变换传统授课技巧 丰富听力教学模式
本文作者： 21ST
编者按:本期本栏目精选了三例多样化听力教学的实例，帮助老师丰富听力课堂活动，探讨寻求听力提高的有效途径。 Using songs Jo Budden SONG lyrics provide a valuable source of authentic language as teaching tools. There are hundreds of ways to exploit them in the classroom. Here are a few of them: * Classic gap-fill Every language student has been at some point asked to fill in the gaps (missing words) to song lyrics. Before making your own handout, think about why you’re taking out certain words. It may be better to take out all the words in one group, such as prepositions or verbs. Tell students what they should be listening for. Another option is to take out rhyming words. But don’t be tempted to take out too many words; eight or ten is normally enough. To make the task easier, provide the missing words in a box at the side of the handout. * Spot the mistakes Change some of the words in the lyrics and, as students listen, ask them to spot and correct the mistakes. As with the gap-fill limit, keep the mistakes to a maximum of eight or ten. If possible, choose a word set. You could make all the adjectives opposites, for example. * Order the verses With new English learners this is a very simple activity. Chop up the lyrics of the song by verse and give a small group of students the jumbled verses. As they listen, ask them to put the lyrics in order. * Translation Although some teachers oppose use of the mother tongue in the language classroom, some students really enjoy translating lyrics. If you do ask students to do this, ensure the lyrics are worth translating. * Write the next verse Higher levels can write a new verse for a song. Focus on the patterns and rhyme of the song as a group, and then let students be creative. If they are successful, the new verses can be sung. Norah Jones’ “Sunrise” is a good song for this activity. 英文歌词为学生提供大量的原汁原味的英语学习材料，老师可以利用歌曲设计多种多样的课堂活动让学生们练习听力。以下是作者建议的练习方式。 * 经典的歌词填空 几乎每个学语言的学生都做过听歌曲填歌词的练习。教师在让学生做练习之前要想清楚为什么空出某些单词。空出来的单词数目以8到10个为宜。这些单词最好是同一词性或者压韵的词。若想减轻难度，可以把需要填进去的单词给学生列举出来，让他们做选择填空。 * 找错误 发给学生改动过的歌词，让他们边听边挑出和歌词中不一样的单词并改正。改动的单词数目不宜过多，应控制在8到10个。老师可以选择改动一组单词，例如把原歌词中的所有形容词都改成它们的反义词。 * 调整歌词顺序 这是一个针对初学英语者的练习。发给他们打乱顺序的歌词，让他们边听边排序。 * 翻译歌词 尽管很多老师反对在英语课堂中使用母语，但是学生确实喜欢翻译歌词。做这项活动的前提是老师确保歌词值得翻译。 * 续写歌词 对于水平较高的学生，让他们根据原歌词的句式和韵律续写歌词。如果歌词写得好还可以让他们演唱。在做这项练习的时候，诺拉·琼斯的Sunrise是个不错的选择。 Listening comprehension and note-taking skills Yoshio Ueno IN this course, students develop their listening and note-taking skills through recorded listening comprehension material of about 10 minutes. In-class activities include listening to lectures, taking notes, discussion, and pair/group work. The following is a suggested teaching procedure. Step 1: Before playing the listening material, ask students to take out a notebook. Step 2: Tell students to take notes on the listening material as best they can. You can also emphasize “natural” note taking, meaning messy notes are okay as long as the student can read them. Step 3: When you play the listening material, ask students to keep their books closed. Step 4: Tell students that notes should be in English. If English note taking is too difficult at first, writing some words in their native language is okay. You can either put pauses at main divisions of the lecture, or use a segmented CD and go segment by segment. Step 5: After the lecture, ask the students to exchange information about the lecture with their partners in English (including their notes). Depending on the English level of your students, you can allow them to use their native language. Step 6: As you circulate, ask different groups of students whether they have questions about the content. Give them the information they need. You may need to teach some question-asking skills, such as: “Could you repeat what the speaker said about X, please?” Step 7: Tell the students to open their books and answer the questions based on their notes. They can consult with their partners if they wish. Step 8: Confirm the correct answers as a class. Step 9: Tell students they are to listen again to the same lecture, this time improving their notes. This means adding new information or improving the structure and organization of their notes with numbers, underlining, and so on. They should also be trying to listen for the vocabulary words. Step 10: Tell the students to again share notes and do whatever they can to improve what they have. Step 11: The teacher should circulate with the transcript, asking the groups whether they have questions. Read from the transcript, if necessary. Look at individual student notes and locate trouble spots. Step 12: Tell students to open their books and answer questions for detailed information. (Partner work is okay.) Step 13: Check answers together as a class. 在本课中，学生通过听长度为10分钟左右的听力理解材料来练习听力和做记录的技巧。课堂活动包括听材料、做记录、讨论和小组合作答题。以下是建议的教学过程。 第一步:在播放听力材料之前，让学生准备好笔记本。 第二步:让学生尽可能多地记录听力材料的内容。老师要强调只要学生自己能识别笔记的内容，书写得乱一点也没有关系。 第三步:让学生在听听力材料时合上书。 第四步:告诉学生要用英语做记录，如果实在有困难可以适当用母语。老师也可以在播放听力材料时做适当停顿或者把材料分成几个部分来听。 第五步:听完材料之后让学生用英语和同伴交流听到的信息。根据学生的英语水平，老师可以允许他们适当用母语交流。 第六步:老师在教室中巡视时，询问学生他们对于听力材料的内容是否有疑问。告诉学生他们需要的信息。老师要教给学生一些提问技巧，比如:“您能重复一下说话者关于X的信息吗？” 第七步:让学生打开书根据所做的记录回答问题。允许他们和同伴商量。 第八步:全班核对答案。 第九步:告诉学生他们要再听一遍材料，这次一边听一边完善记录内容，即通过增加数字信息、画下划线等方式完善记录信息并调整结构。让学生留意词汇表中的单词。 第十步:让学生再一次和同伴交流并完善记录内容。 第十一步:老师拿着听力材料的文字稿在教室中巡视并询问每组学生是否有问题，必要的时候为他们读文字稿。老师看学生所做的记录并找出有问题的地方。 第十二步:让学生打开书回答细节问题部分（可以和同伴结组完成）。 第十三步:全班一起核对答案。 Building listening skills through the basic emphasis pattern Mark Alberding THE listening activity described below can only be used once the students have known the features of word stress. Step 1: The teacher can select a listening passage suitable for students from the textbook, or record a passage himself/herself. Step 2: Prepare copies of the transcript for students. Use 1.5 line spacing to make it easy for students to mark the transcript. Use a large font size to make it easy to read. Step 3: Play the listening passage. Tell students to listen for the stressed words. Step 4: Distribute the transcript, and play the passage again. Ask students to mark the emphasized part in each sentence by placing a dot above stressed words (or the stressed syllable in a multi-syllabic word). Pause after each sentence or clause if these are very long so that students can have time to mark their transcript. Step 5: Play the passage again. This time students should listen for and mark the focus words in each sentence or clause, indicating the most important idea in that sentence or clause. The method of marking these words should be different from the marking of stressed words during step 4. Perhaps they could underline the focus words. Step 6: Go over the transcript with the students, indicating where the stressed words are. The overhead projector is useful here, as it enables you to use your marked transcript as a reference for the students. 以下的听力练习适用于学习过单词重音的学生。 第一步:老师可以从课本中选择或者自己录制一篇适合学生的听力文章。 第二步:准备文章的文字稿并为学生复印，使用1.5倍行距和大号字体方便学生标注和阅读。 第三步:播放听力文章，让学生听重读的单词。 第四步:发给学生文字稿，再播放一次听力文章。让学生标注出每句话中的强调部分。他们可以在重读的单词（或者多音节单词的重读音节）上方画点标注。在每句话或短语结束时暂停播放，留给学生做标注的时间。 第五步:再播放一遍文章。这次让学生标出能够表达句子重要含义的单词。和上一步不同的是，这是标注的方法用下划线的形式。 第六步:和学生一起阅读文字稿，指出被强调的单词。老师可以利用投影仪向学生展示自己标注的文字稿。 |  |
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