Методические рекомендации для студентов по дисциплине дпп. 06. «Теория и методика обучения иностранному языку»

Скачать 1.3 Mb.

Название	Методические рекомендации для студентов по дисциплине дпп. 06. «Теория и методика обучения иностранному языку»
страница	16/27
Тип	Методические рекомендации

1 ... 12 13 14 15 16 17 18 19 ... 27

Designing Listening Materials for the classroom

The following procedure has become standard practice

when dealing with a listening text in class:

1.Pre-listening. Various activities are used to help students to become familiar with the topic, to exposed to some language features of the text or to its overall structure, and to activate any relevant prior knowledge they have.

The teacher’s role is to create interest, reasons for listening, and the confidence to listening.

2. While-listening. Before setting the students to do the task, the teacher makes sure that they have all understood what it involves.

The students carry out the task independently without intervention from the teacher. Although the listening itself is done individually, student can be encouraged o check their responses in pairs or groups as soon as they are ready.

As a feedback the teacher and students check and discuss the responses to the while-listening task. The teacher’s role is to help students see how successful they have been in doing the task.

3.Post-listening. Follow-up activities can be of various kinds. The teacher may wish to focus on features of the text, or on listening process to assist further development of effective listening, or on integration with other skills.

(from Teaching and Learning in the Language Classroom by Tricia Hedge, Oxford, 2001.)
The following are some familiar steps in a lesson in which the teacher’s objective is to develop the students’ listening skills (pre-, while, post-listening activities):

Do a ‘warm-up’ on the topic of the listening passage
Get some gist questions for the students to answer
Play the tape once, ask the students to answer
Check (correct, repeat if necessary)
Get some tasks to listen for details
Play the tape again, probably with stops
Check
Use the topic or the language of the listening text as an input for an ‘extension’ or ‘transfer’ activity in which students use other skills

What is your opinion about this approach?

Is it perfect? Do any features trouble you?

_______________________________________________________________________________________________________________________________________________________________________________________________________________
Perhaps the most vital element in learning to listen effectively in a foreign language is confidence, and confidence comes with practice and with achieving success from an early stage. The role of the teacher is to provide as much positive practice as possible.

Tricia Hedge

Developing Listening Skills

1.Evaluate different approaches to developing listening skills

Look at the following list of measures teachers might employ to develop listening skills. Indicate which measures you think are effective by writing E and ineffective by writing I. In some cases a measure may be considered as either effective depending on the circumstances.

Example: The teacher instructs the class to listen carefully to every word. – I

(Qualification: In most cases, effective listening involves paying attention selectively. However, listening carefully to every word might be effective- and indeed ‘appropriate’ – if, for example, the task involved dictation of an address.)

The teacher encourages the class to listen to herself or to other speakers of English
The teacher arouses interest in the material before the class listens
The teacher uses materials which incorporate features of natural spoken English (false starts, hesitation, repetition, ungrammatical, unfinished sentences, etc.)
The teacher sets tasks which focus specially on these features
The teacher sets clear, realistic tasks which encourage the students to listen only for certain information
The teacher makes it clear to students that they will have the opportunity to discuss their answers in groups before speaking to the whole class
The teacher encourages discussion of the process of listening
The teacher devises tasks to infer information which is only implied in the discourse
The teacher encourages the students to guess how the discourse will develop
The teacher encourages the students to use their knowledge of grammar and context to guess the next word.
When focusing on new language, the teacher gives realistic models, taking care to draw attention to the weakening and elision of syllables in a continuous stream of speech
The teacher always takes care to speak slowly
The teacher always uses good quality tapes and ensures that there is no distraction by the presence of background noise
The teacher tries to use materials which provide good models of ‘standard English’
The teacher always takes care to find out and record how many questions each student answered correctly
The teacher teaches the students ways of interrupting a speaker to ask for clarification

1 ... 12 13 14 15 16 17 18 19 ... 27

Похожие:

	Методика обучения дошкольников иностранному языку: учебное пособие Текст предоставлен Методика обучения дошкольников иностранному языку: учеб пособие для студентов вузов, обучающихся по специальности «Иностр яз.» («Методика...		Теория и методика велосипедного спорта Задачами курса лекций является раскрытие содержания учебной дисциплины «Теория и методика велосипедного спорта», обеспечение студентов...
	Методические рекомендации для 1 курса таможенного факультета ипигс... ИПигс улгу составлены в соответствии с программой по дисциплине «Теория государства и права» и требованиями государственного стандарта...		Методические рекомендации по выполнению самостоятельной работы по... «Экономика» специальности 080110 «Экономика и бухгалтерский учет» (на предприятиях пищевой промышленности) на втором курсе обучения...
	Входное тестировние по иностранному языку справочная информация для... Для того, чтобы стать конкурентоспособным на рынке труда, бакалавр должен сдать международный экзамен по иностранному языку, поэтому...		Методические рекомендации и контрольные работы по дисциплине Немецкий... Методические рекомендации предназначены для студентов заочной формы обучения, изучающих немецкий язык
	Методические рекомендации по выполнению курсовой работы по дисциплине «Макроэкономика» Методические рекомендации предназначены для студентов очной и заочной форм обучения по направлению 080100. 62 «Экономика» (программа...		Л. В. Лелеп Новосибирский государственный технический университет В последние годы роль письма в обучении иностранному языку постепенно повышается, и письмо начинают рассматривать как резерв в повышении...
	Инструкция по заполнению реестра программ Список сокращений Таблица Exel содержит 5 листов. Листы «Паспорт организации», «дпп пк по ос», «дпп пк непрерывного образования» и «дпп пк модели нмо»...		Методические указания по выполнению контрольных работ №1,2,3,4 Для... Выполнение контрольных работ способствует развитию навыков перевода с иностранного языка на русский язык, что является одной из задач...

Вы можете разместить ссылку на наш сайт:

Все бланки и формы на filling-form.ru