Тиллар ўҚитиш методикаси ва таълим технологиялари

A List of Bottom Up Skills
(This list has been compiled from a number of sources: Peterson (1991), and Brown (2001). They are are listed in a rough order of conceptual difficulty):
• discriminating between intonation contours in sentences
• discriminating between phonemes
• listening for word endings
• recognizing syllable patterns
• being aware of sentence fillers in informal speech
• recognizing words, discriminate between word boundaries
• picking out details
• differentiating between content and function words by stress pattern
• finding the stressed syllable
• recognizing words with weak or central vowels
• recognizing when syllables or words are dropped
• recognizing words when they are linked together in streams of speech
• using features of stress, intonation and prominence to help identify important information
A List of Top-Down Skills
By using their knowledge of context and co-text, students should either be able
• to guess the meaning of the unknown word, or
• understand the general idea without getting distracted by it,
• putting a series of pictures or sequence of events in order,
• listening to conversations and identifying where they take place,
• reading information about a topic then listening to find whether or not the same
points are mentioned, or
• inferring the relationships between the people involved
• A framework for planning a listening skills lesson
• The basic framework on which you can construct a listening lesson can be divided into three main stages.
• Pre-listening, during which we help our students prepare to listen.
• While listening, during which we help to focus their attention on the listening text and guide the development of their understanding of it.
• Post-listening, during which we help our students integrate what they have learnt from the text into their existing knowledge.