- •1. Types of exercises for learning English grammar.
- •1. Types of exercises for learning English grammar.
- •Билет 11
- •Билет 12
- •Билет 13
- •1. The most common difficulties in listening comprehension.
- •1. Resources for teaching listening.
- •1. Resources for teaching listening.
- •Билет 19
- •Билет 20
- •Билет 21
- •Билет 22
- •Билет 23
- •Билет 24
- •Билет 25
- •Answers: Card 1
- •1. Principles of teaching grammar are based on the following approaches:
- •Card 10
- •Reasons for listening:
- •To get the gist.
- •Purposes for teaching listening:
- •Card 11
- •Card 12
- •Card 13
- •1. Difficulties with comprehension of language form:
- •2. Personal answer Card 14
- •1. Difficulties with comprehension of language form:
- •Card 15
- •Video materials:
- •Card 16
- •Video materials:
- •Card 17
- •Video materials:
- •Card 18
- •2. Possible answer:
- •Card 19
- •Card 20
- •Card 21
- •Card 22
- •1. To train learners’ oral speech:
- •2. To stimulate learners to master English language and culture
- •3. To stimulate learners to think in English.
- •Card 23
- •Card 24
- •Card 25
Card 16
1.
In the classroom there are three types of resources for teaching listening:
Live speech (teacher’s speech (another teacher or guest’s speech), face–to-face interaction of learners in interviews, dialogues, etc.)
Recordings on CD, tape or MP3 players as a part of a course book or as additional (authentic) material (announcements, radio and television programs, news broadcasts, weather forecasts, phone conversations, dialogues, songs, etc.)
Video materials:
without sound: learners discuss what they see and what the characters are saying, then listen and check
audio without the picture: learners listen, imagine what they listen, listen again with picture and check
freeze frame: teacher freeze picture, learners predict what will happen then listen and check
2. Most of the recordings that course books have are made in studios and contain adapted material. So they are not natural, authentic (e.g. speech is slower, words and grammatical structures are simplified). It is good at the beginning level: learners understand words, meaning of the listening material and feel comfortable. But authentic listening is very important. It brings real life language and situations from outside classroom. Some authentic material should be used even at the beginning level and increased with each level. Learners of higher levels should be given listening material that is beyond their productive level. They should guess unknown words, do some activities and try to speak. In general, learners themselves must be ready for authentic listening and not afraid of difficulties.
Card 17
1.
In the classroom there are three types of resources for teaching listening:
Live speech (teacher’s speech (another teacher or guest’s speech), face–to-face interaction of learners in interviews, dialogues, etc.)
Recordings on CD, tape or MP3 players as a part of a course book or as additional (authentic) material (announcements, radio and television programs, news broadcasts, weather forecasts, phone conversations, dialogues, songs, etc.)
Video materials:
without sound: learners discuss what they see and what the characters are saying, then listen and check
audio without the picture: learners listen, imagine what they listen, listen again with picture and check
freeze frame: teacher freeze picture, learners predict what will happen then listen and check
2. a) F, b) T c) T d) F e) F f) T
Card 18
1.
Pre-listening stage - teacher introduces a topic for listening with visual aids, explains new vocabulary, gives instructions. Learners brainstorm pictures, words, discuss the title of the topic and the topic itself, answer the questions, predict what they will listen to.
While-listening stage - what learners do while listening. It can be listening for the main ideas, listening for details (complete a chart or gaps in the text, tick off the right answer, choose T / F sentences, order pictures, etc.), listening for reception and recognition of language forms (define the tense form of verbs in the text, etc.)
Post-listening stage - what learners do after listening: express personal opinions on the topic, do problem solving activities, etc.