初级汉语听力教案

2024-08-06

初级汉语听力教案（精选6篇）

篇1：初级汉语听力教案

复习

（三）教学对象：

课程名称：初级汉语听力课

教学目标：

1、培养学生听力能力并提高听力水平。

2、掌握听力题的方法与技巧。

3、从听力材料中学习口语表达。教学时数：2课时教学教具：录音机教学步骤：

第一课时：（50分钟）

一、组织课堂（2分钟）

二、学习生词（5分钟）当然

表示非常肯定。

例如：我问XX：你会说越南语吗？（XX是同学的名字）XX可以回答我，我是越南人，当然会说越南语了。

三、完成听力理解练习

（一）听句子并做练习

1.给学生5分钟时间熟悉听力理解练习的第一部分。

插入讲解做听力的方法：根据答案猜问题，带着问题听材料。

2.听两遍材料，第一遍让学生根据猜的内容听材料，并引导学生写出正确答案，评讲学生做错的题目，然后再听一遍巩固听到的内容。

1.A 我要包；

2.C 题中关键问香水是谁的；

3.B 要新报，不要旧报，如果新报在手上就不会再强调要新报； 4.A B没有涉及问别人要什么药，而是提及自己想要别的药,C文中也没有问到，而材料中问有没有别的药，说明他拿到了中药，但是想要别的药，所以说答案是他不喜欢中药；

5.A 材料种说了“这把红伞”； 6.C 材料提及“也是”“学生”； 7.A 看照片时才会说XX的照片真漂亮；

8.A 因为很累，不骑车，所以今天坐车，B选项不常骑车没有提及，C选项问今天谁骑车，也没有在材料中体现；

9.C 只有大夫才会说“我的病人”； 10.C 在句中，老校长指的是以前的校长。

(二)听对话，选择正确答案

1.给学生5分钟时间熟悉听力理解练习的第一部分。巩固做听力的方法：根据答案猜问题，带着问题听材料。

2.前10题听两遍材料，第一遍让学生根据猜的内容听材料，并引导学生写出正确答案，评讲学生做错的题目，然后再听一遍巩固听到的内容。

1.A 比大小。男的医院有医生和护士300多人，女的只有100多人。2.C 女说医生工资高，男说医生工作也很累。3.C 女询问男哪有卖汉意词典，说明她想买。4.B 李教授以前教我文学。

5.B 问地点，材料表明麦克在新留学生宿舍楼。

6.B 女说毛衣颜色太红，不合适，就表示她不想买红色的毛衣，男说我也不喜欢红的，就表示男也不想买红色的毛衣，故A不对，而句中只提及男对女说要换商店，并没有说换毛衣，所以正确答案是B。

7.C 细节题，材料中提及商店有酒、咖啡、照相机、磁带，但是没有日用品。

8.C 女的需要词典，最后强调要大的，故选择C。9.A 女的问“我的雨伞呢？”也就是在找雨伞。

10.C 男说“有那么多中国人骑自行车”则表示中国的自行车很多，女的说“不太贵”则表示自行车很便宜。

后两题，先给2分钟看题目，让学生根据答案猜对话，带着问题听材料，每段材料先听一遍，然后让学生作答，评讲学生做错的部分，在两段材料都听完后，再听一遍材料。

11.（1）C 女的因为妈妈身体不好而经常去看妈妈。

（2）A 最后一句，女的说：“不，她在家呢。” 12.（1）C 对话是关于两个医生说医院的事，故选C。

（2）B 女第一句话说“我们医院也很小”，故了解到，在小医院工作的是女。

（三）听短文，判断正误并回答问题。

根据答案找出关键词，并带着问题听第一遍录音。之后再看到回答问题的部分，根据问题有目的的再听一遍录音，再得到正确答案后再听一遍录音，巩固听到的答案。

短文

（一）1.判断正误

A.正确我弟弟是北京法律大学一年级的学生。B.错误他喜欢法律也喜欢英语。

C.正确他常常在宿舍里听英语磁带，即有英语磁带。D.错误没有历史书。E.错误是老师请弟弟吃饭。2.回答问题

（1）弟弟现在在学法律、经济和英语。（2）弟弟英语的发音和听力不太好。

（3）弟弟常常在宿舍里听英语磁带，看英语报纸。短文

（二）1.判断正误

A.错误不累的时候也喝酒。

B.错误那天是文中提的今天，爸爸并不累。C.错误爸爸邀请他喝酒，所以不是只想一个人喝。

第二课时（50分钟）

一、复习第一部分的内容：再听一遍录音，并引导学生复述最后的两个短文。

二、学习第二部分：语音语调练习

（一）选择听到的词语

听一遍录音，然后选择答案，通过询问单个同学的方式，了解同学的作答情况，并纠正错误的答案，在同学回答出答案后，请同学将正确的读音带到题目中，把题目读一遍。

（二）听后标出划线的音调

听一遍录音，然后请同学将答案写到黑板上。

（三）选择听到的句子

听一遍录音，请同学说出答案，并读出正确的句子。

（四）和

（五）布置回家完成。

三、教唱歌《宁夏》 1.听歌填空。2.学唱歌。

篇2：初级汉语听力教案

教学目的和要求：

1、训练留学生听数字以及推断时间能力

2、训练学生的听力技能和交际能力，学会问地点

教学重点：一听句子A判断听到的句子和看到的句子的意思一致 B根据听的内容选择正确答案二听对话，掌握词汇并选词填空三听短文并完成练习

课型：初级汉语听力课

教学方法：听说法、提问法、复述法、选择法、听写法

组织教学：发个每个学生四张卡片，分别写有 A/B/C/D。做选择题时，听后，所有学生都需举牌亮出自己所选的答案。具体讲练：（具体到每个小题，针对学生情况，可多放一遍或两遍录音。

教学过程：

一、组织教学（2分钟）教师点名，师生相互问候。

二、检查复习（10分钟）

1、请学生读第1 课第二部分和第三部分的词汇，纠正错误声调读音，个别读，然后齐读一遍。

2、请学生复述第5页的第 2 题；听写所填的词语：想以上安排房租

三、讲练新课（60分钟）（下面我们来学习第 2课。）1．生词（20分钟）

领读并结合实际例子讲解，并让留学生作适当造句：

楼梯左边电梯右边钥匙大厅隔壁西餐中餐开饭敲打搅洗手间洗衣房托尼真理子商量饭菜历史系年级学院研究所

2放录音并练习讲解（40分钟）

第一部分听句子 A判断是否与听到的句子意思相一致。B听后根据问题选择正确答案方法过程：①连续放完 9 个小题的录音，让学生边听录音边确定答案→ ②个别学生读答案，不同意见的同学说自己的答案→③教师边说句子，边确认正确答案。第二题、听后跟读。并指出错误或者失误发音

第二部分听对话 A听第一遍，判断正误 B听第二遍，大声跟读句子C选词填空方法过程：①分别放完两段录音，让学生边听录音边确定答案→ ②个别学生读答案，不同意见的同学说自己的答案→③教师根据对话内容，边确认正确答案。第二题、听后跟读。并指出错误或者失误发音

第三部分听短文 A听第一段短文，听后根据短文内容回答问题B第二遍听第一段短文，根据短文内容填空C第二段短文，听录音，听后根据短文内容回答问题D听第二遍，根据短文内容判断正误。方法过程：①分别放完两段录音，让学生边听录音边确定答案→ ②个别学生读答案，不同意见的同学说自己的答案→③教师根据对话内容，边确认正确答案。第二题、听后跟读。并指出错误或者失误发音

四、本课小结（5分钟）1.本课不仅仅局限于听，也让学生跟读、复述、默写，以听为主，听说读写相结合，全面提高学生的汉语能力。由于是小班教学，发给学生每人四个选项、个别题目采取举牌亮答案的形式。2.小结本课重点词语、本课内容

篇3：初级汉语听力教案

“听说读写”是人们表述语言技能的一般说法,就语言作为“最重要的交际工具”的特质而言,这个排列顺序客观地凸显出“听说”对于交际的重要性。正由于此,“听力”往往是第二语言教学双方都十分重视的一项语言技能。但在测试方面,学界对听力测试模式、项目的研讨还不够重视,这从近十年来语言学专业期刊较少刊发听力测试研究的文章即可见一斑。

在听力测试中,影响被试表现的因素,一般认为有听解能力和测试方法(吴一安,2001)。目前第二语言听力测试普遍采取的模式是,一边听试题内容、问题,一边看文字选项,然后被试在文字选项中进行答案选择。这样的听力测试形式,可称之为“半听力测试”。半听力测试不仅考察被试的听解能力,还考察对文字选项的辨识能力。对于书写符号系统是拼音文字的语言而言,被试看到的和听到的基本对应。但对于书写符号系统是语素—音节文字的汉语而言,人们往往不能直接根据汉字读出其读音,这就意味着被试听到的和看到的有可能不能对应,换言之,有可能出现被试听懂了,但由于不认识汉字而无法正确选择答案的情况。

汉语听力测试有没有可能进行“全听力测试”,即所有项目,包括试题内容、问题及选项等,全都用“听”的方式呈现给被试?如果可能,这两种测试方式有什么差异?哪种方式更适合汉语听力测试?为对这个问题有个初步了解,我们选择了汉语水平相当于新HSK四级(可归入初级下水平)的留学生进行实验。选择这个水平的留学生,主要因为该阶段留学生接触汉字时间较短,汉字认读能力有限,探讨他们在两种测试方式下的表现,既可了解哪种方式更适合这个阶段的学生,也可为中高级阶段可否使用全听力测试进行必要的实验探索和理论铺垫。

二实验设计

(一)被试

暨南大学华文学院初级(下)115名留学生,其中华裔留学生63名,非华裔留学生52名。这批被试到实验时累计学习汉语约6个月,其水平与新HSK四级相当。

(二)实验设计

实验采取单因素2水平重复测量设计,测试形式包括半听力测试、全听力测试,两种测试方式都只听一遍。

(三)实验材料、方法与程序

国家汉办/孔子学院总部网站提供的新HSK四级真题两套,每套题的听力部分均包括句子理解、简单对话、较长对话或讲话三个项目(为行文方便,“较长对话或讲话”均统一称为“较长对话”)。其中一套按现行方式测试,另一套根据全听力测试实验的需要,改造听力试卷,所有内容、试题和选项单独录音,答卷仅标示题号、括号及A B C D等。

采用同一级别的两套不同的真题进行测试,一方面可避免记忆效应;另一方面,同一级别的国家级考试试卷,理论上讲,其复本信度、效度等指标应该大致平行,符合本实验需要。关于这一点,罗民等(2011)研究表明,新HSK一、三、五三个级别试卷全卷平均信度分别为0.88、0.93和0.93。尽管分析对象不包括新HSK四级试卷,但作为同一系列的试卷,仍可在一定程度上旁证本实验两份试卷的副本信度处于较为理想的水平。

实验对同一批被试分别进行两种方式的测试,先全听力测试,一周后半听力测试。

(四)成绩评估与数据处理

两次测试分别收到答卷127、131份,剔除不合格的答卷(比如因被试迟到而未完成的,只有一次成绩以及极端情况)后,得到合格的实验答卷各115份。成绩评估采取统计正确答案个数的方式,数据用SPSS 19.0软件处理。

三实验分析及相关讨论

(一)实验结果与分析

1.总体结果分析

对表1数据进行重复测量方差分析表明, F(1,114)=3.849,p=0.052,p>0.05,测试方式主效应不显著,两种测试方式下被试的总正确率没有显著差异。

2.两种测试方式下各测试项目结果分析

对表2数据进行重复测量方差分析表明:句子理解项目, F(1,114)=0.357,p=0.551,p>0.05,测试方式主效应不显著,两种测试方式下被试句子理解项目的平均正确率没有显著差异;简单对话项目,F(1,114)=0.485,p=0.488,p>0.05,测试方式主效应不显著,两种测试方式下被试简单对话项目的平均正确率没有显著差异;较长对话项目, F(1,114)=8.943,p=0.003,p<0.05,测试方式主效应显著,全听较长对话项目的平均正确率提高了约5个百分点,两种测试方式下被试较长对话项目的平均正确率有显著差异。

(二)相关讨论

表1、表2的数据表明,对于初级下水平留学生而言,其半听力测试和全听力测试听力成绩没有显著差别。其中,句子理解和简单对话项目没有明显差异,但较长对话项目全听时平均正确率提高约5个百分点,差异显著。

这样的实验结果意味着什么?两种测试方式有什么差别,哪种方式更能反映被试真实的听力水平?不同测试方式下影响被试听力成绩的因素有哪些?这些问题值得探讨。

1.两种测试方式下各项目对比分析

(1)两种测试方式下各项目效度分析

效度是反映测试有效性的重要指标。限于实验条件,仅从内容效度和结构效度角度进行了探讨。尽管一般而言,质量平行的试卷在两种测试方式下的内容效度应该是一致的,但由于半听力测试在一定程度上依赖于被试的汉字认读理解水平,汉字间接地成为考查内容(尽管这可能不是命题者的本意),因而,其内容效度可能具有一定差异。为验证这个设想,实验对两种测试方式的皮尔森相关系数进行了检验,以下是有关结果:

说明:括号内为显著度。**.表示在0.01水平(双侧)上显著相关。下同。

表3、表4的分析结果表明,两种测试方式下句子理解项目内容效度均较低,测试被试听力水平的效力较低;简单对话、较长对话项目内容效度较高,两种测试方式下均能十分有效地测试被试的听力水平。全听力测试下各测试项目的皮尔森相关系数均高于半听力测试,表明全听力测试条件下的内容效度相对更高。

在结构效度方面,通过因素分析发现,在半听力测试条件下,KMO=.669,Bartlett's 值=95.613,自由度为3,p=0.000,表明可以进行因素分析。因素分析结果如下:

说明:提取方法为主成分分析,以下各表同此。

说明:a表示已提取了1个成分,表9与此相同。

对半听力测试的因素分析显示,在三个测试项目中,半听句子理解项目与其他两个项目的公因子方差较低(.573),共有一个特征值大于1的因素被提取出来,能解释总方差的68.605%,碎石图也表明了这一点;成分矩阵表明,半听句子理解项目的因素荷载相对较低(.757)。这个结果表明,半听力测试中,半听句子理解项目结构效度较低。

在全听力测试条件下,KMO=.678,Bartlett's 值=195.414,自由度为3,p=0.000,表明可以进行因素分析。通过因素分析,得到以下结果:

对全听力测试的因素分析显示,在三个测试项目中,半听句子理解项目与其他两个项目的公因子方差相对较低(.649),共有一个特征值大于1的因素被提取出来,能解释总方差的78.75%,碎石图也表明了这一点;成分矩阵表明,半听句子理解项目的因素荷载相对较低(.805)。这个结果表明,全听力测试中,全听句子理解项目结构效度相对较低。

比较半听与全听测试的因素分析结果可以发现,在两种测试方式下,句子理解项目的结构效度均相对较低。整体来看,全听力测试方式下各项目的结构效度均高于半听力测试,这意味着全听力测试更能有效测试被试的听力水平。

句子理解项目结构效度相对较低的实验结果,与柴省三(2011)的研究结果一致。柴省三(2011)采用项目聚类的方法对1000个样本的研究表明,句子理解项目在真实性和交互性方面都处于较低水平,不能有效测试被试听力水平,而简短对话、较长对话或讲话在真实性、交互性方面都处于较高水平,其构想效度较高,并据此提出增加简短对话、较长对话或讲话来取代句子理解项目的建议。本实验结果进一步支持这样的建议。

(2)全听力测试下简单与较长对话项目对比分析

在效度都较高的情况下,实验结果显示,全听力测试的较长对话较之简单对话项目,其正确率提高更为显著。这个结果与人们的普遍认识似乎并不一致。通常人们认为,在全听力情况下,信息量的增加加重了记忆负担,被试更有可能因此做出错误选择。实验结果与这样的认识看似矛盾,实则不然。

原因有两个方面。其一,测试中的简单对话项目和较长对话所需记忆的信息量都不大,尽管后者相对大些,但都在有效的短时记忆时间之内。短时记忆的有效时间,一般为0.5～18秒,但不超过一分钟。(黄希庭等,2005:187)在听懂的情况下,听了后面忘记前面的可能性较小。简单对话项目为一男一女各说一句话,句子均较为简短,每句话最多为两个完整的句子,随后即提问,一般为11～14秒;而较长对话则双方各说两句话,也较为简短,每句话最多为两个完整句子,随后即提问,一般为27～32秒。两个项目所需时间均在有效短时记忆时之内。

其二,在全听力情况下,由于没有文本可供参看,被试在听到录音时才启动各种要素来参与听力理解,全靠被试的工作记忆记住有关内容。由于简单对话时间较短,被试往往刚注意到说的大概内容时,对话已经结束,这就导致被试在全听的简单对话项目上对听力内容的把握往往不够全面,因而正确率较低;而较长对话提供了较充足语境,时间较长,被试有较充足时间利用语境、各种图式等进入、回忆、理解有关内容,因而其正确率相对较高。

2.半听力测试与全听力测试影响因素分析

实验结果显示,两种测试方式下被试较长对话项目平均正确率有显著差异,总体听力成绩没有显著差异,导致这种情况的影响因素有哪些?从两种测试方式的实际情况来看,影响听力成绩的因素主要有以下几个方面。

第一,文字依据的有无及汉字是否成为障碍。

相对于拼音文字,汉字的特点是表义的同时部分地表音。李艳等(1993)发现,在7000常用字的5631个形声字中,声符与汉字声韵调完全相同的约占37.51%,声韵调部分相同的占49.79%,其余12.7%的汉字读音与其声符无关。杨润陆(2008:167)则更严格地统计了声旁具有完全表音功能的高频字,在7000通用汉字中仅18个,这18个汉字作为声旁组成101 个汉字,约占7000字中的1.4%。汉字完全表音的局限性对半听力测试具有重要影响。

就半听力测试而言,汉字选项是一柄双刃剑:如果被试汉字认读理解能力良好,听之前可根据选项预测将要听到的内容,这有利于被试在听的过程中特别留意与选项有关的内容,形成注意焦点,提高信息获取效率;但同时,如果被试汉字认读存在困难,则汉字选项的利用效率便大为下降,甚至在被试听懂并理解内容的情况下,成为选择答案的障碍,产生负面效应。

全听力测试则没有先通过汉字了解选项含义的优势效应,同时也避免了汉字认读理解困难可能带来的负面效应,被试只需要在声音与意义之间建立联系,就能更好地理解听力内容与问题及各选项。在听的过程中,被试可以用他们自己能懂的任何方式记录听懂的内容,这在很大程度上可帮助他们减轻记忆负担。在收回的答卷中,就有很多被试做的各种记号,如图画、汉语拼音以及他们自己的语言等。这些个性化符号的使用,表明他们已经将声音和意义联系起来,并快速记录下了有价值的信息。

第二,知识图式的激活先后及水平差异。

关于听力理解的心理过程,学界已有大量认知心理学角度的研究,主要有感知、句子分析和运用三阶段论(Anderson,1995;Christine C.M. Goh,2000)、图式理论(Donna Reseigh Long,1989;陈颖,2005)等。从图式理论看,两种测试方式的图式工作模式具有一定差异。

在半听力测试条件下,被试往往会根据选项提供的有关信息,预先对试题可能的内容、问题等进行预测。这个预测的过程,即是根据选项提供的信息进行图式重组的过程。被试在听的时候,一方面验证预测的图式、信息是否与听到的内容吻合、匹配,一方面也不断进行修正、调适,从而在听力测试中保持信息获取的相对主动的状态。从这个角度说,半听力测试被试相关知识图式在“听”之前就已激活,其激活程度往往也更高。相比之下,全听力测试被试的知识图式不可能先于“听”之前启动,只可能在听的同时启动。这种一边听,一边启动、调整图式的工作模式,被试注意力集中于听播放的内容,而不太可能充分利用既有图式,因而其理解工作负担也就更大,尤其在时间较短的情况下,准确率也可能因此大打折扣。这在一定程度上可以解释两种测试方式的正确率没有显著差异,只有在较长对话项目上,因时间较长,被试可以更充分地调动各种图式参与理解,因此其正确率明显提高。

第三,信息加工通道与工作记忆系统工作模式差异。

根据认知心理学的一般原理,人的信息加工系统一般由感觉登记、工作记忆和长时记忆等三个部分组成。在感觉登记阶段,个体将觉察到的环境刺激信息转换为图像或声像等认知代码,再将其传入模式识别系统,由模式识别系统进行分析和组织,再输入工作记忆系统。(梁宁建,2003:32)就全听与半听测试而言,有关试题内容的信息在被试的感觉登记阶段存在差异:半听力测试条件下,环境刺激信息包括声音、文字,感觉登记阶段包含图像、声像两种认知代码,模式识别系统也分析、组织这两种代码;全听力测试条件下,环境刺激信息仅为声音,感觉登记阶段也仅包括声像认知代码,模式识别系统也仅对声像代码进行处理。测试试题信息经过两种不同信息加工通道,最后进入工作记忆系统,成为被试进行随后一系列反应和处理的基础。

工作记忆是指个体在执行认知任务过程中,暂时储存与加工信息的能量有限的系统,包括三个部分:中枢执行系统、视觉初步加工系统和语音回路(Baddeley,1992)。Clark(1977)提出了口语理解的四级模型:首先在工作记忆中建立话语的语音表征结构,然后以此记忆表征为基础,辨别组成连续语流的各种语音成分的内容及其功能,根据这个辨别结果,言语理解者才能在工作记忆中建立起相应的命题结构,最后将工作记忆中的各种表征进行整合,形成完整的话语意义。在这个模型中,语音表征首先作用于工作记忆,是口语理解和加工过程的关键步骤。

听力理解本质上属于口头交际范畴,符合Clark的口语理解模型。在全听力测试中,工作记忆中的中枢执行系统和语音系统按上述口语理解模型工作,而半听力测试则增加了视觉加工系统。对于汉字认读理解水平较高的被试而言,视觉加工系统的启动对整个工作记忆系统有正面的帮助作用,反之则会带来负面的影响。具体而言,被试阅读汉字选项时,大致存在全部看懂、部分看懂和完全看不懂三种情况。就本实验而言,被试大多属于第二种情况,尤其对于较长对话项目,半听力条件下的正确率较之全听力更低,表明汉字水平在一定程度上影响了他们的工作记忆。

第四,注意力分配差异。

认知心理学认为,人们在处理各种刺激信息时,都要面临注意的认知资源分配,即注意的协调与分配问题。根据凯恩曼的注意认知资源分配模型,当加工处理的刺激信息总量超过了注意的认知资源能量时,人们试图同时做的事情中必然有一件的加工成绩下降。而当认知资源受到材料限制(比如质量低劣或不宜加工的材料)时,即使分配到较多的认知资源,也不能较好地完成认知活动过程。(梁宁建,2003:85～104)

在半听与全听两种测试方式条件下,被试的注意力分配存在差异。前者的注意力要分配到文字和声音两种信息加工通道上,在汉语水平相同的情况下,还要受到汉字认读、理解的材料限制,这种情况对于汉字水平较低的被试尤为明显。根据任务操作曲线模型(梁宁建,2003:105),半听模式下被试对汉字认读理解的认知资源的增加,会使其在“听”方面的认知资源减少,“听”与“读”在有限的认知资源中处于竞争状态;而在全听模式下,被试注意力只需集中在语音信息上,认知资源能集中处理相关语音信息,没有汉字认读理解的认知资源消耗,其处理听力内容的认知资源更为充足。

3.全听与半听:哪种方式更适合初级汉语听力测试?

根据上文讨论的全听与半听两种汉语听力测试方式的主要差异,结合听力本质属性和汉语的特点,可以认为,全听力测试更适合于初级汉语听力测试。这一想法主要基于全听力测试更符合听力技能本质特征的认识。

关于听力的本质特征,杨惠元(1996:25)、王碧霞(2000)已明确指出其为“利用听觉器官处理有关言语信号”,这样的观点符合听力的实际情况。“听”是声音与概念、意义二者间相联系的过程。不足2岁的小孩能听懂很多话,但几乎不认识字,即使认识一些也与他们能听懂的相去甚远,第二语言的听力与此本质相通;盲人不能看见任何东西,但听力并没因此受到负面影响(相反,由于过分依赖于听力,听力往往更强);“文盲”不认识字,但听说毫无障碍;海外华裔子弟一般可以使用汉语交流,但他们往往并不认识汉字,这些都可旁证“听”只是声音与意义联系,利用听觉器官处理言语信号的本质特征。陈宏(1997)指出,建立语言测验结构效度的首要工作是建立理论假设,而完备的理论假设至少应当包括:(1)对语言能力的本质、特征和功能进行高度概括,并清楚地表明,语言能力作为一种内在心理特质与这种特质的外在行为表现不同;(2)应能反映语言能力的基本结构和结构关系,并从本质、特征和功能方面充分表明,语言能力每个部分都是独立的、不可替代的、不依赖于其他部分而存在的;(3)若声称体现了汉语特色,则需说明与其他语言相比,汉语能力有哪些本质上的区别性特征。

这些思想对全听力测试具有重要启示,这也是不惜篇幅引述于此的原因。如果上文讨论的听力的本质特征成立,则听力测试只以“听力”为测试属性,只跟人们的听力水平有关,与文字水平等无关。听力测试应独立于、不依赖于其他语言技能,尽可能排除其他语言要素、技能的干扰,只考察被试的即时听解能力、工作记忆能力等,才能提高听力测试效度,让听力测试回归到更“纯粹”的轨道上。在这一点上,全听力测试更体现听力测试的本质特征。

此外,在半听力测试中,试题内容以“听力(语音)+阅读(文字)”的形式呈现给被试,被试需要对两种呈现方式做出反应;而全听力测试由于仅以听力作为测试属性,只以“听力(语音)”形式呈现测试内容,测试中没有文字等因素的干扰。从这个角度说,两种测试形式既是测试方式,也是测试内容。相比之下,全听力测试的“测试内容”更为纯粹,避免了其他语言技能的干扰,更能体现听力的本质特征。

可见,尽管对于初级下水平留学生而言,全听力测试与半听力测试各听一遍,其正确率没有显著差别,但由于全听力测试更符合听力的本质特征,且其效度相对更高,是更能体现听力属性的测试方式和程序,因此,全听力测试是更合适这个阶段留学生的听力测试形式。

四结论及启示

通过实验,本文得到以下几个基本结论:1.对于初级下水平留学生而言,全听力测试半听力测试各听一遍,二者正确率没有显著差异;2.较之半听力测试,采用全听力测试方式时较长对话项目的正确率有显著提高;3.无论在半听力还是全听力测试条件下,句子理解项目的内容效度、结构效度均相对较低;总体来看,全听力测试的效度高于半听力测试;4.全听力测试体现了听力测试的本质特征,更适合初级下阶段留学生进行汉语听力测试。

本实验研究尚存一些不足。尽管实验样本已经较大,但对于语言测试而言,如果能有更大的样本,实验结果将更为可靠。此外,从实验结果看,被试的总体水平可能略高于HSK四级水平,因而其正确率总体较高。这些都对实验结果具有一定影响。

本文的研究结果对汉语第二语言教学及听力测试具有一定的启示。要而言之,大略有三:

1.听力教学策略与测试理念的探索与更新。根据上文研讨结果,听力教学策略和测试都应该以遵循听力本质特征、结合汉语特色为出发点和落脚点,尽可能避免其他语言技能的干扰来进行听力训练与测试。比如,在教学中,可训练学生边听边用自己的方式记录所听内容的策略,如图画、汉语拼音、母语等各种个性化的符号,这有利于训练学生提高对所听内容的注意力,有效提高听力理解能力。

此外,就汉语而言,听力测试理念需要更新。全听力测试不仅适用于汉语第二语言学习者,对于没有文字的民族,少数民族地区、方言地区居民的汉语水平测试,都可尝试采用全听力方式。这不仅可以探索新的测试理论与方法,对构建和谐语言生活也意义重大。

2.差异化细分、培育汉语学习者群体。汉语学习者学习动机千差万别,学习目的各不相同。大体而言,有的仅对听说技能有要求,有的则对听说读写各项技能都有要求,我们可据此设计不同课程,编写专门的教材,并提供专门的测试以评估其水平。比如,对于仅有听说需求的学习者,全听力测试可以较好地评估其听力水平,以后还可开发专门的口试,而不至于在现行的汉语水平测试中无所适从,这对差异化对待和培育汉语学习者群体、提高汉语国际推广效率不无裨益。

3.不管是半听力测试还是全听力测试,句子理解项目的效度均较低,可以考虑适当减少或删除该项目,替之以简单对话或较长对话、讲话等项目,或者尝试新的测试项目。

摘要：本文针对初级汉语水平学习者,通过半听力与全听力两种测试方式对比实验,发现两种测试方式平均正确率没有显著差异。就测试项目而言,句子理解、简单对话没有显著差异,但较长对话项目平均正确率差异明显。在各测试项目中,句子理解效度较低;全听力测试效度高于半听力测试。全听力测试更贴近听力的本质属性,是更适合初级汉语阶段听力测试的方式。

篇4：初级汉语听力课教学初探

如何改变听力教学的现状？如何使初学者克服这些困难，使听力教学得到最大限度的成效？作为对外汉语教师，我们有责任去寻找一些可以解决多重困难的方法，以解决学生在初级听力课中的困惑，提高他们的听力水平。下面笔者将着重从初级听力训练的方法这个方面来探讨。

目前在对外汉语听力教学中，使用的教学方法主要是“听录音——完成练习——解释文本”的模式。输入来源单一，输入方法死板单调，让学生觉得听力课就是单纯的听录音，对答案，听不懂再听，非常乏味。李红印曾指出：“很多教师认为，听力课上要让学生反复听、大量听，理由是‘熟能生巧’。这在理论上是成立的，但在实践中遇到很多问题。一方面听是被动的，时间长了容易疲劳；另一方面，外国学生不同于中国学生，大部分人不需要迎接‘托福’、‘GRE’一类的考试，他们需要的是自然状态下的学习，各种强化训练对他们并不起作用，有时还会遇到“反抗”，如学生上课打瞌睡，拒绝接受信息，或者干脆逃课，不来了。”

听力教学方法的单一直接导致了听力教学的效果始终无法上去。笔者曾在初级听力班上通过对20位来中国学习了半年的全日制留学生调查发现，虽然学生普遍觉得听力很重要，也认为开设听力课很有必要，但他们对听力课的评价并不高。许多学生在听力课开设几周后，都反映听力课很难。由于学生的听力水平提高起来很慢，故学生对听力课的积极性不是很高；也有不少的学生认为听力主要是课下来提高,课堂上并无多大用处。高彦德等(1993)也作过一项调查，调查表明，多数学生认为听和说是他们最需要的语言技能，但毕业或(结业)时听力能达到满足需要程度的只占调查人数375人的13.9%。这说明我们所使用的听力教学方法还不能令人满意，应该有所改善。

下面是笔者在初级听力课教学中总结出的比较一些不错的方法，与大家一起分享。

一、听、说、读、写全面出击，密切结合

听力课虽作为一个独立的课型，但是却不能孤立地进行，要结合“说”、“读”、“写”的训练，即采取以听为主，听说结合、听读结合和听做结合的综合训练方法。即便是初级听力课，学生掌握的不多，“听”对他们来说已经不易，何况再加上“说”、“读”、“写”呢？笔者在课堂上遇到过这样的问题，有几个美国学生反应较快，在听的过程中就能从他们表情中看出来他们已经懂了，但在让他们复述大意时，他们分辩说“我们听懂了，但说不出来，说不出来不能说明我们没听懂”。可见，学生把听与说、读、写都分割开来了，教师要向他们说明，分技能训练并不是说各技能之间毫无联系，而是听中有说、听中有读、听中有写，并且听力训练的最终目的是为“能够用该语言在一定范围内交际”而服务的，离开了这个根本，听力训练也就失去了它的意义。所以教师让学生树立起良好的习惯，听力课不仅要听，也要重视说、读和写。而且，另一方面考虑到学生听了很长时间，必然会觉得乏味、走神，这时候充分调动他们的其他能力，也不乏是一种较好的方法。

明确了这一点，笔者常常在课堂上搞些小活动。如学生听了一段有关“家”的听力材料，先不要求学生看题目，而是边听边画出听力材料中所介绍的家中的一些布置，然后叫他们说说自己家的布置，或者一个人说一个人画，虽然会多花一些时间，但是“磨刀不误砍柴工”，这样几遍下来，生词已经熟稔于心了，而且对于这个话题无论是听还是说都没有什么问题了。笔者觉得课堂上主要还是精听，不应该追求所谓的速度，而应该放慢脚步，稳扎稳打，听一篇材料就要有一篇的效果，让学生真正掌握。至于题目，先看题目或者听后再看都可以，但是题目只是一个检测的辅助手段而已，笔者觉得题目的错对并不是太重要的，所以切忌让题目左右了你的教学，让做题目对答案成了听力课的全部。

（一）尽量还原真实场景,让学生从听力课中体验到真实的生活

学语言主要是为了“用”，听力课也是如此。在初级阶段，学生要求掌握的都是最基本的词汇、句子。如果当他们能在日常生活中用到自己课上所学的东西，那种激动是难以言表的，对他们今后的学习更是一种推动。笔者常常会听到学生兴高采烈地说用学到东西去讨价还价，用学到的词与中国人聊天得到了自己想要的信息。初级听力课同样如此，当学生们能够在日常生活中听到听力课上所学到的东西，他们同样会看到自己的进步而觉得听力课没有白上。所以，凡在听力课上涉及到的有关日常生活的内容，作为教师应该积极讲解，鼓励学生最好去亲身实践或体验。如笔者在上《初级汉语听力》第一册时，第九课是《换钱》，笔者就布置作业让他们去银行换钱时亲身体验一下；而在学第十一课《挤公共汽车》时，就让他们下课回家坐地铁时注意听一下地铁里的广播。这样学到的东西很快就能在生活中用上，学生普遍兴趣很高。又如，有道听力练习题考查“摊儿”这个词，笔者认为这里考察的不仅仅是生词，同时也在考察外国人对中国生活常识用语的掌握情况。在这种情况下，老师应该稍做讲解，如举些例子“走出校园，大门口有‘水果摊儿’、‘书摊儿’、‘烟摊儿’”，学生们像逛街一样在“玩”中既能轻松学到知识，而且效果要比死记硬背好得多。

二、充分利用现代教学技术，使初级听力课堂更加丰富多彩

在初级汉语听力教学中，笔者主张把传统教学与现代教育技术结合起来，把电视听力与传统课堂教学相结合，这是一种提高听力课质量的比较有效的方法。课堂上学生在听的同时又能看到图像,从而增加了接受信息的渠道,声音与图像统一起来,既给学生一个真实的语言环境,又培养了学生听的兴趣。杨惠元就曾在《汉语听力说话教学法》中指出：“我们在编写听力教材时应该考虑电化教学手段的运用,调动学生的多种感官,既要耳听、口说,又要眼看、手写。有条件的,可以把教材当作脚本直接拍摄电视片,充分发挥‘声’、‘光’的作用,使声音与形象和谐统一,使语言信息与具体情境紧密结合。”看来，今后在听力课堂上使用视听结合的教学方法应是一种趋势。

为了证明这种方法的可行性，下面是笔者对初级听力课上使用现代教育技术手段的教学效果的测试:

测试时间:2008年4月16日。

测试对象:上海理工大学对外汉语教学中心的16名留学生。其中,美国人6名,德国人5名，瑞士人3名，俄罗斯人2名。上初级汉语听力课之前已完成了《基础汉语40课》（华东师范大学，2004）的学习,掌握汉语词汇大约1000个，相当于初级汉语水平。

测试材料:李铭起编著的《初级汉语听力》第二册(北京语言大学出版社,1999)。

测试方法:以《初级汉语听力》中第十八课《谈出国》和第二十四课《找工作》为测试的听力材料,选择这两篇材料的原因是课文内容与学生生活比较贴近并且难易度相似，生词量都控制在5%以内。时间大约20分钟，每篇短文200字左右，共10个问题，听两遍。把学生分成水平相当的两组，每组8人，第一组学生只听一遍录音，然后回答问题;第二组同学利用多媒体教学边听边看与课文内容完全相同的录像，然后回答与第一组同学相同的问题。

两点说明:第一，课文生词表中的生词,学生不预习，老师不讲解，因为一旦预习、讲解，再做听力训练就失去意义。第二,上听力课时，学生自始至终不打开听力课本，一遍听完之后再做练习，完成后再听一遍。

这样要求是因为，学生完全是在同等条件下，无任何生词提示的前提下做听力训练，结果比较可靠。测试结果如下表:

“学生课堂表现”是指学生听音的注意力情况。例如，6:2表示共有8个学生，集中精力听音的有6人，不认真听课或态度不积极的有2人。

测试结果显示，学生边听边看所接受的信息比单纯听所接受的信息要多得多。运用多媒体电视教学手段，使学生既有新奇感、兴趣感，又有身临其境的感觉，即使有些内容学生没有听懂，但真实的语言环境可以帮助学生理解。因此，电视听力教学直接制约着学生听力水平的提高及改变着他们对待听力课的态度。

以上就是笔者在初级听力教学方法上的一点认识，归结到一点，就是调动学生学习积极性，想方设法让学生主动地向老师“索取”而不仅仅是被动“灌输”，这样师生互动、生生互动，形成一个良性循环。当然紧靠这一点并不可能从根本上扭转听力课难上的局面，如何上好听力课、如何开展听力教学仍然是对外汉语教学需要进一步探索的问题。

参考文献：

[1]卢岚岚.改进听力课教学的几个问题[A].北京语言文化大学汉语速成学院.汉语速成教学研究：第1辑[C].北京：北京大学出版社出版，1997.

[2]李红印.汉语听力教学新论[J].南京大学学报（人文科学），2000（5）.

[3]高彦德，李国强，郭旭.外国人学习与使用汉语情况调查研究报告[M].北京语言学院出版社,1993.

[4]吕必松.对外汉语教学概论(讲义)(续十三)[J].世界汉语教学,1995(3).

[5]杨惠元.中国对外汉语听力教学的发展[J].世界汉语教学,1992(4).

[6]李清华.谈科技汉语的理解[J].语言教学与研究.

篇5：英语初级听力教案

Listen to This(Book 1)

教研室: 英语听力教研室

授课对象：08级英语本

德州学院外语系

Preparatory Lesson One I Teaching Aims: To know something about numbers, days and addresses

To be familiar with the reading of numbers, days and addresses in English

To know about some simple day life dialogues in English

II Teaching Material

Listen to This: 1 Preparatory Lesson One

III Teaching Aids

Language Lab

IV Teaching Procedures 1.Warm-up: To let the students to write down phonetic alphabet and read them To let the students learn some new words and expression that will appear in the listening material Chemist: person who prepares medicines(from prescriptions)and sell medical goods, toilet articles, etc.n.药剂师；药商（常兼营化妆品等）。Piccadilly:（英国伦敦）皮卡迪利大街（以其时髦的商店,俱乐部，旅馆和住宅著称）。

Sutton: 萨顿[英国英格兰东南部城市]（在伦敦西南）。Bristol: 布里斯托尔[英国英格兰东南西南部港市]（艾冯郡首府，临布里斯托尔海峡）。Saint Thomas: 圣托马斯(here name of a person)Bond: Here Bond Street Archer: Here Mrs.Archer Eton: Here Eton Avenue Eden: Here Eden Square Blake: Here Dr.Blake Oxford: Here Oxford Street Jones: Here Mrs.Jones

To let the students know about some simple skills of listening 2.Listening-centered Activities

To let the students listen to the tape of sections one by one in Preparatory Lesson One and fill in the blanks in the listening book.Section One

Numbers Days Addresses and some sentences

Section Two

Dialogues

Section Three Dictation Word groups To choose some students to give their answers after each section Then correct the their answers

Finally let the students listen to the tape one more time 3.Group Activities Divide the students into several groups, then let every group has one student to say some numbers, days and addresses arbitrarily, the rest of the group to write down what they have heard.With this group activity, we can practice the students’ knowledge of numbers, days and addresses.4.Homework Let the students themselves to find some listening material to practice their skills of English listening after class.Preparatory Lesson Two I Teaching Aims: To know something about numbers, letters and times

To be familiar with the reading of numbers, letters and times in English To know about some simple day life dialogues in English

II Teaching Material

Listen to This: 1 Preparatory Lesson Two

III Teaching Aids Language Lab

IV Teaching Procedures 1.Warm-up: Ask students how to read numbers and times in English? Let students say some nations they have learned in High School.2.Listening-centered Activities Do the listening exercises one by one in Preparatory Lesson Two Vocabulary explain some new words and expressions they may don’t know Section One numbers, letters, times Section Two Dialogues Section Three Dictation Word groups To choose some students to give their answers after each section Then correct the their answers

Finally let the students listen to the tape one more time 3.Group Activities Divide the students into several groups, then let every group has one student to say some numbers, letters and times arbitrarily, the rest of the group to write down what they have heard.With this group activity, we can practice the students’ knowledge of numbers, letters and times.4.Homework Let the students themselves to find some listening material to practice their skills of English listening after class.Preparatory Lesson Three I Teaching Aims: To know something about numbers and some tips in reading numbers

To be familiar with reading numbers II Teaching Material

Listen to This: 1 Preparatory Lesson Three

III Teaching Aids Language Lab

IV Teaching Procedures 1.Warm-up: Ask students how to read numbers and times in English? Give them some long numbers to read Long numbers are spoken as separate digits grouped rhythmically in twos or threes.Reading cardinal numbers, a comma is sometimes used instead of a space to separate the thousands in numbers greater than 999.How to read “ 0” in English? “Zero” is the most common US usage and the most technical or precise form.When reading a telephone or bank account number we say the letter “O”.Nought is commonly used when referring to the figure “ 0”as part of a number 2.Listening-centered Activities Do the listening exercises one by one in Preparatory Lesson Three Vocabulary

Explain some new words and expressions they may don’t know Section One Numbers Section Two Dialogues Section Three Dictation Word groups To choose some students to give their answers after each section Then correct the their answers

Finally let the students listen to the tape one more time

3.Group Activities Divide the students into several groups, then let every group has one student to say some numbers arbitrarily, the rest of the group to write down what they have heard.With this group activity, we can practice the students’ knowledge of numbers.4.Homework Let the students themselves to find some listening material to practice their skills of English listening after class.Preparatory Lesson Four I Teaching Aims: To know about numbers of mileage and population and how to read the numbers of mileage and population in English

To be familiar with the nations and its adjective in English

II Teaching Material

Listen to This: 1 Preparatory Lesson Four

III Teaching Aids Language Lab

IV Teaching Procedures 1.Warm-up: Ask students how to read numbers of mileage and population in English? Give students some numbers to read

Know about coin in English 2.Listening-centered Activities Do the listening exercises one by one in Preparatory Lesson Four Vocabulary

Explain some new words and expressions they may don’t know Section One Numbers of mileage and population Section Two Dialogues Section Three Dictation Word groups To choose some students to give their answers after each section Then correct the their answers

Finally let the students listen to the tape one more time

3.Group Activities Divide the students into several groups, then let every group has one student to say some numbers arbitrarily, the rest of the group to write down what they have heard.With this group activity, we can practice the students’ knowledge of numbers.4.Homework Let the students themselves to find some listening material to practice their skills of English listening after class.Preparatory Lesson Five I Teaching Aims: To know about money and how to read the numbers of money in English

To be familiar with the expression of money in English

II Teaching Material

Listen to This: 1 Preparatory Lesson Five

III Teaching Aids Language Lab

IV Teaching Procedures 1.Warm-up: Let students know about money in English

A penny = 1 cent

A nickel = 5 cents

A dime = 10 cents

A quarter = 25 cents 2.Listening-centered Activities Do the listening exercises one by one in Preparatory Lesson Five Vocabulary

Explain some new words and expressions they may don’t know Section One Coins Section Two Dialogues To choose some students to give their answers after listening Then correct the their answers

Finally let the students listen to the tape one more time

3.Group Activities Divide the students into several groups, then let every group has one student to choose some commodities to ask the price arbitrarily, one student of the rest group to tell her or him in English.With this group activity, we can practice the students’ knowledge of money in English.4.Homework Let students do Section three as homework, write down the answers in their notebook and hand in.Let the students themselves to find some listening material to practice their skills of English listening after class.Lesson One I Teaching Aims: To know about some day life dialogues in English

To learn how to fill in blanks in English listening

II Teaching Material

Listen to This: 1 Lesson One

III Teaching Aids Language Lab

IV Teaching Procedures 1.Warm-up: Let students prepare some mini-talk like day life dialogues in English Let several students to say their mini-talk in front of their classmates 2.Listening-centered Activities Do the listening exercises one by one in Lesson One

Vocabulary

Explain some new words and expressions they may don’t know Section One

Dialogues Section Two

Discussion and Interview Section Three Dictation of short paragraphs

Let students know about punctuation mark in English in Section Three To choose some students to give their answers after each section Then correct the their answers Finally let the students listen to the tape one more time

3.Activities Let students to recite the simple dialogues we have listened and answer the teacher’s questions about their dialogues in a few words.With this activity, we can practice students’ skills of listening at the same time practice their skills of speaking as well.4.Homework Let the students themselves to find some listening material to practice their skills of English listening after class.Lesson Two I Teaching Aims: To know about more day life dialogues in English

To learn how to fill in more blanks in English listening

II Teaching Material

Listen to This: 1 Lesson Two

III Teaching Aids Language Lab

IV Teaching Procedures 1.Warm-up: Let several students to say their prepared mini-talk in English in front of their classmates

Correct their mistakes in grammar or pronunciations

2.Listening-centered Activities Do the listening exercises one by one in Lesson Two

Vocabulary

Explain some new words and expressions they may don’t know Section One

Dialogues Section Two

Conversation and Story Section Three Dictation of short paragraphs

To choose some students to give their answers after each section Then correct the their answers

Finally let the students listen to the tape one more time

3.Activities Let students to recite the simple dialogues we have listened and answer the teacher’s questions about their dialogues in a few words.With this activity, we can practice students’ skills of listening at the same time practice their skills of speaking as well.4.Homework Let the students themselves to find some listening material to practice their skills of English listening after class.Lesson Three I Teaching Aims: To know about more day life dialogues in English

To learn how to fill in more blanks of conversation in English listening To learn how to answer some questions in their own words after listening

II Teaching Material

Listen to This: 1 Lesson Three

III Teaching Aids Language Lab

IV Teaching Procedures 1.Warm-up: Let several students to say their prepared mini-talk in English in front of their classmates

Correct their mistakes in grammar or pronunciations

2.Listening-centered Activities Do the listening exercises one by one in Lesson Three

Vocabulary

Explain some new words and expressions they may don’t know Section One

Dialogues Section Two

Conversation and Interview Section Three Dictation of short paragraphs

To choose some students to give their answers after each section Then correct the their answers

Finally let the students listen to the tape one more time

3.Activities Let students to recite the simple dialogues we have listened and answer the teacher’s questions about their dialogues in a few words.With this activity, we can practice students’ skills of listening at the same time practice their skills of speaking as well.Listen to a short song in English and write it down, also can have a volunteer to sing the song.4.Homework Let the students themselves to find some listening material to practice their skills of English listening after class.Lesson Four I Teaching Aims: To know about more day life dialogues in English

To learn how to fill in more blanks of conversation in English listening To learn how to answer some questions in their own words after listening to a long conversation II Teaching Material

Listen to This: 1 Lesson Four

III Teaching Aids Language Lab

IV Teaching Procedures 1.Warm-up: Let several students to say their prepared mini-talk in English in front of their classmates

Correct their mistakes in grammar or pronunciations

2.Listening-centered Activities Do the listening exercises one by one in Lesson Four

Vocabulary

Explain some new words and expressions they may don’t know Section One

Dialogues Section Two

Conversations Section Three Dictation of short paragraphs

To choose some students to give their answers after each section Then correct the their answers

Finally let the students listen to the tape one more time

3.Activities Let students to recite the simple conversations we have listened and answer the teacher’s questions about their conversations in a few words.With this activity, we can practice students’ skills of listening at the same time practice their skills of speaking as well.4.Homework Let the students themselves to find some listening material to practice their skills of English listening after class.Lesson Five I Teaching Aims: To know about more day life dialogues in English

To learn how to fill in more blanks of conversation in English listening To know about some kinds of question in English listening test

II Teaching Material

Listen to This: 1 Lesson five

III Teaching Aids Language Lab

IV Teaching Procedures 1.Warm-up: Let several students to say their prepared mini-talk in English in front of their classmates

Correct their mistakes in grammar or pronunciations

2.Listening-centered Activities Do the listening exercises one by one in Lesson Five

Vocabulary

Explain some new words and expressions they may don’t know Section One

Dialogues Section Two

Word Exercises, Discussion and Interview Section Three Dictation of short paragraphs

To choose some students to give their answers after each section Then correct the their answers

Finally let the students listen to the tape one more time

3.Activities Let students to retell the interviews we have listened and answer the teacher’s questions about interviews in a few words.With this activity, we can practice students’ skills of listening at the same time practice their skills of speaking as well.Divide the students into several groups, then let every group has one student to say some letters of a word and give some help or clue, the rest of the group to guess which word it is.4.Homework Let the students themselves to find some listening material to practice their skills of English listening after class.Let students do the game of guessing words after class.Lesson Six I Teaching Aims:

To learn how to fill in more blanks of conversation in English listening To answer the questions simply in their own words after listening

To know about telephone conversation in English

II Teaching Material

Listen to This: 1 Lesson Six

III Teaching Aids Language Lab

IV Teaching Procedures 1.Warm-up: Let several students to say their prepared mini-talk in English in front of their classmates

Correct their mistakes in grammar or pronunciations

2.Listening-centered Activities Do the listening exercises one by one in Lesson Six

Vocabulary

Explain some new words and expressions they may don’t know Section One

Dialogues Section Two

Telephone Conversations Section Three Dictation of short paragraphs

To choose some students to give their answers after each section Then correct the their answers

Finally let the students listen to the tape one more time

3.Activities Let students to recite the telephone conversations we have listened and answer the teacher’s questions about their dialogues in a few words.With this activity, we can practice students’ skills of listening at the same time practice their skills of speaking as well.4.Homework Let the students themselves to find some listening material to practice their skills of English listening after class.Lesson Seven I Teaching Aims: To answer the questions simply in their own words after listening

To know about monologue and telephone conversation in English

II Teaching Material

Listen to This: 1 Lesson Seven

III Teaching Aids Language Lab

IV Teaching Procedures 1.Warm-up: Let several students to say their prepared mini-talk in English in front of their classmates

Correct their mistakes in grammar or pronunciations

2.Listening-centered Activities Do the listening exercises one by one in Lesson Seven

Vocabulary

Explain some new words and expressions they may don’t know Section One

Dialogues Section Two

Problems, Monologue and Telephone Conversations Section Three Dictation of short paragraphs

To choose some students to give their answers after each section Then correct the their answers

Finally let the students listen to the tape one more time

3.Activities Let students to retell the monologue and recite the telephone conversations we have listened and answer the teacher’s questions in a few words.With this activity, we can practice students’ skills of listening at the same time practice their skills of speaking as well.4.Homework Let the students themselves to find some listening material to practice their skills of English listening after class.Lesson Eight I Teaching Aims: To answer the questions simply in their own words after listening To know how to express their views about some topics in English

II Teaching Material

Listen to This: 1 Lesson Eight

III Teaching Aids Language Lab

IV Teaching Procedures 1.Warm-up: Let several students to say their prepared mini-talk in English in front of their classmates

Correct their mistakes in grammar or pronunciations

2.Listening-centered Activities Do the listening exercises one by one in Lesson Eight

Vocabulary

Explain some new words and expressions they may don’t know Section One

Dialogues Section Two

Likes and Dislikes, Window-shopping and Discussion Section Three Dictation of short paragraphs

To choose some students to give their answers after each section Then correct the their answers

Finally let the students listen to the tape one more time

3.Activities Let several students to say something about their likes and dislikes.Find a topic and let students give their views on the topic.With this activity, we can practice students’ skills of listening at the same time practice their skills of speaking as well.4.Homework Let the students themselves to find some listening material to practice their skills of English listening after class.Lesson Nine I Teaching Aims: To answer the questions simply in their own words after listening To know how to express their views about some topics in English

II Teaching Material

Listen to This: 1 Lesson Nine

III Teaching Aids Language Lab

IV Teaching Procedures 1.Warm-up: Let several students to say their prepared mini-talk in English in front of their classmates

Correct their mistakes in grammar or pronunciations

2.Listening-centered Activities Do the listening exercises one by one in Lesson Nine

Vocabulary

Explain some new words and expressions they may don’t know Section One

Dialogues(1-15)Section Two

A.An Invitation to a Volleyball Match

B.Telephone Conversation C.Monologues(1-3)Section Three Dictation

To choose some students to give their answers after each section Then correct the their answers

Finally let the students listen to the tape one more time after every section.3.Activities Let students to repeat what they have heard one dialogue by one dialogue.Find a topic and let students give their views on the topic.With this activity, we can practice students’ skills of listening at the same time practice their skills of speaking as well.4.Homework Let the students themselves to find some listening material to practice their skills of English listening after class.Lesson Ten I Teaching Aims: To answer the questions simply in their own words after listening To know how to order in English in a hotel or a restaurant

II Teaching Material

Listen to This: 1 Lesson Ten

III Teaching Aids Language Lab

IV Teaching Procedures 1.Warm-up: Let several students to say their prepared mini-talk in English in front of their classmates

Correct their mistakes in grammar or pronunciations

2.Listening-centered Activities Do the listening exercises one by one in Lesson Ten

Vocabulary

Explain some new words and expressions they may don’t know Section One

Dialogues(1-5)

Hotel English Section Two

A.Discussion

B.Forum Section Three Spot Dictations(1-2)

To choose some students to give their answers after each section Then correct the their answers

Finally let the students listen to the tape one more time after every section.3.Activities Let students to repeat what they have heard one dialogue by one dialogue.Find a topic and let students give their views on the topic.With this activity, we can practice students’ skills of listening at the same time practice their skills of speaking as well.4.Homework Let the students themselves to find some listening material to practice their skills of English listening after class.Lesson Eleven I Teaching Aims: To answer the questions simply in their own words after listening To know how to order in English in a hotel or a restaurant

II Teaching Material

Listen to This: 1 Lesson Eleven

III Teaching Aids Language Lab

IV Teaching Procedures 1.Warm-up: Let several students to say their prepared mini-talk in English in front of their classmates

Correct their mistakes in grammar or pronunciations

2.Listening-centered Activities Do the listening exercises one by one in Lesson Eleven Vocabulary

Explain some new words and expressions they may don’t know Section One

Dialogues(1-6)

Restaurant English Dialogues(1-3)Section Two

A.Telephone Conversation B.Discussion

C.Monologue

D.Music or Money Section Three Dictations(1-2)

To choose some students to give their answers after each section Then correct the their answers

Finally let the students listen to the tape one more time after every section.3.Activities Let students to repeat what they have heard one dialogue by one dialogue.Find a topic and let students give their views on the topic.With this activity, we can practice students’ skills of listening at the same time practice their skills of speaking as well.4.Homework Let the students themselves to find some listening material to practice their skills of English listening after class.Lesson Twelve I Teaching Aims: To answer the questions simply in their own words after listening To know how to order in English in a hotel or a restaurant

II Teaching Material

Listen to This: 1 Lesson Twelve

III Teaching Aids Language Lab

IV Teaching Procedures 1.Warm-up: Let several students to say their prepared mini-talk in English in front of their classmates

Correct their mistakes in grammar or pronunciations

2.Listening-centered Activities Do the listening exercises one by one in Lesson Twelve Vocabulary

Explain some new words and expressions they may don’t know Section One

Dialogues(1-6)

Restaurant English Dialogues(1-3)Section Two

A.Description

B.Conversation

C.A Party Section Three Dictations(1-5)

To choose some students to give their answers after each section Then correct the their answers

Finally let the students listen to the tape one more time after every section.3.Activities Let students to repeat what they have heard one dialogue by one dialogue.Find a topic and let students give their views on the topic.With this activity, we can practice students’ skills of listening at the same time practice their skills of speaking as well.4.Homework Let the students themselves to find some listening material to practice their skills of English listening after class.Lesson Thirteen I Teaching Aims: To answer the questions simply in their own words after listening To know how to order in English in a hotel or a restaurant

II Teaching Material

Listen to This: 1 Lesson Thirteen

III Teaching Aids Language Lab

IV Teaching Procedures 1.Warm-up: Let several students to say their prepared mini-talk in English in front of their classmates

Correct their mistakes in grammar or pronunciations

2.Listening-centered Activities Do the listening exercises one by one in Lesson Thirteen Vocabulary

Explain some new words and expressions they may don’t know Section One

Dialogues(1-4)

Restaurant English Dialogues(1-3)Section Two

A.Discussing Past Events

B.Telephone Conversation

C.Conversation at Perfect Partners Ltd.Section Three Dictations A Letter

To choose some students to give their answers after each section Then correct the their answers

Finally let the students listen to the tape one more time after every section.3.Activities Let students to repeat what they have heard one dialogue by one dialogue.Find a topic and let students give their views on the topic.With this activity, we can practice students’ skills of listening at the same time practice their skills of speaking as well.4.Homework Let the students themselves to find some listening material to practice their skills of English listening after class.Lesson Fourteen I Teaching Aims: To answer the questions simply in their own words after listening To be familiar with telephone conversation and conversation in a shop

II Teaching Material

Listen to This: 1 Lesson Fourteen

III Teaching Aids Language Lab

IV Teaching Procedures 1.Warm-up: Let several students to say their prepared mini-talk in English in front of their classmates

Correct their mistakes in grammar or pronunciations

2.Listening-centered Activities Do the listening exercises one by one in Lesson Fourteen Vocabulary

Explain some new words and expressions they may don’t know Section One

Dialogues(1-8)

Section Two

A.Telephone Conversation(1-3)B.Shopping Section Three Dictation

To choose some students to give their answers after each section Then correct the their answers

Finally let the students listen to the tape one more time after every section.3.Activities Let students to repeat what they have heard one dialogue by one dialogue.Find a topic and let students give their views on the topic.With this activity, we can practice students’ skills of listening at the same time practice their skills of speaking as well.4.Homework Let the students themselves to find some listening material to practice their skills of English listening after class.Lesson Fifteen I Teaching Aims: To answer the questions simply in their own words after listening To know about some conversations in a restaurant

II Teaching Material

Listen to This: 1 Lesson Fifteen

III Teaching Aids Language Lab

IV Teaching Procedures 1.Warm-up: Let several students to say their prepared mini-talk in English in front of their classmates

Correct their mistakes in grammar or pronunciations

2.Listening-centered Activities Do the listening exercises one by one in Lesson Fifteen Vocabulary

Explain some new words and expressions they may don’t know Section One

Dialogues(1-9)

Section Two

A.Quick Lunch

B.Dinner C.Interview D.Why Can’t I

Do What I Like? Section Three Dictation To choose some students to give their answers after each section Then correct the their answers