«научное наследие заки ахметова и национальные ценности», в честь 95-летнего юбилея Заки Ахметова

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necessary for students to perceive it repeatedly; to understand the meaning, you can use a 
non-translational method of revealing the purpose and only, if necessary, a translation; 
situations are needed to illustrate the use of a new word. Familiarization begins with the 
perception of the whole, i.e., the statement - a speech unit correlated with the situation. 
Thus, it goes from the whole to the particular, from the account to a single word, and from 
it to the sound (if it is new). 
When working with audio materials, the ability of students to simultaneously work 
on several speech exercises is developed. 
The correct relationship of different types of speech is of certain importance in 
teaching foreign language speech. 
Consider the interaction of the ability to listen to foreign speech with the ability to 
speak, read and write in a foreign language. 
Listening and speaking. 
Listening comprehension is closely related to speaking - the expression of thoughts 
by means of the language being studied. Chatting can be a reaction to someone else's 
speech. 
Listening to foreign speech and speaking are interrelated in the educational process: 
listening can serve as the basis for saying; in turn, the quality of understanding of the 
listened material is usually controlled by answering questions about the content of the 
listened-to or by retelling it. 
Thus, listening prepares for speaking; speaking helps the formation of listening 
comprehension. 
I was listening and reading. 
There is an interaction between listening and reading. Listening tasks are usually 
given in printed form, so some of the information necessary for listening, that is, for 
understanding the text, can be extracted from the printed task. 
Listening and writing. 
Very often, the answers to the listening task must be given in writing. Therefore, 
these activities are also interconnected. 
The question often arises - when should you start introducing authentic texts into 
lesson activities? 
In modern conditions, teaching a foreign language begins from the second grade, 
that is, from the initial stage of education. The initial step in secondary school is the period 
of learning a foreign language, which allows laying the foundations of communicative 
competence, necessary and sufficient for further development and improvement while 
studying this subject. A sufficiently long period is required to lay the foundations of 
communicative competence because students need to familiarize themselves with the 
language being investigated as a means of communication from the first steps. This means 
that they must learn to understand foreign speech by ear (listening), to express their 
thoughts using language (speaking), to read, i.e., understand a foreign text read to oneself, 
and write, i.e., learn to use the graphics and spelling of a foreign language when 
performing written tasks, or be able to express your thoughts in writing. 
Being closely related to other types of speech activity, listening plays an important 
role in learning a foreign language, especially in communicative-oriented learning. 
Exercises when working with audio text can be divided into the following groups: 
Pretext. 
Exercises to do while listening 

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post-text exercises. 
Pre-text exercises are performed before listening, their purpose is to facilitate 
subsequent listening. 
These can be exercises to predict the topic of future listening, according to pictures, 
diagrams, text titles. 
The purpose of such exercises is to activate the vocabulary of students on the topic, 
to update their socio-cultural knowledge and background knowledge on the topic of 
listening. Removal of lexical and language difficulties as well as psychological stress 
before listening. 
The exercises performed while listening are most often aimed at extracting some 
information of particular interest to us. Here, most often, students' ability to navigate in 
the text is checked, to understand in which part of the text to look for information of 
interest to them. Match printed information with spoken information. Quickly search for 
the desired passage, since often such a task plan is given in such a way that some of the 
information is omitted in printed form. 
It can be filling in a table, filling in gaps in the text. 
The exercises performed after listening are often of a controlling nature. These are 
often answers to questions. Exercises like true/false. These exercises test the degree of 
understanding by students of the information contained in the text, the degree of 
penetration into the general content or details. As well as an exercise in expressing your 
attitude to what you heard. 
It is very important, when starting to work on an audio text, to create a situation of 
success, to offer them a task that they can definitely complete. Too difficult texts can cause 
disappointment for students, deprive them of faith in success. Too light audio texts are 
also undesirable. The absence of a moment of overcoming difficulties makes the work 
uninteresting and unattractive, it cannot be a developing factor in the process of learning 
a foreign language. 
It is necessary to immediately determine the purpose of listening and say that the 
main task is not to fully understand the entire text, but only to extract the information of 
interest to the teacher. 
For example: name the pieces of furniture that you heard when the task is 
formulated in such a way that students are not afraid to complete the task to the end, and 
this is very important, as they learn to listen to the recording from beginning to end. 
Further tasks should be complicated. In order to extract the necessary information, 
it is always necessary to clearly explain that the main information is always contained in 
the words that are stressed in the sentence, therefore, great attention should be paid to the 
search for stressed words. 
To do this, you can offer students to listen to individual sentences or break the 
already listened text into sentences and offer to identify stressed words. This work usually 
also does not cause any difficulties, students can easily cope with this type of task, which 
helps to improve students' listening skills. 
At the next stage, you can enter more complex exercises on audio texts. These are 
exercises with extracting more accurate information and identifying details such as 
answering specific questions, filling in gaps in sentences where information is missing 
that the student needs to hear and then write down. 
When working on a text, much attention is paid to pre-text exercises. If there are 
none in the textbook, then they need to be prepared and introduced by yourself. Before 

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presenting the text to students, the teacher must listen to it himself and identify the most 
difficult places to understand. 
Words or phrases that the teacher thinks will be difficult to understand should be 
written on the board. The meanings of some can be written down, while the meanings of 
others can be asked to guess. Words and phrases must be spoken by yourself and several 
times so that they can hear them in slow motion and understand their phonetic structure. 
Another important preparatory exercise is communicating information about the 
upcoming audition - whether it will be an interview, or a TV show, or a weather forecast. 
In addition, it is imperative to communicate the tasks of listening - listen and answer 
questions, listen and fill in the gaps, etc. 
Be sure to give time to familiarize yourself with the printed task, if it is in the 
textbook or provided by the teacher on a separate sheet. It is imperative to check whether 
the students understood the task (what is required of them, vocabulary), be sure to remove 
the difficulties if they are revealed. 
A very important detail is the length of the text. If the text sounds for more than one 
minute, then there is a possibility that students will not understand it completely, because 
usually the initial part of the text is best understood, and towards the end, attention is 
scattered and they do not have time to understand the content of the text as a whole. 
Therefore, it is necessary to start working by ear with small texts based on lexical material 
that students have a good command of. 

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