中学英语教学新模式-.ppt

中学英语教学新模式-初中英语听力教学的整体设计 《学生双语报》 刘鹰 Why Listening Comprehension? Why Listening Comprehension Most poorly developed in China Low scores on every level of test Poor performance The Most Important Skill Speaking Writing Learning in general Readily Available Resources The Easiest skill to be developed TL Listening : An Overview Problems Listening has been a big problem at all levels of education No systematically designed strategies in either teaching or learning Resources Abundant and with great variety Affordable for many students Not efficient Not systematic Only focused on tests prep type of excercies, with few exceptions 本讲座的内容 分析矛盾的实质 听力的困难在哪里？ 教学的困难 学习的困难 解决问题的方式 重构初中听力教学的基本模式 听力的困难：教学 听力的困难：学生 Four Dimensions of Listening Transactional Language Functions Message oriented and Business type Inter_actional Language Functions Person oriented and Social type Top down processing Prior knowledge and general idea Bottom up processing Sounds to words, structure to meaning Four Modes in Listening Top down mode Inter_actional: party talk Transactional: travel safety rules Bottom up mode Interactional: jokes Transactional: instructions on testing Four Kinds of Listening Practices Listening and Repeating To listen and repeat or memorize Listening and Answering Comprehension Questions Widely used in testing Task Listening To listen and do something with the information Interactive Listening Real life conversations Systematic Training Programs for Listening (I) Interactive listing Only possible for a tiny percentage of students Has little practical relevance for most Chinese students A systematic programs for Chinese students should include listening and repeating, task listening and listening and answer comprehension questions Task listening should be the center of gravity Systematic Training Programs for Listening (II) To get familiar with sounds of English words and the language flow of English Single word level: stress of syllabus Sentence level:tones, stress