unit9-teaching-listening

UNIT9TeachingListeningAimsoftheunit1.Whydoeslisteningseemsodifficultforstudents?2.Whatdowelistentoineverydaylife?3.Whatarethecharacteristicsofthelisteningprocess?4.Whataretheprinciplesandmodelsofteachinglistening?5.Whatarethecommonactivitiesinteachinglistening?Whydoeslisteningseemsodifficult?InyourEnglishlearningexperience,didyoufindlisteningmoredifficult?Whatarethemaindifficultiesyouhaveencountered?Canyouthinkofanyreasonswhylisteningisadifficultskilltodevelop?DifficultiesencounteredReasonswhylisteningisdifficultAlistofproblemswhenlisteningreportedbylearners:Quicklyforgetwhatisheard.Donotrecognizewordstheyknow.Understandthenextpartwhenthinkingaboutmeaning.Neglectthenextpartwhenthinkingaboutmeaning.Unabletoformamentalrepresentationfromwordsheard.Donotunderstandsubsequentpartsofinputbecauseofearlierproblems.Reasonswhysuchdifficultiesariseandwhylisteningcanbemoredifficultthanreading:1.Neglect2.Differentspeakersproducethesamesoundsindifferentways3.Thelistenerhaslittleornocontroloverthespeedoftheinputofspokenmaterial4.Spokenmaterialisoftenheardonlyonceandinmostcases5.Thelistenerscannotpausetoworkoutthemeaningoftheheardmaterialascanbedonewhenreading6.Speechismorelikelytobedistortedbythemediawhichtransientsoundsorbackgroundnoisethatcanmakeitdifficulttohearclearly7.ThelistenersometimeshastodealsimultaneouslywithanothertaskwhilelisteningWhatdowelistentoineverydaylife?426王洁洁•SinceweareteachingourstudentsEnglishnotonlytohelpthempassexams,buttopreparethemtouseEnglishinreallife,butwhatdowelistentoineverydaylife?WhetherwhatwelistenishelpfultoimproveourEnglishlistening?•1、whatwebsitesorsoftwaredoyouthatisavailableforustoimproveourEnglishlistening?•2、Ifyouareateacher,HowdoyoumakeyourstudenthaveinterestsinEnglishlistening,shareyourstrategieswithus听力的三个境界听不快听不懂听不清____youwannago,babylet’sgo.ifyouwanna______readyto____.Andifyouwannaslowdown.Wecanslowdowntogether.Ifyouwannawalk,babylet’swalk.Havealittlekiss,havealittle_____.Wedon’t_____leaveatall.Wecan____hereforever,_____hereforever.•StayHereForever-Jewel420王信信FromtheprevioussectionwehaveseenthatthereisagreatvarietyofsituationswhereweneedtolistentoEnglish.Itisimportanttounderstandthecharacteristicsorprocessesbehindtheselisteningsituationsothatweasteacherscandesignappropriateactivitiestohelpourstudentsdevelopeffectivelisteningstrategies.Generallyspeaking,listeninginreallifehasthefollowingcharacteristics:SpontaneityContextVisualcluesListener'sresponseSpeaker'sadjustmentSpontaneityWhilesomeofthethingsthatwelistentoarerehearsed,mostofthetimeduringanaveragedaywelistentopeoplespeakingspontaneityandinformallywithoutrehearsingwhattheyaregoingtosayaheadoftime.ContextThecontextoflisteningisusuallyknowntoboththelistenerandthespeakerinreallife.Inotherwords,weknowtherelationshipbetweenthelistenerandthespeaker.Therefore,thesituationhelpsuspredictwhatwearegoingtohear.ContextThecontextoflisteningisusuallyknowntoboththelistenerandthespeakerinreallife.Inotherwords,weknowtherelationshipbetweenthelistenerandthespeaker.Therefore,thesituationhelpsuspredictwhatwearegoingtohear.Listener'sresponseMostofthelisteningindailylifeallowsthelistenertorespondtothespeaker,suchasinaconversation.Thismeanswecaninterruptthespeakersandaskforrepetitionorclarification.Speaker'sadjustmentInmostcase,thespeakeristalkingdirectlytothelistener,soheorshecanadjustthewayofspeakingaccordingtothelistener'sreactions.Forexample,ifthelistenerindicatesthatheorshedoesnotunderstandwhatisbeingsaid,thespeakermayrephraseorelaborate.Twomajorpurposesinlistening:Forsocialreasons(likewhenwehaveacasualconversationwithfriendsoracquaintancestomaintainorbuildsocialrelationshipsObtainandexchangeinformationFocusonprocessFirst,hearwhatisbeingsaidSecond,payattention,andconstructameaningfulmessageintheirmindbyrelatingwhattheyheartowhattheyalreadyknow.CombinelisteningwithotherskillsMostoftimeinreallifelisteningoccurstogetherwithspeakingandwriting.Therefore,listeningcanbepracticedwithnote-taking,andanswers,roleplays,retelling,interviewing,discussions,orawritingtask.FocusonthecomprehensionofmeaningTheoriginalmessageistransferredinthebraintoaformwherethemeaningispreserved,buttheoriginalsurfacedetailisforgotten.Soitisimportanttodesigntasksthatdonotasklearnerstorememberdetailsthattheywouldn’tevenrememberintheirnativelanguage.GradedifficultylevelappropriatelyTherearelargenumberoffactorsthataffectthedifficultyleveloflisteningtasks,buttheyfallintothreemaincategories:1)typeoflanguageused;2)taskorpurposeinlistening;3)contextinwhichthelisteningoccurs.Supposeyouareteachingalowintermediateclassofmiddleschoolstudents.Youwanttogivethemsomelisteningpractice.Thefollowinglisteningmaterialsareavailable.Whichtextswouldyouchoose?Inwhatorder?Giveyourreasons.AvideotapeofatalkbyanativespeakerabouttheschoollifeofmiddleschoolstudentsintheUnitedStatesAlivetalkbyacompetentEnglish-speakingChinesepsychologistaboutherexperienceslivinginChinaAnaudiotapeofaninterviewwithanativeEnglishspeakertalkingaboutherexperienceslivinginChinaAnaudiotapeofthenewsfromCRI(ChinaRadioInternationa