英語教學(xué)法課件unit9teaching listening

1、Unit 9Teaching ListeningWarming up questions What are our problems in listening in English? Do you think listening is very difficult for English learners in China? How do most teachers teach listening? What do you think of this kind of eaching?The focus for todayWhat makes listening so difficult?Wha

2、t do we listen to in our everyday life? What are the characteristics of the listening process? How do people process information in listening comprehension? What are the principles for teaching listening?How can we teach listening effectively? Textbook PP 136-137What makes listening so difficult?int

3、erviews instructions radio newsloudspeaker announcements theatre shows telephone chats committee meetings shoppinglessons lectures conversations gossips watching television story-telling(Ur, 1996:105)II. What do we listen to in our everyday life?III. Characteristics of the listening process Informal

4、 & spontaneous discourse Listener expectation and purpose Looking as well as listening Ongoing, purposeful listener response Speaker attention(Textbook P139)IV. How do people process information in listening comprehension Bottom-up processing Top-down processingPP143-144Bottom-up processing proceeds

5、 from sounds to words to grammatical relationships to lexical meanings, etc. to a final message. The process of comprehension begins with the message received, which is analyzed at successive levels of sounds, words, clauses, and sentences, until the intended meaning is arrived at. Comprehension is

6、thus viewed as a process of decoding.Examples: Scanning the input to identify familiar lexical items Segmenting the stream of speech into constituents e.g. “abookofmine” consisits of four words Using phonological cues to identify the information focus in an utterance Using grammatical cues to organi

7、ze the input into constituents for example, “the book which I lent you” the book which I lent youTop-down processing refers to the use of background knowledge in understanding the meaning of a message. Top-down techniques are more concerned with the activation of schemata, with deriving meaning, wit

8、h global understanding, and with the interpretation of a text.(PP143-144)(PP184-185)e.g. if an adult was seated on a park bench reading aloud from a book to a group of enthralled(著迷的) young children, an observer would probably assume that the adult was reading a story rather than a recipe or a set o

9、f instructions on how to assemble a computer.This set of expectations is generated from the situation, from knowledge of a world populated by adults and children and typical interactions between them.Examples: Assigning an interaction to part of a particular event, such as storytelling, joking, pray

10、ing, complaining; Assigning places, persons, or things to categories; Inferring cause-and-effect relationship; Anticipating es; Inferrring the topic of a discourse; Inferring the sequence between events; Inferring missing details.Schema theory (圖式理論)The term schema was first used by the psychologist

11、 Bartlett (1932).Schema theory is based on the notion that past experiences lead to the creation of mental frameworks that help us make sense of new experiences. (Nunan P201)V. What are the principles for teaching listening? Focus on process Combine listening with other skills Focus on the comprehen

12、sion of meaningPP139-140Principles for selecting and using listening activitiesPP141-142VI. How can we teach listening more effectively?Pre-listening StageWhile-listening StagePost-listening Stage5.1 Pre-listening stage This stage is to prepare the listeners for what they are going to hear, just as

13、we are usually prepared in real life (for example, we usually have expectations about the topic, and even the language).(Textbook, P144)Aims for havingPre-listening activities Pre-listening activities Discuss a relevant picture Discuss relevant experiences Associate ideas with the topic Associate vo

14、cabulary with the topic Predict information about the topic Write questions about the topicDavies & Pearse 2002: 78Pre-listening activities Predicting using visual aids asking leading questions students reading the listening comprehension questions before listening Setting the sceneP145-146practiceD

15、o Task No. 8 on Page 146.5.2 While-listening stageThis stage is to help the listeners to understand the text. The teacher should not expect the learners to try to understand every word but help the learners to process the information actively by involving them in practicing different listening skill

16、s . Major listening skills Listening for the gist (to get the general idea of what we hear) Listening for specific information Listening for detailed information Inferring (to listen to what is not directly stated) Note-taking (to combine listening and writing)(Harmer, 2003:201-202)While-listening a

17、ctivities Listening for the gist Listening for specific information Listening for detailed information Inferring (to listen to what is not directly stated) Note-taking (to combine listening and writing)Textbook, PP148-151practiceDo Task No. 9 on Page 147.5.3 Post-listening stageThis stage is to help

18、 the listeners connect what they have heard with their own ideas and experience, just as we often do in real life. It also allows the teacher to move from listening to another skill. For example, the listeners may practice speaking by role-play interviews similar to the one they have heard.Post-listening activities Give opinions Relate similar experiences Role play a similar interaction Write a brief report Write a similar text Debate the topic