unit9TeachingListening省公共课一等奖全国赛课获奖课件

Unit9

TeachingListening第1页Outline1.ListeningproblemsandEnglishsituations2.Thecharacteristicsofthelisteningprocess3.Theprinciplesandmodelsofteachinglistening4.ThecommonactivitiesinteachingEnglish第2页ITheimportanceofteachinglisteningListeningisoneofthefourbasicskillsofalanguage.ListeningisbecomingmoreandmorenecessarytounderstandspokenEnglishinmanysituations:face-to-faceconversationstelephonecallsbusinessmeetingsLecturesSpeechestelevision第3页Task1DifficultiesencounteredReasonswhyitisdifficult第4页DifficultiesencounteredCannothearthewordscanhearbutcannotunderstandQuicklyforgetwhatisheard.NeglectthenextpartwhenthinkingaboutmeaningUnabletoformamentalrepresentationfromwordsheard.Donotunderstandsubsequentpartsofinputbecauseofearlierproblems第5页ReasonswhyitisdifficultDifferentspeakersproducethesamesoundsindifferentways.(dialectsandaccents,stresses,rhythms,intonations,mispronunciations)Thespeedoftheinputofspokenmaterialcannotbecontrolled;Spokenmaterialisoftenheardonlyonce.Andthelistenercannotpausethespeakertoworkoutthemeaning.BackgroundnoiseDoothertasks,suchasnote-taking,writingdowndirectionsormessagesfromtelephonecalls.第6页ReasonswhyitisdifficultListenerNeglectit’simportancedistractedPoorvocabularyLackofpracticeSpeakerSpeakingwaysspeedvolumeListeningmaterialUnfamiliartopics&wordsBackgroundinformationlength第7页2.Whatdowelistentoineverydaylife?Task3:SituationswhereChinesepeoplemayneedtolistentoEnglish:(P138)第8页3.Characteristicsofthelisteningprocess(P139)SpontaneityContextVisualcluesListener’sresponseSpeaker’sadjustment第9页2)Context

Thecontextoflisteningisusuallyknowninreallife.Thesituationusuallyhelpsuspredictwhatwearegoingtohear.1)Spontaneity

Weoftenlistentopeoplespeakingspontaneouslyandinformallywithoutrehearsingwhattheyaregoingtosayaheadoftime.

第10页3)VisualClue

Whilelistening,thespeakers’facialexpressions,gesturesandotherbodylanguagewillprovideusvisualclueswhichcanhelpusunderstandandpredictwhatwehear.

4)Listener’sresponse

Mostofthelisteningallowsthelistenertorespondsthespeaker,whethertheyunderstandornot.5)Speaker’s

adjustment

Thespeakercanadjustthewayofspeakingaccordingtothelistener’sreactions.

第11页Principlesforteachinglistening1.Focusonprocess2.Combinelisteningwithotherskills3.Focusonthecomprehensionofmeaning4.Gradedifficultylevelappropriately1)typeoflanguageused2)taskorpurposeinlistening3)contextinwhichthelisteningoccursTask5(p.140)第12页Principles(shortenedform)forselectingandusingactivities(Oxford1993:210)(p141)Theactivitiesmusthaveareal,communicativepurpose.Theactivitiesmustuseauthenticlanguagenormallyusedineverydaylife.Pre-reading-tasksmustbeusedtostimulatetheappropriatebackgroundknowledge&helpSsidentifythepurposeofthelisteningactivity.Thecontentispersonallyinterestingandmotivating.Thespeakermustbevisiblewheneverpossible.Theactivitiesmustoffermanyenvironmentalcluestomeaning.Thewholetextshouldbegiven,andthendividedintopartsthatcanberepeated.第13页Principles(shortenedform)forselectingandusingactivities(Oxford1993:210)(p141)Attheend,thetextshouldbegivenagain,andtheSsshouldhavetheopportunitytodiscusstheirhypothesesandsoon.Theactivitiesmustrequirelistenerstorespondinsomemeaningfulfashion.Theactivitiesmustbefashionedforlistenerswithnormalknowledgetobeabletounderstandthetopic.Thetextmustbetypicalforitsownspeechtype.Theclassroomclimatemustbenon-threateningandpositive,andsimpleaffectivestrategiesshouldbeusedtoreduceanxietyifany.第14页4.TheNatureoftheListeningProcessandtheListeningClasstop-downandbottom-upprocessingoperatesimultaneouslyinthelisteningprocess(Anderson&Lynch,1988;)----Interactivemodel第15页a.

Thebottom-upprocesslisteningisaprocessofdecodingthesoundsthatonehearsinalinearfashion,fromthesmallestmeaningfulunitstocompletetextsphonemicunitsaredecodedandlinkedtogethertoformwords,wordsarelinkedtogethertoformphrases,phrasesarelinkedtogethertoformutterances,andutterancesarelinkedtogethertoformcompletemeaningfultexts第16页b.Thetop-downprocessthelisteneractivelyconstructstheoriginalmeaningofthespeakerthelistenerusespriorknowledgeofthecontextandsituationwithinwhichthelisteningtakesplacetomakesenseofwhatheorshehears第17页phrasesclausessentencestopbottomparagraphswordssound第18页5.ListeningStrategiesListeningstrategiesaretechniquesoractivitiesthatcontributedirectlytothecomprehensionandrecalloflisteninginput.第19页Top-downstrategies

arelistenerbased;thelistenertapsintobackgroundknowledgeofthetopic,thesituationorcontext,thetypeoftext,andthelanguage.listeningforthemainideapredictingdrawinginferencessummarizing第20页Bottom-upstrategies

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

第21页6.ClassroomModelofTeachingListeningPre-listeningactivitiesWhile-listeningactivitiesAfter-listeningactivities第22页Pre-listening:Helpstudentspreparetolisten;While-listening:Guideandhelpstudentstocomprehendthetext.Post-listeninghelpthemtointegratewhattheylearnedfromthetextintoexistingknowledgeThreeteachingstages第23页Lookatsomepicturesbeforelisteningtothepassage.Readthelisteningcomprehensionquestionsbeforelistening.Setthesceneforthestudentsbeforelistening.Listenforthegistofthepassage.Listenforspecificinformation.Pre-listening:第24页Pre-listeningTosparkinterestandmotivatestudentstoattendtothespokenmessage:

Toactivateorbuildstudents'priortopicalandlinguisticknowledge:

Tosetpurposesforlistening:第25页PredictingReadlisteningandcomprehensionLookattherelevantpictures第26页LookattherelevantpicturesWhatdoyouseeinthepicture?Whatisthegirldoing?Whataretheydoing?Wherearetheboys?Aretheytheclassmates?第27页Settingthescene

Whydoweusethiskindofpre-listeningactivity?Exercise:WearegoingtolistentoapassageaboutBinLadenDead,howwouldyousetthescene?Thinkaboutit?第28页AnswersProvidesomeofhisphotos.Providethevideoorreportabouthisdeath.Tellabouthisstory.Discusshimingroupamongtheclassmates.……第29页拉登之死,全美狂欢第30页report美国总统奥巴马宣告，世界头号恐怖分子通缉犯、基地组织领导人本.拉登在巴基斯坦境内一座建筑被美军击毙。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域阿伯塔巴德执行了这次有锁定目标行动。他说，美军在交火后打死了拉登，并掌握了他尸体。奥巴马将这一发展称为打败基地组织使命“最主要成就”。他说，本拉登死亡应受到全部信仰和平和人类尊严人欢迎。他说：“正义得到了伸张。”在一次新闻公布会上，奥巴马政府称这次攻击是一个复杂、危险任务。一位官员说，美国并没有与任何其它国家分享关于这次攻击情报，美国政府极少数人事先知道这个计划。一位官员称那个建筑备有“特殊”保安办法，其中包含两道安全门和三、四米高围墙，上面设有铁丝网。本拉登被打死发生在基地组织组员9月11日发动灾难性攻击近之后。近3000人在那些攻击中遇难。奥巴马说，本拉登不是一个穆斯林领袖，而是一个“屠杀穆斯林凶手”。奥巴马总统说，在巴基斯坦情报部门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。第31页Listeningforthegist

ExerciseListeningthenansweringthefollowingquestion:What’sthispassagetalkabout?AboutBinLaden’sdeath.第32页Listeningforspecificinformation第33页

While-listening:Listenandtick:Listsomeobjects.Thenaskstudentstolistenandtick.Listenandsequence:Listenandnumber;listenandmatchListenandact:“Simonsays…”,listenandpoint.Listenanddraw:listenandcolor.ListenandfillListenandfindoutListenandguess第34页While-Listening:InterpretingSpeechandConstructingMeaning

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

Toencouragestudents'criticalreactionsandpersonalresponsestothespeaker'sideasanduseoflanguage:第35页TrueoffalseMultiplechoicequestionsAnsweringquestionsNote-takingandgap-fillingCompletethedialogue…Post-listening第36页Post-listening:Responding,Reflecting,andReconstructingUnderstandingToexaminerelationshipsbetweenpriorknowledgeandexperience,andnewideasandinformationgainedfromthespeakerordiscussionToinviteandencouragestudentreflectionandresponse:Toclarifyandextendcomprehensionbeyondtheliteralleveltotheinterpretiveandcriticallevels第37页listeningClassClassroomModelofListeningPre-listeningactivitiesWhile-listeningactivitiesPost-listeningactivitiesIntroductionTitleguessingQuestionsDiscussionsKeywordsVisualaidsSyntacticproblemsDiscourseproblemsSocialproblemsCulturalproblemsListeningStrategiesWritingorreadingactivitiesComprehensioncheck-upOralreproductionWrittenreproductionOutsidelisteningTesting第38页listeningClassTechniquesforTeaching