教案課件材料

1、isteningcompetence1. know 2. candesign and implementtask-based listening 3. beable to evaluate and creatematerials forlistening isteningcompetence1. know 2. candesign and implementtask-based listening 3. beable to evaluate and creatematerials forlistening Unit Period1 Discuss aboutlistening competen

2、ceReviewlisteningobjectives he Standardcurriculum3.Teachingprocedureforlistening lessonsanditsprinciples 4.Activitieshreelistening stages 5.Designing listening activities Period2 Task1 Watch and answer theo questions 1) tivities does the teacher usefor this2) Can you characterise the structure of th

3、is Task2 Watch theand answer theo questions1)What strategies does theteacher hepre-listening 2)How does the teachercheck the Period3 Task1 Designthreetasksforeachstageofalisteninglessonbasedonthegiven material (25)Task2 Structurethetasks achieved students (15)oonelessonforhighachievedstudentsand one

4、forWhatchallenges may yoube confronted with in giving alistening Watcha le listening lesson and write your critical 13.Teaching Activateorteachne sary background information or linguistic knowledge13.Teaching Activateorteachne sary background information or linguistic knowledgedraw attention to the

5、foci ofthe questions listening expla he strategies t may beusedtodothe MeaningPragmatic Soundperception checkdeal with fulfill the language learning orcommunicative pur esLevel 1能聽懂有關(guān)部門熟悉話題、辯論2能聽懂國內(nèi)外一般的英廣播3能抓住較長發(fā)言的內(nèi)容要點(diǎn)，理人的觀點(diǎn)及意圖456Level 1能識別語段中的重要信息并進(jìn)行簡單的推斷2能聽懂操作性指令，并能根據(jù)要求和指令完成任務(wù)4能聽懂有關(guān)熟悉話題的談話并能抓住要點(diǎn)6能

6、聽懂一般場合的信息廣播，例如：天氣預(yù)報(bào)2. Learning objectives for Level 1能根據(jù)語調(diào)和重音理解說話者的意圖3能借助語境克服生、理解大意5能在聽的過程中用適當(dāng)方式做出反應(yīng)6能針對所聽語段的內(nèi)簡單信息1. Listening k12Teaching ZhongCais 25. Designing listening Obeying Learnersperform25. Designing listening Obeying Learnersperformactions,ordrawsh sorpictures,in response to instructionst

7、-listening Presen Roleplayasimilar Give Relate similar Write a similar Debate the While-listening Meaning Listening for the gist (to get teralideaofwhatwe ListeningforspecificListeningfordetailedPragmatic Inferring(tolistentowhatisnotdirectly s Problem-HearingSound WordSentencedic StrategyNote takin

8、g(tocombinelisteningand4. Activities applicablehreelistening Pre-listening Setting the Discuss a relevant Discuss relevant Asso te ideas with the Using visual activa inguisticAsso te vocabulary with the asking leading Write questions about the How do people prosinformationinlistening Bottom-uppro To

9、p-downpro Principles for teaching Focusonpro s(threeCombinelisteningwithotherFocusontheof 3Answering Oneormorequestionsdemandingfairly3Answering Oneormorequestionsdemandingfairlyfullresponsesare given in advance, to which the listening text provides the answer(s) Because of the relative length of th

10、e answers demanded, they are most conveniently given in writingThe listening texsoccaal brief gaps, represented by silenceorsomekind ofbuzz.Learners write down what they think might be the missing word.Notet if the text is recorded, the gaps have tobewidelyspacedninareadingone; otherwise there is no

11、t enough time to listen, understand, think of the answer, and write. If you are speaking the text yourself, then you can more easily adapt the pace of your speech to the speed of learner Detecting The teacher ls a story or describes something the class knows, but winumber of deliberate mistakes or i

12、nconsistenciesListenersraisetheirhandsorcalloutwhen they hear something wrongBefore listening,studentsare given a number of s ements some of which are true and some false ( sibly based on materialtheclasshasjustlearnt) Whentheylisten,theyare asked to write ticks or crosses to indicate whether thes e

13、mentsarerightorwrong;ormakebriefresponses(True! or False! for exle); or they may stay silent if thes ementsareright,sayNo!iftheyareTicking off Alist,textorpictureisprovided:listenersmarkortickoff ponents as they hear them within a spokendescription,storyorsimplelistof4re Anextractfromapieceof4re Ane

14、xtractfromapieceofdialogueormonologueisprovided, with no previous information; the listeners try to guess from thewords,kindofvoi ,toneandanyotherevidencewhatis going on At a more sophisticated level, a piece of literaturetiitableforreadin aloud some oetr forexam le can be discussed andAproblemisdescribedorally;learnersdiscusshowtodeal with it, and/or write down a suggested solutionLong gap-Along gap isleft,at the beginning,middle or end of a text; learnersguessandwritedown,orsay,whattheythinkmight bemissingLearn