“Penny Ur summarizes five types of cues that listeners depend on for making predictions about continuation of an utterance:
(1) The stock formula of the language, such as clichés, idioms, quotations and proverbs.
(2). Stress on a particular word in the first part of an utterance is often explained or clarified by a comment in the second.
(3). The logical relationship between the first part of an utterance and the second is often signaled by a conjunction.
(4.) There is construction where the speaker proclaims in advance the kind of thing he is going to say.
(5). Rhetorical questions or bold, brief statements, particularly in the negative, are often followed by answers or amplification in the form of reasons, examples or explanations.” [9] (p11)
(ⅱ)Setting the scene
Another type of pre-listening activity is to set the scene for the students, for example: picture, video, TV etc. Listening to passages in the classroom can be more difficult than listening in real life, because of the lack of context .So the teacher can help provide the background information to activate learners’ schema or illustrate the picture to help students to understand the main idea, so they will be better prepared to understand what they hear.
(ⅲ)Listening for the gist
This type of the pre-listening activity is listening for the gist. It is very important to give students practice in this area, because in real life, they can not listen to the materials several times. Therefore, it will be impossible for them to catch all the information, so they need to be fit with some ambiguity in listening and realize that they can still learn even
when they do not understand every word. Listening for the gist is familiar with skimming a passage in reading. The key point lays in let students some questions that focus on the main idea or the tone or the mood of the passage. Find whether students can answer the questions even though they can not understand each word or phrase in the passage.
(ⅳ)Listening for specific information
There are situations in real life where they listen only for some specific details and ignore the rest of the entire message. For example, when they listen to the weather report on TV, they are only interested in the temperature in the city where they live or where we plan to go on the holiday, or when they are sitting in a train station or an air port, they do not listen to the details of all the announcements. It is important to expose our students to a variety of type of listening texts for a variety of purpose so that they will develop a variety of listening strategies to use for different situations.
4.2 While - listening activity
This stage is the most difficult for the teacher to control, because this is where a student should pay attention and get the information actively.
However, if the teacher can provide a reason, goal, or task for the learner, this should encourage and help students to focus their attention.
In daily class, students must use all aspects of personal listening ability. At the beginning of this article, we have discussed the problems on students’ listening ability.
According to these problems, we must train the comprehensive listening ability in daily time.
Following are some special training
4.2.1 Listen and tick
A large part of what makes a listening task easy or difficult is what the teacher asks the students to do with the materials. If what students all need to do just is tick as they hear them, the task will be much easier. What you need to tick, you can hear them clearly. Because it is quite easy, ticking is very fit for the students who are in grade 7. It can encourage them to listen to the dialogue or passage carefully.
4.2.2 Listen and act
These activities relate to a method of teaching called Total Physical Response, which concentrates on learning language by listening and responding physical to commands or directions. Here is an example:
“Beginning TPR
Procedure:
(1.) Have two students positioned to two chairs.
Commands supporting vocabulary
Stand up fast slowly
Sit down table chair
Walk head stomach
Stop door blackboard
Turn around
Touch
(2)pick two other students and add more vocabulary that are in the classroom--- such as book, pencil, paper, desk, floor, teacher—and add to the commands put, place, scratch..
(3)use the following type of commands repeatedly in random order, rotating pairs of students from time to time, until you can see that all the students clearly understand what these commands and actions mean.
For example:
Put the pencil on the book.
Scratch your head.
Scratch your stomach.
转贴于 酷文网-论文下载中心 http://www.coolwen.net
共6页: 上一页 [1] [2] [3] [4] 5 [6] 下一页
网摘收藏:
当前位置:
载入中...
-> 在百度中搜索：
-> 在Google中搜索：