in Chinese Middle School Classrooms
Introduction:
I.part one: background study
1.the current situation about listening teaching in C.M.S.C.
2.the analysis of the reasons for students’ poor listening ability
(1) about the teaching aspect
a.without listening test
b.the textbook limit
c.the teachers’ limited knowledge of English teaching methoddogy
(2)about the learning aspect
II part two: the natures of listening
1.what is listening.
2.why is listening important in senior students’ English learning.
3.what are the factors influencing the listening comprehension in C.M.S.C.
III part three: how to improve students’ listening abilities----designing and performing effective classroom activities.
1.the theoretical evidence of designing activities based on three stages:
pre-listening stage
while-listening stage
post-listening stage
2.pre-listening stage
(1)writing down the title of listening text on the blackboard.
(2)Reviewing and previewing key words and expression which will be used in listening text.
(3)Making a list of possibilities/ideas/advantages etc.
(4)Discussing some topic/situation/question.
(5)Filling in a survey based on the students’ practical knowledge and experience in real life or study.
(6)Reading through while-listening tasks of a short reading passaage which is easier than listening text.
(7)Introducing some cultural information or background knowledge related to listening text.
3.while-listening
4.post-listening
IV part four: evaluation
1.the feasibility
(1)having special time for completing listening activities
(2)using a good-quality recorder in class
(3)having sufficient materials to be selected for listening practice
(4)the students’ necessary knowledge of the world
2.the application of listening activities in classroom.
3.the anticipated problems in implementing listening activities
V part five: conclusion
INTRODUCTION
With the reforms and development in all walks of life and the carrying out of the opening policies to the outside world in China in recent years, the traditional grammar-translation method of the foreign language teaching has been found unable to keep pace with the times. This has given rise to many new thoughts and concepts of it. As a result, the communicative approach is getting more and more widely used in Chinese middle school English classrooms. The application of it is based on the view that English should be taught as a communicative tool , not merely a kind of the knowledge of language, In this case, the students’ listening ability must be the most important thing for teachers to improve. However, it is a very difficult job. How can we manage it? This is the very subject I am to deal with. Here in my thesis, some issues related to improving senior students’ listening ability in Chinese middle school classrooms are to be discussed in the following five parts.
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