Тиллар ўҚитиш методикаси ва таълим технологиялари

Listening in real life
What do people listen to? Reason for listening
e.g. songs For pleasure

 Elicit random responses and write participants’ suggested ideas on the board.

Establish that
- in real life we listen to wide range of sources (radio and TV programmes and advertisements, announcements in the train station, someone talking to us, people’s conversations, lectures, music, etc.)
- the main reason for listening is to understand what the source is about in general, to get information we need (details that interest us [e.g. turn left and then go along the street] or information we need [e.g. the price of a kilo of fish]) and to have pleasure (music).
 Ask participants to underline the items in their responses they think are also appropriate to the English classroom. Elicit random answers.

• 
  Put participants in pairs and ask them to discuss the similarities and differences between
  

listening in real life and in classroom. Give them 5 minutes. Ask pairs to share their ideas with the whole group.
 Establish that listening in the classroom should in general be similar to listening in real life because:
- we listen to a wide range of sources (radio and TV programmes and advertisements, announcements in the train station, someone talking to us, people’s conversations, lectures, music, etc.).
- we need to get the information which is produced in the listening passage.
- we have a reason for listening to that information.
3. Listen for …
Objective: to help participants understand the nature of authentic listening tasks.
Time: 25 minutes
Materials: Handouts 1 and 2
Interaction: pair work, plenary
Procedure:
 Tell participants that now they will practise a listening activity as pupils. Put them in pairs.
 Explain that A’s are going to visit the UK and want to know what they can eat there, B’s are the people who have already visited the UK several times and can give suggestions about the food. Give out the role cards of Pupils A and B to each pair (Handout 1). If necessary, demonstrate how a task should be done. Ask them to play their roles in their pairs.
 When participants finish, ask them what the purpose for each pupil to listen to their partner was (listening for specific information, e.g. types of food and their ingredients, questions, suggestions).
 Ask participants to identify the purposes of listening tasks in Handout 2.
Distribute Handouts.