如何教英语听力(英文版)VIP免费

HowtoTeachListeningAliceChiu2006.03.21PassiveorActive?Islisteningapassiveoractiveskill?Listeningisconsideredtoinvolvetheactiveselectingandinterpretingofinformationcomingfromauditorycluessothatalistenercanidentifywhatishappeningandwhatisbeingexpressed.-Richards,JC.1983.“ListeningComprehension:Approach,design,procedure.”TESOLQuarterly17:2.Whatdoeslisteninginvolve?IdentifyinginformationSearchingmemoriesRelatingthatinformationtothosememoriesFillingitintheproperspot(or)CreatinganewplaceforitUsingitwhenneededEffectivelistenersmonitorcomprehensionassociatenewinformationwithbackgroundknowledgemakeinferencesaboutunknownwordscontinuelisteningeveniftheydon’tunderstandcertainwordshavemetacognitiveknowledgeaboutthetaskmanagetogetthemainidearatherthanlistenword-for-wordWhatinterfereswithlisteningcomprehension?UnfamiliarvocabularyGrammarTexttoolongSeveralpeopletalkingUnfamiliarContextLotsofdetailsTopicnotinterestingThemenotclearAccentSpeedIdiomaticspeechTasktoodifficultUnpreparedforthediscussionNotpreparedfortheformatAlackofbackgroundinformationPrinciplesofteachinglisteningcomprehensionLetstudentsunderstandhowforeignersspeakEnglishandbuildstudents’sensitivities.Allwecandoisgivethemsomeguidelines,provideanopportunityformeaningfulpracticeandtrusttheywilllearnthesethingsforthemselves.(Buck,1995)Buck,G.,1995.Howtobecomeagoodlisteningteacher.InMendelsohnandRubin1995.Aguidefortheteachingofsecondlanguagelistening.SanDiego:DominiePress.113-130.HowdomostteachersinTaiwanteachlisteningcomprehension?TTTApproachTest-test-testAsinkorswimmethodTheuseofpassagewithmultiple-choicequestionstoteachlisteningcomprehension.IfnotTTTApproach,thenhow?Howtopreparestudentsforlisteningtasks?InvolvessinfocusedlisteningMakeitrelevanttoss(interesting)ProvidebackgroundknowledgePre-listeningexercisetoactivatecontentUseavarietyofactivitieslisteningactivities(withfocus)toovercomethedifficultiesgivingthemcharts/categoriesaskingquestionsaheadoftimeshowingpictures/chartsdiscussingthetopicfirstdescribingthecontextroleplayingthesituationprovidingkeywordlistbrainstorming(situations/pros/cons)PredictingDoingfollow-upsthatallowsthemtoconnectdirectlywiththeirlivesOtherlisteningactivitiesFollow-upactivitiesMorelisteningWritingactivitiesRole–playingUseactivitiestowakeupssJazzchantsJokesPuzzlespoemsStrategiestoteachListeningComprehensionBottom-upStrategiesTop-downStrategiesBottomupstrategies1:words1.Countingsyllablesbyusingarubberband2.Teachingwordstresscirclingstressedsyllableunderliningunstressedsyllablecirclethemoststressedwordinasentenceusingnoisemaker(oraflute)sothatstudentscanunderstandthesoundandstresses(focusonthemovement)Bottomupstrategies2:words1.Pronunciationminimalpairpracticeslice/ricepin/penpin/pin/pen(choose)presenttenseorpasttenseTheysharethefood.Theysharedthefood.pronunciationchange/blurredspeechWhatdoyoumean?Where’stheboy?2.TeachintonationBottomupstrategies3:words-phraseslistenandfindthewordgroupswhichcarrymeaningstakeascriptmarkwheretheythinkthethoughtgroupsareListentothetapegetstudentstonoticetheywayhowEnglishisspokenTop-downStrategies1:(thinkingstrategy)Getstudentstodetermine:ThesettingInterpersonalrelationshipsTopicMoodMainideaTop-downStrategies2:(think...