有效利用听力资源 [2]
论文作者:陈甘鑫 论文属性:短文 essay登出时间:2009-04-17编辑:gcZhong点击率:12766
论文字数:26935论文编号:org200904172145114916语种:中文 Chinese地区:中国价格:免费论文
关键词:warming-up exercisestep by stepextensive listening
ons and tell them that tape scripts are for the study after.
This way of teaching and learning is not effective because when the students find themselves in a real-life situation, they will not be able to communicate in English. If we are devoted to helping students develop listening competence, we need to consider what types of materials the students will ultimately want or need to listen. The papers focus on the analysis of the listening materials step by step.
2. Listening games and activities for warming-up exercises
According to the principle in material development: “Both the listening lesson content and the outcome need to be as relevant as possible to the learner. This is essential for getting and holding students’ attention and provides a genuine motivational incentive.” [2] In class, before the main lecture, it is helpful to just let the students listen and enjoy what they are listening to without a specific task and the warming-up exercises is a good choice to focus the students’ attention, and arouse their interest in listening as well.
Therefore, there is no need to contrive an entire lesson based on the main lecture. Active listening can be included in any type of lesson. The listening games and activities in the beginning of a lesson can make the lesson more vivid, practical and interesting so that the students could concentrate on the listening lesson quickly in a free and lively atmosphere. Common listening games materials are presented as follows:
2.1 “Who lives where?” games
“Techniques promoting selective listening skills could ask students to listen for:
- People’s names;
- Dates;
- Certain facts or events;
- Location, situation, context, etc.;
- Main ideas and/or conclusion.” [3]
Therefore, the teachers may use the following exercise which calls for attentive listening. Very few students can solve it on first hearing, so on each repetition they have to listen selectively for the information they require to complete their own diagram. The exercise also revises certain prepositions.
Teacher: Six people live in Hawk Lane. Their names are: Mrs. Rook, Mr. Sparrow, Miss Robins, Mr. Hawk, Miss Starling and Mrs. crow. (Teacher writes these names on the black board in random order.) Here is a plan of the lane. Copy it down and then we’ll see if you can work out who lives in which house…ready?
Plan and main text;
1 3 5
Hawk Lane
2 4 6
Mrs. Rook lives in number1 and Mrs. Hawk lives in the house opposite to her. Miss Robins lives between Mr. Sparrow and Mrs. Rook. Miss Robins often visits Mrs. Crow, the old lady who lives between Mr. Hawk and Miss Starling.
When this has been completed, the students can go on to note down the inhabitants’ pets, their jobs, the colors of their curtains, etc.
Additional text:
Mrs. Crow has a black cat. It is very frightened of the big dog that belongs to the man who lives next door. This big dog often barks at the parrot that lives in a cage in the window of the house opposite. The woman in the house next door to the black cat had two white mice but now she has only one because the cat caught the other one-day when she left the window open. The cat would also like to eat the goldfish which lives between the parrot and a white rabbit.
2.2 “Listen and respond” games
“There is a whole method of teaching called Total Physical Response, which concentrate
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