how to teach listening
高中英语教材中“Listening”板块的分析——以NSEC必修一为例
- 134-校园英语 / 基础教育研究【摘要】听力是英语重要的输入技能，而教材则为英语听力的学习提供主要来源。
人教版高中英语教材在“Listening”板块无论编排还是内容都比较符合高中生英语听力学习的需求。
本研究以相关教材评价理论为依据，分别从听力内容选材、听力练习设置以及听力技能培养三个方面对NSEC必修一的“Listening”板块进行分析，以期能够帮助教材使用者灵活运用教材，提高高中生英语听力水平。
【关键词】高中英语 听力 教材评价引言王蔷教授(2015)提出了高中课改的新挑战：从综合英语运用能力到英语学科核心素养，程晓堂教授(2016)进一步诠释了英语核心素养的内涵：语言能力、文化品格、思维品质及学习能力，其中，语言能力是几个核心素养的基础。
在语言能力里强调了英语听、说、读、写的重要性。
听力是语言学习的基础，对学生掌握英语知识及培养学科核心素养至关重要。
在高中英语学习中，听力资源主要来自英语教材。
然而，没有完美无缺的教材，也没有适用于每个人的教材。
因此，在进行听力教学之前，教师对整本教材，特别是对教材中听力板块的分析就显得尤为重要。
目前高中普遍存在只重语法词汇，忽视听力知识及技能的讲授；许多偏远地区的中学没有专门的听力课等。
其实，在人教版高中英语教材中，听力部分涉及了许多文化传承、技能训练，思维培养等知识，对高中生的英语学习有很大的帮助。
高中英语教师应该学会分析教材听力板块，挖掘教材中听力部分的重要信息，对听力素材进行整合，开发出满足学生需求的听力资源。
一、教材分析与评价回顾Brown(2001)指出教材可以定义为系统地描述课堂教学中的技能和练习，教师应学会分析和评价教材。
我国《普通高中英语课程标准》(以下简称《新课标》)(2003)明确规定六级听力目标：能抓住所听语段中的关键词，理解话语之间的逻辑关系；能听懂日常的要求和命令，并能根据指令进行操作；能听懂故事或记叙文，理解其中主要人物和事件以及他们之间的关系；能从听力材料、简单演讲或讨论中提取信息和观点。
How to teach listening
How to teach listening?As a teacher, teaching is not only to help them pass the exams, but also to prepare them to use English in real life. So it is very important for us to think about the situations they will listen to English in real life and then to think about the listening exercises we do in class. And as a junior middle school English teacher, we should think how to teach and improve students’ listening ability. For teaching language learners, we often use three stages in listening activities. They are pre-listening, while-listening, and post-listening. So I will talk about how to teach class English listening practice with the following three steps.First, I will talk about pre-listening activities.The type of pre-listening activity is to predict. Research in listening has shown that good listeners are good predictors. By helping our students become better predictors, we are helping them become better listeners. There are many different activities that can be used to encourage students to predict the content of what they are about to hear. For example, we have listening materials with a picture in which has three boys are greeting with each other. . We can guide the students to make predictions based on the pictures: Where are they? What are they doing? What is the relationship among them?Second, I want to talk about while-listening activity.The while-listening stage is the most difficult for the teacher to control, because this is where the student needs 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. There are many different kinds of tasks for students to do while they are listening to a passage. The teachers can get the Ss to listen to the listening materials without any demands for the first time so that the students may concentrate their attention on the process completely, then make them try to understand the materials, listening class of English can made Students focus their attention on English listening, meanwhile make them think in English. Certainly the listening comprehension will be improved. And we can ask the Students to do some exercises while listening.Then, I say something about post-listening activitiesOn the third stage, the teachers may learn about how well the students understand the materials through different exercises.Multiple choice questions Multi-choice are the most typical form to check up the listening ability. But the design of the exercise forms should be decided according to the practical appliance in real life.During the listening training, it is very important for us to teach the students how to do the listening. We should teach the students to focus their attention on the content and the general ideas of the listening materials. We should not ask them to focus on the language and details.As we all know, listening is special ability training, the teacher can adopt the combination of scattering and concentration. During the training, we should scatter the listening contents to situation, grammar, sentence patterns, pronunciation, new words, dialogues and the passage, and then solve them separately. The students can pay more attention to the listening, maybe they will be tired after they listen for a long time. I think it is an effective way to have the scattering training, but it isn’t enough, we can also adopt the concentration training, giving the Students a systematic guide and arrangement and combining the scattering with the concentration. We believe a better understanding of the listening process and the spoken language will help us to understand the difficulties that students experience in developing listening skills. We should design better listening activities for our students. We can focus on a variety of activities in teaching listening.English is a language, The teachers must pay special attention to the teaching art and strategies to arouse interesting. The teachers should make these in a mood of learning English actively and help them to build up their self-confidence gradually, obtaining the English language in a good mood.。
How to teach listening effectively(introduction&conclusion)
I. 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 read, 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 to 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. Listening teaching become more and more important.V. ConclusionThis paper has chosen listening teaching, one of the language skills of high school English teaching as object, set out from the importance of teaching listening, and have made a careful investigation of the current situation of high 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 high school listening teaching.。
Unit-9-Teaching-listening(听力教学)
IV. How do people process information in listening comprehension?
Bottom-up processing Top-down processing
Bottom-up processing proceeds from sounds to words to grammatical relationships to lexical meanings, etc. to a final ‘message’.
directly stated) ➢ Note-taking (to combine listening and writing)
While-listening activities
➢ Listening for the gist
This set of expectations is generated from the situation, from knowledge of a world populated by adults and children and typical interactions between them.
I. What makes listening so difficult?
▪ Quick forget what is heard.
▪ Do not recognize words they know. ▪ Understand the words but not the intended
message.
Schema theory (图式理论)
Schema theory is based on the notion that past experiences lead to the creation of mental frameworks that help us make sense of new experiences.
听力how to learn english
听力how to learn english
要提高英语听力，可以采取以下步骤：
增加词汇量：扩大词汇量，特别是常用词汇和学科相关词汇。
练习听音辨音：通过模仿和练习听音和辨音，如音素、单词、短语、句子等的发音和音变规则，提高对英语发音的敏感度。
多听英语材料：通过听英语广播、新闻、电影、电视剧等，熟悉英语语音、语调和语速，培养英语语感。
参加听力训练班：参加专业的听力训练班，接受专业的指导和训练，提高听力技能。
练习口语和写作：通过练习口语和写作，培养对英语的理解和应用能力，从而促进听力的提高。
使用辅助工具：使用诸如词典、语音识别软件等辅助工具，帮助提高听力理解和听力技巧。
坚持练习：听力是一项需要长期坚持的技能，只有持续不断地练习，才能取得显著的提高。
总之，提高英语听力需要多方面的努力和实践。
通过不断地积累词汇、练习听音辨音、多听英语材料、参加听力训练班、练习口语和写作、使用辅助工具以及坚持练习，可以有效地提高英语听力水平。
新人教版必修三Unit 1 Period 1 Listening and Speaking教案
新人教版（2019）英语必修三Unit 1 Period 1 Listening and Thinking教学设计Video: Brazilian CarnivalStep 8 Listen for relationshipsTo listen for a relationship, you need to payattention to how people talk to each other (e.g.friends usually call each other by first names)and some particular questions in theconversation (e.g. “Could I have the bill,please?” tells us that the speaker is a customerin a restaurant). Students listen tothe tips.-Help students learntips in listeningpractice.-Make studentsmaster the listeningskill better.-Better finish thetesting task.Step 9 DiscussionTeacher shows the topic and gives studentsexamples to discuss.In pairs, discuss which of these festivals attractsyou the most and why.EXAMPLE:A: I think the Rio Carnival would be the mostexciting. After all, as you know, love to dance!B: I love dancing, too, but I'm not sure I'denjoy it in such hot weather.A: So which festival do you like best?B: I like ... Use what theyhave learnt fromthe interview tohelp you anddiscuss in groups.-Voice theiropinions.-Practice their teamspirit.-Practice theirthinking skill andimagination.-Practice theirspeaking andlistening.Step 10 PronunciationListen and read aloud the words or phrasesto your partner. Pay attention to the changein the pronunciation of the bold letters.Listen to the following sentences, payingattention to the consonants in bold. How dotheir pronunciations change when they areread in the sentences?1.Did you enjoy the holiday?2.Miss, congratulations on becoming anadult!3.It’ll be too tiring to w alk or dance for along time in those shoes. Students do theexercises.-Improve thestudents’pronunciation skill.4.I was hoping to hear that you had a greattime throughout.5.Children then take part in Easter egg huntsto find the eggs and win prizes.6.In Mexico, the Day of the Dead iscelebrated between October 31st andNovember 2nd.Discuss the differences with your partner. Then listen and repeat.Step 11 AssimilationVideo: AssimilationPronunciation tipsLetters such as "d", "n", "t", and "s" often takeon a different pronunciation from when they areused as initial sounds than when they are used inthe middle of a word or to link words in asentence.For example:• In a word like education, the "du" will become/dʒə/ or /djʊ/, instead of /d(j) ʊ/ as in duty.• An ending "t" followed by a word beginning Learn the relatedknowledge point.-Help studentsunderstand andmaster relatedknowledge points.。
How to Teach Listening
Expressions for teaching listening
You may write down sth important and special on your notes. listen carefully to the pronunciation and intonation. We should imitate sentence by sentence. Read the text to yourselves. Read louder and slowly so that everybody can hear you. You must learn words from the context. And you may guess the meaning of this from the context. 你们可以在自己的笔记本上 记录一些较为重要和特殊的 内容。 注意听语音语调，我们应该 逐句模仿。 默读本文。 读得声音大一点、慢一点， 让大家都能听清楚。 你得结合语言环境来学习字 词。并且从上下文里推测它 的意思。
Listening material
Conversation 1： ： Waiter： Good morning, madam. Woman: Good morning. An English breakfast, please. Waiter: Tea or coffee? Woman: Tea, please. Conversation 2: Woman: Cup of coffee? Client: Oh yes, please. That’d be lovely. Woman: Sugar? Client: Just one, please. Conversation 3 Customer: A tea, 2 black coffees and an orange juice, please. Waiter: Anything else? Customer: No, thank you.
英语教学理论与实践教学大纲
《英语教学理论与实践》教学大纲Theory and Practice for English language Teaching课程代码：RRX036316 学时：36 学分：2理论学时：36 实验或讨论学时：0适用专业：英语课程性质：选修执笔人：李银玲审定人：康光明一、说明1．课程的性质、地位和任务“英语教学理论与实践”是面向英语专业高年级学生开设的一门个性发展课程。
是一门多边缘的、发展中的、理论与实践相结合的理论学科，课程在回顾外语教学历史、研究语言和学习规律、介绍先进教学理论的同时，要求学生通过语音、语法、词汇、听力、口语、阅读、写作、等课堂教学的实践，掌握教学理论，灵活运用教学理论。
因此，本课程具有知识介绍和理论实践两大特点，既注重知识的传授，又注意教学能力的培养。
2．课程教学的基本要求该课程要求学生有很强的自主学习能力和参与意识。
根据人才培养模式的要求和本课程设置的特点，学生在学习时应做到以下几点：1）做好充分的预习工作该课程要求学生必须在上课前做好充分的预习工作。
在课前预习时应该做到以下几点：预习教材，完成所有的tasks；阅读相关的辅助材料，如上海外语教育出版社和外研社都出版了成套的英语教学和研究类图书，另外很多国内的刊物，如“外语教学与研究”“外语界””国外外语教学”“中小学外语教学”等，国外的如TESOL Quarterly, ELT Journal, Forum等上面都有很多理论与理论应用性的研究，阅读这些书籍和刊物不仅可以扩充自己的知识，也可以学习一些研究方法；自己应该能够根据教材中的教学理论，设计各种微型课堂活动。
2）注意互惠性学习所谓互惠性学习即在学习中与其他同学合作，互惠互利，进行信息共享，共同分析问题、解决问题。
如有可能可以结合成固定的学习小组。
3）加强反思性学习在学习过程中应注意将所学教学理论与自己的教学实践相联系，从理论的角度评估自己的教学。
如在学习“阅读教学”时，根据阅读教学的理论对照自己的阅读教学实践，寻找教学中的差距，这样不仅可以加深对教学理论的理解，也可通过对自己教学的反思，提高自己的业务素质。
7 listening
students to focus on the information.
The general techniques for while-listening: Listen and tick标记 Listen and sequence Listen and act Listen and draw Listen and fill Listen and take notes Listen and answer the questions ……
Week 6. How to Teach Listening
1. Nature of listening
2. Why listening is more difficult than the
other skills? 3. Principles in teaching listening 4. Activities in teaching listening pre-listening activities
II. Listening Exercises: Listen to the conversation and and Listen answer the questions. answer the questions
A. an animal B. a person C. a building 2. What thing did she NOT talk about when making the object in Question 1? A. paper B. glue C. scissors 3. What did the girl do after school? A. She rode her bicycle. B. She watched television. C. She went to the store. 4. Who did she meet and play with at the junior high school? A. her teacher B. her cousins C. her father 5. Where does this conversation most probably take place? A. at a house B. at school C. at a park
how to teach pronunciation
How to Teach PronuncitionWe know that it is essential for students to master the pronunciation if the learners want to learn English well.And it is always difficult and dull for beginner to learn it.Even though someone has learned English for many years ,it is hard to say that they really master the pronunciation.In fact , pronunciation is do difficult,however,I think the most important thing is how the teachers teach.If the teacher can adopt scientific method and try to take interesting steps,the students must be eager to learn .Here are several ways of how to teach pronuncition:Ⅰ.sing phonics cards that I've made. In basic classes, I practice the AEIOU sounds a lot.Ⅱ.I have student use mirrors. We have a list of difficult words and they watch me pronounce the words and try to copy the form of my mouth and tongue in the hand held mirrors .Ⅲ.Taping. We have a list of words and those words in a sentence. The students pass a microphone and each one reads the list of words and sentences and then we play it back and say stop when we thinksomeone was a bit off. I elicit the correct pronunciation and the student practices it again.Ⅳ.Listening to music with words. I recommend students do this to improve pronunciation & intonation.Ⅴ.Make sentances like, 'I walk to work', 'Where were you?', etc. with words that sound rather similar so that students have to really differentiate between the two, or more words and learn how to pronounce them in order to communicate. Practice one or two sentences per class. Have each student say it aloud.Ⅵ.Playing gamesRhyming pair gameThis activity is a pronunciation and memory game. It works best if you split the class into small groups. You will need to produce a set of cards for each group with one word on each card. The sets of cards should be made up of lots of rhyming pairs of words. For example:house, mousedie, crycook, bookwheat, sheetProcedureAsk each group to place all of their cards face down on the table.Students must take it in turns to turn over two cards. They must say the two words out loud to see if they rhyme. If the two cards rhyme, they can keep them.When there are no cards left on the table, each student counts how many cards they have to see who is the winner.For this activity students need to recognise that some words have a similar pronunciation even though the spelling is very different. For higher levels, include lots of difficult pairs of words. For example:town, nounturn, earnthough, lowsquare, airpaw, storesome, thumblake, breakYou can also play this game with homophone pairs instead of rhyming pairs. Begin by explaining what a homophone is. You can give examples in the students' own language and in English, emphasising that the words have the same sound, but not the same spelling or meaning. For example:o some, sumthrew, throughso, sewpair, pearright, writehare, hair.Thanks!。
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I used to be afraid of the dark
• A: Mario, Is that you ? • B: Yeah it is. It’s Bob! Hey, Guys , it’s Bob! I haven’t seen you for four years!
• A: Yeah. I’m here with my parents. We’re visiting for a couple of days. Wow, Mario, you look different! You used to be short, didn’t you ? • B: Yes, I did. Now I’m tall. And so are you!
• A: That’s true… And you used to wear glasses. • B: You have a good memory. Now I wear contact lenses!
Introduce situation
• What will you say if you happen to meet your friend, classmate or teacher who you
situation; culture or some key words
• Understand the cartoon; picture • Give listening objective
Teaching steps
• • • Play the tape or read the text without interruption Check the answer to the objective question Intensive listening and more questions
One more example
• W: I’m going to change my job. • M: Why? You are doing well at your job
And also I’m quite satisfied with you.
• W: It’s too hard and I don’t get a high pay.
• • • • • • • • Who are talking ? What’s the relation of them ? How long haven’t they seen each other ? What’s Bob doing with his parents? What does Bob think of Mario? What did Mario use to look like ? What does Mario look like now ? How does Mario feel about Bob now ?
•
Read loudly after the tape
How to train the listening skill
• Improve pronunciation • Identify same or different
• Notice the change of the pronunciation
haven’t seen for a long time
Understanding or predicting
• Look at the picture, what can you see in it
• What is happening in the picture
Listening objective
How To Teach Listening Comprehension
人民教育出版社培训部 曾翠琼
You will hear
• W: Hello. My name is Alice Green. What’s your name ? • M: Well, my name is Tom Smith. Nice to meet you here!
• Practice of numbers
• Pay attention to group meaning
• Culture is in the language
• What are they talking about
Steps
• Listen without interruption • Check the answer to the objective question • Listen, pause, questions
Give as many questions as you can
讨论：为什么提这么多问？
• • • • • • • 引导学生关注细节 培养学生无意识注意力 检查学生短期记忆力 促使学生做速记 加大课堂容量 加大词汇和句型重复 加强说的训练
How to teach listening comprehension
• Introduce the story; background;
Give as many questions as you can
• • • • • • • • How do you know that ? Who used to wear glasses ? Is Mario still wearing glasses? Mario is no longer wearing glasses isn’t he ? What is Mario wearing now? How does Mario like Bob’s memory? What do you think of Bob’s memory? What do you often talk about when you meet your friends for the first time in many years?
For students in grade nine
• What’s the most possible relationship of the two speakers? • Are they friends ?
• Are they husband and wife?
• Are they strangers?
For students in grade seven
• What’s the girl’s/boy’s/family/last/ surname/given/ first/ full/name?
For studentБайду номын сангаас in grade eight
• • • • • • What is the girl doing ? Is she introducing herself? Is she saying hello to the boy? Is she talking with a boy? Does she want to have the boy’s name? Is she asking the boy’s name?
Questions to this dialogue
• What is the woman going to do ? • What does the man think about the woman’s job? • How does the man feel about the woman ? • Why will the woman leave the job? • What is the man ? • What’s the relationship between the two speakers?