В обучении аудированию учителю не у

В обучении аудированию учителю не удалось достичь поставленной цели в полном объеме в связи со слабым уровнем учащихся владения данным навыком. Рациональным было двухкратное прослушивание текста, комментарии учителя. Во время прослушивания текста, учитель делала паузы, направляла мысль учащихся, учила языковой догадке, антиципации. Работа с аудио текстом осуществлялась в соответствии с методически обоснованными этапами. Учащиеся поняли текст не в полном объеме, но несмотря на это старались высказать свое отношение по проблеме высказывания

Результаты (английский) 1:

In teaching listening the teacher failed to reach its goal in full due to the poor students of the skill. Rational was double volume hear text, teacher comments. While listening to the text, the teacher made the break, sent students thought, taught language guess, in anticipation. Working with audio text is carried out in accordance with valid methodically stages. The students understand the text in full, but in spite of it, tried to express their attitude to the problem statements

Результаты (английский) 2:

In listening to the teacher training did not achieve this goal in full due to the low level of students' ownership of this skill. The rationale was twofold listening text, teacher comments. While listening to the text, the teacher pauses, direct thoughts of students taught language guess, anticipation. Working with audio text was carried out in accordance with the reasonable steps methodically. Students understand the text is not in full, but in spite of that tried to express their views on the issue of statements

Результаты (английский) 3:

In аудированию teacher training has failed to achieve its goal in full in connection with low-level students of ownership to the skill. Rational it reduces to listen to the text,Comments teachers. While listening to the text, a teacher has done pause, sent suggested students, first grade language догадке, anticipation.Work with the audio text had been carried out in accordance with methodically sound stages. Students understand the text is not in full, but in spite of this they tried to express their attitude to the problem statements