Unit 9 Listening
第九单元 听力

【章节指导】

第九单元是听力教学，从本单元开始进入语言技能 (Language Skills)板块的学习，涵盖听、说、读、写四大核心章节，均可根据“Why-What-How”三大逻辑搭建框架。本单元属于输入技能，此部分为考试重点，需扎实掌握，部分内容 (如教学活动设计)无固定标准答案，学习时以理解逻辑和原则为主，阐述言之成理即可，不强求唯一表述。

本单元内容各题型均可能涉及，核心知识点 (如原则、技巧)需重点记忆。

本单元对应徐泉 Unit5、舒白梅 C8、王蔷 Unit9。

【Key questions】
【关键问题】

1. What are the difficulties/ problems in listening to a foreign language? 【了解】
1. 听外语时有哪些困难/问题？ 【了解】

2. What is the nature of listening comprehension and the implication for teaching listening? 【术语/简答】
2. 听力理解的本质是什么？这对听力教学有什么启示？ 【术语/简答】

3. What are the characteristics of real-life listening situations? 【简答】
3. 日常生活听力场景有哪些特点？ 【简答】

4. What are the characteristics of native speaker listening comprehension?【简答】
4. 母语者听力理解有哪些特点？【简答】

5. What are the listening strategies that teacher should teach students?【简答】
5. 教师应该教给学生哪些听力策略？【简答】

6. What are the approaches of listening teaching?【术语/简答】
6. 听力教学有哪些方法？【术语/简答】

7. What are the principles of listening teaching?【简答】
7. 听力教学有哪些原则？【简答】

8. What are the principles for selecting listening materials? 【简答】
8. 选择听力材料的原则是什么？【简答】

9. What are the techniques/ activities for listening teaching?【积累】
9. 听力教学的技术/活动有哪些？【积累】

一、 Why
一、 为什么

(一) Problems: getting to know students’ problems is perhaps the first step an experienced teacher should take before he starts a listening lesson. 110 words徐泉P111
(一) 问题：了解学生的困难可能是经验丰富的教师在开始听力课时应该采取的第一步。110 字 徐泉 P111

1. At the perception phase: 感知阶段
1. 在感知阶段：感知阶段

1) They are unable to concentrate.
1) 他们无法集中注意力。

2) They may miss the beginning of texts.
2) 他们可能会错过文本的开头。

3) They do not recognize words they know.
3) 他们不认识自己知道的单词。

4) They tend to neglect the next part when thinking about meaning.
4) 在思考意义时，他们往往忽视下一部分。

5) They cannot chunk streams of speech.
5) 他们无法将语音流分段。

2. At the parsing phase: 话语分析阶段/句法解析

1) They may quickly forget what is heard.
1) 他们可能会很快忘记所听到的内容。

2) They are unable to form a mental representation from words heard,
2) 他们无法从听到的词语中形成心理表征。

3) They do not understand subsequent parts of input because of earlier problems.
3) 他们因为早期的问题，不理解输入的后续部分。

3. At the utilization phase: 使用阶段
3. 在使用阶段：

1) Learners understand words but not the intended message.
1) 学习者理解单词但不理解意图的信息。

2) They are confused about key ideas in the message.
2) 他们对信息中的关键点感到困惑。

(二) Reasons: 王蔷
(二) 原因：王蔷

Listening has long been neglected in traditional EFL teaching in China due to lack of teaching materials,equipment and real-life situation. Even if teachers have realized the importance of listening teaching,students still face many problems as follows.
听力在中国传统的英语作为外语教学中长期被忽视，这是由于缺乏教学材料、设备和真实情境。即使教师已经意识到听力教学的重要性，学生仍然面临许多问题，如下所述。

1. External factors:
1. 外部因素：

1) Students cannot control the content.
1) 学生无法控制内容。

2) Students cannot listen at their own pace.
2) 学生们不能按照自己的节奏听。

3) There are no visual clues when students listen to the tapes.
3) 学生听录音时没有视觉提示。

4) Different speakers may pronounce the same sound differently.
4) 不同的说话者可能会用不同的方式发音同一个音。

5) The words are in connected speech which may contain reduction, linking, hesitation, ungrammatical utterances.
5) 这些词是连读的，可能包含弱化、连读、犹豫、不合语法的表达。

2. Internal factors:
2. 内部因素：

1) Cognitive: Listeners cannot control the content such as the organization of information, the familiarity of the topic;A lack of background information.
1) 认知：听众无法控制内容，如信息组织方式、主题熟悉度；缺乏背景知识。

2) Linguistic:A lack of adequate vocabulary; grammar
2) 语言：词汇量不足；语法问题。

3) Affective: Too nervous to concentrate; Students have low motivation and interest.
3) 情感：过于紧张无法集中注意力；学生缺乏动机和兴趣。

二、 What
二、什么

(一) Two ways in which we listen
(一) 我们听力的两种方式

1. Casual listening【术语】:
1. 随意听【术语】:

We listen with no particular purpose in mind, and often without much concentration. Usually, we do not listen very closely, unless we hear something that particularly interests us. E. g. casual chat with friends,a family gossip
我们听时没有特定的目的，而且通常不会集中注意力。我们通常不会仔细听，除非听到什么特别引起我们兴趣的东西。例如：和朋友闲聊、家庭八卦

2. Focused listening【术语】:
2. 聚焦式听力【术语】:

We listen for particular purpose, to find out information we need to know. We listen much more closely,but we do not listen to everything we hear with equal concentration. E. g. important news
我们为了获取需要的信息而有目的地倾听。我们会更加专注地听，但并不对所有听到的内容都同等集中注意力。例如：重要新闻

(二) Two different purposes of listening:S Brown and Yule Interpersonal function、 Transactional function
(二) 两种不同的听力目的：S Brown 和 Yule 人际功能、交易功能

(三) Characteristics of real life listening situations【预测】X/W“自发听说看语境” 140 words
(三) 真实生活听力场景的特点【预测】X/W“自发听说看语境” 140 字

1. Spontaneity:
1. 即兴性：

Most of the time we listen to people speaking spontaneously and informally without rehearsing.
大多数时候，我们听人们即兴、非正式地说话，而无需事先排练。

2. Listener purpose and expectation:
2. 听者的目的和期望：

As listener, we normally have objectives in listening beyond understanding for its own sake. And we expect to hear something relevant to our purpose.
作为听者，我们通常在听的过程中有明确的目标，而不仅仅是为了理解本身。我们期望听到与我们的目的相关的内容。

3. Listener response:
3. 听者反应：

Listening in real life allows the listener to respond to the speaker. This means we can interrupt the speaker and ask for repetition or clarification.
在现实生活中，听者可以对说话者做出反应。这意味着我们可以打断说话者并要求重复或澄清。

4. Speaker adjustment:
4. 说话者调整：

In most cases, the speaker adjusts the way of speaking according to the listener's reactions.
在大多数情况下，说话者会根据听者的反应调整说话方式。

5. Visual clues:
5. 视觉线索：

There are some visual clues when we are listening, such as facial expression, eye contact, and gestures.
在听的时候，有一些视觉线索，比如面部表情、眼神交流和手势。

6. Context:
6. 语境：

The context of listening is often known to both the speaker and the listener in real life, which helps us predict what we are going to hear.
在现实生活中，听说的语境通常被说话者和听话者所知晓，这有助于我们预测接下来会听到什么。

(四) Characteristics of spoken English: S 对比 written English
(四) 英语口语的特点：S 与书面英语的对比

1. Unpreplanned: informally, without rehearsing, spontaneously.
1. 即兴性：非正式，未经排练，自发。

2. Clausal basis of speech: is delivered one clause at a time.
2. 句子结构基础：一次只说出一个子句。

3. Reduced forms: words which play a less crucial role in a message may be slurred or dropped.
3. 简化形式：在信息中作用较小的词语可能会被含糊或省略。

4. Ungrammaticality: ungrammatical forms and constructions.
4. 语法错误：不合语法的形式和结构。

5. Pausing and speech errors: pause, hesitation, false starts, connections.
5. 停顿和言语错误：停顿、犹豫、重复开始、连接。

6. Different cohesive devices: different from those in written language, like well you know , this guy...
6. 不同的衔接手段：与书面语不同，如 well you know，this guy...

7. Interactive: verbal and non-verbal signals: you see, you know; facial expression, gestures.
7. 互动性：语言和非语言信号：you see，you know；面部表情、手势。

8. Cooperatively constructed meaning: negotiation, interrupt, ask for repetition, clarification.
8. 协作构建意义：协商、打断、要求重复、澄清。

(五) Characteristics of native speaker listening comprehension
(五) 本族语者听力理解的特点

1. Expectation: predict the content by making use of prior knowledge and contextual clues.
1. 预期：利用已有知识和语境线索预测内容。

2. Recognition: they don't have to recognize every word. They know which are central and which are peripheral(unimportant).
2. 识别：他们不必识别每个词。他们知道哪些是核心的，哪些是边缘的（不重要的）。

3. Reduction: native speakers reduce the load of information coming in our processing system by chunking and prediction. They tend to focus on specific parts of utterance.
3. 简化：母语者通过分块和预测来减轻输入到处理系统中的信息负担。他们倾向于关注话语的特定部分。

4. Selection: they focus on the new or more important information
4. 选择：他们关注新信息或更重要的信息

三、 How
三、 如何

(一) Objectives: the ultimate objective of listening teaching is to enable students to function successfully in real-life listening situations.
(一) 目标：听力教学的最终目标是使学生能够在现实生活中的听力情境中成功运用。

1. Predict what is going to hear in an utterance.
1. 预测话语中将要听到的内容。

2. Guess based on the context, the tone, etc.
2. 根据语境、语气等猜测。

3. Be aware of how lexis and lexical units indicate the topic.
3. 注意词汇和词汇单位如何指示主题。

4. Recognize transitional words and what they indicate.
4. 识别过渡词及其指示的内容。

5. Distinguish facts and opinions as they listen.
5. 边听边区分事实和观点。

(二) Strategies:【2017简答】 徐泉P116

1. Making predictions: it is the ability to anticipate before and during listening what the speaker is going to say. Such clues as contexts, co-text and visual input can be used while predicting.
1. 做预测：这是在听之前和听的过程中预测说话者将要说什么的能力。在预测时可以使用上下文、伴随文本和视觉输入等线索。

2. Drawing inferences: it is the ability to fill in information gaps in the input. Listeners should learn to" listen between the lines" so as to really understand the material they are listening to.
2. 推断：这是在输入中填补信息空白的能力。听众应该学会“听言外之意”，以便真正理解他们所听到的内容。

3. Listening for details: it is a bottom-up strategy that requires students to listen to the language in the text and sort out details from other information.
3. 听细节：这是一种自下而上的策略，要求学生听文本中的语言并从其他信息中整理出细节。

4. Listening for gist: If students have got the main points and comprehended the general ideas of the listening material, they may be enabled to catch the specific details more easily and more accurately.
4. 听大意：如果学生已经掌握了听力材料的主要内容和理解了其大概意思，他们便能够更容易、更准确地捕捉到具体细节。

5. Listening selectively: it requires listening to specific parts of the input only, as is determined by different purposes of listening. Students do not have to put equal emphasis on every detail of the listening material.
5. 有选择地听：它要求只听输入的特定部分，这由不同的听力目的决定。学生不必对听力材料的每个细节都同等重视。

6. Taking notes effectively: it requires listeners to jot down what they consider important while listening. They first have to identify the key words or phrases and then make brief, accurate and
6. 有效做笔记：它要求听者在听的过程中记下他们认为重要的事项。他们首先必须识别关键词或短语，然后做出简短、准确和

well-organized notes, writing as quickly as they can. Abbreviations and symbols are often used in such effective notes.
条理清晰的笔记，他们尽可能快速地书写。在这样有效的笔记中，经常使用缩写和符号。

(三) Approaches:S/W 【预测】【简答、术语】

1. Bottom-up approach【2016术语】:
1. 自下而上的方法【2016 术语】:

Listening is a process of decoding the sounds that one hears in a linear fashion, from the smallest meaningful units to complete texts. It expects the listener to have a very effective short-term memory.
听是一个从最小的有意义单位到完整文本的线性解码声音的过程。它要求听者具有非常有效的短期记忆。

2. Top-down approach:
2. 自上而下的方法:

Listening is a process in which the listener actively reconstructs the original meaning of the speaker using contextual clues and prior knowledge to make sense of what he hears. Listeners can understand better if they know something about the topic, the setting, etc.
听是一个听者利用上下文线索和先验知识主动重建说话者原意的过程，从而理解所听内容。如果听者对主题、背景等有所了解，就能更好地理解。

An important theoretical underpinning to the top-down approach is the schema theory【2020】 which is based on the notion that past experiences lead to the creation of mental frameworks that help us make sense of new experiences.
自上而下的方法的一个重要理论基础是图式理论【2020】，该理论基于这样一种观念：过去的经验会形成心理框架，帮助我们理解新的经验。

1) Content schemata: topic familiarity; cultural knowledge; previous knowledge
1) 内容图式：主题熟悉度；文化知识；已有知识

2) Formal schemata: text types; structural organization; rhetorical conventions (Similarity; Contrast;Repetition; Emphasis; Addressing the Audience; Expressing Similarity);
2) 正式图式：文本类型；结构组织；修辞惯例（相似性；对比；重复；强调；面向听众；表达相似性）

In fact, listening involves both bottom-up processing and top-down processing. Comprehension is the result of integration of the information conveyed by the text with information and concepts already known to the listener. Of the two processes, whether listeners would use one more than the other depends on the purpose of listening and how efficiently the listeners deal with what they hear.
事实上，听涉及自下而上的处理和自上而下的处理。理解是文本传递的信息与听众已知的信息和概念整合的结果。在这两种过程中，听众是更多地使用其中一种，取决于听的目的以及听众如何有效地处理他们听到的内容。

Based on what has been discussed above there are some implications in teaching listening.
根据以上讨论，在教授听力方面存在一些启示。

1) Firstly, language teachers should develop an awareness of each of these processes and their relative contribution to listening comprehension.
1) 首先，语言教师应了解这些过程及其对听力理解的相关贡献。

2) Secondly, teacher should not only teach bottom-up processing skills such as the ability to discriminate between minimal pairs, but also help learners to use what they already know to understand what they hear
2) 其次，教师不仅应教授自下而上的处理技能，如区分最小对立组的能力，还应帮助学习者利用他们已有的知识来理解所听内容。

3) Thirdly, if there are gaps in students' knowledge, the teacher can use schema-building activities to aid students' comprehension
3) 第三，如果学生的知识存在空白，教师可以使用图式构建活动来帮助学生理解。

(四)Principles：【重点】X/W/S表达不尽相同“成功测试全部的各种活动材料”

1. Select appropriate materials: S【预测】“迁移真实相关任务” 115 words

1) Transferability/ applicability:
1) 可迁移性/适用性：

It means that what is learned in a listening lesson can be used in other classes, and in out-of-school situations. To make it, class activities should mirror the real life.
这意味着在听力课上学到的知识可以在其他课程和课外环境中使用。为了实现这一点，课堂活动应该反映真实生活。

2) Authenticity:
2) 真实性：

Authentic texts are those designed for native speakers. While much authentic discourse maybe too difficult to understand without contextual support, materials should aim for relative authenticity.
真实文本是指为母语者设计的文本。虽然很多真实语境下的话语可能在没有背景支持的情况下难以理解，但材料应该追求相对的真实性。

3) Relevance:
3) 相关性：

Both the listening lesson content and the outcome should be as relevant as possible to the learner, which is essential for getting and holding students' attention and provides a genuine motivational incentive.
听力课程内容和结果应尽可能与学习者的需求相关，这对于吸引并保持学生的注意力至关重要，同时也能提供真正的激励动力。

4) Task-orientation:
4) 任务导向：

Task-oriented teaching provides actual meaning by focusing on tasks to be mediated through language. The goal is consciousness-raising about language. Success is judged in terms of whether the tasks are performed
任务导向的教学通过关注需要通过语言中介的任务来赋予实际意义。目标是提高对语言的认识。成功的评判标准是任务是否得以完成。

2. Select suitable listening activities and tasks:【重点】“两真典型看背景”
2. 选择合适的听力活动和任务：【重点】“两真典型看背景”

1) Have a real, communicative purpose.
1) 具有真实的交际目的。

Activities should provide a real need and a genuine motivation to motivate students to listen carefully.
活动应提供真实的需要和真实的动机，以激励学生认真听。

2) Use authentic language.
2) 使用真实语言。

Listening activities and tasks in which students are using authentic language promote learning.
听力活动和任务中，学生使用真实语言能够促进学习。

3) Be typical for its own speech type.
3) 典型于其自身的语言类型。

For example, an informal conversation must have short, redundant, rapid chunks of speech while a lecture must be more formalized and orderly.
例如，非正式对话必须包含简短、重复、快速的言语片段，而讲座则必须更加正式和有序。

4) Offer visual clues and environmental clues. Teaching aids;ICT
4) 提供视觉线索和环境线索。教学辅助工具；信息通信技术

In real-life listening situation, there are visual and environmental clues students can use to make sense what they hear. Therefore, the closer to real life the activities are, the more effective the activities will be.
在真实的听力情境中，学生可以利用视觉和环境线索来理解所听内容。因此，活动越接近真实生活，其效果就越好。

5) Help activate appropriate background knowledge.
5) 帮助激活适当的相关背景知识。

According to schema theory, students learn better if they can make use of their background knowledge.Hence, listening activities should help stimulate appropriate prior knowledge.
根据图式理论，如果学生能够利用其背景知识，他们的学习效果会更好。因此，听力活动应该有助于激发适当的前置知识。

3. Use a variety of listening activities and tasks.
3. 使用多种听力活动和任务。

1) Variety makes the listening seem to be more interesting and never monotonous so that students will not get distracted or lose interest.
1) 多样性使听力练习显得更有趣，不会单调乏味，这样学生就不会分心或失去兴趣。

2) Variety is the need of learner's individual difference. The activity that is appropriate for one student may not be ideal or even ineffective for another.
2) 多样性是学习者个体差异的需要。适合一个学生的活动可能不适合另一个学生，甚至可能无效。

4. Combine listening with other skills.
4. 将听力与其他技能结合。

Listening should be combined with other basic skills, because language use often involves the integration of four skills in real life.
听力应该与其他基本技能结合，因为语言在实际生活中通常涉及四种技能的整合。

The teacher should never treat listening as an isolated skill.
老师不应该将听力视为一项孤立技能。

5. Keep in mind that you are teaching, not just testing.
5. 要记住，你是在教学，而不仅仅是测试。

Traditionally, many listening lessons have been filled with comprehension questions, which makes the lesson more like a test on students' listening comprehension. However, we should bear in mind that the most important objective of listening teaching is to develop students’ listening competence and this objective is usually achieved through teaching, not by testing.
传统上，许多听力课都充满了理解性问题，这使得课程更像是对学生听力理解能力的测试。然而，我们应该牢记，听力教学最重要的目标是培养学生的听力能力，而这个目标通常是通过教学实现的，而不是通过测试。

6. Build on success.
6. 建立在成功之上。

Practice is most effective if it is based on successful practice because it gives students successful experiences. And teacher should encourage students with more positive evaluation on their performance.
如果练习基于成功的练习，那么练习最有效，因为它能给学生带来成功的体验。教师应该对学生的表现给予更多的积极评价。

7. Focus on the comprehension of meaning.
7. 专注于理解意义。

Traditionally, many listening exercises in textbooks is that they test students' memory, not their listening comprehension. It is important to design interesting tasks that do not ask learners to remember details that they wouldn't even remember in their native language. Therefore, students should focus on the meaning and
传统上，教科书中的许多听力练习是测试学生的记忆力，而不是听力理解能力。设计有趣的任务非常重要，这些任务不应要求学习者记住他们甚至在本国语中都不会记住的细节。因此，学生应该专注于意义和

key points transferred and preserved in the brain, not the words and original surface detail they hear, so that it can develop students paraphrasing and internalizing ability.
大脑传递和保留的是关键点，而不是他们听到的词语和原始表面细节，这样可以使学生发展释义和内化的能力。

8. Attend to features of spoken languages.
8. 关注口语语言的特点。

Designing listening activities with a focus on the linguistic features of spoken language is an important way to help students develop listening skills for better understanding.
以口语语言的特点为重点设计听力活动是帮助学生发展听力技能以更好地理解的重要方法。

Students can be guided to attend to certain phonological, syntactic and pragmatic features of the type of material they listen to. For example, they may be asked to listen to a speaker who uses certain intonation patterns or syntactic structure to show meaning or attitudes. Such activities can not only help students understand better the message conveyed but also enable them to use those features when speaking for more effective communication.
可以引导学生关注他们所听材料中某些语音、句法和语用特点。例如，可以让他们听一个使用特定语调模式或句法结构来表示意义或态度的说话者。这类活动不仅可以帮助学生更好地理解所传达的信息，还可以让他们在说话时使用这些特点，以实现更有效的沟通。

(三) Techniques:W/X
(三) 技术：W/X

1. Pre-listening: pre-listening activities are designed to make students affectively; linguistically prepared for the listening tasks. 246 words
1. 听前准备：听前活动旨在使学生情感和语言上为听力任务做好准备。246 字

Purpose:
目的：

1) Make students aware of the purpose for listening. motivate
1) 使学生意识到听力的目的，激发兴趣

2) Assess and activate students’ background knowledge or cultural information. Schema theory
2) 评估并激活学生的背景知识或文化信息。图式理论

3) Prepare students linguistically for the tasks. Comprehensible input
3) 为任务做好语言准备。可理解性输入

4) Arouse students' interest and build up their confidence in listening. Affective filter
4) 激发学生的兴趣，增强他们听力的自信心。情感过滤器

Activities: 188 words
活动：188 字

l) Predicting:
l) 预测：

Good listeners are often good predictors. So, the teacher can get students to predict what they are going to hear.For example, they can be guided to predict the topic, the content, the character, the setting, etc.
好的倾听者往往也是好的预测者。因此，老师可以引导学生预测他们将要听到的内容。例如，可以引导他们预测主题、内容、人物、背景等。

2) Brainstorming:
2) 头脑风暴：

It can be used when students, encounter a familiar topic. For example, when a short passage about“SpringFestival” is to be listened to, the teacher can ask students to brainstorm as many issues related to SpringFestival as possible.
当学生遇到熟悉的话题时可以使用。例如，当要听一篇关于“春节”的短文时，老师可以要求学生尽可能多地头脑风暴与春节相关的问题。

3) Setting the scene:
3) 设置场景：

The teacher can try to provide certain contexts by setting the scene. This can be done by giving some visual aids such' as pictures, maps, charts, etc. For example, when students are to listen to a passage about the OlympicGames, relevant pictures can be provided.
老师可以通过设置场景来提供某些语境。这可以通过提供一些视觉辅助工具，如图片、地图、图表等来完成。例如，当学生要听关于奥运会的段落时，可以提供相关的图片。

4) Pre-teaching vocabulary:
4) 预教词汇：

If there are some difficult or key words and expression may cause difficult in listening, the teacher can present those words out of context in advance.
如果有些难词或关键词和表达可能造成听力困难，老师可以提前在脱离语境的情况下呈现这些词。

5) Skimming and scanning:
5) 快速浏览和扫读：

Skimming and scanning a relevant written text or the directions of listening activities is viewed as a good pre-listening activity to make students prepared.
略读和扫读相关的书面文本或听力活动的指示，被视为一种良好的预听活动，使学生做好准备。

2. While-listening: W/X 259 words(7个活动)
2. 听中：W/X 259 字（7 个活动）

Attention:
注意：

1) Give clear directions before listening.
1) 听前要给出清晰的指示。

The teacher should give clear and specific instructions before listening to make students know the goal or task to fulfill.
老师应该在听之前给出清晰具体的指示，让学生知道目标或任务。

2) Allow students read through instructions before listening.
2) 允许学生在听之前阅读指示。

The teacher should make sure that students understand their task by reading through listening instructions so that students are able to listen with clear purpose.
老师应该通过让学生阅读听指示来确保他们理解任务，以便学生能够带着明确的目的去听。

3) Minimize speaking or writing tasks.
3) 尽量减少说话或写作任务。

The main objective at while-listening stage is comprehension rather than production.
在听的过程中，主要目标是理解而不是产出。

4) Select appropriate activities.
4) 选择合适的活动。

Activities at while-listening stage should motivate students to focus on listening.
听的过程中，活动应激励学生专注于听。

5) Give immediate feedback.
5) 给予即时反馈。

Immediate feedback is helpful in encouraging students to discover how or why their responses are incorrect.
即时反馈有助于鼓励学生发现他们回答错误的原因或方式。

Activities:
活动：

1) Listening and drawing: the teacher or one student describes a picture which the other cannot see and ask th.other to draw it or color it.
1) 听觉与绘画：教师或一名学生描述一幅另一名学生看不到的图片，并要求对方将其画出来或涂色。

2) Listening and filling in the blanks: students are required to fill in the blanks with the words or expressions that they hear.
2) 听觉与填空：学生需要用他们听到的单词或短语来填空。

3) Listening and ticking: students are only asked to tick or check off items in a list while listening.
3) 听音打勾：学生只需在听音时勾选或打清单上的项目。

4) Listening and acting: it requires students to concentrate on the listening input and give responses by acting.i. e., give physical responses.
4) 听音做动作：要求学生集中注意力听输入内容，并通过做动作来回应。即，做出身体反应。

5) Listening and sequencing: students are asked to find out the correct order of things based on what they just heard.
5) 听音排序：学生需根据刚听到的内容找出事物的正确顺序。

6) Listening and summarizing: it helps students focus on the skill of listening for gist. Student should try to understand the main ideas of the listening material and then summarize or retell the material immediately
6) 听音概括：这有助于学生专注于听要义的能力。学生应尝试理解听音材料的主要思想，然后立即进行概括或复述。

7) Listening and writing: it is also referred to as dictation in which students are asked to write down what they have just heard.
7) 听力和写作：也被称为听写，要求学生写下他们刚刚听到的内容。

3. Post-listening: W/X: it is a stage in which students are guided to transfer input to output. It focuses on production of language in either written form or spoken form. I7I words
3. 听后活动：W/X：这是一个引导学生将输入转化为输出的阶段。它侧重于书面或口语形式的语言产出。I7I 字

1) Role play: students can continue the story or situation by assuming the roles of people in the text.
1) 角色扮演：学生可以通过扮演文本中的人物角色来继续故事或情境。

2) Short Written texts: students can write letters or postcards based on the listening text or extend it.
2) 短篇写作：学生可以根据听力学到的文本或对其进行扩展来写书信或明信片。

3) Summaries: summarize the whole text or a pre-selected part orally or in writing.
3) 摘要：口头或书面总结全文或预先选定的部分。

4) Vocabulary work: students can use selected vocabulary items in further writing or speaking tasks.
4) 词汇练习：学生可以在进一步的写作或口语任务中使用选定的词汇项目。

5) Group sharing: one member of each group circulates among other groups to share listening outcomes.
5) 小组分享：每个小组的一名成员在小组间巡回，分享听力成果。

6) Oral practice: use the listening text to practice pronunciation or just reading aloud.
6) 口语练习：使用听力文本练习发音或只是朗读。

7) Answering questions: raise questions as multiple questions, open-minded questions, inference questions to check and enhance comprehension.
7) 回答问题：将问题设计为多个问题、开放性问题、推理问题，以检查和提升理解能力。

8) Dictogloss: the teacher reads out a passage in normal speed for two or three times and students are to note down the words they could catch as they listen as much as possible. Then, students work together to reconstruct the passage. Lastly, they are to analyze the passage and correct the mistakes.
8) 听写填空：教师以正常语速朗读一篇短文两到三次，学生边听边尽可能多地记录下能听到的单词。然后，学生合作重建短文。最后，他们需要分析短文并纠正错误。

Generally, dictogloss has four stages: preparation, dictation, reconstruction, analysis and correction.
通常，听写填空有四个阶段：准备、听写、重建、分析和纠正。

(六) Teacher's role in listening teaching
(六) 听力教学中的教师角色

1. understand the pivotal role that listening plays in the language learning process in order to utilize listening in ways that facilitate learning.
1. 了解听力在语言学习过程中的关键作用，以便利用听力促进学习。

2. understand the complex interactive nature of the learning process and the different kinds of listening that learners must do in order to provide their students with an appropriate variety and range of listening experiences.
2. 了解学习过程的复杂互动性质，以及学习者必须进行的各种听力活动，以便为学生提供适当多样化和范围的听力体验。

3. understand how listening skills typically develop in second language learners, assess the stage of listening at which their students are.
3. 了解第二语言学习者的听力技能通常如何发展，评估学生当前的听力阶段。

补充: Four of the most common rhetorical modes are narration, description, exposition, and argumentation.
补充: 四种最常见的修辞模式是叙述、描写、说明和论证。

Rhetoric essentially means the art of speaking persuasively. It is the use of language in a formalized way in order to convince or have an effect on an audience
修辞学本质上是指说话有说服力的艺术。它是以一种正式的方式使用语言，以说服或影响听众

补充：胡C8语用学

1. Speech act theory【言语行为理论】

It is concerned with the relationship between the form of utterances and their function in social interaction and rests on the distinction between propositional meaning and the illocutionary force of utterance.
它关注话语形式与其在社会互动中的功能之间的关系，并基于命题意义和话语的言外之力之间的区别。

2. Locutionary act【发话行为】

It is the act of uttering words, phrases, clauses. It is the act of conveyingliteral meaning by means of syntax lexion and phonology.
它是说出单词、短语、从句的行为。它是通过句法、词汇和音韵传达字面意义的行为。

3. Illocationary act【行事行为】
3. 行事行为【行事行为】

It is the act of expressing the speaker's intention; it is the act performed in saying something.
表达说话者意图的行为；是在说某事时执行的行为。

4. Perlocutionary act【取效行为】
4. 取效行为【取效行为】

It is the act by or resulting from saying something, it is the consequence of, or the change brought about the utterance, it is the act performed by saying something.
通过说某事或由说某事引起的行为，是话语的结果或带来的变化，是在说某事时执行的行为。

【本章真题】

I. Understanding of terminologies.
I. 术语理解

1.【2016】 It is a method of processing language input and constructing meaning, involving a process of decoding specific bits of information by, for example in reading, recognizing the individual letters that make up words and the syntactic rules which organize the words into sentences.
1.【2016】这是一种处理语言输入和构建意义的方法，例如在阅读中，通过识别构成单词的字母和将单词组织成句子的句法规则来解码特定信息。

2.【2019】 Typically used in writing, but is any activity where individuals generate ideas related to atopic or task; done in either groups or individually with no restriction on quality of ideas. Once ideas are generated, they are then evaluated and a decision about which to pursue is made.
2.【2019】通常用于写作，但任何与特定主题或任务相关的个人生成想法的活动都属于此类；可以以小组或个人的形式进行，对想法的质量没有限制。一旦产生想法，就会进行评估，并决定要追求哪个想法。

3.【2020】 It refers to the organization of experience and/ or knowledge into conceptual frameworks in the mind of brain. It allows the brain to reference and integrate new knowledge or situations through making connections with what is already known.
3.【2020】它指的是将经验和/或知识组织成大脑中的概念框架。这使得大脑能够通过将新知识或情况与已知事物建立联系来参考和整合新知识或情况。

4.【2024】 It is a group activity in which learners have a free and relatively unstructured discussion on a assigned topics as a way of generating ideas. This term starts with the letter“B”.
4.【2024】 这是一种小组活动，学习者围绕指定主题进行自由且相对无结构的讨论，以此作为产生想法的方式。这个术语以字母“B”开头。

II. Questions and answers.
II. 问答。

1.【2017】 Listening strategy is an indispensable part of English language learners' listening competence. What are the important listening strategies that English teachers should teach and train their students?
1.【2017】 听力策略是英语学习者听力能力不可或缺的一部分。英语教师应该教授和训练学生哪些重要的听力策略？