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听能课程往往是一系列的听力测验。在课堂上,教师放录音磁带,学生试做理解练习,然后,教师以“正确”答案的形式给予反馈。在这样的课堂中,不是在教听力,而是在测验听力。本文将探讨有效的确为听能教授而非测验的一些步骤——诸如,给予学生充分的准备,充分的辅助,适当的作业,积极的反馈,错误分析以及纠正措施。教,而不是测验尽管许多听能教程的导言都自称旨在培养听力技巧,如预测,收听专门信息,收听要点等。但每当仔细观察时,就会发现听力
Listening to a course is often a series of listening tests. In the classroom, the teacher puts audiotapes and the students try to understand the exercises. The teacher then gives feedback in the form of “correct” answers. In such a classroom, not to teach, but to test the hearing. This article will explore some of the steps that are really effective for listening to professors rather than tests - such as giving students adequate preparation, adequate assistance, proper homework, positive feedback, error analysis, and corrective action. Teach, not Quiz Although many introductory remarks about listening to a course are self-proclaimed to develop listening skills such as forecasting, listening to specialized information, listening to points, etc. But when carefully observed, you will find hearing