14-05-2015_19-15-42 / AНСМОВА_ПДРУЧНИК
.pdf
301
Exercises in Teaching Listening
Drilling (preparatory)
exercises
A |
|
B |
Exercises to overcome |
|
Development of speech |
linguistic difficulties |
|
|
|
mechanism of listening |
|
and forming habits |
|
|
|
|
|
|
|
|
lexical |
|
logical thinking |
|
|
|
prediction grammar 
attention
phonetic |
|
auditory memory |
|
|
|
Table 41 (to chapter 4.1.)
Speech exercises
Exercises and
activities in
listening texts
302
Ways of Feedback in Teaching Listening Skills
|
Non-verbal means |
|
Verbal means |
||
|
|
|
|
|
|
|
|
|
receptive |
|
reproductive |
|
|
|
|
|
|
6. |
performing actions; |
1. true/false |
|
1. answering /asking |
|
7. |
showing numbers, cards, |
statements; |
|
questions; |
|
|
etc |
|
2. multiple-choice |
|
2. retelling; |
8. |
designing schemes, charts, |
tests; |
|
3. translation; |
|
|
tables; |
3. jumbled |
|
4. writing a plan, fill a chart, a |
|
9. |
drawing; |
paragraphs/plan |
|
table, etc.; |
|
10. |
sorting out pictures, |
items/sentences |
|
5. discussion |
|
|
photos, things, etc. |
|
|
|
|
|
|
|
|
|
|
Table 42 (to chapter 4.1.)
303
Teaching speaking
Psychological characteristics of oral language
Motivated
speaker expresses a desire to inform listener of smth interesting, important, or to get information from him
Addressed to an interlocutor
Table 43 (to chapter 4.2.)
|
Emotionally |
Speech must be |
coloured |
|
|
Situational
for it takes place in a certain situation.
304
Teaching speaking. Monologue
|
|
MONOLOGUE |
|
|
|
is a one-way |
|
Communicative |
process, |
Types of |
|
functions |
|
not intended for |
monologue |
|
|
reactive |
|
|
|
response |
|
Informative |
giving information, |
|
monologue- description |
|
description of events, actions, state |
monologue- information |
|
Influential |
encouraging, warning, persuasion |
monologue- narration |
|
Expressive |
declining emotional stress |
monologue- opinion |
|
Entertaining |
|
|
monologue- persuasion |
Religious-ritual |
speech during some religious acts |
|
|
(According to Методика навчання іноземних мов у середніх навчальних закладах: Підручник. - К.: Ленвіт, 1999.)
Table 44 (to chapter 4.2.)
Communicative
functions
Sharing personal experience and opinions; Giving and receiving information;
Stating and justifying opinions, persuading; Giving and receiving proposals.
305
Teaching speaking. Dialogue
DIALOGUE is a two-way
collaborative process of conversational interaction between two or more participants in which opinions are exchanged.
Types of monologue
Dialogue – exchange of ideas;
Dialogue – questioning;
Dialogue – discussion;
Dialogue – negotiation/arrangement;
(According to Методика навчання іноземних мов у середніх навчальних закладах: Підручник. - К.: Ленвіт, 1999.)
Table 45 (to chapter 4.2.)
306
Comparison of spoken and written communication
|
SPEAKING |
WRITING |
|
|
|
|
Learned |
Instructed |
|
as a child/family without conscious effort, willingly, universal |
Instructed at school, etc. a lot of effort/ imposed/not all literate/withi |
|
over a long time |
short period of time. |
Spontaneity |
unplanned, instantaneous; pressure on listener |
planned |
|
immediate |
time to prepare |
Response |
verbal and non-verbal monitoring |
no pressure on reader; delayed/none |
|
mutual support of listener |
chance to convey meaning; done alone |
|
natural for interaction |
must sustain contact; rare |
Formality |
informal, repetitive, redundant, long |
formal, compact, sparse, short |
Context |
has a context, less explicit (точный, ясный) |
|
Syntax |
simple sentences many ands/buts incomplete |
more explicit |
|
sentences/hesitations |
|
|
|
complex sentences; sets of sub/co-ordinators |
Non-Verbal Supp |
pitch/pronunciation/ |
cohesive |
|
stress/rhythm/intonation/ |
special conventions (e.g. abbreviations) |
|
loudness/pauses |
script |
|
|
punctuation/spelling layout conventions |
|
|
|
Table 46 (to chapter 4.2.)
307
Teaching Reading
Reading styles
Rapid reading |
|
Intensive reading |
|
|
|
Skimming |
|
Scanning |
|
careful reading to |
|
|
|
|
obtain detailed |
|
|
|
||
|
|
|
|
understanding of the |
|
|
|
|
text |
reading quickly |
|
reading quickly to |
|
|
|
|
|
||
for the main ideas |
|
find specifically |
|
|
of the text |
|
required |
|
|
|
|
information from |
|
|
|
|
the text |
|
|
|
|
|
|
|
|
|
|
|
|
Extensive reading
reading usually for one's own pleasure; for overall, not for detailed understanding
Table 47 (to chapter 4.3.)
308
Teaching Reading
Successful communication between reader & writer
reader & writer should share
the same |
vocabulary |
certain |
learners' |
background |
language |
& |
assumptions |
experience & |
knowledge, |
code & |
grammar |
about the |
cultural |
familiarity |
similar |
|
world |
context |
with the |
command of |
|
|
|
subject of the |
language |
|
|
|
text |
Table 48 (to chapter 4.3.)
Learning to write
a means of communication
a sign of prestige
309
Teaching Writing
Reasons for teaching writing
WRITING
-using activities |
|
getting activities |
Skill |
|
Skill- |
|
|
|
Writing to learn
a useful mechanical skill & a learning strategy
a means of testing knowledge skills
Table 4 9 (to chapter 4.4.)
Organize
ideas into related wholes, focusing on one topic and developing points logically and progressively.
Select appropriate vocabulary, finding the best word to show meaning, avoiding
wordiness and using synonyms.
310
Teaching Writing
Characteristics of a good writer
|
Compose |
a good writer |
in meaningful thought |
has to be able to: |
units, using complete |
|
sentences, subordinating |
|
ideas, and avoiding |
|
repetitions. |
|
|
Handle |
|
Use |
basic grammar, |
|
words that show |
punctuation, and |
|
organization, different |
capitalization. |
|
containers & fillers |
|
|
|
Table 50 (to chapter 4.4.)