Publisher: Cambridge University Press, 2006. — 16 p.Listening in another language is a hard job, but we can make it easier by applying what we know about activating prior knowledge, helping students organize their learning by thinking about their purposes for listening, and if speaking is also a goal of the classroom, using well-structured speaking tasks informed by research.Table of Contents
Introduction.
Activation of prior knowledge for improved listening comprehension.
Systematic presentation of listening for main ideas, listening for details, and listening and making inferences.
Stimulating integration of real-world cultural information for students to know and share.
Presentation of extensive listening tasks leading to personalized speaking.

References and Further Reading.

出版商。剑桥大学出版社，2006年。- 16页。在另一种语言中听是一项艰难的工作，但我们可以通过应用我们所知道的激活先前的知识，帮助学生通过思考他们的听的目的来组织他们的学习，如果口语也是课堂的一个目标，使用结构良好的口语任务来了解研究。

引言。

激活原有知识以提高听力理解能力。

系统地介绍听主要观点、听细节以及听和做推断。

刺激整合现实世界的文化信息，让学生了解和分享。

提出广泛的听力任务，导致个性化的口语。

参考资料和进一步阅读。