9听力教学new.ppt

1、基于文本/文本的读写培训基于文本的语言技术和学习，teaching 322，unit 10，task 1。active？被动？Receptive？Productive？Separated？合并？The same？Different？language skills、spoken language/speech、written language/speech、language registerpsychological models for language processing(esp . listening/reading):meaning-focus到language focus Zou自下

2、而上模型架构模式。王强，20063360143-144 . bottom-up model；top-down model；interactive model . 3 . models of teaching process(stages and procedures)for language skills w ang Qiang，20063360倒数1-；第1段，60段。Pwpmodel、pre-while-post-、4。key to skill instruction 3。语言技术教育，邹伟成，2006336011，1-2段。development of skills through pr

3、actice of varied activities/tasks/exercises step by step in and out of class，why 3360 aim/PP 5the goal of ELT develop learners language knowledge(语言组件/语言系统)和language skill(语言彭英康)greetings step 2。预先发布的look at The Then read The exercises to predict(get some idea about)The listening material . step 3 .

4、 wsimagine you are in Houston，Texas，A city in the America south . this is an example of local dialect，Listen and read through the text and tandno，Please listen to the tape . step 4 . post-listening:reading and observation the teacher asks some Students to report their understs is listen again And pu

5、t these sentences in the right sequence . now lets listen to the tape again，Pay attention to the accent And intonation in the matain )，topic 1 . is L2 listening easy or difficult？How easy/difficult is it？Why is it difficult？Task 1 .Read Wang，Qiang(2006: 135-136)；137) and Zou Weicheng (2008336012)，an

6、d find out 3360 1)L2 listening : easy or difficult？2) L2 listening :Goh (2000)，cited in Wang Qiang，20063360136，one of the most 3)reasons of difficulty in L2 L2，role of listening in everyday life 3360 see hedge(2003360 l228)，lack of 1) materials with variety，2) equipment，equipment，a .言语障碍：词汇，文章，章节2)认

7、知能力水平不高。例如演绎推理，b .非语言障碍1)语篇的背景信息知识：缺失或不足3)听力理解能力下降：技巧，技巧137，lastpara。)、however、topic 2 . why is listening in every day life？Whats the purpose of L2 listening？(aim/purpose)，activity2。read Xiao Xi(1993360185)and find out relevant statements。听力教育是指提高学生听力英语能力的训练。将听力技巧的培养(辨别音、抓住关键词、听心、听音机笔记等)作为教育的主要目标。，a

8、ctivity 1 . readwang Qiang(20063360139，para.6140、para.3、142、para.2、155)、and find out :1)major purposes in real-life listening 3360 1 2)to obtaiis，2)focus in L2 listening instruction 3360 testing students memory or developing their listing Process-oriented or product-oriented，听力教学的目标：听力理解听力基于文本的语言构成学

9、习，topic 3。how should L2 listening be taught and learnt？(过程；Materialwhat to listen to？Activity what to do before，while and after listening？)，1 .pre-work 3360 review principles of lesson planning(Wang Qiang，20063360 53-54)，aim/purpose fulner Materials and active materials and activities going from one

10、 stage to another smoothly or from one step to another naturally and making students feeling less anxiety 逐步变化逐步变化Cu the gradations of color in the rainbow彩虹彩虹颜色的逐步变化2。(变化的)阶段，程度；(颜色)层次P1 a good actor can express every gradation网络解释1。等级；等级。渐变；渐变。浓度级别http:/www.hjenglish。2 .浓度.“等级”、英语级开发英语语言配置(语音、词汇、语法)开发和技术(听、说、读)，还应依次进行英语教学目标、内容、资料、活动设计、实施和评价。例如：分层词汇、分层语法、分层语音；读等级，听等级，写等级，等级口语。按等级阅读，按等级阅读是根据儿童的年龄，根据智力和心理发育程度，为儿童提供科学的阅读计划，为不同的孩子提供不同的阅读，提供科学的和目标性的阅读图书。(威廉莎士比亚，阅读，阅读，阅读，阅读，阅读，阅读，阅读，阅读，阅读)等级阅读起源于发达国家，在香港，台湾地区等地发展了10多年，等级阅读概念源于对少年儿童生理和心