Stages of listening English lessons. The use of non-traditional approaches in English lessons during teaching listening at the first stage of primary general education

Introduction.

Listening in the lesson of English language

Language is the most important means of communication, without which the existence and development of the human community is impossible. The expansion and measurement of the quality of the nature of international relations of our state, the internationalization of all spheres of public life make foreign languages, in particular English, really in demand in the practical and intellectual activities of a person.

Due to the orientation of the school teaching process towards practical knowledge of a foreign language, the problem of listening is increasingly attracting the attention of methodologists. A serious theoretical search is underway in the study of this complex process.

It is known that in the practice of teaching the method of teaching listening is the least developed. One of the main reasons for the lack of attention to listening on the part of educators and teachers is the fact that until recently, listening was considered an easy skill. There was a point of view that if during training oral speech the teacher will focus all efforts on speaking and ensure the mastery of this skill, then students will learn to understand speech spontaneously, without special purposeful training. Although speaking and listening skills are in a certain relationship, their uniform development can be achieved only if a specially designed system of exercises is used to develop understanding of oral speech in natural conditions of communication. Even people who are fairly fluent in a foreign language have difficulty listening to the natural speech of native speakers. Psychological data also indicate that the perception and understanding of sounding speech is a very complex mental activity.

Thus, listening is one of the most difficult types of speech activity. Insufficient development of this topic reveals the relevance of our research, since the question arises of how the use of video materials helps to bring the listening learning process closer to situations of real communication from the point of view of information perception.

Object of study - pedagogical process in a secondary school.

Subject of study- the process of teaching listening using video materials.

The purpose of this work- to develop a set of exercises using video materials for the effective formation of listening skills.

Tasks:

1. Determine the essence of the concepts of "video" and "listening";

2. To systematize and generalize knowledge on the topic under study;

3. Reveal the peculiarities of working with video materials in English lessons; determine the criteria for the selection of video materials and their principles;

4. Determine the stages of work with video material;

5. Develop a set of exercises using video recordings to develop listening skills.

1. Theoretical foundations of using video materials in foreign language classes for teaching listening

1.1 The essence of listening as one of the types of speech activity

Listening is the understanding of speech being heard. Mastering listening makes it possible to realize educational, educational and developmental goals. It allows you to teach students to carefully listen to the sounding speech, to form the ability to anticipate the semantic content of the utterance and thus, to foster a culture of listening not only in a foreign language, but also in native language.

Listening is the basis of communication, from which the mastery of oral communication begins. It consists of the ability to differentiate perceived sounds, integrate them into semantic complexes, keep them in memory during listening, carry out probabilistic forecasting and, based on the communication situation, understand the perceived sound chain.

Listening is the process of perceiving, comprehending and understanding the speaker's speech. The main purpose of listening (listening) is to understand the content of someone else's speech, someone else's thoughts and the intention underlying oral expression.

Listening is the semantic perception of both spontaneously spoken and voiced written speech.

Listening is a receptive type of speech activity, which is the simultaneous perception and understanding of speech by ear and, as an independent type of speech activity, has its own goals, objectives, subject and result. This is a complex skill that cannot be fully automated, and only partially at the level of recognizing phonemes, words and grammatical structures.

We concluded that listening is listening with understanding, an independent type of speech activity, which is more difficult than speaking, reading and writing.

Learning listening in the methodology of teaching foreign languages ​​is given great importance, since the perception of a foreign language by ear is a complex process that requires maximum attention from the student.

Most people are poorly able to listen to the speech of the interlocutor, especially if he does not offend their interests. Research shows that no more than 10% of people have the ability to listen to a person with concentration and consistency, to grasp the essence of what he is talking about. The ability to listen is an element of a person's speech culture, a manifestation of the ability to adequately understand and correctly evaluate the sounding speech, as well as the most important condition for obtaining an education and successfully mastering the basics of science.

Academic listening- acts as a means of teaching, serves as a way of introducing linguistic material, creating strong auditory images of linguistic units, constitutes a prerequisite for mastering oral speech, formation and development communication skills listening.

Academic listening allows multiple (with independent work) and 2 times (in classroom work, under the guidance of a teacher) listening to the same material. Repeated listening provides a more complete and accurate understanding of the audio text, as well as a better memorization of its content and linguistic form, especially when the listened text is used for subsequent retelling, oral discussion or written presentation.

Communication listening- a type of speech activity aimed at the perception and understanding of oral speech by ear when listening to it once. Depending on the communicative attitude, orienting on what the breadth and depth of understanding should be, stand out:

· Listening with understanding of the main content;

• listening with full understanding;

· Listening with selective information extraction;

· Critical listening.

Listening with understanding of the main content, with the extraction of basic information; introductory listening. This type of communicative listening involves the processing of semantic information of the sounding text in order to separate the new from the known, the essential from the insignificant, to fix the most important information in the memory. Study assignments aimed at this type of listening and developing the necessary skills include predicting the content of the text by the heading before listening, determining the topic and communicative intention of the speaker, listing the main facts, answering questions about the main content, planning the listening, summaries and annotations.

Listening with full understanding of content and meaning, or detailed listening. A complete, accurate and quick understanding of sounding speech is possible as a result of the automation of the operations of perceiving the sound form, recognizing its elements, synthesizing content based on them. Listening with full understanding requires high degree automation of skills, concentration and strenuous memory work. In the process of teaching listening with full understanding, students listen to the text, keeping in mind the following post-text tasks: retelling the text with a detailed presentation of the content, answering questions to all the facts, drawing up a detailed plan, completing the text, coming up with additional facts.

Selective Intelligence Listeningor "clarifying" listening. The task of this type of listening is to isolate the necessary or interesting information in the speech stream, ignoring the unnecessary. Such information can be important arguments, details, keywords, examples, or specific data: dates, numbers, proper names or place names. Accepting numbers and dates quickly and accurately requires intense, lengthy training, and understanding proper and geographical names relies on background knowledge, ideas about the situation and participants in communication.

Critical Listeningimplies high level development of the ability to fully and accurately understand the sounding text, to determine the communicative intention and point of view of the author. Similar to critical reading, this type of listening includes the ability to distinguish facts from opinions, evaluate the point of view of the author (speaker), make inferences, interpret, understand the subtext.

Listening comprehension difficulties.

Speaking about the difficulties arising in teaching listening, it is meant that, first of all, these are the difficulties that arise in the perception of foreign speech by ear. When listening to a foreign speech, we can be hampered by many things: the content of the speech; the choice of linguistic means used by the speaker; the pace that he suggests; features of the speaker's speech: strong reduction or "swallowing" individual sounds, lack of clarity of speech, timbre of the speaker's voice, volume, etc.Experts identify several reasons for the shallow and inadequate understanding of speech:

· Rapid fatigue as a result of complex speech-thinking processes of the listener;

· Individual manner of speech of the speaker: peculiarities of pronunciation, intonation, timbre of voice, certain speech defects, too fast or very slow tempo of speech;

· The presence of words unfamiliar to the listener in oral speech.

A successful hearing can be facilitated by:

• rich vocabulary of the listener;

· Visual clarity accompanying the sounding text: diagrams, tables, pictures, list of keywords, plan;

· Concentration on the speaker: attention to his voice, facial expressions, gestures, intonation, posture, etc .;

· Uncritical listening: the perception of the message as it is before its end, without criticism, interruption, dispute.

1.2 Video materials in the process of teaching foreign languages

In order to make the most effective use of video in the process of teaching foreign languages, it is necessary to highlight the advantages of the named teaching tool.

· Using video makes the lesson more emotional and effective;

· The use of video allows you to develop speech activity, makes it possible to convey information to students in a simple visual form. It is important that interest does not diminish with repeated viewing, but helps maintain attention to the repetition of educational material and ensures the effectiveness of perception;

· Informative saturation;

· Concentration of linguistic means;

· The use of films in English lessons brings variety to the educational process, promotes the activation of students, increases interest in learning English;

· Emotional impact on trainees.

1.3 Criteria for choosing video materials in a foreign language lesson in teaching listening

When analyzing various studies, we came to the conclusion that when selecting authentic video materials, one should take into account such criteria as:

· Correspondence of the language content of video recordings to the level of language training of students;

· Relevance of the subject of video recordings;

· Quality of sound and decoration;

· Compliance with genre features of video content learning objectives and tasks, interests of students;

· The range of socio-cultural and sociolinguistic information contained in the film, reflecting various spheres of communication and communicative situations;

· Informational and artistic value;

· Popularity among viewers;

The choice of the language of the fragment is very important. The effectiveness of using a video film in teaching speech depends not only on the precise definition of its place in the teaching system, but also on how rationally the structure of the video lesson is organized, how the educational capabilities of the video film are coordinated with the learning objectives.

Chapter 2. Using video materials in foreign language classes for teaching listening

2.1 Stages of working with video in a foreign language lesson

Watching a video in a lesson, as opposed to watching TV at home, is an active process. It is organized and initiated by the teacher.

Working with video includes three stages:

Pre-demo

Demonstration

Post-demonstration

Before watching the video, students are given a communicative task that directs their attention in the right direction. For this, questions and working handouts are developed, allowing the teacher to organize active viewing in class. As a last resort, the material for viewing can be rewritten from the board. In anticipation of watching, children will do it quickly. In any case, the success of the work depends on preliminary preparation - viewing technology, which involves dividing the film into logical passages, developing separate tasks aimed at removing language difficulties and explaining unfamiliar realities.

When working with didactic handouts, a certain technology should be observed:

1) preliminary familiarize with the worksheets or tasks;

2) handouts should be simple so that the student gains confidence in their successful progress;

3) the handout does not test, but stimulates the speech of students;

4) worksheets allow both to include the whole class in the work, and to carry out individual work.

Making it easier for students to further comprehend, the teacher gives tasks for understanding the content of the video, meaningful landmarks, key words and phrases.

Possible difficulties in understanding can also be removed by selectively listening to individual fragments of the soundtrack. In particular difficult cases a preliminary reading of the script is possible. This technique is justified when watching authentic feature films in English.

Content questions, film illustrations, and character portraits are also offered as pre-film landmarks.

Immediately before the screening, the students are offered communication tasks that make the screening active and focused. The development of these assignments provides great opportunities for the teacher's creativity. He can use:

Questions that, as a guide, at the same time direct the attention of students to specific points;

Tasks on worksheets: mark on the sheet the correct option, direction, fact corresponding to the content, etc.

Assignment of the type: arrange frames from the film at your workplaces in the order of their appearance in the video fragment;

Individual assignments, involving the student's independent study. Modern technology allows you to do this using computer programs.

During the demonstration stage, in case of repeated viewing, after the first demonstration, the teacher conducts the first control of understanding individual words, phrases. One of the most attractive features of video recording is the ability to use the pause button, as well as rewind the video in reverse side, in order to achieve an adequate understanding and implementation of the assigned communicative tasks. In the course of the dialogue between the teacher and the students, the difficulties of perception are clarified, additional support and tips are given.

The simplest form of control is to ask you to indicate true and false statements; choose one correct option from several suggested ones. This form of control is the fastest way to test comprehension when developing listening skills, however, it does not develop speaking skills. Answers to the questions proposed before viewing allow you to organize the conversation according to the content of the viewed fragment, and at a more advanced stage - discussion, especially in the case when the questions are problematic.

The watched plot video can also become a starting point for students' independent creative statements. After watching part of the video, students can predict the development of the plot, expressing their assumptions, change the ending of the film if it disappoints the students.

2.2 Development of a set of exercises and tasks (by cards) for the video " Hong Kong "

Answer the questions

Fill in the blanks in the proposals

Ask questions

Translate sentences (phrases, words)

Find synonyms and antonyms.

At the post-demonstration stage, students should express their opinion about the fragment of the film they saw, about the behavior of the characters; we also offer students assignments

expanding their active vocabulary. Therefore, exercises should be carried out to consolidate the material. For this stage, we offer the following exercises:

After sequential viewing of episodes of the film for 10 lessons, the students were offered an anonymous questionnaire with questions to identify the difficulties they encountered during their work, their views on the need to use this type of work in training and the effectiveness of this type of work.

Results of the survey:

15 students who took part in the work on the film were interviewed.

The analysis showed good assimilation of the material, which allows us to conclude: modern technique Using videos to teach listening helps to speed up and improve the learning process.

Most of the students (13) positively assessed this type of listening. Difficulties in understanding audio text were mainly associated with the rate of speech and the peculiarities of the conversational style (the presence of slang and slang vocabulary, abbreviated forms of words).

Many students (13) wanted to revisit the fragment. It was also noted that the preview exercises contributed to a better understanding of the film.

The most difficult type of tasks after watching was the discussion of fragments of the film, its characters, problems, etc., that is, the main problems were associated with the production of unprepared oral speech (dialogue and monologue).

This type of listening aroused great interest, revitalization of students and a desire on their part to continue teaching listening in this way. Based on the experience in conducting listening based on video materials (video “ Hong kong ”) And analysis of anonymous questionnaires of students on the assessment of this type of activity, we made conclusions about working with video material to improve listening skills, namely:

1. Before demonstrating the video, the teacher must carefully watch it himself, note the key points to which the students should pay attention. Demonstration of the film without prior acquaintance turns into an entertaining part of the lesson, the effectiveness of using the video decreases, the teacher cannot give assignments to students before watching.

2. An important element is the preliminary set-up conversation. Without having such a conversation, the teacher sets an overwhelming task for the students: to remember the content of the entire film and comprehend it. In this case, schoolchildren remember only the material they are familiar with and miss a significant amount of new information.

3. If there are non-standard vocabulary in the text of the film, it is recommended to create a dictionary and place it in front of the main material with exercises and tasks for the film, as well as to familiarize students with the peculiarities of informal colloquial speech.

4. It is best if the tasks for the video are printed on cards and handed out to the students' tables before watching the film. Each of the students will be able to carefully read them, and it will be perceived as individual. This is a good motivation and support for the students to successfully complete the assignments after watching the film.

5. If necessary, in cases of incomplete understanding of the text and the impossibility of discussing its details, it is recommended to re-watch the episode or its part.

6. After the first viewing, students should re-read the assignments given to them on the cards, individually, and understand which of the assignments they have already understood and could have already done.

7. It is desirable that the video has a freeze frame, which allows you to focus on certain moments. Freeze frame allows you to pause the video demonstration, to clarify or discuss a specific episode, return to its episode again, and then continue watching.

8. For this type of listening, it is desirable to have a more perfect material and technical base - a large projection screen, which provides an opportunity for all students to see the image well.

9. Watching the video is best done in the office where classes are constantly held; this has its positive side.

The importance of using films in educational process when teaching listening to speech.

Firstly, because the on-screen tools for modern children are common and beloved, and meeting them in English lessons gives them joy.

Secondly, the very use of this tool helps the teacher to reveal his creative abilities; it significantly increases the effectiveness of the teaching activity of the teacher, since the video materials are samples of authentic language communication, create an atmosphere of real language communication, make the process of mastering foreign language material more lively, interesting, problematic, convincing and emotional.

Conclusion

Summing up the results of this study, it should be emphasized once again that the main purpose of a foreign language as a subject area of ​​instruction is to master students the ability to communicate in a foreign language. The ability to communicate in a foreign language is not feasible without the ability to perceive a foreign language speech by ear. Listening is by no means an easy form of speech activity. It was found that the listening ability is formed more successfully when the audio and visual channels of information are used in interaction, which makes it easier for students to perceive the sounding speech and makes it possible to judge what has been said more fully than when messages are received separately.... The effectiveness of using video material in teaching speech depends not only on the precise definition of its place in the learning system, but also on how rationally the structure of the video lesson is organized, how the educational capabilities of the video material are coordinated with the learning objectives. Thus, video materials in foreign language lessons really contribute to more effective and efficient teaching of listening, since video materials are samples of authentic language communication, create an atmosphere of real language communication, make the process of mastering foreign language material more interesting and emotional.

In the course of work on coursework presented theoretical basis video materials and listening; revealed the features of working with video material in foreign language lessons; the stages of work with video material are determined; difficulties in listening; a set of exercises for working with a video has been developed.

In real communication, we have to listen a lot, and how accurately and fully we perceive the information received can determine our subsequent actions. Speech communication- a two-way process. Along with listening, one of the sides of communication is listening. These two terms are contrasted: if "listening" denotes the acoustic perception of a scale, then the concept of "listening" includes the process of perception and understanding of sounding speech.

Listening is a very difficult type of speech activity. First, it is characterized by a one-off presentation. Therefore, one must learn to understand the text from the first presentation, since in real situations communication repetitions are often simply excluded. Secondly, we are not able to change anything, we cannot adapt the speaker's speech to our level of understanding. Thirdly, there are a number of objective difficulties that impede understanding of speech the first time.

Listening is also a powerful teaching tool.

Through listening is the assimilation of the lexical composition of the language and its grammatical structure. At the same time, listening facilitates the mastery of speaking, reading and writing, which is one of the main reasons for using listening as an auxiliary, and sometimes the main means of teaching these types of speech activity.

The main tasks of the teacher in the listening lesson:
- prepare the child for listening through a variety of PRE-listening tasks to arouse interest, focus on the topic and update the vocabulary before listening;
- help while listening - DURING-listening, to relieve difficulties while listening and to focus on some important points and to teach you to hear exactly the information you need;
- discuss, draw conclusions after listening - POST-listening, not only to check how well the content of the audio material is understood, but also to consolidate knowledge, and also - this is a motive for listening.

PRE-listening, DURING-listening and POST-listening are the three stages of the so-called PDP reception lesson.

And I find the most important part of PDP is PRE-listening.

It seems to us that in real life we do not prepare for speech perception, but this is not entirely true. Subconsciously, for example, when ordering lunch in a restaurant, we are already ready to hear, and we know approximately what we will answer to the waiter. And in the lesson, the student must also be ready to perceive audio material on a specific topic, since the level of his understanding depends on how we are able to prepare students, set them up for listening.

So what are the goals of the first stage - PRE-Listening?

1. Establish the situation, the topic that will be discussed - to give an idea of ​​what will be discussed.
2. Arouse interest in the topic - perhaps by touching on the topic of the future dried material on personal experience... So, if we are talking about animals - talk about the zoo or what animals are found in the forest, in the field, etc.
3. Update knowledge on the topic - What do you know about ...? Where are they…? What it is? What problems do they face? Why are they important?
4. To activate vocabulary on the topic - for example, in the form of a micro-game such as brainstorming “Who knows more words: (verbs, nouns, adverbs) on the topic?”
5. Predict the content - an attempt to guess what will be discussed by the title, topic, illustrations.
6. Introduce new words - unfamiliar words should not interfere with speech perception.
7. Check the understanding of the purpose of listening - to make sure that students understand the listening task, have some idea of ​​the content.

In the process of direct listening DURING – listening, students should:
- to determine what the speech is about, where the events take place, etc .;
- pay attention to what remained unclear and formulate a question about it;
- confirm or refute your guesses made during PRE-listening;
- draw conclusions, evaluate.

The POST-listening stage is equally important. He shows:
- how deeply the students understood the audio material;
- how interesting it is to them;
- whether their assumptions turned out to be correct.

To do this, you can: - analyze and draw conclusions from the material listened to;
- summarize information, perform it in the form of oral statements or presentations, or staged dialogues, etc.

The following exercises help this:
- complete the task “Fill in blanks with suitable word” in the text of the audio material;
- Multiple Choice, True / False, Short Answer, Paraphrase \ Summary;

Answer the questions;
- illustrate the episode;
- make a plan, retell;
- compare with a life situation, etc.

The teacher's speech also plays an important role and takes up a considerable part of the lesson, therefore great requirements are imposed on it. The main ones are:
- speak in short sentences;
- speak grammatically simple sentences;

Intone speech;
- highlight keywords;
- to restrict statements within the framework of only one topic, further expanding the range of topics;
- use repetitive words, phrases, sentences;
- paraphrase statements;
- be sure to give pauses between statements;
- increase the size of the utterance gradually - first a word, then a phrase, one sentence, several sentences, full text or dialogue;
- organically use facial expressions and gestures, pantomimic techniques;
- ask questions to make sure you are understood;
- to give clear correct tasks;
- use visual support in the form of pictures, or later - support on text;
- at the initial stage of the assignment also to illustrate;
- systematically check students' understanding of the teacher's speech;
- comply with English speech standards.

The teacher's speech is not only tasks in the language, but also the learning process itself. It is advisable to perform Listen-and-Do exercises at the stage of the introductory oral course: to teach a lot of songs and poems with children, use games, accompany them with pictures, actively use gestures, facial expressions of movement. Musical assignments are incredibly easy to comprehend and help to build and improve listening skills.

1, The simplest task is dictation.

1) Listen & write a letter.
2) Listen & write only the first letter.
3) Listen & write a word.
4) Listen & write a sentence.

2. We use songs to develop listening skills.

At this stage of listening, I would like to dwell in more detail.

First, we define the type of song.

This could be:

1.Song associated with certain events (Special Occasion Song), (“Jingle Bells”, etc.)

2. Songs combined with the game (Game Songs).

3. Action Songs.

There are also songs:

to certain grammatical structures; songs filled with repetitive vocabulary (songs for specific vocabulary); songs with vocabulary on a specific topic; songs are a story.

Let's take the well-known song “Alouette” as an example.

Listen to the song and draw all the parts of the body that you will hear.

Make up a story about “Alouette”

1.Listen to the song and choose the right word.

(8,2,5) little (monkeys, bears, dogs)

Jumping on the (table, desk, bed),

One fell off and bumped his head

Mother called (the teacher, the doctor, the father)

And ……… ..said

“No more …… .. jumping on the ……

Write full lyrics

For the development of oral speech, we ask questions:

What else can they do?

What do they like to do?

We replace the word monkeys with other animals (bears, squirrels, etc.)

Is it a funny song?

Are they wild or domestic animals?

Are they pets in this song?

Another song:

Once I caught a Fish Alive

Speak difficult phrases first.

Give your associations to the word fish (sea, gold fish, a fisherman, fishing, wish)

holidays, camping, activities, hobbies.

Is fishing our hobby?

And I would also like to say about one type of assignment.

III. Learning with pencils.

An effective technique at the initial stage of learning, when children do not have the skills to write in FL, is to combine listening with the children’s favorite pastime.

1) .Do you know colors well?

Listen and color please - on the topics "Colors and Toys"

2). Sunny Day. Listen and Color please - related to Holiday and Prepositions.

Literature and Internet resources:

“A framework for planning a Listening skills lesson“ by Nik Peachey, trainer and materials writer. The British Counsil / The Primary English Teather s Guide by Brewster, J. Ellis, G. Girard D. Pearson Education LTD. "Intensification of teaching listening at the initial stage" "ILS" Resources of educational sites.

www. eif-english. ru

www. eglisexercises. com

5. Resources of other sites

• prepare the child for listening through a variety of PRE-listening tasks to generate interest, focus on the topic and update vocabulary before listening;
• help while listening - DURING-listening, in order to relieve difficulties during listening and to focus attention on some important points and to teach you to hear exactly the information you need;
• discuss, draw conclusions after listening - POST-listening, not only to check how well the content of the audio material is understood, but also to consolidate knowledge, and also - this is a motive for listening.

PRE-listening, DURING-listening and POST-listening are three stages of the so-called PDP technique, which allows you to build and improve your receptive, reading and listening skills, and also helps you develop your comprehension skills in print or audio. In addition, PDP classroom activities are organized in such a volume and sequence so that students can better understand the content of the text. And I find the most important part of PDP is PRE-listening.

It seems to us that in real life we ​​are not preparing for the perception of speech, but this is not entirely true. Subconsciously, for example, when ordering lunch in a restaurant, we are already ready to hear, and we know approximately what we will answer to the waiter. Or, attending a lecture, we are also ready to perceive speech on a certain scientific or cognitive topic, anticipating its content. And in the lesson, the student must also be ready to perceive audio material on a specific topic, since the level of his understanding depends on how we are able to prepare students, set them up for listening.

So what are the goals of the first stage - PRE-Listening?

1. To establish the situation, the topic that will be discussed - to give an idea of ​​what will be discussed.
2. Arouse interest in the topic - perhaps by touching on the topic of the future dried material through personal experience. So, if we are talking about animals - talk about the zoo or what animals are found in the forest, in the field, etc.
3. Update knowledge on a topic - What do you know about ...? Where are they…? What it is? What problems do they face? Why are they important?
4. To activate vocabulary on the topic - for example, in the form of a micro-game such as brainstorming “Who knows more words: (verbs, nouns, adverbs) on the topic?”
5. Predict the content - an attempt to guess what will be discussed based on the title, topic, illustrations.
6. Introduce new words - unfamiliar words should not interfere with speech perception.
7. Check the understanding of the purpose of listening - to make sure that students understand the listening task, have some idea of ​​the content.

You can predict the content by title, topic, picture props, keywords and phrases before listening, for example, by filling out a card, for example:

Listening Guide:

Sample listening Guide (*)
1. Situation: …………………
2. Speaker "s name: …………….
3. When ……………… ..
4. Where: ……………………….
5 What is the general subject of this talk? ………
6. What is the main point or message of this talk? ……………….
7. What transitional expressions does the speaker use? ……………… ..

In the process of direct listening DURING-listening, students should:

• determine what it is about, where the events take place, etc.;
• pay attention to what remained unclear and formulate a question about it;
• confirm or refute your guesses made during the PRE-listening process;
• draw conclusions, evaluate.

Pace and pause during listening are important. When pausing in listening, you must:

• to summarize - what has happened so far;
• try to guess what might happen next, assuming all predictions are equally probable;
• ask students to explain why they think so, avoiding "right" or "wrong" ratings and using things like "maybe," "probably."

To focus the attention of students while listening, it is also advisable to use the handouts - the so-called “Listening guide” (see above)

The POST-listening stage is equally important. He shows:

• how deeply the students understood the audio material;
• how interesting he is to them;
• whether their assumptions turned out to be correct.

To do this, you can:

• view and correct preliminary entries in the “Listening guide”;
• analyze, critically evaluate and draw conclusions from the material listened to;
• summarize information, do it in the form of oral statements or presentations, or staged dialogues, etc.

The following exercises help this:

• complete the task “Fill in blanks with suitable word” in the text of the audio material;
• Multiple Choice, True / False, Short Answer, Paraphrase / Summary;
• answer the questions;
• illustrate the episode;
• make a plan, retell;
• compare with a life situation, etc.

The teacher's speech also plays an important role and takes up a considerable part of the lesson, therefore great requirements are imposed on it. The main ones are:

• speak in short sentences;
• speak grammatically simple sentences;
• intonate speech;
• highlight keywords;
• limit statements within the framework of only one topic, further expanding the range of topics;
• use repetitive words, phrases, sentences;
• paraphrase statements;
• be sure to give pauses between statements;
• increase the size of the utterance gradually - first a word, then a phrase, one sentence, several sentences, full text or dialogue;
• organically use facial expressions and gestures, pantomimic techniques;
• ask questions to make sure you are understood;
• give clear correct tasks;
• use visual support in the form of pictures or, later, support on text;
• at the initial stage of the assignment also to illustrate;
• systematically test students' understanding of the teacher's speech;
• comply with English speech standards.

The teacher's speech is not only tasks in the language, but also the learning process itself. It is advisable to perform Listen-and-Do exercises at the stage of the introductory oral course: to teach a lot of songs and poems with children, use games, accompany them with pictures, actively use gestures, facial expressions of movement. Musical assignments are incredibly easy to comprehend and help to build and improve listening skills.

The atmosphere in the lesson is also of great importance. Here are some guidelines for teachers on how to organize the lesson. Since listening with comprehension is the most difficult work in learning a foreign language, and even some stress is possible, it is advisable to:

• lead the lesson in a calm, but somewhat intriguing voice;
• cheer children up, reward for success, instill confidence;
• explain that it is not always possible to understand all the words - sometimes it is not necessary;
• children should clearly understand why they are listening, what they should hear;
• develop the language guess of children using a system of exercises;
• ask children to look closely at the teacher, incl. on his articulation;
• asking children to be quiet while listening;
• prepare visual material and visual aids in advance.

I. The simplest task is dictation.

1) Listen & write a letter.
2) Listen & write only the first letter.
3) Listen & write a word.
4) Listen & write a sentence.

II. Exercises for the development of phonemic hearing.

III. We use songs to develop listening skills.

1) Listen to the song and choose the best alternative. - we suggest filling in the gaps in the text of the song when listening.

Hello! …………. day!
Please to see you!
Let’s ………… ..!
Let’s ……………… ...!
I will ……………. to you!

IV. Learning listening in a playful way.

Games help:

1. teach students to understand the meaning of a single statement;
2. teach to highlight the main thing in the flow of information;
3. teach students to recognize individual speech samples and combinations of words in the stream of speech;
4. develop students' auditory memory;
5. develop auditory response

For example:

1. Follow me!- Look and do like me, on the topic 'Action verbs'.
2. Is it edible?- Edible-inedible, ‘Food’, ‘Fruit-Vegetables’.

V. Learning with pencils... An effective technique at the initial stage of education, when children do not have the skills to write in FY, is to combine listening with the children’s favorite pastime.

Listening is the process of perceiving and understanding speech by ear during its generation.

In the educational process, listening acts as a goal and as a means. As a tool, it can be used as:

1. The way of organizing the educational process.

2. Methods of introducing language material orally.

3. Means of teaching other types of speech activity.

4. Means of control and consolidation of acquired knowledge, skills and abilities.

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Listening training in English lessons

Listening is the process of perceiving and understanding speech by ear during its generation.

In the educational process, listening acts as a goal and as a means. As a tool, it can be used as:

1. The way of organizing the educational process.

2. Methods of introducing language material orally.

3. Means of teaching other types of speech activity.

4. Means of control and consolidation of the acquired knowledge, skills and abilities.

Students should understand by ear a foreign language speech presented once by the teacher or in a sound recording at a natural pace, built on the language material of the 11th and previous grades and allowing the inclusion of up to 3-4% of unfamiliar words, the ignorance of which does not interfere with understanding what was heard. The duration of the sounding of connected texts is up to 3-5 minutes ”.

We offer the following classification of all listening difficulties, developed by us on the basis of the classifications of N.V. Elukhina. and Prussakova N.N .:

Major listening difficulties

Difficulties associated with the peculiarities of the act of listening and speech activity of the listener (a wide range of topics, rich linguistic material, faster rate of speech of native speakers).

Difficulties associated with the peculiarities of the speech of native speakers (inconsistency of the materials of most of the teaching materials with the criteria of authenticity; the difference between spoken and written speech, authentic texts and educational texts, familiar and literary styles).

Difficulties associated with the sociolinguistic and sociocultural component communicative competence(language, being a phenomenon of a certain civilization, should be studied in the context of this civilization).

The difficulties of the first group, in turn, can be divided into three subgroups:

1. Phonetic ... This implies the absence of a clear boundary between sounds in a word and between words in a speech stream. Two aspects of hearing are distinguished: phonemic (perception of individual linguistic phenomena at the level of words and structures) and speech , which includes the process of recognizing the whole in context. It should be noted that when teaching listening on authentic materials, it is precisely the verbal ear that needs to be developed. The individual manner of speaking can be very varied and difficult to perceive and understand. In the native language, this difficulty is compensated by a huge practice in listening, however, the experience of listening to a foreign language speech among students is very limited.

2. Grammatical ... A number of grammatical difficulties are associated primarily with the presence analytical forms not typical of the Russian language; difficult phenomena should include and grammatical homonymy... Perceiving the phrase, the student must dismember it into separate elements, that is, informative signs sounding phrase, which are physically expressed by the corresponding speech qualities. There are three physically expressed speech parameters: intonation, pause, and logical stress. This means that for a successful understanding of a foreign language text, attention should be paid to the development of students' skills of adequate perception of intonation, pause and logical stress.

3. Lexical ... It is the presence of many unfamiliar words that students point to as the reason for not understanding the text. It seems to us necessary to elucidate this problem in more detail. The main difficulty in the perception of a foreign language is that language form for a long time it is an unreliable support for semantic forecasting, because it is on it that the student's attention is concentrated, although he cannot change it. Therefore, it is necessary to develop in him the ability to receive information in the presence of unfamiliar linguistic phenomena, by filtering it, selecting and roughly understanding it. Students need to be specially trained to understand by ear speech containing unfamiliar vocabulary.Missed or misunderstoodparts of a speech message (word, phrase, phrase) are restored by the recipient due to the actionprobabilistic forecasting(the ability to predict new things based on what is already known), therefore, it is necessary to seek to predict the meaning of the statement, when the form and content form a complete unity.

Obviously, understanding a text containing unfamiliar words is possible if:

Unfamiliar words will not be pivotal (“semantic milestones” are nouns and verbs that are essential for understanding the content of a word, more often other parts of speech, which, being unfamiliar to the recipient, can significantly complicate the understanding of the text.

Unfamiliar words will act as the least semantically informative elements of the sentence, that is, the dependence of understanding the meaning on the syntactic function of the word, on how the communicative load is distributed between the members of the sentence. So, the subject, the predicate, the addition, being the components of the most informative connections, are well remembered and reproduced.

The difficulties of the second group are as follows. Studying in his homeland and not having sufficient contacts with native speakers, the student, as a rule, does not have the necessary background knowledge (knowledge about the world around in relation to the country of the target language), therefore he interprets the speech and non-speech behavior of the speaker-native speaker from the position of his culture and their norms of behavior in certain communication situations. This can lead to misunderstanding of the perceived information and disruption of contact.

To overcome this difficulty, language, being a phenomenon of a particular civilization, must be studied in the context of that civilization. This provision is reflected in the sociolinguistic and sociocultural components of communicative competence.

Under sociolinguistic competencemeans knowledge of the norms of language use in various situations and possession of situational variants of expressing the same communicative intention, respectively, the listener must know these options and understand the reasons for using one of them in the context of a certain communication situation.

Sociocultural competenceimplies knowledge of the rules and social norms of behavior of native speakers, traditions, history, culture and social system of the country of the target language.

Therefore, the student must have the ability to perceive and understand oral text from the position intercultural communication, for which he needs background knowledge. Only with this knowledge, the listener can correctly interpret the speech and non-speech behavior of a native speaker.

types of teaching listening:

the goal of elucidative listening is to obtain important and necessary information, while the subsequent transfer of information is not expected;

the purpose of familiarization listening is to obtain information of a cognitive and entertaining nature without further transmission;

the purpose of active listening is a detailed capture and memorization of information for subsequent compulsory reproduction.

In conclusion, it seems appropriate to us to single outfactors that determine the success of listening to a foreign language speech.

1 ... Objective factors depends on:

the recipient himself (on the degree of development of speech hearing, memory);

conditions of perception (temporal characteristics, number and form of presentations, duration of sounding);

linguistic features - linguistic and structural-compositional complexities of speech messages and their correspondence to the speech experience and knowledge of students.

2. Subjective factors depends on:

the needs of students to learn something new, from the presence of interest in the topic of the message, from the awareness of the objective need for a foreign language, etc.

Successful mastering of listening presupposes the removal or overcoming of its difficulties.

1.3 Steps to work on listening

There are three stages of working on listening:

pre-text stage (Before listening)

while listening stage

post-text stage (Follow-up activities)

Let's consider each of these stages.

Pretext stage.

If in real situations a person roughly imagines what an oral message can be, and accordingly determines strategies for himself when it is perceived, then in the conditions of educational listening this is possible only at the pre-text stage of working with audio texts. The degree of motivation of the listeners and, consequently, the percentage of assimilation of the content also depends on the primary attitude. In addition to enhancing motivation and formulating an attitude towards primary listening, the teacher at this stage can remove possible difficulties, depending on the level of formation of those listening mechanisms and those potential difficulties that I mentioned above.

Let's consider several of the most typical attitudes and tasks for this stage of working with text and analyze their advantages and disadvantages.

1. Discussion of questions / statements prior to listening.

Of course, it will be possible to determine the correctness of the answer only after listening, but isn't it interesting to anticipate events using your life experience and guess? After such an exercise, even skeptical schoolchildren will listen more attentively, because it is not just about some text, but also their foresight. The task becomes personally significant.

Exercises and questions do not so much ask for information as carry it. schoolchildren hear the words that will then be used in the text, because the context has already been defined, and with it the semantic field has been defined. Here, both semantic and linguistic forecasting and speech hearing come into force, which, in turn, is helped by the preliminary pronunciation of a significant part of the information. While listening, you no longer need to be distracted by insignificant details, but you can concentrate on those moments that will be important for repeating the same task.

Much depends on the content of questions and statements, their semantic and linguistic value. With their help, it is possible to highlight and remove those language difficulties that are encountered in the text; Pay attention to precision words that might otherwise escape the attention of an inexperienced listener; to emphasize those nuances of the substantive and semantic order that will be worthy of discussion in the future. If the proposed statements and questions are too straightforward, impersonal or primitive, then this alarms the students, deprives the task of meaning, and with it of interest.

2. Guess from the title / new words / possible illustrations.

The teacher can invite students to guess the approximate content of the text by the title, by unfamiliar vocabulary that he has previously explained, or by illustrations.

3. Summary the main topic by the teacher, an introduction to the problems of the text.

This message can be turned into a small conversation by asking students to determine what they already know about the issue, and also to formulate the questions they would like to receive answers to. This assignment is also a listening mindset, since students will seek these answers, and a knowledgeable teacher can always steer the discussion in the right direction and provoke questions that he knows are covered in the text. Here you can also familiarize students with the vocabulary necessary to understand the text.

Language is the most important means of communication, without which it is impossible to imagine modern human society. The development of all spheres of social life and the expansion of geographical boundaries make foreign languages, in particular English, really in demand in the intellectual and practical activities person.

Leading a foreign language lesson without multimedia equipment is a thing of the past, which is a good platform for teaching practical knowledge of a foreign language. The problem of teaching listening is increasingly attracting the attention of methodologists. Special techniques are being developed and master classes are being held to teach such a serious and complex process as listening. A serious theoretical and practical search is being conducted in the study of this complex process.

The problem of teaching the perception of authentic speech by ear is one of the most relevant, since for a long time more attention was paid to speaking, and it was believed that the construction of a grammatically and lexically correct and coherent monologue is an indicator of mastery and knowledge of a foreign language. However, even for a person with a good level of knowledge of a foreign language, listening to authentic texts and the speech of English-speaking people can cause difficulties.

We are faced with listening as an independent type of speech activity in various situations of real communication. This happens when we listen to: various announcements; radio and television news; the stories of the interlocutor; interlocutor on a telephone conversation, etc.

Listening is a powerful tool for teaching English. In the process of listening, there is the assimilation of the phonemic and lexical composition of a foreign language, as well as its grammatical structure. In parallel, the listening process helps to master speaking, reading and writing. If the student understands the reproduced speech, it is easier for him to understand graphic speech, that is, to change what he sees to how it should sound.

In addition, listening is one of the tested abilities during the Unified State Exam, where the ability to listen to texts is tested with the extraction of detailed information and general listening comprehension from the reproduced text.

Listening is associated with memory activity. The very concept of memory can be divided into the following types: short-term - is a way of storing information in a short period of time; operational - designed to store information for a certain period, that is, a predetermined period; long-term is a memory capable of storing information for an almost unlimited amount of time. When using it for recall, thinking and efforts of will are often required (therefore, its functioning is not limited); visual memory associated with the preservation and reproduction of visual images; auditory memory is good memorization and accurate reproduction of a variety of sounds, musical and speech. It is characterized by the fact that a person can quickly and accurately memorize the meaning of the text presented to him, etc., which is very important in relation to listening, since at first children have to memorize the sound of sounds and words by ear; emotional memory is a memory for experiences. The strength of memorizing the material is directly based on it: what causes emotional experiences in a person is remembered by him without special labor and for a longer period.

These types of memory constitute a fundamental role in teaching listening, their lack of development makes it impossible to master the language in general, and even more so speech. It must be concluded that the fundamental mental processes involved in listening are: memory, imagination, perception and thinking. Consequently, by activating these features of the student's psyche, we simultaneously develop them, which is the main factor in the all-round development of a person. This means that listening can be considered an integral part of developmental education.

Mastering listening, opens up the opportunity to realize educational, educational and developmental goals. Listening allows you to teach students to listen carefully to the sounding speech, to form the ability to anticipate the semantic content of the text and, therefore, to foster a culture of communication not only in English, but also in their native language. The educational value in the formation of the skills to understand speech by ear lies in the fact that it has a beneficial effect on the development of students' memory, and, above all, on their auditory memory, which is important not only for learning English, but absolutely any subject.

Authentic materials should be used first and foremost in the classroom to successfully teach listening. Attention should be paid to the age correspondence of students, their intellectual and physical development. In addition to lyrics and dialogue, you can also use poetry, songs, and comic stories to generate interest and responsiveness among students. Students of junior and middle levels are more willing to accept emotional and well-duplicated dialogues, discussions of topics that affect their interests and worldview. Suitable for high school students as texts professional orientation as well as dialogues and monologues that sound with extraneous noise, that is, situations on the streets, in supermarkets, etc., as close as possible to real life.

Listening in the lesson structure can occur at the beginning, in the central part, and at the final stage. The place of listening in the structure of the lesson will, first of all, depend on the goal that the teacher has set for himself and the students. At the beginning of the lesson, listening has a practical load, it can be both phonetic practice of sounds, and speech charging... Students, as it were, "warm up" and immerse themselves in the language environment, thereby preparing their speech apparatus to further work. Listening in the middle of the lesson can serve as a switch from one type of activity to another, thereby practicing the grammatical and lexical skills of students, while having an informative load. And listening at the end of the lesson, from our point of view, is the most productive, since at the end of the lesson the students are completely immersed in work, many elements passed in the lesson are worked out and repeated, and listening can become a kind of summing up and satisfaction of understanding and mastering the material. lesson.

Listening is closely related to other types of speech activity, it plays a key role in learning English, especially in communicatively directed learning.

The main obstacle in the perception of speech by ear is the lack of a language environment, as a result of this, the sound form of the word becomes less significant than the graphic one, as a result of this, students often do not understand even those words with which they are familiar and they know how to spell these words. Since students get used to perceive words mainly through the visual channel. The perception of speech by ear is objectively difficult and has such features of auditory perception as uniqueness and short duration, therefore, this leads to a misunderstanding of individual elements of speech and leads to a violation of the integral perception of information.

Listening is a receptive type of activity, the purpose of which is to understand the content of texts by ear with varying degrees of penetration into the meaning of the text, identifying the most significant facts, as well as their mental analysis.

Children have different abilities regarding auditory memory, therefore, different students extract and remember different amounts of information. By interrogating and listening to the statements of students, it is necessary to compose a summary story. And each student will have a story in their own interpretation. Interpretation depends on his personal perception, vocabulary and the amount of information they have memorized.

Another exercise is comments characterizing your attitude to what you heard, to the problem raised in the text. This is the most difficult and at the same time the most valuable type of exercise, since it is here that we are dealing with spontaneous speech, which is simply necessary when learning English. Also, here we see exercises for formulating and expressing one's point of view, that is, one more task that is provided for in the United State Exam- dialogue with the aim of exchanging assessment information.

Listening is the basis of communication, and it is from it that mastery of oral communication begins. Possession of such a fundamental type of speech activity as listening provides a person with the opportunity to understand what is being told to him, as well as to adequately respond to what has been said, moreover, it also helps to correctly construct his answer to the interlocutor, which is the basis of dialogical speech. In this case, listening teaches the culture of speech: listening to your opponent carefully and listening to him to the end, which is an important aspect not only when communicating in English, but also when speaking in your native language.

In addition to all of the above, listening is fundamental in the study of sounds, because they perceive everything by ear and here, it is very important that students clearly perceive the sound, and with the teacher's control, they can reproduce it. Here, students should hear the difference between the teacher's pronunciation and their own pronunciation, and the teacher, in turn, should demand more from them. correct pronunciation sounds as close as possible to the pronunciation of people who are native speakers, and correct immediately after the sound is played. Incorrect pronunciation naturally leads to misunderstanding and distortion of the meaning of what is said.

In our opinion, the role of listening in teaching English should not be underestimated. Just like the role of other types of speech activity, you simply cannot separate listening from writing, speaking or reading. However, priority should be given to listening. Listening - as a type of speech activity, has a dominant role at all stages of teaching English to students. Listening also contributes to the development of imagination, perception, thinking, and memory. Therefore, listening is necessary not only for easier teaching of the English language, but also for the complex development of students.

List of sources used

1. Nemov R.S. Psychology: Textbook. for stud. higher. ped. study. institutions. / R.S. Nemov. - M .: VLADOS, - 2009.

English teacher,

Lazareva Aliya Vagizovna

English teacher

MBOU "Secondary School No. 19 with in-depth study

individual items ", Naberezhnye Chelny