unit-8-Teaching-Listening.ppt

Aimsoftheunit:,Unit8TeachingListening,Whyislisteningsodifficultforstudents?,Whatdowelistentoineverydaylife?,Whatarethecharacteristicsoflisteningprocess?,Whataretheprinciplesofteachinglistening?,Whatarethecommonactivitiesinteachinglistening?,TeachingListening,1.Extractinformationfromnews,lectures,andinstructions2.Maintainsocialrelations:Greetings,praise,talk,gossip,chat3.Beentertained:film,ajoke,poem,andTV/radioprograms,Leadinquestion:Whatarethepurposesoflistening?,Discussion,Question:Whatdopeoplelistento?(Brainstormandreport)1)discussion2)descriptions3)advertisement4)interviews5)lectures/lessons6)directions7)instructions8)announcements9)weatherforecasts10)news11)negotiations12)talks/chats/dialogues13)stories14)jokes15)gossips16)telephoneconversations17)TVprograms18)radioprograms19)pop/folksongs20)meetings21)poems22)louderspeakers,8.1Whydoeslisteningseemsodifficult?,Reasonsforpoorlistening,Lackofteachingmaterials(audioandvideotapes),Lackofequipment(tapeplayers,VCRs,VCDs,computers),Lackoftraininginhowtousetheequipment,Listeningisnotincludedonmanyimportanttest,Lackofreal-lifesituationswherelanguagelearnersneedtounderstandspokenEnglish,Lessonstendtotestratherthantotrainstudentslisteningskills,8.2Whatdowelistentoineverydaylife?,Telephoneconversationsaboutbusiness,LessonsorlecturesgiveninEnglish,InstructionsinEnglish,Dealwithtourists,ListeningtoEnglishsongs,RadionewsinEnglish,WatchingTVinEnglish,Internationaltradefairs,Hotelandrestaurantservices,Socializewithforeigners,8.3Characteristicsofthelisteningprocess,Criteriaforlisteningsituations:,formalorinformal?,rehearsedornon-rehearsed?,Canthelistenerinteractwiththespeakerornot?,Spontaneity,Context,Visualclues,Listenersresponse,Speakersadjustment,Listeninginreallifehasthefollowingcharacteristics,8.4principlesforteachinglistening,Focusonprocess,Combinelisteningandspeaking,Focusoncomprehendingmeaning,Gradedifficultylevelappropriately,Factorsaffectingthedifficultyleveloflisteningtasks:1.Typesoflanguageused;2.Purposeoflistening;3.Contextinwhichthelisteningoccurs.,Waysoflistening,Generalinformation,Specificinformation,Culturalinterest,Attitudesandopinions,Sequenceofevents,Lexicalitems,Structuralitems,Organizationofideas,Wewilllistenintwodifferentways:Howtolisten?1.Intensivelistening(fordetails)2.Extensivelistening(forgeneralideas)Tobeexact,wecanalsodividethemintoseveralitems:Whatwelistenfor?,Listeningskills1.Prediction2.Guess3.Knowledge4.Relevantpoints5.Retain/keeprelevantpoints6.Discoursemarkers(语气词)7.Recognizingcohesivedevices(way)/linkwords)8.UnderstandingIntonationandstress9.Inferredinformation(understanding),Commonlisteningactivities,trueorfalse,discussfororagainst,continuethedialogue,write,fillintheblank,completeflowingcharts,description,comparewithreadingtest,followdirection,placeincorrectorder,takenotes,multiplechoice,drawapicture,questionandanswer,fillingaps,providethebackground,Teachingstages:Generallyspeaking,therearethreestagesinlisteningactivitiesforlanguagelearners:1.pre-listening2.while-listening3.post-listeningWecanselecttheskillsandactivitiesatdifferentstages.,8.5Pre-listeningactivities,Predicting:1)pictures2)questions(7wquestion),Settingthescene:backgroundinformation,Listeningforthegist:inthisfield,thestudentsneedmorepractice.Thekeyistoaskstudentsoneortwoquestionsthatfocusonthemainideathetoneorthemoodofthewholepassage,Listeningforspecificinformation,Listeningtopassagesintheclassroomcanbemoredifficultthanlisteninginreallife,becauseofthelackofcontext.Sotheteachercanhelpprovidethebackgroundinformationtoactivatelearnersschema,sotheywillbebetterpreparedtounderstandwhattheyhear.NoteWhethertheteachercaneffectivelysetthescenedependsonwhatheorsheknowsaboutthetopicinquestions,whatheorshehasinhand,andalsohowwellheorsheknowsaboutthelanguagelevelofthestudentsheorsheisteaching.,Thereasonforsettingthescene:,Studentsshouldpracticemoreinthisfield,becauseinreal-life,theywillnotbeabletolistentosomethingseveraltimes.Anditisimpossibleforthemtocatchallthedetailedinformation,sotheyshouldlearnhowtogetthemessagefromsomeambiguityinlisteningandrealizethattheycanlearnevenwhentheydonotunderstandeverysingleword.Thekeyistoaskstudentsoneortwoquestionsthatfocusonthemainideaorthetoneormoodofthewholepassage.,Listeningforthegist:,Therearesituationsinreallifewherewelistenonlyforsomespecificdetailsandignoretherestoftheentiremessage.Comparewithlisteningforthegist,inthiskindofactivities,studentsonlyneedtofindsomespecificpoint,andinthatkindofactivitiestheyarelookingforaline.,Listeningforspecificinformation:,Mosttime,weshouldonlyuseonekindofpre-listeningactivitiesbeforeeachlisteningsession.pre-listeningactivitiesshouldnottakesomuchtime.Becausethepurposeofthemistoactivatethestudentsschema,inotherwords,toaddcontext,sothattheactuallisteningitselfbecomeseasier.,Summaryofpre-listeningactivities,8.6While-listeningactivities,Nospecificresponses,Listenandtick,Listenandsequence,Listenandact,Listenanddraw,Listenandfill,Listenandguess,Thepost-listeningstageiswheretheteachercandeterminehowwellthestudentshaveunderstoodwhattheylistenedto,butitisimportanttodesignthetaskwell.Oneimportantpointtokeepinmindiswhetherwearetestingthestudentslisteningcomprehensionortheirmemoryaswementionedinthe“principlesforteachinglistening”section.Ifthelisteningistoolongorcomplicated,studentscanforgetwhattheyhaveheardevenintheirnativelanguage.Sorememberthatitiscommonforpeopletounderstandmorethantheycanremember.,8.7Post-listeningactivities,Post-listeningactivitiesMultiplechoiceAnsweringquestionsNote-takingGap-fillingDictoglossa.Preparationb.Dictationc.Reconstructiond.Analysisandcorrection,Someotheractivitiesforpost-listening,role-play,discussiononthetopic,writealetter,writeane