英语教学法教程unit9-Teaching-Li课件

Unit9TeachingListeningEnglishLanguageTeachingUnit9TeachingListeningEngli1Aimsoftheunit1.Whyislisteningsodifficultforstudents?2.Whatdowelistentoineverydaylife?3.Whatarethecharacteristicsofthelisteningprocess?4.Whataretheprinciplesofteachinglistening?5.Whatarethecommonactivitiesinteachinglistening?

Aimsoftheunit1.Whyislist2ITheimportanceofteachinglistening1.Listeningisoneofthefourbasicskillsofa

language.

InForeignlanguagelearning,bothlisteningandreadingarereceptiveskills,butlisteningcanbemoredifficultthanreading.ITheimportanceofteachingl3ITheimportanceofteachinglistening2.

ListeningisbecomingmoreandmorenecessarytounderstandspokenEnglishinmanysituations:face-to-faceconversationstelephonecallsbusinessmeetingsLecturesSpeechestelevisionITheimportanceofteachingl43.WhydoeslisteningseemsodifficultforChinesestudents?Differentspeakersproducethesamesoundsindifferentways.(dialectsandaccents,stresses,rhythms,intonations,mispronunciations)Thespeedoftheinputofspokenmaterialcannotbecontrolled;Spokenmaterialisoftenheardonlyonce.Andthelistenercannotpausethespeakertoworkoutthemeaning.BackgroundnoiseMemoryandrecurrenceITheimportanceofteachinglistening3.Whydoeslisteningseemso5II.TheproblemsinlisteningoftheChinesestudents1.Listeningisoftenneglectedinlanguageteaching.1)Lackofteachingmaterials;equipment;traininginhowtousetheequipment;real-lifesituationswherelanguagelearnersneedtounderstandspokenEnglish;2)Listeningisnotincludedonmanyimportanttests;3)Lessonstendtotestratherthantotrainstudents’listeningskills.

II.Theproblemsinlistening6II.TheproblemsinlisteningoftheChinesestudents2.

Linguisticproblems

1)Phoneticsproblems2)Lexicalproblems3)GrammarproblemsII.Theproblemsinlistening7II.TheproblemsinlisteningoftheChinesestudents3.Culturalproblems

1)Frank---mildandrunabout/tactful2)Thinkingstyle3)Localconditionsandcustoms4.Psychologicalproblems1)Fearofdifficulties2)Lackofconfidence3)Careaboutfaces4)NoneedoflisteningskillsII.Theproblemsinlistening8Ⅲ.Characteristicsofthelisteningprocess1.Whatdowelistentoineverydaylife?Task2:

Howmanysituationscanyouthinkofwhereyoulistentootherpeopleinournativelanguage?

loudspeakerannouncements,telephoneconversations,radionews,interview,lesson,lecture,story-telling,shoppingconversation,gossip,instructions,meetings,watchingtelevision,negotiations,watchingmovies,theatreshow…Ⅲ.Characteristicsofthelist9Ⅲ.Characteristicsofthelisteningprocess1.Whatdowelistentoineverydaylife?Task3:SituationswhereChinesepeoplemayneedtolistentoEnglish:(P138)Ⅲ.Characteristicsofthelist10Thecriteriaoflisteningsituations• Formalorinformal?• Rehearsedornon-rehearsed?• Canthelistenerinteractwiththespeakerornot?Ⅲ.CharacteristicsofthelisteningprocessThecriteriaoflisteningsitu113.Inreallifelisteninghasthefollowingcharacteristics(Ur,1996):Ⅲ.Characteristicsofthelisteningprocess2)Context

Thecontextoflisteningisusuallyknowninreallife.Thesituationusuallyhelpsuspredictwhatwearegoingtohear.1)Spontaneity

Weoftenlistentopeoplespeakingspontaneouslyandinformallywithoutrehearsingwhattheyaregoingtosayaheadoftime.

3.Inreallifelisteninghas123)VisualClue

Whilelistening,thespeakers’facialexpressions,gesturesandotherbodylanguagewillprovideusvisualclueswhichcanhelpusunderstandandpredictwhatwehear.

4)Listener’sresponse

Mostofthelisteningallowsthelistenertorespondsthespeaker,whethertheyunderstandornot.5)Speaker’s

adjustment

Thespeakercanadjustthewayofspeakingaccordingtothelistener’sreactions.

Ⅲ.Characteristicsofthelisteningprocess3)VisualClue4)Listener’s13Ⅳ.Principlesforteachinglistening1.Twomajorpurposesinlistening:

forsocialreasonstoexchangeinformation2.Principlesforteachinglistening:1)Focusonprocess2)Combinelisteningwithotherskills3)Focusoncomprehendingmeaning4)GradedifficultlevelappropriatelyⅣ.Principlesforteachinglis14Ⅳ.PrinciplesforteachinglisteningTask5:Forlowintermediateclass,whattextswouldyouchoose?Inwhatorder?AvideotapeofatalkbyanativespeakerabouttheschoollifeofmiddleschoolstudentsintheUnitedStates.AlivetalkbyacompetentEnglish-speakingChinesepsychologistabouteffectivestudyhabits.AnaudiotapeofaninterviewwithanativeEnglishspeakertalkingaboutherexperienceslivinginchina.AnaudiotapeofthenewsfromCRI(ChinaRadioInternational)Ⅳ.Principlesforteachinglis15Ⅳ.PrinciplesforteachinglisteningPrinciplesforselectingandusinglisteningactivities:Oxfordsummarizes12principlesforselectingandusingL2listeningactivities.(P141)Note:Doinglisteningtestsinsteadofteachingsomelisteningskillhastwoproblems:Studentsdon’thaveopportunitiestodeveloplisteningskillswithotherskills.Listeningcomprehensionquestionsonlytestthestudentscomprehensionbutnottrainthemhowtolisten.Ⅳ.Principlesforteachinglis16Ⅴ.Commonactivitiesinteachinglistening1.Teachingmodels

Bottom-upmodel:Inthebottom-upmodel,listeningcomprehensionisbelievedtostartwithsoundandmeaningrecognitions.Inotherwords,“weuseinformationinthespeechitselftotrytocomprehendthemeaning”.Ⅴ.Commonactivitiesinteachi17Ⅴ.Commonactivitiesinteachinglistening1.TeachingmodelsTop-downmodel:Inthismodel,listeningforgistandmakinguseofthecontextualcluesandbackgroundknowledgetoconstructmeaningareemphasized.Inotherwords,listeningcomprehensioninvolvesknowledgethatalistenerbringstoatext,sometimescalled“insidethehead”information.Ⅴ.Commonactivitiesinteachi18Ⅴ.Commonactivitiesinteachinglistening2.ThreeteachingstagesPre-listening:Helpstudentspreparetolisten;While-listening:Guideandhelpstudentstocomprehendthetext.Post-listeninghelpthemtointegratewhattheylearnedfromthetextintoexistingknowledgeⅤ.Commonactivitiesinteachi19Ⅴ.CommonactivitiesinteachinglisteningPre-listening:

Lookatsomepicturesbeforelisteningtothepassage.Readthelisteningcomprehensionquestionsbeforelistening.Setthesceneforthestudentsbeforelistening.Listenforthegistofthepassage.Listenforspecificinformation.Ⅴ.Commonactivitiesinteachi20Ⅴ.CommonactivitiesinteachinglisteningWhile-listening:Listenandtick:Listsomeobjects.Thenaskstudentstolistenandtick.Listenandsequence:Listenandnumber;listenandmatchListenandact:“Simonsays…”,listenandpoint.Listenanddraw:listenandcolor.ListenandfillListenandfindoutListenandguessⅤ.Commonactivitiesinteachi21Ⅴ.CommonactivitiesinteachinglisteningPost-listening

TrueoffalseMultiplechoicequestionsAnsweringquestionsNote-takingandgap-fillingCompletethedialogue…Ⅴ.Commonactivitiesinteachi22Ⅵ.Notesinteachinglistening

LetstudentslistentoauthenticEnglish:songs,rhymes,dialogues,shortpassageswithnormalspeedandnaturalpronunciationandintonation

Letstudentsbeactiveinlistening.AlwaysgivestudentsapurposeforlisteningⅥ.Notesinteachinglistening23Conclusion

Wehavediscussedthefollowings:1.Theimportanceoflistening;2.Thenatureoflistening,bothinreallanguageuseandinlanguageclassroom;3.Thedifficultiesthatstudentsexperienceindevelopinglisteningskills.4.Avarietyofactivitiesinteachinglistening.ConclusionWehavediscuss24Thankyou!TheendofUnit9Thankyou!TheendofUnit925Unit9TeachingListeningEnglishLanguageTeachingUnit9TeachingListeningEngli26Aimsoftheunit1.Whyislisteningsodifficultforstudents?2.Whatdowelistentoineverydaylife?3.Whatarethecharacteristicsofthelisteningprocess?4.Whataretheprinciplesofteachinglistening?5.Whatarethecommonactivitiesinteachinglistening?

Aimsoftheunit1.Whyislist27ITheimportanceofteachinglistening1.Listeningisoneofthefourbasicskillsofa

language.

InForeignlanguagelearning,bothlisteningandreadingarereceptiveskills,butlisteningcanbemoredifficultthanreading.ITheimportanceofteachingl28ITheimportanceofteachinglistening2.

ListeningisbecomingmoreandmorenecessarytounderstandspokenEnglishinmanysituations:face-to-faceconversationstelephonecallsbusinessmeetingsLecturesSpeechestelevisionITheimportanceofteachingl293.WhydoeslisteningseemsodifficultforChinesestudents?Differentspeakersproducethesamesoundsindifferentways.(dialectsandaccents,stresses,rhythms,intonations,mispronunciations)Thespeedoftheinputofspokenmaterialcannotbecontrolled;Spokenmaterialisoftenheardonlyonce.Andthelistenercannotpausethespeakertoworkoutthemeaning.BackgroundnoiseMemoryandrecurrenceITheimportanceofteachinglistening3.Whydoeslisteningseemso30II.TheproblemsinlisteningoftheChinesestudents1.Listeningisoftenneglectedinlanguageteaching.1)Lackofteachingmaterials;equipment;traininginhowtousetheequipment;real-lifesituationswherelanguagelearnersneedtounderstandspokenEnglish;2)Listeningisnotincludedonmanyimportanttests;3)Lessonstendtotestratherthantotrainstudents’listeningskills.

II.Theproblemsinlistening31II.TheproblemsinlisteningoftheChinesestudents2.

Linguisticproblems

1)Phoneticsproblems2)Lexicalproblems3)GrammarproblemsII.Theproblemsinlistening32II.TheproblemsinlisteningoftheChinesestudents3.Culturalproblems

1)Frank---mildandrunabout/tactful2)Thinkingstyle3)Localconditionsandcustoms4.Psychologicalproblems1)Fearofdifficulties2)Lackofconfidence3)Careaboutfaces4)NoneedoflisteningskillsII.Theproblemsinlistening33Ⅲ.Characteristicsofthelisteningprocess1.Whatdowelistentoineverydaylife?Task2:

Howmanysituationscanyouthinkofwhereyoulistentootherpeopleinournativelanguage?

loudspeakerannouncements,telephoneconversations,radionews,interview,lesson,lecture,story-telling,shoppingconversation,gossip,instructions,meetings,watchingtelevision,negotiations,watchingmovies,theatreshow…Ⅲ.Characteristicsofthelist34Ⅲ.Characteristicsofthelisteningprocess1.Whatdowelistentoineverydaylife?Task3:SituationswhereChinesepeoplemayneedtolistentoEnglish:(P138)Ⅲ.Characteristicsofthelist35Thecriteriaoflisteningsituations• Formalorinformal?• Rehearsedornon-rehearsed?• Canthelistenerinteractwiththespeakerornot?Ⅲ.CharacteristicsofthelisteningprocessThecriteriaoflisteningsitu363.Inreallifelisteninghasthefollowingcharacteristics(Ur,1996):Ⅲ.Characteristicsofthelisteningprocess2)Context

Thecontextoflisteningisusuallyknowninreallife.Thesituationusuallyhelpsuspredictwhatwearegoingtohear.1)Spontaneity

Weoftenlistentopeoplespeakingspontaneouslyandinformallywithoutrehearsingwhattheyaregoingtosayaheadoftime.

3.Inreallifelisteninghas373)VisualClue

Whilelistening,thespeakers’facialexpressions,gesturesandotherbodylanguagewillprovideusvisualclueswhichcanhelpusunderstandandpredictwhatwehear.

4)Listener’sresponse

Mostofthelisteningallowsthelistenertorespondsthespeaker,whethertheyunderstandornot.5)Speaker’s

adjustment

Thespeakercanadjustthewayofspeakingaccordingtothelistener’sreactions.

Ⅲ.Characteristicsofthelisteningprocess3)VisualClue4)Listener’s38Ⅳ.Principlesforteachinglistening1.Twomajorpurposesinlistening:

forsocialreasonstoexchangeinformation2.Principlesforteachinglistening:1)Focusonprocess2)Combinelisteningwithotherskills3)Focusoncomprehendingmeaning4)GradedifficultlevelappropriatelyⅣ.Principlesforteachinglis39Ⅳ.PrinciplesforteachinglisteningTask5:Forlowintermediateclass,whattextswouldyouchoose?Inwhatorder?AvideotapeofatalkbyanativespeakerabouttheschoollifeofmiddleschoolstudentsintheUnitedStates.AlivetalkbyacompetentEnglish-speakingChinesepsychologistabouteffectivestudyhabits.AnaudiotapeofaninterviewwithanativeEnglishspeakertalkingaboutherexperienceslivinginchina.AnaudiotapeofthenewsfromCRI(ChinaRadioInternational)Ⅳ.Principlesforteachinglis40Ⅳ.PrinciplesforteachinglisteningPrinciplesforselectingandusinglisteningactivities:Oxfordsummarizes12principlesforselectingandusingL2listeningactivities.(P141)Note:Doinglisteningtestsinsteadofteachingsomelisteningskillhastwoproblems:Studentsdon’thaveopportunitiestodeveloplisteningskillswithotherskills.Listeningcomprehensionquestionsonlytestthestudentscomprehensionbutnottrainthemhowtolisten.Ⅳ.Principlesforteachinglis41Ⅴ.Commonactivitiesinteachinglistening1.Teachingmodels

Bottom-upmodel:Inthebottom-upmodel,listeningcomprehensionisbelievedtostartwithsoundandmeaningrecognitions.Inotherwords,“weuseinformationinthespeechitselftotrytocomprehendthemeaning”.Ⅴ.Commonactivitiesinteachi42Ⅴ.Commonactivitiesinteachinglistening1.TeachingmodelsTop-downmodel:Inthismodel,listeningforgistandmakinguseofthecontextualcluesandbackgroundknowledgetoconstructmeaningareemphasized.Inotherwords,listeningcomprehensioninvolvesknowledgethatalistenerbringstoatext,sometimescalled“insidethehead”information.Ⅴ.Commonactivitiesinteachi43Ⅴ.Commonactivitiesinteachinglistening2.ThreeteachingstagesPre-listening:Helpstudentspreparetolisten;While-listening:Guideandhelpstudentstocomprehendthetext.Post-listeninghelpthemtointegratewhattheylearnedfromthetextintoexis