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1、Unit 9Teaching ListeningWarming up questionsp What are our problems in listening in English?p Do you think listening is very difficult for English learners in China?p How do most teachers teach listening?What do you think of this kind of eaching?The focus for todaylWhat makes listening so difficult?
2、What makes listening so difficult?lWhat do we listen to in our everyday life?What do we listen to in our everyday life?lWhat are the characteristics of the What are the characteristics of the listening process?listening process?l How do people process information in How do people process information
3、 in listening comprehension?listening comprehension?l What are the principles for teaching What are the principles for teaching listening?listening?lHow can we teach listening effectively?How can we teach listening effectively?Textbook PP 136-137I.What makes listening so II.difficult?III.Characteris
4、tics of the listening processv Informal&spontaneous discoursev Listener expectation and purposev Looking as well as listeningv Ongoing,purposeful listener responsev Speaker attention(Textbook P139)IV.How do people process information in listening comprehensionu Bottom-up processing u Top-down proces
5、singPP143-144Bottom-up processing proceeds from sounds to words to grammatical relationships to lexical meanings,etc.to a final message.The process of comprehension begins with the message received,which is analyzed at successive levels of sounds,words,clauses,and sentences,until the intended meanin
6、g is arrived at.Comprehension is thus viewed as a process of decoding.Top-down processing refers to the use of background knowledge in understanding the meaning of a message.Top-down techniques are more concerned with the activation of schemata,with deriving meaning,with global understanding,and wit
7、h the interpretation of a text.(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 assemb
8、le a computer.This set of expectations is generated from the situation,from knowledge of a world populated by adults and children and typical interactions between them.Schema theory(图式理论图式理论)The term schema was first used by the psychologist Bartlett(1932).Schema theory is based on the notion that p
9、ast experiences lead to the creation of mental frameworks that help us make sense of new experiences.(Nunan P201)Principles for selecting and using listening activitiesPP141-142VI.How can we teach listening more effectively?Pre-listening StageWhile-listening StagePost-listening StagePre-listening ac
10、tivities 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 topicDavies&Pearse 2002:78Pre-listening activitiesu Predicting using visual aids asking leading questions
11、students reading the listening comprehension questions before listeningu Setting the sceneP145-146practiceDo Task No.8 on Page 146.5.2 While-listening stageThis stage is to help the listeners to understand the text.The teacher should not expect the learners to try to understand every word but help t
12、he learners to process the information actively by involving them in practicing different listening skills.Major listening skills Listening for the gist(to get the general idea of what we hear)Listening for specific information Listening for detailed information Inferring(to listen to what is not di
13、rectly stated)Note-taking(to combine listening and writing)(Harmer,2003:201-202)practiceDo Task No.9 on Page 147.5.3 Post-listening stageThis stage is to help the listeners connect what they have heard with their own ideas and experience,just as we often do in real life.It also allows the teacher to
14、 move from listening to another skill.For example,the listeners may practice speaking by role-play interviews similar to the one they have heard.Post-listening activitiesu Give opinionsu Relate similar experiencesu Role play a similar interactionu Write a brief reportu Write a similar textu Debate the topicReference books:Richards,J.C.The Language Teaching Matrix.语言教学矩阵上海：上海外语教育出版社，2002Davies,P.&Pearse,E.Success in English Teaching.上海：上海外语教育出版社,2002.Homework Please do Task No.13 after class.