听说教学设计与实践 北京教育科学研究院 基础教育教学研究中心 张玲棣

听说教学设计与实践 关于听力教学 听说教学设计 教学实践与思考

关于听力 Listening takes up as much as 50% of our everyday communication time. It is the main channel of classroom instruction and the most used language skill at work and at home.

我认为要提高英语水平最重要的两项是 (1) 听 (2) 说 (3) 读 (4) 写

我认为要提高学生的英语水平最重要的两项是

在课外，我通常做的与英语有关的事情有（可多选）

关于听力教学 Effective listening is a skill. Like any other skill, competency in listening is achieved through learning and practice. Real listening is an active process and it takes time. Well-planned listening lessons will enable the students to develop their listening skills and strategies.

Listening comprehension skills Listening for details Listening for gist Drawing conclusion Listening selectively ( listen only to specific parts of the input) Making predictions

Listening strategies Pre-listening preparation Selected attention Directed attention (avoiding distractions) Comprehension monitoring (checking understanding while listening ) Real-time assessment of input (determining the value of specific parts of the input) Comprehension evaluation ( after listening )

听说教学设计 Develop clear and specific objectives Language and knowledge Pre-listening activities While-listening activities Post-listening activities

Pre-listening activities Brainstorming (call on words or phrases, pronounced) Mind-mapping Discussion (discuss similar or related issues) Game Guiding questions (guess the answers to the questions) Predicting (create a mind map related to the topic) …

While-listening activities Creative dictation Matching Choosing Comparison Evaluation Prediction … Listening for gist Listening for details Listening selectively Checking understanding …

Post-listening activities Oral presentation Role play Language work (examine the grammatical feature or language used in the listening material) Vocabulary work (examine and then use the selected vocabulary items in the further speaking or writing task) Group sharing (share the listening outcomes) Summaries...

听说教学实践 Develop clear and specific objectives Language and knowledge Pre-listening activities While-listening activities Post-listening activities 课件的原创？文责自负

Pre-listening activitySound

Pre-listening activitySound

Animals they are talking about: √ √ √ √ √ While-listening activity

1.It was interesting__________ about the Wolong Panda reserve. 2.It is sad ______ all those animals in danger. 3.It just isn’t right____ whales or elephants for their meat. 4.It is hard ______killing. to learn to think about to kill to stop While-listening activity details Language?

1.We need _________them better. 2.We need ______ the animals live in peace. to protect to help 1.Many animals have no place _________ to live in. 2.Their water is too dirty__________. to drink While-listening activity details Language?

Read aloud While-listening activity

Read and fill in the blanks Sally was very excited ______ the pandas, and she thought it was interesting _____ about the Wolong Panda Reserve. But Lingling felt sad _______ about all the animals in danger. So we need ________ them better. And it ’ s not right _____ animals for their meat or fur. As our villages and farms grow bigger, many animals have no place _______. We should find out what we can do________ the animals. to see to learn to think to protect to kill to live in to save Post-listening activity Language?

1.Topic: a report about an animal in danger according to the following tables and given structures) 2.Number of students: 3 3.Team work(S1 on name,home; S2 on feelings; S3 on problems and what we can do; then share your ideas and make up a report) 4. Time limit: 4 min. Post-listening activity Group work

Characterslive in China smart and quick Problembe in danger people cut down trees Need to doWe need to grow more trees Chinese Golden Monkey … It’s sad to hear … It’s not right for sb. to … It’s hard for sb. to … We need to … Golden monkey lives in China. It is smart and quick. It’s sad to hear they are in danger. It’s not right for people to cut down trees. I think we need to grow more trees. Post-listening activity

Characterslive in water, Clever, Problembe in danger ;people kill them for money Need to dostop killing them; make the water clean Chinese White Dolphin (for Team1&4) It’s sad to hear… It’s not right for sb. to … It’s hard for sb. to … We need to … Post-listening activity Active or passive?

Listen and say. swimming pool park supermarket bankbookshop restaurant market While-listening activity ？ Listen and say.

swimming pool park supermarket bank bookshoprestaurant market Center Street Happy Street WestStreetEast Street Where is the park? It’s on the corner of West Street and Center Street. While-listening activity ？

Listen and answer: 1, How does Sally get to the Forbidden City? 2, How can she get to Beihai Park? Go straight ahead. It’s opposite Tian’anmen Square. Go across the square. Turn left into Chang’an Jie and then trun right into Chang Jie. There is an entrance on the corner of Chang Jie and Wenjin Jie. While-listening activity ？

Ask the way: Excuse me, how do / can I get to …? Excuse me, where is the …? Excuse me, can you tell me the way to …? Excuse me, is there a … near here? Excuse me, which is the way to …? Excuse me, where can I …? Excuse me, I’m looking for …. What’s the best way to…? Post-listening activity Who? How?

1) Go straight ahead. / Go along …. 2) Go across …, turn left / right into … 3) It’s over there. It’s on the left / right. 4) It’s opposite …. 5) It’s between … and …. 6) It’s next to …. 7) It’s on the corner of …. 8) It takes about 10 minutes by bus. 9) It’s 10 minutes’ walk. 10) It is within walking distance. Give directions: Post-listening activity Who? How?

ABCDE Map-making grid At C3 draw a big blue lake At A1 draw a small green mountain At E1 draw a big brown mountain At B3 draw a blue sea A river flows from E1 to C3 Post-listening activity Focus?

weather

Listen to learn Listening takes time Input → outcome Listen, talk, write Functional items, focusing on language 关注听说教学的有效性

3 listen and read Lingling: What’s that, Tony? Tony: It’s a map of Eastwick. My grandparents live there. Daming: So what street do they live? Tony:In Prince Street, next to the station. Here on the left of the map. And my grandfather works in a bank. Daming: Where’s that? Tony:Here, it’s in Valley Road. You go along Prince Street, turn left into George Street and the bank is opposite the market. It’s on the corner of Valley Road and George Street. Lingling: Does your grandmother work? Tony:Yes, she works in a bookstore. Go along Prince Street and turn left into East Street. Then go into Queen Street and turn right. The bookstore is on the left. Daming: Where do you go when you stay with them? Tony:I often go the park. Look, go along Prince Street, turn left into George Street and turn right into Stream Road. It’s on the left, opposite the market. Or I go to the bakery. That’s on East Street, between the flower store and the chemist. M 8 Around town Read and find Where’s…? How do you get there?

3 listen and read Lingling: What’s that, Tony? Tony: It’s a map of Eastwick. My grandparents live there. Daming: So what street do they live? Tony:In Prince Street, next to the station. Here on the left of the map. And my grandfather works in a bank. Daming: Where’s that? Tony:Here, it’s in Valley Road. You go along Prince Street, turn left into George Street and the bank is opposite the market. It’s on the corner of Valley Road and George Street. Lingling: Does your grandmother work? Tony:Yes, she works in a bookstore. Go along Prince Street and turn left into East Street. Then go into Queen Street and turn right. The bookstore is on the left. Daming: Where do you go when you stay with them? Tony:I often go the park. Look, go along Prince Street, turn left into George Street and turn right into Stream Road. It’s on the left, opposite the market. Or I go to the bakery. That’s on East Street, between the flower store and the chemist. Read and find Where’s…? How do you get there? Color, underline, circle…

3 listen and read Lingling: What’s that, Tony? Tony: It’s a map of Eastwick. My grandparents live there. Daming: So what street do they live? Tony:In Prince Street, next to the station. Here on the left of the map. And my grandfather works in a bank. Daming: Where’s that? Tony:Here, it’s in Valley Road. You go along Prince Street, turn left into George Street and the bank is opposite the market. It’s on the corner of Valley Road and George Street. Lingling: Does your grandmother work? Tony:Yes, she works in a bookstore. Go along Prince Street and turn left into East Street. Then go into Queen Street and turn right. The bookstore is on the left. Daming: Where do you go when you stay with them? Tony:I often go to the park. Look, go along Prince Street, turn left into George Street and turn right into Stream Road. It’s on the left, opposite the market. Or I go to the bakery. That’s on East Street, between the flower store and the chemist. Read and find Where’s…? How do you get there? Color, underline, circle… It’s on/ in …street. It’s next to/ opposite/ between… It’s on the left (right) of/ on the corner of… Go along/ into Turn left/ right into… 1. Read the dialogue aloud in Groups of Work in pairs. Draw a map of your neighborhood. Ask for and give directions for at least two places on the map. 3. Oral presentation in class. What places have they talked about? Have they used “where” and “how” in the questions?

Lingling: Did you like the zoo? Sally: Yes! I was so excited to see the pandas… at last! It was interesting to learn about the Wolong Panda Reserve. Lingling: But it’s sad to think about all those animals in danger. It makes me sad! Sally: The surprising things was to hear how many animals are in danger. We need to protect then better. Lingling: And it just isn't right to kill whales or elephants for their meat. Sally: Absolutely, but it’s hard to stop the killing. Lingling: And many animals have no place to live in. Our villages and farms are growing bigger, and we're taking away their lands and forests. Sally: Also, often their water isn’t good to drink because we’ve made it dirty. Lingling: It’s really awful! We need to help the animals live in peace. But many people decide not to think about it. What on earth can we do? Sally: Let’s find out what we can do to save them… I was excited to see/ hear… 1 It was interesting/ sad/ right/ hard to learn / think about… 4 We need to help/ protect… 2 M 9 Animals in danger

I was excited to see/ hear… It was interesting/ sad/ right/ hard to learn / think about… We need to help/ protect… 1. Work in groups of 4. Talk about protecting animals. Use the patterns learned in this lesson. Example 2. Oral presentation in class. group members patterns

关于听说教学的建议 明确在听中学习的理念 确立具体、可操作的目标 设计不同环节中有效的语言活动 关注在听中获取信息、体验语言的过程 语言输入与输出一致

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