中学英语教学新模式 - 高中英语听力教学的整体设计
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Transcript of 中学英语教学新模式 - 高中英语听力教学的整体设计
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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
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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
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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
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The Present Situation
• Not efficient
• Not systematic
• Only focused on tests prep type of exercises, with few exceptions
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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
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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
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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
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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
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Four Modes in Listening
• Top down mode– Inter_actional: party talk– Transactional: travel safety rules
• Bottom up mode– Interactional: jokes– Transactional: instructions on testing
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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
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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
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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
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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
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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
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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
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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
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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.
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联络方式刘鹰 《学生双语报》
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