（英语教学法课件）Unit9Teachinglistening.ppt-(课件无音视频)

1、p What are our problems in listening in English?p Do you think listening is very difficult for English learners in China?p How do most teachers teach listening?What do you think of this kind of eaching?Textbook PP 136-137interviews instructions radio newsloudspeaker announcements theatre shows telep

2、hone chats committee meetings shoppinglessons lectures conversations gossips watching television story-telling(Ur,1996:105)II.What do we listen to in our everyday life?v Informal&spontaneous discoursev Listener expectation and purposev Looking as well as listeningv Ongoing,purposeful listener respon

3、sev Speaker attention(Textbook P139)u Bottom-up processing u Top-down processingPP143-144Bottom-up processing proceeds from sounds to words to grammatical relationships to lexical meanings,etc.to a final message.The process of comprehension begins with the message received,which is analyzed at succe

4、ssive levels of sounds,words,clauses,and sentences,until the intended meaning is arrived at.Comprehension is thus viewed as a process of decoding.Examples:u Scanning the input to identify familiar lexical itemsu Segmenting the stream of speech into constituents e.g.“abookofmine”consisits of four wor

5、dsu Using phonological cues to identify the information focus in an utteranceu Using grammatical cues to organize the input into constituents for example,“the book which I lent you”the book which I lent youTop-down processing refers to the use of background knowledge in understanding the meaning of

6、a message.Top-down techniques are more concerned with the activation of schemata,with deriving meaning,with global understanding,and with the interpretation of a text.(PP143-144)(PP184-185)e.g.if an adult was seated on a park bench reading aloud from a book to a group of enthralled(着迷的着迷的)young chil

7、dren,an observer would probably assume that the adult was reading a story rather than a recipe or a set of instructions on how to assemble a computer.This set of expectations is generated from the situation,from knowledge of a world populated by adults and children and typical interactions between t

8、hem.Examples:u Assigning an interaction to part of a particular event,such as storytelling,joking,praying,complaining;u Assigning places,persons,or things to categories;u Inferring cause-and-effect relationship;u Anticipating outcomes;u Inferrring the topic of a discourse;u Inferring the sequence be

9、tween events;u Inferring missing details.The term schema was first used by the psychologist Bartlett(1932).Schema theory is based on the notion that past experiences lead to the creation of mental frameworks that help us make sense of new experiences.(Nunan P201)u Focus on process u Combine listenin

10、g with other skillsu Focus on the comprehension of meaningPP139-140PP141-142This stage is to prepare the listeners for what they are going to hear,just as we are usually prepared in real life(for example,we usually have expectations about the topic,and even the language).(Textbook,P144)Aims for havi

11、ngPre-listening activities Pre-listening activities Discuss a relevant picture Discuss relevant experiences Associate ideas with the topic Associate vocabulary with the topic Predict information about the topic Write questions about the topicDavies&Pearse 2002:78Pre-listening activitiesu Predicting

12、using visual aids asking leading questions students reading the listening comprehension questions before listeningu Setting the sceneP145-146practiceDo Task No.8 on Page 146.This stage is to help the listeners to understand the text.The teacher should not expect the learners to try to understand eve

13、ry word but help the learners to process the information actively by involving them in practicing different listening skills.Listening for the gist(to get the general idea of what we hear)Listening for specific information Listening for detailed information Inferring(to listen to what is not directl

14、y stated)Note-taking(to combine listening and writing)(Harmer,2003:201-202)While-listening activities Listening for the gist Listening for specific information Listening for detailed information Inferring(to listen to what is not directly stated)Note-taking(to combine listening and writing)Textbook,

15、PP148-151practiceDo Task No.9 on Page 147.This stage is to help the listeners connect what they have heard with their own ideas and experience,just as we often do in real life.It also allows the teacher to move from listening to another skill.For example,the listeners may practice speaking by role-p

16、lay interviews similar to the one they have heard.Post-listening activitiesu Give opinionsu Relate similar experiencesu Role play a similar interactionu Write a brief reportu Write a similar textu Debate the topicPost-listening activitiesRead the part of the textbook from Page 152 to Page 153.Richards,J.C.The Language Teaching Matrix.语言教学矩阵上海：上海外语教育出版社，2002Davies,P.&Pearse,E.Success in English Teaching.上海：上海外语教育出版社,2002.Homework Please do Task No.13 after class.