МуғаллиМ ҳәМ үзликсиз билиМлендириў 47 lists the items that have not been mentioned. Listen to the text and mark the sentences that
follow the text as True or False. Listen to the text and complete the gaps in the text. Listen to
the text and correct the printed version.
Activity 2:Pictureorder.Inpicture ordering the learners see a set of pictures thatare in the
wrong order. They listen to a description of each of the picturesor to a story involving the
events in the pictures, and they put the picturesin the right order. Instead ofusing pictures that
tell a story, a collection of pictures of faces or cars, forexample, can be used. The pictures must
be put in the same order as that inwhich they are described. The same set of pictures can be
used again andagain with slightly di-erent descriptions and a di-erent order. It is easy toget
fluent speakers of English to record descriptions with very littlepreparation.[1:14,15]
Task:Reproduce the following cues. Complete each of them choosing the right variant.
E.g.: «I met your friend at my cousin’s birthday party yesterday. But I couldn’t speak to
your friend about serious matters as the party was very noisy. We danced half the night and
sang all the songs we knew, and everybody was so pleasant to talk to! I could speak about
(your friend, that party, my cousin) for hours!»[2:131]
Post- listening activities are done after the process of listening is completed. The most
common activity is to check comprehension. Another pur¬pose of post-listening tasks is to
know why some students failed to com¬prehend the heard text and missed essential points
of information. Yet another purpose is to expand on the topic or on the language of the heard
text.[3:155]
Activity 3:What is it? This activity has already been described as away of guiding early
listening and speaking. It can also be used to producelarge quantities of recorded material for
developing the listening skill, andas well is useful as an impromptu technique. The teacher
describes something, and the learners have to decide what is being described. The description
begins with only a little bit of information, and gradually more andmore information is
revealed. Here is an example.[4: 20-23]
E.g:I forgot it when I left home this morning. This made me angrybecause it is useful.
I don’t like it very much but I need it. Not everyperson has one, but I think most people do.
Some people like to lookat it and now many people play with it. Mine is quite heavy...
To sum up, all the given listening activities improve students’ listening skills and also
promote to the better knowledge of the material.
Literature:
1.Flenley, T. Making realistic listening material. Modern English Teacher.1982.
2.КолкерЯ. М. идр. Практическая методика обучения иностранному языку. Москва: «Ака-
демия»,2000
3.МильрудР.П Методика преподаванияанглийскогоязыка.Москва.Дрофа,2005
4.NationP;NewtonJ.TeachingESL/EFLlisteningandspeaking. NewYork. Routledge,2009
РЕзЮМЕ
Мақолада ўқитишнинг муқим ҳисобланган тинглаш кўникмаси ҳақида сўз юритилади,
Мақола муаллифи чет тилини ўрганувчиларга тинглаш машғулотларини ўтказиш ҳақида ўз
фикрини баён этади. Tинглаш учун берилган топшириқлар материални ўзлаштиришга, шу жум-
ладан, талабаларнинг билимини текширишга ва баҳолашга хизмат қилади.
РЕзЮМЕ
Статья посвящается обучению одного из важных видов деятельности в обучении иностран-
ному языку как слушание. Автор статьи рассматривает вопросы составления задании для про-
слушивания изучающим английский язык. Данные задания для прослушивания способствуют
лучщему усвоению материала в учебном процессе, а также позволяет проверить знания уча-
щихся.
Summary
The article devoted to one of the important language skills in teachingEnglish as listening. The
author of the work deals with the issues of listening tasks to the learners studying English language.
Listening tasks promote to the better knowledge of the material in the learning process and let check
upstudents knowledge.
