Teaching speaking begins with the sentence level.

e.g. Listen to the teacher and say whether you agree or disagree with him …

e.g. Listen to the teacher and say that it is good or bad, wonderful, tragic...

It is a memory exercise and it can be a grammar exercise.

e.g. Listen to pairs of short sentences and connect them by one of the given conjunctions … (and, but) - He was sleeping. He wanted to watch a football match.

e.g. Reproduce a mini-dialogue and enlarge it using some of the following phrases (Let's go home.- I'd rather not. - It's late and I'm sleepy. - It's a pity. The party is so nice)

Listening + speaking

e.g. Listen to mini-dialogues, decide whether speakers agree with each other, and say “I also think”, “I agree with the speaker ...”

e.g. Listen to 2 statements and decide if they were said by 1 or 2 speakers, if it's a dialogue or a monologue, then change it into a dialogue/monologue.у

A snowball monologue.

I hope that warm weather will return/and the summer will shine again/and we all will be happy …

It's a good book Wait a bit

Let's start Read it

When?

I'm glad

Let's take it

Teaches to respond immediately, develops flexibility.

For very little ones.

- Read the sentences and say what sentences you will use if you want to make a compliment, boast of smth., share with your friend …

it's a nice bag, take it, I like it, I like your cat, you need an umbrella, ...

Take it – you need an umbrella. It's a nice bag – let's take it (buy it for me). Teaches flexibility of self expression. It's receptive-reproductive.

Arrange separate phrases into a unified utterance. You can add “and”, “so”, etc.

Receptive ex. - read the short utterance and find the sentence which reflects the purpose of the speaker. (She's a kind girl. She always pities me, when I feel sad, … or She's a kind girl. Let's ask her to help us. She'll translate it in an hour.)

Rule – make up a variety of props – scaffolding

The props may be either in the target or in the native language or they can even be visual – some kind of direct demonstration.

The scaffolding has the following functions:

1. prevention of mistakes whether lexical or structural or culture-based (cultural)

2. s. can show the logic of developing the utterance

3. s. can suggest what else can be discussed within the given issue

4. s. can give a sample of performing the task

A set of tasks based on asking and answering questions.

When starting a new topic perhaps after some vocabulary has been introduced the teacher asks the class the set of general questions (Do you like the weather today? Are you fond of the rain? and so on). Because the new vocabulary is used receptively. The next set of questions must be alternative. They are next in the grading of difficulty. (Are you a good fixer or do you feel ill at ease?). The alternative questions needn't repeat the general ones. A.Q. teach to memorise an utterance, understand idiomatic expressions, and sometimes they may even help to teach paraphrasing. The most challenging are special questions, because they involve production of one's own utterance. You can teach immediate response. We can use the following set of exercises:

1. exchange of your separate remarks with your partner

We can give them absolutely violated phrases, but belonging to the same topic

2. The sun is shining. The rain has stopped. It's very cold. take off your raincoat. It's snowing hard.

The task is to combine stimulas and responses. (-I'm very hot. - What unpleasant weather. - The rain has stopped. - Let's go for a walk)

You practice some speech.

• to be going to do something

• to look forward to doing something

The teacher gives an example. - I'm looking forward to Easter. - Oh, yes. But it's such a short holiday.

They are prepared and unprepared. But the response is unprepared. We don't know what our partner will say.

Ex. listen to the teacher and respond with “I also think so”, paraphrasing the teacher's statement. (I usually feel more dead than alive by the end of the term. - I also feel exhausted)

Ex. ask what he or she means (I can't do anything. - You mean you can't wait for it?) DO YOU MEAN?

Методика обучения ИЯ: традиции и современность

Teaching Writing

1. The role of writing as a major skill and as written recording of oral speech

2. Teaching the technique of writing

3. Teaching writing as “functional literacy” that is teaching writing as self-expression

Writing and speaking are very much similar to each other, both being of a reproductive or productive nature, but the basic difference between them lies in the immediacy of speaking and the time you have for putting down to paper certain facts, ideas or emotions. Speaking and writing share lots of basic and functional skills, that is most lexical and grammar skills, with some exceptions (most written discourse is not characterised by slang, whereas speaking seldom makes use of high-flown vocabulary. Grammatically speaking is almost devoid of complex, participial gerundial or absolute constructions. It is not until the advanced stages of language learning that these linguistic differences start to matter, therefore with the same vocabulary and syntax speaking and writing help to develop each other. In writing we do not use pronunciation and intonation skills, but we use them implicitly in order to pronounce what we are about to write in a so called “inner reproduction”. Writing helps speaking just because it is unhurried and well thought through. It helps to develop the effectiveness of language use (economy of language, expressiveness, precision). Until recently writing was regarded a means rather than an aim. It should be regarded as both. It has its own goals, especially now as we are drifting into the European framework. By teaching the technique of writing we mean teaching spelling, penmanship and punctuation. Writing proper presupposes the functional skills of producing written utterances envisaged by standard requirements.

Standard Requirements

1. The basic level:

   1. a personal letter (style, shortened, forms, colloquial phrases, informal formulas of address, …)

   2. filling out a form

   3. writing a CV – Curriculum Vitae (autobiography within the required format)

   4. writing out citations

(mostly standardized types of discourse) technique of writing: penmanship, spelling, the most basic rules of punctuation

2. The specialized (advanced) level:

   1. writing a business letter

   2. writing a resume (a letter of application)

   3. formulate the information received in the form of abstracts, review, summary)

   4. making notes of teacher's speech

   5. using written English in project work; writing a detailed plan of a presentation; summing up information received from a number of sources

   6. describing events, facts, phenomena

   7. formulating ones judgements concerning different aspects of life

(mostly, creative types of discourse)

The Technique of Writing (Penmanship)

1. Guess the letter on the blackboard by its element (either capital or low-case letters) develops visual imagination

2. Make as many letters as possible from the following elements (/, ..)

3. Look at the letters, underline and name all the English letters

4. Imitate the letter using the pattern (they can outline the counteur)

5. Write the letter dictated by a fellow-student

6. Fill in the gabs in the alphabet

7. Rewrite the letters in the alphabetical order

8. The lower part of the word is closed. Guess the word by its upper part, name it and finish writing it

Teaching Spelling

1. Write the letter or letters which can render the following sounds ([ei] – a, ai, ay, [k] – k, c, ck, ch)

2. Name each word twice pointing to its transcription and spelling

3. Find and read the word which does not correspond to the transcription, which doesn't sound like that

4. Match the familiar words and their partial transcription

5. Name the missing letter, write it in and read the whole word (m-ther, f-ther, s-n, da-ghter)

6. Find a rhyme for each of these word

7. Fill in the necessary letter or letters (pri...e [prais])

8. Group unfamiliar words into 4 columns according to the transcription

9. Change the order of the letters to get familiar words (hisf, drinfer)

10. Make up as many words you can using the letters from this word (demonstration)

11. The game “Gallows”

12. Write and pronounce the following familiar and unfamiliar words in Past Simple (prefer – предпочёл, admire – восхищался)

13. Reconstruct the infinitives (hoping, hopping)

14. Fill in the right word (He's stronger … his brother) (than, then)

15. Spell unfamiliar words dictated by the teacher

16. Who wrote each word – a British or an American (honour, colour, favour)