15. Aims of teaching writing and written speech in flt. Types of dictations and their role in teaching writing.

Writing as the skill is very important in teaching a foreign language. It helps students to assimilate letters and sounds of the English language, its vocabulary and grammar, and to develop habits and skills in pronunciation, speaking and reading. The aim of teaching writing is: - to teach students to write the same text which educated person can write in his/her mother tongue; - fill the blank; - to write different kinds of letters and answer to them (including personal and official letters); - to write autobiography/resume;- to write application; - review; - annotation; - report; - essay/composition; - to write greeting cards; - to write the notes. 4 basic skills are necessary for writing: 1.Planning is a pre-writing activity, which encourages students to write, to gather information, to generate ideas. 2.Drafting – students write statements of purpose, some quotations, provoking and general questions. 3.Revising – you revise what you have done. 4. Editing – polishing of the text to the excellent. Types of dictations for improving writing skills: 1. Visual – a teacher read a sentence, write it on the blackboard, underline different words, then the teacher rubs it off, they write it by memory; 2. Preventive – provides preliminary discussion and analysis of the most difficult words, aimed at preventing mistakes; 3. Explanatory – different words analysed after writing, teacher dictates 2-3 sentence and then discuss pupils’ mistakes, students involved and correction without any delay; 4. Auto – conducted when a poem, a piece of prose learned by heart; 5. Control – read 3 times: 1-for general idea;2-sentence by sentence with pauses;3-whole to check up.

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.

There are a great amount of works devoted to the methodological and theoretical bases of the lesson starting with the works Я. А. Каменский. Typology of the lessons represented in the works of И.Ф.Гербарт, И.Я. Лернер, М.Н. Скаткин, Р.Г. Лемберг, И.М. Чередов, В.И. Загвязинский, В.К. Дьяченко, Ю.Б.Зотов,М.А. Данилов, Г.И. Горская , М.И. Махмутов, В.А. Зайкин и др. Planning helps you to reduce uncertainty and gives you confidence and clarity. It reminds you to prepare materials beforehand, and makes it easier for you to organize the time and activities flow in classes. For students, evidence of a plan shows them the teacher has devoted time to thinking about the class. It is a way to help gain the respect of your students. It suggests professionalism and commitment. There are four basic types of the lesson planning: logical line, topic umbrella, jungle path and rag-bag. In a logical line lesson there is a clear attempt to follow a logical path from one activity to the next. “Logical line” of activities means that there is a succession of tasks that gradually take the learners to the planned result. E.g. the learners first achieve a general understanding of the text and then move on to work at specific details. In the “logical line” lesson there is in most cases one clear and overall objective. A topic umbrella lesson is given to one general topic (e.g. “healthy food”) that is used as the main point for all the activities. The teacher might use a variety of activities such as “vocabulary”, “grammar”, “speaking”, “listening”, “reading” and “writing” linked to one and the same umbrella topic. In a “topic umbrella” lesson there can be a number of related objectives, e.g. to study the vocabulary related to “healthy food”, to study the expression of future in the “if clauses” (If you eat … you will …), to listen to a lecture episode on healthy diets etc. Jungle path lesson is not planned or predicted in any way but is created moment by moment in class. The starting point can be an open-ended activity such as brainstorming. During this lesson a teacher focuses predominantly on the learners and the classroom situation rather than on the materials and plans. E.g. the learners can ask about the language problems they have come across in the reading activity and the whole work will shift in this direction. Rag-bag is a sequence of unconnected activities. These lessons are designed to keep the learners entertained and involved. This type of lessons could be appropriate for the young learners with a short attention span. There is no overall objective in such lessons (Scrivener, J. 1994. Learning Teaching. Heinemann. P. 32-37). One of the major challenges that a teacher can face in preparing a lesson is designing the sequence of activities. One of the most frequent models to sequence the activities in the lesson is the stepping way. It is a lesson with consisting of several logically organized activities as “steps towards a goal”. Another model is the convergent way with a variety of different activities (e.g. developing grammar and vocabulary) all converging towards achieving a lesson objective. Planning a lesson starts with clarifying its objectives. Objective implies a “mission” that is performed during the activity.  Lesson objectives often includes the following four components: contents (a certain contents area to be dealt with in the lesson), skill (a certain communicative skill or language area will be developed during the lesson), technique (a certain technique will be implemented in the attempt to organize teaching and learning) and product (a certain result will be produced by the learners in the lesson). Giving a lesson involves classroom management. It involves the following elements: Starting a lesson; Using classroom board in a well organized way; Maintaining discipline in the classroom; Arranging seats adequately to the tasks; Confidence building in learners; Timing a lesson; Giving directions to the learners; Rationing teacher talking time; Rationing learner time on task; Closing up.

17.Control and assessment in FLT. Ways and forms of control. Testing language competence and communicative skills.

Properly organized testing of pupils’ achievements gives the teacher an opportunity to get a clear idea of his pupils’ progress in foreign language learning.Analyzing the results of testing the teacher will see his shortcomings both in methods and techniques applied and in the progress of each pupil.It allows him to improve his own work.In this connection P.Oliva writes “ A test measures not only the student’s performance but also the effectiveness of the teacher’s instruction.Tests serve a diagnostic function.They show where students have diffilucties.They provide information which should lead the teacher to modify his instruction”Testing an evaluating pupils’ achievements in lang.learning is of great importance. Pupils get used to working systematically at the target language.The letter ensures favourable conditions for the mastering of the foreign language,that is,for learning words,phrases,grammatical structures,and developing habits and skills in using all these while hearing,speaking,reading,and writing.Thus the problem of learning is not so much to get things into the mind,as it is how to get them out again when they needed for aural comprehension,speaking,reading,and writing.Through testing every pupil can show how he can use what he learns,that is “ready access” to the knowledge he receives.Although tests are used for measuring the achievement of the objectives in lang.learning,they fulfil educational functions as well,namely,each test makes pupils concentrate their attention on certain language material and language skill and thereby mastering it successfully.Since testing is accompanied by the evaluation of the achievement of every pupil this stimulates pupil’s desire to learn.Evaluation is an integral part of teaching;it is a process of determining the extent to which objectives have been achieved.

Some possible approaches to testing are described herewith.The testing of listening comprehension may be administrated in two ways depending on pupils’ reaction to the material the hear.1.Atext is presented either by the teacher or on tape.Each pupil is given a set pf pictures one of which corresponds to the item that he hears.The pupil listens attentively to the text and identifies the picture correctly by raising it or by putting a mark in a special place provided for it.2.Atext is presented,preferably on tape.The class or each pupil is given a definite tast before being invited to listen to the text.Pupils listen to the text and then they are asked to react to the material according to the given assignments.These may be answering yes-no-questions,choosing answers from multiple-choice items on card distributed beforehand.

The testing of speaking is the most difficult as the teacher will want to test pronunciation,intonation,stress,sustained speaking,use of vocabulary and grammatical structures.The best way to measure achievement in speaking is by testing pupil individually.But this very time-consuming and ,although the teacher does his best to question as many pupils as he possibly can,he fails to cover all the individuals on a given topic,and as a result this leading lang.skill is often not controlled in any way whatsoever.Instead the teacher tests knowledge of words,structures;ability to ask and answer questions in written form;ability to write about a situation or a topic suggested.In order to avoid this the following testing technique may be proposed.Each pupil gives his response on tape.The teacher plays back the tape as has time and evaluates each pupil’s performance.Contemporary teaching aids make this available.

The testing of reading deals with comprehension and speed.The former is more important that the latter.Testing reading may be administrated aloud or silently.Each pupil gets a passage,accompanied by a set of questions on cards which can be true-false type,multiple-choice, or a type that requires a statement for an answer.In case of reading aloud the test may be administrated in the lang.laboratiry with each pupil reading on tape.Subsequent evaluation is carried out in the manner described above for measuring speaking skills.If pupils read silently the teacher collects cards and evaluates comprehension by every pupil form answers.

The testing of vocabulary and grammar is carried out indirectly or directly.All the above – mentioned tests imply the testing of voc. And grammar since the pupil can not give the satisfactory answer to any test if he does not know the words and grammar items required.This is indirect testing.However the teacher may administer direct testing when he proposes a voc.test or a grammar test.

18. Testing as a means of control in FLT. Classification of tests. Dwell on the requirements to tests. Properly organizing testing gives clear data of his students’ progress in FLT. Analyze. Results teacher will see shortcomings both in method and techniques progress in students. In this connection definition given by Poliva: A test measures not only students’ performance but also effectiveness of teacher instructions. They show where student have diff, they provide information which lead the teacher to modify his instructions. Definition of language test: tool for measuring language performance in learners. A fundamental principle in language testing is correspondence and real world language use. (Palmer, Bachman) Test quantities include: reliability, validity, consistency, practicality. Types of testing: Proficiency test, Achievements test, Diagnostic test, Placement test. Proficiency test: measures students language ability, regardless of the train, they may have had topics. Diagnostic: identify students weakness and stranges. Provide teacher for inf. on what further teaching is necessary what problems student might have in copying students demands. Placement: provide information that helps to place students at the most suitable stage of the teaching curriculum. Testing techniques: 1. Multiple choice: have stem, number of options one of them is correct. 2. Gap filling: refers to the tasks where the test takes where students are given separate sentences with some words or phrases deleted. Task is to restore the missing word. 3. Close procedure: involves deleting number of words in the whole text require student to restore the original words. 4. Matching: is test format when students are given as list of items which they have to match with other list of words, sentences, visual images, paragraphs. 5. Information transfer: students have to transfer from the text to the chart table or map. 6. Editing tests: consists of sentences or text passages in which errors have been introduced, students are to identify and to write out the missing errorless of elements. 7. Remodeling tests: students have to rewrite original sentences starting sent. meaning of original sentences didn’t change. Test analysis: is necessary on order to process the results to draw conclusion on student performance. 2 methods are marking: analytic methods, error counting methods. Testing communicative skill testing writing, speaking, reading, listening. Testing oral ability has objective in oral interaction. Oral tests types can be monolog, dialog, multi-part. Pointing: Accuracy, appropiracy, voc., grammar, size, flexibility. Besides this, testing language material it includes test grammar and vocabulary.