<p class="ql-block"><br></p><p class="ql-block">今天要读的Day14: P94-P102</p><p class="ql-block">📍导读问题如下：</p><p class="ql-block">1️⃣What golden rules are given for correcting learners during a communicative speaking activity, and why is timing crucial?</p><p class="ql-block">2️⃣ What are the principles behind the teaching of listening? </p><p class="ql-block">1. Golden rules for correcting learners during a communicative speaking activity and the importance of timing</p><p class="ql-block">Based on the content ，the golden rules for correcting during communicative speaking activities are:</p><p class="ql-block"> • Avoid interrupting learners while they are speaking, to protect their fluency and confidence in communication.</p><p class="ql-block"> • Prioritize correcting errors that hinder communication (e.g., key grammatical mistakes or misused vocabulary affecting understanding) rather than minor, non-essential errors.</p><p class="ql-block"> • Correct errors after the communicative activity (rather than during it), using gentle methods like reformulation (repeating the sentence correctly) instead of direct criticism.</p><p class="ql-block">Timing is crucial because interrupting during the activity disrupts the learners’ flow of thought, damages their willingness to speak, and shifts the focus from communication (the goal of the activity) to accuracy, undermining the purpose of the communicative task.</p><p class="ql-block">2. Principles behind the teaching of listening</p><p class="ql-block">Based on the content (Chapter 10: How to teach listening), the principles are:</p><p class="ql-block"> 1. The tape recorder is just as important as the tape: Ensure the recorder has good sound quality, clear volume, and a visible counter to easily locate segments.</p><p class="ql-block"> 2. Preparation is vital: Teachers should preview the tape to anticipate issues; students need pre-listening preparation (e.g., discussing the topic, looking at pictures) to engage and predict content.</p><p class="ql-block"> 3. Once will not be enough: Students need multiple listenings to grasp missed information and study language features.</p><p class="ql-block"> 4. Respond to content, not just language: Encourage students to focus on meaning, message, and personal reactions, not just linguistic details.</p><p class="ql-block"> 5. Different stages need different tasks: First listenings focus on general comprehension; later ones target details, language use, or pronunciation.</p><p class="ql-block"> 6. Exploit listening texts fully: Integrate the text into extended sequences (e.g., follow-up discussions, language study, or role-plays) to maximize learning value.</p><p class="ql-block">1. 交际性口语活动中纠正学习者的黄金法则如下：</p><p class="ql-block"> • 避免在学习者发言时打断，以保护他们的表达流畅性和沟通信心。</p><p class="ql-block"> • 优先纠正那些阻碍交流的错误（例如影响理解的关键语法错误或词汇误用），而非次要的、不影响核心意思的小错误。</p><p class="ql-block"> • 在交际活动结束后（而非过程中）进行纠正，采用委婉的方式（如重新组织正确的句子），而非直接批评。</p><p class="ql-block">时机的重要性在于：活动中打断会破坏学习者的思路，削弱他们开口的意愿，且会将焦点从“交流”（活动的核心目标）转移到“准确性”上，违背交际任务的初衷。</p><p class="ql-block">2. 听力教学的原则包括：</p><p class="ql-block"> 1. 录音机和磁带同样重要：确保录音机音质好、音量清晰，且有清晰的计数器，方便定位内容片段。</p><p class="ql-block"> 2. 充分准备至关重要：教师需提前试听磁带，预判可能的问题；学生需要听前准备（如讨论主题、观察图片），以投入其中并预测内容。</p><p class="ql-block"> 3. 一次听力往往不够：学生需要多次听，以捕捉遗漏的信息并学习语言特征。</p><p class="ql-block"> 4. 关注内容而非仅关注语言：鼓励学生聚焦意义、信息和个人感受，而非只盯着语言细节。</p><p class="ql-block"> 5. 不同听力阶段需搭配不同任务：首次听侧重整体理解；后续听可针对细节、语言用法或发音。</p><p class="ql-block"> 6. 充分利用听力文本：将文本融入延伸活动（如后续讨论、语言学习或角色扮演），最大化学习价值。</p><p class="ql-block">AI辅助完成。</p><p class="ql-block"><br></p>