English Listening in Senior High School under the New Curriculum _ Exploration of English Listening Teaching Mode in Senior High School under the New Curriculum

Listening and speaking is a common course in English teaching activities in senior high schools. This is the first lesson in each unit. It takes cultivating students' listening and speaking ability as the main teaching goal, and takes the key vocabulary and target language of a unit as the main content, so as to prepare for further teaching activities in the future. Therefore, it is of great significance to construct a set of classroom teaching mode of listening and speaking courses that meets the requirements of the new English curriculum standards, highlights students' dominant position, maintains students' interest in learning, and can achieve certain teaching results. On the basis of earnestly studying the new English curriculum standards, the author, in combination with his own learning experience in the training class for senior high school backbone teachers of "Heart Language Project" of Beijing Foreign Studies University, and his own city-wide open class-Humorous Listening and Speaking Class in Unit 20, Grade Two, People's Education Press, discusses the teaching mode of English listening in senior high schools according to different teaching objectives and contents, and puts forward many practical classroom listening teaching activities. ?

Listening training is mainly carried out through the introduction and practice of new language materials, listening to tapes and doing listening and speaking training. Simply put, the process of listening teaching can be divided into three stages: before listening, during listening and after listening. ?

First, Pre? Pre-listening stage?

In the pre-listening stage, teachers should stimulate students' interest in learning, help students predict the theme, genre and listening purpose they want to listen to, and prepare them for choosing appropriate listening skills according to different listening purposes. Teachers should also help students prepare for language, vocabulary and background knowledge at this stage. Because students lack context in classroom listening training, it will form certain obstacles to the understanding of listening materials, so teachers provide some background information and set the context as Pre? An effective method in listening stage. In this pre-listening stage, teachers should generally assign listening tasks to students, so that students can listen with questions and with purpose. ?

Example activity: People's Education Press, Unit 20, Grade Two, Humor Listening and Speaking Class. ?

Teaching goal: through listening, let students understand the listening content, capture the humorous points of this story, let students understand English humor initially, and pave the way for later speaking, reading and writing. ?

Before letting the students listen, the author designed the following pre-listening activities (T- teacher, SS- student):

1. Make a prediction before listening according to the pictures and topics in the book. ?

Please talk about these pictures with your partner. Like what can you see? What are they doing?

2. By introducing the word "marriage" through an IQ question, students will encounter obstacles in the process of listening. ?

A man has married many women, but he is still single. why

Stainless steel: ... (It doesn't matter whether Ss knows the answer. )?

He is a minister. ?

T: How to understand "Will you marry me?" ?

Will you be my husband/wife? Get married/get married ...?

When I get married, would you like to be my husband/wife and I? Get married in memory. )?

3. Arrange listening tasks: arrange pictures and answer listening questions related to the text. ?

Second, While? Listening stage?

The purpose of students' activities at this stage is to cultivate and gradually apply some basic listening skills, so as to achieve the purpose of understanding listening materials. At this stage, teachers can train students in the following listening skills:

1. Listen to the main points. ?

The purpose is for students to summarize the main contents of the material after listening. Teachers can generally design some questions or tasks to help students get the main idea of listening dialogue or article. ?

2. Listen to specific information. ?

In daily life, when we listen to the radio or news, we only pay attention to the information we are interested in and ignore other information that has little to do with us. When listening to the weather forecast, we will listen carefully to the weather situation of the city where we live, which is listening to specific information. Listening is also an essential skill in listening training. ?

3. Listen to the details. ?

The purpose of intensive listening is to cultivate students' ability to pay attention to details in listening. ?

4. inference. ?

Reasoning refers to making a correct judgment on the attitudes, relationships and connections of the characters in the material. Teachers train students to guess and infer: What will happen next? Listen to the details, complete the form, or judge whether it is true or not. ?

5. Take notes (note? Take).

Note-taking is ubiquitous in daily life, for example, we write down other people's phone numbers, meeting places, departure times, etc. Therefore, it is also an important skill to be cultivated in listening training. ?

In the listening stage, students engage in listening activities, while teachers master and control tape recorders or computer equipment. Students' activities at this stage are called listening activities (and? Listening activities), they use different listening skills and get different information through different listening activities. Teachers should guide students to adopt appropriate listening skills according to different themes and genres, and the listening activities designed by teachers must meet the purpose of listening training. Based on the English listening and speaking teaching practice of Professor Yuan, a key teacher training expert in Beijing Foreign Studies University, the author lists some related teaching activities and some practical listening tasks. ?

1. Listen, tick/listen and circle. ?

This activity requires students to tick the same or different places according to the contents of the pictures or the listening materials in the replacement project during the listening process. ?

2. Choose pictures or sentences that match the listening materials (listen and choose). ?

This activity requires students to check pictures or sentences that are consistent with the content of the listening materials during the listening process. ?

3. Put the pictures in the correct order. ?