- •COMPARISON OF TEACHING AND LEARNING PACKAGES
- •We have analysed:
- •THE HAPPY ENGLISH.RU
- •The course in this learning package will help:
- •This teaching package consists of:
- •The following skills should be formed in pupils:
- •The following principles underpin this curriculum:
- •HAPPY ENGLISH.RU"
- •It consists of two parts:
- •The student book is made up of:
- •The teacher's book includes:
- •The teaching unit is built on the following principles:
- •Comparison parameters
The teacher's book includes:
a map; |
introduction; |
speech |
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exercises; |
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grammar |
reading, writing |
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vocabulary |
and listening |
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exercises; |
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exercises. |
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The teaching unit is built on the following principles:
People learn a language more effectively through active problem solving, learning things on their own or talking (conversing) about personal experiences;
As far as possible, language learners should actively communicate.
Learners should learn native English. For this they are offered a huge number of texts in English.
Comparison parameters |
Clementieva T.B.'s textbook |
Kaufman M.'s and Kaufman K.'s |
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textbook |
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The |
teaching package |
1) a book for the teacher |
1) a book for the teacher |
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consists |
of |
2) student's book |
2) student's book with home |
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3) reading book |
reading texts on the history of |
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4) audio tapes |
England |
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5) workbook |
4) audio cassettes |
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6) videotape |
5) workbooks with handouts |
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7) grammar bingo |
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8) posters |
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Purpose |
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Promote interest in language |
To ensure that pupils have the |
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learning and effective |
necessary and sufficient |
COMPARISON |
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communication among |
communication skills and to |
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learners |
develop their readiness |
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The principles underlying |
1) Effective language |
1) |
Conscientiousness in learning |
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the teaching and learning |
learning through active |
the linguistic and speech |
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package are |
problem solving; |
characteristics of the foreign |
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2) Creating optimal |
language; |
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conditions for |
2) |
Effortlessness, which |
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communication; |
manifests itself in a strict |
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3) Development of |
dosage and gradual formation |
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communicative skills and |
of skills and abilities; |
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abilities; |
3) |
Educational and upbringing |
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4) The principle of linguistic |
value of the content of exercises |
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awareness. |
and tasks; |
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4) |
Socio-cultural orientation; |
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5) |
Development of |
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communicative skills; |
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6) |
Thinking activity of pupils; |
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7) |
Differentiation and |
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integration; |
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