實用英語教學法：聽力篇(附光碟)（簡體書）

《英語教師職業發展前沿論叢．實用英語教學法：聽力篇》意在為在職英語教師或有意從事英語教學的人士編寫。無論這些人之前是否接受過英語作為第二語言教學的正規指導，均能從《英語教師職業發展前沿論叢．實用英語教學法：聽力篇》中受益。《英語教師職業發展前沿論叢．實用英語教學法：聽力篇》特色：1、編寫思路清晰，整體介紹了課堂英語聽力教學步驟及方法。2、針對不同水平學生的特性，提供了完整而詳盡的初級、中級、高級英語聽力教學的實用技巧及評估方法。3、書中提供的思考題及練習題幫助學生深入理解教學重點，並使學生能夠很好地在教學實踐中應用所學的知識。4、單獨設立一個章節，介紹了該領域中的一些前沿理論，包括科學技術及不同學習方法與技巧在英語聽力學習中的應用等。5、每章後均精心選擇出擴展閱讀書目及網絡資源目錄，使讀者得到最新英語聽力教學資訊。6、附錄中的詞匯表對於英語聽力教學中的核心詞匯給出了重點突出、簡潔易懂的定義。

《英語教師職業發展前沿論叢?實用英語教學法:聽力篇》意在為在職英語教師或有意從事英語教學的人士編寫。無論這些人之前是否接受過英語作為第二語言教學的正規指導，均能從《英語教師職業發展前沿論叢?實用英語教學法:聽力篇》中受益。

，使讀者得到最新英語聽力教學資訊。6、附錄中的詞匯表對於英語聽力教學中的核心詞匯給出了重點突出、簡潔易懂的定義。

In this chapter, we will begin to develop a task-based model of teach-ing listening. While doing so, we will focus on the needs of beginninglevel learners. We will see throughout the book that many of the principlesinvolved and the tasks used for teaching one level of learner can be appliedto other levels. We'll also point out tasks and materials that are particularlywell suited to one level or another. In the first section,' we'll define somewords that we'll use throughout the chapter. Next, we'll look at the nature oftasks--language learning activities. We'll then consider three key principlesthat make teaching and learning how to listen more effective. Followingthis, we'll look at examples and classroom applications of task-based listen-ing practice. Finally, we'll consider assessment for beginning learners.
What is a beginning level listener? The American Council on theTeaching of Foreign Languages (ACTFL) is a professional organization offoreign language teachers in the United States. It has done extensive workin testing and assessment and has been especially influential in helpingdetermine definitions for student proficiency levels (beginning, intermedi-ate, advanced). ACTFL defines a beginning level listener as someone who:
understands isolated words and short sentences, especially in a clearcontext such as the immediate physical setting or requests for personalinformation.
comprehends high-frequency words and formulas like greetings (How areyou doing?), apologies (I'm sorry.), and questions (Where are you from?).
may require long pauses for assimilation.
may require repetition, rephrasing, and/or a slowed rate of speech forcomprehension.