语言课堂中的听力教学 本书特色
★语言教学中的反馈
Giving Feedback in Language Classes
★词汇教学设计
Managing Vocabulary Learning
★语言课堂中的听力教学
Teaching Listening in the Language Classroom
★反思型教师：教师行动研究指南
The Reflectlve Teacher：A Guide to Classroom Research
★教师行动研究案例
Action Research in Action
★阅读课的设计
Planning Lessons for a Reading Class
★交际语言教学的新发展
Communicative Language Teaching Today
★学习者策略教师指南
Learner Strategies：A Guide for Teachers
★语音教学入门
Teaching Pronunciation： Why，What，When and How
★语言教材的开发、利用与评价
Developing Language Course Materials
★文本特征与阅读理解
Text Features and Reading Comprehension
★写作过程中的教师介入
Intervening to Help in the Writing Process
语言课堂中的听力教学 节选
bsp;丛书总序
自上个世纪80年代以来，我国的教育经历了数次重大的
变革，就中小学英语教育而言，三次重大的课程改革推动着英
语教育的发展，教学质量迅速提高。在这些改革的浪潮中，首
当其冲的是一线教师。他们必须提高专业基础，掌握先进理
论，更新教育观念，优化教学方法。
实践证明，高素质的教师队伍不仅来自于各个层次的教师
职前培训和职前教育，更来自于教师终身的职业专业化发展过
程。在这个发展过程中，教师首先要忠于教育事业，关爱学生，
以立德树人为本，努力做到“学为人师，行为世范”。同时，为
了在教学中能够帮助学生学会具有积极的学习态度和学习方
法，教师自身不仅要有精湛的英语专业知识和能力，还要有教
育学科方面的知识和教学行动研究的能力。更为重要的是，教
师的教育教学观念和业务水平必须与时俱进。
由此可知，中小学英语教师的职业综合性很强，创造性要
求很高，而且要在不断的变革中承受很大的压力。然而，教师
的工作辛苦，在身心负荷很重的情况下，要把英语教育与自己
的理想联系起来，当作自己终身奋斗的事业，而不仅仅是一种
谋生的手段，这的确不易。令人欣喜的是，过去30年，在改
革的潮流中涌现出了一批又一批高素质的英语教师和教研人
员，他们成了骨干、带头人。他们忠于本职，潜心钻研，学习
理论，勇于实践，积累经验，获得了成绩，成为研究型的英语
教师。他们真正具有了可持续性发展的能力，展现了“教师发
展”的美好人生，为我们树立了榜样。
《中小学英语教师发展丛书》的出版目的就是为了帮助更
多的中小学英语教师成为上述那样的高素质教师、研究者和课
程与教材的开发者。全套丛书共有1 2个选题，涉及英语教育
的五个研究课题：教学技能、教学方法、教学资源开发、教学
评价和教学研究等。
这12本小册子不同于许多深奥难懂的理论丛书，其特
<节选内容>=点是：
一、理论阐述深入浅出，文章短小精悍，所用的英语语言
文字通俗易懂．又有旁注，不同水平的英语教师都能轻松地看
懂。读者既能从中汲取外语／二语教育和教学的理论，而且可
以从中学到英语，提高自己的英语水平。数十页一本的小书用
不了多时就能读完，这可以使读者产生成功感，激发他们持续
不断阅读的兴趣。
二、丛书的作者都长期从事英语教育和教学工作，具有丰
富的英语作为外语或二语的教学理论和实践经验。每册书围绕
一个专题．理论紧密联系实际，既有理论依据，又有方法和案
例，因此对实际教学有很强的针对性。例如有关词汇、语音、
阅读和听力教学技能的介绍，教师读后便可实践，可取得立竿
见影的效果。
三、这套丛书以教师的发展为出发点和归宿，特别注意采
用启发式和互动式的方法呈现新的语言学理论观点，而不是生
硬地灌输某些观点。每个专题的讨论几乎都由提问的形式开
始，设置不同形式的任务，引导教师在完成任务的过程中预测
并思考作者的观点。这样一来，教师必然要参与专题的讨论，
动脑思考、动手实践、“读…‘练”结合，把理论与实践联系起
来。作为读者的教师，此时已不是“客体”，被动地接受书中
的观点，而是“主体”，可以分析、实验、验证、批判．甚至
可以补充或发表不同的见解。充分利用这套书的长处，教师可
以取得较大的收获。
我希望，越来越多的英语教师能够克服困难，挤时间充分
利用此类书籍，研读理论，联系实际，思考问题，立题研究，
提升自己。要知道，教师的魅力来源于勤奋而又有创造性的工
作，来源于广泛的阅读和深入的思考。只有这样，才能成为高
素质、高水平的英语教师，提高教学质量，进行教学研究。我
也希望，出版界的同行们努力为中小学教师开拓更多的选题，
把理论书籍编得通俗易懂，使其真正成为教师们的“益友”，让
教师感到它们亲切友好，容易接受，好懂、适用。
刘道义
2007年9月于北京
Designing Listening
Comprehension Tasks
In the previous chapter we considered what listening involves,
factors that influence learner listening and problems that language
learners face during listening. This chapter applies these principles
into tasks that can develop your students' listening skills and
strategies. The term "task" is used here to refer to activities where
learners listen to input in English for a communicative purpose in
order to achieve an outcome (Willis, 1996). This chapter will
discuss the following:
Communicative outcomes for listening
One-way listening tasks
Two-way (interactional) listening tasks
A summary of listening responses
As this chapter is concerned primarily with listening tasks
for communicative outcomes, it will not be presenting activities
for improving perception and recognition of English sounds and
words. Discriminative listening activities will be discussed in
Chapter 4 as part of awareness-raising activities.
COMMUNICATIVE OUTCOMES FOR LISTENING
There are three reasons for specifying communicative outcomes
for listening tasks. Firstly, specific outcomes motivate and
challenge learners to use language in a purposeful way. Just
answering true/false or multiple-choice questions denies them
of a true communicative purpose for listening. Secondly, you
can give useful feedback to your students based on their
performance in the communicative outcomes. Thirdly, by first
identifying specific outcomes for a lesson, you can determine
what skills and strategies your learners will need to use to achieve
these outcomes.
Figure 2.1 lists 16 listening outcomes that are appropriate for
all levels of learners. Examples are given to illustrate each outcome
so as to help you consider other appropriate ones for your class.
Some outcomes are suitable for both one-way and two-way
listening tasks, while others may lend themselves more to one
type of listening task. Each type of listening task will be explained
in detail to demonstrate how these outcomes can be achieved.
Figure 2.1: Communicative Outcomes for Listening
Comprehension Tasks
Communicative outcomes Examples
Lists Similarities/differences: errors
Ranked information The most convincing argument: the best
description: the most frightening tale
Sequenced information Picture sequences; lyrics
Categorised information Facts v. opinions: themes: physical
attributes
Matched items Pictures with texts; themes with texts
Recommendations and Creative solutions to real, hypothetical
solutions or simulated situations
Edited texts Texts with omissions or additions
corrected
Extended texts Embellished descriptions, narratives,
recounts
Reconstructed texts Short recounts or information reports
Restored texts Complete the gaps in a text: dialogues,
poems or prose
Diagrams or pictures Floor plans, sketches of people or objects,
mind maps, maps
Summaries (guided or Summaries of a story, outline of a recount
open1) during a conversation
Speculations (oral or written) Beginnings, continuations or endings
Completed diagrams Routes on maps; flow charts
Notes Short notes during presentations
Questions Questions for presenters
In Chapter 1, we considered five types of purposeful listening:
discriminative, comprehensive, critical, therapeutic and
appreciative. Many of the outcomes suggested in Figure 2.1 are
related to listening for comprehension, while some also
incorporate the need to listen critically. It is important that your
students get a chance not just to practise basic listening
comprehension skills but also to develop higher order listening
abilities in the target language2.
ONE-WAY LISTENING TASKS
One-way listening tasks involve your students only in listening
and responding through different ways to achieve outcomes.
They do not have to interact with the speaker while listening.
This kind of listening is transactional in nature; it is concerned
mainly with obtaining information and knowledge. In everyday
life, we engage in one-way listening when we listen to the radio,
talks and lectures, and watch television and performances.
Figure 2.2 presents ten types of one-way listening task. They
are differentiated by the kind of response your students have
to make while listening and the communicative outcomes.
These tasks allow your students to pr. acfise the five key listening
skills and use appropriate listening strategies to facilitate their
comprehension.
