Listening Russian. Text for listening in Russian with a sound file. See what "auditing" is in other dictionaries

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Rescue expedition

By evening, the catamaran reached the shores of Antarctica. Despite the terrible weather, we lined up and began to comb the icy desert, scaring away the penguins. The landing party had to be landed at the landing site of the Martian ship, which, due to an accident, did not fly to the intended point. The commander flew along the line with an arrow, first in one direction, then in the other, and shouted at everyone. At dusk, we could barely see the landing site. The penguins stared in horror at the Martian spacecraft. Managed to save all

Developing the skill of understanding foreign speech by ear is one of the most important key points in learning English.

Definition and essence of listening

Listening is the process of listening to a foreign spoken language. This is one of the most difficult skills, as this language activity involves several factors:

• Unlike reading, listening requires real-time comprehension. There is no way to stop here and explore. Especially if it's an exam where time is very limited.
• You can't control the content like you can when speaking or writing your own text. There is no way to bypass unfamiliar lexical units and grammatical constructions, replacing them with more familiar ones.
• The speaker's speech may have some features that make it difficult to understand the text: a peculiar accent, diction, intonation.
• The English language contains many dialects. It is not uncommon for people from different parts of the UK, the United States, or Australia to have a hard time understanding each other.
• The rate of speech of the average Englishman or American is quite fast.

Types of listening

There are several varieties of this speech activity:

• Listening for detail - listening with a full understanding of the content of the text, including the smallest details. This is one of the most difficult types, since it is possible to perceive all the details only with a good knowledge of the language.
• Listening for gist - listening in order to understand the main points and general meaning. This view is much easier, as there is no need to try to capture every detail. In addition, this type of activity helps to develop one useful quality - a linguistic guess, that is, the ability to fill in the gaps from the context.
• Listening for specific information is listening to a passage in order to find specific information. The rest of the text can be skipped.
• Inferential listening - a guess based on the information heard. This type is more of a psychological nature, since the main point in this case is not understanding the information, but capturing the emotional mood and state of the interlocutor. This type can be attributed to When preparing for exams, this type of activity is not very useful, but in real life, the ability to capture the intonation shades and mood of another person greatly simplifies the process of communication.

Learning and communication

Learning listening is a means to achieve the main goal, the free recognition and understanding of English speech. It involves tuning the ear, acquiring the skills of recognizing foreign speech, recognizing lexical and grammatical material, understanding, evaluating what is heard and reproducing it in written or oral form. For this language activity, special educational materials and adapted audio books are used, designed for different levels of proficiency. English language. At self-study It is possible to listen to the text repeatedly. In exams, as a rule, the number of auditions is limited to two times.

Communicative listening is the main goal of learning, a free understanding of the speech of carriers of any foreign language with a single playback.

What does auditing provide?

There are a number of useful skills that it will help to acquire:

• Melody of speech and intonation. Many people who learn English without communicating with native speakers transfer the intonation of their native language to a foreign speech. To master another language to the full, you need to know not only the grammar system, general rules pronunciation and vocabulary. It is also important to master the emotional side of communication.
• Pronunciation. Despite the fact that in almost any English dictionary all lexical units are accompanied by transcription, not all nuances can be conveyed using graphic reproduction of sound features. Many moments can be understood and felt only in practice, listening and repeating.
• Polysemy. English words have many meanings and uses. Listening is one way to help you understand the use of words with specific examples.
• Language clue. When communicating in their native language, each person is able to fill in the missing information if they have not heard something. Exactly the same skill must be acquired by learning a foreign language. Another side is the ability to guess the meaning of a new lexical item from the context, as well as through understanding the structure of the language.

Reasons for the language barrier

There are a number of reasons that affect the degree of learning. can be caused by some factors:

• Personality features. People are divided into visuals, auditory and kinesthetics. If a person perceives information best visually, then it will be more difficult for him to understand unfamiliar speech by ear. It is impossible to completely rebuild the type of personality, but you can develop the missing qualities.
• Lack of knowledge. It is likely that the difficulties in understanding the speaker's speech are caused by insufficient knowledge of grammar and a small vocabulary.
• Features of spoken English. Often in everyday speech, native speakers use a number of abbreviations: going to - gonna, want to - wanna, am not - ain "t, must not - mustn" t etc.
• Lack of practice. Even with a good level of foreign language proficiency, a sufficient amount of practice is needed. It is important to take time to practice each skill (writing, speaking, listening and reading).
• Complex material. As you learn, you need to gradually increase the requirements. An excessively high bar at the very beginning of the educational process will not bring good results. Therefore, first of all, you can focus on educational texts and adapted audio books. If there are certain difficulties when trying to understand English speech, you can choose a book one level lower. For example, if your grammatical knowledge and vocabulary are at the Upper-Intermediate (B2) level, take the Intermediate (B1) audiobook.

How to improve your listening comprehension

The two main reasons for the difficulties that arise are the pace of speech and insufficient knowledge. It is important to learn to perceive not every single word, but whole stable expressions and constructions. This process can be compared to playing a musical instrument. The musician does not think about how to play each individual note, he thinks in terms of passages and phrases.

In each text there are a number of phrases that you have already met repeatedly. First of all, these are all kinds of clichés, such as, for example, as a matter of fact - in fact, there is no doubt - beyond doubt, etc. Knowledge of such stable structures will greatly simplify the process of perception of information.

Regularity of classes

Constant practice is the key to success. Half an hour of daily lessons will be more useful than a three-hour lesson once a week. Listening to a foreign text should be given at least some time every day. This will greatly speed up the learning process. If your level of knowledge allows, you can include listening to songs and watching movies, series and TV shows. Podcasts are also very useful - short audio releases on various topics that discuss linguistic phenomena, traditions and customs, society, news, etc. Another way that deserves attention is listening to audiobooks in the background. That is, you do not have to try to delve into and understand absolutely everything. You will just gradually get used to the sound of English speech.

What to look for when preparing for exams?

If you are working through texts from a textbook, pay attention to the title of the lesson, the illustrations, and the list of questions before listening. Try to penetrate and anticipate what exactly you will hear. This will help to tune the brain to the perception of the necessary information.

If you have to take an audition, you need to work out as carefully as the other questions, and start preparing well before the exam. When preparing, try to recreate the same conditions that will be on the exam:

• Try to complete the task within the limited time.
• Use speakers, not headphones.
• Since this is an audition with tasks, take the time not only to listen, but also to fill out the forms.
• Read the questions carefully, as quite often errors are caused by a misunderstanding of the task.
• If possible, learn about approximate topics in advance and find the necessary manuals. Whether you're taking your audition for Grade 11, IELTS, or TOEFL, start preparing early.

• Learn your favorite songs. This will help develop both listening and pronunciation skills. Moreover, these two language activities are closely interconnected. It's hard for you to hear what you can't say.
• Listen to an English audiobook that you have read in your own language.
• When searching for materials, be guided by your level and interests. Choose listening texts that are of interest to you.
• At the beginning of training, avoid materials replete with specific terminology.
• Try to understand unfamiliar words from the context.
• Communicate with native speakers whenever possible.
• You should get rid of the illusion that in a week or a month you can master a foreign language at a high level. If you have an exam to take, start preparing well in advance.

Listening in English is a rather difficult task, however, with regular classes and properly selected teaching materials for this part examination work You can even prepare yourself.

This manual contains literary texts and control tasks for them with answer options that allow you to test the listening skills of students in grades 5-11 in the Russian language.
The publication will provide practical assistance to teachers, schoolchildren and their parents in preparing for a new type of knowledge control for the Russian language course.

Examples.
How did his "yearning soul find solace in the great writer"?
a) enthusiastically read Shmakhin until the morning;
b) the novel made me think about my own life;
c) Shmakhin remembered the hobbies of his youth;
d) the master snored.

Why does Chekhov consider his hero hopeless?
a) a person who is not busy with business will never be saved from boredom;
b) if there were any talents in the hero, they were hopelessly destroyed by laziness;
c) the state cannot hope for such citizens (neither it nor they have any future);
d) it is like a diagnosis: it is impossible to cure such a disfigured personality.

What is the author's message to the reader?
a) it is necessary to improve roads and bridges;
b) you need to think over your leisure time in advance and seriously;
c) be horrified by this person and do not become like her!
d) fill your life with serious and interesting content.

CONTENT
5th class
Viktor Dragunsky. He is alive and glowing
Questions and tasks
K. Paustovsky. thief cat
Questions and tasks
6TH GRADE
Viktor Dragunsky. childhood friend
Questions and tasks
K. Paustovsky. rubber boat
Questions and tasks
7TH GRADE
K. Paustovsky. Snow
Questions and tasks
M. Zoshchenko. Thirty years later
Questions and tasks
8TH GRADE
K. Paustovsky. old cook
Questions and tasks
A. Green. Pillory
Questions and tasks
9 CLASS
M. Gorky. Watch
Questions and tasks
A. Chekhov. Yearning
Questions and tasks
GRADE 10
I. Bunin. Cold fall
Questions and tasks
A. Chekhov. Small fry
Questions and tasks
GRADE 11
I. Bunin. Mowers
Questions and tasks
A. Chekhov. Hopeless
Questions and tasks.

Free download e-book in a convenient format, watch and read:
Download the book Texts and tasks for listening in the Russian language, grades 5-11, Dyachenko L.V., 2002 - fileskachat.com, fast and free download.

• Russian language in tables, grades 5-11, reference materials, Savchenkova G.F., 2014
• Working with text in the Russian language lesson, Teacher's guide, grades 5-11, Aleksandrova O.M., Dobrotina I.N., Gosteva Yu.N., Vasiliev I.P., Uskova I.V., 2019

Description of the presentation on individual slides:

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* City laboratory "Design of modules work program in the Russian language aimed at improving the types of speech activity "Head: Skopina Olga Valerievna

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Lesson No. 2 “Creating a module of the work program “Speech activity: listening (effective listening). Results of approbation of control measures for auditing. *

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Task 1. And Vaska listens and eats. Listen more, talk less. Didn't see it, didn't hear it. It is pleasant to listen to speech with a proverb. An attentive listener inspires the speaker. You will not listen to all the speeches. Learn to listen well if you want to be a pleasure to listen *

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* Listening The term "listening" refers to the process of perception of sounding speech, which involves listening, understanding and interpreting the information perceived by the ear

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Task 1 1 group - what helps a person to be a good listener? Group 2 - what prevents a person from being a good listener? *

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Task 2 Program "News" Questions: 1. Explain the sequence of events presented. 2. Find the connection between the plots 3. What idea does the program convey? *

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Task 3 Read the text. Formulate a listening problem. Why is it important to teach listening? Evaluate the statement of each group according to the criteria. *

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Task 4 Control event on the topic: "Creating a statement containing the communicative intention of the characters." *

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Task 4 Text for analysis A. Exupery "The Little Prince" Task: Determine the communicative intention of the characters. 1 group. What did the rose want to say? 2 group. What did the little prince understand for himself? *

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Structure of the control activity 1. Topic 2. Goal 3. Specific result *

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Structure of the control event 4. Description of the control event: 4.1. Module checked during the CM 4.2. Object of assessment *

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The structure of the control event 4.3. Terms of reference: 4.3.1. Listen to the text 4.3.2. Answer the questions. From the proposed answers, select the correct one 4.3.3. The task is given ... minutes 4.3.4. Description of the assessment procedure *

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Listening Based on the experimental data, two reasons can be identified that impede auditory perception and understanding: the focus of students' attention only on the general content and the inability to understand secondary, but extremely important information for a deeper understanding; too fast switching of attention from the language form to the content. *

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Listening Listening, associated with the understanding of other people's thoughts and the intention underlying the statement, implies the presence of sufficient high level development of lexical, grammatical and phonetic automatisms. Only under this condition can the listener's attention be focused on the content. *

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Listening In order for such listening to be successful, it should be preceded by a more thorough working out of new material at the stage of explanation, as well as exercises in listening to microtexts (semantic pieces) by sounding up to half a minute, which is approximately 50-70 words. Each audition should be accompanied by specific and feasible tasks. *

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* Psychological aspects that should be paid attention to for successful listening Listening to speech messages is associated with the activity of memory. The process of listening to speech is characterized by a high degree of concentration. The success of listening depends, in particular, on the need for students to learn something new, on the presence of interest in the topic of the message, on the orientation towards cognitive activity. Thoughtful organization of the educational process, clarity and consistency of presentation, maximum reliance on active mental activity, a variety of teaching methods, clarification of perception tasks allows you to create internal motivation, direct students' attention to moments that will help program future practical activities with the perceived material.

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* Depending on the target setting prior to listening, perception will be either passive or active. In the latter case, the listener will be able to quickly engage in "search activity", successfully put forward hypotheses, test them and correct them, better remember the logic and sequence of presentation.

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* Dependence of listening on the conditions of perception. The rate of speech messages. An objectively set tempo of a speech message determines the speed and accuracy of listening comprehension as well as the efficiency of memorization. The rate of speech depends on the importance of the information contained in the individual parts of the message. More important information is given more slowly, by emphasizing the length of vowels, secondary information is given more quickly. The nature of the messages also matters. The complexity of the study of the tempo of speech lies in the fact that it is closely related to other means of expression - with rhythm, stress, and especially with pauses.

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* It has been experimentally established that the reduction of pauses by more than half worsens the semantic perception, and at the subjective level causes a false idea of ​​an increase in the speed of the tempo. In order for the tempo of speech not to become an obstacle in listening perception, the speed of presentation can in some cases be slowed down by increasing the duration of the pauses between semantic pieces.

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* The number of presentations and the volume of speech messages. For effective listening training, it is important to correctly resolve the issue of the advisability of repeated (or multiple) presentation of the same speech message and the duration of its sound. Experiments conducted in the school classroom revealed a very tangible dependence of understanding on the amount of presentation, especially at the initial stage of learning. So, according to some studies, repeated listening to the message improves understanding by 16.5%, the third - by 12.7% (compared to the second), subsequent listening does not give a significant improvement in speech understanding.

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* When determining the size of a monologue or dialog message, either the sound time or the number of words or sentences is indicated. For the initial stage of secondary school, descriptive texts are intended, consisting of 3-6 sentences, at the middle level this number increases to 10-15, and by the end of schooling - up to 20-25.

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The volume of speech messages depends on the place where the exercises are performed. As for work in the classroom, the average length of texts, measured by the duration of the sound in the fifth or sixth grades, is two or three minutes, and in the older ones, three to five minutes. A text of up to three minutes of sound is considered to be optimal, since it does not exceed the ability of students to retain information.

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* Supports and landmarks of perception. The success of listening largely depends on whether it contains the necessary tips and supports for memorization. The perception of speech by ear begins with the allocation of semantic landmarks. First of all, this should include intonation, rhythm, pauses, and especially logical stress. They should not only be relevant to the content; but also to perform the expressive function of speech, that is, to express the emotional attitude of the speaker to the reported facts, phenomena. In neutral speaking, comprehension is greatly reduced. Introductory words, repetitions, rhetorical questions, etc. are also used to highlight semantic landmarks. Speech stamps, which are widely used in colloquial speech, are of great help. The nature of landmarks and supports varies depending on the speech experience and the way audio texts are presented.

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* Preparatory exercises. Taking into account the factors influencing the perception of speech messages, two groups can be distinguished in preparatory exercises: exercises aimed at relieving difficulties of a linguistic nature; exercises aimed at overcoming difficulties of a psychological nature.

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* As a result of performing exercises of the 1st group (removing linguistic difficulties), the following skills are formed: 1) isolation of unfamiliar phenomena from speech messages, their differentiation and understanding; 2) correlation of sound patterns with semantics; 3) determining the meaning of words (using word-building guesses); 4) determining the contextual meaning of various lexical units and grammatical structures; 5) recognition and comprehension of synonymous and antonymic phenomena.

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* The second group of exercises aimed at overcoming psychological difficulties contributes to the development of: 1) predictive skills; 2) the volume of short-term and verbal-logical memory; 3) the mechanism of equivalent substitutions; 4) speech hearing; 5) the ability to curtail (reduce) inner speech.

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* Speech exercises contribute to the development of skills to perceive speech messages in conditions approaching natural speech communication. They teach: a) to identify the most informative parts of the message; b) address gaps in understanding through text-level prediction; c) correlate the text with the situation of communication; d) divide the audio text into semantic pieces and determine the main idea in each of them; e) record the main part of the information in writing.

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* Speech exercises 1. Listen to texts, different in content, at a normal pace, relying on visuals, and then in sound recording without relying on visuals and answer the questions 2. Listen to the beginning of the story and try to guess what happened next 3. Look at the picture , listen to the beginning of the story, try to guess the subsequent content. 4. Listen to the story and retell that part of it that is a description of this picture. 5. Listen to a story and answer the questions 6. Listen to two stories and say what they have in common and what is different.

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* 7. Listen to the text u select a title for it 8. Listen to the text u state its content in two to four sentences 9. Listen to the text u arrange the points of the plan in the correct order 10. Listen to the text u determine its type (message, description, narrative, reasoning) 11. Listen to the dialogue and briefly convey its content. 12. Tell about .... by listening to the text. 13. Answer the questions by listening to a piece of text. 14. Listen to a fragment of the text u use the information from it in the preparation of the target statement (for a specific addressee). 15. Listen to several fragments of the text, make a plan for the statement. 16. Make an utterance plan for a given communication situation and listen to several fragments of the text to obtain the necessary information 17. Make an utterance plan. Listen to the proposed materials, select the ones that correspond to the plan, extract the necessary information from them when listening again and issue a statement.

33 slide

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* Exercises for teaching the perception of the speech flow 1. Divide the superphrasal units into sentences by ear. 2. Say what is missing in the superphrasal unity. 3. After listening to a group of sentences twice, indicate the sentence missed by the announcer during repeated reading 4. From a number of sentences, select the one that does not correspond to the topic 5. In the process of listening to the sentences, mark on the cards the sequence of their pronunciation by the announcer. (The sentences are written on the cards in a different order.) 6. In the process of listening to sentences related to each other in meaning, rearrange the same sentences written on the card (board) in accordance with the content, the logical sequence of their presentation by ear. 7. Compare the order of the same sentences on the u card in the sound recording, point out the differences

34 slide

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* 8. Listen to a fragment of the text, arrange the points of the plan (retelling) of the text in the right order 9. Arrange the keywords in the order they are used in the text read by the speaker 10. Mark the means of connection used in the listened text in the list. 11. Mark in the list the numbers named in the text 12. Mark in the list the proper names named in the text by the announcer 13. Write down the numbers named in the text 14. Write down the proper names named in the text 15. Write down the character traits of the character named in the text 16. Write down the named in the text text words and phrases related to the topic under study. 17. Listen to a piece of text, say which of the given topics it corresponds to 18. Listen to two fragments on the same topic and say what new information is contained in the second fragment compared to the first. 19. Listen to a fragment of the text u write down the key words 20. Listen to the fragment of the text again u do not say it using the previously recorded keywords.

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* 21. Listen to a fragment of the text and find inaccuracies in its Russian translation. 22. Listen to a fragment of the text and, based on the content, name its topic and the problem in question. 23. Listen to a fragment of the text u find in it the answers to the questions posed. 24. Listen to a fragment of the text u find in it the words and phrases that correspond to the definitions or description of the drawings. 25. Listen to a piece of text u determine the correct answer to the question (5 options are given.) 26. Listen to the text, and then, when presented again (at a certain point, the sound turns off), reproduce the rest of the text yourself.

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* Exercises for teaching anticipation (anticipation in philosophy and psychology - anticipation, prediction, idea of ​​an object or event that occurs before the act of their perception, expectation of an event) to isolate various categories of semantic information 1. Listen to the sentence and make up the following own, combined in meaning with heard. 2. Listen to the oral presentation and say who (what) is being discussed. 3. Listen to a series of sentences in superphrasal unity and identify the sentence that expresses the main idea. 4. Review the outline of the text and give a title to the text. 5. Review the list of keywords and determine the topic of the text. 6. Listen to the sentences from the text and try to identify its idea, theme.

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* 7. Listen to the beginning of the text and try to plan the continuation of the text. 8. Listen to a piece of text u try to continue it orally. 9. Listen to a text fragment with visual support on its concise retelling on a card u expand this retelling orally using the semantic information received 10. Listen to a text fragment u find its place in the graphic text. 11. Listen to a piece of text and find the place where it is skipped in the corresponding graphic text 12. Look through a series of sentences, determine the connecting semantic link and arrange the sentences in a logical sequence 13. Select key words for each semantic thesis and, after listening to a text fragment, determine how well the words.

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* Exercises for the development of auditory memory, attention, imagination, logical thinking 1. Listen to two logically related phrases and repeat them. 2. Listen to the speech samples and show the illustrations corresponding to them. 3. Listen to the sentences and perform the corresponding actions with objects or imitate these actions. 4. Listen to the sentences and organize them in a logical sequence. 5. Listen to two phrases u say what is missing (what is new) in the second. 6. Memorize the dialogue by repeating the lines after the speaker. (The lines get progressively longer) AUDITING SKILL. A speech operation brought to the level of automatism and associated with the recognition and discrimination by ear of individual sounds and sound complexes, including various types of intonation structures in the speech stream. A. n. is formed as a result of performing special language exercises. AUDITING SKILL. A speech operation brought to the level of automatism and associated with the recognition and discrimination by ear of individual sounds and sound complexes, including various types of intonation structures in the speech stream. A. n. is formed as a result of performing special language exercises.

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* For listening to descriptive texts, it is very important to develop students' verbal understanding of speech, that is, to teach them to recognize and understand speech units with the lexical content in which they previously met: a) in a familiar environment; b) in a new environment; to teach to differentiate similar words and speech patterns based on the context.

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* For the perception and understanding of texts of a narrative nature, it is also necessary to teach students to highlight the facts referred to in the message; to separate one episode from another; observe the sequence of actions; have a good idea of ​​what is being said; be able to highlight the ideas expressed in speech; be able to separate the main from the secondary; be able to guess the possible content of the statement: a) by exposition; b) according to the situation (for dialogic speech); understand the content of speech regardless of individual incomprehensible places.

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* For the perception of texts of a plot nature, substantive and logical understanding may not be enough. A deep and accurate understanding of what is heard involves penetration into what is expressed in the story not straightforwardly, but indirectly, allegorically, with the help of artistic means and intonation. In this case, we can talk about understanding the implicit meaning of the statement and understanding the expressiveness of speech, which is a prerequisite for revealing the subtext.

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* When determining easy texts or the most suitable for listening, you can be guided by the following requirements. Texts must: 1) have ideological and educational value; 2) correspond to the age characteristics of students and their speech experience in their native and foreign languages; 3) contain a specific problem of interest to the listeners; 4) have a clear, simple presentation, with strict logic and causality; 5) present different forms of speech - monologue, dialogic, dialog-monologic (in the latter case with a minimum of dialogue); 6) not be written in the first person (which makes listening difficult at the initial stage); 7) have redundant elements of information.

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* Intra-text features of the text: The introduction performs the function of entering the text and serves as a kind of orientation tool. When choosing or restoring audio texts, it should be remembered that the introduction may contain either one or two phrases of a connecting nature, or a rhetorical question that facilitates prediction. It may include brief information on a topic or introduce students to a larger context.

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* The main part of the message usually consists of paragraphs that are interconnected in meaning and logical and compositional construction. The conclusion may contain a summarizing part, an explanation or reinforcement, an assessment, an indication of continuation, or an appeal to the listeners. When teaching listening from specially composed texts, it can end with a specific task in which a question for discussion is highlighted.

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* Stages of listening 1. Selection of material. When selecting texts for listening, the teacher takes into account: a) their information content, i.e. the presence in them of information of cognitive value, b) the presence in the texts of information already known to students (obtained in foreign language lessons or lessons in other subjects), which can serve as a support in listening or makes it possible to create such a support, c) the correspondence of language difficulties texts to the level of students' preparation, d) educational value of texts, their ideological potential.