36. І 38 Планування навчального процесу з іноземної мови. Наведіть приклади прикт. Мети і освітньої мети.

The teacher needs two kinds of plans to work successfully: the plan of a series of class-periods for a lesson or unit of the textbook or a unit plan and for a particular class-period.

In compiling a unit plan the teacher determines the difficulties of the lesson, namely, phonetic difficulties, grammar difficulties, vocabulary difficulties.

He then distributes these difficulties evenly over the number of class-periods allotted to the lesson in the calendar plan.

7. The teacher starts by stating the objective or objectives of each class period that is what can be achieved in a classroom lesson.

Pupils coming to the lesson should know what they are to do during the lesson what performance level is required of them and how it can be achieved.

8. The teacher distributes the linguistic material throughout the class-periods according to the objectives of each period, trying to teach new vocabulary on the grammatical material familiar to pupils and to teach a new grammar item within the vocabulary assimilated by pupils or he first teaches pupils listening and speaking on the new material presented and then pupils use this in reading and writing.

9. The teacher selects and distributes exercises for class and homework using various teaching aids and teaching materials depending on the objectives of each class-period.

The teacher starts by studying the author’s recommendations. He takes the textbook and the teacher’s guide and table for material.

The teacher tries to adapt the unit plan to his pupils. He may either take it as it is and strictly follow the author’s recommendations or he may change it a bit.

The unit planning permits the teacher to direct the development of all language skills on the basis of the new linguistic material the lesson involves. He can lead his pupils from reception through pattern practice to creative exercises and practice to creative exercises and in this way perfect their proficiency in listening, speaking, reading and writing. He can vary teaching aids and teaching materials within the class-periods.

Careful unit planning helps the teacher to keep pupils’ progress in language learning under constant control and use of teaching aids and teaching materials more effectively. .(мета з конспекту)

37. Етапи навч. Монол. Мовл. Сист. Вправ

In teaching monologue we can easily distinguish three stages according to the levels, which constitute the ability to speak:

7. The statement level;

8. The utterance level;

9. The discourse level.

From the psychological point of view monologue speech is characterized by:

5. One – direction speech;

6. Psychological and linguistic connection

These are different types of monologues:

7. Description;

8. Narration; characteristics

9. Meditation.

The students should have special habits and skills in composing monologues:

13. The ability to join connect patterns;

14. The ability to express oneself according to the given situation;

15. The ability to use appropriate speech patterns;

16. To enrich the speech with certain lexical and grammatical material;

17. To transfer the material on other situation;

18. The ability to use material of other topics composing material according to a certain form and contents.

All exercises for teaching monologues are divided into 3 groups:

I group – exercises, which have the aim to unite phrase – level sentences into above phrase unity;

II group – exercises aimed at composing monologues (above phrase level)

III group – exercises aimed at composing monologues (text level).

In teaching monological speech teacher must use special supports which are different on the different levels of language learning. There are such supports which may be used: text, video, pictures, language situation, and topic or problem situation. The order of using different support is different in primary schools and secondary. In primary school this order will be 1), 2) text, 3) situation, 4) topic. But in secondary school it will be 1) situation, 2) visualization, 3) text, 4) topic; and in senior school - text, 2) language situation, 3) visualization (pictures, video), 4) topic or problem situation.

There are two ways of teaching monological speaking: “from above(top)” and “from below”

From above(top) is the methods of teaching where students start from the text level and analysis of it. Students underline words, utterances and sentences and then use them in their speech.

7. Learning of text

8. Retelling of text

9. Changing of situation.

from below – students learn word and utterances, which will use in statements and topic.

7. Statement level

8. Lexical and logical connections between statements

9. Monolog on the topic