Ruby Tan
Partner: Kathryn Zhu
04/19/12
LAB#24SL:Musical Intervals
Objective:
To determine the frequency ratios for common musical intervals. Procedure:
Come into the lab, open DataStudio, switch on the interface, select Create Experiment, then Sound Creator. Change simultaneous tones to 2. Then put on the headphone to listen the voice, changing the wave of a sound to a longer wave(lower tones). Hum the indicated for a specified interval and find the pitch for the 2nd note. Do it for 5 times with 5 different songs.
Ruby Tan
Partner: Kathryn Zhu
09/29/11
LAB#24SL:Musical Intervals
Conclusion
In this lab, we know the wave of the songs concern with the tones of it. Shorter period waves have a lower tones. Amplitude cause the loudness of the songs. This lab is good for us to analyze the notes of all the songs.
Kathryn Zhu
Partner: Ruby Tan
04/19/2012
LAB#24SL:Musical Intervals
Objective
To determine the frequency ratios for common musical intervals. Procedure
First, start Datastudio,choose Create Experiment, then Sound Creator. Then, Change simultaneous tones to 2. Next, put the headphone on and started to find our voice tones. Next, hum 5 songs in key:C,D,E,F,G. Finish the 5 songs and finally, record the data in calculation table.
Kathryn Zhu
Partner: Ruby Tan
04/19/2012
LAB#24SL:Musical Intervals
Conclusion
This lab is about sounds. I am very appreciated that our school have these devices to let us to test voices by myself. To measure the sound of mine is difficult because when i was on the headphone, I couldn't hear my voice clearly. Finally I change the length of the voice on the computer to a high key then fix the problem.
Beckman Zhuang
Partner: Christian
19/04/12
LAB#24SL:Musical Intervals
Objective
To determine the frequency ratios for common musical intervals. Procedure
Enter the lab room and switch on the computer, then open the DataStudios and set up Create Experiment, Sound Creator, and change simultaneous Tab to 2 and choose Period view. Then change the Amplitude handle and wavelength to a perfect place. Then start to hum the songs that require, try to use some different key to measure what cause the sound changed. Finally, write down the data and clean the area.
Beckman Zhuang
Partner: Christian
19/04/12
LAB#24SL:Musical Intervals
Conclusion
During this lab, I found many things amazed me, such as the C key have a very similar but not exactly same wavelength with D key. I try moving the
A wavelength to 2 times as B wave, but it make a strange noise. I need to figure it out in the class.
Xinjiang Education Institute -----
Branch of Foreign Language College
Practical Project Report on
Listening Activities Organization and learner’s interest
Instructor:
Investigator:
No. of Student:
Grade:
TEL:
Submitted on 5th June 2011 In fulfillment of the course of Practical Project Design
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The project report for the basis of the graduation thesis. For proof my views I hold out some paper questions investigations and during my seven years education expert and according to the one month practice in Xinxiang NO.5 middle school’s experts. I have been totally felt the fear of junior middle school students for English listening. It’s self-evident that English listening is one of the most important parts of English teaching for junior middle school students. At present, there is a certain distance between listening ability acquired by junior middle students and curriculum objectives. Many students can do a very good job in written exams and reading part but feel completely confused in listening tests. Why is listening so difficult for junior middle school students to understand? What are the reasons? How to solve the problem?
Ⅰ.The target group
The students I have been teaching are Education Institute of Xinjiang students. During the teaching process, I noticed that listing teaching has become a critical problem in middle school. The students of middle school not only do a great deal of speak exercise, but also they don’t how to listen or speak. As we know the students who are in grade three must bear the great pressure of the entrance examination of high school. It’s essential to solve their problems how to study listing English. After all, the goal of language learning is to communicate .Above all, the students should study the English listen English and then practice speaking fluently. Therefore, I pick out the students of grade. Why does listening seem so difficult? As technology advances and trade and exchanges between countries increase, it is becoming more and more important to understand spoken English in many situations such as face-to-face ,on the telephone ,in business meetings, lectures, speeches, television and so on .However, even if listening were not neglected, it could not be guaranteed that students would have no problem in listening. In foreign language learning, both listening and reading are receptive skills, but listening can be more difficult than reading because:
1. Different speakers produce the same sound in different ways. For example
different dialects and accents, stresses, rhythms, intonations, mispronunciations, etc;
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2. the listener has little or no control over the speed of the input of spoken
material;
3. spoken material is often heard only once and in most cases, we cannot go back
and listen again as we can when we read ;
4. the listener cannot pause to work out the meaning of the heard material as can
be done when reading .
5. speech is more likely to be distorted by the media which transmit sounds or
background noise that can make it difficult to hear clearly Ⅱ. The brief investigation course
The investigation begins with a question from the point of my view the complete object and real information may be obtained from the anonymously method the questionnaire included 9 questions;
Questionnaire
You as a student Please choose the answers which are closest to your opinion by ticking (√) the box A .Yes,B. No,C .I don‘t know
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The question papers were printed by 100 pages. And took a simple invest on my class about over 100 students’. The end of this questionnaire investigations’
Ⅲ. Realization of the investigation
Learners often complain that listening is most difficult to acquire in learning language through the investigation. I found that students couldn’t focus on the meaning of long suntans or when students listen to tape. They couldn’t remember the front words and forget priory’s words. When their have read a text. They’ll lost infers in listening. It becomes a kind of pressures to students gradually.
Most students need practice in making inferences while listening. A simple way to help students become aware that there is meaning between the lines is to read a passage from literature which describes a character's actions, appearance, or surroundings. From this information, students make inferences about the character's personality. Teachers should keep in mind that the purpose of an exercise such as this is not to elicit the exact answer, but to provide opportunities for students to make various inferences. Students also need to be aware of the inferences they can make from non-verbal cues. A speaker's tone and body language can convey a message as well.
Teachers can also encourage guided imagery when students are listening to presentations that have many visual images, details, or descriptive words. Students can form mental pictures to help them remember while listening. Although listeners need not capture on paper everything they hear, there are times that students need to focus on the message and need to record certain words and phrases. Such note making ("listening with pen in hand") forces students to attend to the message.
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VI. Problem analysis
One of the things that employers often identify as being an important
quality .when hiring college graduates is their problem-solving skills. Students
need to develop the ability to apply problem-solving skills when faced with issues or problems that are new to them. The development and use of problem-solving
skills also improves learning. It is suggests that when students use problem-solving skills, "The role of the student changes from a passive recipient of information to a participant in the creation of understanding. The problem should captivate students' attention, be meaningful, and allow a wide range of individual responses."
The teacher gathered the students' prior knowledge so that he could assess
their background and then decide how best to approach the problem. The students could also be given the opportunity to "own" the problem instead of just being given a problem that they may not have interest in or any prior knowledge about. This can be done by simply asking the students what problems they would like to solve.
1. Lack of equipments (tape players .VCD computers)
2. Lack of training-How to use the equipment.
3. Listening is not included on many important tests.
4. Lack of real life situations where language learners need to understand spoken
English.
5. Focus on exam of in than to train student’s listening skills. How ever. Even the listening is not neglected. It couldn’t be guarded that students would have no problem in listening. In foreign language learning both listening and reading have four receptive skills. But listening can be more difficult than reading It reasons are as followed:
In order to better understand the complex process of spoken language, a
listener must construct meaning from information presented by the speaker. The way the meaning of the message is interpreted depends on the listener’s internal knowledge and skills. An evaluation of these internal factors, intelligence,
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language facility, vocabulary, background knowledge, and speech registers, will further a person understands of the listening process.
A person may have difficulty with listening comprehension, which is greatly influenced by the level of intelligence that the person has attained. A person with a low level of intelligence will have a harder time comprehending and understanding a speaker. On the other hand, a person that has a high level of intelligence will better understand the message intended by the speaker
V. Conclusion – the possible solution.
Effective listening is a skill that most people have not properly developed
throughout their lives. This skill is vital for successful communication. The purpose of this report is to discuss the listening process and identify ways to develop effective listening skills. The areas discussed include the differences in
hearing and listening, factors for influencing listening, different levels of listening, facts about listening, and ways to improve listening skills. Different listening
method produces the various learning result. The teacher pays attention to listening skills. The listener has little or no control over the speed of the in put of spoken material. Listening is the process when students decade the material and can’t it after listening.
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