中学英语教学新模式 - 高中英语听力教学的整体设计

1. 中学英语教学新模式-高中英语听力教学的整体设计中学英语教学新模式-高中英语听力教学的整体设计 《学生双语报》 刘鹰

2. Why Listening Comprehension? • Why Listening Comprehension • Most poorly developed in China • Low scores on every level of test • Poor performance • The Most Important Skill • Speaking • Writing • Learning in general • Readily Available Resources • The Easiest skill to be developed

3. T&L Listening : An Overview • Problems • Listening has been a big problem at all levels of education • No systematically designed strategies in either teaching or learning • Resources • Abundant and with great variety • Affordable for many students

4. The Present Situation • Not efficient • Not systematic • Only focused on tests prep type of exercises, with few exceptions

5. 本讲座的内容 • 分析矛盾的实质 • 听力的困难在哪里？ • 教学的困难 • 学习的困难 • 解决问题的方式 • 重构高中听力教学的基本模式

6. Problems: Teachers’ Perspective • Lack of proper understanding of listening comprehension process and the ways of developing listening comprehension skills • Lack of systematic design and training program for developing listening comprehension skills • Lack of adequate resources for developing listening comprehension skills • Lack of necessary cross cultural knowledge needed for understanding the oral communication

7. Problems: Students’ Perspectives • Focus too much on words unknown to them instead of decoding the meaning from what is known • Have trouble understanding the natural flow of language and sound change from single words to the sound in the language flow • Are not aware of stress, rhythm and other necessary devices that will help them understand the spoken language • Have little or no training to develop strategies that will help them develop listening comprehension skills

8. Four Dimensions of Listening • Transactional Language Functions • Message oriented and Business type • Inter_actional Language Functions • Person oriented and Social type • Top down processing • Prior knowledge and general idea • Bottom up processing • Sounds to words, structure to meaning

9. Four Modes in Listening • Top down mode • Inter_actional: party talk • Transactional: travel safety rules • Bottom up mode • Interactional: jokes • Transactional: instructions on testing

10. Four Kinds of Listening Practices • Listening and Repeating • To listen and repeat or memorize • Listening and Answering Comprehension Questions • Widely used in testing • Task Listening • To listen and do something with the information • Interactive Listening • Real life conversations

11. Systematic Training Programs for Listening (I) • Interactive listing • Only possible for a tiny percentage of students • Has little practical relevance for most Chinese students • A systematic programs for Chinese students should include listening and repeating, task listening and listening and answer comprehension questions • Task listening should be the center of gravity

12. Systematic Training Programs for Listening (II) • To get familiar with sounds of English words and the language flow of English • Single word level: stress of syllabus • Sentence level:tones, stress and rhythm • Materials should be simple and slow • Recognition of sounds in stead of meanings • Move to task listening as soon as possible

13. Systematic Training Programs for Listening (III) • Task Listening • A practical and good strategy for real life interactive listening as well as testing • Task listening as a center • Listening materials, from simple,slow,created listening materials to real life materials,e.g new broadcasting and movies, songs and lectures, speeches etc • Tasks, from simple and created tasks for specific skills to real life tasks

14. Systematic Training Programs for Listening (IV) • Listing and Answering Comprehension Questions • Useful only in testing setting, and should be treated as such • Focus should be on types of comprehension questions and skills that will help students answer them with the least effort • Should be the last stage of training • Should take the minimum time required for the test preparation

15. From Sound to Sentences: A Micro Skill Study • Sound May Change in Language Flow • Sound Change with a Reason: contents or functional • Stress and Rhythm: two critical points for fluent listening compression • Stress, what sounds clear and similar or same as the sound in dictionaries • Rhythm, what is connected and where to pause

16. DIY Cloze Test For Listening （I） • Start with a short passage that is between 3 to 5 minutes • Play no more than three times, and ask students take down what they can hear clearly, and for the words that can’t be heard clearly use underlines instead • Ask the students fill the underlined space with the appreciate words

17. DIY Cloze Test for Listening (II) • Check the finished passage with the original scripts and make corrections • If the mistakes are within 10-15% range move to the last step • Play the passage again, and ask the students compare the sounds of underlined words with the sounds described in dictionaries and find out why.

18. 联络方式 刘鹰 《学生双语报》 电子邮址: eic@enhero.net 报社网站：http://www.enhero.net 个人网站：http://www.dyl.name 课件下载方式：个人网站的下载中心