Some tips for Selecting Suitable Materials in Developing Ss’ Listening Ability i

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Nowadays，　many　English　teachers　in　middle　school，　not　knowing　that　listening　and　reading　can　not　be　handled　at　the　same　time，　would　ask　students　to　listen　to　a　passage　while　doing　reading　comprehension.　They　are　trying　to　kill　two　birds　with　one　stone　and　only　to　find　they　catch　neither.　Actually　what　is　suitable　for　reading　comprehension　may　not　be　suitable　for　listening　comprehension　and　vice　versa.　Even　the　listening　materials　provided　in　our　textbooks　consist　of　monologues，　which　are　probably　the　least　common　form　of　listening　text　that　we　have　to　deal　with　in　real　life.

Many　current　commercial　listening　materials　are　spoken　at　an　artificially　slow　pace，　in　prestige　dialects　that　are　not　typical　of　ordinary　speech.　They　are　often　oral　readings　of　written　materials　articulated　in　a　precise“acting　style”，　lack　the　pause　and　self-correction　of　natural　speech.

The　texts　that　people　listen　to　every　day　are　diversified，　which　range　from　advertisements　on　television，　to　weather　forecasts　on　the　radio，　to　announcements　at　the　railway　station，　to　a　chat　with　a　friend　on　the　telephone，　taken　place　in　different　contexts　ranging　from　formal　to　informal.

In　fact，　EFL　teachers　have　the　responsibility　of　selecting　and　exploiting　the　texts.

1.　Traditional　listening　texts　are　provided　in　our　supplementary　textbooks　with　the　carrier　of　published　cassettes.　Now　young　EFL　teachers　may　interest　and　motivate　students　in　their　classroom　by　adapting　some　new　sources，　leaving　out　the　materials　at　hand，　e.g.　recorded　television　or　radio　programs　and　videos　with　corresponding　the　application　of　multi-media.　It’s　very　convenient　and　fast　to　obtain　enough　either　from　TV　or　internet.　Therefore　materials　designed　to　foster　the　acquisition　of　listening　skills　must　be　at　least　stimulated-authentic.　Those　recorded　materials　may　make　accessible　to　the　students　of　different　speakers　who　speak　with　different　accents　and　at　different　speeds.　This　might　be　the　students’　only　experience　of　listening　to　native　speakers　and　also　can　be

played　over　and　over　again　without　altering　the　words，　intonation　or　tones　when　a　point　when　a　point　fails　to　be　got.

2.　EFL　teachers　may　make　good　use　of　live　presentations　available　inside　the　classroom.　Spoken　language　is　usually　characterized　by　pauses，　hesitation，　false　starts，　reduced　forms　and　even　ungrammatically.　Speaker’s　facial　expressions，　lip　movements，　gestures　or　body　movements-all　these　visual　clues　aid　his　comprehension.　Sometimes　the　speaker　can　adjust　his　speed　or　language　accordingly　if　he　sees　the　listeners　have　difficulty　in　understanding.　Teachers’　talk　and　their　classmates’　talk　should　be　taken　into　account.　However，　it　does　no　good　to　students’　listening　ability　if　teachers　deliberately　speak　slower　so　as　to　make　himself　understood.　Students　may　find　it　more　difficult　to　listen　to　the　tape-recorder.　Therefore　it　is　advisable　for　the　teacher　to　speak　twice　at　a　normal　speed　if　students　could　not　understand　him　well　than　to　produce　word-for-word　baby　talk.

3.　Many　sources　can　be　used　to　foster　students’　listening　ability　outside　the　classroom.

Students　own　experiences　can　be　another　good　choice　as　listening　materials　if　it’s　done　under　the　teacher’s　direct　guidance　in　a　much　more　controlled　way，　e.g.　talking　about　a　new　English　movie　many　students　have　seen　or　sharing　a　chart　with　a　foreigner　recorded.

Relevance，　transferability　and　task-orientation　are　the　three　principles　in　material　development　which　are　important　in　helping　us　make　choices　about　both　language　content　and　language　outcome.　Tasks　for　effective　listening　should　be　incorporated　into　the　listening　materials.

Here　are　some　examples　of　listening　activities：

1.　Letting　students　have　pictures　of　people，　listen　to　description　of　these　people　and　match　the　pictures.　The　purpose　of　this　activity　is　to　help　students　not　only　get　the　general　idea，　but　also　secure　an　exact　and　detailed　information.　Unlike　the　news，　interviews　and　documents，　they　are　just　ideal　listening　materials　for　gist.

2.　Letting　students　imagine　they　are　to　meet　somebody　at　the　airport.　They　know　the　flight　number　and　arrival　time.　They　listen　to　a　recording　of　the　flight　number　and　arrival　time.　They　must　try　to　listen　for　the　specific　information　to　find　out　if　he　is　going　to　arrive　on　time.

Such　an　activity　is　still　suitable　for　other　texts，　e.g.　instructions，　directions　and　telephone　messages.

3.　Letting　students　listen　to　a　lecture　or　a　talk.　At　certain　points，　the　teacher　stops　the　tape　and　asks　students　what　they　think　the　speaker　will　say　next.　This　can　be　used　to　train　predictive　skill.

4.　Letting　students　listen　to　some　face-to-face　conversation　in　which　two　people　are　discussing　a　friend　of　theirs.　They　have　to　decide　whether　they　are　both　equally　close　friends　of　the　third　person.　This　can　be　used　to　train　students’　ability　to　infer　opinions　and　attitude.

5.　Some　stories，　jokes，　plays　or　songs　are　wonderful　materials.　They　will　help　interest　and　motivate　students，　leaving　students　pleasant　listening　experience.　Do　remember　never　going　into　a　listening　task　when　students　have　no　purposes.

In　short，　EFL　teachers　should　keep　the　following　in　heart：

Never　go　into　a　listening　class　without　preparation.

【责编　张景贤】