- •1.1. Foreign language communicative competence
- •1.2. Foreign language communicative competence and plurilingual and intercultural education
- •1.3. Framework for foreign language communicative competence
- •1.4. Definition of methodology
- •1. The majority of people study English so that they were able:
- •2. The statement that people's speech both in the native and foreign languages is influenced by a social context means:
- •4. By Foreign Language Communicative Competence I mean:
- •5. Choose two correct items.
- •2.1. Fundamental categories and notions of methodology
- •Example 1
- •2.2. History of methodology
- •2.2.1. The Classical Greek Method
- •2.2.3. The Direct Method
- •6. From the multiple choice below choose two correct answers. The Direct Method:
- •7. From the multiple choice below choose three correct answers. The principles of the Direct Method:
- •3.1. New methods created between the 1930s and 1970s
- •3.1.1. Influence of Philology on Creating New Methods of Teaching Foreign Languages. Structural Approaches
- •3.1.2. Palmer's Method
- •3.1.3. Audio-Lingual Methods
- •3.1.4. Tasks and Drills Topical of the 1930s and 1970s
- •3.2. Communicative methods
- •3.2.1. Community Language Learning as Method of Humanistic Approach
- •3.2.2 Some organizational peculiarities of the cll
- •3.2.3. Method of Total Physical Response as Comprehension-Based Method
- •3.2.4. Kitajgorodskaya's Method of Activation of Individual and Group Potential
- •The principle of concentration and distribution of teaching material.
- •1. The methods created between the 1930 and 1970
- •2. From the multiple choice below choose four correct answers. Community Language Learning
- •3. The Method of Transformations and the Modelling Method
- •4. The main idea of all Communicative Methods is
- •4.1. Postulates of methodology
- •4.2. General considerations of integrated, or interactive, teaching
- •4.3. Methodological techniques of integrated, or interactive, teaching
- •Conditions of its Implementation
- •Teacher's Behaviour
- •Grammatical item
- •1. The goal of the first stage is to create conditions for learners' comprehending the suggested language items intuitively and spontaneously, e.G.:
- •4.3.2. Oral speech — visual-and-graphic situation with things and objects of everyday practice to present grammatical point
- •A phonetic item
- •2. The goal of the second stage is to form in learners initial imitative reading of the text.
- •4.4. Polyfunctional sequences of learners' activities as technique of interactive, or integrated, teaching
- •4.4.1. Teaching Reading through Polyfunctional Sequences of Learners' Activities
- •10. Read the text trying to notice in what it differs from your the version you have written.
- •Reading Tasks
- •1. From the multiple choice below choose two correct answers
- •2. A teacher is dependent in his choice of the text-book on
- •4. A language form is trapped by sense when
- •2. From the multiple choice below choose two correct answers.
- •5.1. Lesson as basic link of language instruction
- •5.2. Psychological peculiarities of lesson
- •5.3. Standard lessons
- •5.4. Planning standard lessons
- •Beginning Stage of Lesson Plan
- •Greeting and warming- up 2 m
- •5.5. Lesson procedure
- •1. Write down the number of the item in which the general goal of the lesson is formulated most correctly.
- •2. Choose the correct:
- •4. The lesson plan of a novice teacher should consist of:
- •5. When processual motivation is applied students
- •6. Practical and Educational Tasks of the lesson are to be included into:
- •6. Formation of foreign language speech
- •6.1. Distinguishing characteristics of plot lessons
- •6.2. Quizzing-game lesson
- •6.4. Auction lesson
- •6.5. Press-conference lesson
- •6.6. Round-table lesson
- •6.7. Brain-storming lesson
- •6.8. Discussion lesson
- •6.9. Debate lesson
- •6.12. Project lesson
- •7. Some psycholiguistic peculiarities
- •7.1. Psycholinguistic peculiarities of speech. Subject of psycholinguistics
- •7.2. Universal object code
- •7. 3. Significative structure of word
- •7.4. Importance of mental operations of translating one component of word into its other component
- •1. From the multiple choice below choose two correct answers. Generating meaning in speech is controlled by:
- •2. From the multiple choice below choose three correct answers. In the Universal Object Code:
- •4. In language instruction:
- •8.1. Developing sound-motor-spelling and image relationships
- •Mastering speaking
- •Mastering reading
- •Mastering writing
- •8.2. Contents of learners' theoretical and practical knowledge in phonetics
- •8.3. Requirements for secondary school learners' skills in pronunciation
- •8.4. List of phonetic items of the english language to be studied in secondary school
- •Vowels in open, closed and conventionally open syllables.
- •Vowels before -le.
- •1. If sound-motor-spelling and image relationships are well developed in learners:
- •2. The most important skill to be developed in learners while teaching read ing is skill in:
- •4. The practical goal of studying pronunciation in a secondary school is:
- •9. Theoretical fundamentals
- •In dialogical speech
- •9.1. Spontaneity of speech
- •9.3. Interlocutors' personal interest to solve non-linguistic tasks in oral speech interaction
- •9.4. Level of formation of habits and skills in pronunciation, grammar and lexis
- •Vm sorry to hear that.
- •9.5. Level of formation of sociocultural activity
- •9.6. Skill of applying speech stimulating phrases
- •9.7. Speaking and understanding strategies in dialogical speech
- •1. From the multiple choice below choose two correct answers. Speech can be considered spontaneous and unprepared if
- •2. From the multiple choice below choose two correct answers. Situational character of speech helps learners to develop
- •4. Choose the correct:
- •In reading
- •10.1. Significance of reading
- •It is through reading that people get most of the information available in the world.
- •10.2. Definition of reading
- •10.3. Comparison of reading skills of fluent readers and beginning readers. Tasks in teaching reading
- •Skill of using various reading strategies
- •For you to Choose
- •For you to Choose
- •10.4. Bilateral nature of reading in teaching
- •In English.
- •10.5.2. Imitative Reading as Means of Developing Technique of Reading at Starting and Beginning Stages of Teaching
- •Sequence I
- •Chart 2
- •10.6.2. Preventive Work Preceding Teaching Reading for Meaning
- •10.6.3. Teaching Skimming Reading
- •10.6.4. Teaching General Reading
- •10.6.5. Teaching Close Reading
- •10.6.6. Teaching Searching Reading
- •1. It is important to teach reading foreign languages in Ukraine because
- •11.1. Active, or productive, command of language. Passive, or receptive, command of language
- •Grammar
- •In order to show the animation Pete switched on the dvd.
- •1 To inform clients about the terms of delivering the goods, the firm
- •3 3 Them by telephone.
- •11.3. From first-time presentation of grammatical structure to forming grammatical speech competence
- •12. Theoretical fundamentals of formation
- •In secondary school
- •12.1. Vocabulary learning as central to language acquisition
- •12.2. Goals of teaching vocabulary
- •12.3. Main factors favouring acquisition of foreign language vocabulary
- •12.4. Functional groups of vocabulary. Ways of increasing them
- •2. From the multiple choice below choose two factors which do not favour bet- r understanding and memorizing meanings of unknown words.
- •3. A group of words or combinations of words which people are able to com- rehend though they have never seen them before are called
- •4. From the multiple choice below choose as many correct answers as you can. The clues to understand new words are based on
- •Bibliography
1. The methods created between the 1930 and 1970
a/ are not used nowadays; b/ were not based on the Grammar- Translation Method; c/ can be found in modern text-books; d/didn 't teach models and patterns; e/ are not worth using.
2. From the multiple choice below choose four correct answers. Community Language Learning
a/ gives a possibility to learners to read much; b/ exercises strong pedagogical constraint on learners; c/ at the beginning stage of teaching is organized as a kind of counseling activity; d/ presupposes complete learners'engagement in community activity; e/ gives a possibility to study without using ready-made texts; f/ presupposes complete ousting of studying phonetics, lexis and grammar from the process of instruction; g/ gives favourable possibilities to speak spontaneously; h/isn't a method within the Communicative Approach; i/ is suggested by M. Berlitz-
3. The Method of Transformations and the Modelling Method
a/are structural methods of teaching languages; b/can be successfully applied in teaching oral speech; c/ were created by M. Berlitz; d/ are often used nowadays; e/ were created by H. Palmer; f/are based on learners' substituting one word or member of the sentence for another ones.
4. The main idea of all Communicative Methods is
a/to teach learners to use all language skills; b/to teach learners to translate from and into a foreign language and then use the words studied with the help of translation in oral speech; c/ to use the words and grammatical forms on the spot under the influence of a socially grounded situation.
5. In the Method of Community Language Learning teachers
a/start teaching with offering the learners to read a text on their profession; b/ don't use ready-made texts; c/rely on learners'feeling of self-actualization; d/ exert much pedagogical constraint on learners; e/offer learners to make up a script connected with their profession.
4. POSTULATES OF METHODOLOGY INTEGRATED, OR INTERACTIVE, TEACHING
POSTULATES OF METHODOLOGY 61
GENERAL CONSIDERATIONS OF INTEGRATED,
OR INTERACTIVE, TEACHING 62
4.3. METHODOLOGICAL TECHNIQUES OF INTEGRATED,
OR INTERACTIVE, TEACHING 64
4.3.1. Oral Speech-Visual-and-Graphic Situation as Technique
of Integrated Teaching 64
4.3.2. Oral speech-visual-and-graphic situation with things and
objects of everyday practice to present grammatical point 68
4.4. POLYFUNCTIONAL SEQUENCES OF LEARNERS1 ACTIVITIES AS
TECHNIQUE OF INTERACTIVE, OR INTEGRATED, TEACHING ...72 4.4.1. Teaching Reading through Polyfunctional Sequences
of Learners' Activities 73
4.1. Postulates of methodology
All the above considered, it is now possible to formulate didactical-and-methodological postulates of the present day methodology which a teacher should always keep in mind [2, 20]:
There doesn't exist a universal method of teaching languages, which would give invariably high results in any condition.
Any method of teaching languages is highly specific. It means that its text books, techniques, exercises, drills and instructional materials can produce positive results only under the conditions the method has been created for.
Any method of teaching languages is highly abstract for its every tech nique is based on and reflects general characteristics of language structure, speech activity and the process of its mastering.
Any method is effective when teaching is intensive. It means that if a for eign language is taught one time a week no method can help.
Creative and competent teacher is a guarantee of success. Methodology is not a set of ready— made pieces of advice. Based on scientific principles, it shows to the teacher ways of solving problems, which arise in various condi tions of foreign language teaching. To be competent and creative a foreign
language teacher should master peculiarities of basic approaches, methods and techniques of both traditional and modern methodology.
The teacher must be able to explain to learners everything they ask and give them any help they need. For example, if a text-book doesn't contain exercises in teaching pronunciation, a competent teacher must know according to what methodological principles these exercises can be made up. She/He must make them up and suggest them to learners even if they aren't available in the text-book they use in class.
We often come across text-books which lack explanation of grammar and give few grammatical exercises. A competent and skilful teacher must know the ways of explaining this or that grammatical phenomenon to learners and the types of exercises in which it is to be trained.
Non-standard forms of teaching such as project work, simulation, brain storming and so on are to be constantly applied by the teacher in order to practice genuine communicative skills with learners.
The foreign language is not the subject to be taught, it is the subject to be learned. This postulate presupposes that any language can be mastered only if students experience some mental activity. Stimulating mental activity of the learner is a task of Methodology and a task of every teacher.