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1、Design and Organization of English Listening Class 作者： 米玉巧 (初中英语 甘肃定西初中英语一班 ) 评论数/浏览数： 0 / 927 发表日期： 2023-08-14 11:17:35 Design and Organization of English Listening Class Activities Abstract As the reformation of traditional ELT is advancing, and the ELT concept is changing gradually from teacher-c
2、entered pattern to student-centered pattern, the role of educators and learners should be accordingly renewed. The communicative language teaching (CLT) should be used more. In the traditional English class, teachers often use the “jug-and-mug” teaching method, and students just listen and take note
3、s passively. It lacks of a communication between teacher and student. English class activity is the main useful way which can transform the traditional pattern. An effective class activity can arouse students interest, encourage them to take part in the activity actively, and develop their communica
4、tive competence, and improve the English class teaching result. In the English teaching, listening is often underestimated. Furthermore, the types of listening class activities are simple and dull. However, listening is the basis of English study. Listening class activities are related closely to sp
5、eaking, reading, and writing. So more attention should be paid to listening class activities. First, this paper makes a generalization of the two main types of English class activitiesthe whole-class activity and grouping, and analyzes their advantages and disadvantages, and presents some solutions
6、to the problems, which arise in the operation process. Then the paper analyzes the three main factors that influence English class activities, which are the teacher, students, and the types and content of activity. Finally, it expounds the design and organization of listening class activities in det
7、ail. Key Words English listening competence; class activities; design; organization 英语听力课堂活动设计与组织 摘 要 随着英语教学改革的不断进一步，英语教学思想逐渐从以教师为主体转变为以学生为主体，教育者和受教育者的地位也应当重新定位，交际法教学应当更多地应用于英语的课堂教学中。在传统的英语课堂中，教师“满堂灌”，学生被动地听讲、做笔记，师生之间缺少交流。英语课堂活动是改变这一传统模式的重要有效手段。英语课堂活动可以激发学生的学习爱好，鼓励他们积极参与，培养学生应用语言的能力，提高英语课堂的教学效果。在英语课
8、堂教学中，听力教学经常被忽略，听力课堂活动形式单一、枯燥。但是听力是学好英语的基础，听力课堂活动与说、读、写紧密相关。因此听力课堂活动更应当受到关注。本文先总结了两大类英语课堂活动全班活动和分组活动，分析了他们的优、缺陷，并对其实行过程中所产生的问题提出解决方法。然后分析了影响英语课堂活动的三大因素教师、学生、活动的类型和内容。最后，具体阐述了英语听力课堂活动的组织与设计。 关键词 英语听力；课堂活动；设计；组织 1.Introduction As an important international language, English has gained increasing attent
9、ion from Chinese. In the traditional ELT, teachers always act as absolute controllers. They always teach new words or grammars, explain texts, and assign exercises one by one. On the other hand, students only listen passively, and take notes mechanically, but seldom take part in the language practic
10、e. In real life, English is a communicative language. The goal of English language teaching is to enable the students to use English in the real world when necessary. In the traditional ELT, teachers always use some kinds of classroom activities to develop students writing skill but ignore listening
11、, speaking skills. However, English language teaching practice should develop students overall language skills, namely: listening, speaking, writing, reading and translating. Listening is the ability to identify and understand what others are saying, which is an important language skill in English c
12、lassroom. Because listening is a critical factor to ones language acquisition. If one cant understand the teachers saying well enough, he/she will unable to carry out classroom instructions and to perform all class activities. 2. The types of English class activities English class activities are mai
13、nly divided into whole-class activities and grouping activities. 2.1 The whole-class activities The whole class activities are that students are doing practice together. They write or say together under the same order of the teacher. “The most common forms of whole-class activities are competition,
14、game, guess, discussion, debate and so on.”1 For example, when teaching listening, most teachers prefer to adopt this activity that students are asked to listen to the same material together and do the same exercises. Language learning is an emotional and psychological experience. “According to Kras
15、hen, the affective filter of the student or some psychological factors, can obstruct language acquisition to some degree.” 2 So if a student has litter motivation, lacks of self-confidence and so on, he/she will be not good at language acquisition, especially, to the kind of students who are afraid
16、of making errors or “losing face” in public. For example, when a teacher asks several pointed students to answer the same question. English-proficient students always answer confidently even though they do not know the correct answer. On the contrary, less competent students in English behave with little confidence, because they are afraid that their answer is wrong. However, the best advantage of whole-class activities is just it can help to overcome studen
