- •5)Intercultural Communicative Competence as the final aim of flt; its components.The notion of “language ego” and “personality of icc”.
- •6) Principles in flt. The use of didactic principles in flt.
- •7)Principles in flt. Methodological principles in flt: General, Special, Specific.
- •8) Means of flt, the main mean and supplementary means. The role of text book and umk in flt. The main requirements to foreign language textbook.
- •14. Teaching reading comprehension. Types of reading. Teaching the techniques of reading. Ways of teaching reading. Requirements to texts for tr. Control of reading comprehension.
- •15. Aims of teaching writing and written speech in flt. Types of dictations and their role in teaching writing.
- •16. Planning in the process of flt. Types of planning. A Unit plan. A Lesson plan. Requirements to planning a lesson. Traditional and non-traditional forms of a fl lesson.
- •19. Motivation. Types of motivation in flt process. Draw a scheme.
- •2.1. What’s the habit? What kind of habits do you know? Stages of the habit formation.
- •2.9. Extracurricular work. Content, types and form of organization of extracurricular work.
- •2.10) The problem of co-teaching of language and culture in modern flt.
- •2.11) The role of Didactic principles in the process of flt at school.
- •2.12.General Methodological principles and their application in flt process.
- •2.13) Special Methodological principles and their application in flt process.
7)Principles in flt. Methodological principles in flt: General, Special, Specific.
General p-s:
1.Communicativeness
2.Domineering role of ex.
3.Integration and differentiation
4.Native language basis
The p of communicativeness supposes the mastering of habits and skills, permitting the use of a language as a mean of communication. Usage of communicative activities leads to the formation of practical skills in all spheres of speech activities .The p of c. teaching implies the formation of communicative competence of the aim of teaching a FL. There are different types of exercises which may have different level of communicativeness:
*Substitution
*transformation
*relatively communicative
*communicative exercises
The p of native language basis is used as a reliable mean of understanding meaning and corresponding structures of a foreign language. The teaching material is organized to achieve its positive transferring from the native language into foreign.
The p of domineering role of exercises supposes that every activity must be finished by exercises. The exercises demonstrate the functioning of the learning material in the speech.
The principle of differentiation and integration. When we teach any aspect of language, we form knowledge and skills in all aspects and types of speech activities. For example, when we teach vocabulary we pronounce the words in different contexts and develop phonetic habits.
Special methodological principles develop and give more concrete expressions to the special points and questions of general principles.
Special p-s:
1)Pattern practice
2)Oral approach
3)Intensive study at the primary stage
4)Approximation
The p of intensive study on the primary stage provides the rapid mastering of phonetic, lexical and grammar materials on the primary stages and including them into speech activity. The formation of speech habits and skills requires a considerable amount of drill act-s and repetition of a language and speech material.
The p of teaching on the base of speech patterns proposes the through selection of speech patterns. Speech patterns enable students to the phonetic, lexical and grammar material in the concentrate forms. The rapid acquisition of the language material on the base of speech patterns enables the pupils to realize various comm.-e activities in reading and speaking.
The p of approximation gives the teacher a possibility to conduct the organization and control forms more rationally. The teacher may ignore the pupils’ language and speech mistakes if they don’t break and impede of understanding a content of comm. Speech messages.
The p of oral approach demands the acquisition of the language material through speech activity. The teaching of reading and writing is conducted on the base of language material. The understanding of speech-speaking-reading-oral writing
The p of combining language drills with speech activities envisages the necessity of language acquisition as a mean of achieving a real comm. The main objective of the lesson is speech practice and speech activity.
Specific p-s:1)speaking2)writing3)reading4)listening