- •1. Types of exercises for learning English grammar.
- •1. Types of exercises for learning English grammar.
- •Билет 11
- •Билет 12
- •Билет 13
- •1. The most common difficulties in listening comprehension.
- •1. Resources for teaching listening.
- •1. Resources for teaching listening.
- •Билет 19
- •Билет 20
- •Билет 21
- •Билет 22
- •Билет 23
- •Билет 24
- •Билет 25
- •Answers: Card 1
- •1. Principles of teaching grammar are based on the following approaches:
- •Card 10
- •Reasons for listening:
- •To get the gist.
- •Purposes for teaching listening:
- •Card 11
- •Card 12
- •Card 13
- •1. Difficulties with comprehension of language form:
- •2. Personal answer Card 14
- •1. Difficulties with comprehension of language form:
- •Card 15
- •Video materials:
- •Card 16
- •Video materials:
- •Card 17
- •Video materials:
- •Card 18
- •2. Possible answer:
- •Card 19
- •Card 20
- •Card 21
- •Card 22
- •1. To train learners’ oral speech:
- •2. To stimulate learners to master English language and culture
- •3. To stimulate learners to think in English.
- •Card 23
- •Card 24
- •Card 25
Card 24
1.
Difficulties with construction of speech: making phonetic, vocabulary and grammar mistakes in speech.
The reason of difficulties with construction of speech: poor knowledge of language forms.
Difficulties with production of speech:
- Learners don’t want to say anything.
- Learners can’t start the talk.
- Learners can’t finish the talk.
- Learners don’t understand what to say.
- Learners have nothing to say. - Low or uneven participation.
- Low interaction. - Learners use L1.
- Learners overuse time.
The reasons of difficulties with the production of speech:
1. Low motivation.
2. Poor organization: no time limits, teacher’s support, clear instructions, variety of forms of work, good atmosphere.
2. Learners’ fears to make mistakes and be criticized.
3. Material is boring or at the wrong level.
4. L1 is easier.
2.
Difficulties with construction of speech
1. Making phonetic, vocabulary and grammar mistakes in speech - Review language forms before the activity starts. Give some drill exercises.
Difficulties with production of speech
Learners don’t want to say anything - Be supportive, set goals and good atmosphere.
Learners can’t start the talk - Offer the beginning of the talk.
Learners can’t finish the talk - Set time limits.
Learners don’t understand what to say - Give clear instructions.
Learners have nothing to say - Brainstorm in small groups.
Low or uneven participation - Provide interesting, various materials and activities at the right level in group and pair work.
Low interaction - Give exercises on information gap.
Learners use L1 - Set fines for using L1.
Learners overuse time - Focus on turn –taking.
Card 25
1. Communicative method of teaching speaking focuses on teaching oral production, fluency, real-life communication and interaction through practice of language in integrated tasks. It is widely-used nowadays in teaching speaking. It is realized through:
Presentation – teacher presents a topic through reading, listening, brainstorming, discussion, explains useful words and phrases, checks if the material is clear to learners (worksheets with tasks).
Practice – learners do a lot of mechanical oral exercises to train accurate usage of language forms.
Production – learners do a lot of communicative exercises on fluent language usage (information-gap activities, games, interviews, dialogues, problem-solving, etc.) in small groups, in pairs, as a whole class.
2. Feedback is very important because through it teacher checks learners’ abilities to speak, draws learners’ attention to lexical, phonetic and grammatical problems and problems with the production of speech. Together with the learners teacher discusses the way to overcome them.