Transcript (3) 能聽懂英語日常對話。

Listening is Active
高中英語聽力教學與訓練
國立善化高中英語科教師專業學習社群
專題講座
林律君老師
國立交通大學英語教學研究所
暨語言教學研究中心
The Heart of a Teacher by Paula Fox
The child arrives like a mystery box...
with puzzle pieces inside
some of the pieces are broken or missing...
and others just seem to hide
But the HEART of a teacher can sort them out...
and help the child to see
the potential for greatness he has within...
a picture of what he can be
Her goal isn't just to teach knowledge...
by filling the box with more parts
it's putting the pieces together...
and creating a work of art
The process is painfully slow at times...
some need more help than others
each child is a work in progress...
with assorted shapes and colors
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• Recalling
your experience
1. How did you learn and develop English listening in
or for school?
2. How do you teach listening?
• Expanding
your knowledge
1. What do you want to learn from today’s talk?
2. What teaching strategies or tasks do you find most
useful in your classrooms?
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大考中心英聽測驗簡介
from http://www.ceec.edu.tw/TELC/AboutTELC_2.aspx
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測驗範圍
普通高級中學必修科目「英文」
一至四學期
涵蓋生活化、實用性主題，詞彙範
圍以高中英文常用4,500字詞為主，
符合高中生之生活與學習經驗
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 附件一：大學入學考試中心英語聽力測驗簡介
測驗內容與題型
內容：
「看圖辨義」
「對答」
「簡短對話」
「短文聽解」
題型：
「單題」
「題組」
「四選一選擇題」
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（二）對答
測驗目標：評量考生能否聽懂一個敘述或問題，並做出適當回
應的能力。
作答說明：皆為單題。請聽語音播出的一個問句或直述句後，
依試題本所列的選項，選出一個最適當的回應選項，並將答案
畫記在答案卡之「選擇題答案區」，每題播放一次。
試題舉例：
(A) You’re right.
(B) I think so too.
(C) It’s on the sofa.
(D) Mary will go with you.
錄音稿：
W: Question 2. Where’s the book I bought yesterday?
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（三）簡短對話
測驗目標:評量考生對日常生活對話的聽解能力。
試題舉例：
(A) She rejects the proposal.
(B) She would probably agree.
(C) They need further discussion.
(D) The boy has to be responsible for his own safety.
錄音稿：
W:
For Question 3, you’ll listen to a short conversation.
M:
Mom, I should get a motorcycle.
W:
We’ve talked about this before. It’s too dangerous to ride in
the city.
M:
But it takes almost one hour to go to school by bus. I
promise I will be careful.
W:
I won’t take the risk. End of discussion.
M:
Question 3. What does the woman mean at the end of the
conversation?
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(四）短文聽解
測驗目標：評量考生對簡短陳述的聽解能力。
試題舉例：
第4、5題為題組
（請先閱讀例題）
(4) What is Wonderland?
(A) A play.
(B) An expensive mall.
(C) A national museum.
(D) An amusement park.
(5) What do the local residents think about Wonderland?
(A) It brings nothing but good business.
(B) It is one of the greatest achievements of mankind.
(C) It has caused problems for people living in the
neighborhood.
(D) It is a good example of how recycling works for the
community.
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錄音稿：
W:
Questions 4 and 5 are based on the following
report.
M:
Wonderland is perhaps the most popular
vacation spot for families. It attracts tourists and
provides jobs for the local residents in its hotels and
shopping malls. But now it is called “the tragic kingdom.”
The neighbors suffer from traffic jams that last for miles
and it takes hours to park the car. Empty cans, bottles
and garbage are everywhere. The whole place is
becoming polluted. Most of all, prices of goods are
skyrocketing. People pay more for living here.
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測驗內容 vs. 課綱聽力能力指標
•看圖辨義
評量考生對詞彙及句型之聽解
能力。
基本能力
(1) 能聽懂教室用語。
(2) 能大致聽懂教師用英語所講述的課文內容
概要，以及所提出與課文內容相關的問題。
(3) 能大致聽懂英語日常對話。
• 對答
評量考生能否聽懂一個敘述或 進階能力
問題，並做出適當回應的能力。 (1) 能聽懂教師用英語所講述的課文內容概要，
• 簡短對話
評量考生對日常生活對話的聽
解能力。
• 短文聽解
評量考生對簡短陳述的聽解能
力。
以及所提出與課文內容相關的問題。
(2) 能聽懂與課文主題類似或相關之會話、故
事或敘述。
(3) 能聽懂英語日常對話。
(4) 能聽懂英語教學廣播節目。
(5) 能聽懂公共場所廣播的內容，如捷運、車
站、機場廣播。
(6) 能大致聽懂英語影片及國內英語新聞報導
的內容。
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[2]
TEACHING LISTENING
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 Hearing is passive; listening is active.
 Listening comprehension is a fundamental
language skill.
 Successful listening skills are developed
OVER TIME and with LOTS OF PRACTICE.
 Teachers modeling and explicitly teaching
listening strategies is crucial for EFL
learners.
 Real language used for real communication
is a viable classroom model.
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Approaches
Purposes
Listening
for Gist
Intensive
Listening
Listening
Skills
Extensive
Listening
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Specific
Listening
課堂聽力教學與訓練原則 (1/2)
Increase the amount of listening time in the class.
Use listening before other activities.
Include both global and selective listening.
 Global: main idea, topic, situation, or setting.
 Selective: details of form and accuracy.
Celce-Murcia, M. (2001). Teaching English as a second or foreign language (3rd ed.).
Boston: Heinle & Heinle.
15
課堂聽力教學與訓練原則(2/2)
Activate top-level skills.
 Ex.: advance organizers, script activators, or
discussion of background knowledge.
Work towards automaticity in processing.
 Exercises building both recognition and retention.
 Use familiar material in novel combinations.
 Encourage overlearning through focus on selected
formal features.
Develop conscious listening strategies.
 Interactive listening: use both top-down and
bottom-up processes.
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Metacognitive Strategies:
 Planning, monitoring, and evaluating
comprehension
Cognitive Strategies:
 Rehearsal, organization, summarization, and
elaboration.
Socioaffective Strategies:
 Cooperative learning, questioning for clarification,
managing emotions.
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[3]
DIFFERENTIATED
INSTRUCTION 差異化教學
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Prior Ed
Experiences
Learning Styles
Interests
Learning Needs/
Goals
Readiness Levels
Family
Background
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Carol Ann Tomlinson (Handout)
Tailor instruction to meet individual needs.
Differentiate content, process, products, or
the learning environment based on student
readiness, interest, or learning profile.
Use ongoing assessment and flexible
grouping.
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The cornerstone of successful DI (Tomlinson)
Initially use whole group for instruction.
Divide group for practice or enrichment.
Not used as a permanent arrangement.
Use groups for one activity, a day, a week, etc.
Group membership determined by:




Readiness (e.g, Eng. Proficiency or reading level)
Interest
Background knowledge
Social skills
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[4]
FROM THEORIES TO
PRACTICES
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Beginning Level
BottomUp
Processing
•
•
Intermediate Level
Discriminate between •
morphological
endings.
Select details from the •
text.
•
Top-Down
Processing
•
•
Get the gist or main
idea of a passage.
Recognize the topic.
•
•
Advanced Level
Recognize words with
reduced vowels or dropped
syllables.
Recognize pertinent details
in the speech stream.
•
Listen to identify the
speaker or the topic.
Find main ideas and
supporting details.
Make inferences.
•
•
•
Become aware of
organizational cues in
lecture text.
Identify specific
points of information.
Use knowledge of the
topic to predict the
content of the text.
Recognize point of
view.
•
•
Interactive
Processing
•
Recognize missing
Compare information
grammar markers in
in memory with
colloquial speech and
incoming information.
reconstruct the message.
•
Compare information • Use context and knowledge
that you hear with
of the world to build and
your own experience.
confirm listening
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expectations.
Make inferences
about the text.
 Ang Lee's Oscar Speech for Best Director
 The Last Pick- Jeremy Lin
 Jeremy Lin 拍攝一支感人肺腑的勵志短片，希望告訴每
個追夢人，「你還年輕，還會成長，只要記得每天都要
更進步。」
火箭先前吞下七連敗，林書豪的手感降到冰點，且再度
陷入失誤魔咒，讓外界質疑「林來瘋」的戲碼很難再上
演，似乎面臨籃球之路的新瓶頸，近日他拍攝一支名為
「最後順位」(The Last Pick)的短片，不僅激勵自己更
進步，也勉勵所有的追夢人。
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Carol Ann Tomlinson (Handout)
Tailor instruction to meet individual needs.
Differentiate content, process, products, or
the learning environment based on student
readiness, interest, or learning profile.
Use ongoing assessment and flexible
grouping.
25
The Heart of a Teacher by Paula Fox
The child arrives like a mystery box...
with puzzle pieces inside
some of the pieces are broken or missing...
and others just seem to hide
But the HEART of a teacher can sort them out...
and help the child to see
the potential for greatness he has within...
a picture of what he can be
Her goal isn't just to teach knowledge...
by filling the box with more parts
it's putting the pieces together...
and creating a work of art
The process is painfully slow at times...
some need more help than others
each child is a work in progress...
with assorted shapes and colors
26
She models and teaches good character...
and respect for one another
how to focus on strengths...not weaknesses
and how to encourage each other
The child discovers the joy that comes...
from learning something new...
and his vision grows as he begins
to see all the things that he can do
A teacher with a HEART for her children...
knows what teaching is all about
she may not have all the answers...
but on this...she has no doubt
When asked which subjects she loved to teach,
she answered this way and smiled...
"It's not the subjects that matter...
It's all about teaching the CHILD."
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林律君老師
國立交通大學
Email: [email protected]
FB: Regine Lin
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