DI Lessons in Enhancing English Listening Comprehension

Transcription

Start Listening and Learning Your Way: DI Lessons in Enhancing English Listening
Comprehension & Learner Autonomy
Chunhua Tai 戴君樺國立台南高工
Lesson Overview:
Topic: Listening comprehension
Concepts: Use of listening strategies; self-monitoring of learning process; meta-cognitive strategies
Essential questions:
- What are the strategies Ss can use to facilitate listening comprehension?
- Are students aware of the listening strategies available and the ones they use?
- Are students aware that they are responsible for their own learning?
Target Students: 10th Graders in National Tainan Industrial High School.
(4 classes in total, with 38-41 Ss in each class)
Objectives:
Students will know
- There are a variety of strategies available in listening comprehension, such
as listening for main ideas, listening for details, listening for key words,
listening for definitions, listening for instructions, note-taking,
inferring…etc.
- They can organize their own listening practice based on their interest and
listening comprehension levels.
Students will understand
- That the effective use of these strategies can facilitate listening
comprehension.
- That they don’t have to understand every word in order to complete
listening tasks.
- That they are able to monitor their own learning and progress.
Students will be able to
- use different strategies to answer questions in listening comprehension
quizzes.
- do online listening practice and keep listening journal every week.
- reflect on the process of their listening exercises.
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The Lessons:
Lesson Sequence
Reflection
Time allocation: 3 months; 5 periods each week.
These lessons were designed to
facilitate the daily textbook lessons and
lasted for 3 months. 1 out of 5 weekly
sessions took place in the language lab
with the access to the Internet.
Material & resources:
- Lungteng English Reader I (Vocational School version)
- Randall’s ESL Cyber Listening Lab
(www.esl-lab.com)
- Handouts of listening comprehension for texts in
-
See appendices for handouts for each
text and the worksheet of listening
journal.
each lesson unit
Worksheets of listening journal
CD recording of texts, including 2 versions of normal
speed and slower speed
Language lab in a computer classroom, with headsets
for all students
Mock tests of GEPT Medium Level Listening &
IELTS Listening Section 1&2
Who?
There are four classes of 10th graders receiving these
lessons, with 38 to 41 students in each class. They are
from Aircraft Maintenance (AM), Architecture (AC),
Mechanical engineering (ME) and Chemical
As it was my first encounter with these 4
classes at the start of the semester, it
took me about 3 weeks to get to know
their proficiency levels, familiarize myself
engineering(CE) departments. Students’ proficiency level
is in general lower-intermediate although with 1 to 2
beginners in each class. Most of them have been listening
to English teaching radio programs since junior high
with the class dynamics and Ss’
school although there are still on average less than 5
students in each class that have never done so before
the best class average score on midterm
entering high school. Ss are required to listen to a radio
English teaching program twice a week at school, but the
effectiveness of this effort varied as many students tend to
skip these morning listening sessions.
classes, Class AC is among the top 1/3,
personalities. Through the formative
assessments later on during the
semester, Class AM turned out to have
exams among all the 10th-grader
Class ME is among the second 1/3,
while Class CE tend to be the second
from the bottom. Despite the gap in the
performance of mid-term exams, there is
also varying abilities in listening
comprehension within each class.
Despite the varying abilities, due to the
concern of students’ interest and class
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dynamics, grouping of mixed abilities is
adopted. Students are allowed to choose
their partners when pair work or group
work are required in class.
Introduction:
Within the first week of the semester, the teacher
In the first session in the language lab, I
explains to Ss that they are going to learn more about
different listening strategies to facilitate listening
comprehension. Introduction and exercises of listening
strategies along with the text in each lesson will be
implemented in daily lessons. There is also online
listening exercise once a week in the language lab.
demonstrated step by step how to do
Ss are expected to try out listening strategies they
practices in class while doing the online listening
exercises. The assignment of keeping listening journal
takes 50% of the final mark for one of their two English
courses.
Students are required to hand in at least two entries of
journal each week, including the one done in class by
during the first 3 sessions of online
using the website. They are free to choose other materials
at home as long as they fill out the journal each week.
all the headsets are working. It’s
online listening exercises before letting
Ss work on their own. However, there
were still several students in each class
that needs individual instructions on how
to use the website and fill out the journal
listening exercises. Ss work in the lab
also needed supervising as some of
them would always tried to link onto
other website for fun.
Before the first session in the lab, I had
to make sure the internet connection and
important to get some contacts for
emergencies when you need help with
the machines.
Lesson structure:
This chart describes how a unit lesson in the textbook is
taught. The yellow highlighted part is the focus of this
lesson plan and will be discussed in the following
sections.
The teaching of listening strategies is
designed to be embedded in the learning
of the text in each unit. Therefore, Ss
actually learned the text by listening to it
first before they read it. It should be
warm-up discussion
noted that before Ss listened to the text,
they had already done warm-up activities
listening to the paragraphs and complete tasks by
using different strategies
(Ss not reading the text yet)
to establish the background knowledge.
Pictures, video clips, extra reading
materials were often used for the
warm-up discussion in pairs or groups.
Teacher explains the text in detail
New vocabulary in that lesson was
Grammar focus
usually dealt with before listening, with
some exercise in using the new words.
Conversation/ role-plays /other speaking activities
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However, some students might not have
mastered the vocabulary at this stage
although the design of the listening
exercise didn’t focus on testing the new
words.
Teaching procedure and learning experiences:
Part 1: unit text listening
a. Pre-listening discussion: This is usually done in the
form of pair work or group work. Materials can be
warm-up discussions provided in the textbook,
teacher-designed questions, pictures or video clips.
b. While-listening: T gives out handouts of questions
designed for individual paragraphs of the text in each
Unit text listening
In order to make the best use of the time
in class, instructions on listening
strategies were incorporated with daily
lessons. However, considering the
varied abilities of Ss’ listening
comprehension, differentiation by
lesson. Each questions focuses on the use of one listening
strategies, such as listening for main ideas. The type of
listening strategies expected to be used is marked after
each question to raise students’ awareness. (Handouts see
appendix 1)
c. T plays the recording for each question or paragraph
depending on the design of tasks. The recording is usually
readiness in adopted in teaching
played at normal speed first. Ss check answers in pairs. T
plays the recording at a slower speed again for Ss with
weaker listening comprehension. T elicits the answers by
leading Ss to find out the answers. Recording of the texts
may be played several times according to the need of Ss. T
makes sure students listen to the recording of all the
recordings at different speeds. I usually
paragraphs all together again after answering the questions
as the first review of the text.
Following Ss’ prior discussion about the answers and
before T gives the answers, she asks Ss how they work out
the answer and elicit the strategies they use. In the first
few lessons, T can demonstrate how the strategy is used
included questions of different levels and
for a particular question. For example, in Question 2 of
Lesson 1 Bring the Pot and Try Your Luck, Ss are asked
what kind of party Cathy is going to hold. As Ss’
background knowledge has been set up in the previous
warm-up discussion, they can predict and judge from the
keyword in the last sentence that she is going to have a
discussion on the listening process
listening strategies. However, instead of
grouping students based on their
proficiency level and giving each group
different materials, I used the same
handout for the whole class but tried to
meet students’ needs by playing the CD
played the recording of the normal speed
first, followed by the slower version a
couple of time based on Ss’ requests,
and ended with the normal speed again.
The design of the handouts also
types so that Ss could apply different
strategies. However, Ss of the lowest
proficiency level sometimes still had
difficulty understanding the slower
version. However, the teacher-led
usually helped. These Ss were also
advised to listen more times at home
after the explanation of the text in class.
Weekly online listening
potluck party despite the long statement of her concerns of Therefore, in order to further meet Ss’
all sorts of problem in throwing a party. T can name these individual needs and levels, online
listening exercise was done in the
problems and help Ss minimize the number of party
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options so that Ss can get the main idea of Cathy’s
decision in having a potluck party. This is done mainly in
Question-Answer format, which means that T asks
questions that aim to elicit the correct answers. Once Ss
have difficulty, T further points out key words or phrases
to help Ss find the answer.
language lab once a week.
d. After listening to the text and the completion of the
tasks. Using the same handout, Ss are asked to reflect on
the strategies required in each listening task. They think
about whether the application of these strategies is easy or
more difficult, and whether the exercise makes listening
easier for them.
own speed. In general, all four classes
e. Questions are a mixture of different types, such as
True/False questions, Yes/No questions, multiple choice
questions, simple-answer questions…etc.
f. Post-listening activities are given as the last part of the
whole unit teaching. Ss will be more familiar with the text
and vocabulary after T explains the text in detail, which
precedes the post-listening activities. The activities
there were 1 to 2 Ss in each class that
include conversation exercise, role-plays, reader’s theater,
mini-debate, etc.
fortunately I had supportive colleagues
Part 2: online listening exercise on Randall’s ESL
Cyber Listening Lab
a. Pre-tests: Before the first online listening session, Ss
are given 2 listening pre-tests. One is the mock test of
problem with the computers. However,
GEPT listening test(Medium Level), but with only 10
questions in each of the three sections instead of 15
each. The other is that of IELTS listening test sections
1 & 2. The two pre-tests include multiple choice
questions and short-answer questions.(Test questions
see appendix 3)
b. During the first session in the lab, T announces the
weekly online listening session, and demonstrates how
to use the website step by step, which includes
pre-listening exercises, listening exercise,
post-listening exercises. Ss also have to note down the
new words they learn and reflect on the listening
strategies they use and also on the whole exercise
while filling in the journal. Ss have to hand in at least
two entries of journal, which consist of at least one
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Differentiation by interest could also be
adopted at this stage. By choosing
exercise unit of their own level and
interest, Ss were expected to improve
their listening comprehension at their
could focus on the exercise once they
are familiar with the weekly routine.
When they arrived at the computer lab,
they would automatically get to their seat
and start with the exercise. However,
weren’t motivated at all and had to be
monitored all the time. There were also
several students that needed individual
intensive instructions on the use of
listening journal.
As to the use of the language lab,
to help me out whenever there was a
once in a while, the constant poor
connection to the Internet on some
computers could be frustrating to a small
number of Ss. Therefore I prepared
other materials for Ss to listen to when
their computers weren’t working. This
enabled a better use of time as this one
hour a week was too precious to be
wasted.
Pre-tests & post-tests
As the online listening exercise is
individual work, differentiation by
readiness was then adopted. In order to
assign students the exercises that suit
their level, pre-tests were given to find
out more about their listening
comprehension. Based on the result of
done in the online listening session and the others
done at home. Students are allowed to use other
listening materials at home as long as they fill in the
journal (Listening journal see appendix 2).
c. Ss do online listening exercise once a week in the
language lab with headsets for all Ss and the access to
the pre-tests and the daily quiz results,
the Internet.
d. The exercise will last for 3 months. Ss know that the
work of all the entries of journal will be graded and
the mark will be part of their final score of one of the
two English courses.
e. T checks weekly journals, and then lets Ss read the
However, Ss were advised to move up to
comments and check the mark. T keeps the entries for
Ss so that at the end of the semester, all the entries of
each Ss can be put together into a booklet. At the end
of the semester, Ss are also asked to reflect on their
idea of listening in English before and after these
lessons by filing out a form on the last page of this
journal booklet.
f. They can choose to present this with languages or
drawing, so that they feel confident and comfortable
expressing their ideas (Ss’ work see appendix 5).
g. Post-tests: At the end of the semester, Ss are given 2
post-tests, one of which is the mock test of GEPT
Listening(Medium Level) and the other IELTS
Ss who were weaker listeners were
assigned “basic listening quizzes” on the
website while the other Ss started with
“easy” section of “general listening
quizzes.”
exercises of higher levels after trying out
their present quizzes for 3 or 4 times.
This was to encourage them to monitor
their own learning process and take the
initiative in making decisions. Looking
back, I could have tracked Ss’ progress
in a more systematic way by giving them
a timetable recording the number and
level of the exercises they had done.
From Listening to Speaking
During the lessons of unit texts,
speaking activities were usually used to
reinforce Ss’ learning on different topics
or themes in each lesson. Meanwhile,
this also allowed Ss more time in
listening to each other in real or
semi-real conversation.
listening section 1 & 2.
Evaluation:
I. Test results
In order to evaluate the effect of these DI lessons on Ss’ listening comprehension, pre-tests
and post-tests were given to Ss in all four classes. GEPT test consists of three parts, with 10
questions in each part. In IETLS tests, only section 1 and 2 of the IETLS Listening are used as the
level of IELTS test is far above Ss’ current proficiency level, and section 3 and 4 will be redundant.
The reason why IELTS listening section 1 and 2 are used is that they mainly tests Ss’ ability to
understand main ideas and factual information, in which Ss can hopefully use the strategies they
practice in daily unit lessons. Moreover, section 1 & 2 are usually a conversation and a monologue
set in everyday social context, which is probably the most important and frequent context in which
Ss are expected to use English. The format of giving short answers of concrete facts is also
considered by the teacher to be within Ss’ capacity.
Two tables are made to compare the results of GEPT test and IELTS test (see appendix 3.2).
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The tables show the number and percentage of Ss with positive results, no improvement, and
negative results between the two sets of test. Ss with positive results refer to those who got more
questions right in the post-test. Ss with no improvement refers to those who got the same number
of questions right in the post-test, and Ss with negative results means those who answered fewer
questions right in the post-test. It should be noted that several pieces of results in each class were
not available as some students didn’t take either the pre-tests or post-tests due to their absence
from school.
These results reveal that in general, all the four classes made more progress in IELTS listening
tests then in the GEPT tests. This is a very interesting outcome as GEPT Medium level is tailored
for high school graduate and is supposed to be more close to Ss’ proficiency level while IELTS
aims at university graduate who wish to live or do further study in the UK. Possible reasons can be
found with a further analysis of the questions in the design of the tests. First, a few questions in
GEPT post-test are actually testing pronunciation of a specific item in the pictures rather than on
the information Ss can get from the pictures. For example, in Question 7, Ss had to tell the
difference among “reason”, “race”, “raise”, and “raisin”. Second, GEPT questions are all
multiple-choice questions while IELTS questions used in these tests are mostly short-answered
questions. There can be possibility that when answering multiple-choice questions, Ss may be
misled by options other than the correct answer, whereas when answering short-answer questions,
there is less distraction and Ss can usually write down the answer when they hear it. Finally,
students mental and physical conditions on the day of tests should also be considered as GEPT and
IELTS tests were not given together on the same day as the teacher was concerned that it might
have taken too much time and exhausted. Students could therefore have different levels of
“affective filter” and had performance of different qualities. However, despite these factors, the
test results also revealed that as long as Ss are able to properly apply different listening strategies,
they can obtain the information they look for when the language used in the context is above their
proficiency level.
II. Questionnaire design and results:
To further evaluate the design and the implementation of the lessons, a questionnaire is given
to Ss at the end the semester. The questionnaire is designed for Ss to reflect on three parts: the
teaching and application of listening strategies in both daily lessons and online listening exercises,
Ss’ autonomous learning and self-evaluation, and finally the teacher’s instructions in class. In the
end 156 copies of questionnaires were collected and the results are presented in percentage in
appendix 4. First, in the learning and application of listening strategies, 90.4% of Ss have learned
different listening strategies and 81.4% can apply these strategies in other listening exercises. 84.6%
of them agree or strongly agree that the unit text listening exercises help them get a general
understanding of the text. Also, 92.3% of Ss agree or strongly agree that the use of CD recording at
both speeds is helpful. However, it should be noted that there are only 51.3% of Ss don’t think these
exercises too easy and 48.7% don’t think they are too difficult. This reveals that in the future the
teacher has to re-examine the design and can probably give Ss more support or include more tiered
tasks to meet the needs of all types of students. As to online listening sessions, 97.4 of Ss agree or
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strongly agree that this enables them to choose materials of their level and interests. It also helps
them learn more words and enlarges their vocabulary.
The second aspect that the teacher aims to evaluate is learner autonomy. From questions 10 to
20, results show that they are able to monitor their own learning, and 86.6% of the Ss find that their
listening comprehension has improved. Also, 91.1% of the Ss enjoy the individual work of doing
online listening exercises, and 83.3% of them work hard on the listening journal. However, it
doesn’t turn out exactly as the teacher expected that with all the learning activities, exercises and
training, Ss would be more motivated and autonomous in learning outside the classroom. Only
33.3% of the Ss sometimes and often do extra listening exercises outside the class while most of
them(46.1%) seldom do so. Moreover, only 45.6% of them agree or strongly agree that they are
willing to do more online listening exercises during the holiday. Hence, these results also imply that
at current stage of Ss’ learning, teachers’ guidance and planning are a necessity for most students in
this school to be able to continue their learning outside the English classroom and to achieve the
goal of being more autonomous learners.
Students’ work
Students work includes entries and booklet of listening journal with reflection on their learning
process (see appendix5). In general, most students have done a proper job while very few of them
didn’t hand in all the journal entries. However, there are several students that indeed need more
attention, instructions, and help from the teacher as they are either not attentive enough or not
confident learners.
Conclusion
Teaching and learning in English listening comprehension has not been the focus in vocational
high school English classroom. Very often it is also one of the main challenges for students. By
means of this one-semester series of listening comprehension lessons through differentiated
instructions, the teacher expects to introduce students to a variety of listening strategies, enable
them to reflect on their use of strategies and listening process, and ultimately to facilitate students to
be autonomous learners. From the results discussed above, students did make progress in a way or
another in applying these strategies and have been provided plenty of chances to reflect on their
learning either in everyday class or in the listening journal. Although the questionnaire results
reveal that students have not yet turned out to be genuinely autonomous in learning outside the
classroom, the teacher believes that by start doing this training and learning in class, there can be
change in students in the end. That is, students can first be aware of their responsibility and capacity
in learning and then undergo the transformation from being passive information/knowledge
receivers to more active learners.
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Reference
Lynch, T. 2009. Teaching Second Language Listening, Oxford: Oxford University Press.
Tomlinson, C. 1999, The Differentiated Classroom: Responding to the Needs of All Learners,
Alexandria, Va. : Association for Supervision and Curriculum Development
Tomlinson, C. 2005. How to Differentiate Instruction in Mixed-ability Classrooms. New Jersey:
Pearson.
Strategies for Developing Listening Skills, National Capital Language Research Center.
http://www.nclrc.org/essentials/listening/stratlisten.htm
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Appendix 1: Unit handouts and texts
龍騰 B1L1 Bring the pot and try your luck
Class:
No:
Name:
0. Warm-up discussion: Look at p.2. What do you see in this picture.
What are the people doing? What’s the occasion(場合)? (Background knowledge)
I. Listen to the text, which of the following is included in the text?
a. the origin of the word potluck
b. how people prepare food for the party.
c. how people go to the potluck party.
d. what the host should do for the party.
e. how much guests eat at the party.
II. Listen to the 1st paragraph. Cathy is planning a New Year’s party?
What kind of party is she going to have? Is it a formal dinner party, a pajama party,
a BBQ party..? Or what else?
(Predicting / Listening for the main idea)
III. Paragraph 2:
1. Listen to par.2 and find out what a potluck party is?
a. A party where people dress up and bring their friends.
b. A gathering where guests brings their own dish to share.
c. A group of people who have lucky pots.
(Listening for definitions)
2.
Listen to par. 2 and 3. Write a T(true) or F(false) for each sentence. When you
finish, check your answers with your partner.
____a. At a potluck party, the host has to do all the work.
____b. A potluck party is not always joyful.
____c. It’s important for the host to do planning before the party.
____d. The host can assign guests to bring food.
(Listening for details)
IV. - Listen to par. 4, what phrases below are about the origin of potluck party? (Discuss with your
partner)
a. the 17th century
b. the Middle Ages c. planned events
d. invited guests
e. unexpected guests f. leftovers
g. tiramisu and puddings h. make an appointments
i. the luck of the pot
j. the luck of the basket
(Listening for key words)
-
Now, work with your partner and use the phrases you chose above to tell the
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origin of potluck parties.
You may use these phrases: …comes from … ; throw out.. ; keep…in…; show up
V. - Listen to par. 5, how can the guests prepare dishes for potluck parties. You can take notes.
Name two ways:
-Listen to par. 5 again and fill in the blanks with the words you hear.
A potluck is a small food fair. When guests prepare their dishes, they hope their food is the most
______. They may prepare their ____________________. Or, the dish may even come from a
top-rated ______! Eating is an ____________ at a potluck party. Next time, you plan a party, why
not try a potluck?
VI. Ask your partner:
What dish would you bring if you were invited to a potluck party? Why?
Reflection on listening process
Listening strategies we practiced today:
1. Listening for the main idea
2. Listening for definitions
3. Listening for the details
4. Listening for key words
5. Note-taking
- which is easy for you? (1-5)
- which is more difficult for you? (1-5)
- Did today’s practice make listening easier for you? Y /
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N / Not sure
Lesson 1 Bring the Pot and Try Your Luck
“What do you want for dinner?” Cathy asked her friend on the phone. She was inviting friends
over for a New Year’s party. She was excited about the gathering and wanted to plan a big dinner.
However, it was tiring for her to prepare1 everything by herself. She finally came up with a good
idea—a potluck party!
At a potluck party, each guest2 brings a dish to share, so the host3 doesn’t have to do all the
work. The guest can cook his or her dish, or bring store-bought food. There will be many kinds of
dishes, and each dish can be a surprise4.
However, some surprises are not so joyful5. When two or more guests bring the same dishes,
they may feel awkward6. So, it is important for the host to do some planning before the party. For
example, the host can ask some guests to prepare salad and pasta, and assign7 others to bring
pizza and fried chicken. The rest8 can make tiramisu and puddings.
In fact, a potluck was not originally9 a party. The word comes from the Middle ages. At that
time, people did not throw out leftovers. They kept them warm in a pot for unexpected10 guests.
So when guests showed up at someone’s house, they tried the “luck of the pot,” and had anything
in it.
A potluck is like a small food fair11. When guests prepare their dishes, they hope their food is
the most popular. They may prepare their grandma’s secret12 recipe13. Or, the dish may even come
from a top-rated restaurant! Eating is an interesting experience at a potluck party. Next time you
plan a party, why not try a potluck?
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龍騰 B1 L2 Should a girl ask a by out?
I. Listen to the 1st paragraph, what troubles Emily?
A) Emily is worried about her school work.
B) Emily had a fight with a boy at school and feels bad about it.
C) Emily is thinking whether she should ask a boy out.
(Listening for the main idea)
II. Should a girl ask a boy out?
Listen to what people say. Do they think it a good idea for a girl to ask a boy out?
ˇ Yes
X No
Lisa
Ken
Joseph
Debbie
(Listening for the main idea)
III
1. Listen to what Lisa says. Lisa thinks girls who wait around for the Price Charming are ____.
A) kind-hearted
B) well-respected C) old-fashioned
2. Listen to Ken. Are the following statements true(T) or false(F)?
___ a. Ken thinks girls who ask boys out are easy-going.
___ b. If a girl likes a boy, she can give him some hints to let him know.
___ c. Ken is probably one of boys who wait for the girl to ask them out.
___d. Ken probably doesn’t like girls who ask him out.
(Listening for details + inferring)
3. Listen to Joseph. What does Joseph think about the girl who asks a boy out? Please take notes
while listening. (note-taking)
4. Listen to Debbie.
Will Debbie ask a boy out? Why or why not?
Listen to Debbie again and fill in the blanks with what you hear.
I wouldn’t ask a boy out. It will ___________ if he rejects me. Instead, I would drop him a hint
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in an _____ way. It helps to keep up the ______ and ____ in a relationship. In my opinion, it’s more
________ when the boy has to _______________.
(Listening for key words/ phrases)
3. Listening for details
4. Inferring
5. Note-taking
N / Not sure
IV. Brainstorming: Do you think a girl should ask a boy out? What are the pros and cons? Work
with your partner. (pro: an advantage or a reason for doing something; con: disadvantage or a
reason for not ding something)
Words/ phrases you can use:
easy to get
respect
equal/ equality
old-fashioned
freedom
culture
tradition/traditional
outgoing friendly indirect direct
Should a girl ask a boy out?
Pro
Con
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brave
Brainstorming: Do you think a girl should ask a boy out? What are the pros and cons? Work with
your partner. (pro: an advantage or a reason for doing something; con: disadvantage or a reason for
not ding something)
Words/ phrases you can use: equal/ equality
freedom
culture tradition/traditional
easy to get respect old-fashioned outgoing friendly indirect direct brave
Should a girl ask a boy out?
Pro
Con
Debate: A girl should ask a boy out?
You are now going to debate with your classmates on this topic.
First look through the phrases you may want to use. Circle the ones you think most useful.
I think that…
/ In my opinion, …
I’m sorry but I don’t agree.
What about…
Firstly,…
/ Yes, but…
/ however,… / I don’t think that…
/ The problem with that is…
Secondly,…
Many people think that…
then,…
/ the reason why…
If we do X, then Y / because of X, Y
X is better than Y
Are you sure that…? / Do you really think …?
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Lesson 2 Should a Girl Ask a Boy Out?
Emily: Should a girl ask a boy out?
I like a boy at my school, and I think he’s interested in me, too. I don’t want to be the one to
ask him out, though. Just thinking about it makes me really nervous! What should I do?
Lisa: Well, if I meet a nice guy, I will ask him out. Why should I wait around for my Prince
Ken:
Charming? That’s so old-fashioned3! People say: “All’s fair in love and war4.” Why
shouldn’t I give him a chance to meet a nice girl like me? I don’t mind asking a guy out if I
really like him.
I wouldn’t like a girl to ask me out. That kind of girl seems easy to get, and usually boys
don’t respect5 such girls. Of course, if a girl really likes a guy, she can drop some hints6 to
let him know. Still, I think the boy should be the one to ask first.
Joseph: It will be great if a girl asks me out! I would think that the girl is really outgoing7 and
friendly. Besides8, it shows that she is not afraid to show her true feelings. In fact, our
school is co-ed, and such a thing is very common9. Anyway10, we’re not talking about
getting married! It’s just a date.
Debbie: I wouldn’t ask a boy out. It will hurt my feelings if he rejects11 me. Instead12, I would drop
him a hint in an indirect13 way. It helps to keep up the mystery14 and fun in a
relationship15. In my opinion16, it’s more romantic17 when the boy has to win the girl’s
heart.
Emily: Wow, so many different opinions! Maybe it doesn’t really matter who does the asking,
after all. Anyway, it gives me a lot to think about!
16
龍騰 B1L3 TV Commercial Music
What are the songs used to advertised for?
Cars / Books / Clothes / Chewing Gum / Soybean milk
T plays the music videos of You are my sunshine, Close to you, Rhythm of the rain.
Ss read the lyrics and answer the above question.
Ss discuss why they are used in these songs. (Group discussion, and group report)
17
Lesson 3 TV Commercial Music
You are my sunshine, my only sunshine
You make me happy when skies are gray
You’ll never know dear, how much I love you
Please don’t take my sunshine away
Does this song sound familiar3 to you? “You Are My Sunshine” is an old song from the
1940s, but it is still very popular today. You can hear it in many commercials. In the
Uni-President soy milk commercial, for example, the company used the song because the soy
milk is seen as the morning “sunshine” at the beginning4 of a day.
Music plays an important role in TV commercials. Catchy5 tunes6 often get stuck in people’s
heads, and the tunes are associated with the products in their mind. “Rhythm of the Rain” by The
Cascades for Doublemint gum is a good example. As you hear that song, you may associate it
with the fresh rain in the summer and the fresh taste of mint.
Also, music helps to create7 a mood8 in a commercial. For example, Volkswagen used the
song “Close to You” by The Carpenters in its car commercials. The lyrics go like this:
Why do birds suddenly9 appear10
Every time you are near?
Why do stars fall down from the sky
Every time you walk by?
Just like me
They long11 to be
Close to you
Just like me
They long to be
Close to you
Through the lyrics, Volkswagen was telling the audience12 that it wanted to get “close to” them.
With the gentle13 music, the audience felt more involved14 in the commercial. They might want to
buy a Volkswagen to experience the feeling in the song.
Music makes commercials more interesting and brings the brand image to life. Some of the
songs are real classics. When you watch creative commercials, you may even find some great
oldies!
18
龍騰 B1 L4 The Hospital Window
I. Listen to the 1st paragraph, who are the main characters in the story?
Who: 1. __________________________
2. __________________________
Where are they? _____________________________________________
II. Listen to the 2nd paragraph.
Every morning, when a nurse opened the window,
what did the young man do? _____________________________________________________
what did the old men do? _______________________________________________________
(Listening for main idea)
III. Listen to the 3rd paragraph, which of the following is mentioned in the text? Please circle them.
birds and butterflies
ducks and swans
young couples
old ladies
models boats
riding bikes
jumping up and down
dancers and singers
doctors and nurses
kids
Listen again, please draw what you hear.
(Listening for details+ note-taking)
19
IV. Listen to paragraphs 4,5 & 6, are the following statements true or false.
_____ 1. The young man was happy to hear about the view outside.
_____2. The young man will never be able to see again.
_____3. The old man had gone home with his family when the young man returned to the room.
_____4. The young man found the actual view outside the window very pleasant.
_____5. The old man could not see at all.
V. Listen to paragraph 6 again.
1. What happened to the old man?
2. What did the young man see out of the window?
3. Why did the old man describe pretty views to the young man?
20
Lesson 4 The Hospital Window
A young man and an old man shared a hospital room. The young man was recovering1 well
from eye surgery2, but the old man was still quite ill. The two men talked for hours every day, and
they became good friends.
Every morning, a nurse would bring them breakfast and open the window of the room. The
young man always turned away from the window sadly because he couldn’t see anything. The old
man realized3 this, so he would try to describe4 all the things outside the window to his friend.
“It’s a lovely day today. Young couples5 are walking arm in arm around the lake. Some ducks
and swans are swimming on the water. The kids are playing with their model6 boats. They’re
jumping up and down with joy. You’ll get to see those beautiful things very soon,” the old man
encouraged7 him.
Day after day, the old man described the view8 in detail. The young man would then imagine9
the colorful10 world. Sometimes, he even smiled in his sleep.
Days and weeks passed. It was time for the young man to remove11 his bandage. He would
finally be able to see the world again. Before he was wheeled out of the room, he turned around
and said to the old man, “I will be right back. Let’s enjoy the view together!” The old man gave him
a smile.
When the young man returned, he was shocked12 because the old man was not there. He
passed away during his nap13. The young man walked over to the old man’s bed and looked out the
window. Surprisingly14, he saw nothing but a wall. “The old man couldn’t even see this wall,” the
nurse said. “He was blind15.”
Tears fell from the young man’s eyes. “Thank you,” he whispered16.
21
龍騰 B1L5 Social Networking
Class:
No:
Name:
0. Warm-up discussion: Look at p.73. Are you familiar with these social networking websites? Do
you use any of them? Please write down what you use them for? (Background knowledge)
I. Listen to the dialogue between Jason and Sam. (Listening for main idea)
- Which social networking website is Jason using?
- What does Jason use this website for?
a. looking for a girlfriend b. checking messages from his friends
c. doing assignments
II. Listen to the 2nd paragraph on Facebook. Are the following statements true or false?
a. Mark Zuckerberg invented Facebook when he was 20 years old.
b. At first, only students in Harvard University used Facebook.
c. By July 2012, there were only 100 million people using Facebook.
(Listening for details + note-taking)
III. Listen to the 3rd paragraph. What can people do on social networking websites according to the
text? Tick the answers. (Listening for key words)
□share videos or pictures
□play games
□find long-lost friends
□look for jobs
□design apps
□meet new friends
□practice English
IV. Listen to the 4th paragraph. It is advised that you make your personal information private and
hide __________________________________________________________________________
(note-taking)
V. Listen to 5th paragraph. What is the disadvantage of using social networking websites although
they are great ways to stay in touch with people?
a. It can be a waste of time.
b. It’s very expensive.
c. It’s not user-friendly
VI What is the author attitude toward the use of social networking websites? (Inferring)
a. welcoming
b. cautious
c. angry
22
4. Note-taking
23
N / Not sure
Lesson 5 Social Networking
“Jason, what are you doing?” Sam asked.
“I’m checking my messages3 on Facebook. My friends may be posting4 their messages any
minute!” Jason answered.
“You caught Facebook Fever5!” Sam said.
You may check your Facebook when you have a chance, just like Jason. But do you know who
created Facebook? A 20-year-old student, Mark Zuckerberg, invented6 it at Harvard
University. At that time, only Harvard students used it. Soon other college7 students joined. The
number of users hit8 100 million in 2008. By July 2012, there were over 900 million users!
Besides Facebook, there are several other popular social networking websites, such as Google+,
Twitter, and Plurk. Users put up their personal9 information10 and share pictures or videos. These
powerful11 search12 tools also help them find long-lost friends, relatives13, and even new dates14!
These websites change people’s ways of communication15, and bring people closer to one
another.
While you are using these websites, there are some things that you have to watch out for. For
one thing, make your personal information private16, and hide things like your phone number,
home address17, and credit card number. For another, do not post photos or comments18 that you
might be sorry about later.
These social tools are great ways to stay in touch with your friends and family members19,
but they can be a waste of time. Remember to live in the real world. When you see the messages of
your friends on your home page, why not give them a call to see what’s up?
24
龍騰 B1 L6: Crazy contests: Birman Flying & Extreme Ironing
1.Read the following GO about the two contests.
2.Listen to the recording and fill in the missing information.
3.Listen again to the slower version. Check yout answers with your partner.
International Birdman
Crazy contests
Extreme Ironing
Where:
Where:
When:
-began in ________;
When:
-began in 1997
-held in mid-August every year
-first Extreme Ironing World
Championships was held in
_________
What do people do?
-run along a platform
-
What do people do?
-People bring
____________________________
- People do ironing on cliffs, under
the water and at the top of trees.
Why do people do this?
- for_____________
Why do people do this?
Prize:
Prizes include:
25
Lesson 6
Crazy Contests: Birdman Flying & Extreme Ironing
When it comes to sports competitions, you may think of the Olympics. However, not all
competitions are so serious. The following two examples show a “healthy” sense of humor.
The first event is the International Birdman in England. It began in 1971. It is held in
mid-August every year and attracts an audience of tens of thousands.
In the event, people run along a platform, jump off over the sea, and try to fly. To win the first
prize of 30,000 pounds, serious contestants make machines or hang-gliders to reach the 100-meter
mark. However, some people join the event just for fun. They do not use anything except their own
bodies. The point is not to “fly” the farthest, but to make the audience laugh.
The second event, Extreme Ironing, was also created by an Englishman, Phil Shaw. He came
up with the idea one day back in 1997. Shaw wanted to go rock climbing, but he had to iron some
clothes. At that moment, he decided to put the two activities11 together into one event!
Extreme Ironing now takes place in a number of places around the world. Contestants bring
an iron, an ironing board, and clothes to different kinds of places. They do this on cliffs, under the
water, and at the top of trees. Some people even do it together with other risky activities, such as
skiing, bungee jumping, or parachuting!
The first Extreme Ironing World Championships were held in Germany in 2002. The prizes
included14 washing machines and other household goods. People from ten nations came to take
part in this contest. Some now hope that Extreme Ironing can become an event in the Olympics.
This would certainly be difficult to achieve. However, the contestants’ fighting spirit shows that
nothing is impossible.
26
龍騰 B1L7 Pao-chun Wu: A Living Legend
Class:
No:
Name:
0. After watching some films about Wu, Pao-chun, do you have any questions to ask him? Please
write down at least 3 questions.
I. Listen to the 1st paragraph, which contest did Wu win? (Listening for keywords)
a. World Cup of Cooking
b. World Cup of Baking
c. World Cup of Farming
II. Listen to the 2nd paragraph about Wu’s childhood, are the following statements true or false?
____ a. Wu was born into a wealthy family.
____ b. Wu’s father died when he was only 12 years old.
____c. Wu’s mother worked hard to support the family.
____d. Wu continued his education after he finished middle school.
III. Listen to the 3rd paragraph. What is Wu’s life in Taipei like?
(Listening for main idea)
a. happy and wealthy b. fun and romantic
c. difficult and hard-working d. relaxing and easy
IV. Listen to the 4th paragraph. What change did Wu make in baking? Please tick possible answers.
(Listening for keywords)
□ His attitude toward baking
□Price of bread
□ Use of ingredients
□ Location of the shop
V. Which idiom do you think best describes Wu’s career and his attitude?
a. Knowledge is power.
b. Like father, like son.
c. Make hay while the sun shines.
d. Where there is a will, there is a way.
27
N / Not sure
Lesson 7 Pao-chun Wu: A Living Legend1
The smell of delicious bread is in the air. The bread comes from the hands of Pao-chun Wu,
the champion of the “World Cup of Baking2.”
Master3 Wu was born into a poor family with eight children in Pingtung County. His
father died when he was only 12, and his mother had to work very hard to make ends meet. At
school, Wu did not perform4 well. After he finished middle school, he did not continue5 his
studies.
When Wu was 16, he began the next stage6 of his life. His mother gave him 50 dollars and a
train ticket to Taipei. Then, he started to work in a small bakery in Muzha. Wu didn’t have much
education7, and this made things very hard for him. However, he didn’t give up. When others
relaxed8 or dated9 girls on holidays, he put in extra10 working hours and sent most of his money
home to his mother.
After years of practice, Wu finally became a baker. At first he did well, but his success11 did
not last for long. Customers12 wanted higher-quality13 bread. Luckily, Wu met a true master,
Fu-guang Chen. Chen made him change his attitude14 toward baking, so he started using special
ingredients, such as red wine, roses, and lychees. Because he wanted to get better at baking, he
even went to Japan to learn more. Over time, his hard work paid off. He finally became an
international master of baking.
Master Wu’s early life was not smooth15. Although he started out on a bumpy road, he still
found the path16 to success. He is not only the pride17 of Taiwan but also a living legend.
28
龍騰 B1L8 Language Charm: Slang & Idioms
Class:
No:
Name:
0. What is popular Chinese slang among high school students in Taiwan? Please give examples.
Work with your partner.
I. Listen to Paragraph 1-2. Slang is used in casual situations by particular groups of people.
What does the word “groovy” mean in the 1960s. (more than one answer)
a. cool
b. heavy
c. fashionable
c. stupid
Is the word “groovy” still popular nowadays?
II. Listen to Paragraph 3, what does “rock” mean when we say something or someone rocks?
(more than one answer)
(Listening for key words + main idea)
a. cool
b. awesome
c. huge
d. hard-working
e. incredible
III. Listen to Paragraph 4, match the idioms with their meaning. (Listening for main idea + inferring)
a. a backseat driver
1. make someone mad
b. drive sb. up the wall
2. be quiet
c. bite one’s tongue
3. someone that comments on people’s driving
d. be kicked out of …
4. be taken out of ...
3. Inferring
29
N / Not sur
Lesson 8 Language Charm1: Slang and Idioms2
It is fun to get closer to English by learning some slang and idioms. Many native3 speakers use
these creative expressions4 to make their English more colorful.
Slang is used in casual5 situations6 by particular7 groups of people, such as people in the army
and teenagers. Some slang words die quickly, while others become fixed8 in the language. For
example, “groovy” was very popular in the 1960s. It was used to say something was cool or
fashionable9. However, if you say “This song is really groovy” nowadays10, you will show how
“uncool” and outdated11 you are!
“Rock12” is another expression that means “cool,” but in more exciting situations. You can say
someone or something “rocks” to mean that person or thing is awesome13 and incredible14. For
example, you might say “cool” when somebody buys a nice phone or gets a new haircut. And you
say “Yi-Jie Lin (林義傑) rocks” for running across the Sahara Desert.
While slang is usually heard in conversations, idioms are widely used in both the spoken and
written language. These expressions don’t make sense when they are read word by word. Instead,
they have to be treated as a whole. For instance, you’re a “back seat driver” if you try to tell the
driver how to drive. If you keep annoying15 the driver, you will “drive him up the wall.” If the
driver then asks you to shut up, you should “bite your tongue.” Otherwise16, you may “be kicked
out of” the car!
Slang and idioms are common in daily17 conversations. They might seem difficult to
understand at first, but in fact, they are easy and fun. Try using your imagination, and you will
understand the humor in them.
30
Appendix 2 Listening journal
Listening Journal 聽力日誌 Class________ No____ Name ______________ Date_________
Instructions: Do listening comprehension exercise and fill out the listening journal at least twice a week. 每週進行聽
力練習,並填寫聽力日誌至少 2 次。(含課堂聽力練習、早自習聽廣播教學、在家聽力練習..等) 每週一交回
In-class listening practice:
1.
log onto http://www.esl-lab.com/
2.
For General listening quizzes:
Pre-listening exercises → Listening exercises →(Vocabulary activities) →Post-listening exercises
For Basic listening quizzes:
Pre-listening exercises → Listening exercises →Post-listening exercises
* Listening exercises: Listen → Quizzes → Check quiz script →Listen again
-----------------------------------------------------------------------------------------------------------------------Topic:
Score:
Source of material(網址、雜誌名稱、節目名稱…):
Pre-listening exercises (for writing exercise /notes):
New vocabulary you learned:
Eg. sightseeing
n.觀光
Listening strategies you use in this exercise:
□Listening for the main idea
□Listening for key words
□Listening for definitions
□Note-taking
□Inferring(推論) □Listening for instructions (指引、說明)
How difficult is this listening exercise for you?
□Very difficult
□difficult
□Listening for the details
□Easy
□Very easy
Post-listening exercises: (for writing exercise/ notes)
What do you think about this exercise 練習心得:
若版面不夠請自行黏貼空白頁作答
31
Appendix 3.1 Pre-test& Post-test
GEPT Listening Pre-test
(GEPT tests from 全民英檢一路通模擬試題冊
文鶴出版)
32
33
34
35
36
37
38
GEPT Listeing Post-test
39
40
41
42
43
44
IETLS Listening: Pre-test
45
46
47
IELTS Listening: Post-test
48
49
50
IELTS Listenig pre-test adapted from Cambridge IELTS 9 Student's Book with Answers:
Authentic Examination Papers from Cambridge ESOL (IELTS Practice Tests)
IELTS Listening adapted from
www.IELTS.org
51
Appendix 3.2: Pre-test & post-test results
GEPT
Class
Aircraft
Architecture
Maintenance
Total number of
Chemical
Mechanical
engineering
engineering
38
31
39
41
12 / 32%
12 / 39%
16 / 41%
8 / 20%
5 / 13%
1 / 3%
4 / 10%
7 / 17%
21 / 55%
18 / 58%
19 / 49%
26 / 63%
Aircraft
Architecture
Chemical
Mechanical
engineering
engineering
Ss
No of Ss with
Positive results /
percentage
No of Ss with no
improvement
/percentage
No of Ss with
negative results /
percentage
IELTS
Class
Maintenance
Total number of
38
30
40
42
19 / 50%
25 / 83%
24 / 60%
30 / 71%
5 / 13%
2 / 7%
6 / 15%
10 / 24%
14 / 37%
3 / 10%
10 / 25%
2 / 5%
Ss
No of Ss with
Positive results /
percentage
No of Ss with no
improvement
/percentage
No of Ss with
negative results /
percentage
52
Appendix 4: Questionnaire & results
Total number of questionnaire: 156
Class _______________________
No__________ Name_____________________________ Date_____________
聽力教學問卷
本學期課堂上學習聽力的不同技巧(listening for main ideas, details, definitions, key words /
inferring / note-taking)，並進行每週一次的個人聽力練習與書寫聽力日誌。請就你本學期的學
習狀況進行評量。你的作答不會影響任何成績，請放心作答。你的誠實回答也能協助老師瞭
解你的學習、改善教學並做為未來教學活動設計的參考。
聽力教學活動
I.
1. 課本中每一課課文的聽力練習中對不同技巧的練習使我學到了不同技巧的使用。
□非常同意 14.1%
□同意 76.3%
□不同意 9.6%
□非常不同意 0.6%
2. 經過這學期的學習，我在作聽力練習時會使用到不同的技巧來回答問題。
□非常同意 12.2%
□同意 69.2%
□不同意 17.9%
3. 透過課本中每一課課文的聽力練習，有助於我對課文大意的瞭解。
□非常同意 19.9%
□同意 64.7%
□不同意 16.7%
4. 進行課文聽力練習時，課文速度有一般速度及慢速版本對我的練習有幫助。
□非常同意 34.6%
□同意 57.7%
□不同意 6.4%
5. 進行課文聽力練習時，我有足夠的時間與機會聽課文慢速版本。
□非常同意 21.2%
□同意 62.8%
□不同意 15.4%
6. 課文聽力練習太容易。 □非常同意 3.2%
□同意 34%
7. 課文聽力練習太困難。 □非常同意 5.1%
□不同意 0%
□同意 37.8%
□不同意 0%
□非常不同意
48.7%
8. 個人線上聽力練習使我能夠選擇喜歡的主題與難易度。
□非常同意 34.6%
□同意 62.8%
□不同意 1.9%
9. 個人線上聽力練習使我學到更多單字。
□非常同意 28.8%
□同意 58.3%
□不同意 9%
自主學習與自我評量
II.
10. 進行課本中課文聽力練習時,我認真參與。
□非常同意 21.1%
□同意 65.4%
□不同意 12.2%
11. 我喜歡到電腦教室作個人線上聽力練習。
□非常同意 38.5%
□同意 52.6%
□不同意 5.8%
12. 作線上聽力練習時,我會使用 google(或其他)翻譯來協助了解題目。
□每次都使用 23.1%
□經常使用 38.5%
□偶爾使用 30.8%
□很少使用 4.5%
□從來不
用 2.6%
我使用
Google( 或其他 ) 線
是:________________________________________
13. 我認真書寫聽力日誌。□非常同意 14.7%
上
翻
□同意 68.6%
意 0%
53
譯
功
能
□不同意 16.7%
的
原
因
□非常不同
14. 作線上聽力練習時，我會使用課堂上學到的聽力技巧來作答。
□非常同意 10.3%
□同意 64.1%
□不同意 24.4%
15. 下課後，我會自行作課外的聽力練習。
□經常 3.8%
□偶爾 29.5%
□很少 46.1%
□從來沒有 21.2%
16. 作線上聽力練習時，我曾自行進階選擇程度較難的單元作練習。 □是 53.2%
17. 到電腦教室作練習時，我會偷懶，不認真練習。
□經常 6.4%
□偶爾 45.5%
□很少 37.2%
□從來沒有 12.8%
18. 放假時若有空我願意自行繼續作線上聽力練習。
□非常同意 5.1%
□同意 40.4% □不同意 47.4%
19. 遇到問題我會主動和同學討論或請教老師。
□非常同意 16.7%
□同意 60.3% □不同意 21.8%
20. 經過一學期的練習，我的聽力進步了。
□非常同意 15.4%
□同意 71.2% □不同意 10.3%
III. 教師指導
21. 教學活動過程中，老師對活動的講解清楚易懂，我很清楚該做什麼。
□非常同意 27.6%
□同意 63.5%
□不同意 8.3%
22. 我向老師提問時，能適時獲得解答。
□非常同意 37.8%
□同意 55.1% □不同意 5.1%
23. 老師會適時對我個別說明該做什麼。
□非常同意 24.4%
□同意 66.7% □不同意 5.1%
IV. 其他感想或意見
54
□否 48%
Appendix 5 Students’ work
55
56
57
58
59
60

DI Lessons in Enhancing English Listening Comprehension

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