Программа по формированию навыков безопасного поведения на дорогах и улицах «Добрая дорога детства» 2
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Designing Listening Materials for the classroomThe following procedure has become standard practice when dealing with a listening text in class: 1.Pre-listening. Various activities are used to help students to become familiar with the topic, to exposed to some language features of the text or to its overall structure, and to activate any relevant prior knowledge they have. The teacher’s role is to create interest, reasons for listening, and the confidence to listening. 2. While-listening. Before setting the students to do the task, the teacher makes sure that they have all understood what it involves. The students carry out the task independently without intervention from the teacher. Although the listening itself is done individually, student can be encouraged o check their responses in pairs or groups as soon as they are ready. As a feedback the teacher and students check and discuss the responses to the while-listening task. The teacher’s role is to help students see how successful they have been in doing the task. 3.Post-listening. Follow-up activities can be of various kinds. The teacher may wish to focus on features of the text, or on listening process to assist further development of effective listening, or on integration with other skills. (from Teaching and Learning in the Language Classroom by Tricia Hedge, Oxford, 2001.) The following are some familiar steps in a lesson in which the teacher’s objective is to develop the students’ listening skills (pre-, while, post-listening activities): 
What is your opinion about this approach? Is it perfect? Do any features trouble you? _______________________________________________________________________________________________________________________________________________________________________________________________________________ Perhaps the most vital element in learning to listen effectively in a foreign language is confidence, and confidence comes with practice and with achieving success from an early stage. The role of the teacher is to provide as much positive practice as possible. Tricia HedgeDeveloping Listening Skills 1.Evaluate different approaches to developing listening skills Look at the following list of measures teachers might employ to develop listening skills. Indicate which measures you think are effective by writing E and ineffective by writing I. In some cases a measure may be considered as either effective depending on the circumstances. Example: The teacher instructs the class to listen carefully to every word. – I (Qualification: In most cases, effective listening involves paying attention selectively. However, listening carefully to every word might be effective- and indeed ‘appropriate’ – if, for example, the task involved dictation of an address.)
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