Билет 19

1. Types of exercises in teaching listening.

2. Answer the question: What would you expect to get out of a listening exercise (as a teacher, learner)?

Билет 20

1. Types of exercises in teaching listening.

2. Spread the following listening exercises into three columns: discussion of the title, problem-solving, tick-off and true/false exercises, retelling, listen and complete, predictions about the content of the text, filling the chart, summarizing the gist.

Pre-listening exercises	While-listening exercises	Post-listening exercises

Билет 21

1. Types of exercises in teaching listening.

2. Define the type of listening exercise and its importance: Something small, such as a button, is hidden in the classroom. One learner is outside the room, and now appears at the door to be ‘instructed’ by the others. Each learner gives one instruction, for instance:

- walk 6 steps forward

- now walk another 2 steps

- turn to the left

- turn to the right

- look under the desk

Билет 22

1. Teaching speaking: reasons and purposes.

2. Join sentences from two columns:

Reasons for speaking	Speaking situations
To take part in conversations To provide information To give instructions To express oneself To request	A learner speaking on topic Talking to someone on the phone Someone giving a speech Asking a stranger for directions Asking two learners to demonstrate the activity in front of the class

Билет 23

1. Principles of teaching speaking.

2. Answer the questions: What are the accuracy and fluency in speaking? How to develop accuracy and fluency in speaking?

Билет 24

1. Learners’ difficulties with speaking.

2. Match the learners’ difficulties and the solutions for them:

Difficulties	Solutions
Difficulties with construction of speech
1. Making phonetic, vocabulary and grammar mistakes in speech.	a. Review language forms before the activity starts. Give some drill exercises.
Difficulties with production of speech
2. Learners don’t want to say anything	b. Brainstorm in small groups.
3. Learners can’t start the talk.	c. Set time limits.
4. Learners can’t finish the talk.	d. Give exercises on information gap.
5. Learners don’t understand what to say.	e. Focus on turn –taking.
6. Learners have nothing to say	f. Set fines for using L1.
7. Low or uneven participation.	g. Be supportive, set goals and good atmosphere.
8. Low interaction.	h. Give clear instructions.
9. Learners use L1.	i. Provide interesting, various materials and activities at the right level in group and pair work.
10. Learners overuse time	j. Offer the beginning of the talk.