Table of Contents
Abstract in English ………………………………………………………………1
Key words in English ………………………………………………………………1
Abstract in Chinese…………………………………………………………………1
Key words in Chinese ………………………………………………………………1
I Introduction ………………………………………………………………… 1
II The importance of improving listening skills ………………………………2
1 Negligence of listening in senior middle schools English classes ……………2
2 Importance of listening and relationship with other language skills ……………2
III Some Teaching skills for listening………………………………………………3
1 Listening techniques………………………………………………………………3
2 Combination of listening and speaking practices………………………………6
3 Combination of listening and writing practices…………………………………8
4 Ways and steps of combining listening speaking and writing…………………11
IV Conclusion………………………………………………………………12
Bibliography…………………………………………………………………………14
14页4019字
On Listening Teaching in Senior Middle Schools
Abstract
In modern English teaching conditions teachers should spend a lot of time to improve their students’ listening ability because listening is always the weakness in their study according to research This article will discuss several ways to improve students’ listening ability from three aspects First practice their listening techniques Second combination of listening and speaking practices third combination of listening and writing practices
Key words：listening skill listening ability
摘
现代英语教学中教师应该花量时间提高学生听力力听力总成学中弱点篇文三方面陈述提高学生听力力方法：第练听力技巧第二听力口语结合练第三听力写作结合练
关键词：听力技巧 听力
I Introduction
As the development of technology and trade exchanges between countries increase it is becoming more and more necessary to foster English listening ability in many situations such as facetoface conversations telephone calls business meetings lectures speeches television and so on Among the four skills (listening speaking reading and writing) foreign language learners often complain that listening is the most difficult problem to solve
II The importance of improving listening skills
1 Negligence of listening in senior middle schools English classes
It is well known that there are four basic language skills none of which should be neglected Unfortunately teachers of English in middle schools usually pay little attention to listening for a number of reasons When I was an intern in No1 middle school in FengZhen city last summer I ask some English teachers something about listening in senior school Most of them think listening is less important for Chinese students compared with other skills According to the National Syllabus more attention should be paid to reading which is the chief component of the College Entrance exam Another reason is that teachers complain that they do not have enough materials or machines for improving listening
2 Importance of listening and relationship with other language skills
Listening is an important skill Rivers points outit has been estimated that of the time spent in communication activities by adults45 percent is devoted to listening only 30 percent to speaking16 percent to reading and a mere 9 percent to writing(Rivers197862)
From the point of view of theory listening precedes speaking and it provides a basis for language learning It is suggested that listening and reading provide the means for acquiring additional vocabulary
and new language structures So if the teacher wants to develop students’ reading and writing skills more attention should be paid to listening
III Some teaching skills for listening
1 Listening techniques
Listening is so important in our daily life that more and more foreign language teachers have become concerned with developing students’ listening ability However few teachers would say it is easy to teach listening First since Listening is a mental activity carried out in one’s head it is very difficult to know exactly what mental processes are involved as one tries to extract meaning from an aural text Second to listen successfully students should not only understand the language itself but have knowledge of such things as the topic the context the speaker and so on Therefore when teaching listeninga teacher need to tackle more than just his students’ language problems However given the significance of listening in real life fewer and fewer teachers can afford not to include listening as part of their language teaching When I was an intern last summer my students meet the following practical problems when they are listening
Some student say when I listen to English what worries me most is my limited vocabulary If I come across a new word I stop to think about its meaning and so miss the next part of the speech While some students say sometimes even though I know every word I can still not get the meaning It seems that if I want to improve my listening ability language is not the only enemy I have to fight against Other students say listening causes me a lot of headaches and it becomes especially difficult when the topic is unfamiliar to me
To solve these problems I design some tasks to develop the skills of listening based on the listening material These trainings include making predictions before listeninggrasping main sentences key words and signal words while listening
（1）Make predictions
This means ①Students are given the topic and have to predict what will be said then listen and check their predictions For example the listening material has a title of Festival in Britain According to the topic some students may guess the material is about some festivals in Britain some students may expect the shops situation on festival and other students may think of how Englishmen celebrate their festival The more different their expectation may be the stronger the desires for them to listen②students are asked to make predictions according to the exercise given to them Ask students to have a quick look at exercise they are required to do before they listen Thus they can get a lot of useful information about the listening material and become interested in it It can also make them feel easier when they are listening Again take Festival in Britain as an example When finish reading all the exercises students may know the article which they are going to listen to is about how a fishing village in Britain celebrates its festival
（2）Grasp the topic sentence key words and signal words
Topic sentences tell you the main idea of a paragraphKey words refer to those notional words in the passage Signal words may be classified into several groups but however and yet express transition of an essay first second then finally indicate the order because as for as a result show the cause and result indeed in fact indicate emphasis is
During the teaching activities of training to grasp the topic sentence information words and signal words teachers should pay attention to the following things
①Be clear about the emphasis of the training according to the content of the material the style and the feature of the listening material
The students are not good at recognizing and seizing the emphasis of the listening material They always want to make every word clear and remember all the words while in fact they understand a little about the text So it is very important for a teacher to help the students to get the emphasis
In some listening text the first sentence of the last paragraph may tell you the main idea of the whole passage
When students listen to some dialogues teachers may tell them to pay more attention to the answering sentencesbecause in this kind of listening material the main idea may mostly be expressed in the form of answering question For example there is a dialogue named What’s Wrong with The Jeep
Jack What was the jeep like
Lucy Very cheap It’s second hand It’s about twelve years old and it’s not very good
Jack Tell me more
Lucy First of all one of the front lights doesn’t work and the driver’s window is broken
Key words in some listening text are very clear Teacher may put the emphasis on this point for students to train For instance in the listening text of A Day in the life of a slave there are many useful nouns and verbs which can help students understand the life of a slave in a day
Signal words may tell you how the story of the listening text are organized and developed So teachers may put the emphasis on this and let students to practice Also I can give you an example there is a listening text named Learning English In it these words such as however finally first second then so appear They are very useful Signal words are limited So before training teachers can help students to identify them
②Using all kinds of teaching means and methods to help students get the topic sentence key words and signal words For example teachers may pause when a topic sentence appear and then repeat it when I practice listening first I let student listen to the topic sentence twice and then ask them read aloud together meanwhile ask them to write it down
When we practice listening I put the whole listening text in the computer and present it before students and then we find and underline the key words in this way they can know the emphasis of the listening text
While we practice a listening text of learning I pause the recorder when a signal word appearing tell the students to pay attention to the change of the content
However—(maybe the opposite information will occur)
First—(maybe the second the third information will be followed)
So—(maybe the result will be told)
To achieve the better result for listening teachingthe training of listening techniques can’t be carried out in isolation It must be combined with other skills in that or this way
2 Combination of listening and speaking practices
The main task of listening teaching is to help students to improve their ability of receiving and understanding information from the listening materials While understanding and expressing are the two ways of communication they can’t be separated Therefore in listening teaching teachers may ask students to do some kinds of speaking activities after have finished listening And the successful completion of such activities is built on the comprehension of listening text The purpose is to consolidate what has been learned by the students Now let me give an example
Smoking is a part of my job
Dawn talks about her job
Hello my name is Dawn and I live on the west coast of Canada I work on a fish farm
Right now I’m feeding the fish which are kept in cages in the sea The cages are tied to rocks on the bottom of the sea It can get very windy here Twice a day I put the fish food in the boat and go out to the cages The fish are always hungry
When the fish have grown to the right size we pull the cages out of the water The fish are killed and cleaned Out fish farm is a long way from the nearest market So we either freeze the fish or smoke them We don’t salt any fish here Some fish farms do but we don’t
Three of us work here and there’s always a lot to do Inside that building over there we have tanks for the young fish We produce all our own fish from eggs The fish start to grow in fresh water Then when they are bigger they go into the sea which is salty of course
There is always lots of work feeding the fish cleaning the tanks getting the eggs out of the best of the large fish harvesting the fish cleaning them and smoking them We have an old machine for smoking the fish We burn our own wood and that way we get a very good strong smoke It’s more work so we get higher prices for our smoked fish
（1）Questions before listening—This may be called prelistening activity
Teachers may design some questions and ask students to think about them predict and then discuss in small groups This kind of activity may encourage the cooperation among classmates and challenge the students’ creativity In addition prelistening activities can warm students up and arouse their interests in listening
Q1What kind of job is smoking
Q2What the passage will tell us
（2）Explanations after listening—This may be called whilelistening activity
Before students listen teacher doesn’t explain some difficult words expressions and sentences but let the students guess the meaning according to the context This activity can activate
students’ prior knowledge about the topic not only in listening skill but also in explaining in English
The following words and expressions are hard for them to understand in the above listening text After the students finish listeningthe teachers ask some students to guess the meaning of them and encourage them to explain it in their own words For example we have tanks smoke fish burn our own wood grow to the right size the cages are tied to rocks produce all our fish from eggs
（3）Answers after listening—This may be called postlistening activity
①Answer the teacher’s question according to the listening material
②Ask and answer questions with each other according to the listening text
Answering some questions after finishing listening can not only test the students’ listening skills but also improve the students’ spoken English Teachers may know how well the students understand the listening text As the students have predicted what aboutsmoking they have a lot to say when answering the question So this kind of training is good for them to communicate with each other and helpful for them to communicate with the teacher In this way students’ spoken English is also improved while they are listening At this period of time teacher may ask them these questions
Q1 What kind of job issmoking in the passage
Q2 Why do they smoke fish
Q3 How far is their fish farm from the nearest market
Q4 Where do they raise the fish
Q5 Why do they have to tie the cages to rocks on the bottom of the sea
Q6 Do the fish always live in the sea
Q7 What do they have tanks for
Q8 Where are the fish killed and cleaned
Q9 How many of them work on the fish farm
Q10 What job do they have to do every day
（4）Discussion after listening—This is also one of the pastlistening activities
Teacher may require the student to have some discussion on the topic or analyses the material in some different ways In the above listening text there are only three workers on the fish farm So teachers may say from the passage we know three workers But there is so much work feeding the fish cleaning the tanks getting eggs out of the best of the large fish harvesting the fish cleaning them and smoking them How can they do so much work
So they can give students this discussion topic How can they do so much work They think deeply about it and then have a warm discussion They talk about from the equipment on the fish farm to the management of the fish farm It’s really an interesting and successful discussion This activity not only helps students to have a deep understanding about the listening text but also helps them express their own ideas with their own words
For students this kind of training is not the passive listening process but gives them an equal chance to have some information communication So they were happy to do this and they improved a lot
3 Combination of listening and writing practices
In the new English textbook exercises which are designed for the students to do are new and varied For instance multiplechoice exercises right or wrong exercises filing in blanks exercise are a little hard for them to complete So teacher can tell students to take notes while listening note taking is in fact a skill which combines listening and writing because it requires the students to write down either word forward or in his own words what they consider important when listening So teachers should give students some guidance in how to abbreviate words in order to write them as quickly as possible For example in notes we often write & instead of and and we shorten certain words in ways that we recognize them such as poss forpossible or shd forshould We also tend to leave out definite and indefinite articles Teachers often remind their students though that when they come to write their notes out in full sentences they should not use these abbreviations Now I will give an example of how to use this method of combining listening and writing skills
Sports
(A)
We collected 4517we organized a basketball competition It wasn’t a basketball match though people had to stand and get as many baskets as they could Some people were very good One person got 20 baskets out of 20 throws
(B)
I organized a swimming event It wasn’t a competition people promised money to us swam up and down the pool as many times as possible One person swam up and down 228 times We collected 2750
(C)
We collected 5205 We organized a cycling day People cycled to as many different villages as they could Our friends promised money for each village that we cycled to It was a beautiful day and we enjoy our trips very much
(D)
I organized a throwing match in a field in our village Pairs of people threw of Frisbee from one to the other The purpose was to see how far they could throw a Frisbee without dropping it The record was 87 meters We collected 5000
(E)
We organized a volleyball competition Each team paid 1 to play and had to play against every other team The winning team collected 600 We collected 1000 for sports
（1）Dictation before listening—This is also one of the prelistening activities
Have a dictation of some difficult words expressions and sentences purposely before the real listening begins which will help them to clear away obstacles that they may meet during listening The following words and expressions are a little difficult for students to listen Frisbee stand still a swimming event One person got 20 baskets out of 20 throws
In addition teachers may arrange on purpose for the students to dictate some words which have the similar pronunciation
（2）Take notes while listening—This also can be called one of the whilelistening activities
Quite a few students can get the main idea of the listening text but they often forget the beginning part when they are listening to the latter part And also they can’t remember the details of the text So teachers should ask students to take notes while listening That is to say to train students to write down some key words There are several sources for a student to rely on when he is trying to make an inference One is intonation A sentence if produced with different types of intonation can express totally different meanings For instance if a person says close the door please with rising intonation he may be making a polite request But if he utters the same sentence with a falling intonation he may be expressing annoyance or criticism of the other person’s forgetting to close the door Another source is the speaker’s choice of words If a speaker uses a lot of formal words he is probably speaking in a formal situation such as to his boss in the office On the other hand if most of his words are colloquial he is likely to be chatting with someone he is familiar with such as one of his friends in a bar
The most common classroom activity carried out at this stage is answering questions but in fact answering questions on what we heard is only one of many things we do with the information gained Teachers might transfer the information to another context such as filling details in a form labeling a piece of graphic activities that can be carried out in the lesson such as drawing the picture or diagram carrying out the actions arranging events or information in the correct sequence and so on It is important that the teacher finds out if the students have fully comprehended the text and whether there have been any problems in doing so These problems have to be dealt with so that students can improve their listening efficiency and remember that the teacher’s purpose is to teach not to test
（3）Writing practice after listening—This is also one of the postlistening activities
Some writing exercise can be designed for students on the comprehension of listening text The purpose of these exercise is to consolidate what has been learned they are listening especially the words indicate time place numbers and names in connection with this listening text teacher may ask the students to make on the three aspects
A What were the five sports
B What did people do in each sport
C How much money was collected in each sport
4 The ways and steps of combining listening speaking and writing
The listening techniques the combination of listening and speaking and the combination of listening and writing are the three parts of my English teaching methods which is an integrated training system I also divide the allround comprehensive system into three stages They are：prediction before listeningcomprehensive understanding while listening removing after listening So the whole listening class can be divided into three stages：prelisteningwhile listening and postlistening stage
The main purpose of the prelistening stage is to introduce enough about the topic type of text or purpose for listening in order to activate the students’ schema and get them ready to predict what they will hear and make sense of it The teacher could give the students the key words from the text and ask them to predict the content or topic of the text or dictate them some new words or hard words and expressions to clear out their difficulty and this can warm students up and arouse their interests in listening
What follows the prelistening stage is the whilelistening stage the period in which students perform the act of listening The most common classroom activity carried out at this stage are the following (a) Find out the key words signal words and topic sentence (b) Cheek their own prediction with what they have heard (c) Take notes of some important information to complete the exercises(d) Complete most of the exercise they require to do such as drawing the picture or program carrying out the actions arranging events or information in the correct sequence and so on It is important that the teacher finds out if the students have fully comprehended the text and whether there have any problems in doing so These problems have to be dealt with so that students can improve their listening effectively
The last period of a listening class is the postlistening stage In a number of teachers’ mind the postlistening stage is a period in which the teacher checks his students answers and point out their problems or explains the listening text These are all traditional activities frequently done in a listening class They are not good enough for today’s teaching The purpose of this stage is to consolidate what has been learned by the students As I have said before I have been using the listening text to teach the students how to take notes for some writing or speaking purpose such as explaining something to someone or writing out their views on a problem If new vocabulary has been learned such expressions as daily weekly circulation and copy then they could be encouraged to use those by writing about or discussing the most popular Chinese newspapers
The whole process of a listening class can be explained in terms of a film shooting analogy The teacher can be thought of as a director and the students actors and actress Before the shooting the director gives the actors and the actress instruction of the play tells them how they are expected to act and sometimes involves them in some kind of warmup activities to get them ready for the shooting When it comes to the actual shooting the director will give the whole stage to the actors and actresses with him standing behind the scene monitoring and observing After the shooting the director will get the actors and actresses together again making comments or diagnosing problems
IV Conclusion
The three skills of training listening techniques the combination of listening and speaking and the combination of listening and writing change the one way input into multilateral communication and thus make the students owners of the study course Teacher is only a director The core of these training is listening but it is combined with speaking and writing So the basic three skills complement students’ ability of using the listening skill freely
Bibliography
Harmer Jeremy The Practice of English Language Teaching Longman 1983
Nolasco R& L Arehur Large Classes Macmillan Publishers 1988
Richards Jack C English Language Teaching Methodology BeijingForeign Language Teaching and Reaching Press 1998
顾日国 英语教学法 外语教学研究出版社 2000
题目：关高中英语听力教学研究
作者：**
班级：公理学院2006级1班
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Abstract in English ………………………………………………………………1
Key words in English ………………………………………………………………1
Abstract in Chinese…………………………………………………………………1
Key words in Chinese ………………………………………………………………1
I Introduction ………………………………………………………………… 1
II The importance of improving listening skills ………………………………2
1 Negligence of listening in senior middle schools English classes ……………2
2 Importance of listening and relationship with other language skills ……………2
III Some Teaching skills for listening………………………………………………3
1 Listening techniques………………………………………………………………3
2 Combination of listening and speaking practices………………………………6
3 Combination of listening and writing practices…………………………………8
4 Ways and steps of combining listening speaking and writing…………………11
IV Conclusion………………………………………………………………12
Bibliography…………………………………………………………………………14
14页4019字
On Listening Teaching in Senior Middle Schools
Abstract
In modern English teaching conditions teachers should spend a lot of time to improve their students’ listening ability because listening is always the weakness in their study according to research This article will discuss several ways to improve students’ listening ability from three aspects First practice their listening techniques Second combination of listening and speaking practices third combination of listening and writing practices
Key words：listening skill listening ability
摘
现代英语教学中教师应该花量时间提高学生听力力听力总成学中弱点篇文三方面陈述提高学生听力力方法：第练听力技巧第二听力口语结合练第三听力写作结合练
关键词：听力技巧 听力
I Introduction
As the development of technology and trade exchanges between countries increase it is becoming more and more necessary to foster English listening ability in many situations such as facetoface conversations telephone calls business meetings lectures speeches television and so on Among the four skills (listening speaking reading and writing) foreign language learners often complain that listening is the most difficult problem to solve
II The importance of improving listening skills
1 Negligence of listening in senior middle schools English classes
It is well known that there are four basic language skills none of which should be neglected Unfortunately teachers of English in middle schools usually pay little attention to listening for a number of reasons When I was an intern in No1 middle school in FengZhen city last summer I ask some English teachers something about listening in senior school Most of them think listening is less important for Chinese students compared with other skills According to the National Syllabus more attention should be paid to reading which is the chief component of the College Entrance exam Another reason is that teachers complain that they do not have enough materials or machines for improving listening
2 Importance of listening and relationship with other language skills
Listening is an important skill Rivers points outit has been estimated that of the time spent in communication activities by adults45 percent is devoted to listening only 30 percent to speaking16 percent to reading and a mere 9 percent to writing(Rivers197862)
From the point of view of theory listening precedes speaking and it provides a basis for language learning It is suggested that listening and reading provide the means for acquiring additional vocabulary
and new language structures So if the teacher wants to develop students’ reading and writing skills more attention should be paid to listening
III Some teaching skills for listening
1 Listening techniques
Listening is so important in our daily life that more and more foreign language teachers have become concerned with developing students’ listening ability However few teachers would say it is easy to teach listening First since Listening is a mental activity carried out in one’s head it is very difficult to know exactly what mental processes are involved as one tries to extract meaning from an aural text Second to listen successfully students should not only understand the language itself but have knowledge of such things as the topic the context the speaker and so on Therefore when teaching listeninga teacher need to tackle more than just his students’ language problems However given the significance of listening in real life fewer and fewer teachers can afford not to include listening as part of their language teaching When I was an intern last summer my students meet the following practical problems when they are listening
Some student say when I listen to English what worries me most is my limited vocabulary If I come across a new word I stop to think about its meaning and so miss the next part of the speech While some students say sometimes even though I know every word I can still not get the meaning It seems that if I want to improve my listening ability language is not the only enemy I have to fight against Other students say listening causes me a lot of headaches and it becomes especially difficult when the topic is unfamiliar to me
To solve these problems I design some tasks to develop the skills of listening based on the listening material These trainings include making predictions before listeninggrasping main sentences key words and signal words while listening
（1）Make predictions
This means ①Students are given the topic and have to predict what will be said then listen and check their predictions For example the listening material has a title of Festival in Britain According to the topic some students may guess the material is about some festivals in Britain some students may expect the shops situation on festival and other students may think of how Englishmen celebrate their festival The more different their expectation may be the stronger the desires for them to listen②students are asked to make predictions according to the exercise given to them Ask students to have a quick look at exercise they are required to do before they listen Thus they can get a lot of useful information about the listening material and become interested in it It can also make them feel easier when they are listening Again take Festival in Britain as an example When finish reading all the exercises students may know the article which they are going to listen to is about how a fishing village in Britain celebrates its festival
（2）Grasp the topic sentence key words and signal words
Topic sentences tell you the main idea of a paragraphKey words refer to those notional words in the passage Signal words may be classified into several groups but however and yet express transition of an essay first second then finally indicate the order because as for as a result show the cause and result indeed in fact indicate emphasis is
During the teaching activities of training to grasp the topic sentence information words and signal words teachers should pay attention to the following things
①Be clear about the emphasis of the training according to the content of the material the style and the feature of the listening material
The students are not good at recognizing and seizing the emphasis of the listening material They always want to make every word clear and remember all the words while in fact they understand a little about the text So it is very important for a teacher to help the students to get the emphasis
In some listening text the first sentence of the last paragraph may tell you the main idea of the whole passage
When students listen to some dialogues teachers may tell them to pay more attention to the answering sentencesbecause in this kind of listening material the main idea may mostly be expressed in the form of answering question For example there is a dialogue named What’s Wrong with The Jeep
Jack What was the jeep like
Lucy Very cheap It’s second hand It’s about twelve years old and it’s not very good
Jack Tell me more
Lucy First of all one of the front lights doesn’t work and the driver’s window is broken
Key words in some listening text are very clear Teacher may put the emphasis on this point for students to train For instance in the listening text of A Day in the life of a slave there are many useful nouns and verbs which can help students understand the life of a slave in a day
Signal words may tell you how the story of the listening text are organized and developed So teachers may put the emphasis on this and let students to practice Also I can give you an example there is a listening text named Learning English In it these words such as however finally first second then so appear They are very useful Signal words are limited So before training teachers can help students to identify them
②Using all kinds of teaching means and methods to help students get the topic sentence key words and signal words For example teachers may pause when a topic sentence appear and then repeat it when I practice listening first I let student listen to the topic sentence twice and then ask them read aloud together meanwhile ask them to write it down
When we practice listening I put the whole listening text in the computer and present it before students and then we find and underline the key words in this way they can know the emphasis of the listening text
While we practice a listening text of learning I pause the recorder when a signal word appearing tell the students to pay attention to the change of the content
However—(maybe the opposite information will occur)
First—(maybe the second the third information will be followed)
So—(maybe the result will be told)
To achieve the better result for listening teachingthe training of listening techniques can’t be carried out in isolation It must be combined with other skills in that or this way
2 Combination of listening and speaking practices
The main task of listening teaching is to help students to improve their ability of receiving and understanding information from the listening materials While understanding and expressing are the two ways of communication they can’t be separated Therefore in listening teaching teachers may ask students to do some kinds of speaking activities after have finished listening And the successful completion of such activities is built on the comprehension of listening text The purpose is to consolidate what has been learned by the students Now let me give an example
Smoking is a part of my job
Dawn talks about her job
Hello my name is Dawn and I live on the west coast of Canada I work on a fish farm
Right now I’m feeding the fish which are kept in cages in the sea The cages are tied to rocks on the bottom of the sea It can get very windy here Twice a day I put the fish food in the boat and go out to the cages The fish are always hungry
When the fish have grown to the right size we pull the cages out of the water The fish are killed and cleaned Out fish farm is a long way from the nearest market So we either freeze the fish or smoke them We don’t salt any fish here Some fish farms do but we don’t
Three of us work here and there’s always a lot to do Inside that building over there we have tanks for the young fish We produce all our own fish from eggs The fish start to grow in fresh water Then when they are bigger they go into the sea which is salty of course
There is always lots of work feeding the fish cleaning the tanks getting the eggs out of the best of the large fish harvesting the fish cleaning them and smoking them We have an old machine for smoking the fish We burn our own wood and that way we get a very good strong smoke It’s more work so we get higher prices for our smoked fish
（1）Questions before listening—This may be called prelistening activity
Teachers may design some questions and ask students to think about them predict and then discuss in small groups This kind of activity may encourage the cooperation among classmates and challenge the students’ creativity In addition prelistening activities can warm students up and arouse their interests in listening
Q1What kind of job is smoking
Q2What the passage will tell us
（2）Explanations after listening—This may be called whilelistening activity
Before students listen teacher doesn’t explain some difficult words expressions and sentences but let the students guess the meaning according to the context This activity can activate
students’ prior knowledge about the topic not only in listening skill but also in explaining in English
The following words and expressions are hard for them to understand in the above listening text After the students finish listeningthe teachers ask some students to guess the meaning of them and encourage them to explain it in their own words For example we have tanks smoke fish burn our own wood grow to the right size the cages are tied to rocks produce all our fish from eggs
（3）Answers after listening—This may be called postlistening activity
①Answer the teacher’s question according to the listening material
②Ask and answer questions with each other according to the listening text
Answering some questions after finishing listening can not only test the students’ listening skills but also improve the students’ spoken English Teachers may know how well the students understand the listening text As the students have predicted what aboutsmoking they have a lot to say when answering the question So this kind of training is good for them to communicate with each other and helpful for them to communicate with the teacher In this way students’ spoken English is also improved while they are listening At this period of time teacher may ask them these questions
Q1 What kind of job issmoking in the passage
Q2 Why do they smoke fish
Q3 How far is their fish farm from the nearest market
Q4 Where do they raise the fish
Q5 Why do they have to tie the cages to rocks on the bottom of the sea
Q6 Do the fish always live in the sea
Q7 What do they have tanks for
Q8 Where are the fish killed and cleaned
Q9 How many of them work on the fish farm
Q10 What job do they have to do every day
（4）Discussion after listening—This is also one of the pastlistening activities
Teacher may require the student to have some discussion on the topic or analyses the material in some different ways In the above listening text there are only three workers on the fish farm So teachers may say from the passage we know three workers But there is so much work feeding the fish cleaning the tanks getting eggs out of the best of the large fish harvesting the fish cleaning them and smoking them How can they do so much work
So they can give students this discussion topic How can they do so much work They think deeply about it and then have a warm discussion They talk about from the equipment on the fish farm to the management of the fish farm It’s really an interesting and successful discussion This activity not only helps students to have a deep understanding about the listening text but also helps them express their own ideas with their own words
For students this kind of training is not the passive listening process but gives them an equal chance to have some information communication So they were happy to do this and they improved a lot
3 Combination of listening and writing practices
In the new English textbook exercises which are designed for the students to do are new and varied For instance multiplechoice exercises right or wrong exercises filing in blanks exercise are a little hard for them to complete So teacher can tell students to take notes while listening note taking is in fact a skill which combines listening and writing because it requires the students to write down either word forward or in his own words what they consider important when listening So teachers should give students some guidance in how to abbreviate words in order to write them as quickly as possible For example in notes we often write & instead of and and we shorten certain words in ways that we recognize them such as poss forpossible or shd forshould We also tend to leave out definite and indefinite articles Teachers often remind their students though that when they come to write their notes out in full sentences they should not use these abbreviations Now I will give an example of how to use this method of combining listening and writing skills
Sports
(A)
We collected 4517we organized a basketball competition It wasn’t a basketball match though people had to stand and get as many baskets as they could Some people were very good One person got 20 baskets out of 20 throws
(B)
I organized a swimming event It wasn’t a competition people promised money to us swam up and down the pool as many times as possible One person swam up and down 228 times We collected 2750
(C)
We collected 5205 We organized a cycling day People cycled to as many different villages as they could Our friends promised money for each village that we cycled to It was a beautiful day and we enjoy our trips very much
(D)
I organized a throwing match in a field in our village Pairs of people threw of Frisbee from one to the other The purpose was to see how far they could throw a Frisbee without dropping it The record was 87 meters We collected 5000
(E)
We organized a volleyball competition Each team paid 1 to play and had to play against every other team The winning team collected 600 We collected 1000 for sports
（1）Dictation before listening—This is also one of the prelistening activities
Have a dictation of some difficult words expressions and sentences purposely before the real listening begins which will help them to clear away obstacles that they may meet during listening The following words and expressions are a little difficult for students to listen Frisbee stand still a swimming event One person got 20 baskets out of 20 throws
In addition teachers may arrange on purpose for the students to dictate some words which have the similar pronunciation
（2）Take notes while listening—This also can be called one of the whilelistening activities
Quite a few students can get the main idea of the listening text but they often forget the beginning part when they are listening to the latter part And also they can’t remember the details of the text So teachers should ask students to take notes while listening That is to say to train students to write down some key words There are several sources for a student to rely on when he is trying to make an inference One is intonation A sentence if produced with different types of intonation can express totally different meanings For instance if a person says close the door please with rising intonation he may be making a polite request But if he utters the same sentence with a falling intonation he may be expressing annoyance or criticism of the other person’s forgetting to close the door Another source is the speaker’s choice of words If a speaker uses a lot of formal words he is probably speaking in a formal situation such as to his boss in the office On the other hand if most of his words are colloquial he is likely to be chatting with someone he is familiar with such as one of his friends in a bar
The most common classroom activity carried out at this stage is answering questions but in fact answering questions on what we heard is only one of many things we do with the information gained Teachers might transfer the information to another context such as filling details in a form labeling a piece of graphic activities that can be carried out in the lesson such as drawing the picture or diagram carrying out the actions arranging events or information in the correct sequence and so on It is important that the teacher finds out if the students have fully comprehended the text and whether there have been any problems in doing so These problems have to be dealt with so that students can improve their listening efficiency and remember that the teacher’s purpose is to teach not to test
（3）Writing practice after listening—This is also one of the postlistening activities
Some writing exercise can be designed for students on the comprehension of listening text The purpose of these exercise is to consolidate what has been learned they are listening especially the words indicate time place numbers and names in connection with this listening text teacher may ask the students to make on the three aspects
A What were the five sports
B What did people do in each sport
C How much money was collected in each sport
4 The ways and steps of combining listening speaking and writing
The listening techniques the combination of listening and speaking and the combination of listening and writing are the three parts of my English teaching methods which is an integrated training system I also divide the allround comprehensive system into three stages They are：prediction before listeningcomprehensive understanding while listening removing after listening So the whole listening class can be divided into three stages：prelisteningwhile listening and postlistening stage
The main purpose of the prelistening stage is to introduce enough about the topic type of text or purpose for listening in order to activate the students’ schema and get them ready to predict what they will hear and make sense of it The teacher could give the students the key words from the text and ask them to predict the content or topic of the text or dictate them some new words or hard words and expressions to clear out their difficulty and this can warm students up and arouse their interests in listening
What follows the prelistening stage is the whilelistening stage the period in which students perform the act of listening The most common classroom activity carried out at this stage are the following (a) Find out the key words signal words and topic sentence (b) Cheek their own prediction with what they have heard (c) Take notes of some important information to complete the exercises(d) Complete most of the exercise they require to do such as drawing the picture or program carrying out the actions arranging events or information in the correct sequence and so on It is important that the teacher finds out if the students have fully comprehended the text and whether there have any problems in doing so These problems have to be dealt with so that students can improve their listening effectively
The last period of a listening class is the postlistening stage In a number of teachers’ mind the postlistening stage is a period in which the teacher checks his students answers and point out their problems or explains the listening text These are all traditional activities frequently done in a listening class They are not good enough for today’s teaching The purpose of this stage is to consolidate what has been learned by the students As I have said before I have been using the listening text to teach the students how to take notes for some writing or speaking purpose such as explaining something to someone or writing out their views on a problem If new vocabulary has been learned such expressions as daily weekly circulation and copy then they could be encouraged to use those by writing about or discussing the most popular Chinese newspapers
The whole process of a listening class can be explained in terms of a film shooting analogy The teacher can be thought of as a director and the students actors and actress Before the shooting the director gives the actors and the actress instruction of the play tells them how they are expected to act and sometimes involves them in some kind of warmup activities to get them ready for the shooting When it comes to the actual shooting the director will give the whole stage to the actors and actresses with him standing behind the scene monitoring and observing After the shooting the director will get the actors and actresses together again making comments or diagnosing problems
IV Conclusion
The three skills of training listening techniques the combination of listening and speaking and the combination of listening and writing change the one way input into multilateral communication and thus make the students owners of the study course Teacher is only a director The core of these training is listening but it is combined with speaking and writing So the basic three skills complement students’ ability of using the listening skill freely
Bibliography
Harmer Jeremy The Practice of English Language Teaching Longman 1983
Nolasco R& L Arehur Large Classes Macmillan Publishers 1988
Richards Jack C English Language Teaching Methodology BeijingForeign Language Teaching and Reaching Press 1998
顾日国 英语教学法 外语教学研究出版社 2000
题目：关高中英语听力教学研究
作者：**
班级：公理学院2006级1班
指导教师：**
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