Обучение аудированию на коммуникативной основе в 7, 8 классах общеобразовательной школы

. Now continue after the actor. (Retell the dialogue in your own words.)

Every Saturday Mr. Brown goes to town. He went to town last Saturday. He

usually has a drink in the pub with his friends. Last Saturday he had four

or five drinks. After the pub he usually goes to the super market and gets

the food for his wife. He got the food last Saturday. He usually comes home

on foot. Last Saturday he came home by taxi. His wife was very angry.

Заключительный контрольный тест после опытно-экспериментальной работы.

1)Задания к контрольному тесту по чтению:

. Диагностирование количества незнакомой лексики:

Read the following text and write down all unknown words.

A CUSTOM HOUSE INCIDENT

(By Nigel Balchin)

Among the passengers travelling home by train from

Florence there was a certain Miss Bradley.

I only noticed her when passing down the corridor,

because of her really remarkable plainness. She was rather

a large, awkward woman of about thirty-five with a big, red nose, and large

spectacles.

Later on, when I went to the dining car, Miss Bradley

was already seated, and the attendant placed me opposite

her.

I think we may have exchanged half a dozen words at

dinner, when passing one another the sugar or the bread.

But they were certainly all we exchanged, and after we

left the dining-car, I did not see Miss Bradley again until

we reached Calais Maritime.

And then our acquaintance really began, and it began

entirely on my initiative. There were plenty of porters, and

I called one without difficulty from the window of the train.

But as I got off, I saw Miss Bradley standing on the platform

with two large very old suit-cases. The porters were passing

her by.

I am quite sure that had she been an even slightly attracive woman, I

should not have gone up to her, but she was

so ugly and looked so helpless that I approached her, and

said:

"My porter has a barrow. Would you like him to put your

cases on it too?" Miss Bradley turned and looked at me.

"Oh — thank you. It is very kind of you."

My porter, without great enthusiasm, added her luggage

to mine; and in a few minutes we found ourselves on board

the Channel ferry.1

Before the boat had been under way for ten minutes, I

realized that Miss Bradley was a remarkable bore. Shyly

and hesitantly she kept on talking about nothing, and made

no remark worth taking notice of.

I learned that she had been in Italy a fortnight, visiting

her sister who was married to an Italian. She had never been

out of England before.

I did not look forward to travelling to London with her

for another four hours, so excusing myself I went along to

the booking-office on board the boat and booked myself a

seat on the Golden Arrow.

Miss Bradley was travelling by the ordinary boat train,

so this would mean that we should part at Dover.

At Dover I hired one of the crew to carry our luggage.

Normally, passengers for the Golden Arrow are dealt

with by the customs first, as the train leaves twenty minutes

before the ordinary boat train. When the boy asked if we were

going on the Golden Arrow, I hesitated and then said

"Yes".

It was too difficult to explain that one of us was and one

of us wasn't, and then it would get Miss Bradley through the

customs quickly.

As we went towards the Customs Hall, I explained care-

fully to her that my train left before hers, but that I would

see her through the customs; the boy would then take the

luggage to our trains, and she could sit comfortably in hers

till it left. Miss Bradley said, "Oh, thank you very much."

The boy, of course, had put our suit-cases together on the

counter, and Miss Bradley and I went and stood before them.

In due course the customs examiner reached us, looked at

the four suit-cases in that human X-ray manner which customs examiners must

practise night and morning, and said,

"This is all yours?"

I was not quite sure whether he was speaking to me, or me

and Miss Bradley. So I replied, "Well — mine and this lady's".

The examiner said, "But you're together?"

"For the moment," I said rather foolishly, smiling at Miss

Bradley.

"Yes," said the customs man patiently. "But are you travelling together?

Is this your joint luggage?"

"Well, no. Not exactly. We're just sharing a porter."

I pointed my cases out. I had nothing to declare, and

declared it. Without asking me to open them, the examiner

chalked the cases and then, instead of moving to my left

and dealing with Miss Bradley, moved to the right, and began X-raying

somebody else's luggage.

The boy took my cases off the counter. I hesitated for a

moment, but then decided it was no use waiting for Miss

Bradley since we were about to part, so I said:

"Well, I'll say good-bye now, and go and find my train.

I expect the examiner'll come back and do you next. The

porter will stay and bring our luggage up to the trains

when you're through. Good-bye."

Miss Bradley said, "Oh... good-bye and thank you so

much." We shook hands and I left.

I found my seat in the Golden Arrow and began to read.

It must have been about twenty minutes later that I suddenly realized the

train was due to leave in five minutes and

that the porter had not yet brought my luggage. I was just

going to look for him when he appeared, breathing heavily,

with my suit-cases. I asked him rather what he had

been doing.

"The lady is still there," said the boy, "and will be for so-

me time, I think. They are going through her things properly.'

"But why?"

"Well, they'd found forty watches when I came away, and

that was only the start, so I thought maybe you wouldn't

want me to wait."

I have often wondered whether, when Miss Bradley stood

so helplessly on the platform at Calais, she had already chosen me as the

person to come to her rescue, or whether she

was just sure that somebody would.

Looking back, I think she must have chosen me. I am

fairly sure of that though exactly how, I have never been

clear. I am quite sure she never made the slightest effort

to make my acquaintance.

. Уровень глобального понимания.

Answer the following questions, using the active vocabulary of

the lesson.

1. From which town was travelling the train?

2. Describe the appereance of Miss Bradley.

3. How did the acquaitance between Miss Bradley and the author begin?

4. How did Miss Bradley look?

5. Why did Miss Bradley stay in Italy?

6. By which was travelling the author and by which Miss Bradley?

7. Through which did the customs officer examine the luggage?

8. What did the author declare?

9. How long did the author waited for his luggage?

10. What did the customs officers find in Miss Bradley luggage?

11.What did the customs officers find in Miss Bradley luggage?

12.What had the author often wondered about Miss Bradley?

2)Задания к контрольному тесту по говорению:

Диалог.

. Make up a dialogue using the following vocabulary:

1. an accident, to break one’s leg, a difficult (serious) case; to treat,

to have a slight pain;

2. to seem ordinary, to bore, to attract one’s attention, to get very

interestedin, to prove to be;

3. to have plenty of, to wait patiently, to be due, to get through the

customs, to have something (nothing) to declare;

4. to be due, patiently, to share, joint luggage, to get through;

5. to share one’s opinion, to go through the customs, to be under way,

plenty of, to declare;

6. to declare, not to examine, properly, to pay duty on, to fill in a

declaration form.

Монолог.

. Answer the following questions proving your statements and using the

active vocabulary. Enlarge your answer.

1. Do you agree with the author that he was specially chosen

by Miss Bradley at Calais Maritime to get her through

the customs? Was it a happy choice?

2. Do you think it was the first time Miss Bradley was doing

that kind of thing?

3. What would you have done if you had found yourself

in the author's place?

4. Why is the story called "A Custom House Inci-

dent"?

5. Have you read or heard of any similar incidents? Describe

them.

6. What should devoted friends share?

7. Can you remember an important event? Why did you pay attention to it?

8. Do you usually feel calm of do you get slightly impatient on the day of

your departure? Give examples.

9. What would you call a happy (sad) occasion. Give examples from your own

life.

10. What would you do to attract the attention of a person standing at a

distance from you?

11. How are you getting on with your English? Can you make practical use

of it?

12. Can you describe a case when the result was worth the effort?

3)Задания к контрольному тесту по письму:

. Write a composition (100 words). Try to imagine why there were watches in

Miss Bradley luggage.

4) Задания к контрольному тесту по aудированию:

. Текст для аудирования.

Honesty.

Honesty as the readers demonstrated by leaving eighteen wallets containing

? 30 around the country is both absent and alive in the most surprising

places. The poor like Glasgow student Andrew Pride who had only had ? 10 to

spend on food that week often found it in themselves to return the wallet.

While those who are obviously much better off sometimes “trouser” the money

without second thought.

Trouser is the right word here because it seems that women are far more

likely to be honest than men. Two thirds of women who found a wallet handed

it in compare to little more than half of men.

Imagination often seems to separate people in experiment. The Glasgow

student wondered if the wallet might have sentimental value while an

unemployed man in Baseldon speculated that it might have been dropped by

someone else who was unemployed.

What would you do in the following situations:

1) You find a ? 5 note lying in the street. Do you:

a) Hand it in to the police?

b) Pocket it and thank your good fortune?

c) Give it to charity or the next homeless person you meet?

2) You have filled in a ? 5 national lottery ticket for a friend who has

asked you to choose his numbers. And at the same time you have completed

your own ticket. Three days later you discover that one of the tickets has

come up with five numbers but you can’t be absolutely certain whether it is

your ticket or your friend’s. A prize of more than ? 100.000 is involved.

Do you:

a) Suggest that you’ll split the prize?

b) Make the claim yourself and keep the whole amount?

c) Insist that your friend take the whole amount?

Задания:

. Уровень глобального (общего) понимания текста:

Listen to the following monologue about women’s position in the world and

say

whether the statement is true or false.

1. There were left 18 wallets.

2. Andrew Pride studies in Glasgow.

3. He had only ? 10 to spend on food.

4. Women are far more likely to be honest than men.

5. Little more than half of men handed a wallet in.

6. Imagination often seems to separate people in experiment.

7. The Glasgow student wondered if the wallet might have historical value.

. Уровень детального (полного) понимания текста:

Listen to the monologue and then complete the text.

Honesty as the readers demonstrated …(1) leaving eighteen wallets

containing ? …(2) around the country is both …(3) and alive in the most

…(4) places. The poor like Glasgow …(5) Andrew Pride who had only …(6) ? 10

to spend on …(7) that week often found it …(8) themselves to return the

wallet. …(9) those who are obviously much …(10) off sometimes “trouser” the

money …(11) second thought.

Trouser is the right word …(12) because it seems that women …(13) far

more likely to be …(14) than men. Two thirds of …(15) who found a wallet

handed …(16) in compare to little more …(17) half of men.

Imagination often …(18) to separate people in experiment. …(19) Glasgow

student wondered if the …(20) might have sentimental value while …(21)

unemployed man in Baseldon speculated …(22) it might have been dropped

…(23) someone else who was unemployed.

…(24) would you do in the …(25) situations:

1) You find a ? …(26) note lying in the street. …(27) you:

a) Hand it in to the …(28)?

b) Pocket it and thank your …(29) fortune?

c) Give it to charity …(30) the next homeless person you …(31)?

2) You have filled in a ? …(32) national lottery ticket for a …(33) who has

asked you to …(34) his numbers. And at the …(35) time you have completed

your …(36) ticket. Three days later you …(37) that one of the tickets …(38)

come up with five numbers …(39) you can’t be absolutely …(40) whether it is

your ticket or …(41) friend’s. A prize of …(42) than ? 100.000 is involved.

Do you:

a) …(43) that you’ll split the prize?

b) …(44) the claim yourself and keep the …(45) amount?

c) Insist that your friend …(46) the whole amount?

. Уровень критического понимания текста:

Listen to the cassette and answer these questions.

1. Say would you do in the first situation presented in the text. Why?

2. Say would you do in the second situation presented in the text. Why?

3. What do you think about honesty in general?

4. Who are honest people? Why do you think so?

5. Why some people feel better to trouser the money than to hand it in?

6. Why do you think women are more honest than men?

7. Is it possible to justify dishonesty in some cases? In which cases and

why?

Результаты заключительного контрольного теста:

Чтение Таблица №1

|Фамилия |Кол-во |Уровень |Кол-во |Незнакомая |

| |правильных |глобального |неизвестных |лексика в % |

| |ответов |понимания |слов | |

|Барацявичюс Виктор |11 |100% |10 |1% |

|Войтенко Юлия |11 |100% |11 |1.2% |

|Герасимов Владимир |10 |91% |20 |2.1% |

|Колесникова Ирина |11 |100% |13 |1.3% |

|Кромин Виктор |11 |100% |6 |0.6% |

|Кудилова Татьяна |9 |82% |25 |2.6% |

|Кудрявцев Юрий |11 |100% |16 |1.7% |

|Кузнецов Евгений |8 |73% |30 |3.1% |

|Латушкина Лилия |11 |100% |18 |1.8% |

|Маринина Мария |10 |91% |20 |2.1% |

|Палий Соня | | | | |

|Палий Соня |9 |82% |27 |3% |

|Пуцило Сергей |11 |100% |9 |0.9% |

|Средний показатель |10 |90% |17 |1.8% |

Говорение: Диалог.Таблица №2

|Фамилия |Количество новых слов|Новая лексика в % |

|Барацявичюс Виктор |5 |100% |

|Войтенко Юлия |5 |100% |

|Герасимов Владимир |3 |60% |

|Колесникова Ирина |5 |100% |

|Кромин Виктор |5 |100% |

|Кудилова Татьяна |3 |60% |

|Кудрявцев Юрий |4 |80% |

|Кузнецов Евгений |3 |60% |

|Латушкина Лилия |5 |100% |

|Маринина Мария |3 |60% |

|Палий Соня | | |

|Палий Соня |3 |60% |

|Пуцило Сергей |5 |100% |

|Средний показатель |4 |80% |

Говорение: монолог Таблица №3

|Фамилия |Количествон|Новая |Количество слов в|

| |овых слов |лексика |высказывании |

| | |в % | |

|Барацявичюс Виктор |10 |13% |78 |

|Войтенко Юлия |9 |12% |76 |

|Герасимов Владимир |8 |12% |65 |

|Колесникова Ирина |8 |11% |75 |

|Кромин Виктор |12 |13% |90 |

|Кудилова Татьяна |6 |10% |60 |

|Кудрявцев Юрий |9 |13% |69 |

|Кузнецов Евгений |4 |10% |40 |

|Латушкина Лилия |8 |11% |70 |

|Маринина Мария |7 |10% |67 |

|Палий Соня | | | |

|Палий Соня |5 |9% |51 |

|Пуцило Сергей |10 |13% |80 |

|Средний показатель |8 |13% |68 |

| | | | |

| | | | |

| | | | |

Письмо Таблица №4

|Фамилия |Количество |Количество |Количество |

| |новой лексики в|граматических |орфoграфических |

| |единицах |ошибок |ошибок |

| | |высказывании | |

|Барацявичюс Виктор |12 |1 |2 |

|Войтенко Юлия |14 |0 |1 |

|Герасимов Владимир |11 |2 |4 |

|Колесникова Ирина |12 |0 |2 |

|Кромин Виктор |18 |0 |0 |

|Кудилова Татьяна |8 |3 |5 |

|Кудрявцев Юрий |10 |1 |1 |

|Кузнецов Евгений |7 |5 |7 |

|Латушкина Лилия |11 |2 |2 |

|Маринина Мария |9 |3 |5 |

|Палий Соня | | | |

|Палий Соня |8 |3 |6 |

|Пуцило Сергей |15 |0 |1 |

|Средний показатель |11 |1 |3 |

Аудирование Таблица №5

|Фамилия |Уровень |Уровень |Уровень |

| |глобального |детального |критического |

| |понимания |понимания |понимания |

|Барацявичюс Виктор |7 |100% |35 |76% |5 |71% |

|Войтенко Юлия |7 |100% |37 |80% |5 |71% |

|Герасимов Владимир |5 |71% |26 |56% |3 |43% |

|Колесникова Ирина |6 |86% |30 |65% |4 |57% |

|Кромин Виктор |7 |100% |42 |91% |6 |86% |

|Кудилова Татьяна |4 |57% |20 |43% |2 |29% |

|Кудрявцев Юрий |6 |86% |24 |52% |3 |43% |

|Кузнецов Евгений |2 |29% |12 |26% |1 |14% |

|Латушкина Лилия |6 |86% |25 |54% |3 |43% |

|Маринина Мария |4 |57% |22 |48% |2 |29% |

|Палий Соня | | | | | | |

|Палий Соня |3 |42% |15 |32% |2 |29% |

|Пуцило Сергей |7 |100% |40 |87% |6 |86% |

|Средний показатель |5 |72% |26 |56% |3.5 |48% |

Список использованной литературы

1. Артемов В.А. Психология обучения иностранному языку. М., 1969.

2. Архипов Г. В. Оптимальный типовой режим предъявления воспринимаемой на

слух информации//Сб. тез. науч.-техн. конф. по вопросам обучения

иностранным языкам/Моск. гос. пед. ин-т иностр. яз. им. М. Тореза. 1977.

3. Белопольская А.Р. Ланда Л.Н. Применение технических средств и

программированного обучения в средней и высшей школе. М., 1983.

4. Блонский Л. Л. Избранные психологические произведения. М., 1964.

5. Бенедиктов Б. А. К вопросу о темпе речи//Уч. зап. Моск. гос. пед. Ин-

та.1981.

6. Бочарова С. Л. Влияние информационной ценности объектов на память

человека//Матер. к XIX междунар. психолог, конгрессу. М., 1979.

7. Вайсбурд М.Л. Обучение учащихся средней школы пониманию иностранной речи

на слух. – М.: Просвещение, 1985.

8. Витлин Ж.Л. Навыки и умения в психологии и методике

обучения.//Иностр.яз.в школе. №1 1999.

9. Вулдридж Д. Механизм мозга/Пер, с англ. М., 1981.

10. Воронин Л. Г. Физиология и биохимия памяти. М., 1984.

11. Гез Н.И., Ляховицкий М.В., Миролюбов А.А. и др. Методика обучения

иностранным языкам в средней школе: учебник. – М.: Высш. шк., 1982.

12. Гез. Н.И. «Роль условий общения при обучении слушанию и говорению»: Ж.

«Иностранные языки в школе». – 1981 - №5 - с. 32.

13. Голубь Я.В. Соотношение образа и иностранного слова. М., 1972.

14. Гез Н. И. Взаимоотношение между устной и письменной формами

коммуникации//Иностранные языки в школе. 1986. № 2.

15. Драгунова Т. В., Элъконин Д. Б. Некоторые психические особенности

личности подростка//Советская педагогика. 1975. № 6.

16. Елухина Н.В «Основные трудности аудирования и пути их преодоления»: Ж.

«Иностранные языки в школе». – 1987 - №1 - с. 18.

17. Елухина Н. В., Каспарова М. Г. Подготовка учебного текста для

аудирования//Там же. 1984. № 2.

18. Ительсон Е. Я. Элементы методических приемов и их

сочетания//Иностранные языки школе. 1985. № 3.

19. Ильина В. Я. Некоторые характеристики кратковременной памяти,

полученные в условиях аудирования//Уч. зап. Моск. гос. пед. ин-та иностр.

яз. им.М. Тореза. 1988. Т. 44.

20. Комков Я. Ф., Круглова В. Я. Уровни абстракции активного

(коммуникативного) метода//Проблемы активного метода обучения иностранным

языкам: Сб. статей/Гл. ред. И. Ф. Комков. Минск, 1970

21. Карпов Н.Б. Применение технических средств в обучении иностранным

языкам. М., 1981.

22. Коменский Ян Амос. Великая дидактика. М., 1896.

23. Кузмичева Л.В. Технические средства в обучении иностранному языку. М.,

1981.

24. Кузнецова С.А. Из опыта обучения диалогического общения с помощью “Теле

курса Добровольского Д.О.”//Иностр.яз. в школе. №1, 1991.

25. Лурье А.С. Комплексное применение технических средств при обучении

устной речи. М., 1986.

26. Ляховицкий М.В. Кошман И.М. Методика преподавания иностранного языка.

М., 1981.

27. Леонтьев А. Язык, речь, речевая деятельность. М., 1985.

28. Мильруд Р.П. Навыки и умения в обучении иноязычному

говорению.//Инлстр.яз.в школе.№1, 1999.

29. Мильруд Р.П. Современный методический стандарт обучения и.я.в

школе.//Иностр.яз.в школе. №1, 1996.

30. Маслыко Е.А. Настольная книга преподавателя и.я. Минск, 1996.

31. Пассов Е.И. Коммуникативный метод обучения иноязычному говорению. М.,

1985.

32. Панкевич Л.В. Сегаль М.М. Применение технических средств обучения для

интенсификации обучения иностранному языку. Рига., 1983.

33. Пассек В.В. Португалов В.Д. Методические указания к комплексному

использованию технических средств. М., 1979.

34. Пиотровский Р. Г. О теоретико-информационных параметрах устной и

письменной форм языка//Проблемы структурной лингвистики. М., 1982.

35. Павлов И. П. 20-летний опыт объективного изучения высшей нервной

деятельности (поведения) животных. М., 1938.

36. Рогова Г.В. «О речи учителя на уроке»: Ж. «Иностранные языки в школе».

– 1984 - №5 - с. 6.

37. Раушенбах В.Э. Краткий обзор основных методов преподавания иностранных

языков с 1 по 20 век. М., 1991.

38. Сахарова Т.Е., Рабинович Ф.М., Рогова Г.В. Методика обучения

иностранным языкам в средней школе. – М.: Просвещение., 1991.

39. Старков А.П. Основы обучения устной иноязычной речи.–М.: Просвещение,

1988.

40. Самохвалова В. И. Возрастные и индивидуальные различия в запоминании

разных видов материала//Возрастные и индивидуальные различия памяти:

Сб.статей/Под ред. А. А. Смирнова. М., 1987.

41. Смирнов А. А. Проблемы координации в области памяти//Возрастные и

индивидуальные различия памяти: Сб. статей/Под ред. А. А. Смирнова. М.,

1992.

42. Сабурова Г. Г. О влиянии зрительного и слухового восприятия учебного

материала на иностранном языке на процесс его усвоения//Новые

исследования в педагогических науках: Сб. статей/Изв. АПН РСФСР. М.,

1993. Вып. 6.

43. Стасюлевичуте А. А. Анализ причин неправильного понимания изученной

лексики при ее зрительном восприятии вне контекста// Актуальные вопросы

обучения основным видам речевой деятельности: Сб. тр./Отв. ред. М. К.

Бородулина. М., 1995. Т. 2.

44. Следников Б. Л. Обучение аудированию иноязычной речи в средней

школе: Дис.... канд. пед. наук. М., 1993.

45. Ткаченко Р.Г., Роговская Б.И. Карлайл М.С. «О речи учителей на уроке»:

Ж. «Иностранные языки в школе». – 1984 - №2 - с. 57.

46. Тункель В. Д. К вопросу об устной передаче речевого сообщения: Дис.

...канд. пед. наук. М., 1986.

47. Ушинский К.Д. Избранные педагогические сочинения. Т.2. М.: Учпедгиз,

1938.

48. Уэст М. Обучение английскому языку в трудных условиях/ Пер. с англ.

М., 1981.

49. Хэгболдт П. Изучение иностранных языков/Пер, с англ. М., 1983.

50. Цессарский Л.Д. Использование технических средств в преподавании

иностранных языков. М., 1986.

51. Шехтер И.Ю. Звуко-зрительный синтез и обучение устной речи.//Вестник

высшей школы. 1974. №4.с.21-25.

52. Юнъев В. И. О соотношении устной и письменной форм языка//Там же.

53. Яхно П.С. Понимание как предпосылка обучения беседе.//Иностр.яз.в

школе. №6, 1976.

54. Antony E.M. Approach, method and technique// Еnglish language teaching.

Vol.17.1963. № 2.

55. Cables V. How do we teach comprehension?// Modern Language Journal. Vol

50. № 3.1986.Miller G.A. The magical number seven plus or minus

two//Psychological review. 1976. № 2.

56. Mackey W.E. Language teaching analisis. Bloomington and London, Indiana

University Press,1965.

Страницы: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11