Unit 9Teaching ListeningUnit 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?Warming up questions What are The focus for todaylWhat makes listening so difficult?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 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?The focus for todayWhat makes Textbook PP 136-137I.What makes listening so II. difficult? Textbook PP 136-137What makesinterviews instructions radio newsloudspeaker announcements theatre shows telephone chats committee meetings shoppinglessons lectures conversations gossips watching television story-telling(Ur, 1996:105)II. What do we listen to in our everyday life?interviews instructions rIII. Characteristics of the listening processv Informal & spontaneous discoursev Listener expectation and purposev Looking as well as listeningv Ongoing, purposeful listener responsev Speaker attention(Textbook P139)III. Characteristics of the IIV. How do people process information in listening comprehensionu Bottom-up processing u Top-down processingPP143-144IV. How do people process infoBottom-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 meaning is arrived at. Comprehension is thus viewed as a process of decoding.Bottom-up processing proceeds Examples:u Scanning the input to identify familiar lexical itemsu Segmenting the stream of speech into constituents e.g. “abookofmine” consisits of four wordsu Using phonological cues to identify the information focus in an utteranceu Using grammatical cues to organize the input into constituents for example, “the book which I lent you” the book which I lent youExamples: Scanning the input tTop-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 with the interpretation of a text.(PP143-144)(PP184-185)Top-down processing refers to 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 assemble 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.e.g. if an adult was seated onExamples:u Assigning an interaction to part of a particular event, such as storytelling, joking, praying, complaining;u Assigning places, persons, or things to categories;u Inferring cause-and-effect relationship;u Anticipating outcomes;u Inferrring the topic of a discourse;u Inferring the sequence between events;u Inferring missing details.Examples: Assigning an interacSchema 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 past experiences lead to the creation of mental frameworks that help us make sense of new experiences. (Nunan P201)Schema theory (图式理论)The term sV. What are the principles for teaching listening?u Focus on process u Combine listening with other skillsu Focus on the comprehension of meaningPP139-140V. What are the principles forPrinciples for selecting and using listening activitiesPP141-142Principles for selecting and uVI. How can we teach listening more effectively?Pre-listening StageWhile-listening StagePost-listening StageVI. How can we teach listening5.1 Pre-listening stage This stage is to prepare the listeners for what they are going to hear, just as we are usually prepared in real life (for example, we usually have expectations about the topic, and even the language).(Textbook, P144)Aims for havingPre-listening activities 5.1 Pre-listening stage This sPre-listening activities 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 activities DiscuPre-listening activitiesu Predicting using visual aids asking leading questions students reading the listening comprehension questions before listeningu Setting the sceneP145-146Pre-listening activities PredipracticeDo Task No. 8 on Page 146.practiceDo Task No. 8 on Page 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 the learners to process the information actively by involving them in practicing different listening skills . 5.2 While-listening stageThis 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 directly stated) Note-taking (to combine listening and writing)(Harmer, 2003:201-202)Major listening skills ListeniWhile-listening activities Listening for the gist Listening for specific information Listening for detailed information Inferring (to listen to what is not directly stated) Note-taking (to combine listening and writing)Textbook, PP148-151While-listening activities LispracticeDo Task No. 9 on Page 147.practiceDo Task No. 9 on Page 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 move from listening to another skill. For example, the listeners may practice speaking by role-play interviews similar to the one they have heard.5.3 Post-listening stageThis sPost-listening activitiesu Give opinionsu Relate similar experiencesu Role play a similar interactionu Write a brief reportu Write a similar textu Debate the topicPost-listening activities GivePost-listening activitiesRead the part of the textbook from Page 152 to Page 153.Post-listening activitiesRead Reference 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.Reference books:Richards, J. CHomework Please do Task No. 13 after class.Homework Please do Task No. 13Thank You!