Listening & Speaking
Unit1__Listening参考教案
Unit1 Listening参考教案Teaching objectivesAfter this period of learning, Ss will be able to:1. predict the listening content based on the picture and already-known information ; take notes of key points while listening;2.(1)adeptly describe a person with adjectives & describe differences between persons;(2)maintain a talk by resorting to communicative strategies, like, asking & clarifying Qs3. while reading,grasp key information & take special note of connecting words. Teaching procedures & waysI. Listening1. Look at the picture on page 41 and read through Exx 2 & 3. What can you predict about the listening?2. listen to Part 1 and finish Ex2 p.413. Listen to Part 2 and finish Ex 3. p.41II. Talking1. Which Chinese woman in the past also disguised herself as a man to join the army?2. Compare Joan of Arc and Mulan3. Read the questions in pairs. You can make up more questions.1) Why do you admire her?2) What did she do to impress you most?3) How would you describe her?4) Why did she choose to join the army?5) Was she successful? What happened to her later?6) Can you give an example to show …?4. Make up a short dialogue in pairsS1: Do you think that Joan of Arc was like Mulan?S2: Well, I suppose she was in some w ays. They were both brave, weren’t they?S1: Yes, but I admire Mulan more.S2: What did she do to impress you?S1: …III. Listening Task p441. Before Listening. T: We are going to listen to a dialogue between Ding Lingyu and Ms Jody Williams about the la tter’s work to ban landmines.1)What does ICBL mean?2)Why are landmines dangerous? What can landmines do to people?2. Listen to Part 1 carefully and take notes. Fill in the chart in Ex2 p443. Listen to Part 2 and fill in the blanks. Ex3 p44IV. Reading Task p441. What do you know about Elizabeth Fry from Warming-up?A Quaker // Helped improve prison conditions and gave prisoners work and education //Helped the Quakers get the Nobel Peace Prize in 19472. Skim the reading about Elizabeth in five minutes and finish Ex 1. p44V. Homework1. Remember all the new words and phrases in Unit 1.2. Finish Exercise 2 on page 45.3. Think about a special woman you admire and look for some information about her. Reflection:。
英语作文listening
英语作文listening全文共6篇示例，供读者参考篇1Listening is a super important skill in English class because the teacher always talks so fast and sometimes we don't understand what they are saying. It's like they are speaking another language! But don't worry, I have some tips to help you become a better listener.The first thing you can do is pay attention to the teacher. I know it's hard sometimes because they can be a little boring, but if you really focus on what they are saying, you will understand better. Look at them when they are speaking, and try to ignore the distractions around you.Another thing you can do is ask questions if you don't understand something. Teachers are there to help us learn, so don't be afraid to raise your hand and ask for clarification. They will be happy to explain things to you.You can also practice listening outside of class. Watch English movies or TV shows, listen to English music, or even talkto your friends in English. The more you expose yourself to the language, the better your listening skills will become.Lastly, be patient with yourself. It's okay if you don't understand everything right away. Learning a language takes time and practice, so keep listening and you will improve.So there you have it, some tips to help you become a better listener in English class. Just remember to pay attention, ask questions, practice outside of class, and be patient with yourself. Good luck!篇2Yo, guys! Today I wanna tell you about my latest listening experience in English class. It was super fun and I learned a lot, so let me share it with all of you!So, our teacher played a recording for us in class and we had to listen carefully and answer some questions. The recording was about a boy who went on a camping trip with his family. It was so cool because he talked about all the things they did like hiking, fishing, and roasting marshmallows over a campfire. I wish I could go on a camping trip like that too!After we listened to the recording, our teacher asked us some questions to check if we understood. We had to pay attention to details like where they went camping, what food they ate, and what activities they did. It was a bit tricky, but I tried my best to remember everything I heard.I think listening practice is really important because it helps us improve our English skills. It also makes learning more fun and interactive. I can't wait for our next listening activity in class!That's all for now, guys. Stay tuned for more updates on my English learning journey! Peace out!篇3Oh, hi there! Today I want to talk about listening. Listening is super important because it helps us understand what others are saying and communicate better. Listening is not just about hearing words, it's about really paying attention to what someone is saying.When we listen, we should make eye contact with the speaker, nod our heads to show we are listening, and ask questions if we don't understand something. It's also important to not interrupt the speaker and wait for them to finish talking before we respond.Sometimes it can be hard to listen, especially when we are distracted or not interested in what someone is saying. But it's important to try our best to listen and give our full attention to the speaker. We can also practice listening by watching movies, listening to music, or playing listening games.So, next time someone is talking to you, remember to listen carefully, show that you are listening, and try to understand what they are saying. Listening is a great skill to have and it can help us build better relationships with others. Thank you for listening to my article!篇4Hello everyone, listening is really important in English class. Let me tell you why! When the teacher is talking, it's super duper important to listen carefully. If you don't listen, you might miss out on important information and not understand what to do for your homework or tests.Sometimes, the teacher might ask a question and if you're not listening, you won't know the answer. That's why we need to pay attention and listen well. Also, when you're listening, you can learn new words and improve your vocabulary. Isn't that cool?Listening also helps with pronunciation. If you listen carefully to how the teacher speaks, you can try to copy their pronunciation. It's like a secret trick to sound more like a native speaker.So guys, listening is super important in English class. Make sure to listen well, pay attention, and practice your listening skills every day. Trust me, it will make a big difference in your English learning journey. Keep calm, listen well, and learn English like a boss!篇5Oh, hi everyone! Today I want to talk about listening in English class. Listening is super important because it helps us understand the teacher and what they are saying. But sometimes it can be hard to focus and pay attention during listening activities.When I first started learning English, I didn't like listening exercises because I thought they were boring. But then my teacher told me that listening is like a puzzle – you have to listen carefully to put all the pieces together. That made me see listening in a different way.One thing that helps me during listening exercises is to concentrate and not get distracted by what's going on around me. I try to stay focused and listen to the words the teacher is saying. If I don't understand something, I raise my hand and ask for help. It's important to ask questions if you don't understand because that's how you learn.Another thing that helps me with listening is to practice at home. I like to listen to English songs or watch English videos on YouTube. This helps me get used to hearing English and improves my listening skills. Plus, it's fun!So, remember that listening is an important part of learning English. If you practice and stay focused, you will become a better listener. Just keep trying and don't give up!篇6Listening is super important for us students! We have to listen to our teachers in class, our parents at home, and even our friends during playtime. If we don't listen, we might miss out on important information or not understand what's going on.When we listen in class, we can learn new things and do better on our tests. Our teachers give us instructions on what to do and we have to listen carefully so we don't get confused.Sometimes they even tell us interesting stories that we wouldn't want to miss!At home, our parents tell us what to do, like cleaning our room or helping with chores. If we don't listen, we might get in trouble or miss out on getting a reward for being helpful. They also tell us important things to keep us safe, like not talking to strangers or looking both ways before crossing the street.Listening to our friends is also fun because they tell us about their day or new games they found. We have to listen to each other to play together and have a good time. Sometimes they might even tell us a secret and we have to promise to listen and keep it safe.So remember, listening is super important for us students. We can learn new things, stay safe, and have fun with our friends if we just listen carefully. Let's all work on our listening skills and be the best students we can be!。
listening应试技巧
四级听力应试技巧一. 八个短对话理解的题型一般有时间，地点，职业，关系，活动，态度，观点或者看法，直接含义，间接暗示等。
应对策略：八个短对话按照真题分析可以归纳为如下场景：涉及校园场景(宿舍、教室、实验室、图书馆等高频词汇)、天气场景(天气变化、温度变化、降水、降雪、风沙等灾害性天气)、医院场景(问诊、问候、问药、问价、问方向、)、面试场景(个人爱好、兴趣、教育背景、工作经历、对应聘职位的了解和期盼、对工资待遇和上班时间的特殊要求等)、租房场景(租金、押金以及数额、支付方式、房客应遵循的规则、对房屋设施等的介绍)、娱乐场景(影院、剧院、舞厅、球场、游泳等娱乐设施)、餐馆场景(定座、点菜、结账、小费、投诉等场景词汇)、选课场景(选修课程、必修课程、课程难度、教授要求、同学推荐、参考书目)、作业场景(教师与学生、学生与学生、课程作业、课程论文、学期论文、期中测试、单元小节等)、图书馆场景(借书、还书、丢书、续借、查询、罚单等高频词汇)。
英语交际通常使用一种模式化的语言，在固定的场景中其词汇和表达也相对比较固定，平时注意积累场景高频词汇和习惯表达，考生只要在复习时重点突出，强化训练，就可以在四级听力短对话部分做到未听半知的状态。
短对话听力测试突破的第二个途径就是分析选项，因为客观题目的选项设计一般都有其内在的逻辑关系，有些相互印证，有些截然对立，还有些毫不相关，但是至少可以帮助考生提示关键词汇和表达，所以抢时间阅读选项就非常重要。
笔者过去的辅导经历大致经历了四个阶段：逐步从最初阶段的“直接听到的是答案”(最简单)过渡到“直接听到的往往不是答案”(迷惑干扰)再到“四个选项提到仨”(未提及选项)到现在的“各路英雄全都有” (必须听完问题)。
虽然短对话的选项设计更加复杂，但是笔者认为辅导中绝大多数情况下还是遵循“同义词替换”的原则。
比较经典的例子就是：如果对话中出现了taxi driver, 选项中的正确答案一般不会包含这个词汇，而是用同义的cabdriver 替换。
listen的第三人称单数和现在分词
listen的第三人称单数和现在分词listen的第三人称单数和现在分词现在分词：listeningadj.收听的，收听无线电广播的; 助听用的;v.倾听( listen的现在分词 ); 留心听; 听信; (让对方注意)听着第三人称单数： listensv.倾听( listen的第三人称单数 ); 留心听; 听信; (让对方注意)听着第三人称单数listens造句 1. she still listens to the tapes i made her.她还在听我为她录制的带子。
2. he listens and waits for the narrator to explain more.他听著,等待讲的人进一步解释.3. she listens to classical music for relaxation.她听古典音乐放松.4. at these discussions he always takes a back seat and listens to the others talking.在这些讨论中,他总是退在后面,倾听别人谈话.5. when the distraction of the tongue is removed, the heart listens.舌头只会让人分心,只有舌头停止说话, 心灵才能听见另一颗心声.6. he listens to the radio while driving to work.他去上班一边开着车一边听音乐.7. he listens to what people say, and he tries to guess what he hears.他先听别人是怎么说的, 再试着去猜听到的是什么.8. it listens to what people say and it tries to imitate what it heard.他听到人们谈话便试着模仿所听到的内容.9. every day she listens to english over the radio in order to improve her pronunciation.她每天听英语广播,为了提高英语发音水平.10. her face is impassive as she listens to miller dictating the warrant for her arrest.她毫无表情地在听米勒口述拘留她的证书.listen的常见用法用作动词用作不及物动词s+～(+a)he listened, but could hear nothing.他侧耳静听,但什么声音也听不见。
unit1《listening》课件十一(22张PPT)(人教版必修4)
to have children. Most of the childcare and running the house is the concern of the mother. Men do not have this pressure. They can work long hours and go on business trips. They can improve their _c_a_r_e_e_r__chances while knowing that the family is cared for at home.
The church thought Joan had not behaved as a woman should.
3. Why did France not win a war against the
English before Joan became a soldier? They did not have leaders to inspire them or who had good ideas for winning battles. 4. Why did Joan help the French army to
Listening on page 41
1. Why did Joan have to dress up as a man to become a soldier?
Because at that time women were not allowed to be soldiers.
2. Why did the Church not like Joan acting as a man?
home for family reasons, while more boys_c_o_n_t_i_n_u_e_t_h_e_ir__s_tu_d_i_e_s__. This prevents girls from training for their chosen career.
Unit1_Listening优秀教案
Unit1 Listening优秀教案1．语言知识目标了解盲文的创始人路易斯·布莱尔的个人经历和导盲犬的工作内容。
2．语言能力目标培养学生在听前对听力材料进行预测，并激活背景知识的能力；把握细节信息的能力。
3．情感态度与文化意识目标通过对盲文创始人路易斯·布莱尔个人经历和导盲犬工作情况的了解，使学生对于盲人的生活状况有更深切的了解，更能激发他们伸出手，帮助盲人和其他的残疾人。
重点难点1．教学重点：培养学生在第一遍听完后，掌握听力材料大意的能力。
2．教学难点：在听力材料开始前，如何激发学生的背景知识；在学生背景知识缺乏的情况下，如何进行听力指导。
课前准备1．学生的学习准备布置学生在课前上网查找关于盲文及创始人的情况，了解一些导盲犬工作的情况。
2．教师的教学准备查找相关信息，有条件的话，借一本盲文书给学生看看，让学生对盲人的生活有更加深入的了解。
3．教学用具录音机教学过程Pre－listeningBefore the students list en，ask them to discuss the following questions：1．Do you know what Braille is?2．What is it used for?3．How does it work?4．Do you know what the Chinese system of Braille looks like？(See Page 53 for some hints.)Suggested answers：Braille is a system by which blind people can read by feeling raised dots on a page. Both English and Chinese system of Braille use six dots. Their forms are similar，but their meanings are different. That's to say，Chinese blind people can't understand the English system of Braille.[设计说明]在听力训练正式开始前，在班级里组织讨论，激活学生的背景知识，有利于随后进行的关于盲文创始人路易斯·布莱尔的生平介绍的听力训练顺利展开。
listening的英文作文
listening的英文作文Title: The Art of Listening。
Listening is an art, often overlooked in the cacophony of modern life. In a world inundated with distractions, genuine listening has become a rare skill. However, its importance cannot be overstated. Effective listening fosters understanding, empathy, and meaningful connections between individuals. In this essay, we delve into the significance of listening and explore strategies to become better listeners.Firstly, let us acknowledge the power of listening. When we truly listen to others, we validate their experiences and emotions. Through attentive listening, we create a safe space for individuals to express themselves without fear of judgment. This fosters trust and strengthens relationships, be it in personal or professional settings.Furthermore, listening cultivates empathy. By actively tuning in to someone's words, tone, and body language, we gain insights into their perspective and emotions. This understanding forms the foundation for empathy, enabling us to relate to others' experiences and respond with compassion. In a world grappling with social divides and conflicts, empathetic listening serves as a bridge that connects diverse communities.Moreover, listening is crucial for effective communication. Too often, conversations devolve into mere exchanges of words, with little genuine understanding. However, when we listen with intent, we grasp not only the surface content but also the underlying meanings and nuances. This comprehensive understanding allows for more meaningful exchanges and prevents misunderstandings.So, how can we become better listeners? The journey towards becoming a skilled listener begins with mindfulness. In a world abuzz with distractions, it's essential to cultivate present-moment awareness. When engaged in a conversation, strive to silence internal chatter and focusentirely on the speaker. This practice of mindfulness enhances our capacity to listen deeply.Active listening is another cornerstone of effective communication. This involves not only hearing the words spoken but also interpreting their meaning and context. Maintain eye contact, nod in acknowledgment, and offerverbal affirmations to signal your attentiveness. Paraphrasing what you've heard also demonstrates your commitment to understanding the speaker's message.Furthermore, nonverbal cues play a pivotal role in communication. Pay attention to the speaker's body language, facial expressions, and tone of voice. These cues often convey emotions and sentiments that words alone cannot express. By attuning ourselves to nonverbal signals, wegain a more comprehensive understanding of the speaker's message.In addition to these strategies, fostering a mindset of curiosity can enhance our listening skills. Approach every conversation with a genuine desire to learn from the otherperson. Ask open-ended questions that invite deeper exploration and encourage the speaker to elaborate on their thoughts and feelings. By demonstrating curiosity, wesignal our respect for the speaker's perspective and enrich the dialogue.In conclusion, listening is a transformative skill that enriches our personal and professional lives. By listening attentively, we validate others' experiences, cultivate empathy, and foster meaningful connections. Through mindfulness, active listening, and curiosity, we can hone our listening skills and become catalysts for positive change in our communities. As we embrace the art of listening, let us strive to create a world where every voice is heard and valued.。
listeningskills解读
(六) 留意有关货币
• 在听力材料中，有很多是围绕有关外国货币的内容设计的，因此，熟 悉一些主要国家的货币名称也很重要。常见的货币名称可以提示你对 话发生在什么国家或地区，也为证明说话者身份提供了信息。下面列 举一些常见货币名称： Dollar Franc Lira Mark Peso 墨西哥比索 Pound Ruble Yen 另外，还应知道在美元体系中，还有dime(一角银币)，nickel(5分镍 币)，cent(分)等单位及其之间关系。 • 讲到货币，还要对银行系统相关词汇有所了解。存款(deposit),汇款 (remittance),兑换(exchange),外币(foreign currency), 汇率(rate), 信用卡(credit card),旅行支票(traveling check)，遗产委托(heritage entrustment)，有的银行还经营金融市场(financial market)、证券 交易所(stock exchange)，用信用卡结算时，由银行扣除(deduct)。
(八)重视条件从句
• 四级题目中有不少是通过条件句来表达建议、想法、结果和趋势等。因此， 能正确理解和抓住说话者所要表达的真实意图至为重要。条件句有两种，一 是真实条件句，二是虚拟条件句。真实条件句表达的意思是直接而明显的， 一般指有可能实现;虚拟条件句是间接而含蓄的。对后者应有足够的谨慎。 M：If I go to the store, will you make dinner for us tonight? W：Bring back enough food. Q：What will the woman do if the man shops? A) The woman will cook. B) He won’t buy enough. C) He’ll get in a bad mood. D) He will make dinner 应选A) 又如： W：Did you see film last night? M：I wouldn’t have gone to see it if I’d known it was boring. Q：Where was the man last night? A) In a bar. B) In a cinema. C) At a lecture. D) Unreasonable. 应选 B) 条件句中以if引导居多，注意这种句式的表达特点。 它们经常用省略的形 式，如if possible, if any, if not, if so, if necessary, if needed等，听省略形式 的条件句，主要应该抓住主句的基本内容，因为条件句不易听错，只要抓住 了主句的基本内容，就能正确做题。此外，表示条件的连词，除了if外，还有 as long as, so long as, suppose, supposing, let’s say, unless, without等。
practicelistening中文
practicelistening中文
“Practice listening”的中文意思是“练习听力”。
听力是英语学习中非常重要的一部分，通过练习听力，可以提高对英语语音、语调、语速的理解和适应能力，从而更好地理解英语口语和书面语。
要提高听力水平，可以采取以下方法：
1. 多听多练：多听英语广播、电视节目、电影、音乐等，让自己沉浸在英语环境中，提高对英语的敏感度。
2. 注意听力技巧：在听力过程中，可以注意一些听力技巧，如注意听关键词、注意听上下文、注意听语调等，这些技巧可以帮助更好地理解听力内容。
3. 做听力练习：可以选择一些适合自己水平的听力材料进行练习，例如英语听力练习册、英语听力网站等。
在练习过程中，可以逐渐提高听力材料的难度，以提高自己的听力水平。
4. 与他人交流：可以和英语母语人士或其他英语学习者进行交流，通过交流可以提高对英语的理解和表达能力，同时也可以提高听力水平。
总之，要提高听力水平，需要多听多练，注意听力技巧，选择适合自己的听力材料进行练习，并与他人进行交流。
通过不断的练习和努力，可以提高自己的听力水平，更好地理解和运用英语。
Listening1-课件
利用图像和图表
将听力内容与图像和图表相结合，以增强理解和记忆。
使用预测和推断技巧
根据已知信息预测和推断未知信息，以提高听力理解能力。
反思和评估听力理解
反思听力过程
在每次听力练习后，反思自己在 听力过程中的表现，总结经验和
不足。
评估理解程度
通过回答问题、复述听力和总结大 意等方式，评估自己的听力理解程 度。
与电影类似，英语电视剧也是提高听力和口语能力的有效途径。
英语播客
播客是一种可以下载后随时收听的音频节目，适合在路上或休息 时间收听，提高听力水平。
英语新闻和广播节目
英语新闻
通过收听英语新闻，学习者可以了解 国际时事、社会动态等，同时提高听 力水平。
英语广播节目
英语广播节目通常具有娱乐性和教育 性，适合不同年龄段的学习者收听。
制定长期和短期计划
定期评估和调整计划
根据学生的实际情况，制定长期和短 期的听力学习计划，明确学习目标和 时间安排。
定期评估学生的听力进展，根据评估 结果调整学习计划和目标。
设定具体目标
设定具体的听力目标，如提高听力速 度、增强听力理解能力等，以便有针 对性地进行训练。
使用辅助工具和技巧
使用字幕和笔记
听力理解不仅包括对声音的物理属性的感知，如音高、音强、音长等，还包括对语 言、语调、节奏等语言属性的理解。
听力理解是语言交际能力的重要组成部分，是人们获取信息、交流思想的重要手段 。
听力理解的过程
01
02
03
感知阶段
个体通过听觉器官接收声 音信息，并对声音进行初 步的物理属性感知。
解析阶段
大脑对接收到的声音信息 进行分析，识别和理解语 言的语法、语义和语用信 息。
listening是什么意思中文
listening是什么意思中文Listening是什么意思中文Listening（英文音译为“听力”）是指倾听和理解他人所说的话语或其他声音的能力。
它是人类交流和沟通的基础之一，对于个人和社交发展都起着重要的作用。
在日常生活中，听力技巧是我们与他人有效交流的关键。
听力是一项复杂的认知活动，包括接收、解码和理解口头信息。
在进行听力时，我们需要集中注意力、过滤干扰，并将收到的语言信息与我们已有的知识和经验进行联系。
但听力并不仅仅是听到声音，它还需要我们能够理解说话者的意图、情感和语言结构。
听力在我们的学习、工作和人际交往中起着重要的作用。
在学校里，听力是学习语言、解答问题和获取知识的关键。
无论是在课堂上听讲，还是在进行考试时理解问题，我们都需要良好的听力技巧。
在工作场所，有效的听力技巧是与同事、客户和上司进行有效沟通和合作的前提。
另外，无论是与家人、朋友，还是与外国人交流，良好的听力技巧都可以帮助我们更好地了解对方的意图和沟通目的。
要提高听力技巧，需要进行一些训练和练习。
以下是一些可帮助您提高听力的建议：1. 练习聆听不同类型的材料：选择不同的语言和语速的音频或视频素材来进行聆听。
例如，您可以尝试听英语、法语、西班牙语或其他语言的新闻广播、听力练习或讲座。
2. 建立良好的听力习惯：每天抽出一段时间专门用于聆听和训练听力。
可以通过听音乐、播客、有声书或语言学习材料来进行练习。
3. 学习与声音相关的语言特征：认识不同语言之间的语音差异和语音特征，例如发音、重音、音调和语速等。
这将帮助您更好地理解和区分语音。
4. 注意和集中注意力：当进行聆听时，确保自己处于一个安静的环境中，并尽可能减少干扰。
集中注意力并聚焦于所听内容，同时尝试抓住关键词和信息。
5. 学习推测和上下文理解：除了依靠直接听到的信息，还可以通过推测、预测和根据上下文来理解和推测说话者的意图和意思。
这可以通过关注语境、情感和非语言线索来实现。
Listening
Listening听力Let's listen to the tape now.现在让我们听录音。
First of all, listen to the conversation.首先听会话。
Now you'll hear the conversation.现在你们听会话。
What you will hear is a conversation.你们将听到的是一段对话。
You can hear the sentences on the tape.你们可以听到磁带上的句子。
Here goes.开始听了。
Off we go then.Here it comes.The tape recorder seems to be broken.这部录音机好像有毛病了。
There's / There seems to be something wrong with this tape recorder。
The recorder isn't working properly.这部录音机不能正常运转。
I have / seem to have brought the wrong tape.我拿错/好像拿错了录音带。
We'll have to do something else, I'm afraid.恐怕我们不得不上别的什么内容了。
There's nothing we can do about it.对于这个我们没有办法。
Put this plug in the socket over there.把这个插头插到那边的插座上。
Can you all hear ?你们能听得见吗？Is it clear enough ?完全清楚吗？Is the sound clear enough ?声音够清楚吗？Is the volume all right ?音量行吗？Can you hear at the back ?你们在后面听得见吗？If you can't hear, come a bit nearer.如果你们听不到，走近一点。
listen的现在分词不双写n
listen的现在分词不双写nlisten的现在分词不双写n 现在分词： listening一个辅音一个原音再加一个结尾的辅音时双写最后一个字母加ing，此处listen发音[‘lisn]，字母e不发音，所以不要双写。
listening的用法adj.收听的，收听无线电广播的; 助听用的;v.倾听( listen的现在分词 ); 留心听; 听信; (让对方注意)听着1. he sat listening to the tick of the grandfather clock.他坐在那儿，听着落地式大摆钟嘀嗒作响。
2. while this conver-sation was going on, i was listening with earnest attention.这场对话进行的时候，我聚精会神地听着。
3. listening to the scratchy recording, i recognized walt whitman immediately.听到沙哑的录音，我立刻知道那是沃尔特·惠特曼。
4. people were talking to him, listening to him, taking him places.人们和他交谈、听他讲话、带他游览。
5. he kept his voice low-pitched in case someone waslistening.他把声音放低以防被人听见。
6. he stood in the doorway, listening to her quiet, regular breathing.他站在走道里，听着她那沉静而规律的呼吸声。
7. they have been listening to people's gripes, moans and praise.他们一直在倾听人们的牢骚、抱怨和表扬。
8. anybody who's listening will get the drift of what he was saying.任何一个在专心听的人都会领悟他所说的大意。
listening论文
How to Teach Listening Effectively inPrimary SchoolClass: 2010级英语4班Group members: 陈诚付砚琴黄薇何紫玉李丹ContentI Content (1)II Introduction (2)III Current Situation of Listening Teaching (2)IV Characteristics of the Listening (4)V Principles of Listening Teaching (6)VI Specific Teaching Listening Methods (9)VII Conclusion (11)VIII References (12)1. IntroductionAs an international language, English is widely used in the world. Dramatically increasing international exchange are now bringing Chinese people a lot of chances to communicate with foreigners face to face, which make how to develop students’ listening competence effectively an urgent task.Listening is the most common communicative activity in daily life :”we can expect to listen twice as much as we speck, four times more than we r ead, and five times more than we write” Listening is also important for obtaining comprehensible input that is necessary for language development. In Foreign Language Teaching, teachers must make students possess the language ability in listening before teaching them to write or speak. Either in terms of language acquisition or in terms of motivation for learning, listening has its special place. As a receptive skill in the communication process, listening is important for language learning.The degree of listening has a direct impact on the ability of knowledge of the word, expressing the idea, even the smooth development of foreign language skills. Listening skills are important to any language learner who will be involved with the spoken language. The more he is exposed auditory to the target language, the more likely he will acquire the language fast enough to speak it naturally. As a saying goes like that ,”if a child has never heard the word, he’ll never say it. And if he’s never heard it or said it, it’s going to be difficult when the time comes to read it. ” Therefore, bringing up students’ listening skill is an essential part of English teaching. Currently the many examination has added listening testing, credited to students’ total achievement. Liste ning teaching become more and more important.2. Current Situation of Listening TeachingListening is the most basic form of human's social activities and communication. In listening, speaking, reading and writing these four abilities, many students think that the skill of listening is the most difficultly to master. Even if it is a good student, also has a lot of obstacles in listening comprehension.1. 1 The lack of teacherFirst, some primary school think the English teaching is not important to students. There are some non- English professional teachers teach English in many primary school. On the one hand they lack English teaching theories. On the other hand, the vernacular speech foundation is bad, and they can not organize teaching in English.Second, Some English teachers organize teaching still with mother tongue, and too much emphasis on grammar and sentence structure and neglect the cultivation of communicative competence. This makes the students have little chance to speak, it directly affects the improvement of students' listening ability.Some English teachers focus on a mass of listening practice, and ignore to develop the ability of mastering passage details. So students can not catch the important details. Listening not only requires students to understand the main content and the central idea, but also requires students to understand the details, it can help students more easily to understand the topic. Finding out more important details can contribute to understanding of the listening material. Such as person names, place names, numbers, time, etc.1.2 The present condition of student's oneselfSometimes even if the phrases have been learned, students also mishear for other phrases. The students unavoidably hear an unfamiliar phrase, though some students are paying attention to identify the words, there is very little time to remember what they have heard before. So they think listening is boring because they can not understand the meaning of listening material.Some students are not good at grasping a main idea of listening material. While listening, a student suddenly finds that he or she doesn't understand what the speakers said. They usually make the things understanding by translating into Chinese firstly and carry on thinking comprehension with the Chinese, it lacks of using the English thought and is bad for developing the students’ comprehensive ability, Some students convince themselves that they are not able to understand spoken English well and create problems for themselves. They lose confidence of English learning.The students’ knowledge is too narrow. Listening material are very extensive involve many realms, even beyond the students have been learned. It involves the astronomy, geography, living creature, history, science and technology, literature, education, medical science, and athletics etc. Because the scope of knowledge is too narrow and lack of understanding to the local customs, history background and cultural difference of nations, so usually end of listening to a material, some students just only know the superficially of contents, even inapprehension. It’s directly influenced the results of comprehension.The coherent ability of language is low. Students want to understand the general meaning of listening materials. Sometimes they try to understand every word meaning. However, some students master English standard pronunciation are bad, or their English pronunciation compare with the English standard pronunciation have a very large gap. In the process of listening, for example some students even heard the words they have learned, it will be make wrong judgment, the reason is that they lack of coherent ability of language. Sometimes when the students listen to the conversation, they can correctly pronounce some words in the sentences, but they couldn't distinguish correctly words in the sentences, thus influence to understand the whole passage. Words in the sentence involves weak reading, re-reading, liaison, the change of tone, intonation rise will lead to change the phonetic pronunciation. Through the change of phonetic pronunciation, students can infer the emotion and attitude of the speakers, then they can master the thoughts and emotions in the whole conversation.3. Characteristics of the ListeningEnglish teaching looks simple and ordinary, in fact, it is extremely complex and numerous. Each language skill has its characteristics, listening has its own unique characteristics compared with other three language skills (speaking、reading、writing). English listening is a kind of skills that an English teacher needed. It’s not only a fundamental skill to communicate, but also widely received audio learning skills of language material. Listening is the basic way to improve our listening, but some corresponding auxiliary teaching means to improve the listening level.It is important to understand the characteristics or process behind these listening situations so that we as teachers can design appropriate activities to help students develop effective listening strategies. Generally speaking, listening in real life has the following characteristics (Ur, 1996: 106-107):SpontaneityWhile some of the things that we listen to are rehearsed, e.g. radio news, television news and shows, movies, theater, and some formal lectures, most of the time during an average day we listen to people speaking spontaneously and informally without rehearsing what they are going to say ahead of time.ContextThe context of listening is usually known to both the listener and the speaker in real life. In other words, we know the relationship between the listener and the speaker. Therefore, the situation helps us predict what we are going to hear.Visual cluesMost of the time, we can see the person that we are listening to. This means we can see their facial expression, gesture and other body language as well as the surrounding environment, which is relevant when, for example, people point at objects or in certain directions. These visual clues help us understand and predict what we hear. Of course there are situations where cannot see the speaker, such as when we listen to the radio or use the telephone.Listener’s responseMost of the listening in daily life allows the listener to respond to the speaker, such as in a conversation. This means we can interrupt the speakers and ask for repetition or clarification.Speaker’s adjustmentIn most cases, the speaker is talking directly to the listener, so he or she can adjust the way of speaking according to the listener’s reaction. For example, if the listener indicates that he or she does not understand what is being said, the speaker may rephrase or elaborate.In order to design appropriate activities to help students develop effective listening strategies, teachers should understand the characteristics of listening teaching.1.The listening materials transmitted to everyone in the class with thesame speed. The rhythm of the listening material is already set.Listener cannot control the speed of the input and at the same time arerequired to understand the material and respond at once.2.Many students in the classroom listening activities start to paniceasily. Due to its first feature, when students fail to understand a wordof a sentence, they have no time to stop to think, once they lose onepoint, they may feel panic at once, which will bring barriers inunderstanding the following parts, and ultimately lead to the totalfailure of the listening activity.3.Listening materials are mostly oral English, in particular, in theinformal oral English. There are many incomplete sentences and havethe features of repetition and indecision. Various kinds of languageuse and degree of familiarity with themes and different pronunciationalso will increase the difficulty in listening comprehension. Inaddition, oral English has many a redundant information. Listenermust be good at picking up the main idea from the redundantinformation.4. Principles of Listening Teaching4.1 Listening is in the New National English CurriculumListening is one of the language skills in the new National English Curriculum. In primary phase is designed into two levels . Level 1 covers Grade 3 and Grade 4, Level 2 covers Grade5 and Grade 6. There isa table about the detailed descriptions on listening teaching .Level DescriptionsLevel 1 1.According to hearing words of recognizing or identifying images or physical objects.2. Students can understand the brief instructions and respondaccordingly .3. According to the orders, such as pointing, coloring,painting, and do some actions.4. Students can understand simple instructions on images andactions of small stories. Then, make the appropriate response.5. In the audio visual, students can understand simple animationor audio-visual programs. They should have some audio visualclasses each year not less than 10 hours (on average 20 to 25minutes a week ).Level 2 1. Students can understand the words or the recording material by using pictures, images, simple gestures.2. Students can understand simple illustrated stories.3. Students can understand simple questions in classroomactivities.4. Students can understand the commonly instructions andrequirements to make the appropriate response.5. In the audio visual, students can understand simple animationor audio-visual programs. They should have some audio visualclasses each year not less than 10 hours (on average 20 to 25minutes a week ).4.2 The basic principles of teaching English to ChildrenBehind every successful lesson there is the implementation of you guiding principles, which are as follows:1)The ability to understand. Children understand basic meanings oftheir native language significantly before they are able to expressthemselves. Teaching to young children a foreign language isderived from the same principle. Children react to certaininstigators expressed in a foreign language without having to formany sort of message. Foreign languages are acquired just asnaturally as their native language; children understand the sense ofthe statement as a whole. The teacher continues to stimulate andmotivate by using gestures, pictures, puppets and miming etc.2)Increase the amount of listening time. Such as teachers can increaselistening time in classes.3)Use listening before other activities and Make good preparations forlistening. The important thing in designing the activities is to give to a clear purpose, a specific task and an appropriate context for doing them.4)Integrate listening with other skills. Combine listening with otherskills is important to develop listening skills together with other skills, especially speaking, because ordinarily, listening is not an isolated skill.5)Respond to the content. Include both global and selective listening.Exploit listening texts to the full.6)Teach listening strategies. There are some strategies that are used bysuccessful listeners.1．Predicting: Effective listeners think about what they will hear. This fits into the ideas about pre-listening mentioned earlier.2．Inferring: It is useful for learners to “listen between the lines.”3．M onitoring: Good listeners notice what they do and don’t understand.4．Clarifying: Efficient learners ask questions (What does ___ mean? You mean ___ ?) and give feedback (I don’t understand yet.) to the speaker.5．Responding: Learners react to what they hear.6．Evaluating: They check on how well they have understood.7)The use of games and movement. Methods of experiential andcooperative learning via games and such activities, which are basedon the direct experience of children, support children's curiosityand desire to discover. The greatest motivation to communicate isoften created while playing games. We create suitable conditionsfor teaching when the games are fun and exciting and are createdso that they enable all children to participate. Movement is animportant tool of non-verbal communication and creating a relaxed learning environment.5. Specific Teaching Listening MethodsSpecific teaching listening methods can be various. Which is the most suitable one for our students? When we talk about it, we must consider all the factors mentioned above: the current situation of teaching listening, characteristics of listening teaching, the principles of teaching listening etc. To organize the specific activities effectively must grasp the basic rules for the activity in the teaching listening.The general pattern of listening divides the whole teaching listening activity into three stages:Pre-listening consists of two steps: do some preparation and do some assignment.While-listening, during which the focus o f student’s attention is lead to the listening text.Post-listening, during students are offered with opportunities to integrate what they learned from the text into their existing knowledge and communicate with each others.So, primary teachers should cul tivate students’ creative thinking ability, can be simply summarized as: to build a system, preparing for two things, optimize the environment of the three, form the four skills.5.1 The establishment of a system.In traditional English teaching, there is no a special system of hearing training, listening activities are limited to textbooks centered comprehensive teaching. This listening activity focuses on the language forms of listen to the debate and memory, for the purpose of understanding discourse content listening activities, listening skills training is not enough. Therefore, it should set up a special listening training system, the specialized training system should include just mention on textbook as the center of the hearing training and the comprehensive teaching to understand the text content, strengthen the hearing training skills training.5.2 Preparing for two thingsPreparing for two things refer to prepare for material and prepare for material selection. Elementary school students learned little, analysis and judgment ability is not strong, so we can select some of the material that elementary students can understand; Attention should be paid to its diversity, let the student contact with a variety of subjects and genres (such as dialogue, letters, etc.); Teachers also use various present methods (such as listen to the tape, in the face of the speaker, watching videos, etc.). (2) Preparing for material, materials chosen are not skillful, the key also knows how to use them scientifically, maximum full play the use of material value. Selection of material must make scientific arrangement and design: the comprehensive teaching listening should focus on listening ability of training; Special listening exercises should be aimed at all kinds of listening skills training, and understand the listening material. Design listening material must also be reasonable design a good topic, such as, listening, oral answer; Listen - pen (fill in the blanks, judgment, choice, mapping, attachment is tie-in, etc.); Listen - discussion - a mouth, etc.5.3 Optimize the environment of the three.Optimize the environment of three includes: (1) Optimization of the creation of scenarios, to strengthen, (make full use of the material object, action, teaching AIDS, such as acoustic image intuitive means, to see hearing). (2) Optimization of psychological environment students, let students read or listen to the teacher read, then took the problem to listen to, fully arouse the enthusiasm of students; To grasp the good time, not to let the students listen too tired, so the result is bad; To eliminate students' mood disorders of the heart. (3) Optimize the classroom environment. Optimize the classroom environment is to point to let the students listening tasks independently, each other, at the same time pay attention to reduce the sense of "threat", build a kind of relaxing and happy atmosphere.5.4 Form the four skills.Form the four skills refers to cultivate and form students four listening skills: (1) Speculation. Depending on the context, not familiar with the contents of or didn't catch the content of speculation. (2) The small ones. Grasp the content of the main careless, don't blindly into small problems,and because of the small and big loss. (3) To grasp the specific details, ignore irrelevant details, pay attention to the following clues. (4) Do quickly. For some of the important content or easy to be forgotten, and recorded as quickly as possible.6. ConclusionThis paper has chosen for listening teaching, one of the language skills of primary school English teaching as object, set out from the importance of teaching listening, and have made a careful investigation of the current situation of primary school listening teaching, made an analysis of characteristics of listening process and characteristics of listening in classroom teaching, summarized the principles of teaching listening. After making an analysis of the problem of current situation of listening teaching, and combining with the characteristics of listening process and characteristics of listening in classroom teaching, made some points on specific teaching methods with the expectation of helping improve primary school listening teaching.References：1．《英语教学法教程第二版》王蔷主编2．3．。
listening to的用法
listening to的用法
listening to 是一种动词短语，用来描述一个人正在倾听或收听某种声音或音乐。
它通常后跟一个名词或名词短语，表示正在倾听的对象。
以下是 listening to 在句子中的几种常见用法：
1. 我正在听音乐。
I am listening to music.
2. 他们正在听一场演讲。
They are listening to a speech.
3. 她喜欢听海浪声。
She enjoys listening to the sound of the waves.
4. 我喜欢在早上听新闻节目。
I like listening to the news program in the morning.
5. 他们正在听那位著名歌手的演唱会。
They are listening to a concert by that famous singer.
6. 我们一起听这首歌吧！
Let's listen to this song together!
需要注意的是，listening to 是用来描述实际倾听的动作。
若仅表示一个人对某种声音或音乐有意识或能力进行听觉感知，可以使用动词短语 hear 或 be hearing。
例如：
- 我听到有人敲门。
I heard someone knocking on the door.
- 你听见那个微弱的声音了吗？
Can you hear that faint sound?。
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Unit 1
Asking For and Giving Clarification
1) Before you listen to the first conversation, read the following words and expressions which may be new to you.
saying
Something is out of our control, so we have to command ourselves.
BACK
saying
Everyone has his inherent ability， which is easily concealed by habbits, blurred by time, and eroded by laziness.
BACK NEXT
Unit 1
The Language for Asking For and Giving Clarification
You can develop the skill by reading and familiarizing yourselves with the language for asking for and giving clarification: — I’m sorry, I don’t quite understand what you mean by market economy. — I’m sorry, could you (possibly) explain what you mean by globalization? — I don’t understand what you mean by black lie. — What (exactly) do you mean by sick humor? And the language for giving clarification: — (Well,) what I’m trying to say is (that) + SENTENCE. — (Well,) the point I’m trying to make is (that) + SENTENCE. make a point 发表观点，看法 — (Well,) I think what I mean is (that) + SENTENCE. — What I mean is (that) + SENTENCE. — What I’m saying is (that) + SENTENCE. — All I’m trying to say is (that) + SENTENCE.
I thought it was sick. Why does a movie have to use that kind of humor?
Unit 1 ['klæ rifi'keiʃən]
The Language for Asking For and Giving Clarification
explanation; illumination You are going to listen to an instructor talking about asking for and giving clarification. Listen carefully and fill in the blanks with the missing words. Instructor: In our daily conversations, we can not help asking for clarification what has been said (澄清，说明) when we are not clear about ________________, or mentioned earlier have become puzzled about a particular point ______________A . _______________ conversation is a form of two-way interaction During interaction, . a breakdown misunderstanding can lead to ___________ in communication. To ____________ avoid misunderstanding or even confusion , we tend to have an impulse (冲动) to ask for clarification. This is especially true when a Chinese learner of a native speaker English talks with _____________. This skill can help him or her avoid embarrassment caused by misunderstanding, going on and keep the conversation _______ .
Asking For and Giving Clarification
2) Before you listen to the second conversation, read the following words which may be new to you.
hearing problems hearing aid
NEXT
Unit 1 Now listen to the conversation again and answer the following questions.
1. Who won’t be able to attend the party tonight?
Tom Chang. 2. Is Wang Ying going to the party? It depends. 3. What will Tom Chang tell them? He’ll tell them a little white lie.
4. What is a little white lie according to Tom Chang? It’s an innocent social fib or excuse.
5. What’s their little white lie? Not mentioned.
NEXT
Unit 1
NEXT
Unit 1
Asking For and Giving Clarification
available [ə'veiləbl]
innocent fib
['inəsnt ]
有空的
无害的 小谎
[fib]
BACK
NEXT
Unit 1 Listen to the following conversation twice and fill in the blanks with the missing words.
听觉疾病 助听器
device
will
装置
遗嘱
NEXT
Unit 1
Asking For and Giving Clarification
Listen to the following conversation twice, and then complete the passage according to the conversation you have just heard.
Wang Ying: Are you going to the party tonight, Tom? They told me it was be fun going to _____ . don’t think Tom Chang: I know, but I _________ I’m available tonight. Are you? it depends. Wang Ying: Well… _________ Tom Chang: I’ll tell them a little white lie. _________ Wang Ying: Tell them what? What’s that? Tom Chang: I said: “ I will tell them a little white lie.” what you mean Wang Ying: I don’t understand ____________ by white lie. Tom Chang: Oh, it is an innocent social fib or excuse. got it Wang Ying: Oh, I’ve ____now! Tom Chang: Sometimes we have to do it in our daily lives. Wang Ying: So what’s your little white lie? what would you say Tom Chang: Well, ________________?
BACK
Final score
1.Class attendence 20% (application for leave is effective only with the signature of your tutor; Being late for more than 5 minutes would be treated the same as being absent； Being abent for more than 5 times would fail.) 2.Class performance 20%(answering questions, exercises, after-class tasks, etc.) 3. Final exam 60%