1、Rationale A relatively standard format for the listening lesson developed from the late 1960s:Pre-listening,pre-teaching of all important new vocabulary in the passage.Listening,extensive listening(followed by general questions establishing context).Intensive listening(followed by detailed comprehen
2、sion questions.)Post-listening,analysis of the language in the text(Why did the speaker use the present perfect?) Listen and repeat:teacher pauses the tape,learners repeat words. Actually,somekindofpre-listeningactivityisnow usual,involvingbrainstormingvocabulary,reviewingareasof grammar,or discussi
3、ng the topic of the listening text.More effective than traditional comprehension questions is the current practice of providing a task where learners do something with the information they extracted from the text.Tasks can involve labelling,from filling,and comleting a grid. In real life,learners ca
4、nnot expect unknown words to be explained in advaned;instead,they have to learn to cope with situations where part of where part of what is heard will not be familiar.Granted,it may be necessary for the teacher to present three or four critical words at the beginning of the listening lesson but crit
5、icalimplies absolutely indispensable key words without which any understanding of the text would be impossible. Furthermore,in real life,listening to a foreign language is a strategic activity.Nonnative listeners recognise only part of what they hear and have to make guesses which link these fragmen
6、ted pieces of text.This is a process in which our learners need practice and guidance. As an English teacher,we should obey the principles for teaching listening: 1. Exposestudentstodifferentwaysofprocessing information:bottom-up vs.top-down. With bottom-up processing,students start with the compone
7、nt parts:words,grammar,and the like.Top-down processing is the opposite.Learners start from their background knowledge,either content schema or textual achema. 2. Expose students to different types of listening. Theres an adage in teaching listening that says:Its not just they are listening to.Its w
8、hat they are listening for.Listeners need to consider their purpose.They also need to experience listening for different reasons. 3. Teach a variety of tasks. At times,students need experience with production tasks.Our students need exposure to a wide range of tasks in order for them to deal with di
9、fferent types of texts and respond in different ways.Incorporatingdifferenttasksalsoincreasesthe studentsinterest. 4. Consider text,diffculty,and authenticity. 5. Teach listening strategies Predicting:Effective listeners think about what they will hear.This fits into the ideas aboutprelistening ment
10、ioned earlier. Inferring:It is useful for learners to “listen between lines.” Monitoring:Good listeners notice what they do what they do and dont understand. Clarifying:Efficient learners ask question(What doesmean?You mean?)and give feedback(I dont understand yet.)to the speaker. Responding:Learner
11、s react to what they hear. Evaluating:They check on how well they have understood. Time:40 mins Students:55 students in grade 3 Material:My daughter(开放式听力课，教师结合学情自行整合教学内容) Teaching Aims Language abilities 1.Studentscanuseappropriateadjectivesto decribe others. 2.Students enable to talk and ask hobbi
12、es in their daily life and decribe their own hobbies. 3.Studentsenabletoimprovetheirlistening strategics,to get the main ideas first,and learn the details gradually. Cutural awareness1.Encourage students to find and keep their own hobbies,be confident and enjoyable in the real life. 2.Students keep
13、healthy and positive attitude to others advantage. Thinking Quality Guidingdivergentthinking,inspiring association,imagination,and exploring. Learning ablities Students enable to get the key information while listening.Understand the recording by mind map. Teaching Focus and Difficulties 1. Students
14、 enable to ask and decribe othershobbies appropriately and accurately according to the recording. 2. Students understand the recording as a whole. Teaching Procedures StepsObjectivesTi me 1. Warm up 1.Greeting. 2.Playagame.(Guess Teacher gets familiar with students.Arouse 2 teachers hobbies.)student
15、sinterests 2. Presentation 1. Teacher shows the picture ofherdaughterElvato students.Teacherencourage studentstoguessand describeherasmuchas possible.Shes tall./beautiful/ kind/thin. She can sing/dance. Encouragestudents tohavea brainstorm.And teach them listening strategics.Listening tasksshouldbe
16、givenclearly.It should go from the easystarttothe difficult points.Studentscan receive and improve easily.Cultivate students creative thinking by guiding Imagination. 10 2.Then students listen to the recordingforthefirst time.Studentstakenotes about key words,and try to get the main idea of the reco
17、rding. 3 3. Studentslistentothe recording again,and try to get more information,and answer the questions,What does she like?/What doesnt she like? And share in groups. 2 4.Students listen for the third time.Payattentiontothe detailsofthe recording.Teacherencourage them to share more details about th
18、e recording.Such as “Whatdoesshe feel when shes swimming?”etc. 2 5.Teacherhandsoutthe recording paper.Students read it by themselves. 16 3. Practice 1.Studentsreadafterthe recording. 2.Studentstrytomakea thinkingmapwiththekey words. 3.Students make dialogue with Listeningand readinghelpeach other. 5
19、 partners. Improvestudents thinking skill. 4. Consolidation 1.Students talk about Elva in groups. 2.Studentsretellthewhole recordingaccordingtothe mind map. 3.Describeyourselvesin groups. Encouragestudents to use English in the real life. 5 5.SummaryStudentssharetheir improvements in this class. Sha
20、reand improve. 3 6.Homework 1. Talkaboutyourhobbies with your friends. 2. A short writing.(This is me!) Createalarger Englishworldthey like. 2 7. Blackboard Design Elva Improvetheir thinkingand speaking. 8. Teaching Reflection Asmallnumberofshy students should be given more opportunitiesfororal prac
21、tice.Tasks should involve labelling,fromfilling,and comleting a grid. Developthestrong points and avoid the weak points. tall and thin beautiful can why likes doesnt like 听听 力力 材材 料料 Hi,Im Elva.Im eight.Im tall and thin.I have long hair.Im beautiful. Icanplaythepiano.Ican dance.Because they can make
22、 me happy.Ilikereadingand skating ,because theyre interesting.I like playing football too.Its exciting. But I dont like running.Its boring.This is me.What about you?Lets be friends.Bye Bye! Task1 For the first time,just listen,students get the main ideas about the recording.Make notes about the key words. Task2 1. What does Elva like? 2. What doesnt Elva like? Task3 1. What does she feel when shes reading and skating? 2. What does she feel when shes running? Task4 Read afer the recording.Read together. Task5 Make mind map and try to retell the recording. NaNa meme Do a survey
