The Members of G3 ： Kate Yoko Michelle LISTENING.

transcript

The Members of G3 ： Kate Yoko Michelle

LISTENING

TOPIC ： Listening Comprehension

PURPOSE--- （ 1 ） To develop, discuss, practice listening skill in English by

watching the movie.

（ 2 ） To provide the opportunity for students to develop their spoken

ability by playing one section of the movie.

SKILL INVOLVED--- Listening, writing, speaking

STUDENTS BACKGROUD---

8th grades students in junior high school

THE MOVIE

STARTS

Please turn off your cell phone and be

silent. Thanks!!

It’s a

Show Time

Answers Of Listening

Michelle

First Part

Dad: I’ll . Mom: You did them last night. Dad: For you, . That way, I don’t have to . Mom: She just . I’ll just… Frederick ！ Dad: What ？ Mom: My ring. It’s gone. Dad: What do you mean ， It’s gone ？ Mom: What do you mean ， It’s gone ？ It’s gone ！ It’s gone ！

First Part

Dad: I’ll do the dishes . Mom: You did them last night. Dad: For you, . That way, I don’t have to . Mom: She just . I’ll just… Frederick ！ Dad: What ？ Mom: My ring. It’s gone. Dad: What do you mean ， It’s gone ？ Mom: What do you mean ， It’s gone ？ It’s gone ！ It’s gone ！

First Part

Dad: I’ll do the dishes . Mom: You did them last night. Dad: For you, I’d do the dishes every night . That way, I don’t have to . Mom: She just . I’ll just… Frederick ！ Dad: What ？ Mom: My ring. It’s gone. Dad: What do you mean ， It’s gone ？ Mom: What do you mean ， It’s gone ？ It’s gone ！ It’s gone ！

First Part

Dad: I’ll do the dishes . Mom: You did them last night. Dad: For you, I’d do the dishes every night . That way, I don’t have to change the baby . Mom: She just . I’ll just… Frederick ！ Dad: What ？ Mom: My ring. It’s gone. Dad: What do you mean ， It’s gone ？ Mom: What do you mean ， It’s gone ？ It’s gone ！ It’s gone ！

First Part

Dad: I’ll do the dishes . Mom: You did them last night. Dad: For you, I’d do the dishes every night . That way, I don’t have to change the baby . Mom: She just dropped her dolly . I’ll just… Frederick ！ Dad: What ？ Mom: My ring. It’s gone. Dad: What do you mean ， It’s gone ？ Mom: What do you mean ， It’s gone ？ It’s gone ！ It’s gone ！

Second Part

Dad: Are you absolutely… Mom: Positives ！ Unless… ！ George ： What’s going on? Dad: Mon’s ring went down the . . Stuart: Hey! what about me? I can do it . let me go, Dad ！ Dad: Go where ? Stuart: .

Second Part

Dad: Are you absolutely… Mom: Positives ！ Unless… I’ll call the plumber ！ George ： What’s going on? Dad: Mon’s ring went down the . . Stuart: Hey! what about me? I can do it . let me go, Dad ！ Dad: Go where ? Stuart: .

Second Part

Dad: Are you absolutely… Mom: Positives ！ Unless… I’ll call the plumber ！ George ： What’s going on? Dad: Mon’s ring went down the drain

. . Stuart: Hey! what about me? I can do it . let me go, Dad ！ Dad: Go where ? Stuart: .

Second Part

. I can’t reach it . Stuart: Hey! what about me? I can do it . let me go, Dad ！ Dad: Go where ? Stuart: .

Second Part

. I can’t reach it . Stuart: Hey! what about me? I can do it . let me go, Dad ！ Dad: Go where ? Stuart: Down the drain .

Third Part

Stuart : I can bring it back up. . Dad: I don’t know. It’s down there. George: And . And . Stuart: But it’s Mon’s ring. She loves that ring. Come on, Dad. Let me try. Dad: Now, if it gets too cold, or too … You just tell us. Stuart ： Don’t worry, Dad.

. Dad: Or on the . We’ll .

Third Part

Stuart : I can bring it back up. It’s an adventure . Dad: I don’t know. It’s down there. George: And . And . Stuart: But it’s Mon’s ring. She loves that ring. Come on, Dad. Let me try. Dad: Now, if it gets too cold, or too … You just tell us. Stuart ： Don’t worry, Dad.

Third Part

Stuart : I can bring it back up. It’s an adventure . Dad: I don’t know. It’s awfully dark down there. George: And . And . Stuart: But it’s Mon’s ring. She loves that ring. Come on, Dad. Let me try. Dad: Now, if it gets too cold, or too … You just tell us. Stuart ： Don’t worry, Dad.

Third Part

Stuart : I can bring it back up. It’s an adventure . Dad: I don’t know. It’s awfully dark down there. George: And smelly . And cold . Stuart: But it’s Mon’s ring. She loves that ring. Come on, Dad. Let me try. Dad: Now, if it gets too cold, or too … You just tell us. Stuart ： Don’t worry, Dad.

Third Part

Stuart : I can bring it back up. It’s an adventure . Dad: I don’t know. It’s awfully dark down there. George: And smelly . And cold . Stuart: But it’s Mon’s ring. She loves that ring. Come on, Dad. Let me try. Dad: Now, if it gets too cold, or too scary … You just tell us. Stuart ： Don’t worry, Dad.

Third Part

Stuart : I can bring it back up. It’s an adventure . Dad: I don’t know. It’s awfully dark down there. George: And smelly . And cold . Stuart: But it’s Mon’s ring. She loves that ring. Come on, Dad. Let me try. Dad: Now, if it gets too cold, or too scary … You just tell us. Stuart ： Don’t worry, Dad. I can handle it

Third Part

. Dad: Or yank on the string . We’ll .

Third Part

. Dad: Or yank on the string . We’ll pull you up .

Forth Part

Stuart : Will do. Dad : ?

Stuart : . There’s a lot of all over the walls. George: What does it look like? Stuart: Like the inside of your nose. Dad: Can you see the yet? Stuart: NO, just more . And everything we ate for dinner last week. And the pipe seems to go on and on.

Forth Part

Stuart : Will do. Dad : How’s it so far ?

Stuart : . There’s a lot of all over the walls. George: What does it look like? Stuart: Like the inside of your nose. Dad: Can you see the yet? Stuart: NO, just more . And everything we ate for dinner last week. And the pipe seems to go on and on.

Forth Part

Stuart : Wet . There’s a lot of all over the walls. George: What does it look like? Stuart: Like the inside of your nose. Dad: Can you see the yet? Stuart: NO, just more . And everything we ate for dinner last week. And the pipe seems to go on and on.

Forth Part

Stuart : Wet . There’s a lot of slimy stuff all over the walls. George: What does it look like? Stuart: Like the inside of your nose. Dad: Can you see the yet? Stuart: NO, just more . And everything we ate for dinner last week. And the pipe seems to go on and on.

Forth Part

Stuart : Wet . There’s a lot of slimy stuff all over the walls. George: What does it look like? Stuart: Like the inside of your nose. Dad: Can you see the bottom yet? Stuart: NO, just more . And everything we ate for dinner last week. And the pipe seems to go on and on.

Forth Part

Stuart : Wet . There’s a lot of slimy stuff all over the walls. George: What does it look like? Stuart: Like the inside of your nose. Dad: Can you see the bottom yet? Stuart: NO, just more pipe . And everything we ate for dinner last week. And the pipe seems to go on and on.

Fifth Part

Mom: Well, the said… ? Dad: Is that a new top? You know, you have such taste. Simple is what I call it. Mom: What’s on the other end of that ? Dad: This ? Mom: Yes. Dad: Well, now, don’t get , but someone that you and I love…

Fifth Part

Mom: Well, the plumber said… ? Dad: Is that a new top? You know, you have such taste. Simple is what I call it. Mom: What’s on the other end of that ? Dad: This ? Mom: Yes. Dad: Well, now, don’t get , but someone that you and I love…

Fifth Part

Mom: Well, the plumber said… What’s going on ? Dad: Is that a new top? You know, you have such taste. Simple is what I call it. Mom: What’s on the other end of that ? Dad: This ? Mom: Yes. Dad: Well, now, don’t get , but someone that you and I love…

Fifth Part

Mom: Well, the plumber said… What’s going on ? Dad: Is that a new top? You know, you have such taste. Simple elegance is what I call it. Mom: What’s on the other end of that ? Dad: This ? Mom: Yes. Dad: Well, now, don’t get , but someone that you and I love…

Fifth Part

Mom: Well, the plumber said… What’s going on ? Dad: Is that a new top? You know, you have such taste. Simple elegance is what I call it. Mom: What’s on the other end of that string ? Dad: This ? Mom: Yes. Dad: Well, now, don’t get , but someone that you and I love…

Fifth Part

Mom: Well, the plumber said… What’s going on ? Dad: Is that a new top? You know, you have such taste. Simple elegance is what I call it. Mom: What’s on the other end of that string ? Dad: This string ? Mom: Yes. Dad: Well, now, don’t get , but someone that you and I love…

Fifth Part

Mom: Well, the plumber said… What’s going on ? Dad: Is that a new top? You know, you have such taste. Simple elegance is what I call it. Mom: What’s on the other end of that string ? Dad: This string ? Mom: Yes. Dad: Well, now, don’t get excited , but someone that you and I love…

Sixth Part

has to go down the drain to get your ring. Mom: Stuart? George: Good guess, Mon Mom: Stuart ！ You let our son go down the kitchen drain? Dad: Now, Eleanor, don’t be . It’s been well thought out. If there’s a problem, I pull on the string and… .

Sixth Part

has volunteered to go down the drain to get your ring. Mom: Stuart? George: Good guess, Mon Mom: Stuart ！ You let our son go down the kitchen drain? Dad: Now, Eleanor, don’t be . It’s been well thought out. If there’s a problem, I pull on the string and… .

Sixth Part

has volunteered to go down the drain to get your ring. Mom: Stuart? George: Good guess, Mon Mom: Stuart ！ You let our son go down the kitchen drain? Dad: Now, Eleanor, don’t be upset . It’s been well thought out. If there’s a problem, I pull on the string and… .

Sixth Part

has volunteered to go down the drain to get your ring. Mom: Stuart? George: Good guess, Mon Mom: Stuart ！ You let our son go down the kitchen drain? Dad: Now, Eleanor, don’t be upset . It’s been well thought out. If there’s a problem, I pull on the string and… Now you can be upset .

Pre- listening activities&

Listening lesson framework&

Making Listening an authentic experience Kate

Michelle

Main Menu of Pre- listening activities

Why do pre-listening tasks? Aims and types of pre-listening tasks Selection criteria Online resources

Why do pre-listening tasks?

Providing some pre-knowledge Making learners familiar with sounds, words,

and structure Build up learners’ confidence &

Generate learners’ interest &

Facilite comprehension

Aims and types of pre-listening tasks

Setting the context – the most important thing to do

– Generating interest– personalization activities: a pair-work

Activating current knowledge – what do you know about

Acquiring knowledge – getting a related text to read, a little more fun quiz

Activating vocabulary/language– knowledge-based activities

Aims and types of pre-listening tasks

Predicting vocabulary – give students a choice of things they may or may not e

xpect to hear

Pre-learning vocabulary– select some vocabularies to study before listening

Checking/Understanding the listening tasks– give them enough time to understand the task

Selection criteria

Factors when preparing the pre-listening tasks

—the time available

—the material available

—the interests of the class

—the nature and content of the listening text

Selection criteria

the choice of pre-listening task

—the more extensive is the better

—grade the lesson for different abilities the proportion of the lesson to the pre-

listening task

Ex: ecological campaigner will be more extensive than airport

Online resources

Live ABC 互動電影院http://www.liveabc.com/index.asp

BBC Learning Englishhttp://

www.bbc.co.uk/worldservice/learningenglish/multimedia/

Main Menu of Listening lesson framework

The basic framework - Pre listening ： prepare to listen - While listening ： focus their attention and guide the development of student’s understanding - Post listening ： integrate what they learned into their existing knowledge

Per-listening

Motivation - select a text that they will find interesting and design tasks that

will arouse your students’ interest and curiosity Contextualization - design tasks that will help students to contextualize the listenin

g and access their existing knowledge and expectations to help them understand the text

Preparation - to do the task we set students while they listen there could be s

pecific vocabulary or expressions that students will need

While listening

For our students to really develop their listening skills they will need to listen a number of times - three or four usually works quite well.

While listening

First time - the first listening task they do is quite easy and helps them to

get a general understanding of the text Second time - the second task for the second time students listen should

demand a greater and more detailed understanding of the text Third time - The third listening task could just be a matter of checking their

own answers from the second task or could lead students towards some more subtle interpretations of the text

Post-listening

Reaction to the text

- Because we listen for a reason, there is generally a following reaction. This could be discussion as a response to what we've heard - do they agree or disagree or even believe what they have heard? - or it could be some kind of reuse of the information they have heard

Post-listening

Analysis of language- The second of these two post-listening task types involves focusing students on linguistic features of the text. It could take the form of an analysis of verb forms from a script of the listening text or vocabulary or collocation work

Main Menu of Making Listening an authentic experience

Types of listening tasks Preparing students for listening Making listening more authentic An authentic approach Some problems with an authentic approach Conclusion

Types of listening tasks

Comprehension check →– Multiple choice questions– True false statements– Open W/H questions

（） developing the students’ abilities to und

erstand and process what they’ve heard in any meaningful kind of way.

Preparing students for listening

Pre-teach all possible unknown words. Check that the students understood the context of t

he listening. Make sure that they had predicted the possible ans

wers to all the questions. （） Controlling the students over the range of voca

bulary they may encounter or the kind of things they will hear or need to respond to in the real world.

Making listening more authentic

Solution of these problems above is making listeni

ng more “authentic[1]”. The purpose － Develop our students’ abilities to u

nderstand and process what they hear rather than just achieving a score.

[1] The real tasks that real native speakers would of if they were listening to a similar text.

ExampleListening text Purpose Possible task

A lecture Gather informationTake notes and produce an essay/ summary

Fictional story EntertainmentDecide if you believe it

Directions Ton find a destinationDraw / follow a map

An anecdote Social Give advice

Music entertainmentDecide if you like it

An authentic approach

Teachers need to do less pre-teaching and more developmental and post listening work so that the students’ first listening to a text is as close as possible to an “authentic” experience.

We can then use this first listening experience diagnostically to assess the problems that they are having and what we need to do to overcome those problems.

As a result, students need to be challenged and to struggle to fine meaning for themselves, with our guidance and support, in order to develop this ability.

Some problems with an authentic approach

Students can easily be demotivated when faced by task that are very challenging, particularly the first few times, but if you show them that you will gradually lead them to an understanding of the text, they will gradually start to relax more about dealing with more difficult texts. And once you have shown them a few times that they can gradually understand a challenging text, then dealing with challenging situations in the real world.

Conclusion

If as teachers we are prepared to persevere, in the long time I have fond that the students do understand, appreciate and benefit from a more authentic listening experience. If as teachers we are prepared to persevere, in the long time I have fond that the students do understand, appreciate and benefit from a more authentic listening experience.

The Members of G3 ： Kate Yoko Michelle LISTENING.

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