Card 21

1.

1. Motivate exercises - exercises for pleasure and enjoyment. They help to raise learners’ motivation without doing tasks (stories, anecdotes, jokes, talks, songs, video and films, poems, etc).

2. Receptive and recognition exercises - they help learners to receive and recognize language forms (phonetic, grammar and lexical items) individually and in structures (sentence patterns) (Listen to the following words and raise your hands when you hear the words with sound [a:]: Car, night, dark, frost, cat, giraffe, etc.; listen to the words and recognize the word “boy” among other words: A baby, a toy, a boat, a boy, a girl.

3. Drill exercises - they help learners to reproduce language forms and meanings orally, in actions or in written form (repetitive drill; Comprehensive drill: completion, finding mistakes, finding differences between pictures, texts, etc., finding the right answer: tick- off and true/false exercises, making the order of events, games, etc).

4. Creative exercises (speech exercises) - they help learners to produce their own sentences orally and in written form before or after listening (interviews, dialogues, retelling, summarizing the gist, problem solving, jigsaw listening (listening material is divided between 3-4 groups in the class. Each group listens to its own piece of recorded material and notes down on a worksheet the information. The groups then combine their information).

2. Game. It is important because it develops motivation for learning listening, receptive, recognition and comprehensive skills of learners.

Card 22

1.

Speaking is a process of speech production.

Reasons for speaking:

1. To take part in conversations

2. To provide information

3. To give instructions

4. To express oneself

5. To request, so on.

The purposes for teaching speaking:

1. To train learners’ oral speech:

• to construct connected speech in meaningful and logical order, with proper pronunciation, intonation, stress and rhythm, expression, vocabulary and grammar.

• to communicate fluently

• to balance accuracy and fluency.

• to express values and judgments

• to interact

• to speak in different contexts ( at school, in the shop, with strangers, etc.)

2. To stimulate learners to master English language and culture

3. To stimulate learners to think in English.

2. 1 –b, 2 – c, 3 – e, 4 –a , 5 – d

Card 23

1.

1. Give knowledge of how to use the language in communication: use of real–life and authentic material.

2. Set relaxed and supportive atmosphere (presentation of new vocabulary, social and cultural norms, use of visual aids, mime and gestures).

3. Provide various speaking exercises according to speakers' age, abilities, level: participation of each learner in speaking activities is obligatory (in individual form, in pairs, in small groups, with the whole class both fluently and accurately).

4. Memorize sentence patterns and their oral production and use them in situations.

5. Recognize learners’ problems with pronunciation, vocabulary, grammar.

6. Reduce of teacher’s speaking time and correction during speaking activities.

2.

Accuracy is the ability to produce correct sentences using correct grammar and vocabulary. To develop accuracy teacher should:

• help their students to produce grammatically correct written and spoken English.

• Use accuracy activities: grammar presentations, gap-fill exercises, etc.

Fluency is the ability to read, speak, or write easily, smoothly, and expressively. To develop fluency teacher should:

• help their students to express themselves in fluent English.

• pay more attention to meaning and context and less to grammatical errors.

• use fluency activities: role plays, speeches, communicative activities, games.   

Balancing the accuracy and fluency should be the main aim of English teachers.