Unit-9-Teaching-listening(听力教学)PPT课件.ppt

Unit 8;Warming up questions;The focus for today; Quick forget what is heard. Do not recognize words they know. Understand the words but not the intended message. Neglect the next part when thinking about meaning. Unable to form a mental representation from words heard. ;interviews instructions radio news loudspeaker announcements theatre shows telephone chats committee meetings shopping lessons lectures conversations gossips watching television story-telling;Enlightenments:;III. Characteristics of the listening process;IV. How do people process information in listening comprehension?;Bottom-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.;Examples:;Top-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.;e.g. if an adult was seated on a park bench reading aloud from a book to a group of enthralled(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.;Examples:;Schema theory (图式理论);V. What are the principles for teaching listening?;Principles for selecting and using listening activities;VI. How can we teach listening more effectively?;Questions ;5.1 Pre-listening stage ;Pre-listening activities;Pre-listening activities;practice;5.2 While-listening stage;Major listening skills;While-listening activities;5.3 Post-listening stage;Post-listening activities;Thank You!