《交際教學(xué)法中英語(yǔ)聽(tīng)力課堂教師角色探究》

ContentsTOC\o"1-3"\h\uChineseAbstract 2Englishabstract 31.Introduction 41.1BackgroundoftheResearch 41.2MoyiveandObjectiveoftheResearch 42.DefinitionandDevelopmentofCLT 52.1DefinitionofCommunicativeLanguageTeachingApproach 52.2ResearchesonCommunicativeLanguageTeaching 63.AnalysisonEnglishListeningClass 83.1ResearchesonEnglishListeningClass 93.2AnalysisonPre-Listening 103.3AnalysisonWhile-Listening 103.4AnalysisonPost-Listening 114.TheTeachers’RolesinCommunicativeLanguageTeaching 114.1AnalysisonTeachers’Roles 114.2ToFunctionasaProvider 124.3ToFunctionasaFacilitator 144.4ToFunctionasanEvaluator 155.Conclusion 16References 17交際教學(xué)法中英語(yǔ)聽(tīng)力課堂教師角色探究摘要《英語(yǔ)課程標(biāo)準(zhǔn)》中指出，義務(wù)教育階段英語(yǔ)學(xué)習(xí)是以使學(xué)生初步形成綜合語(yǔ)言運(yùn)用能力，促進(jìn)心智發(fā)展，提高綜合人文素養(yǎng)為總體目標(biāo)。隨著新課標(biāo)的影響，英語(yǔ)課堂更加注重學(xué)生對(duì)語(yǔ)言的應(yīng)用能力和溝通能力。而交際教學(xué)法正是一種培養(yǎng)學(xué)生對(duì)語(yǔ)言應(yīng)用和交際才能的外語(yǔ)教學(xué)法，故本文作者將以初中英語(yǔ)聽(tīng)力課堂為背景，結(jié)合新課標(biāo)理念中的教師角色概念，闡述教師將在交際教學(xué)中如何在聽(tīng)前、聽(tīng)中和聽(tīng)后通過(guò)扮演提供者、促進(jìn)者以及評(píng)價(jià)者的角色，來(lái)促進(jìn)初中學(xué)生對(duì)英語(yǔ)的學(xué)習(xí)。關(guān)鍵詞：交際教學(xué)法；英語(yǔ)聽(tīng)力課堂；教師角色 Teachers’RolesinCommunicativeLanguageTeachinginEnglishListeningClassAbstractEnglishCurriculumStandardmakesclearthatthegoalofEnglishcoursesincompulsoryeducationistomakestudentsformcomprehensivelanguageapplicationability,facilitatementaldevelopmentandenhancecomprehensivehumanisticquality.WiththeinfluenceofthenewEnglishCurriculumStandard,Englishclasseskeepawatchfuleyeonstudents’abilityoflanguageapplicationandcommunication.CommunicativeLanguageTeaching,asaforeignlanguageteachingmethod,trainsbothstudents’languageapplicationandlanguagecommunicativecompetence.TheauthortakesthejuniormiddleschoolEnglishlisteningclassasthebackground,andcombinestheconceptsofteachers’rolesinthenewcurriculumstandardtoexplainhowtheteacherswillpromotethestudents’learninginEnglishthroughtherolesofprovider,promoterandevaluatorindifferentlisteningperiodinCommunicativeLanguageTeaching.Keywords:CommunicativeLanguageTeaching;Englishlisteningclass;Teachers’rolesIntroduction1.1BackgroundoftheResearchEnglishCurriculumStandardsindicatesthattheaimofEnglishcoursesincompulsoryeducationistomakestudentsformpreliminarycomprehensivelanguageapplicationability(2012).However,intraditionalexam-focusedteaching,teachers,underthepressureofenteringahigherschool,teachmainlyintheformofreadingandwriting,supplementedbyspeakingandlistening,largelyignoringthebuildingofstudents’listeningandspeakingcapacity.SoCommunicativeLanguageTeaching(hereinafterreferredtoasCLT),asateachingapproachthataimstocultivatestudents’communicationskills,hasgraduallybecomeateachingmethodthatEnglishteachersarekeenoninordertoachievethegoaloflanguagecompetence.CommunicativeLanguageTeaching,alsocalledthe“NotionalApproach”or“FunctionalApproach”,cultivatesstudents’abilitytocommunicatewithlanguageinsocialcontextbasedonthelanguagefunctionproject.ThecharacteristicsofCLTarethesamewiththeteachingobjectivesofstudent-centeredandteacher-assistedclassroomteachingwhichismentionedintheEnglishCurriculumStandards(2012),sotherolesofteachersplayanimportantpartinCLTclassesinEnglishlisteningofjuniormiddleschool.1.2MotiveandObjectiveoftheResearchSincetheCommunicativeLanguageTeachingenteringtheperiodofvigorousdevelopmentinourcountry,mostoftheresearchesonCLTfocusoncollegeEnglishclasses,andfewarestudiedinEnglishclassesofjuniormiddleschool.Middleschoolisasignificantlearningstage,studentsatthisageliketoimitateothersandtoexpressthemselves,andtheygraduallyformedtheirownuniquepersonalities,sothecommunicativeapproachinjuniormiddleschoolEnglishteachingsituationisfeasible.What’smore,CLTmodeisjustinlinewiththenewstandardtheories,whichisstudent-orientedteachingphilosophy.Sinceitconcentratesonandtrainsthestudents’abilitytospeak,teachersneedtoguidestudents,thustheirrolesareveryimportantintheCLTclass.Thisarticlewillmakeanin-depthstudyontherolesofteachersbasedontheabove-mentionedbackground.DefinitionandDevelopmentofCLT2.1DefinitionofCommunicativeLanguageTeachingApproachCLTisateachingsystemthattakesthelanguagefunctionitemastheoutlineandcultivatesthecommunicativeabilityofusinglanguageinthespecificsocialcontext.It’salsoknownastheNotional-FunctionalApproach,aforeignlanguageteachingmethodemphasizesthestudents’cultivationofcommunicativecompetencebasedonsociolinguistics,functionallinguisticsandpsycholinguistics.CLTcanalsoberegardedastheideasofasecondlanguageorforeignlanguageteaching.Itwasfirstappearedasanewmethodtolanguageteachinginthe1970sand1980s(Richards,2007).Itisateachingmethodbasedonthereflectionofthestructuralistlanguageteaching.Itsfundamentalprincipleisconcept,functionandexchange.Amongthem,theconceptreferstothetheoriesandthoughtsusedinpeople’smindtoexpressspace-time,interval,place,etc.;functionrelatedtothefunctionoflanguagetoshowthoughts;andexchangeisaprocessandresultofdoingworkwithlanguage.Inthe1970s,withthereinforcementofcommunicationbetweencountries,communicativeapproachwasspreadtoChina;ithadasignificanteffectonthetraditionalEnglishteaching,includingteachingideasandteachingconcepts.However,atthebeginningtheintroductionofCLTinChinawasonlylimitedtoacademicresearch,withoutextensivepracticalapplication.CLTwasnotappliedinpracticalEnglishteachinginmanywaysuntilthe1990s.Communicationistheexchangeofinformation,messagesorthoughts,asbywriting,behavior,speechorsignals.Teachingmethodisthesumofallthemethodsthatteachersandstudentscarryoutforthepurposeofteaching.2.2ResearchesonCommunicativeLanguageTeaching2.2.1ForeignResearchesonCommunicativeLanguageTeachingCommunicativeLanguageTeachingwasfirstborninBritaininthe1970s,whichwasthecriticalperiodofEnglishlanguageteachingreform.Inthe1970s,becausetheworld’seconomyhadarapiddevelopment,theinterpersonalcommunicationbetweenvariouscountriesintheEuropeanCommunitybecameincreasinglyfrequent,andthelanguagebarrierwasthebiggestbarriertocommunication.Therefore,manyexpertsdevelopedthefirstbatchoffunctionalteachingmethods,whichaimedatenablinglearnerstoapplythelanguagetheylearnedandcarryoutrealcommunication.In1965,Chomsky(2014)forthefirsttimestressedthatlanguageistheknowledgecontentofthesystembylanguageabilityandlanguageexpression.InChomsky’sterm,linguistictheoryisconcernedprimarilywithanidealspeaker-listener,inacompletelyhomogeneousspeechcommunity,whoknowsitslanguageperfectlyandinterest,anderrors(randomorcharacteristics)inapplyinghisknowledgeofthelanguageinactualperformance(Brumfit&Johnson,2005).However,languageitselfshouldbecapableofusinglanguageatthesametime.Therefore,Hymesproposedthatcommunicativecompetenceincludesgrammaticalstructure,psychologicalstate,social,etc.(Pride&Holmes,1974).Communicativeabilityistheoveralldisplayofvariousabilities.Itisoftensaidthatlanguageteachinginthepastfewdecadeshasshiftedtheemphasisawayfrom‘masteryoflanguageusetomasteryoflanguagestructure’(Brumfit&Johnson,2005).CommunicativeLanguageTeachingdevelopedinthelate1970s.Atthattime,traditionalteachingapproacheswerebeingpushedout,andnewforeignlanguageteachingmethodsweregraduallyformedlikeAudiolingualMethod,CognitiveApproachandTask-basedLanguageTeaching.H.G.Widdowson(1999)publishedTeachingLanguageasCommunicative;hesaidthattheteachingofalanguageincludestrainingtheabilitytomakecorrectsentences.Inhisbook,takinglanguageanalysisasafoothold,hesummarizedtheprinciplesthatobservedbycommunicationinteachingandtheexperiencehegained,whichplayedakeyroleinfacilitatingthedevelopmentofcommunicativeteaching.Afterthat,scholars,suchasCandlin,Nunan,Long,Bachman,Crookes,Willis,Skehan,etc.publishedmasterpiecesoncommunicativeapproach;theyenrichedthetheoreticalconnotationofCLT(胡文仲,2005).Inthisway,CLTdevelopedrapidlyandimprovedgradually,enteringaprosperousstage.2.2.2DomesticResearchesonCommunicativeLanguageTeachingCommunicativeLanguageTeachingtheorywasmainlyintroducedtoChinainthelate1970sand1980s.Duringthistime,manyadvancedteachingtheoriescameoneaftertheother,includingCommunicativeLanguageTeachingtheory.LiXiaojuisoneoftheearlyresearchersinCommunicationLanguageTeachingtheory(肖禮全,2011).Publishedin1979,CommunicativeEnglishforChineseLearners,isacknowledgedasthesuccessfulcombinationofactualteachinginChinaandtheCommunicativeteachingmethod(李筱菊,1979).Atthispoint,CommunicativeLanguageTeachinghascompleteditsintroductioninChina.Inthelate1980s,CommunicativeLanguageTeachingenteredaperiodofdevelopment,andscholarshavefurtherstudiedanddevelopedrelevanttheoriesofcommunicativeapproach.Atthistime,thenewsyllabusandsystemofuniversitiesandthearrangementoflanguageteachingmaterialsarethehottopics.So,thecommunicativemethodischaracterizedbytheclosecombinationofteachingmaterialsandsyllabus.In1994,ZhuChun(1994)putforwardinForeignLanguageTeachingthatgrasping,reusingandusinglanguageskillsarethethreelevelsofmasteringforeignlanguageskills.Hepointedoutthatlisteningistheprocessoflanguageinputandcomprehending.Thisprocessisinlinewithgraspinglanguage,whichistheapplicationandusingoflanguage.Inaddition,manyotherscholars’workshavebeenpublished,suchasLiYingandWuChangpu’sOntheGainandLossofCommunicativeApproach(1998:24)whichpublishedin1998.TheseexperimentshaveaccumulatedalotofpracticaldataandpromotedtheimplementationandapplicationofcommunicativeapproachinChina.In1997,LiXiaoju(1997)madeafurtherstudyontheformsofcommunicativeability,includinglanguage,discourseandpragmaticscompetence.Thisisthefirsttimethatresearcherssystematicallyexplainedtheconnectionanddiversityofcommunicativeapproachandtraditionalteachingmethod,whichalsoreflectsthatcommunicativeapproachhasbeenrecognizedinChina.From2005to2006,ZhangDelu(2005)andZhangYina(2006:22)madefurtherresearchesontheapplicationofcommunicativeapproachintheteachingprocessinChinabymeansofquestionnaires.In2007,FengYufang(2007:44)madearesearchontheadhibitionofcommunicativeapproachinEnglishteachingofmiddleschoolbymeansofinterview,questionnairesurveyandotherresearchmethods.TheirresearchesknewmoreabouttheapplicationofCLTinEnglishclassandthesituationsofstudentsintheclass.What’smore,theresearcheseliminatedpeople’sblindadherencetoCLT,and

relatedtheorytothepracticalteaching.In2017,ZhangHuiling(2017:27)proposedthatcommunicativeapproachshouldbeappliedtoEnglishclassesmainlybasedonsemantictransmission,withstudentsasthecenterofteachingandaholisticgraspofEnglishbasedoncontext.Atthispoint,thestudyofcommunicativeapproachhasenteredamoreprofoundstageinChina,andcommunicativeapproachhasgraduallychangedourlanguagelearningconceptsandstrategies.3.AnalysisonEnglishListeningClassThetraditionalexam-orientedteachingmethodiscontrarytotheEnglishcurriculumstandard.Sonowadays,moreandmoreEnglishteachersareshiftingtheemphasisfromreadingandwritingabilitiestolisteningandspeakingabilities.Teachersalsofocusonstudents’output,includingtheirlanguageexpressabilityandsocialcommunicativeskills.Luckily,CommunicativeLanguageTeachinglays

emphasis

onpromotingstudents’communicativecapacities.Itsaimistopromotestudents’communicativeskills.Thekeypointofthisteachingmethodisthatteachersplaytherightrolesintheclasstopromotestudents’languageskillsandcommunicationabilities.Duetothischaracter,CommunicativeLanguageTeachinghasgraduallybecomeafavoredmethodbyEnglishteachers,sothattheycanachievethegoaloflanguageusingabilityinEnglishclass.3.1ResearchesonEnglishListeningClass3.1.1ForeignResearchesonEnglishListeningClassJeremyHarmer(2000)elaboratedsixlisteningteachingprinciples:excellentteachingequipment;necessarypre-classpreparation;listentothematerialatleasttwicesothatstudentsarefamiliarwiththetext;concernthecontentofthelisteningmaterialratherthantheformitself;makefulluseoftextbooks;assignlisteningtasksaccordingtostudents’level.Inthelisteningcourse,themostimportantpartisthecontentofthelisteningmaterialandtheuseofthematerial.Thecontentofthematerialshouldbeinlinewiththestudents’Englishproficiency.MichaelRost(2005)believesthatthepurposeoflisteningistomakebothpartiesachieveacommunicativegoal,andlisteningisawaytounderstandthemselvesandeachother.Therefore,somesuggestionswereformedbyhim:listeningteachingisunnecessarytoestablishfixedpatterns;listeningmaterialsshouldbeformulatedonthebasisoftheactualneedsofthelistener;listeningteachingistocombinetheapproachoftestandtenetofthetwointegrated.3.1.2DomesticResearchesonEnglishListeningClassLuZiwenandWangDuqin(2006)pointedoutthatifstudentswanttohaveall-roundtraining,theyshouldprepareforpre-listening,while-listingandpost-listeningintheprocessoflistening.Beforelistening,theteachermainlyleadsthetopic,stimulatestheknowledgeinthestudents’mindtoarousethestudyinterest.Duringthelisteningstage,theteachercansetupvariousactivities,suchaswritinganoutlineofastorybasedonthelisteningmaterials,havingthestudentsrole-playafterlistening,orcompletingexercisestofillintheblanksbasedonthematerials.Inthelaterphaseoflistening,students’listeningeffectsaremainlyevaluated.Atthesametime,teachersconductvocabulary,grammarandotherindividualexercisesaccordingtostudents’problemsinthelisteningprocess.In2006,HuWenzhong(2006)studiedandimprovedtheapplicationofcommunicativeapproachinlisteningandspeakingteachingonthebasisofhisresearchonlisteningandspeakingteachinginthe3Pteachingmodel.Studentsshouldbasetheiroralexpressiononaccuracyandfluency.In2017,LiYongming(2017)clarifiedthatinlisteningandspeakingteaching,studentscanusetextpicturestoperforminclass,soastogivefullplaytostudents’communicativecompetenceinsituationsandexpressthemselvesinEnglish.Combinethecontentofthetextbookwiththesituationeffectively,suchasathome,supermarket,garden,etc.,andactitoutaccordingtotheassignedroles.3.2AnalysisonPre-ListeningWiththechangeoftherequirementsoftheEnglishcurriculum,peoplefoundalotofproblemsofthelisteningclass.Inlisteningclass,thereisaphenomenonthatthestudentslistentothematerialcontent,buttheydon’tunderstandthemeaning.Studentsalwayslistenwordbyword;therefore,theycan’tconjunctthecontent.What’smore,studentswillusetheChinesewaytounderstandthesentences.Asaresult,studentswillfindthatwhattheyhavelisteneddonotconformtotheChineseculture,sotheycan’tfullyknowthemeaningofawordorasentencetheyheard.Sometimes,whenstudentsconnectwordsintoasentence,theyfindthattheirknowledgedoesnotsupporttheirunderstandingofthesentence,muchlesstheusingofthissentence.Moreover,whenastudentlistenstoapieceofmaterialwhichheisnotinterestedin,hewillprobablynotlistencarefullytothematerial,andhewillnotfocusonit.Asforthesituation,thereasonisthatbeforeclasstheteacherdidnotpreparerelevantinformationmentionedtothelisteningmaterials,andpopularizedthisinformationbeforelistening.Sothatthestudentsareconfusedaboutlisteningmaterials,thusitisnoteasyforthemtoseizethekeyinformation.AndthereismuchdissimilaritybetweentheforeigncultureandChineseculturewithmanyaspects.So,iftheteacherdoesn’tteachtherelevantinformationtostudentsinadvance,itishardforthemtounderstandwhatthemeaningofthematerialsis,andtheywon’tbeabletofinishtheexercise.3.3AnalysisonWhile-ListeningMoreover,juniorhighschoolstudentscannotclearlyrealizewhattheyshoulddoduringtheclass,andhowtofulfillthelearningtaskstepbystep.Forexample,beforelistening,thestudentsneedpre-listening,thisrequiretheytoreadtheproblembeforelistening,sothattheycanlistentothematerialwithapurpose,inordertocatchthekeyandeffectiveinformationofthematerial.Andafterthelistening,theyneedtoknowwhatyoushoulddonextistoreflecton.Theyneedtocleariftheyneedtolistentothetapeonemoretimeaccordingtothedegreeofcompletionofthetask.Inthemeaningtime,theyshouldreflectuponthatwhytheyarefailed,whatisthereason,itisduetothematerialinformationortheydonotknowhowtoprocessthematerialinformation.Theseproceduresaresignificantforaneffectivelisteninglesson,andstudentsmustunderstandwhateachstepaccomplishes.Asforthesituation,thereasonisthattheteacherdidnotfinishhistask.Intheclassteacher’staskisnotsimplytoplaytheaudio,checkanswers,andplaytheaudioagain.Inalisteningclass,ifteacherdoesnotassigntherelatedtask,andtheaudioisnotplayedcorrectlyaccordingtothestudents’performanceitisdifficulttomakeagoodlisteningclass;studentsarealsodifficulttolearnusefulknowledgefromthislisteningclass.3.4AnalysisonPost-ListeningManystudentsthinklisteningclassjustisamatteroflisteninginclass,theydon’trealizethattherearetasksafterlistening.Alotofstudentsknownothingaboutpost-listening.Theythinkthelisteningofamaterialandfinishingoftheexercisesisthecompletetask.Studentsdonotpayattentiontotheaccuracyinpracticealsotheydonotthinkabouthowtoreducetheerror.Theydon’tgobacktothinkaboutwhethertheyneedtore-listenafterlistening,anddon’tknowhowtoevaluatetheirownpractice.What’smore,studentswillnotgotoanalysismaterialandlearnknowledgefromthelisteningmaterial.Thisisawasteofthematerial.Asforthesituation,thereasonisthattheteachersdidnottakeaneffectiveevaluationofpracticeintimeabouttheeffectofthelisteningmaterialandfinishingoftheexercises.Aneffectivelisteningcourseincludespre-listening,while-listeningandpost-listening.Afterlisteningiftheteacherdoesnottaketimelyteachingevaluation,studentsalsocannoteffectivelyreflectandwillnotbeabletofindtheirownproblems,alsowillnotbecapableofmakingimprovement.Asaresult,studentswillnotmakeprogress,andwillnotbeappliedinthepracticeeither.4.TheTeachers’RolesinCommunicativeLanguageTeaching4.1AnalysisonTeachers’RolesUndertherequirementsofthenewcurriculum,moreandmoreproblemsemergeinEnglishclass.Forexample,theteachers’viewsarebackward,theteachingapproachesarerigidandtheevaluationsystemsareincorrect.Thekeytotheseproblemsistheteachers’rolesintheclass.Duringtheclass,teachersplaydifferentrolesindifferentsteps,inthemeanwhile,themoreduties,themoreproblems.Firstofall,theviewsofteachersarestale.Teachers’ideashavenotkeptpacewiththetime.WiththeopeningupofChina,therearemoreandmoreteachingapproachescomeintoourEnglishteaching.However,theyaremostlyappliedinscientificresearch,whiletheactualapplicationoftheseteachingmethodsinteachingisstillveryrare.So,theconceptoftheteacherisstillstereotyped,themethodofteachingisnotlively,what’smore,someteachersareaccustomedtocontroltheclass,althoughtheyknowtheclassisstudentorientedunderthenewcurriculumstandards.Secondly,manyteachersdonotknowhowtousedifferentteachingmethodsinaccordancewithdifferentclasses.Forinstance,inthelisteningclass,itisagoodwaytousecommunicativeapproach,butinthereadingclass,thecommunicativemethodisnotsuitable,thusitledtothelowefficiencyoftheclass.Thisisaphenomenonthattheteachersdonotplaytherightpart.Inaddition,someteacherspaytoomuchattentiontotheresults-basedevaluationandignoretheprocess.Bythismeans,somestudentshavealsogonethroughtheprocessofhardwork,buttheydidnotgettheteacher’scorrectandreasonableevaluationwithoutaperfectresult.Asaresult,thestudentswouldlosetheirenthusiasmandfaithinlearning.4.2ToFunctionasaProviderIntraditionalteaching,beforelistening,theteacheronlyletsthestudentsreadtherelatedquestionsbythemselves,withoutleadingthestudentstointerpretthetopicindepth.InCommunicativeLanguageTeachingclass,teachersshouldplaytheroleofprovidertoprovidestudentswithcorrespondingmaterialsbeforelistening.Itmainlyincludestheintroductionofthebackgroundofthelisteningmaterials,thepreviewofthetopicandthepredictionofthematerials.ThisstepispreparedfortheoutputafterlisteningBeforethematerialsareplayed,itisverynecessaryforteacherstointroducethematerial’sbackgroundknowledge,sothatstudentscanprepareknowledgeofthelisteningmaterialsandthiscanarousetheirinterests.Inthisway,studentscanbetterunderstandthelisteningmaterialsandavoidtheembarrassmentthattheycannotunderstandthematerials.What’smore,undertheteachers’leading,thestudentswillimprovetheaccuracyofproblemsolvingafterpreviewingthequestions.Studentslistentothematerialswithquestionssothattheycanbemorepurposeful.Thisisconduciveforstudentstograspthekeyinformationinthematerials,thusincreasetheprecisionrateoftheexercises.Thepredictionoflisteningistoletstudentsguessthelisteningmaterialsinaccordancewiththetopic.Forexample,theteachercanintroducethetopicoflisteningandguidestudentstomakeasmalldiscussionaboutthetopic.Thenteachercouldletstudentsguesswhattheywillhearaccordingtothetitle.Inaddition,beforelistening,teachersshouldtakecareoftheguidanceoflisteningstrategiesandgraduallyenhancestudents’listeningcapacity,includingphonologicalskillsandcomprehensionskills.Phonologicalskillsincludelinking,weakform,sentencestress,

meaninggroupdivision,etc.Comprehensionskillsincludetheabilitytopredictwhatisbeingheard,howtocatchthekeyinformation,andsoon.Forexample:Theearthisourhomeplanet.Itisabout4.6billionyearsold.Itisthethirdplanetfromthesuninoursolarsystem.ItsnamecomesfromoldEnglishandGermaniclanguage.Fromspace,theearth’swhiteclouds,blueoceansandbrownlandseemshineagainsttheblackbackgroundofoursolarsystem.About70%ofitssurfaceiscoveredbywater.Thisisamaterialabouttheearth,sotheteachershouldprovidesomeinformationabouttheearthbeforelistening.Forinstance,theearthisoneoftheeightplanetsinthesolarsystem,rankingthethirdintheorderofnearandfarfromthesun.Itisabout4.6billionyearsold.Thesurfaceareaoftheearthisabout500millionsquarekilometers.Ithas70percentofoceanand30percentoflandonitssurface.Theearthappearsbluefromthespace.Beforelistening,ifthestudentsareawareoftheinformation,theycaneasiertounderstandthelisteningmaterial.Sothattheycaneasiertogetthekeyinformationfortheexercise.ThereisalsoaclassicquestiontypeinmiddleschoolEnglishlisteningpracticethatstudentsneedtolistentothesentencethenchoosethecorrespondingpicture.Inthispart,it’snecessaryfortheteachertoguidestudentstoreadthepicturesandfindoutthekeypointsabouteachpicture,sothatwhentheylistentotherecording,theycanquicklychoosetherightanswerinsteadofreadingallpicturesafterstudentsgetthekeywords.Forexample,thestudentsareprovidedthreepictures.PictureAisaboutbaseball,pictureBisaboutvolleyball,andpictureCisabouttabletennis.Ifthestudentspre-readthepicturesandgetthekeyinformation,theycanquicklychoosetherightansweraftergettingthekeywordbaseballwhentheylistentothesentence:Ioftenplaytabletenniswithmyclassmatesafterclass.Theycanhaveenoughtimetoprepareforthenextmaterial.4.3ToFunctionasaFacilitatorIntraditionalteachingclass,teachersareusuallytheleaderofclass.ButinCommunicativeLanguageTeachingclass,theteachershouldplaytheroleofafacilitatortopromotestudents’listeningandspeakingtraining.Firstofall,theteachershouldtakecareoftheleveloftheexerciseswhensettingthetasks.Thefirsttaskisusuallyarelativelysimpleone,whichaimstomakestudentsgetthemainideaandunderstandthetopicofthematerial.Forexample,inthefirsttime,studentsshouldcatchthemajorideaofthematerialafterlistening;inthesecondtime,teachercouldletstudentsfinishthecorrespondingexercise;inthethirdtime,theteacherneedtotakecareoftheoutputofthestudents,forexampleteachercanletstudentsretellthematerial.Secondly,theteachershouldberesponsibleforobservingstudentsandcontrollingtheaudioduringthelistening,thentodecideifit’snecessarytoreplaytheaudioaccordingtothestudents’listeningsituationandthecompletionoftheexercises.Meanwhile,teacherneedstofindtheproblemsexistinginstudents’listeningprocessandsolvethemintime.Forexample:Mike:WhatareyougoingtodothisSunday?Maria:I’mgoingtoavocalconcert.Mike:Howwonderful!Whowillsingattheconcert?Maria:CelineDion.DoyouknowthesongMyHeartWillGoOn?Mike:Yes.Isthathersong?Maria:Yes,itsoundsverybeautiful.Mike:Whereisshegoingtogivetheconcert?Maria:Atthe“Bird’sNest”stadium.Mike:Oh,great!Whenisitgoingtostart?Maria:At7:00p.m.Whynotcomewithme?Mike:I’dloveto,butI