- •Alexander kamensky
- •4.5. Conclusions 93
- •5.7. Conclusions 108
- •7.8. Conclusions 163
- •8.7. Conclusions 202
- •9.6. Conclusions 205
- •9.2.2. Grammar 209
- •9.4. Aims of teaching reading in a secondary school 219
- •9.5. How to teach reading 224
- •9.6. Conclusions 233
- •Introduction
- •1.1. Reasons for learning languages
- •1.2. Success in language learning
- •1.2.1. Motivation
- •1.2.2. Extrinsic motivation
- •1.2.3. Intrinsic motivation
- •He teaches good pronunciation.
- •He explains clearly.
- •He speaks good English.
- •1.3. Motivational differences
- •1.3.1. Children
- •1.3.2. Adolescents
- •1.3.3. Adult beginners
- •1.3.4. Adult intermediate students
- •1.3.5. Adult advanced students
- •1.4. Conclusions
- •2. Areas of a native speaker knowledge
- •2.1. Pronunciation
- •2.1.1. Sounds
- •2.1.2. Stress
- •2.1.3. Intonation
- •2.2. Grammar
- •2.3. Vocabulary
- •2.4. Discourse
- •2.4.1. Appropriateness
- •2.4.1.1. Communicative competence
- •2.4.1.2. Interaction with context
- •2.4.1.3. Structuring discourse
- •2.4.2. Global communicative competence
- •2.5. Language skills
- •2.5.1. Skills and sub-skills
- •2.6. Conclusions
- •3. What a language student should learn
- •3.1. Pronunciation
- •3.1.1. The importance of listening
- •3.2. Grammar
- •3.2.1. The importance of language awareness
- •3.3. Vocabulary
- •3.3.1. Vocabulary in context
- •3.4. Discourse
- •3.4.1. Language functions
- •3.5. Skills
- •3.6. The syllabus
- •3.6.1. Structures and functions
- •3.6.2. Vocabulary
- •3.6.3. Situation, topic and task
- •3.6.4. The syllabus and student needs
- •3.7. Language varieties
- •3.8. Conclusions
- •4.1. Methods of language teaching
- •4.1.1. Traditional learning theories and approaches
- •4.1.1.1. Grammar-translation method
- •4.1.1.2. Direct method
- •4.1.2. Behaviourism: Audio-lingual method
- •4.1.3. Cognitivism
- •4.1.3.1. Structural approach
- •4.1.3.2. Structural-situational method
- •4.1.3.3. Situational syllabus
- •4.1.4. Communicative approach
- •4.1.5. Functional-notional courses
- •Functions and notions
- •4.1.6. Acquisition and learning
- •Intonation
- •4.1.7. Task-based learning
- •4.1.8. Humanistic approaches
- •4.1.9. Self-directed learning
- •4.1.10. Neuro-Linguistic Programming
- •4.2. Foreign language learning
- •4.3. Input and output
- •4.4. A balanced activities approach
- •4.5. Conclusions
- •5. Teaching the productive skills
- •5.1. The nature of communication
- •5.2. The information gap
- •5.3. The communication continuum
- •Communicative Activities
- •5.4. Stages in language learning/ teaching
- •5.4.1. Introducing new language
- •5.4.2. Practice
- •5.4.3. Communicative activities
- •5.4.4. The relationship between different stages
- •5.5. Integrating skills
- •5.6. Speaking and writing
- •5.7. Conclusions
- •6. Typology of exercises in teaching english
- •6.1. What is an exercise: Psychological and pedagogical background
- •6.1.1. Exercise as an item of teaching
- •6.1.2. Teaching curve
- •6.1.3. Structure of an exercise
- •Exercise
- •1. Instruction
- •2. Model
- •3. Control
- •6.2. Different approaches to the problem of classification of exercises
- •6.3. Criteria of classification of exercises: Types and kinds
- •6.4. System of exercises
- •6.4.1. Basic notions of a system, subsystem, complex, series, cycle, group of exercises
- •4 Skills
- •6.4.2. Characteristics of the system of exercises
- •6.4.3. Basic methodological principles of constructing the system of exercises
- •6.5. Conclusions
- •7.1. Speaking as a skill
- •7.2. Aims of teaching speaking in a secondary school
- •7.3. Linguistic peculiarities of dialogical speech
- •7.3.1. Functional correlation of dialogue replies
- •7.3.2. Structural correlation of replies
- •7.3.3. Kinds of dialogical unit
- •7.3.4. Functional types of dialogue
- •7.4. Stages of teaching dialogue
- •7.4.1. Dialogical unit as an item of teaching
- •7.4.2. Communicative situations
- •7.4.3. Four faces of a situation
- •7.4.4. System of exercises in teaching dialogical speech
- •7.4.4.1. Exercises of group 1
- •7.4.4.2. Exercises of group 2
- •7.4.4.3. Exercises of group 3
- •7.4.4.4. Exercises of group 4
- •7.5. Psychological and linguistic peculiarities of dialogic and monologic speech. Types of monologue
- •7.5.1. Psychological characteristics of dialogue and monologue
- •7.5.2. Linguistic characteristics of dialogue and monologue
- •7.6. Functional types of monologue
- •7.7. System of exercises in teaching monologic speech
- •7.7.1. Exercises of group I
- •7.7.2. Exercises of Group 2
- •Verbal sound and illustrative (visual) aids
- •7.7.3. Exercises of group 3
- •7.8. Conclusions
- •8. Teaching the receptive skills: listening
- •8.7. Conclusions
- •8.1. Role and place of listening in teaching English
- •8.2. Listening as a skill in real-life communication
- •8.3. Typology of listening
- •8.3.1. Kinds of listening
- •8.3.2. Types of listening
- •8.4. Types of text for teaching listening in school
- •8.4.1. Authentic and non-authentic listening
- •8.4.2. Structure of texts for listening
- •8.4.3. Types of text for listening
- •8.5. Major premises and conditions for effective teaching listening
- •8.5.1. Major premises for listening
- •8.5.2. Conditions for effective listening
- •8.6. System of exercises in teaching listening comprehension in school
- •8.6.1. Preparatory exercises: Isolating the listening skill
- •8.6.2. Preparatory exercises: Non-isolated listening skill
- •8.6.2.1. Exercises in finding grammatical cues
- •8.6.2.2. Exercises in guessing the meaning of unfamiliar words
- •8.6.2.3. Exercises in understanding sentences containing unfamiliar words which do not interfere with comprehension
- •8.6.2.4. Exercises in anticipation
- •8.6.2.5. Exercises in eliciting different categories of meaningful information (time, space, cause, effect, etc.)
- •8.6.2.6. Exercises in estimating types of cohesion
- •8.6.2.7. Exercises in telling the main idea in a group of sentences
- •8.6.2.8. Exercises in developing auditive memory and attention
- •8.6.3. Authentic listening material
- •8.6.3.1. Authentic listening material at the early stages
- •8.6.3.2. Communicative exercises: Teaching listening as a skill
- •8.6.4. Using listening comprehension dialogues in class
- •8.6.5. How to justify the use of songs
- •8.7. Conclusions
- •9. Teaching the receptive skills: reading
- •9.2.2. Grammar
- •9.6. Conclusions
- •9.1. Reading as perception of information
- •9.1.1. Vocalisation and verbose
- •9.1.2. Redundancy
- •9.1.2.1. Uncertainty and information
- •9.1.2.2. Sources of redundancy
- •9.2. Reading as interpretation of information
- •9.2.1. Surface and deep structures
- •9.2.2. Grammar
- •9.2.3. Learning: Knowledge
- •9.2.4. Three faces of memory
- •9.3. Reading as a skill
- •9.3.1. Reading in real life: Functions
- •9.3.2. Interest and usefulness
- •9.3.3. Purpose and expectations
- •9.3.4. Specialist skills of reading
- •9.3.4.1. Predictive skills
- •9.3.4.2. Extracting specific information
- •9.3.4.3. Getting the general picture
- •9.3.4.4. Extracting detailed information
- •9.3.4.5. Recognising function and discourse patterns
- •9.3.4.6. Deducing meaning from context
- •9.4. Aims of teaching reading in a secondary school
- •9.4.1. Reading as a vehicle of teaching
- •9.4.2. Aims of teaching reading in school
- •9.4.3. Kinds of reading mastered in school
- •9.4.4. Techniques of reading and stages of teaching
- •9.5. How to teach reading
- •9.5.1. Teaching reading aloud
- •9.5.1.1. Three methods of teaching reading aloud
- •9.5.1.2. Grapheme-phonemic exercises
- •9.5.1.3. Structural information exercises
- •9.5.2. Teaching silent reading
- •9.5.2.1. The twin problem of analysis and synthesis
- •9.5.2.2. Semantic-communicative exercises
- •9.6. Conclusions
5.7. Conclusions 108
Discussion 108
6. TYPOLOGY OF EXERCISES IN TEACHING ENGLISH 109
6.1. What is an exercise: Psychological and pedagogical background 109
6.1.1. Exercise as an item of teaching 110
6.1.2. Teaching curve 111
6.1.3. Structure of an exercise 113
6.2. Different approaches to the problem of classification of exercises 114
6.3. Criteria of classification of exercises: Types and kinds 119
6.4. System of exercises 123
6.4.1. Basic notions of a system, subsystem, complex, series, cycle, group of exercises 123
Speech 126
6.4.3. Basic methodological principles of constructing the system of exercises 127
6.5. Conclusions 128
Discussion 129
7. TEACHING THE PRODUCTIVE SKILLS: SPEAKING 130
7.1. Speaking as a skill 130
7.2. Aims of teaching speaking in a secondary school 133
7.3. Linguistic peculiarities of dialogical speech 134
7.3.1. Functional correlation of dialogue replies 134
7.3.2. Structural correlation of replies 134
7.3.3. Kinds of dialogical unit 135
7.3.4. Functional types of dialogue 136
7.4. Stages of teaching dialogue 138
7.4.1. Dialogical unit as an item of teaching 138
7.4.2. Communicative situations 139
7.4.3. Four faces of a situation 140
7.4.4. System of exercises in teaching dialogical speech 140
7.4.4.1. Exercises of group 1 141
7.4.4.2. Exercises of group 2 143
7.4.4.3. Exercises of group 3 145
B: … 146
Dialogue-functional scheme as a specific means of teaching 147
7.4.4.4. Exercises of group 4 148
7.5. Psychological and linguistic peculiarities of dialogic and monologic speech. Types of monologue 152
7.5.1. Psychological characteristics of dialogue and monologue 152
7.5.2. Linguistic characteristics of dialogue and monologue 153
Logical-syntactical scheme 154
7.6. Functional types of monologue 156
7.7. System of exercises in teaching monologic speech 158
7.7.1. Exercises of group I 159
E.g. The subtopic ‘Classroom’, the 5th form 159
7.7.2. Exercises of Group 2 160
Verbal sound and illustrative (visual) aids 160
E.g.: Topic ‘Appearance’, the 5th form 160
7.7.3. Exercises of group 3 162
7.8. Conclusions 163
Discussion 164
8. TEACHING THE RECEPTIVE SKILLS: LISTENING 166
8.1. Role and place of listening in teaching English 167
8.2. Listening as a skill in real-life communication 167
8.3. Typology of listening 168
8.3.1. Kinds of listening 168
8.3.2. Types of listening 170
8.4. Types of text for teaching listening in school 174
8.4.1. Authentic and non-authentic listening 174
8.4.2. Structure of texts for listening 176
8.4.3. Types of text for listening 177
8.5. Major premises and conditions for effective teaching listening 179
8.5.1. Major premises for listening 179
8.5.2. Conditions for effective listening 180
8.6. System of exercises in teaching listening comprehension in school 186
8.6.1. Preparatory exercises: Isolating the listening skill 187
8.6.2. Preparatory exercises: Non-isolated listening skill 189
8.6.2.1. Exercises in finding grammatical cues 189
8.6.2.2. Exercises in guessing the meaning of unfamiliar words 190
8.6.2.3. Exercises in understanding sentences containing unfamiliar words which do not interfere with comprehension 191
8.6.2.4. Exercises in anticipation 191
8.6.2.5. Exercises in eliciting different categories of meaningful information (time, space, cause, effect, etc.) 192
8.6.2.6. Exercises in estimating types of cohesion 192
8.6.2.7. Exercises in telling the main idea in a group of sentences 193
8.6.2.8. Exercises in developing auditive memory and attention 193
8.6.3. Authentic listening material 194
8.6.3.1. Authentic listening material at the early stages 194
8.6.3.2. Communicative exercises: Teaching listening as a skill 195
8.6.4. Using listening comprehension dialogues in class 198
8.6.5. How to justify the use of songs 199
How to choose and evaluate songs 200