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Bộ giáo dục và đào tạo Sở GD-ĐT THáI Nguyên Bồi dỡng giáo viên thực hiện ch ơng trình và sách giáo khoa lớp 12 trung học phổ thông Năm học 2008-2009 Bỏo cỏo viờn: Nguyn Tin Dng THPT Nguyn Hu - i T - Thỏi Nguyờn Email: bravery@teacher.com Website: www.bravery.tk (Tng hp t bi ging ca Tun Minh, Khoa Anh Vit, v V Th Lan) 2 CONTENTS Theory Games Textbook adaptation Composed by Nguyễn Tiến Dũng August 2008 I. Teaching Listening Theory 3 1. What is listening 2. Listening process 3. Principles in teaching listening 4. Principles behind teaching listening 5. Teaching listening steps 6. Listening stages 7. What if students don’t understand 4 A. Answer the questions about yourself 1. … skip listening section? 2. … have any activities before having your students listen to the tape? 3. … usually have your students read the script before, while, or after listening? 4. … stop the tape after every sentence (or speaker’s turn)? 5. … ask your students to repeat after the tape? 6. … prepare more listening tasks? 7. … have a listening task in any in-class tests? Do you 5 What is listening? Listening is one of the four Macro skills. What are some of the Listening micro skills needed? • Understanding the of what is heard, e.g. Who is talking? Where are they? What are they doing? Relationship? • Understanding information e.g quantity, reference numbers, prices, etc. when listening to a business telephone call • for words & phrases not heard clearly in an informal situation e.g. at a pub or party gist precise Compensating What is listening? - Work in pair - Complete the following sentences with suitable words Modern principles • Extensive reading & listening (for gist or for specific information) are more common in real life than are intensive reading & listening (word by word) • Intensive reading & listening may inhibit development- to worry about meaning of every word in text and so working from the part to the whole • Effective readers & listeners work from the whole to the part using overall context to help clarify meaning of individual words & structures. They tolerate uncertainty, ignoring unknown items or inferring their meaning from context. What is listening? B. Listening processes 8 SHORT-TERM MEMORY - takes raw speech - organizes info. - predicts info. - recalls prior knowledge < long- term memory LONG-TERM MEMORY - deletes original form of message - retains new info. - stores old info. Message understood Problems - lexical - grammatical - phonetic reason for L. meaning Top-down process - retrieve info. < long-term memo. - interpret message Bottom-up process - analyze language data - interpret message 9 C. Principles in Teaching Listening  Listening materials should be based on a wide range of texts, including both monologues and dialogues.  Schema-building tasks should precede listening.  Learners should know what they are listening for and why.  Only use the tape script (if there is one) as a last resort.  Set a further task, or tasks, which direct learners to a more detailed understanding  Teaching, not testing  Learners should be given opportunities to listen to a text several times and to work through increasingly challenging listening tasks. = pre-listening activities < top-down processing = text-related tasks < bottom-up processing • Principle 1: The tape recorder is just as important as the tape • Principle 2: Preparation is vital • Principle 3: Once will not be enough D. Principles Behind Teaching Listening [...]... or after they listen The tapescript can also have words or phrases blanked out Pre-listening word games Word square Half a crossword Find the way out Stepping stones 35 Game 1 – Word square (U.10, Endangered Species) Find these words in the square: food, dugong, panda, reserve, Asia, swim, season, extinct, bamboo, coast, aquarium P N D A E N A M C B S X Q R T N F E Y A I U T K I O V U S B A M B O