有效利用听力资源 [10]
论文作者:佚名论文属性:短文 essay登出时间:2009-04-16编辑:黄丽樱点击率:14453
论文字数:6153论文编号:org200904162242258081语种:英语 English地区:中国价格:免费论文
关键词:warming-up exercisestep by stepextensive listening热身练习循序渐进泛听资源
offer a good, more easily controlled alternative to the live speaker. Sometimes teachers will be fortunate enough to capture the radio texts that are at a suitable level.
The extensive listening materials can often be persuaded to take part in the supplementary lessons. If this is to be successful, their contribution needs planning and advice from the teachers. They cannot simply become a target for questions, nor can they just be told to talk about something that interests the students.
The teachers must emphasize that teaching listening should focus on the process of listening rather than the result of listening. Listening activities should not merely test the students’ memory as many traditional test-oriented listening exercises.
Blind acceptance of the listening materials and utilizing it does nobody any good, however, it is up to each teacher to be sure why they are doing an activity, and keeping in mind the question, “Will this help my students?”
Reference
[1] Bradley J.Potthoff. Language Arts Activities for Children [M] Prentice-hall, Inc. 1999. P74
[2] 舒白梅. 现代外语教育学[M]. 上海外语教育出版社, 2005. P153
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英语教学法教程[M]. 高等教育出版社, 2000. P90
[5] Madsen, Harold S. Teaching Techniques in English as a Second Language [M].Oxford University Press,1983. P134
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[8] 胡新宇. 音乐电视段片MTV与外语视听教学[J]. 外语电化教学,2002,4 P20
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[15] 闫美英. How to Reduce the Negative Effect in Listening Comprehension [J]. 雁北师范学院学报, 2001,4 P70
[16] Sheila C. Bentley. Listening and Memory [A]. Andrew D. Wolvin & Carolyn Gwynn Coakley. Perspectives on Listening [C].Ablex publishing Corporation, 1993. P84
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sive listening materials.
5. Conclusion
Listening skills must be given the major emphasis from the start of a language program.
The more the students hear naturally spoken English, the better. The listening games and activities described in this paper make few demands in terms of preparation or class time, but they will play a valuable role in developing listening competence. From then on, listening game and activities ought to be a regular part of students’ diet in the listening lesson.
The main lecture listening materials offer a good, more easily controlled alternative to the live speaker. Sometimes teachers will be fortunate enough to capture the radio texts that are at a suitable level.
The extensive listening materials can often be persuaded to take part in the supplementary lessons. If this is to be successful, their contribution needs planning and advice from the teachers. They cannot simply become a target for questions, nor can they just be told to talk about something that interests the students.
The teachers must emphasize that teaching listening should focus on the process of listening rather than the result of listening. Listening activities should not merely test the students’ memory as many traditional test-oriented listening exercises.
Blind acceptance of the listening materials and utilizing it does nobody any good, however, it is up to each teacher to be sure why they are doing an activity, and keeping in mind the question, “Will this help my students
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