- •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.
Communicative language teaching. Principles and techniques.
Communicative language teaching is generally regarded as an approach to language teaching. It is based on the theory that the primary function of language use is communication. Its primary goal is for learners to develop communicative competence, or simply put, communicative ability. In other words, its goal is to make use of real-life situations that necessitate communication.
Communicative language teaching uses almost any activity that engages learners in authentic communication: functional communication activities in which communication is involved, and social interaction activities, such as conversation and discussion sessions, dialogues and role plays.
The basic principles of communicative language teaching: Principle 1: Teach communicative competence: grammatical competence plus the ability to use grammar appropriately. Whereas grammatical competence implies the ability to use the linguistic items correctly, communicative competence in addition involves the appropriate use of grammar. Definition: Appropriateness is the ability to use language that is suitable for the particular situation. Principle 2: Practice functions and forms in context-rich environments. Meaning is expressed through functions and manifests itself in forms. Principle 3: Make sure there are genuine needs, genuine partners and information gaps in the classroom. According to CLT, communication is elicited by needs, partners and information gaps. Definition: An information gap occurs in a situation where information is known by only some of the interlocutors. Principle 4: Give priority to fluency over accuracy. Definitions:
Accuracy is the ability to use the language correctly.
Fluency is the ability to use the language spontaneously and effectively. As opposed to traditional methods, CLT regards fluency is the basic aim of language teaching, and thus fluency practice should precede accuracy practice.
Principle 5: Adopt a learner-centered attitude A learner-centered attitude means that the teacher regards her students as partners.
How do you understand the term “communicative competence in teaching a foreign language”? Types of Communicative Competence in foreign language teaching.
Communicative competence in teaching a foreign language
Second language acquisition is the process by which people learn a second language in addition to their native language. Those who can communicate successfully can be considered as the one who has communicative competence. Communicative competence is the ability to interact well with others. Communication takes place in an infinitive variety of situations, and success in a particular role depends on ones understanding of the context and on prior experience of a similar kind. It requires making appropriate choices of register and style in terms of the situation and other participants. Hence, communicative competence deals with linguistic terms which refers to second languages learner ability. It does not only refer to a learners ability to apply and use grammatical rules, but also to form correct utterances, and know how to use these utterances appropriately and it implies to the communicative approach in language teaching. Communicative competence applies to both written and spoken language, as well as too many other symbolic systems. Communicative competence is relative, not absolute, and depends on the cooperation of all the participants involved. It makes sense, then, to speak of degrees of communicative competence. Communicative competence is a broad term that involves not only the structural features of language, but also its social, pragmatic and contextual characteristics. There are four areas of communicative competence, they are:
1. Grammatical competence. It refers to the ability of speakers in using the different functioning rules of the system of their language
2.Sociolinguistic competence. It refers to the ability of speakers in producing sentences according to the communicative situation.
3.Discourse competence. It refers to the ability of speakers to use the different types of discourse. Usually language users know what is being referred to in different contexts, i.e. they distinguish between new and old information, and are able to determine the discourse topics. For instance, speakers know when a "he" refers to "John" or to "the child" according to the text context in the sentence: John went to the park, and he found a child who was sick.
4.Strategic competence. It refers to the knowledge speakers have to maintain communication. Therefore, this competence accounts for the strategies language users have to be understood, and to understand others. Gestures, expressions, mimics and intonation are among others some of the most strategies used.
Communicative competence have been defined and discussed in many different ways by language scholars of different fields. With the change of focus from grammar to communicative approach, second language teachers and researchers can see the notion of the communicative competence within language learning. Here, Communicative competence has come to play an important role in the field pedagogic.