Пәннің оқу-әдістемелік кешенін құрастырушы: Абадилдаева Ш. К
Types of Listening Activities are
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- Бұл бет үшін навигация:
- While-listening
- All kinds of listening activities may be divided into two categories: listening for perception listening for comprehension For perception
- For comprehension
- 3. Suggestions For Teachers in Teaching Speaking 4. Conclusion
| Types of Listening Activities are:
Pre-listening: Discuss a relevant picture Discuss relevant experiences Associate ideas with the topic Associate vocabulary with the topic Predict information about the topic Write questions about the topic While-listening Identify the exact topic, or an aspect of it Note two to four pieces of information Answer questions Complete sentences Complete a table, map, or picture Post-listening Give opinions Relate similar experiences Role-play a similar interaction Write a brief report Write a similar text Debate the topic All kinds of listening activities may be divided into two categories: listening for perception listening for comprehension For perception: The main aim is to give the learner practice in identifying correctly different sounds, sound combinations, stress and intonation. For comprehension: The main aim is to be only the preliminary to or basis for more sophisticate activities involving other language skills and imaginative or logical thought. LECTURE 10. TEACHING MONOLOGUE. Plan: 1. Teaching Monologue 2. Activities to Promote Speaking in a Second Language 3. Suggestions For Teachers in Teaching Speaking 4. Conclusion There are two forms of speaking: monologue and dialogue. Since each form has its peculiarities we should speak of teaching monologue and teaching dialogue separately Types of Oral Language. In monologues, when one speaker uses spoken language for any length of time, as in speeches, lectures, readings, news broadcasts, and the like, the hearer must process long stretches of speech without interruption—the stream of speech will go on whether or not the hearer comprehends. Planned, as opposed to unplanned monologues, differ considerably in their discourse structures. Planned monologues (e.g., speeches and other pre-written material) usually manifest little redundancy and are therefore relatively difficult to comprehend. Unplanned monologues (impromptu lectures and long "stories" in conversations, for example) exhibit more redundancy, which makes for ease in comprehension, but the presence of more performance variables and other hesitations can either help or hinder comprehension. In teaching monologue we can easily distinguish three stages according to the levels which constitute the ability to speak: (1) the statement level; (2) the utterance level; (3) the discourse level 1. No speech is possible until pupils learn how to make up sentences in the foreign language and how to make statements. To develop pupil’s skills in making statements the following procedure may be suggested: Ps are given sentence patterns to assimilate in connection with situations. The sentence pattern is filled with different words. Thus Ps can express various thoughts. Ps are invited to perform various drill exercises within the sentence patterns given: substitution extention transformation completion 2. Ps are taught how to use different sentence patterns in an utterance about an object, a subject offered. First they are to follow a model, then they do it without any help. Therefore the Ps utterance involves 2-4 sentences which logically follow one another. At this stage Ps learn to express their thoughts, their attitude to what they say using various sentence patterns. Thus they learn how to put several sentences together in one utterance about a subject, an object, etc. 3. After Ps have learned how to say a few sentences in connection with a situation they are prepared for speaking at discourse level. Free speech is possible provided Ps have acquired habits and skills in making statements and in combining them in a logical sequence. At this level Ps are asked to speak on a picture, a set of pictures, A film, comment on a text they have read or heard, make up a story of their own. To help Ps to speak the teacher supplies them with “what to speak about”. жүктеу/скачать 1,59 Mb. Достарыңызбен бөлісу:
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