课标-内容标准-语言技能-listeningPPT推荐.ppt
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课标-内容标准-语言技能-listeningPPT推荐.ppt
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TeachinglisteningListenerproblemsWhataspectsoflisteningtoaforeignlanguageareparticularlydifficultforlearnerstocopewith?
@#@Ihavetroublecatchingtheactualsoundsoftheforeignlanguage.Ihavetounderstandeveryword;@#@ifImisssomething,IfeelIamfailingandgetworriedandstressed.Icanunderstandpeopleiftheytalkslowlyandclearly;@#@Icantunderstandfast,naturalnative-soundingspeech.IfinditdifficulttokeepupwithalltheinformationIamgetting,andcannotthinkaheadandpredict.Ineedtohearthingsmorethanonceinordertounderstand.IfthelisteninggoesonalongtimeIgettired,andfinditmoreandmoredifficulttoconcentrate.StagesStagesoofflisteningtaskslisteningtasksPre-listeningAimofpre-listening:
@#@preparethelearnersforwhattheyaregoingtohear,Justasweareusuallypreparedinreallife.Forexample,weusuallyhaveexpectationsaboutthetopicandeventhelanguage.Youshouldnotjusttellthelearnerstolistenandthenstartthecassette.While-listeningAimofwhile-listeningHelpthelearnersunderstandthetext.Youshouldnotexpectthemtotrytounderstandeveryword.Ingeneral,youshouldhelpyourlearnersunderstandratherthantestingtheirunderstandingthewholetime.Post-listeningThisstageistohelpthelearnersconnectwhattheyhaveheardwiththeirownideasandexperience,Italsoallowsyoutomoveeasilyfromlisteningtoanotherlanguageskill.Forexample,thelearnersmaypracticespeakingbyrole-playinginterviewssimilartoonetheyhaveheard.TeachingideasPre-listening:
@#@DiscussarelevantpictureDiscussrelevantexperiencesPredictinformationaboutthetopicAssociateideaswiththetopicAssociatevocabularywiththetopicWritequestionsaboutthetopicWhile-listening:
@#@Identifytheexacttopic,oranaspectofitNotetwotofourpiecesofinformationAnswerquestionsCompletesentencesCompleteatable,map,orpicturePost-listening:
@#@GiveopinionsRelatesimilarexperiencesRole-playasimilarinteractionWriteabriefreportWriteasimilartextDebatethetopicApplyEnglishsongstolanguageteaching.pLeanonmepSometimesinourlivesweallhavepain,weallhave_pButifweare_,weknowthattheresalwaystomorrow.pLeanonmewhenyourenot_pAndIllbeyour_,IllhelpyoucarryonpForitwontbelong,tillImgoingto_pSomebodytoleanon.pPleaseswallowyour_ifIhavefaithyouneedtoborrowpFornoonecanfillthoseofyourneedsthatyouwontshow.pYoujustcallonme,brother,whenyouneeda_pWeallneedsomebodytoleanon.pIjustmighthavea_thatyoullunderstandpWeallneedsomebodytoleanon.Step1pWithanotherstudent,readthewordsofthesong“Leanonme”.pTrytofillinthegapsinthetext.pCompareyourguesseswiththoseofotherstudents.Step2pNowlistentothesong.pFillintheblanksagainaccordingtowhatyouhaveheard.Step3pInsmallgroupsdiscussthesequestions:
@#@p-Doesthesongsuggestthatitiseasyordifficulttoaskforhelp?
@#@p-Whatarethereasonssuggestedforaskingfriendsforhelp?
@#@p-Whatisthemoodofthesong?
@#@phappysadfriendlysupportiveoptimisticpessimisticp-Doyouagreewithwhatthesongsays?
@#@Step4Lookatthelistofsituationsintheboxbelow.Inwhichofthesituationswouldyoufinditeasytoofferhelp,andinwhichwouldyoufinditdifficult?
@#@pCompareyouranswerswithoneortwootherstudents.Talkaboutthedifferencesbetweenyouandthereasonsforthosedifferences.pReportyourthoughtsandideastotherestoftheclass.1averybadroadaccident2someonewhoisbeingattackedinthestreet3aninjuredsnake4achild(notyourown!
@#@)whoislostandcrying5apregnantwomanwhoisabouttohaveherbaby6adrunkinthestreet7someoneisthreateningtojumpoutofawindow8anepilepticwhoishavingafitNote:
@#@Thisexamplegivesausefulgeneralprocedureforlisteningcomprehensionwork,butnotallpracticewillbejustlikeit.Amongotherthings,theactivitiesyouuseshoulddependonthedifficultyofthetextandthelevelofthelearners.Principlesforteachinglistening1Exposestudentstodifferentwaysofprocessinginformation:
@#@bottom-upvs.top-down.Bottom-upandtop-downprocessingaretwomainwayslearnersattempttounderstandwhattheyreadorhear.Withbottom-upbottom-upprocessing,studentsstartwiththecomponentparts:
@#@words,grammar,andthelike.Top-downprocessingTop-downprocessingistheopposite.Learnersstartfromtheirbackgroundknowledge,eithercontentschema(generalinformationbasedonpreviouslearningandlifeexperience)ortextualschema(awarenessofthekindsofinformationusedinagivensituation).2ExposestudentstodifferenttypesoflisteningThereisanadageinteachinglisteningthatsays:
@#@ItsnotjustwhattheyarelisteningItsnotjustwhattheyarelisteningtoto.ItswhattheyarelisteningItswhattheyarelisteningforfor.Learnersneedtoconsidertheirpurpose.Theyalsoneedtoexperiencelisteningfordifferentreasons.E
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