寧夏電大開放教育英語(yǔ)本科論文項(xiàng)目設(shè)計(jì)報(bào)告鑒定表

1、Design and Organization of English Listening Class · 作者： 米玉巧 (初中英語(yǔ)  甘肅定西初中英語(yǔ)一班 ) · 評(píng)論數(shù)/瀏覽數(shù)： 0 / 927 · 發(fā)表日期： 2009-08-14 11:17:35 Design and Organization of English Listening Class Activities Abstract As the reformation of traditional ELT is advancing, and the ELT concept is changi

2、ng gradually from teacher-centered pattern to student-centered pattern, the role of educators and learners should be accordingly renewed. The communicative language teaching (CLT) should be used more. In the traditional English class, teachers often use the “jug-and-mug” teaching method, and student

3、s just listen and take notes passively. It lacks of a communication between teacher and student. English class activity is the main useful way which can transform the traditional pattern. An effective class activity can arouse students interest, encourage them to take part in the activity actively,

4、and develop their communicative competence, and improve the English class teaching result. In the English teaching, listening is often underestimated. Furthermore, the types of listening class activities are simple and dull. However, listening is the basis of English study. Listening class activitie

5、s are related closely to speaking, reading, and writing. So more attention should be paid to listening class activities. First, this paper makes a generalization of the two main types of English class activitiesthe whole-class activity and grouping, and analyzes their advantages and disadvantages, a

6、nd presents some solutions to the problems, which arise in the operation process. Then the paper analyzes the three main factors that influence English class activities, which are the teacher, students, and the types and content of activity. Finally, it expounds the design and organization of listen

7、ing class activities in detail. Key Words English listening competence; class activities; design; organization 英語(yǔ)聽力課堂活動(dòng)設(shè)計(jì)與組織 摘 要 隨著英語(yǔ)教學(xué)改革的不斷深入，英語(yǔ)教學(xué)思想逐漸從以教師為主體轉(zhuǎn)變?yōu)橐詫W(xué)生為主體，教育者和受教育者的地位也應(yīng)該重新定位，交際法教學(xué)應(yīng)該更多地應(yīng)用于英語(yǔ)的課堂教學(xué)中。在傳統(tǒng)的英語(yǔ)課堂中，教師“滿堂灌”，學(xué)生被動(dòng)地聽講、做筆記，師生之間缺少交流。英語(yǔ)課堂活動(dòng)是改變這一傳統(tǒng)模式的主要有效手段。英語(yǔ)課堂活動(dòng)可以激發(fā)學(xué)生的學(xué)習(xí)興趣，鼓勵(lì)他們主動(dòng)參與，培養(yǎng)

8、學(xué)生應(yīng)用語(yǔ)言的能力，提高英語(yǔ)課堂的教學(xué)效果。在英語(yǔ)課堂教學(xué)中，聽力教學(xué)經(jīng)常被忽略，聽力課堂活動(dòng)形式單一、枯燥。但是聽力是學(xué)好英語(yǔ)的基礎(chǔ)，聽力課堂活動(dòng)與說(shuō)、讀、寫緊密相關(guān)。因此聽力課堂活動(dòng)更應(yīng)該受到關(guān)注。本文先總結(jié)了兩大類英語(yǔ)課堂活動(dòng)全班活動(dòng)和分組活動(dòng)，分析了他們的優(yōu)、缺點(diǎn)，并對(duì)其實(shí)施過(guò)程中所產(chǎn)生的問題提出解決方法。然后分析了影響英語(yǔ)課堂活動(dòng)的三大因素教師、學(xué)生、活動(dòng)的類型和內(nèi)容。最后，詳細(xì)闡述了英語(yǔ)聽力課堂活動(dòng)的組織與設(shè)計(jì)。 關(guān)鍵詞 英語(yǔ)聽力；課堂活動(dòng)；設(shè)計(jì)；組織 1.Introduction As an important international language, English ha

9、s gained increasing attention from Chinese. In the traditional ELT, teachers always act as absolute controllers. They always teach new words or grammars, explain texts, and assign exercises one by one. On the other hand, students only listen passively, and take notes mechanically, but seldom take pa

10、rt in the language practice. In real life, English is a communicative language. The goal of English language teaching is to enable the students to use English in the real world when necessary. In the traditional ELT, teachers always use some kinds of classroom activities to develop students writing

11、skill but ignore listening, speaking skills. However, English language teaching practice should develop students overall language skills, namely: listening, speaking, writing, reading and translating. Listening is the ability to identify and understand what others are saying, which is an important l

12、anguage skill in English classroom. Because listening is a critical factor to ones language acquisition. If one cant understand the teachers saying well enough, he/she will unable to carry out classroom instructions and to perform all class activities. 2. The types of English class activities Englis

13、h class activities are mainly divided into whole-class activities and grouping activities. 2.1 The whole-class activities The whole class activities are that students are doing practice together. They write or say together under the same order of the teacher. “The most common forms of whole-class ac

14、tivities are competition, game, guess, discussion, debate and so on.”1 For example, when teaching listening, most teachers prefer to adopt this activity that students are asked to listen to the same material together and do the same exercises. Language learning is an emotional and psychological expe

15、rience. “According to Krashen, the affective filter of the student or some psychological factors, can obstruct language acquisition to some degree.” 2 So if a student has litter motivation, lacks of self-confidence and so on, he/she will be not good at language acquisition, especially, to the kind o

16、f students who are afraid of making errors or “l(fā)osing face” in public. For example, when a teacher asks several pointed students to answer the same question. English-proficient students always answer confidently even though they do not know the correct answer. On the contrary, less competent student

17、s in English behave with little confidence, because they are afraid that their answer is wrong. However, the best advantage of whole-class activities is just it can help to overcome students obstructive psychological factors, motivate students learning interest. Though whole-class activity can make

18、a relaxed class, it always gives rise to noise. Moreover, somehow it is mechanical. It takes the whole class at the same language level, but ignores that there are many differences existing in a class. For example, after listening a text, all students do the same exercises at the same speed. But lim

19、ited-English-proficient students may not finish within the time limit or English-proficient students may finish earlier and feel boring. Obviously, whole-class activities are not a good kind of activity in todays English class. An English class not only needs a relaxed atmosphere for optimal learnin

20、g, but also needs to consider the differences between students. So well organized group work is very needed. 2.2 Grouping In todays language classroom, much of the class time, students are broken down into groups of different sizes. According to Wang Qiang, the most common groupings are lockstep, pa

21、ir work, group work and individual study. 2.2.1 Lockstep Lockstep is where all the students are all doing the same activity at the same rhythm and pace, and under the control of the teacher. Teachers prefer to adopt lockstep when making a presentation, checking exercise answers, or doing accuracy re

22、production. When the teacher asks questions, the students speak either together or one by one, in turns or indicated by the teacher. For example, when a teacher is going to teach a new listening lesson, he/she makes a presentation and explain some new words of the lesson at first. So the whole class

23、 listens to the teacher under the same order. On the one hand, all the class is concentrating in lockstep. The whole class is more orderly and easier for the teacher to control. Students can get good models from teacher especially in oral. And teachers words can practice students listening at any ti

24、me. On the other hand, lockstep has some disadvantages. Such as, teacher may say more than students, as a result, students have little chances to speak. Some of the teachers unprepared、illogical and irrelevant words will give students unauthentic input. So when doing lockstep, the teacher should avo

25、id speaking too much, otherwise, he/she is running the risky of “jug-and-mud” method. For example, before teaching a new listening lesson, it is unnecessary to explain the material too detail, but it is better for the students to listen and find the difficult points by themselves. It is advised that

26、 teachers should pay more attention on elicit replies or answers from students rather than speak out by themselves. 2.2.2 Pair work Pair work is where two students work together on a certain task. It is a very common method which is used in the communicative methodology.“It could be a competition ov

27、er a game or co-operation in a task or project between the two students. They could also do certain exercises together or oral practice. ”3 For example, students working in pairs to listen to two different but connected parts of the same listening material, then they tell each other whats he/she has

28、 listened. In pair work, students are given more chances to practice, especially in oral. It also encourages co-operation which students should support each other. The most important one is that it creates a relaxed and non threatening atmosphere. It seems easier for students to have less psychologi

29、cal pressure when thinking and speaking without being watched by the teacher or the whole class. So their proficiency level will become higher and higher. However, because students always think and speak without being watched, they may stray away from the task easier. And create noise and indiscipli

30、ne. So before doing pair work, the teacher should explain the task clearly so that students are sure what they are supported to do. If necessary, the teacher may give instructions in the native language or demonstrate with one student first. The teacher should make sure every student has a partner.

31、While they are doing pair work, the teacher should walk around the classroom to make sure every pair is working on the task, and give necessary help to them. If noise or indiscipline rises to an excessive level, the teacher can stop the activity simply, solve the problem with students and ask studen

32、ts to continue more quietly. If some pairs finish the task earlier than others, the teacher may give them another task so that they will not make noise or lose interest. 2.2.3 Group work “Group work is a learning activity which involves a small group of learners working together. Like pair work, gro

33、up work is also an integral part of communicative methodology. The size of groups usually rages from three to eight students. The group may work on a single task, or on different parts of a larger task. Tasks for group members are often selected by the members of the group.”4 There are many advantag

34、es of group work. First, it provides a psychologically positive affective climate to promote students self-reliance. Most students, especially sheepish or linguistically insecure feel stress when called upon in the public of the lockstep classroom. This stress is increased by the knowledge that they

35、 must respond accurately and quickly. In group work, students work together, they depend on their group members, and they do not care much of “l(fā)osing face”. Such kind of confidence in group members allows them to speak out their thoughts and feeling without reluctant. Second, group work improves the

36、 quality of student talk. In group work,“students are learning to collaborate with their peers. By applying such a learning strategy as cooperative learning, students are promoting both their cognitive learning and interactive skills. Students are exposed to new ideas and information, to different p

37、erspectives and approaches. They are in a process of discussing, questioning and organizing, which facilitates the comprehension and internalization of critical concepts and new information. As they are learning to justify and clarity their own points of view when exploring an issue or solving a pro

38、blem, they are improving their linguistic competence as well as their overall communicative language competence.”5 Third, group work helps to reduce the traditional student-teacher polarity, providing more opportunities for student-student interaction. It is simply that students do not have enough t

39、ime to practice the new language in the traditional ESL class, which the teacher sets the same instructional pace and content for everyone, by lecturing, explaining grammar points, leading exercises, asking questions of the whole class. In this manner, the teacher takes at least half of a class peri

40、od, and the time left for students to practice is inadequate. However, group work has some disadvantages too. As pair work, several students may stray away the task, making noise and indiscipline. And because students are not at the same language level, some English-proficient students may become th

41、e dominator of the group. All the suggestions for pair work are suitable for group work as well. But group work has another problem which is how to select group members. Here are some possible ways to group the students: group the students according to seating arrangement or different tasks; mix str

42、ong students and weak students together so that they can help each other: let students select their own group members, but this way is risky; also, the students can be grouped by drawing lots, which is more interesting. 2.2.4 Individual study Individual study is where the students are left to work o

43、n their own and at their own speed. It is always done in two ways: one is all the students take part in the activity but do different task, the other is one student participates, other students act as onlookers. People read and write at different speed, so it is a good case in doing individual study

44、. In the listening teaching, teachers also can ask students listen to different difficulty level of materials to conform with different levels listeners. Every class has all kinds of individual differences, such as, study attitude, interest, personality. But all of these differences are always ignor

45、ed in other kinds of class activities. In individual study, students can do simultaneously, avoiding the risk of boring other students who do not have the same problem. And there has less indiscipline and noise. However, individual study is more boring than group work and pair work. Because it has l

46、ess dynamic classroom and no co-operation between students, In other words, it is not good for students to develop their co-operational ability, and they may become boring in English study. In most cases, the whole-class activities, pair work, group work and individual study cannot be separated. Tea

47、chers take advantage of these kinds of activities and involve them so that the class activities can achieve the best result. 3. The factors influencing class activities Class activities are influenced by varied factors. Generally, the teacher, students and the form of activity are the most vital fac

48、tors. 3.1 The teacher Teacher plays an important role at the class activities. It is impossible that a class activity will success without a teacher. Teacher is the activitys designer, organizer, controller, prompter, participant and assessor. Before the class, in order to achieve a good result of t

49、he activity, the teacher has to design activities and make some preparations. He/she has to decide whats the content and type of the activity, how to run it, the ability of the class, time available, etc. While students are doing the activity, the teacher should control over the activity to make sur

50、e students do the task in the certain target language and do not stray away the topic. Also, the teachers control which it concerns here means appropriate degree of control. When students come across difficulties while they are doing the activity, the teacher should help them to overcome difficultie

51、s and encourage them to go on. Moreover, the teacher have to walk around the classroom and may take part in several groups as an ordinary participant, this will help to enhance the teacher-student interaction. When the activity is over, it is teachers obligation to make a degree of assessment of stu

52、dents s performance. He/She should make an assessment of every groups work, the success and fail of the activity, etc. It is advised that teacher should build an evaluation system. And remember that it is vital necessary to make more positive assessment than negative assessment. Besides, teachers un

53、derstanding, expectation of the class activities, teachers language level, attitude towards students influence greatly of class activities. So first, teacher should take a right attitude towards class activities. Teachers should not consider class activities as “play”, but do remember that proper cl

54、ass activities take great effect in develop students communicative competence. Second, teachers should make appropriate expectation of the activity actively. The expectation must conform with students language level. Too high or too low expectation will discourage both students learning enthusiasm a

55、nd teachers teaching enthusiasm. Third, teachers must have necessary professional competence. He/She should pronounce accurately, explain clearly, and say vividly, so that students learn easily and interestedly. Finally, teachers should love his/her students and take every student equally. 3.2 The s

56、tudents Students are the class activities participants. They should play their central role actively in the class. Their fear of making errors reduce their enthusiasm of the class activities which will lead to a bad result of the activity. “Students psychology of fear will influence greatly on their

57、 initiative to take part in the English class activities, so teacher should correct students errors ingeniously.”6 In order to run class activities smoothly and get effective results, students need to listen to the teachers instruction carefully, do the task concentrately, and collaborate with the t

58、eacher and other students closely. It is also students responsibility to find new and deeper questions of the activity so that class activities can achieve better and better results. 3.3 The types and content of the class activities The class activities should be various, novel, interesting and insp

59、iring. They must enable students to overcome self-based psychology so that students interest to learn is aroused. “Increasing the use of authentic materials to narrow the gap between classroom learning to real world needs and stimulating students interest in English learning” 7 are needed for every teacher. For example, when designing listening activities, teachers should choose authentic materials. Moreover, it is necessary to introduce different types of activities that can promote the cooperative learning, which includes both student-stud