• Is interesting to the pupils of a particular age-group from the point of view of emotional colouring;

• Has a simple plot;

• Is logically characterized by the development of events;

• Is free from too many details;

• Doesn’t contain too many proper and geographical names, terminology;

• Has but several evidently unfamiliar words distributed, preferably presented not at the beginning of the text or a context (Context is a sentence or a group of sentences united by a sense – common idea).

C hief stages of teaching lc are:

Pre-listening

anticipation While-listening Post-listening

prediction

How to organize lc of a text presented by a teacher or a tape recorder in steps.

Step I. Introductory talk with the aim to prepare pupils for comprehension of a text by the ear;

Step II. Prediction. Aim –to prepare students for listening, focusing on the situation and encouraging students to predict:

a) working at the title of a text;

b) removing the language difficulties of the text (phonetic, lexical, grammatical).

Step III. Setting an aim for primary comprehension of the text.

Step IV. Primary presentation of the audiotext to the pupils with the help of visual props (pictures, adequate to the content of the text) or verbal props (key-words, word combinations, phrases).

Step V. Checking up understanding of the general content of the text.

Step VI. Setting an aim for the second presentation of the text;

Step VII. The second presentation of the text/gist listening (for specific information) – to understand the text in depth – the words, details, structures (with the help of verbal (graphic) props);

Step VIII. Checking up understanding of the details of the text

Step IX. Summing up and follow-up activities.

In accordance with the classification of ex-ses accepted in Methods of FLT, ex-ses in teaching listening comprehension may be grouped into:

• language (preparatory) ex-ses;

• speech ex-ses.

To language ex-ses we can refer phonetic ex-ses aimed at perceiving separate words on the flow of speech by the year, separate comprehending phrases and understanding their rhythmic and intonation pattern, types of sentences.

The requirements to the speech ex-ses for t.Lc are as follows:

1. they should provide proper drill in LC with the regard of its psychological and linguistic nature as a language activity (limited time of comprehension, tempo of speech), peculiarities of different language activities (dialogue, monologue);

2. they should be of training character, i.e. they should help learners to overcome grammatical, lexical and structural difficulties of LC not in isolation, as it takes place in language ex-ses, but in connected speech;

3. They should provide the formation of auding skills step by step in accordance with the level of pupils’ command of the target language, the character of the text etc.

4. ex-ses in comprehension of a definite language form (lexical, grammatical, phonetical material of an audiotext).

Such ex-ses should provide intuitive comprehension of language material, which can be made possible if: a) well-set auditory images of language phenomena are created;

b) long-term and short-term auditory memory is developed; c) inner speech in the target tongue has a developed, i.e. broken character.