Материал: ИздательствоБашкирский государственный педагогический университет им.М. АкмуллыISBNГод2002Страниц24. Методическая разработка к аудиороману Ребекка

INTRODUCTION

Listening is a major source of difficulty for most language learners. That’s why listening comprehension is an essential component of any language course. Audio materials used in the teaching/learning process are aimed at developing listening skills that are indispensable for effective communication. Students need to be given the competence to cope with material which is a little beyond their productive level and not to be discouraged if they do not understand the meaning of every word.

There is a wide range of listening materials: short extracts, dialogues, longer texts such as interviews, conversations, stories. For advanced students audio novels have come into use quite recently. Audio novels provide a rich variety of language and cultural experience, enlarge students’ knowledge and vocabulary, further develop students’ confidence in listening comprehension area. Strong motivation of using audio novels is unquestionable: students discover how much of the challenging text they can understand. Like any novel an audio novel based on interesting plot arouses a genuine interest, keeps the listeners in suspense and leaves a deep and lasting impression.

This teaching aid presents a set of assignments helpful to organize students’ individual activity on the audio novel “Rebecca” by Daphne du Maurier. The aid is divided into 9 sections according to the parts of the recording. (Boundaries on the recording are marked by music). Each section consists of three parts: Pre-Listening Activities, Listening Activities, PostListening Activities. “Pre-Listening Activities” part prepares students for the content and vocabulary of the text. It highlights difficult or rarely used words or phrases. Looking up words and phrases in the dictionary provides students with constant practice in a range of dictionary skills. Tasks in “Listening Activities” part place strong emphasis on listeners’ skills at deriving general information and important details from the text. The two above mentioned parts give a good opportunity to enlarge active and passive vocabularies. They also provide an opportunity for extended and prepared speaking based upon questions given in “PostListening Activities” part. Students should be encouraged to use these words, phrases and sentences more freely performing tasks in Part III.

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