段目标 学时目标,高中学生听力分级学习目标,目标导向下提升英语听力的实践,2. 夯实学生的听力语言知识，打好学生听力基础。,听力语言知识内容包括语音知识、听力词汇、语法知识、文化背景知识等。,目标导向下提升英语听力的实践,1）语音语调 A. 同音异形异义词汇的辨析和听写,1.This is a male magazine, which is popular with men over forties. 2. Well mail you a check the first thing in the morning.,B.近音词和一词多义词,3.如walk和work，plan和plane, fourteen 和forty等。 4. 如book书 /订购, head 头/前往 等,目标导向下提升英语听力的实践,1夯实学生的语音基础知识 （课例一） 2. daily report 3. 听写练习,目标导向下提升英语听力的实践,（3）文化背景知识 Lets go Dutch AA制,（2）词汇量、语法知识,I have a sweet tooth. (我喜欢甜食),目标导向下提升英语听力的实践,3.培养学生的听力技能，促进学生的听力理解,H.D.Brown(1994)认为听力理解技能主要包括预测和取舍能力、听音辨音的识别能力、选择最重要的信息点的能力、捕捉关键词的能力、判断、分析和归纳大意能力、内在含意的推测能力和连贯记忆的能力等等,课例二,4优化听力教学模式，强化听力实践操练,PWP教学模式（pre-listening, 、while-listening、post-listening）,课内、课外听力训练 并举,精听与泛听相结合 （课例三）,目标导向下提