Card 10

1. Listening is a process of reception, identification and comprehension of speech.

Reasons for listening:

1. For pleasure: music, bird singing.

2. To take part in conversations: exchange news with friends, make arrangements.

3. For information: weather forecast, announcements at the airport.

4. For instructions: know how to do a task.

5. To understand: someone’s explanations or feelings.

6. To get the gist.

In Foreign Language Teaching listening is a receptive skill rather than productive skill.

Purposes for teaching listening:

1. To perceive and understand spoken language.

2. To understand varieties of language (standard/regional, formal/informal etc.)

3. To understand different text types (conversational, narrative, informative etc.)

4. To improve SS’ pronunciation, grammar and vocabulary.

5. To develop through listening other skills: speaking, reading and writing.

2.

1. b, 2. e, 3. d, 4. a, 5. f, 6. c.

Card 11

1.

Extensive listening is listening for pleasure. It takes place outside the classroom (at student’s home, car or MP3 player). In the classroom extensive is listening for the gist.

Active listening is a process (done step by step) to get very accurate information. Active listening is listening for details.

Intensive listening is listening and making tasks. Intensive listening is listening for conclusions. Intensive listening are taped material and material on disk.

2. Possible answer: Intensive listening is easier. You simply listen and do the tasks. But when you have to listen to catch the gist or concrete details you are very attentive. It’s very tiring and intensive psychologically.

Card 12

1.

1. Use of real–life listening material.

2. Use of authentic material.

3. Use of various situations and topics to listen.

4. Use of visual aids, mime and gestures.

5. Choice of materials according to speakers' age, abilities, level.

6. Use of different forms of work: individual, in pairs, in small groups, as a whole class.

7. Relaxed and supportive atmosphere (introduction to new vocabulary, help).

8. Identification of problems with comprehension of language forms and speech.

2. Some authentic material should be used even at the beginning level and increased with each level because authentic material brings real life language and situations from outside classroom.

Card 13

1.

1. Difficulties with comprehension of language form:

Phonetic (sound comprehension and recognition in connected speech; pronunciation varieties of a sound [s] - [s], [z]; difference between sound and spelling (worked – walked); sound pronunciation in stressed and unstressed positions ([t] - [tə], [tu:]); perception of intonation and rhythm).

Lexical (unknown words; homonyms (back – “part of the body” and adverb – go back); homophones (slipping – sleeping); trying to understand every word; misunderstanding of known words in connected speech); problems with understanding proper, geographical names, terminology, etc.

Grammatical (unknown grammar items).

2. Difficulties with conditions, manner and form of presenting material (number of times of presenting material; speed of speech; bad manner of presentation; source for listening: presence or absence of a speaker, individual features of speech, sex, voice and age of a speaker; absence of visual aids.

3. Difficulties with comprehension of the content of listening material (unknown topic; misunderstanding of important words; difficulties with understanding the order of events because of many facts and information; descriptive material; dialogues; authentic material).

4. Psychological difficulties (hearing problems; mental block (difficult text, high speed of speech, etc.); concentration; distraction by noise; fatigue).

5. Technical difficulties (technical problems with disks, tape-recorders, computers: poor quality, lack of electricity, breakdowns.