英语教学法教程9 Teaching Listening
unit9TeachingListening-PPT课件
3. Characteristics of the listening process (P139)
Spontaneity Context Visual clues Listener’s response Speaker’s adjustment
1) Spontaneity We often listen to people speaking spontaneously and informally without rehearsing what they are going to say ahead of time. 2) Context The context of listening is usually known in real life. The situation usually helps us predict what we are going to hear.
I The importance of teaching listening
Listening is one of the four basic skills of a language. Listening is becoming more and more necessary to understand spoken English in many situations: face-to-face conversations telephone calls business meetings Lectures Speeches television
Unfamiliar topics & words
Background information
大学英语教学法U9Teaching Listening
Why dose listening seem so difficule for students?
Quickly forget what is heard. Do not recognise words they know. Understand the words but not the intended message. Neglect the next part when thinking anout meaning. Unable to form a mental representation from words heard. Do not understand subsequent parts of input because of earlier problems.
Combine listening with other skills
It is important to develop speaking and listening skills together. The listening comprehension questions in traditional listening classroom only test the students , but do not train them how to listen or how to develop effective listening strategies.
Back
Characteristics of the listening process
Spontaneity: While some of the things that we listen to are rehearsed, but actually we listen to people speaking spontaneously without rehearsing. Context: We know the relationship between the listener and speaker. The situation helps us predict what we are going to hear.
英语教学法教程9 Teaching Listening(课堂PPT)
7. An English-English dictionary is very helpful. 8. It is more effective when words of related
English Language Teaching Methodology
Unit 8 Teaching Vocabulary
1
Outline
Presentation(G7): vocabulary teaching
A brief revision of Unit 8 Unit 9 Teaching Listening
8
8.3 How can we present new vocabulary items?
1. Provide a visual or physical demonstration; 2. Provide a verbal context to demonstrate meaning; 3. Use synonyms or antonyms; 4. Use lexical sets or hyponyms to show relations of
meaning are taught and learned together. 9. Studying vocabulary in language contexts are
more effective. 10. Forgetting is inevitable. But if words are
Demonstrate to the class next week. For Group 7.
河北师大教学法教案Unit 9 Teaching Listening
Unit 9 Teaching ListeningAims of the unit:1. Why is listening so difficult for students?2. What do we listen to in everyday life?3. What are the characteristics of the listening process?4. What are the principles of teaching listening?5. What are the common activities in teaching listening?I. The importance of teaching listening1. Listening is one of the four basic skills of a language.2. Why does listening seem so difficult for Chinese students?Task 1: In your English learning experiences, did you find listening more difficult than the other three skills? Can you think of any reasons whylistening is often considered to be more difficult?Conclusion:In Foreign language learning, both listening and reading are receptive skills, but listening can be more difficult that reading because:l Different speakers produce the same sounds in different ways. (different dialects and accents, stresses, rhythms, intonations, mispronunciations)l The speed of the input of spoken material can not be controlled;l Spoken material is often heard only once. And the listener cannot pause the speaker to work out the meaning.l Background noise.l Memory and recurrence.3. What do we listen to in everyday life?As we know, listen is very important in daily communication. There is a great variety of situations where we need to listen to English. As a matter of fact, Chinese students have few chances to be exposed in listening.Task 3: Below is a list of situations where Chinese people may need to listen to English. Choose eight situations that you think are the most frequent.II. Characteristics of the listening processThe listening situations in TASK 3 can also be divided asl Formal or informal:l Rehearsed or non-rehearsed;l The listener can or cannot interact with the speakerAccording to Ur(1996), listening process has following characteristics:Spontaneity: We often listen to people speaking spontaneously andinformally without rehearsing what they are going to say ahead of time.Context: The context of listening is usually known in real life. The situation usually helps us predict what we are going to hear.Visual clues: While listening, the speakers’facial expressions, gestures and other body language will provide us visual clues which can help us understand and predict what we hear.Listener’s response: Most of the listening allows the listener to responds the speaker, whether they understand or not.Speaker’s adjustment: The speaker can adjust the way of speaking according to the listener’s reactions.III. Objective and Principles for teaching listening1. Objective of teaching Listeningl Learn how to listenl Learn to pick up the most important informationl Learn to become a skillful listenerl Like listeningl Like imitatingl Like participating in communicative activities2. Teaching principles1) Focus on process：In listening, people must do many things to process information they are receiving. They have to hear what is being said, they have to pay attention to catch as much information as possible so as to construct a meaningful message in their mind by relating what they hear to what they already know..2) Combine listening with other skills. Listening and speaking skills are closely related. Both of them belong to the oral skill. They need interaction so that to help communication.3) Focus on comprehension of meaning. Understand the meaningis more important to memorize every work people hear.4) Grade difficulty level appropriately. There are a large number of factors that affect the difficulty level of listening tasks, but they fall into three main categories according to Anderson and Lynch:l type of language used;l task or purpose in listening;l context in which the listening occurs.Task 5: Suppose you are teaching a lower intermediate class of middle school students. You want to give them some listening practice. The following listening materials are available. Which texts would you choose? In what order would you use them? Give your reasons. (See P.85/141)3. Principles for selecting and using listening activitiesOxford summarizes the following principles for selecting and using L2 listening activities. (see P.141)IV. Listening activities1. Teaching modelsBottom-up model: In the bottom-up model, listening comprehension is believed to start with sound and meaning recognitions. In other words, ‘we use information in the speech itself to try to comprehend the meaning’.Top-down model: In this model, listening for gist and making use of the contextual clues and background knowledge to construct meaning are emphasized. In other words, listening comprehension involves ‘knowledge that a listener brings to a text, sometimes called ‘inside the head’ information, as opposed to the information that is available within the text itself.’Three teaching stages:l Pre-listening, during which teachers help the students prepare to listen.l While-listening, during which the focus of students’ attentionis led to the listening text and the teachers can guide the students and help them understand it.l Post-listening, during which students are offered with opportunities to integrate what they learned from the text into their existing knowledge and communicate with others using the information in the listening text.2. Activities1) Pre-listening activitiesa. Look at some pictures before listening to the passage.b. Read the listening comprehension questions before listening.c. Set the scene for the students before listening.d. Listen for the gist of the passage.e. Listen for specific information2.While-listening activitiesa. Listen and tick: List some objects. Then ask students to listen and tick.b. Listen and sequence: Listen and number; listen and matchc. Listen and act: “Simon says…”, listen and point.d. Listen and draw: listen and color.e. Listen and fillf. Listen and find outg. Listen and guess3.Post-listening activitiesa. True of falseb. Multiple choice questionsc. Answering questionsd. Note-taking and gap-fillinge. Complete the dialogue…V. Notes in teaching listening1. Let students listen to authentic English: songs, rhymes, dialogues, short passages with normal speed and natural pronunciation and intonation2. Let students be active in listening.3. Always give students a purpose for listening.。
王蔷 英语教学法教程 第二版 Unit9
第9章Teaching Listening一、Why does listening seem so difficult?1. Problems in listening:Understanding learners’ listening problems is perhaps the first step for developing effective teaching strategies. Goh listed some problems reported by learners when listening to an English text:①Quickly forget what is heard;②Don’t recognize words they know;③Understand the words but not the intended message;④Neglect the next part when thinking about meaning;⑤Unable to form a mental representation from words heard;⑥Don’t understand subsequent parts of input because of earlier problems.2. Reasons for poor listening:Listening is often neglected in language teaching due to:①Lack of teaching materials（audio and video tapes）;②Lack of equipment（tape players, VCRs, VCDs, computers）;③Lack of training in how to use the equipment;④Listening is not included on many important tests;⑤Lack of real-life situations where learners need to understand spoken English;⑥Lessons tend to test rather than to train students’ listening skills.3. Conclusion:Even if listening were not neglected, it could not be guaranteed that students could have no problems in listening. In foreign language learning, both listening and reading are receptive skills, but listening can be more difficult than reading because:①Different speakers produce the same sounds in different ways. (different dialects, accents, stresses, rhythms, intonations…)②The speed of the input of spoken material can’t be controlled;③Spoken material is often heard only once. And the listener cannot pause the speaker to work out the meaning.④Speech is likely to be distorted with background noise.二、Characteristics of the listening process.According to Ur, characteristics of listening in real life:①Spontaneity: We often listen to people speaking spontaneously and informally without rehearsing what they are going to say ahead of time.②Context: The context of listening is usually known in real life. The situation usually helps us predict what we are going to hear.③Visual clues: While listening, the speakers’ facial expressions, gestures and other body language will provide us visual clues which can help us understand and predict what we hear.④Listener’s response: Most of the listening allows the listener to respond to the speaker, whether they understand or not.⑤Speaker’s adjustment: The speaker can adjust the way of speaking according to the listener’s reactions.三、Principles and models for teaching listening1. Principles of teaching listening1) Focus on process:In listening, people must do many things to process the information they are receiving. They have to hear what is being said, they have to pay attention to catch as much information as possible so as to construct a meaningful message in their mind by relating what they hear to what they already know.2) Combine listening with other skills:Listening is not an isolated skill. Listening and speaking skills are closely related. Both of them belong to the oral skill. Such as retelling, interviewing, discussion and answers. Listening can occur with writing, therefore, listening can be practised with a writing task, note-taking.The important thing in designing listening activities is to give a clear purpose, a specific task and an appropriate context for doing them.3) Focus on comprehension of meaning:Listening comprehension is more important than memory test.4) Grade difficulty level appropriately:Three main categories affect the difficulty level of listening tasks:①Type of language used;②Task or purpose in listening;③Context in which the listening occurs.2. Principles for selecting and using listening activities:(1)The listening activity must have a real, communicative purpose.(2)The activity must use authentic language without significantly slower or simpler speech.(3)Pre-listening tasks (e.g. discussing the topic, brainstorming, presenting vocabulary, sharing of related articles) must be used to stimulate the appropriate background knowledge and help learners identity the purpose of the listening activity.(4)The listening text must offer content that is personally interesting and motivating to learners.(5)To allow listeners to infer meaning from body language and related context clues, the speakers must be visible whenever possible.(6)The activity must offer many environmental clues to meaning.(7)When possible, the whole listening text should be given, and then divided into parts that can be repeated.(8)At the end, the whole text should be given again, and learners should have the opportunity to discuss their hypotheses and how they tested and altered them.(9)The activity must require listeners to respond in some meaningful fashion, individually or in small groups.(10)The activity must be fashioned so that listeners with normal background knowledge are able to understand the topic.(11)The activity must be typical for its own speech type.(12)The classroom climate must be non-threatening and positive.3. Two models used to describe different processes of listening:（1）Bottom-up modelListening comprehension starts with sound and meaning recognitions, then to figure out words, phrases, and structures. In other words, we use information in the speech itself to try to comprehend the meaning.（2）Top-down modelListening for gist and making use of the contextual clues and background knowledge to construct meaning are emphasized. Listening comprehension involves knowledge that a listener brings to a text, sometimes called ‘inside the head’ information. In such a case, listeners can understand better if they know something about the speaker, the setting, the topic and the purpose of the talk.四、Three teaching stages of listeningAs far as classroom procedures are concerned, the teaching of listening generally follows three stages: pre-listening; while-listening; post-listening.1. Pre-listening:(1)Definition:Pre-listening, during which teachers help the students prepare to listen.(2)Goal:They aim to motivate students, to activate their prior knowledge, and to teach key words or key sentences to the students before listening begins.(3) Some pre-listening activities:①PredictingThere are many different activities that can be used to encourage students to predict the content of what they are about to hear.If there is a picture with the listening passage, the students can be asked to predict what the passage will contain before they listen.Another way of carrying out predicting task is to let students read the listening comprehension questions before they listen.②Setting the sceneSetting the scene for your students before listening is another type of pre-listening activity. Teacher can help provide the background information to activate your learners’ schema, students will be better prepared to understand what they hear.③Listening for the gistIt will be impossible for students to catch all the details. The key is to ask students one or two questions that focus on the main idea or the tone or mood of the whole passage.④Listening for specific informationSometimes we listen only for some specific information and ignore the rest of the entire message. It is important to expose our students to a variety of types of listening texts for a variety of purposes so that they will developa variety of listening strategies to use for different situations.2. While-listening(1)Definition:While-listening, during which the focus of students’ attention is led to the listening text and the teachers can guide the students and help them understand it.(2)Goal:The while-listening stage is the most difficult for the teacher to control, because this is where students need to pay attention and process the information actively. However, if the teacher provides a reason, goal, or task for the learner, this can encourage and help the listener to focus.(3) Different kinds of tasks for students while listening:①No specific responses: by not giving students any task the first time they listen to a passage, it can take the anxiety out of listening.②Listen and tick: list some objects, then ask students to listen and tick.③Listen and sequence: listen and number; listen and match.④Listen and act: “Simon says…”, listen and point.⑤Listen and draw:⑥Listen and fill⑦Listen and take notes3. Post-listening(1)Definition:Post-listening, during which students are offered with opportunities to integrate what they learned from the text into their existing knowledge and communicate with others using the information in the listening text.(2) Different kinds of tasks for students while listening:①Multiple-choice questions②Answering questions③Note-taking and gap-filling④Dictogloss:PreparationDictationReconstructionAnalysis and correction。
(完整版)《英语教学法》Unit_9_Teaching Listening
Principles behind the teaching of listening (Harmer, 1998:99-100)
1. The tape recorder is just as important as the tape
2. Preparation is vital 3. Once will not be enough 4. Students should be encouraged to
appropriate background knowledge & help Ss identify the purpose of the listening activity. The content is personally interesting and motivating. The speaker must be visible whenever possible. The activities must offer many environmental clues to meaning. The whole text should be given, and then divided into parts that can be repeated.
1. Lack of teaching materials; 2. Lack of equipment; 3. Lack of training in how to use the
equipment; 4. Listening is not included on many
important tests; 5. Lack of real-life situations where
intermediate, advanced) 2) the interest of the material
英语教学法教程PPTunit9
3.What is Listening?
1) Listening is interactive. watching a comedy, we laugh; listening to a lecture, we process and evaluate
the information it contains; engaging in conversation, we reply. 2) The most effective listening is active. 3) Listening is closely related to the other
To clarify and extend comprehension beyond the literal level to the interpretive and critical levels
Pre-listening activity
•Introduction •Title guessing •Questions •Discussions •Key words •Visual aids
phonemic units are decoded and linked together to form words, words are linked together to form phrases, phrases are linked together to form utterances, and utterances are linked together to form complete meaningful texts
b. The top-down process
the listener actively constructs the original meaning of the speaker using incoming sounds as clues.
教学法Unit-9-Teaching-ListeningPPT课件
C. songs: for the sake of their pleasure-giving and cultural value
D. films and television programs: based on good stories or interesting topics
.
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While-listening
D. ticking off items: based on a list of words which the learners listen to and tick off or categorize as they hear them
E. T/F exercises
F. detecting mistakes
(1)without text: students listen to longer passages, responding only when they come across sth. wrong(errorneous detail, mistake in terms of reality, a word not go with what was said before)
3. listen to the tape and find out the mysteries. (understanding of the listening material)
4. work in groups. Listen again and repeat the mystery.( combine with speaking)
Post-listening: students are offered with opportunities to integrate what they
Unit-9-Teaching-listening(听力教学)PPT课件
Aims for having Pre-listening activities
.
21
Pre-listening activities
➢ Discuss a relevant picture ➢ Discuss relevant experiences ➢ Associate ideas with the topic ➢ Associate vocabulary with the topic ➢ Predict information about the topic ➢ Write questions about the topic
What are the characteristics of the listening process?
How do people process information in listening comprehension?
What are the principles for teaching listening?
.
9
The process of comprehension begins with the message received, which is analyzed at successive levels of sounds, words, clauses, and sentences, until the intended meaning is arrived at. Comprehension is thus viewed as a process of decoding.
.
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Pre-listening activities
Predicting
√ using visual aids
【英语教学法课件】Unit 9 Teaching listening
listening process? How do people process information in
listening comprehension? What are the principles for teaching
listening? How can we teach listening effectively?
Unit 9
Teaching Listening
Warming up questions
Do you think listening is very difficult for
English learners in China?
What are our problems in listening in
focus in an utterance Using grammatical cues to organize the input into
constituents – for example, “the book which I lent you” → [the book] [which I lent you]
English?
How do most teachers teach listening?
What do you think of this kind of eaching?
【英语教学法课件】Unit 9 Teaching listening
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Unit 9
Teaching Listening
Warming up questions
Do you think listening is very difficult for
stated) ➢ Note-taking (to combine listening and
writing)
(Harmer, 2003:201-202)
While-listening activities
➢ Listening for the gist
➢ Listening for specific information ➢ Listening for detailed information ➢ Inferring (to listen to what is not
(PP143-144) (PP184-185)
e.g. if an adult was seated on a park bench reading aloud from a book to a group of enthralled(着迷的) young children, an observer would probably assume that the adult was reading a story rather than a recipe or a set of instructions on how to assemble a computer.
Unit 9 Teaching Listening(英语教学法)
The bottom-up process
Two models have been set up in the psychological studies of nature of the listening process: the bottom-up processing model and the up-down processing model. In the bottom-up model, listening comprehension is believed to start with sound and meaning recognitions.
Focus on process Combine listening with other skills Focus on comprehending meaning Grade difficult level appropriately The bottom-up process The top-down process
2.2 Task 3
Ask students to choose eight situations that they think are the most frequent. [ ] telephone conversations about business [ ] radio news in English [ ] lessons or lectures given in English [ ] conversations with foreigners [ ] instructions in English [ ] watching television in English [ ] watching movies in English [ ] shop assistants who sell goods to [ ] deal with tourists [ ] interviews with foreign-enterprises [ ] international trade fairs [ ] socialize with foreigners [ ] negotiations with foreign businesses
英语教学法Unit9 Teaching listening
Three teaching stages • Pre-listening • While-listening • Post-listening
Pre-listening
Aims of the activities: • Motivate students
• Activate their prior knowledge
Listening for specific information
• There are situations in real life where we listen only for some specific information and ignore the rest of the entire message.
(task 2)
Why does listening seem so difficult?
• Different speakers produce the same sounds in different ways, e.g. different dialects and accents, stresses, rhythms, intonations, mispronunciations, etc;
e.g. When we listen to the weather report on TV, we are only interested in the
Summary
• Most of the time, we would only use one kind of pre-listening activity before each listening session. • Pre-listening tasks should not take much time.
(最新整理)unit9TeachingListening
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Examples:
Assigning an interaction to part of a particular event, such as storytelling, role playing, interview, etc.;
Assigning places, persons, or things to categories; Anticipating outcomes; Inferring cause-and-effect relationship; Inferring the topic of a discourse; Inferring missing details.
comprehension questions
before listening
Setting the scene 设定背景/情景
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Pre-listening activities
➢ Discuss relevant experiences ➢ Associate ideas with the topic ➢ Associate vocabulary with the topic ➢ Predict information about the topic
Speech is more likely to be distorted by background noise or the media that transmit sounds;
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The listener cannot pause to work out the meaning of the heard material as can be done when reading;
王蔷 英语教学法教程 第二版 Unit9
第9章Teaching Listening一、Why does listening seem so difficult?1. Problems in listening:Understanding learners’ listening problems is perhaps the first step for developing effective teaching strategies. Goh listed some problems reported by learners when listening to an English text:①Quickly forget what is heard;②Don’t recognize words they know;③Understand the words but not the intended message;④Neglect the next part when thinking about meaning;⑤Unable to form a mental representation from words heard;⑥Don’t understand subsequent parts of input because of earlier problems.2. Reasons for poor listening:Listening is often neglected in language teaching due to:①Lack of teaching materials（audio and video tapes）;②Lack of equipment（tape players, VCRs, VCDs, computers）;③Lack of training in how to use the equipment;④Listening is not included on many important tests;⑤Lack of real-life situations where learners need to understand spoken English;⑥Lessons tend to test rather than to train students’ listening skills.3. Conclusion:Even if listening were not neglected, it could not be guaranteed that students could have no problems in listening. In foreign language learning, both listening and reading are receptive skills, but listening can be more difficult than reading because:①Different speakers produce the same sounds in different ways. (different dialects, accents, stresses, rhythms, intonations…)②The speed of the input of spoken material can’t be controlled;③Spoken material is often heard only once. And the listener cannot pause the speaker to work out the meaning.④Speech is likely to be distorted with background noise.二、Characteristics of the listening process.According to Ur, characteristics of listening in real life:①Spontaneity: We often listen to people speaking spontaneously and informally without rehearsing what they are going to say ahead of time.②Context: The context of listening is usually known in real life. The situation usually helps us predict what we are going to hear.③Visual clues: While listening, the speakers’ facial expressions, gestures and other body language will provide us visual clues which can help us understand and predict what we hear.④Listener’s response: Most of the listening allows the listener to respond to the speaker, whether they understand or not.⑤Speaker’s adjustment: The speaker can adjust the way of speaking according to the listener’s reactions.三、Principles and models for teaching listening1. Principles of teaching listening1) Focus on process:In listening, people must do many things to process the information they are receiving. They have to hear what is being said, they have to pay attention to catch as much information as possible so as to construct a meaningful message in their mind by relating what they hear to what they already know.2) Combine listening with other skills:Listening is not an isolated skill. Listening and speaking skills are closely related. Both of them belong to the oral skill. Such as retelling, interviewing, discussion and answers. Listening can occur with writing, therefore, listening can be practised with a writing task, note-taking.The important thing in designing listening activities is to give a clear purpose, a specific task and an appropriate context for doing them.3) Focus on comprehension of meaning:Listening comprehension is more important than memory test.4) Grade difficulty level appropriately:Three main categories affect the difficulty level of listening tasks:①Type of language used;②Task or purpose in listening;③Context in which the listening occurs.2. Principles for selecting and using listening activities:(1)The listening activity must have a real, communicative purpose.(2)The activity must use authentic language without significantly slower or simpler speech.(3)Pre-listening tasks (e.g. discussing the topic, brainstorming, presenting vocabulary, sharing of related articles) must be used to stimulate the appropriate background knowledge and help learners identity the purpose of the listening activity.(4)The listening text must offer content that is personally interesting and motivating to learners.(5)To allow listeners to infer meaning from body language and related context clues, the speakers must be visible whenever possible.(6)The activity must offer many environmental clues to meaning.(7)When possible, the whole listening text should be given, and then divided into parts that can be repeated.(8)At the end, the whole text should be given again, and learners should have the opportunity to discuss their hypotheses and how they tested and altered them.(9)The activity must require listeners to respond in some meaningful fashion, individually or in small groups.(10)The activity must be fashioned so that listeners with normal background knowledge are able to understand the topic.(11)The activity must be typical for its own speech type.(12)The classroom climate must be non-threatening and positive.3. Two models used to describe different processes of listening:（1）Bottom-up modelListening comprehension starts with sound and meaning recognitions, then to figure out words, phrases, and structures. In other words, we use information in the speech itself to try to comprehend the meaning.（2）Top-down modelListening for gist and making use of the contextual clues and background knowledge to construct meaning are emphasized. Listening comprehension involves knowledge that a listener brings to a text, sometimes called ‘inside the head’ information. In such a case, listeners can understand better if they know something about the speaker, the setting, the topic and the purpose of the talk.四、Three teaching stages of listeningAs far as classroom procedures are concerned, the teaching of listening generally follows three stages: pre-listening; while-listening; post-listening.1. Pre-listening:(1)Definition:Pre-listening, during which teachers help the students prepare to listen.(2)Goal:They aim to motivate students, to activate their prior knowledge, and to teach key words or key sentences to the students before listening begins.(3) Some pre-listening activities:①PredictingThere are many different activities that can be used to encourage students to predict the content of what they are about to hear.If there is a picture with the listening passage, the students can be asked to predict what the passage will contain before they listen.Another way of carrying out predicting task is to let students read the listening comprehension questions before they listen.②Setting the sceneSetting the scene for your students before listening is another type of pre-listening activity. Teacher can help provide the background information to activate your learners’ schema, students will be better prepared to understand what they hear.③Listening for the gistIt will be impossible for students to catch all the details. The key is to ask students one or two questions that focus on the main idea or the tone or mood of the whole passage.④Listening for specific informationSometimes we listen only for some specific information and ignore the rest of the entire message. It is important to expose our students to a variety of types of listening texts for a variety of purposes so that they will developa variety of listening strategies to use for different situations.2. While-listening(1)Definition:While-listening, during which the focus of students’ attention is led to the listening text and the teachers can guide the students and help them understand it.(2)Goal:The while-listening stage is the most difficult for the teacher to control, because this is where students need to pay attention and process the information actively. However, if the teacher provides a reason, goal, or task for the learner, this can encourage and help the listener to focus.(3) Different kinds of tasks for students while listening:①No specific responses: by not giving students any task the first time they listen to a passage, it can take the anxiety out of listening.②Listen and tick: list some objects, then ask students to listen and tick.③Listen and sequence: listen and number; listen and match.④Listen and act: “Simon says…”, listen and point.⑤Listen and draw:⑥Listen and fill⑦Listen and take notes3. Post-listening(1)Definition:Post-listening, during which students are offered with opportunities to integrate what they learned from the text into their existing knowledge and communicate with others using the information in the listening text.(2) Different kinds of tasks for students while listening:①Multiple-choice questions②Answering questions③Note-taking and gap-filling④Dictogloss:PreparationDictationReconstructionAnalysis and correction。
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9.1.2 Reasons for difficulty in listening
Listening is often neglected in language teaching due to lack of equipment in some schools, and lack of real-life situations where learners need to understand spoken English.
1. Spontaneity Most of the time we listen to people speaking spontaneously and informally without rehearsing.
2. Context Is usu known to both L and S, which helps predict what we are going to hear.
message. 4. Neglect the next part when thinking about
meaning. 5. Unable to form a mental representation from
words heard. 6. Do not understand subsequent parts of input
Telephone conversations
Interview Shopping Story-telling Meetings Negotiations Theater show …
9.3 Characteristics of the listening process (Ur, 1996)
The listener has little or no control over the speed of the input of spoken material;
Speech is likely to be distorted with background noise; … (pp. 136-137)
4. Listener’s response Most of the listening in daily life allows L to respond to S (interruption, repetition or clarification).
5. Speaker’s adjustment S can adjust the way of speaking according to L’s reactions.
Even if listening were not neglected,
Different speakers produce the same sounds in different ways (dialects, accents, stresses, rhythms, intonations…);
Importance of listening
Of the total time an individual is engaged in communication, approximately 9% is devoted to writing, 16% to reading, 30% to speaking, and 45% to listening (Rivers & Temperley, 1978) ==>Listening should be given more attention in language teaching.
listening process? 4. What are the principles and models
of teaching listening? 5. What are the common activities in
teaching listening?
9.1 Why does listening seem so difficult?
3. Visual clues The visual clues such as facial expressions, gestures and other body language as well as the surrounding environment help us understand and predict what we hear.
9.1.1 Problems in listening
Goh (2000) listed some problems reported by learners when listening to an English text.
1. Quickly forget what is heard. 2. Do not recognize words they know. 3. Understand the words but not the intended
Unit 9 Teaching Listening
1. Why does listening seem so difficult for students?
2. What do we listen to in everyday life? 3. What are the characteristics of the
9.2 What do we listen to in everyday life? (Ur, 1996)
Loudspeaker announcements
Radio news Lesson, lecture Conversation,
gossip Instructions Watching television Watching movies