Автор: Пользователь скрыл имя, 12 Ноября 2010 в 19:24, дипломная работа
Цель: теоретически обосновать и практически подтвердить эффективность применения аудитивных упражнений для более качественного развития рецептивных навыков.
Задачи исследования:
1.рассмотреть психологические основы обучения аудированию на старшем этапе
2.рассмотреть механизмы аудирования;
3.изучить методическую литературу по данной теме;
4.рассмотреть аудирование как цель и как средство обучения;
5.выявить основные трудности понимания речи на слух;
6.описать особенности восприятия иноязычной речи на слух;
7.описать систему работы над аудиотектами;
8.апробировать различные виды аудитивных упражнений на практике для выявления их эффективности.
Данная работа представлена тремя главами, введением и заключением.
В первой главе были рассмотрены основные вопросы, связанные с психологическими основами обучения аудированию. Во второй главе был исследован процесс аудирования методической точки зрения, т.е. способы его преподавания как одного из труднейших и важнейших видов речевой деятельности, пути преодоления трудностей, с которыми учащиеся сталкиваются, система работы над аудиотекстами, а также упражнения на развитие рецептивных навыков.
Третья глава посвящена опытно – практической работе по развитию аудитивных навыков на старшей ступени обучения английскому языку.
Приложение
С
Этап «Коррекционная работа по развитию рецептивных навыков на старшей ступени обучения английскому языку с помощью аудитивных упражнений»
Цель:
практически подтвердить эффективность
применения различных видов аудитивных
упражнений, способствующих более качественному
развитию рецептивных навыков.
10th lesson
Theme: Different life styles
Aim(s):
- to practice pupils in listening for specific information
- to practice pupils in speaking (discussion)
Lesson Procedure
| Stages | Teacher’s actions |
| Pre-listening tasks | “Answering questions” Task: Before you listen to the dialogue, please answer the following questions. 1. What this text is about (take a look at the title)? 2. Do you have a day timer of your own? 3. Do you think everything
should be planned for a day? “New words” Task: It will be difficult for you to understand the following words so these are their meanings: Duchess-wife of a duke The Times-an English newspaper Proper names: Robin Nite, Duchess of Wessex, The Times, Phillip. |
| While-listening tasks | “Filling the form” Task: Listen and simultaneously complete the form. FORM: What does Duchess do at this time? 7.00-… 10.00-… 11.00-… 12.30-… 18.00-… 20.00-… 21.30-… 22.00-… TEXT: A day timer of a duchess. Robin Nite the television reporter is interviewing the Duchess of Wessex for the program “The English at Home”. -Now, Duchess, tell us about an ordinary day of your life. -Well, I wake up at seven o’clock. -Really? Do you get up then? -No, of cause, I don’t get up at that time. I have breakfast at bed and I read “The Times”. -What time do you get up? -I get up at ten. -What do you do then? -I read my letters and dictate the replies to my secretary. -And then? -At eleven I walk in the garden with Phillip. -Oh, who is Phillip? -Phillip is my dog. -What time do you have lunch? -I have lunch at twelve thirty. -And after lunch? -Oh, I rest until six o’clock. -And at six, what do you do at six? -I dress to dinner. -We have dinner at eight o’clock. -What time do you go to bed? -Well, I have a bath at nine thirty and I go to bed at ten. -Thank you, Duchess. You certainly have a busy and interesting life. |
| Follow-up activities | “Answering questions” Task: Answer the following questions. Prove and enlarge your answer. 1. How do you think is it a spoof (parody) of a day of a real Duchess? 2. What does real Duchess do during her day? 3. Do you find this dialogue funny? Why? |
Приложение
Т
Этап «Анализ и обобщение результатов»
Цель:
сравнение результатов применения аудитивных
упражнений на момент начала и завершения
исследования.
Theme: How the whale got his throat?
Aim(s):
- to practice pupils in listening for specific information
- to practice pupils in speaking monologue
or dialogue
Lesson Procedure
| Stages | Teacher’s actions |
| Pre-listening tasks | “Answering questions” Task: Before you listen to, please answer the following questions. What do you know about Rudyard Kipling? Where did he live? What books did Kipling write? What is his most famous children's book? What tales from Kipling's book "Just so stories" do you know? Do you like Kipling's stories?
Why? “New words” Task: It will be difficult for you to understand the following words so these are their meanings: mackereel dace eel skate whale garfish starfish crab pickerel plaice hiccough - икота mariner - моряк natal-shore - родной берег stute - хитрый nubbly - грубый ship-wrecked - потерпевший кораблекрушение a man of infinite - resource -and - sagacity - человек безграничной находчивости и сообразительности swallow - проглотить |
| While-listening tasks | “Description” Task: Listen to the text and answer who is who. was stute was hungry swam as fast as he could wore nothing but a pair of breeches and a pair of suspenders felt most unhappy was a person of infinite -resource - and - sagacity put the grating into the Whale's
throat “Answering questions” Task: Listen to the text again and get ready to answer the questions after it. What did the Whale eat with his mouth? What did the small Stute Fish say to the Whale? The Whale found one single, solitary shipwrecked Mariner, didn't he? What did the Whale swallow? Whom did the Whale swallow? How could the mariner get out of the Whale? What can you say about the mariner? |
| Follow-up activities | “Completing” Task: Complete the sentences from the text, fill in the blanks with the correct answer using words from the box: hiccoughs angry swallowed afraid time find 1. In the sea, once upon a _____, there was a Whale. 2. Then the whale opened his mouth and _____ the ship-wrecked Mariner. 3. All the fishes he could ____ in all the sea he ate with his mouth. 4. Come out and behave yourself. I've got the ______. 5. The small Stute Fish went
and hid himself in the mud He was ______ that the Whale might be _____
with him. “Filling the table” Task: Whose words are these? Choose the correct answer from the list: The Man The Stute Fish The Whale "This man is very nubbly, and besides he is making me hiccough." "You had better take him home." "Nay, nay! Not so, but otherwise. Take me to my natal shore." "Have you ever tasted Man?" "It is only fair to tell you, he is a man of infinite - resource -and - sagacity." "Come out and behave yourself.
I`ve got the hiccoughs." “Reordering” Task: Put the sentences in the right order:
Speaking: I. Make up short dialogues between: The Whale and the Stute Fish The Whale and the Mariner II. Retell the story, describing the pictures |
Приложение У
Этап «Анализ и обобщение результатов»
Цель: сравнение результатов применения аудитивных упражнений на момент начала и завершения исследования
Результаты
контрольного урока
| №№ | ФИО | Уровень общего понимания | Уровень глобального понимания | Уровень критического понимания | Отметка |
| 1 | Ивашковский А. | 4 | 5 | 5 | 5 |
| 2 | Александрова Е. | 5 | 5 | 5 | 5 |
| 3 | Соловьева Н. | 5 | 4 | 5 | 5 |
| 4 | Фунтикова А. | 3 | 3 | 3 | 3 |
| 5 | Митряшин К. | 4 | 4 | 4 | 4 |
| 6 | Митряшина Т. | 4 | 4 | 5 | 4 |
| 7 | Шевчук Ю. | 4 | 5 | 4 | 4 |
| 8 | Денисова А. | 5 | 5 | 5 | 5 |
| 9 | Арсеньев М. | 3 | 4 | 3 | 3 |
| 10 | Рязанцев П. | 4 | 4 | 4 | 4 |
| 11 | Григорьев А. | 3 | 4 | 3 | 3 |
| 12 | Грачева Е. | 4 | 4 | 5 | 4 |
| 13 | Мельникова О. | 3 | 4 | 3 | 3 |
| 14 | Новакова О. | 3 | 3 | 3 | 3 |
| 15 | Чкалова Е. | 3 | 4 | 3 | 3 |
| 16 | Кашин А. | 4 | 4 | 5 | 4 |
| 17 | Яник А. | 4 | 4 | 4 | 4 |
| 18 | Скоромный С. | 4 | 4 | 3 | 4 |
| 19 | Девальд Вадим | 3 | 3 | 3 | 3 |
Отметки
по результатам аудирования:
| № | ФИО | Уровень тревожности |
| 1 | Ивашковский А. | 1 |
| 2 | Александрова Е. | 1 |
| 3 | Соловьева Н. | 1 |
| 4 | Фунтикова А. | 2 |
| 5 | Митряшин К. | 2 |
| 6 | Митряшина Т. | 2 |
| 7 | Шевчук Ю. | 1 |
| 8 | Денисова А. | 1 |
| 9 | Арсеньев М. | 2 |
| 10 | Рязанцев П. | 2 |
| 11 | Григорьев А. | 2 |
| 12 | Грачева Е. | 2 |
| 13 | Мельникова О. | 3 |
| 14 | Новакова О. | 1 |
| 15 | Чкалова Е. | 3 |
| 16 | Кашин А. | 2 |
| 17 | Яник А. | 3 |
| 18 | Скоромный С. | 1 |
| 19 | Девальд Вадим | 3 |
1 – низкий уровень тревожности – 7 учащихся – 37%
2 – средний уровень тревожности – 8 учащихся – 42%
3 – высокий уровень
тревожности – 4 учащихся – 21%