30. Інтеграція фонетичної зарядки у процес спілкування. Складання фрагмента уроку по проведенню фонетичної зарядки.

In studying English pupils usually make mistakes in pro­nunciation, often repealing the same mistakes again and again. The teacher should bear this in mind and either began the lesson with pronunciation drill or use pupils' errors as the point of departure for the drill. For example, pupils have made mistakes in interdental sounds while reading aloud. After the text has been read the teacher asks them to pro­nounce both individually and in unison the following words: this, that, with, without, other, another .... thing, think, thin, thick, thought...

Of course the teacher takes those words pupils are famil­iar with. More often than not the teacher should begin a lesson with pronunciation drill. This does not mean, however, that its place should be strictly fixed. The teacher may turn to pronunciation drill whenever he wants to draw his pupils' attention to the phonic aspect of the material they deal with and in this way teach pupils correct English pronun­ciation.

The material used for pronunciation drill should be connected with the lesson pupils study. These may be sounds, words, word combinations, phrases, sentences, rhymes, poems, and dialogues. The material for a particular lesson depends on the stage of teaching, pupils' progress in the language, their age, the objectives of the lesson, and other factors. For example, pupils mispronounce words with loul. The teacher selects words with the sound and includes them in pronunciation drill: no, go, home, alonc, don't. Don't go home alone.

Pronunciation is a skill that should be developed and perfected throughout the whole course of learning the language, that is why we insist that the teacher should use pronuncia­tion drill during the lesson, irrespective of the stage of in­struction.

40. Планування навчального процесу з іноземної мови. Наведіть приклади розвиваючої 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.

1. 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.

2. 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.

3. 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