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.

Teaching Aids. By teaching aids we mean various devices which can help the foreign language teacher in presenting linguistic material to his pupils and fixing it in their memory; in testing pupils’ knowledge of words, phrases, and grammar items, their habits and skills in using them. Teaching aids which are at teachers’ disposal in contemporary schools may be grouped into (1) non-mechanical aids and (2) mechanical aids. Non-mechanical aids are: a blackboard, the oldest aid in the classroom; the teacher turns to the blackboard whenever he needs to write something while explaining some new linguistic material to his pupils, correcting pupils' mistakes, or arranging the class to work at some words and sentence patterns, etc. a flannel board (a board covered with flannel or other soft fabric for sticking pictures on its surface), it is used for creating vivid situations which would stimulate pupils’ oral language; the teacher can have a flannel board made in a workshop or buy one in a specialized shop; a magnet board (a board which has the properties of a magnet, i.e., can attract special cards with letters, words, phrases or pictures on it) used with the same purpose as a flannel board. Mechanical aids are: tape recorders (ordinary and twin-track); the same tape may be played back as many times as is necessary, the twin track tape recorder allows the pupil to play back the tape listening to the speaker’s voice and recording his own on the second track, the lower one, without erasing the first track with the voice of the speaker, the tape recorder is considered to be the most important aid in teaching and learning a foreign language; record player is also an audio equipment available in every school; the record player is an indispensable supplement to contemporary textbooks and other teaching materials as they are designed to be used with the long-playing records which accompany them; projector used for projection of illustrations and photographs; a filmstrip projector which can be used in a partially darkened room; an overhead projector used for projection of a table, a scheme, a chart, a plan, a map or a text for everyone to see on a screen; television would make it possible to demonstrate the language in increasingly varied everyday situations; pupils are invited to look, listen, and speak; television and radio programmes are broadcast, but it is not always easy for teachers using these programmes to synchronize their lesson time with the time of the television or radio transmissions; a language laboratory, this is a special classroom designed for language learning. It is equipped with individual private or semi-private stalls or booths. There are two main types of language laboratories - library and broadcast systems. The language laboratory is used for listening and speaking. The pupil’s participation may be imitation or response to cues according to a model.

Teaching Materials. By teaching materials we mean the materials which the teacher can use to help pupils learn a foreign language through visual or audio perception. They must be capable of contributing to the achievement of the practical, cultural, and educational aims of learning a foreign language. Since pupils learn a foreign language for several years, it is necessary for the teacher to have a wide variety of materials which make it possible to progress with an increasing sophistication to match the pupils’ continually growing command of the foreign language. The following teaching materials are in use nowadays: , pupil’s books, visual materials, audio materials, and audio-visual materials. A teacher‘s book must be comprehensive enough to be a help to the teacher. This book should provide all the recorded material; summaries of the aims and new teaching points of each lesson; a summary of all audio and visual materials required; suggestions for the conduct of the lesson and examples of how the teaching points can be developed. Pupil‘s books must include textbooks, manuals, supplementary readers, dictionaries, programmed materials. Textbooks. The textbook is one of the most important sources for obtaining knowledge. It contains the material at which pupils work both during class-periods under the teacher’s supervision and at home independently. The textbook also determines the ways and the techniques pupils should use in learning the material to be able to apply it when hearing, speaking, reading, and writing. The modern textbooks for teaching a foreign language should meet the following requirements:

The textbooks should provide pupils with the knowledge of the language sufficient for developing language skills, i. e.; they must include the fundamental of the target language.

They should ensure pupils’ activity in speaking, reading, and writing, i. e.; they must correspond to the aims of foreign language teaching in school.

The textbooks must extend pupils’ educational horizon, i.e., the material of the textbooks should be of educational value.

The textbooks must arouse pupils' interest and excite their curiosity.

They should have illustrations to help pupils in comprehension and in speaking.

The textbooks must reflect the life and culture of the people whose language pupils study.

Each textbook consists of lessons or units, the amount of the material being determined by the stage of instruction, and the material itself. The lessons may be of different structure. In all cases, however, they should assist pupils in making progress in speaking, reading, and writing. The textbook should have a table of contents in which the material is given according to the school terms.

9.The importance of teaching pronunciation and intonation. (The aims of teaching pronunciation at school. The principle of approximation in teaching pronunciation at school. Typical pronunciation mistakes, their types. Ways of correction and preventing them. Ways and exercises for teaching pronunciation). The communicative approach hold that teaching pronunciation and intonation is important for the purposes of communication. Mastering pronunciation and intonation of foreign language present to many difficulties, the goal of T.P. is not to make the students sound as native speakers. A more realistic approach is to enable the students to pronounce the language without detrupting from the ability to comprehends a message. Acc.to British methodologists the target of TP is to develop in students phonetic competence which is knowledge of English phonetic means such as phonemes, syllable, formation word stress and intonation. Approach of T.P. is approximating, however mistakes in pronunciation and intonation can cause many comprehension problems, because the language learners find it difficult to distinguish foreign language sounds and patterns of intonation different from those in the native language. According to audio-lingual methods T.P. is a necessary prerequisite for teaching pupil. It is very important to teach correct intonation and pronunciation because students use the language as a mean of communication. We face the problem of articulation, pelatalisation, aspiration, problem of interference. TFLP was always one of the main problems of FLT, but the problem was sold differently by different specialists, by different methods. Scientists Palmer and Swi insisted on phonetic introductory course for beginners, but the results were unsatisfactory because of the lack of intrans and interference of 2 system. Nowadays the program sets following requirements for T.P. and intonation: 1) to teach learners correct literally pronunciation which is based on received standard of English Pronunciation(TV, radio); 2) to enable students to understand the spoken English and to speak correct English. This requirements imply the following tasks: 1) to teach students correctly pronounce not only isolated sounds but in combination with other sounds in the full of speech(phonetic context); 2) to teach words and sentence stress and melody; 3) to teach students to divide the sentence into sense groups(rhythm). TFLP at school meets the problem of approximation. Each language has its own trouble spots so does English. We should distinguish between errors and mistakes. Error is a slip of the tongue. In T.P. mistake is more serious and should be corrected. English presents many difficulties because it has its own specific phonic system. The sounds of English are not same with another languages but sometimes occur in the import languages and points of difference are: word stress(the difference in the part of stress, in English it is very strong and usually it is first syllable). In English we distinguish long and short vowels but in Kazakh and Russian we do not have such vowels. According to Lucnicki phonemes may be divided into 3 groups: 1) phonemes which are very close to those intonative language; 2) phonemes which are absolutely different in both languages; 3) phonemes which have much incommon with other language but at the same time differ from them. Wrong pronunciation and intonation often leads to misunderstanding: eat-it, wide-white. Lev Sherba differentiats 2 types of mistakes: 1) phonetic mistakes, they do not change the meaning of words; 2) phonematic mistakes, they change the meaning of words. It includes the following: the substitutions of long sounds by the short: ship-sheep; the substitutions of voiced components by voiceless; the substitutions of 1 consonant phonetic by another one: peang-pean; the incorrect placing of stress: export-to export; incorrect division of sentence into sense groups. Now it is necessary to decide how correct pronunciation can be achieved. There are different approach of problems:1) articulation approach (acc.to Gruzinskaya, Kolosov) to teach students correctly articulate; 2) acoustic approach(acc. to this approach we should train students ears by systematic exercising, teaching, training); 3)imitation approach(mechanic training). O' Connor says "there is only way to master pronunciation of FL to repeat the sound features over and over again correctly and systematically until they can be said without any consciousness". Such activities we call as a "drill". Pronunciation habits improve by exercises. Acc.to Shakilov there are 3 stages in the formation of the pronunciation habit: 1)orientation and understanding; 2) formation of stereotypes; 3) various situations. All exercises divided into 2 types: 1)receptive(for training, exercising ears); 2) reproductive are designed for developing pupils pronunciation habit. For T.P. we should use tape-recorder, TV programs, films, different types of drill activities, imitation exercises, ex-s with visual perceptions and etc. Phonetic drills needed for overcoming mistakes and as phonetic drills we can use proverbs, poems, tongue twisters. Acc.to foreign methodologists for TP we use 3 stage frame work which include pre-activity, while-act, post-act. At pre-a. stage we should motivate students for the activity, activate their general knowledge and focus on phonetic material. At while-a. stage we use performing the tasks, doing communicative drills and etc. At post-a. stage we should revisit phonetic materials, reflect on the results and perform further tasks for classroom or independent studies.

10.The importance of teaching Vocabulary in FLT. (The role of Vocabulary at different stages of FLT.Receptive, Productive and Potential Vocabulary. The principles of selection of Active and Passive Vocabulary for teaching needs. Ways of Vocabulary semantization. Stages of work with Vocabulary. Exercises for teaching Vocabulary). The problem of TFLV is one of the main in FLT. The status of voc. was different in different types of FLT. During grammar-translational method the main focus was paid to grammar-translational and voc. was turned-up to grammar. During the period of direct methods voc. was taught on the basis of direct associations between words and notions. Specialists considered that voc. was the easiest aspects. Nowadays with the lines of communicative cognitive approach the main aim of TV is to develop lexical habits for speaking, writing,reading, listening as a form of communication. Russian scientist S.S.Rubinshtein defined the voc. habit as an automatic component of conscious activity. Lexical habit includes 2 components: word formation and word usage. Acc.to River there are 3 stages of learning a word: form, meaning and usage. Considerable attention are always paid to the problem of voc. selection and voc.minimum to the number of words that pupil should require at school depends on the program requirements which are determined by the state documents. Voc. must be carefully selected acc.to the principle of selecting linguistic materials the conditions of teaching and learning a foreign language in school. First selection of vocabulary was made by Ian Kamenski in 17th century, he chose 8000 words for textbooks, but his voc. was too numerous as it consisted of special words which are not frequently used in life. The problem of voc. selection was important at the end of 19th century and famous scientists Palmer and West made a great contribution in voc. selection. Their leading principle was the ability of words to agree with words. But it was not quite suitable for teaching purposes. M.West in 1960 published his general service of English word which he divide into 2 groups: 1) structural words(words that we talk with); 2) content words(words that we talk about). The first attempt to select voc. on scientific principles was made by famous Russian scientist Lev Sherba and his lexical minimum is include specious and numerous words but it did not include phraseology. And now acc.to Rakhmanov and his colleagues there are 3 types of voc: 1) active voc (for reproductive usage); 2) passive voc (for receptive usage); 3) potential voc. Leading principles for selection of lexical minimum are: 1) principle of combinability; 2) the ability to be semantically available; 3) the ability to be polysemantic value; 4) the principle of frequency of usage. Ch.Fraze on his book "Structural English" distinguish 4 types of words acc.to their functions in the sentence and combinability: 1)word form(will, shall, do, did, does); 2)word substitutes (he, she, one); 3)content words(words denoting things); 4)grammatically distributed words(some, any). Famous Russian scientists Shakilov distinguish 4 types of words:1) words the meaning of which in both languages completely coincide; 2)words in which only the meaning coincide; 3)words in which the additional meaning has some connotations; 4)words in which different in their meaning. N.I.Gess and Habitski suggest their own classification: 1)cognats-international words and borrowing similar in form and meaning in both languages: demonstration, revolution, constitution and etc; 2)derivatives and compound words: airport, school-boy; 3)word realise which have no equivalents in native language: sheriff, Bing Bang, lunch; 4) collocations and idioms: black and blue, yellow man; 5)words which are called discriptive cognits(wallpaper); 6)words with a white scope of meaning in foreign and native languages: education; 7)words with a less scope of meaning in foreign and native lang-s. The problem of vocabulary selection and classification always was one of the main problems in FLT. Acc.to school program the active voc. is distributed in this way: for 5th grade - 350words, for 6th grade - 550words, for 7th grade - 700words, for 8th grade - 800words, for 9th grade - 950words, for 10th grade - 1000words, for 11th grade - 1000 and more words. We have 2 types of principles of voc.selection: 1)topical (on the base of topic or thing); 2) situational(on the base of a great number of situations). Ways of semantisation. There are 2 ways of conveying words: 1)direct(non-translational); 2)translational. Within the groups of direct ways we concern: 1)verbal(syn,ant,definition,context,etymolgy,word-building,homonyms); 2)non-verbal(gesture,mimes,paralanguages). Within the group of translational ways we distinguish: 1)translation proper(the meaning are coincide); 2)translation interpretation. American specialists Hund and Igular discuss 3 main approach of TV: 1)indirect learning; 2)direct or exclusive learning; 3) independent strategy development. Voc.strategies: 1)guessing from the context; 2)use of different dictionaries; 3)brainstorming. We distinguish 3 main stages of work and in different literature they are called differently by different scientists, in British variant defined 3 stages of work with voc.: presentation, practice, production(trinity of P). Our specialists suggest following stages with voc.: 1)introduction, 2)consolidation with the usage of exercises, 3)retention in speech activity(creative stage). Acc.to our methodologists there are 2 types of exercises: 1)language ex-s; 2)speech or communicative ex-s. The aim of language exercise is to focus on form and meaning of the word. Language ex-s are subdivided into: imitation, substitution, transformation, constitution. Communicative exercises include: problem solving tasks, projects, writing a story, summary,essay, composition, making a sentence (dialog). Acc.to British methodologists all voc. ex-s subdivided into: 1)communicative ex-s(creating communicative conditions for using voc.) 2) memoric ex-s(using techniques to facilitate memorization) 3) meaning ex-s (facilitate with word understanding and word rainforcement ex-s) 4)making student practise, the use of voc. facts actions. As usual every activity we should organise acc.to 3 stages: pre,while,post. At pre-a. stage we may use voc. meanings, exploring potential voc. use. While-a using voc, communicative message, creating and reforming words, performing ex-s, drills. Post-a stage focus on voc. use, integrating voc. with communicative skills (reading, speaking, listening, writing). Lexical mistakes may be caused by interference. There are different ways of controlling voc: quiz, dictation. For testing techniques we may use such activities: underline the words, finish the sentence, fill the gaps, translate.

11.The importance of teaching Grammar (Receptive and Productive grammar. Ways of introducing Grammar material. Principles of Grammar selection of Active and Passive minimum. Factors determining the choice of the ways of introducing Gr. Exercises for teaching grammar). By grammar we mean adequate comprehension and correct usage of words in the art of communication. Grammar is a system of language, the discovery and description of the nature of a language. We distinguish 3 types of grammar: traditional (includes morphology and syntax); 2)structural; 3) transformational. Grammar habit is the automatic component of conscious activity. By grammar habit we understand the ability to use the grammar in speech activity. Grammar habits: receptive, reproductive. Grammar habits must be constantly polyshed. Grammar minimum is selected on the base of scientific principles: 1)principle of frequency of phenomena, oral speech; 2)principle of ability. Selectional active grammar and selection of passive grammar include:1)in written speech; 2) polysemy. Grammar minimum subdivided into: active grammar (speaking - oral speech), passive grammar (in written speech). Famous scientist L.Wood presents the procedure on grammar item which covers following stages: 1) primary concern of form; 2)focus on form+meaning; 3)focus on meaning+form; 4)focus on meaning+usage. The subject of grammar is the knowledge of how to construct a sentence. Grammar is concerned with the construction of written and oral sentences. Grammar knowledge can be declarative and procedural. Declarative knowledge is what can be demonstrated as a knowledge of rules and examples. Procedural knowledge is what can be implied in the process of communication. Acc.to some theories declarative knowledge does not become procedural knowledge. Knowledge of the items and rules that comprise the formal grammar system of the language is called linguistic competence. Within the theoretical frame work developed by Chomsky. Procedural grammar develops from accuracy to fluency in communicating a message. At the accuracy stage learner's attention is drown to correct language, at the frequency stage learner's attention is sheeped to the communicative message. Procedural grammar knowledge that is formed in the language uses mind is called mental grammar. Every activity we should organize acc.to 3 fazes: pre, while, post. At pre-gram stage a new gram. material can be done with the rules and examples(deductive). At while-gram. stage we should practise grammar with the help of drills and creative exercises(games, role-plays). At post-gram. stage we use gram. utterances in communicative settings. And as usual acc.to British literature trinity of P (grammar presentation, gram. practice, gram. production). It is very important to use principle of cognitive intellectual orientation that make the students activate their primary knowledge. At all stages of work with grammar we must be careful to prevent material interference that can be cause by the points of differences in foreign language and native lang. The ways of presentation of new grammar material: 1)inductive (from examples to rules for learners with very high level); 2)deductive (from rules to examples for elementary level); 3)lexical way(for young learners). The choice of them depends on 3 main factors: 1)psychological factor (student's language ability); 2)linguistic factor (character of grammar material); 3)pedagogical factor(conditions of teaching). Types of gram. activities: 1)language analyses for induction (using examples to generate a rule) and deduction (giving examples based on a rule); 2)formal drills(substitution,transformation); 3)functional drill; 4)meaningful drill(using gram. in a broadest situational context, writing a story, role-play, etc).

12.Characteristics of listening as a type of speech activity. Factors determining listening comprehension. Levels of LC. Requirements for the text for TL. Methods or stages of work with texts for listening comprehension. Activities for TL. Ways of controlling listening skills. Listening is a significant and essential area of the development of ICC. Listening is a process of receiving and designing meaning. Listening interacts with speaking and is usually occurs in conjunction with speaking. Listening takes 90% of class time at school and probably the most important skill in oral communication. List. is a communicative skill to get the meaning from what we hear or listen. Listening to the spoken language involves: understanding different absence, predicting meaning, listening the sound, recognising words and sentences, understanding the communicative message. Listening is a psychological process which implies the work of many cognitive mechanisms: memory, perception, anticipation in a speech and thinking with its operations of deduction, induction, analyses, comparison. Listening interactes with non-verbal system, because 93% information comes from non-verbal, visual clues so we must teach students how to listen well and how to pick up non-verbal system at the same time. Listening as a skill linked for all components of ICC. Linguistic competence helps to catch the meaning of what we listen. Socio-cultural competence in TL involves what is expected socially or culturally by the FL users in this or that communicative situation. It is very important in FL to understand what the speaker wants to convey(sense,emotions,sense of authority). Culturally aware listener must be able to listen between the lines in order to respond properly (verbally, non-verbally). Discourse competence in FL deals with the communication at the sentence level. If our students have discourse competence they will be able to anticipate what will be said and understand easily what they are listening at any moments. Discourse competence implies that the students cognitively involved his active not passive and his overthinking to know of how the parts of communication relates to each other. It involves understanding how the target language is used in different communicative speech. Strategic competence means the ability to use all possible strategy clues to get the meaning of what is listened. It involves use of different strategies such as compensating the missing grammar, vocabulary, making predictions what is coming next. For this students should know suffixes, affixes, titles, proper names, nicknames, phrases, international words. It is very important to take into consideration, background knowledge, background voice and etc. The process of TL is guided by principles(specific principles in TL): 1 principle. teaching to listen as a communicative skill, it means that the students are taught the ability to listen in real or close to real situations; 2principle teaching to listen is based on authentic materials. It implies that the materials for listening are authentic like for teaching purposes; 3principle teaching to listen as an integrated skill. Usually people listen and speak, listen and write or listen and read. Listening can be taught as an active, extensive and intendive. Active listening is a listening for details, extensive listening for is the listening for gist or the main idea, intendive is a critical listening. Methodological classification of listening given by Reznuck: 1)proper listening (when teacher prepares texts by the tape); 2)attendant develop speech skills (reading, writing, speaking); 3)instructive corrective(involves instructions); 4)situational. Levels of listening: 1)progmantory level (L1)(tick the correct answer); 2)progmantory incomplete level(say what the text is about); 3)analitical level (B1) (answer the question, fill the gap, true or falls); 4)complete comprehension (B2) (make up questions); 5)detailed comprehension(C1)(express your opinion); 6)the critical understanding(discuss,listen and write your own opinion). Difficulties in TL: 1)unknown language(words and grammar); 2)unintelligible manner of presentation (accent, diction); 3)unfamiliar topic; 4)no personal opinion, lack of own experience; 5)no expectations about the text; 6)interference of the first FL. Exercises for TL: 1) training exercises(on anticipation, logical thinking); 2)speech exercises include listen and do, listen and answer this question, listen and transfer to table,diagrams,notes and etc; 3)communicative exercises or listen and infer exercises(express your own opinion). Every activity we should organise acc.to 3 fazes: at pre-list. we may give some information or tasks, analyse some grammar, vocabulary, ask some questions; at while-list. listen the message of the text(listen to the text, listen complete the chart); 3) at post-list. are done after the process of list. are completed the main task is to check listening comprehension, for it we may use(drue the conclusion,answer the question and etc.)

13. Importance of teaching Speaking as a skill of oral communication. (Types of Speaking. Psycho–linguistic characteristics of monologic speech and dialogic speech. Prepared and Unprepared Speech. Types of monologue. Ways of teaching monologue and dialogue. Structural components of speech situations).

Speaking is one of the ways of oral language communication. Speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts. Language learners need to recognize that speaking involves three areas of knowledge: Mechanics (pronunciation, grammar, and vocabulary): Using the right words in the right order with the correct pronunciation; Functions (transaction and interaction): Knowing when clarity of message is essential (transaction/information exchange) and when precise understanding is not required (interaction/relationship building); Social and cultural rules and norms (turn-taking, rate of speech, length of pauses between speakers, relative roles of participants): Understanding how to take into account who is speaking to whom, in what circumstances, about what, and for what reason. The goal of teaching speaking skills is communicative efficiency. Aim of teaching speaking is to develop students' abilities in accordance with their real need and interest to realize verbal communication in varied social determined situations. Speaking is inseparable from conditions, in which it runs, as follows: situation; Extra lingual context; purpose; Concrete contents of the speech act; Level of development, formation, social position. Components of speech situation: Who?(age, social state, role); Where? When?(place, time); How?(feelings, emotions); With what purpose?(intention, wish) What about?(subject). Forms of teaching speaking: Monologue; Polylogue; Dialogue. Monologue is organized type of speech, representing itself as a product of the individual construction and suggested as long-lasting utterance of one person, turned to audience. Types of monologue : Salutatory speech(greeting); Blaming speech; story; Praising; accusatory; Characteristics; Lecture; Describing. Characteristics of monologue: Goal-directed & correspondence to the tasks; Continuity; Logical structure and content; Completeness; Expressiveness; Independence. Ways of teaching monologue: Up to down - First way expects developing a monologue constructions or monologue skills on the base of different stage works with texts; Down to upwards - This way is connected with the abilities that don’t require any handholds to the text works, repulsing only from themes and problems of under discussed questions, studied lexical and grammatical materials, as well as speech structures. Ways of teaching monologue: Pupils work with the task on the base of texts – 1.Before reading; 2. After reading. Tasks there occurs determination and analyzing of logical-semantic connection of speech acts, speech acceptance, ways of argumentation. Dialogue is a speech construction in which there are interactively communicate two or more people that represents itself as a type of communication. Base characteristics of dialogue: Reaction; situational. Typical patterns of a dialogue: double-sided character; Elliptical pattern; Broad use of non-verbal elements; Use of abbreviations; Free form of expressions; Emotional pattern, expressiveness; Using gestures, mimicry. Variety of a dialogue: Free (Conversation, interview, discussion); Standard (Typical communication on social degree: doctor-patient, sailor-client, teacher-pupil, driver-passenger. These are Question-answer such as “-How are you?” “-and you” “Did wash dishes?” etc.) Ways of teaching Dialogue: Up to down; Down to upwards. Testing Speaking: Fluency; Accuracy (Grammar)Pronunciation; Task completion; Vocabulary; Appropriateness; Comprehension; Communicative competence. How to test: Question /Answer; Picture Test; Situation/Response; Role Play; Formal Presentation.