- •Methods of Foreign Language Teaching and its relation to other sciences.
- •Speak about the fundamental principles foreign language teaching should be based upon and name the specific principles which, you think, must be observed in teaching English at schools.
- •Aims of Foreign Language Teaching
- •Content of Foreign Language Teaching
- •Grammar Translation Method. Principles and techniques.
- •Direct Method. Principles and techniques.
- •Total Physical Response. Principles and techniques.
- •Audio-lingual method. Principles and techniques
- •Principles and techniques of Suggestopedia.
- •Communicative language teaching. Principles and techniques.
- •How do you understand the term “communicative competence in teaching a foreign language”? Types of Communicative Competence in foreign language teaching.
- •Intercultural communication and its role in foreign language teaching.
- •Grammar is very important in foreign language learning. Why? What were the most common difficulties you had in teaching English grammar at school?
- •How do you think, what is meant by correct pronunciation? What will you do to improve you student’s pronunciation skills? Prepare pronunciation drill for one of the lessons for beginners.
- •Comment on the main stages of teaching grammar. What will be if after presenting a new grammar material a teacher passes to production stage at once?
- •Comment on the main stages of teaching vocabulary. Principles of selection of lexical minimum at school.
- •What is the difference between extensive and intensive listening? What will you do if students don’t understand the listening material?
- •What are the reasons for pupils poor comprehension of the target language when spoken? Comment on the main stages of teaching listening skills. What techniques will you use to develop hearing?
- •The statement level.
- •The discourse level
- •20. The importance of teaching reading. Ways of reading.
- •1. Styles of reading
- •2. Active reading
- •22. State the role and place of writing as a communicative skill in teaching English.
- •23. Planning is a necessary prerequisite for effective teaching. Say why. List some questions you would ask yourself before planning a lesson. Stages of a lesson plan.
- •24.Assessment in teaching a foreign language at school. Forms of assessment.
- •In your opinion what characteristics of a good test are? Characteristics of a Good Test
- •Test types.
- •27. Testing techniques.
- •28. Express your opinion on advantages and disadvantages of using tests for evaluating students’ knowledge.
- •29. Teachers’ skills, attitude and knowledge that teachers need to acquire.
- •30.Part of a good teacher’s art is the ability to adopt a number of different roles in the class. Express your opinion on who teachers are in class.
- •31.What levels of language knowledge do you know? What do these levels mean, in practice, for the students and teachers? What will you do if students in your class are all at different level?
- •Ilr Level 0 – No proficiency
- •Ilr Level 1 – Elementary proficiency
- •Ilr Level 2 – Limited working proficiency
- •Ilr Level 3 – Professional working proficiency
- •Ilr Level 4 – Full professional proficiency
- •Ilr Level 5 – Native or bilingual proficiency
- •32. Types of lessons used in teaching English
- •33. What ways of young children learning to foreign languages do you know?
- •34.Teaching monologue. Characteristics of monologue.
- •35.Teaching dialogue. Characteristics of dialogue speech.
- •36.The use of modern technologies in teaching English.
- •37.Do you think that student’s motivation is important in learning a foreign language? Speak on the kinds of student’s motivation.
- •38.What is the difference between intrinsic and extrinsic motivation?
- •39. What are learning styles and strategies? Give a definition and some examples for each one.
- •40. The theory of multiple intelligences.
- •42. Express your opinion: Not all oral exercises mean speaking. Comment upon this statement. What are the reasons for students’ poor comprehension of the target language when spoken?
- •Express your opinion on the theme: Modern technologies in teaching Foreign Languages ( Pair work, Case Study, Project work)
- •45 Express your opinion: What is cooperative learning? What are some of the most important benefits of cooperative learning?
- •46. Express your opinion on the theme: The notion of Intercultural Communicative Competence and its role in flt process.
- •48. Express your opinion on the theme: The main stages of work with video.
34.Teaching monologue. Characteristics of monologue.
Methods of FLT is a pedagogical science which studies the regularities of teaching pupils a foreign language in accordance with the data of basic and contiguous sciences with the regard for the peculiarities of aims and conditions of teaching.
A monologue is a relatively extended, well-organized kind of speech, a result of individual composition which presupposes a lasting utterance of one person, addressed to the public”. In other words, the essence of monologue is a connected, continuous expression of thought by one person, addressed to one or to a number of persons (auditory).
Basic communicative functions of M. are:
- Informative (to convey new information about smth);
- Influential (to persuade smb in smth);
- Evaluative or expressive.
The main communicative types of monological utterances:
1) A piece of information,
2) A piece of narration,
3) A piece of description
4) A piece of argumentation (reflection)
The logical schemes of a Monologue are as follows:
Introduction Body (Main Part) Conclusion
Thesis Argument Illustration Conclusion
The units of teaching Monologues are:
- The statement level, i.e. producing a sentence;
- The utterance level, i.e. producing an utterance of a particular common type;
- The discourse level, i.e. producing a connected extended text.
The aim of TM in a secondary school is to develop the skills of producing logically and communicatively motivated monologues of different levels.
The tasks of TM include the formation of speaking skills of:
- Retelling the text;
- Giving the description, narration, information, evaluation;
- Disclosing the topic suggested in logical succession;
- Giving the grounds, accounting for one’s ideas, introducing elements of argumentation.
Psychological characteristics of a Monologue:
1) Subject/topic centered;
2) Contextual;
3) Logical;
4) Intentional;
5) Being addressed to the public;
6) Language correctness.
Linguistic peculiarities of a Monologue:
- Two-member sentences;
- Extended sentences;
- More complicated syntax, a variety of sentence.
35.Teaching dialogue. Characteristics of dialogue speech.
The dialogue as a form of speaking which is realized in the immediate exchange of replies between 2 and more persons.
Separate replies are interrelated in a D. and are called lines of a dialogue. By a line of a dialogue in linguistics we mean an utterance limited by a change of a speaker.
The aim of teaching D. in the secondary school is the development of the skills of arranging a talk or a discussion according to some real or teaching situation, as well as in connection with the content of what has been read or heard.
D is of double nature.
The tasks for TD should comprise 2 kinds of dialogical skills:
1. the skill of initiating a conversation (or of taking the initiative in striking the conversation);
2. the skill of comprehending and adequately responding to the partner remarks, and, in his turn, of prompting the partner to continue the talk.
Dialogue is also a means of teaching when:
•it is used for practicing the speech materials under supervision of a teacher;
•it is used in a question-answer form (the teacher’s questions and the pupils’ answers).
Linguistic characteristics of D:
1. Structural correlation of responses in a dialogical unit:
a) full, when a response is based on a lead:
- Have you a family?
- Yes, I have (a big) family.
b) partial: a response contains an additional word or a certain alteration:
- do you like the play?
- Yes, I like the play, but the acting leaves much to be desired.
c) zero: a response has an evaluative character (the most difficult type):
- we have only one basic school system.
- I don’t believe it’s as easy as that.
2. The number of responses: two-member – three-member units;
3. The character of responses: question, a statement, an imperative;
4. The communicative function in a D:
- asking for information;
- giving information;
- specifying information;
- requesting, persuading, invitations etc.
Grammatical peculiarities:
a) elliptical sentences (when a subject r a ink-verb, or a preposition, there is/are constructions may be omitted);
b) usage of Present Simple/Pr. Continuous/Pr. Prefect Tenses;
c) contracted forms of modal and auxiliary verbs.
Lexical peculiarities:
a) conversational formulas and cliche;
b) silence-fillers (well, er, so, hm…);
c) modal words (of course, sure, no doubt).