英语教学法 Unit 8 Teaching Listening.ppt

1、Aims of the unit:,Unit 8 Teaching Listening,Why is listening so difficult for students?,What do we listen to in everyday life?,What are the characteristics of listening process?,What are the principles of teaching listening?,What are the common activities in teaching listening?,Teaching Listening,1.

2、Extract information from news, lectures, and instructions 2.Maintain social relations: Greetings, praise, talk, gossip, chat 3.Be entertained: film, a joke, poem, and TV/radio programs,Lead in question : What are the purposes of listening?,Discussion,Question: What do people listen to? (Brainstorm a

3、nd report) 1)discussion 2)descriptions 3)advertisement 4)interviews 5)lectures/lessons 6)directions 7)instructions 8)announcements 9)weather forecasts 10)news 11)negotiations 12)talks/chats/dialogues 13)stories 14)jokes 15)gossips 16)telephone conversations 17)TV programs 18)radio programs 19)pop/fo

4、lk songs 20)meetings 21)poems 22)louder speakers,8.1 Why does listening seem so difficult?,Reasons for poor listening,Lack of teaching materials (audio and video tapes),Lack of equipment (tape players, VCRs, VCDs, computers),Lack of training in how to use the equipment,Listening is not included on m

5、any important test,Lack of real-life situations where language learners need to understand spoken English,Lessons tend to test rather than to train students listening skills,8.2 What do we listen to in everyday life?,Telephone conversations about business,Lessons or lectures given in English,Instruc

6、tions in English,Deal with tourists,Listening to English songs,Radio news in English,Watching TV in English,International trade fairs,Hotel and restaurant services,Socialize with foreigners,8.3 Characteristics of the listening process,Criteria for listening situations:,formal or informal?,rehearsed

7、or non-rehearsed?,Can the listener interact with the speaker or not?,Spontaneity,Context,Visual clues,Listeners response,Speakers adjustment,Listening in real life has the following characteristics,8.4 principles for teaching listening,Focus on process,Combine listening and speaking,Focus on compreh

8、ending meaning,Grade difficulty level appropriately,Factors affecting the difficulty level of listening tasks: 1.Types of language used; 2.Purpose of listening; 3.Context in which the listening occurs.,Ways of listening,General information,Specific information,Cultural interest,Attitudes and opinion

9、s,Sequence of events,Lexical items,Structural items,Organization of ideas,We will listen in two different ways: How to listen? 1.Intensive listening (for details) 2.Extensive listening (for general ideas) To be exact, we can also divide them into several items: What we listen for?,Listening skills 1

10、.Prediction 2.Guess 3.Knowledge 4.Relevant points 5.Retain/keep relevant points 6.Discourse markers(语气词) 7.Recognizing cohesive devices (way)/link words) 8.Understanding Intonation and stress 9.Inferred information (understanding),Common listening activities,true or false,discuss for or against,cont

11、inue the dialogue,write,fill in the blank,complete flowing charts,description,compare with reading test,follow direction,place in correct order,take notes,multiple choice,draw a picture,question and answer,fill in gaps,provide the background,Teaching stages: Generally speaking, there are three stage

12、s in listening activities for language learners: 1.pre-listening 2.while-listening 3.post-listening We can select the skills and activities at different stages.,8.5 Pre-listening activities,Predicting:1)pictures 2)questions(7w question),Setting the scene: background information,Listening for the gis

13、t: in this field, the students need more practice. The key is to ask students one or two questions that focus on the main idea the tone or the mood of the whole passage,Listening for specific information,Listening to passages in the classroom can be more difficult than listening in real life, becaus

14、e of the lack of context. So the teacher can help provide the background information to activate learners schema, so they will be better prepared to understand what they hear. Note Whether the teacher can effectively set the scene depends on what he or she knows about the topic in questions, what he

15、 or she has in hand, and also how well he or she knows about the language level of the students he or she is teaching.,The reason for setting the scene:,Students should practice more in this field, because in real-life, they will not be able to listen to something several times. And it is impossible

16、 for them to catch all the detailed information, so they should learn how to get the message from some ambiguity in listening and realize that they can learn even when they do not understand every single word. The key is to ask students one or two questions that focus on the main idea or the tone or

17、 mood of the whole passage.,Listening for the gist:,There are situations in real life where we listen only for some specific details and ignore the rest of the entire message. Compare with listening for the gist, in this kind of activities, students only need to find some specific point, and in that

18、 kind of activities they are looking for a line.,Listening for specific information:,Most time, we should only use one kind of pre-listening activities before each listening session.pre-listening activities should not take so much time. Because the purpose of them is to activate the students schema,

19、 in other words, to add context, so that the actual listening itself becomes easier.,Summary of pre-listening activities,8.6 While-listening activities,No specific responses,Listen and tick,Listen and sequence,Listen and act,Listen and draw,Listen and fill,Listen and guess,The post-listening stage i

20、s where the teacher can determine how well the students have understood what they listened to, but it is important to design the task well. One important point to keep in mind is whether we are testing the students listening comprehension or their memory as we mentioned in the “principles for teaching listening” section. If the listening is too long or complicated,students can forget what they have heard even in their native language. So remember that it is common for people to unde