谢 永 业 2014.03.27

1. 英语听说教学简说 谢 永 业 2014.03.27

2. The two main parts of the listening process  1. Top-down listening • Top-down processing refers to utilizing schemata (background knowledge and global understanding) to derive meaning from and interpret the message.

3. Top-down strategies are listener based; the listener taps into background knowledge of the topic, the situation or context, the type of text, and the language. • listening for the main idea • predicting • drawing inferences • summarizing

4. Bottom-uplistening • Bottom-up processing refers to deriving the meaning of the message based on the incoming language data, from sounds, to words, to grammatical relationships, to meaning. Stress, rhythm, and intonation also play a role in bottom-up processing.

5. Bottom-up strategies are text based; the listener relies on the language in the message, that is, the combination of sounds, words, and grammar that creates meaning. Bottom-up strategies include： • listening for specific details • recognizing word-order patterns

6. Learners need to be aware that both of these processes affect their listening comprehension, and they need to be given opportunities to practice employing each of them.

7. Learner problems in listening (Ur, 1996) • 1. Trouble with sounds • 2. Have to understand every word • 3. Cannot understand fast, natural native speech • 4. Need to hear things more than once • 5. Find it difficult to keep up • 6. Get tired if too long

8. What should be considered when we teach listening? • 1) Listening should be relevant. • purpose; interest; experiences; motivation; attention • 2) Material should be authentic • ---in language and in task

9. 3) Opportunities to develop both top-down and bottom-up processing skills should be offered. • 4) The development of listening strategies should be encouraged. • Predicting, asking for clarification, and using non-verbal cues are examples of strategies that increase chances for successful listening. (Rubin, 1995).

10. 5) Activities should teach, not test. • Avoid using activities that tend to focus on memory rather than on the process of listening or that simply give practice rather than help learners develop listening ability. .

11. What are the steps in a listening lesson? • Pre-listening • This stage is to prepare the learners for what they are going to hear, just as we are usually prepares in real life . The purpose is to motivate the students to be active participants in class.

12. Possible pre-listening activities • Predicting the content of what they are about to hear • Discuss a relevant picture • Discuss relevant experiences • Associate ideas with the topic • Associate vocabulary with the topic • Write questions about the topic • Setting the scene on what he knows about the topic, • what he has in hand. • Listening for the gist (focus on the main idea or the tone • or mood of the whole passage) • Listening for specific information (focus on some • specific details and ignore the rest of the entire • message)

13. While-listening • Do not expect students to try to understand every word. • You may ask them to listen for three pieces of information the first time they hear the recording, and to tell you about the attitude of the speakers the second time they have heard it.

14. Possible while-listening activities • Identify the exact topic • Note two to four pieces of information • Answer questions • Complete sentences • Complete a table, map or picture • Listen and tick • Listen and sequence • Listen and act • Listen and draw • Listen and fill • Listen and take notes

15. Post-listening • This stage is to help the learners connect what they have heard with their own ideas and experience. • It also allows learners to move easily from listening to another language skill. • For example, the learners may practice speaking by role-playing interviews similar to one they have heard.

16. Possible post-listening activities • Multiple choice questions • Answering questions • Note-taking and gap-filling • Give opinions • Relate similar experiences • Role-play a similar interaction • Write a brief report • Write a similar text • Debate the topic

17. Speaking • Some types of speaking activities • Controlled activities • Semi-controlled activities • Information-gap activities • Role-plays (situation, role, useful expressions) • Activities using pictures • Problem-solving activities • ……

18. Games for Speaking English • By Rachel Turner, e-How Contributor • 1. Whisper Circles • It takes about twenty-five minutes for me to go to school by bus.

19. 2. One word story • Preparation • Students should be in a circle (if this isn’t possible make it clear they know who they are going to follow on from). • Procedure • The teacher can begin by saying the first word and each student adds the next word, without repeating what has come beforehand.

20. Good starting words are “Suddenly” or “Yesterday” to force the story into the past tense. Example: • * Teacher – “Yesterday” • * Student 1 – “I” • * Student 2 – “saw” • * Student 3 – “a” • * Student 4 – “strange” • * Student 5 – “man” • * Student 6 – “who” • * Student 7 – “was” • * Student 8 – “wearing” • * Student 9 – “a” • * Student 10 – “yellow” • * Student 11 – “hat” • * Teacher – “Full stop, new sentence” • * Student 12 – “He” • * Student 13 – “was” • ……

21. Thanks