河北师大教学法教案Unit9TeachingListening

1、Unit 9 Teaching ListeningAims of the unit:1. Why is listening so difficult for students?2. What do we listen to in everyday life?3. What are the characteristics of the listening process?4. What are the principles of teaching listening?5. What are the common activities in teaching listening?I. The im

2、portance of teaching listening1. Listening is one of the four basic skills of a language.2. Why does listening seem so difficult for Chinese students?Task 1: In your English learning experiences, did you find listening more difficult than the other three skills? Can you think of any reasons why list

3、ening is often considered to be more difficult?Conclusion:In Foreign language learning, both listening and reading are receptive skills, but listening can be more difficult that reading because:lDifferent speakers produce the same sounds in different ways.(different dialects and accents, stresses, r

4、hythms, intonations, mispronunciations)lThe speed of the input of spoken material can not becontrolled;lSpoken material is often heard only once. And the listenercannot pause the speaker to work out the meaning.lBackground noise.lMemory and recurrence.3. What do we listen to in everyday life?As we k

5、now, listen is very important in daily communication. There is a great variety of situations where we need to listen to English. As a matter of fact, Chinese students have few chances to be exposed in listening.Task 3: Below is a list of situations where Chinese people may need to listen to English.

6、 Choose eight situations that you think are the most frequent.II. Characteristics of the listening processThe listening situations in TASK 3 can also be divided aslFormal or informal:lRehearsed or non-rehearsed;lThe listener can or cannot interact with the speakerAccording to Ur(1996), listening pro

7、cess has following characteristics:Spontaneity: We often listen to people speaking spontaneously and informally without rehearsing what they are going to say ahead of time.Context: The context of listening is usually known in real life. The situation usually helps us predict what we are going to hea

8、r.Visual clues: While listening, the speakers fa cial expressions,gestures and other body language will provide us visual clues which can help us understand and predict what we hear.Listener s response: Most of the listening allows the listener to responds the speaker, whether they understand or not

9、.Speaker asdjustment: The speaker can adjust the way of speaking according to the listener s reactions.III. Objective and Principles for teaching listening1. Objective of teaching ListeninglLearn how to listenLearn to pick up the most important informationlLearn to becomea skillfullistenerlLike list

10、eninglLike imitatinglLike participatingin communicative activities2. Teaching principles1) Focus on process： In listening, people must do many things to process information they are receiving. They have to hear what is being said, they have to pay attention to catch as much information as possible s

11、o as to construct a meaningful message in their mind by relating what they hear to what they already know.2) Combine listening with other skills. Listening and speaking skills are closely related. Both of them belong to the oral skill. They need interaction so that to help communication.3)Focus on c

12、omprehension of meaning. Understand the meaningis more important to memorize every work people hear.4)Grade difficulty level appropriately. There are a large number offactors that affect the difficulty level of listening tasks, but they fall into three main categories according to Anderson and Lynch

13、:type of language used;task or purpose in listening;context in which the listening occurs.Task 5: Suppose you are teaching a lower intermediate class of middle school students. You want to give them some listening practice. The following listening materials are available. Which texts would you choos

14、e? In what order would you use them? Give your reasons. (See P.85/141)3. Principles for selecting and using listening activitiesOxford summarizes the following principles for selecting and using L2 listening activities. (see P.141)IV. Listening activities1. Teaching modelsBottom-up model: In the bot

15、tom-up model, listening comprehension is believed to start with sound and meaning recognitions. In other words, weuse information in the speech itself to try to comprehend themeaning .Top-down model: In this model, listening for gist and making use of the contextual clues and background knowledge to

16、 construct meaning are emphasized. In other words, listening comprehension involves knowledge that a listener brings to a text, sometimes called inhead information, as opposed to the information that is available within the text itself. Three teaching stages:lPre-listening, during which teachers hel

17、p the students prepareto listen.attentionWhile-listening, during which the focus of studentsis led to the listening text and the teachers can guide the students and help them understand it.lPost-listening, during which students are offered withopportunities to integrate what they learned from the te

18、xt into their existing knowledge and communicate with others using the information in the listening text.2. Activities1) Pre-listening activitiesa. Look at some pictures before listening to the passage.b. Read the listening comprehension questions before listening.c. Set the scene for the students before listening.d. Listen for the gist of the passage.e. Listen for specific information2.While-listening activitiesa. Listen and tick: List some objects. Then ask students to listen an