Listen three times, write down what you hear and check your answers. So many listening exercises! Are the sentences Active or Passive? - English Online Exercise. How well do you understand the English you read or hear? These comprehension exercises can help you improve. Getting your child to listen to you (and not simply hear) is a task. However, this article brings a host of exercises, games and learning activities that will push your child’s listening skills to. This resource is rich with ideas, tips, and exercises to help you better communicate and improve your relationships with your family, friends and coworkers.
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2.1. You are going to hear Greg and Tricia talking about their holidays. Listen to their conversation and mark the following statements as True or False:
1. Greg and Tricia are going to have quite an active holiday.
2. They are both going on a 3-week late summer holiday.
3. Both Tricia and Greg are leaving for a holiday with their relatives.
4. Both Tricia and Greg are going to combine pleasure and work while on holiday.
2.2. Listen to the dialogue again focusing on the details of the conversation. Complete the following sentences:
1. Tricia and Kerry are leaving next …
2. Their flight leaves …
3. They are flying from …
4. They are going to be in Italy for…
5. They are coming back …
6. If there’s time the sisters want to visit …
7. Greg and some of his friends are catching …
8. They are hoping to get across .. in time to catch the ferry from..
9. Greg and his companions are coming back..
Language Focus
Service manual bearcat 55 outboard. Listen to the recording again and pick out the English equivalents for the following sentences:
1. отправляться вечерним рейсом
2. доставить в аэропорт на машине
3. танцевать в дискоклубе всю ночь
4. Везет тебе!
5. ехать всю ночь
6. нельзя знать наверняка, путешествуя..
7. проводить отпуск, путешествуя в трейлере
Minecraft indev jar. 8. по дороге туда
Follow-Up Activities
Reproduce one of the dialogues as close to the tape as possible. If needed listen to it again.
4.2. Discuss your plans for the future holiday with a partner. Use the vocabulary of the recording you’ve listened to.
Lesson B.OUT-OF-CLASS LISTENING
Text Title: A visit to Scotland
Cassette: From Advanced Conversation,
by M.Geddes, G.Sturtridge, Sh.Been
Pre-Listening Vocabulary
Go through the following a) names and b) nouns. They’ll help you understand the recording.
a) St. Giles Cathedral
Holyrood Palace
the River Forth
Oban [È«Ub«n] - a town in Scotland
Shiel Island
b) seal - тюлень
tartan [ÈtAùt«n] - клетчатая, шерстяная ткань; шотландский плед
Comprehension Exercises
Imagine you and a friend are planning a two-and-a-half-day trip to Edinburgh in Scotland. You will hear a travel agent suggesting what you should do to get the most out of your short trip. Your friend is busy at the moment shopping in the city. As you listen to the travel agent, write down the main points of her talk. Get ready to instruct your friend about the plan suggested by the travel agent.
Tape Dictation
UNIT 2
Lesson A.IN-CLASS LISTENING
Text Title: Journey to Namur
Cassette: From The Cambridge English Course,
by M.Swan, C.Walter
Pre-Listening Exercises
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In each pair of sentences given below choose the one from the recording. | Give the English equivalents for the following Russian sentences using the language of the recording. | Listen to the tape again to find the answers to these questions. | Follow-Up Activity | Go over the list of words. Make sure there are no difficulties in understanding their meanings. | Complete the following sentences from the recording choosing the right intensifier from the box below. One of them can be used more than once. | Listen to the tape again and fill in the gaps in the sentences below. | Pre-Listening Vocabulary | Caernarfon | Pre-Listening Vocabulary |
Methodological classification of LC given by Резнюк:
Proper – when teacher prepare text for students by the tape.
Attendant- ( when all 4 types of speech activity are developed in integration)
Active Listening Exercises For Adults
Instructive-corrective- when instruction and corrections are given
Situational- when listening material is given in the form of situation.
Психо-лингвистическая характеристика диалогической формы общения. структура и функциональные разновидности диалогов.упражнения для формирования способности и готовности к диалоговому общению. Способы создания речевых ситуаций для стимулирования межкультурного диалогового общения.
Psycholinguistic characteristics of dialogical forms of communication.Structure and functional variety of dialogues.Exercises for the formation of the ability and willingness to dialogue communication.How to create speech situations to encourage intercultural dialogue communication.Dialogic speech is a complex speech activity in which speech of one of the participants depends on the verbal behavior of the another. One of the psycholinguistic features of dialogic speech is limiting in time, i.e. the need to respond quickly to a replica of the interlocutor (собеседник), which implies possession unprepared speech. There is also situational dialogue speech, because the sides are always under certain conditions and their replicas often depend on the situation. Dialogue is characterized by shortness of utterance (linguistic description of speech) due to the knowledge of the situation in which communication takes place. Dialogue is characterized by a large number of clichés, stamps (linguistic description of speech), for example: Let's see! Come on! Who knows! What luck! Good luck! We should not forget that the dialogic speech structurally diverse. It is not limited to questions and answers. The most important feature of dialogic speech is that the dialogue is based on the interaction of the interlocutors, adapting behavior to the behavior of one another.Structure of a dialogue. Dialogue must meet the following formal requirements:
Active Listening Exercises For Middle School Students
1) 'moves' the dialogue made by the participants at a time;2) dialogue ends after the last number of steps, the result of allowing decide who won and who lost;3) The participants in the dialogue have the right to impose restrictions on it due to the accepted rules of reasoning and influencing change in its structure;4) The dialogue is based on the reaction of one party to the 'moves' the other.Common that combines a variety of dialogical situation is question-answer complex. No wonder the ancient Greek philosopher Diogenes Laertius wrote that dialogue is 'speech, which consists of questions and answers.' Dialogue moves depend on the success or failure, qualified or unqualified formulated initial questions and answers to them. Attitude of question and answer is the core of the dialogue. As a part of this relationship question has leading role. It gives the dialogue strict direction.
Around the question-answer dialogue core, there are other sometimes implicitly generated elements:a) the motives and objectives of the dialogue;b) criteria for the selection of points of view, arguments;c) auxiliary elements as reaction to the opposite side (tips, updates, expressions of approval, disapproval, etc.)From the methodological point of view there are different types of dialogue: dialogical unity, micro dialogue and macro dialogue. Unit training dialogic speech is dialogic unity formed by a pair of replicas, one of which - a replica-stimulus, the other - a replica-response. Ways of combining the replicas may be different, they are the basis of a functional typology of dialogue ones:question –answer;question - a counter-question;Message – question;message - a reply message
invitation (please) - the agreement (disagreement);message (order, please) - an emotional reaction;request – Message;message – request.There are many types of exercises which can help for the formation of the ability and willingness to dialogue communication. The most known of them are role plays, situational tasks, Problem solving tasks, and etc. in these tasks students are divided into pairs and work together by playing role-play, showing presentations or making posters. They help for the expanding the students' free thinking, to develop their speaking skills. Exercises prompted the teacher:Expansion and contraction of the utterance. The purpose of this exercise - the ability to distinguish between keywords, 'meaning milestone' of minor elements on the details.;Narrowing statements aims to teach highlight key facts in the main statement - to express a thought without unnecessary details.;Combination of the two speech samples. The purpose of the exercise - to acquire the skills to combine linguistic material.;The wording of the question with the help of pictures and prompt.Exercises relying on clarity:
- Answers to questions from the pictures.;Drawing up a dialogue, using a picture or series of pictures.;Building on the situation:;With limited linguistic material, for example: Mom told Paul to put his winter jacket and gloves because it's cold. Paul puts the jacket, but he does not put the gloves. Talk to mom and Paul.Without limiting the material.Created using the image on flanelegrafe (or pattern epifilma, filmstrip).
The learning process of intercultural dialogue communication should be situational, for its success required a live situation, natural, governmental, interpersonal communication, psychological support to adequately assess the actions. In order to create speech situations we can use stimulating, gaming, problem, creative, research, project, role, search, reproductive and productive, oral, written, pair, group, individual works.
Психо-лингвистическая характеристика монологической формы общения. Способы общения монологовой формой общения. Упражнения для формирования рече-коммуникативных типов монологового общения (описание, повествование, рассуждение).
Psycholinguistic characteristic monologue form of communication. Ways of mastering monologue communications. Exercises for the formation reche and communication types of communication monologue (description, narration, reasoning).Monologue speech is the speech of a person facing the audience or to himself. Monologue differs in consisting of one or a series of statements, i.e. it is a text reported by one or more listeners. A distinctive feature of monologue speech is its consistency, logical development of the content, completeness (psychological characteristics) required the speaker to convince the correctness of his judgment, and by the form - focus and spreads (linguistic description of speech) in order to listen to understand, what they say. An important feature of psychological monologue speech is its continuity, which allows the speaker connected and fully expresses their thoughts.For mastering monologue speech it is necessary to develop following students' skills:Based on the goals of communication to connect with each other examining the types of proposals to form a message.;Understand and remember the statements in the sample listening.;Build a brief message on the model and make the transformation (expansion, contraction, replacing et al.).;Build Posts narrative and descriptive (supported by pictures, films, filmstrips, or without support) on a familiar theme.;Build posts with elements narrowing (evaluation events characteristic of actors, their attitude to hear or read), drawing on the plan or without support.;These skills are formed by applying the conditional speech exercises, which aim to train connectivity and logical statements. These exercises vary in supports:Exercises with support questions or at the language material. Students in primary stage after exercise in the expression of thought in one sentence learn to answer the question 2-3mya suggestions: Who is it? It's a boy. His name is Serge. He is thirteen and a half. In such exercises, it might be asking questions such as: Compose a story: 'At the store.' You're going to the store. What do you see? What do you buy? Sometimes the logic of presentation controls the order of the included language material. For example, the theme of Le Petit Prince. Need to talk about this work, using the following words: live, planet..Exercises for the development of MS, built on the so-called logic-syntactic pattern. Sequence is used phrases, as it reflects a certain logic of thought and repeatability syntactic linkages between phrases, for example: I love .. And I .. well quite often .. But ..Exercises with the support of the situation: a) the story according to plan; b) the story without the proposed plan.Exercise relying on the text.Exercises relying on clarity.
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