Unit-9-Teaching-Listening(英语教学法)

Unit9TeachingListeningTeachingobjectives1.knowcharacteristicsofthelisteningprocess2.graspprinciplesforteachinglistening3.knowaboutPre-listeningactivities4.knowaboutWhile-listeningactivities5.knowaboutPost-listeningactivitiesTeachingcontentsWhydoeslisteningseemsodifficult?Whatdowelisteningtoineverydaylife?CharacteristicsofthelisteningprocessPrinciplesforteachinglisteningPre-listeningactivitiesWhile-listeningactivitiesPost-listeningactivities1.Whydoeslisteningseemsodifficult?1.1Lead-inactivitiesAskstudentstodiscussthefollowingquestions:1)InyourEnglishlearningexperiences,didyoufindlisteningmoredifficultthantheotherthroeskills?2)Canyouthinkofanyreasonswhylisteningisoftenconsideredtobemoredifficult?1.Whydoeslisteningseemsodifficult?1.2Reasonsforstudents'poorlisteningskill1)Lackofteachingmaterials(audioandvideotapes);2)Lackofequipment(tapeplayers,VCRs,VCDs,computers);3)Lackoftraininginhowtousetheequipment;4)Listeningisnotincludedonmanyimportanttests;5)Lackofreal-lifesituationswherelanguagelearnersneedtounderstandspokenEnglish;6)Lessonstendtotestratherthantotrainstudents'listeningskills.1.Whydoeslisteningseemsodifficult?1.3ReasonswhylisteningcanbemoredifficultthanreadingDifferentspeakersproducethesamesoundsindifferentways;Thelistenerhaslittleornocontroloverthespeedoftheinputofspokenmaterial;Spokenmaterialisoftenheardonlyonce.Thelistenercannotpausetoworkoutthemeaningoftheheardmaterial;Speechismorelikelytobedistortedbybackgroundnoiseorthemediathattransmitsounds.Thelistenersometimeshastodealsimultaneouslywithanothertaskwhilelistening.2.Whatdowelistentoineverydaylife?2.1Task22.1.1Lead-inactivitiesAskstudentstodiscusshowmanysituationstheycanthinkofwheretheylistentootherpeopleintheirnativelanguage?Andthenworkwithapartnerandthinkaboutallthedifferentsituationswheretheyneedtolisteninaroutineday.2.1.2Onereasonforstudents'unsatisfactorylisteningabilitiesOnereasonforstudents'unsatisfactorylisteningabilitiesisthatthereisnotenoughvarietyinthematerialsthattheylistento.2.2Task3Askstudentstochooseeightsituationsthattheythinkarethemostfrequent.[]telephoneconversationsaboutbusiness[]radionewsinEnglish[]lessonsorlecturesgiveninEnglish[]conversationswithforeigners[]instructionsinEnglish[]watchingtelevisioninEnglish[]watchingmoviesinEnglish[]shopassistantswhosellgoodsto[]dealwithtourists[]interviewswithforeign-enterprises[]internationaltradefairs[]socializewithforeigners[]negotiationswithforeignbusinesses[]listeningtoEnglishsongs[]hotelandrestaurantservices3.CharacteristicsofthelisteningprocessSpontaneityContextVisualcluesListener’sresponseSpeaker’sadjustmentback4.PrinciplesforteachinglisteningFocusonprocessCombinelisteningwithotherskillsFocusoncomprehendingmeaningGradedifficultlevelappropriatelyThebottom-upprocessThetop-downprocessbackFocusonprocessPeoplemustdomanythingstoprocessinformationthattheyarereceiving.Firsttheyhavetohearwhatisbeingsaid,andthentheyhavetopayattention,andconstructameaningfulmessageintheirmindbyrelatingwhattheyheartowhattheyalreadyknow.backFocusoncomprehendingmeaningItisimportanttodesigntasksthatdonotasklearnerstorememberdetailsthattheywouldn'tevenrememberintheirnativelanguage.Infact,psycholinguisticstudieshaveshownthatpeopledonotremembertheexactformofthemessagetheyhear;thatis,theydon'trememberwhattheyhearwordforword,rather,theyrememberthemeaning.backGradedifficultlevelappropriatelyTherearealargenumberoffactorsthataffectthedifficultyleveloflisteningtasks,buttheyfallintothreemaincategoriesaccordingtoAndersonandLynch(1988:46):l)typeoflanguageused;2)taskorpurposeinlistening;3)contextinwhichthelisteningoccurs.backThebottom-upprocessTwomodelshavebeensetupinthepsychologicalstudiesofnatureofthelisteningprocess:thebottom-upprocessingmodelandtheup-downprocessingmodel.Inthebottom-upmodel,listeningcomprehensionisbelievedtostartwithsoundandmeaningrecognitions.Thetop-downprocessThealternativetop-downviewsuggeststhatthelisteneractivelyconstructstheoriginalmeaningofthespeakerusingincomingsoundsasclues.Inthisreconstructionprocess,thelistenerusespriorknowledgeofthecontextandsituationwithinwhichthelisteningtakesplacetomakesenseofwhatheorshehears.back5.Pre-listeningactivitiesPredictingSettingthesceneListeningforthegistListeningforspecificinformation6.While-listeningactivitiesNonspecificresponsesListenandtickListenandfillListenandguess7.Post-listeningactivitiesMultiple-choicequestionsAnsweringquestionsNote-takingandgap-fillingDictogloss:1)Preparation2)Dictation3)Reconstruction4)AnalysisandcorrectionThankyou