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* City laboratory "Design of modules work program in the Russian language aimed at improving the types of speech activity "Head: Skopina Olga Valerievna
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Lesson No. 2 “Creating a module of the work program “Speech activity: listening (effective listening). Results of approbation of control measures for auditing. *
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Task 1. And Vaska listens and eats. Listen more, talk less. Didn't see it, didn't hear it. It is pleasant to listen to speech with a proverb. An attentive listener inspires the speaker. You will not listen to all the speeches. Learn to listen well if you want to be a pleasure to listen *
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* Listening The term "listening" refers to the process of perception of sounding speech, which involves listening, understanding and interpreting information perceived by the ear
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Task 1 1 group - what helps a person to be a good listener? Group 2 - what prevents a person from being a good listener? *
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Task 2 Program "News" Questions: 1. Explain the sequence of events presented. 2. Find the connection between the plots 3. What idea does the program convey? *
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Task 3 Read the text. Formulate a listening problem. Why is it important to teach listening? Evaluate the statement of each group according to the criteria. *
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Task 4 Control event on the topic: "Creating a statement containing the communicative intention of the characters." *
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Task 4 Text for analysis A. Exupery "The Little Prince" Task: Determine the communicative intention of the characters. 1 group. What did the rose want to say? 2 group. What did the little prince understand for himself? *
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Structure of the control activity 1. Topic 2. Goal 3. Specific result *
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Structure of the control event 4. Description of the control event: 4.1. Module checked during the CM 4.2. Object of assessment *
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The structure of the control event 4.3. Terms of reference: 4.3.1. Listen to the text 4.3.2. Answer the questions. From the proposed answers, select the correct one 4.3.3. The task is given ... minutes 4.3.4. Description of the assessment procedure *
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Listening Based on experimental data, two reasons can be distinguished that make it difficult for auditory perception and understanding: the focus of students' attention only on general content and the inability to understand secondary, but extremely important information for a deeper understanding; too fast switching of attention from the language form to the content. *
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Listening Listening, associated with the understanding of other people's thoughts and the idea underlying the statement, implies the presence of a sufficiently high level of development of lexical, grammatical and phonetic automatisms. Only under this condition can the listener's attention be focused on the content. *
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Listening In order for such listening to be successful, it should be preceded by a more thorough working out of new material at the stage of explanation, as well as exercises in listening to microtexts (semantic pieces) by sounding up to half a minute, which is approximately 50-70 words. Each audition should be accompanied by specific and feasible tasks. *
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* Psychological aspects, which should be paid attention to for successful listening Listening to speech messages is associated with the activity of memory. The process of listening to speech is characterized by a high degree of concentration. The success of listening depends, in particular, on the need of students to learn something new, on the presence of interest in the topic of the message, on the orientation towards cognitive activity. Thoughtful organization of the educational process, clarity and consistency of presentation, maximum reliance on active mental activity, a variety of teaching methods, clarification of perception tasks allows you to create intrinsic motivation, to direct the attention of students to points that will help to program future practical activities with the perceived material.
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* Depending on the target setting prior to listening, perception will be either passive or active. In the latter case, the listener will be able to quickly join in " search activity”, to successfully put forward hypotheses, test them and correct them, it is better to remember the logic and sequence of presentation.
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* Dependence of listening on the conditions of perception. The rate of speech messages. An objectively set tempo of a speech message determines the speed and accuracy of listening comprehension as well as the efficiency of memorization. The rate of speech depends on the importance of the information contained in the individual parts of the message. More important information is given more slowly, by emphasizing the length of the vowels, the secondary - more quickly. The nature of the messages also matters. The complexity of the study of the tempo of speech lies in the fact that it is closely related to other means of expression - with rhythm, stress, and especially with pauses.
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* It has been experimentally established that the reduction of pauses by more than half worsens the semantic perception, and at the subjective level causes a false idea of an increase in the speed of the tempo. In order for the tempo of speech not to become an obstacle in listening perception, the speed of presentation in some cases can be slowed down by increasing the duration of the pauses between semantic pieces.
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* The number of presentations and the volume of speech messages. For effective listening training, it is important the right decision the question of the advisability of repeated (or multiple) presentation of the same speech message and the duration of its sound. Experiments conducted in the school classroom revealed a very tangible dependence of understanding on the amount of presentation, especially on initial stage learning. So, according to some studies, repeated listening to the message improves understanding by 16.5%, the third - by 12.7% (compared to the second), subsequent listening does not give a significant improvement in speech understanding.
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* When determining the size of a monologue or dialog message, either the sound time or the number of words or sentences is indicated. For the initial stage of secondary school, descriptive texts are intended, consisting of 3-6 sentences, at the middle level this number increases to 10-15, and by the end of schooling - up to 20-25.
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The volume of speech messages depends on the place where the exercises are performed. As for work in the classroom, the average length of texts, measured by the duration of the sound in the fifth or sixth grades, is two or three minutes, and in the older ones, three to five minutes. A text of up to three minutes of sound is considered to be optimal, since it does not exceed the ability of students to retain information.
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* Supports and landmarks of perception. The success of listening largely depends on whether it contains the necessary tips and supports for memorization. The perception of speech by ear begins with the allocation of semantic landmarks. First of all, this should include intonation, rhythm, pauses, and especially logical stress. They should not only be relevant to the content; but also to perform the expressive function of speech, that is, to express the emotional attitude of the speaker to the reported facts, phenomena. In neutral speaking, comprehension is greatly reduced. Introductory words, repetitions, rhetorical questions, etc. are also used to highlight semantic landmarks. Speech cliches, which are widely used in colloquial speech, are of great help. The nature of landmarks and supports varies depending on the speech experience and the way audio texts are presented.
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* Preparatory exercises. Taking into account the factors influencing the perception of speech messages, two groups can be distinguished in preparatory exercises: exercises aimed at relieving difficulties of a linguistic nature; exercises aimed at overcoming difficulties of a psychological nature.
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* As a result of performing exercises of the 1st group (removing linguistic difficulties), the following skills are formed: 1) isolation of unfamiliar phenomena from speech messages, their differentiation and understanding; 2) correlation of sound patterns with semantics; 3) determining the meaning of words (using word-building guesses); 4) determining the contextual meaning of various lexical units and grammatical structures; 5) recognition and comprehension of synonymous and antonymic phenomena.
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* The second group of exercises aimed at overcoming psychological difficulties contributes to the development of: 1) predictive skills; 2) the volume of short-term and verbal-logical memory; 3) the mechanism of equivalent substitutions; 4) speech hearing; 5) the ability to curtail (reduce) inner speech.
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* Speech exercises contribute to the development of skills to perceive speech messages in conditions approaching natural verbal communication. They teach: a) to identify the most informative parts of the message; b) address gaps in understanding through text-level prediction; c) correlate the text with the situation of communication; d) divide the audio text into semantic pieces and determine the main idea in each of them; e) record the main part of the information in writing.
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* Speech exercises 1. Listen to texts, different in content, at a normal pace, relying on visuals, and then in sound recording without relying on visuals and answer the questions 2. Listen to the beginning of the story and try to guess what happened next 3. Look at the picture , listen to the beginning of the story, try to guess the subsequent content. 4. Listen to the story and retell that part of it that is a description of this picture. 5. Listen to a story and answer the questions 6. Listen to two stories and say what they have in common and what is different.
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* 7. Listen to the text u select a title for it 8. Listen to the text u state its content in two to four sentences 9. Listen to the text u arrange the points of the plan in the correct order 10. Listen to the text u determine its type (message, description, narrative, reasoning) 11. Listen to the dialogue and briefly convey its content. 12. Tell about .... by listening to the text. 13. Answer the questions by listening to a piece of text. 14. Listen to a fragment of the text u use the information from it in the preparation of the target statement (for a specific addressee). 15. Listen to several fragments of the text, make a plan for the statement. 16. Make an utterance plan for a given communication situation and listen to several fragments of the text to obtain the necessary information 17. Make an utterance plan. Listen to the proposed materials, select the ones that correspond to the plan, extract from them when listening again necessary information and complete the statement.
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* Exercises for teaching the perception of the speech flow 1. Divide the superphrasal units into sentences by ear. 2. Say what is missing in the superphrasal unity. 3. After listening to a group of sentences twice, indicate the sentence missed by the announcer during repeated reading 4. From a number of sentences, select the one that does not correspond to the topic 5. In the process of listening to the sentences, mark on the cards the sequence of their pronunciation by the announcer. (The sentences are written on the cards in a different order.) 6. In the process of listening to sentences related to each other in meaning, rearrange the same sentences written on the card (board) in accordance with the content, the logical sequence of their presentation by ear. 7. Compare the order of the same sentences on the u card in the sound recording, point out the differences
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* 8. Listen to a fragment of the text, arrange the points of the plan (retelling) of the text in the right order 9. Arrange keywords in the order of their use in the text read by the speaker 10. Mark in the list the means of connection used in the listened text. 11. Mark in the list the numbers named in the text 12. Mark in the list the proper names named in the text by the announcer 13. Write down the numbers named in the text 14. Write down the proper names named in the text 15. Write down the character traits of the character named in the text 16. Write down the named in the text text words and phrases related to the topic under study. 17. Listen to a piece of text, say which of the given topics it corresponds to 18. Listen to two fragments on the same topic u say what new information is contained in the second fragment compared to the first. 19. Listen to a piece of text u write down the key words 20. Listen to the piece of text again u do not say it using the previously recorded key words.
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* 21. Listen to a fragment of the text and find inaccuracies in its Russian translation. 22. Listen to a fragment of the text and, based on the content, name its topic and the problem in question. 23. Listen to a fragment of the text u find in it the answers to the questions posed. 24. Listen to a fragment of the text u find in it the words and phrases that correspond to the definitions or description of the drawings. 25. Listen to a piece of text u determine the correct answer to the question (5 options are given.) 26. Listen to the text, and then, when presented again (at a certain point, the sound turns off), reproduce the rest of the text yourself.
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* Exercises for teaching anticipation (anticipation in philosophy and psychology - anticipation, prediction, idea of an object or event that occurs before the act of their perception, expectation of an event) to isolate various categories semantic information 1. Listen to the sentence and make up the following own, combined in meaning with what you heard. 2. Listen to the oral presentation and say who (what) is being discussed. 3. Listen to a series of sentences in superphrasal unity and identify the sentence that expresses main idea. 4. Review the outline of the text and give a title to the text. 5. Review the list of keywords and determine the topic of the text. 6. Listen to the sentences from the text and try to identify its idea, theme.
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* 7. Listen to the beginning of the text and try to plan the continuation of the text. 8. Listen to a piece of text u try to continue it orally. 9. Listen to a text fragment with visual support on its concise retelling on a card u expand this retelling orally using the received semantic information 10. Listen to a text fragment u find its place in the graphic text. 11. Listen to a fragment of the text and find the place where it is skipped in the corresponding graphic text 12. Look through a series of sentences, determine the connecting semantic link and arrange the sentences in a logical sequence 13. Select key words for each semantic thesis and, after listening to the text fragment, determine how well the words.
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* Exercises for the development of auditory memory, attention, imagination, logical thinking 1. Listen to two logically related phrases and repeat them. 2. Listen to the speech samples and show the illustrations corresponding to them. 3. Listen to the sentences and perform the corresponding actions with objects or imitate these actions. 4. Listen to the sentences and organize them in a logical sequence. 5. Listen to two phrases u say what is missing (what is new) in the second. 6. Memorize the dialogue by repeating the lines after the speaker. (The lines get progressively longer) AUDITING SKILL. A speech operation brought to the level of automatism and associated with the recognition and discrimination by ear of individual sounds and sound complexes, including various types of intonational structures in the speech stream. A. n. is formed as a result of performing special language exercises. AUDITING SKILL. A speech operation brought to the level of automatism and associated with the recognition and discrimination by ear of individual sounds and sound complexes, including various types of intonational structures in the speech stream. A. n. is formed as a result of performing special language exercises.
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* For listening to descriptive texts, it is very important to develop students' verbal understanding of speech, that is, to teach them to recognize and understand speech units with the lexical content in which they previously met: a) in a familiar environment; b) in a new environment; to teach to differentiate similar words and speech patterns based on the context.
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* For the perception and understanding of narrative texts, it is also necessary to teach students to highlight the facts referred to in the message; to separate one episode from another; observe the sequence of actions; have a good idea of what is being said; be able to highlight the ideas expressed in speech; be able to separate the main from the secondary; be able to guess the possible content of the statement: a) by exposition; b) according to the situation (for dialogical speech); understand the content of speech regardless of individual incomprehensible places.
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* For the perception of texts of a plot nature, substantive and logical understanding may not be enough. A deep and accurate understanding of what is heard involves penetration into what is expressed in the story not straightforwardly, but indirectly, allegorically, with the help of artistic means and intonation. AT this case we can talk about understanding the implicit meaning of the statement and understanding the expressiveness of speech, which is a prerequisite for revealing the subtext.
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* When determining easy texts or the most suitable for listening, you can be guided by the following requirements. Texts must: 1) have ideological and educational value; 2) correspond to the age characteristics of students and their speech experience in their native and foreign languages; 3) contain a specific problem of interest to the listeners; 4) have a clear, simple presentation, with strict logic and causality; 5) present different forms of speech - monologue, dialogic, dialog-monologic (in the latter case with a minimum of dialogue); 6) not be written in the first person (which makes listening difficult at the initial stage); 7) have redundant elements of information.
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* Intra-text features of the text: The introduction performs the function of entering the text and serves as a kind of orientation tool. When choosing or restoring audio texts, it should be remembered that the introduction may contain either one or two phrases of a connecting nature, or a rhetorical question that facilitates prediction. It may include brief information on a topic or introduce students to more context.
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* The main part of the message usually consists of paragraphs that are interconnected in meaning and logical and compositional construction. The conclusion may contain a summarizing part, an explanation or reinforcement, an assessment, an indication of continuation, or an appeal to the listeners. When teaching listening from specially composed texts, it can end with a specific task in which a question for discussion is highlighted.
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* Stages of listening 1. Selection of material. When selecting texts for listening, the teacher takes into account: a) their information content, i.e. the presence in them of information of cognitive value, b) the presence in the texts of information already known to students (obtained in foreign language lessons or lessons in other subjects), which can serve as a support in listening or makes it possible to create such a support, c) the correspondence of language difficulties texts to the level of students' preparation, d) educational value of texts, their ideological potential.
LISTENING LISTENING (from Latin audire - to hear) - listening to voiced texts to train their perception and listening comprehension (mainly in educational process).
Big Encyclopedic Dictionary. 2000 .
Synonyms:See what "LISTENING" is in other dictionaries:
Listening and understanding oral speech. See also: Speech activity Interpreting Financial Dictionary Finam ... Financial vocabulary
- [Dictionary of foreign words of the Russian language
- (from Latin audire to hear), listening to voiced texts to train their perception and listening comprehension (mainly in the educational process) ... encyclopedic Dictionary
Ex., number of synonyms: 4 audit (5) perception (20) teaching (11) ... Synonym dictionary
LISTENING- (from lat. audire - to hear). Receptive type of speech activity; semantic perception of an oral message. A. consists of the simultaneous perception of the linguistic form and understanding of the content of the statement. When learning foreign language ultimate goal… … New dictionary methodological terms and concepts (theory and practice of teaching languages)
listening- LISTENING, i, cf. A form of teaching foreign languages, consisting in listening to voiced texts by students to train their perception and understanding by ear. Most of all classes in a foreign language, Katya did not like listening ... Explanatory dictionary of Russian nouns
I cf. Receptive type of speech activity, which consists in understanding sounding speech; listening (in the methodology of language teaching or language learning). II cf. Independent expertise financial reporting any enterprise, or institution, any ... ... Modern explanatory dictionary of the Russian language Efremova
listening- (see Listening) ... Pedagogical speech science
listening- listening, I ... Russian spelling dictionary
listening- Listening and understanding spoken language... Explanatory Translation Dictionary
Books
- Textbook for preparing for the exam in English. Listening and Speaking, Taylore-Knowles Steve. Tutorial to prepare for the exam in English language: listening and speaking with an online resource will help students prepare for the delivery of the "Listening" section and the oral part of the Unified ...
- Listening. Test tasks in English to prepare for the GIA. Grade 9, L. M. Gudkova, O. V. Terentyeva. Tests contain tasks, provided by the program in English for Grade 9, and correspond to the content and structure of the `Listening` section of the GIA in English. Test writers...
This manual contains literary texts and control tasks for them with answer options that allow you to test the listening skills of students in grades 5-11 in the Russian language.
The publication will provide practical assistance to teachers, schoolchildren and their parents in preparing for a new type of knowledge control for the Russian language course.
Examples.
How did his "yearning soul find solace in the great writer"?
a) enthusiastically read Shmakhin until the morning;
b) the novel made me think about my own life;
c) Shmakhin remembered the hobbies of his youth;
d) the master snored.
Why does Chekhov consider his hero hopeless?
a) a person who is not busy with business will never be saved from boredom;
b) if there were any talents in the hero, they were hopelessly destroyed by laziness;
c) the state cannot hope for such citizens (neither it nor they have any future);
d) it is like a diagnosis: it is impossible to cure such a disfigured personality.
What is the author's message to the reader?
a) it is necessary to improve roads and bridges;
b) you need to think over your leisure time in advance and seriously;
c) be horrified by this person and do not become like her!
d) fill your life with serious and interesting content.
CONTENT
5th class
Viktor Dragunsky. He is alive and glowing
Questions and tasks
K. Paustovsky. thief cat
Questions and tasks
6TH GRADE
Viktor Dragunsky. childhood friend
Questions and tasks
K. Paustovsky. rubber boat
Questions and tasks
7TH GRADE
K. Paustovsky. Snow
Questions and tasks
M. Zoshchenko. Thirty years later
Questions and tasks
8TH GRADE
K. Paustovsky. old cook
Questions and tasks
A. Green. Pillory
Questions and tasks
9 CLASS
M. Gorky. Watch
Questions and tasks
A. Chekhov. Yearning
Questions and tasks
GRADE 10
I. Bunin. Cold fall
Questions and tasks
A. Chekhov. Small fry
Questions and tasks
GRADE 11
I. Bunin. Mowers
Questions and tasks
A. Chekhov. Hopeless
Questions and tasks.
Free download e-book in a convenient format, watch and read:
Download the book Texts and tasks for listening in the Russian language, grades 5-11, Dyachenko L.V., 2002 - fileskachat.com, fast and free download.
- Russian language in tables, grades 5-11, reference materials, Savchenkova G.F., 2014
- Working with text in the Russian language lesson, Teacher's guide, grades 5-11, Aleksandrova O.M., Dobrotina I.N., Gosteva Yu.N., Vasiliev I.P., Uskova I.V., 2019
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