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1、听说教学策略,基础教育阶段英语课程总体目标,五 级,听： 1能根据语调和重音理解说话者的意图； 2能听懂有关熟悉话题的谈话，并能从中提取信息和观点； 3能借助语境克服生词障碍、理解大意； 4能听懂接近自然语速的故事和叙述，理解故事的因果关系； 5能在听的过程中用适当方式做出反应； 6能针对所听语段的内容记录简单信息。,五 级,说： 1能就简单的话题提供信息，表达简单的观点和意见，参与讨论； 2能与他人沟通信息，合作完成任务； 3能在口头表达中进行适当的自我修正； 4能有效地询问信息和请求帮助； 5能根据话题进行情景对话； 6能用英语表演短剧； 7能在以上口语活动中做到语音、语调自然，语气恰当。
2、,What kind of listening should students do?,Whats special about listening?,What are the principles behind the teaching of listening?,What kind of speaking should students do?,What do speaking activities look like?,How should teachers correct speaking?,Objectives in teaching listening,To promote list
3、ening strategies To improve the ability of catching and processing information ? ?,Objectives in teaching speaking,？ ? To provide chances for students to express themselves ?,Procedures in teaching LS,？ ? ?,What makes a good lesson?,？ ? ?,Elements in teaching,Three elements,E S A,E,S,A,interest,form
4、,(situation),meaning,How does listening fit into ESA?,Pre-listening While-listening Post-listening,1. 2. 3.,Whats special about listening?,Comprehension improves when:,1. 2. 3. 4. 5.,Learners who are anxious about the understanding spoken English seem to experience the greatest difficulty,Be aware t
5、hat,In a listening class the teacher may:,1. 2. provide practice in listening for enjoyment 3. 4. Use tasks which focus clearly on practicing and developing specific listening strategies,In a listening class the teacher may:,5. try to “stretch” students by providing more difficult materials and task
6、s 6. take care to present “natural” models of language when focusing on grammar and vocabulary,In a listening class the teacher may:,7. 8.,Six principles in teaching listening,Six principles in teaching listening,4. Students should be encouraged to respond to the content of a listening, not just to
7、the language. 5. 6.,How to exploit the textbook,Use scaffold to aid teaching,How do speaking activities fit into ESA?,The speaking activities follow the same basic pattern: E-A-S that is, the teacher gets students interested in the topic, the students do the task while the teacher watches and listen
8、s and they then study any language issues that the teacher has identified as being problems.,It is important for teachers to correct mistakes made during speaking activities in a different way from the mistakes made during a Study exercise.,Speaking activity 1,information gaps,surveys,A simple stude
9、nt questionnaire might end up looking like this:,More speaking suggestions,1. 2. 3. 4. 5. 6. 7.,problems,The problem of students using their own language when we want them to be using English. We suggested talking to students about the issue, encouraging them to use English appropriately, only respo
10、nding to English use, creating an English environment and continuing to remind them of the issue.,problems,the problem of students who are reluctant to speak. Possible solutions included using pairwork, allowing students to speak in a controlled way first, using acting out and reading aloud, and usi
11、ng role-play.,problems,the problem of students who finish before everybody else provide them with some spare activity material. If only one group is left without having finished, the teacher may decide to stop the activity anyway - because the rest of the class shouldnt be kept waiting.,Questions fo
12、r observation,How does the teacher engage students? What is the pre-listening activity? What are the while-listening activities? How does the teacher conduct the second activity? How many post-listening activities did you see? Which do you like best? Why? What are your suggestions for improvement?,Thank You !,