
- •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
4.3. Methodological techniques of integrated, or interactive, teaching
4.3.1. Oral Speech-Visual-and-Graphic Situation as Technique of Integrated Teaching
Conditions of its Implementation
Oral Speech-Visual-and-Graphic Situation can be applied for the first time presentation or introduction of any language item — either a grammatical form, or a phonemical phenomenon or a derived word, or a lexical unit, or a combination of words, or a dialogue, or a text to comprehend or a dialogue to compose and role-play or a text to write or comprehend by listening.
It can give learners a possibility of practicing in various language skills, as well as being trained in various language elements.
The best assimilation of any language item takes place when the item being presented for the first time is trapped by sense [21].
A language item can be trapped by sense when under its first-time presentation the following conditions are implemented:
oral speech context;
visual support: either real objects or pictures can be used;
inclusion in the presentation of various language areas and various language elements, which would provide unhampered shifting from one speech skill to the others: from listening to reading, then to speaking and writing;
learners' being involved into active speech either through speaking, reading, writing or listening comprehension;
arising in learners' positive sensations, intuitive sense and guess-work;
using no translation;
learners' intuitive getting to the meaning of the language items presented.
Teacher's Behaviour
Conducting oral speech-visual-and-graphic situation a teacher uses two pointing rods. With one s(he) points at a character or a thing in the picture or at an object or a thing in the class-room, the other is used to show the graphic representation of the language item in the picture. The teacher pronounces aloud the language items introduced and intentionally tries to be as expressive as possible. He/she distinguishes the language items presented with a slight vocal prominence. The texts, names of things, objects or people which are introduced are pronounced with a slightly exaggerated dynamic expression, \fery expressively and clearly the teacher shows what the character in the picture does, feels etc. Не/She uses appropriate mime and gestures, movements, and so on.
According to psychology such kind of teachers' behavior intensifies the activity of learners' brain and arises their positive sensations [21].
Oral speech-visual-and-graphic situation with pictorial support to present
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.:
A microtext and an illustrutive picture to it (or some text and pictures) are projected onto the classroom screen (If there is no overhead projector, then a poster is hung on the wall). The learners are given cards containing the same text and picture.
The language phenomena and words being introduced are given in contrast, either in colour or in some other typing.
The task to learners is as follows: "Listen and try to understand what I'm reading about. The text will be read two(or three) times."
The teacher takes two pointing rods. One is for pointing at the items in the text, the other is for pointing at the visual images of words or language phenomena in the picture. The teacher reads the text using somewhat exaggerated stresses, pauses and intonations, trying to arise in learners positive sensations. He/She uses expressive gestures, movements and facial expressions for learners to easily understand the text.
We've taken the picture and text below from [84, 721.
Ann: What are you doing?
Betty: I'm washing the dishes in the tub.
Ann: That's strange!Do vou usually wash the dishes in the bathtub?
Betty: No. I never do it but I'm washing the dishes in the bathtub now
because my sink is broken.
Fig. 8.
Oral speech-visual-and-graphic situation with pictorial support to present
grammatical item
2. The goal of the second stage is to form in learners initial imitative reading of the text.
The teacher asks for a volunteer to come up to the poster and read the text aloud imitating the teacher. Then two more volunteers do the same. The teacher helps them to intone the new grammatical structure, to make pauses in proper places and stress necessary words.
After this all the learners sitting at their desks read the text aloud using the cards which are copies of the poster on the blackboard.
3. The goal of the third stage is to introduce elements of oral speech activity with the use of the language items introduced.
The teacher works with the pictures and pointing rods in the way it was shown above. However now he puts questions to the picture and answers them in order to show the learners a pattern of their furthe activity.
The questions are intentionally constructed in such a way that it is impossible to answer them avoiding the words and grammatical constructions introduced earlier, e.g:
What was Ann doing when Betty came in ? — She was washing dishes.
Why was Betty surprised? — Because Betty was washing the dishes in the bathtub.
Does she usually wash dishes in the bathtub?— No, she never washes dishes in the bathtub.
The following task is: "Come up to the poster with your peer, ask each other and answer your questions to the picture." The teacher explains that in their answers learners are not to use general questions, because answers to them (Yes/ No) can be given without the words and phenomena being introduced.
4. The goal of the fourth stage is to organize a free question— answer talk of the learners on the contents of the situation in the picture.
The next tasks are as follows:
"For three minutes make up as many questions to the text as you can. Write them down." The teacher is walking from desk to desk helping each learner in making up sentences.
Put questions to each other and answer them ".
The teacher controls the students, fixes limitations in time, pointing at those who are to ask and who are to answer questions.
5.The goal of the fifth stage is to organize another free talk with the use of the grammatical phenomenon and the words presented in the text, however the contents of the talk are not to be connected with those of the picture and the text read.
The tasks are as follows:
"For five minutes make up and write down as many questions containing the words and grammatical constructions underlined in the text as you can." The teacher is walking from desk to desk helping each learner in making up sentences.
"Talk with each other putting and answering your questions".
6.The goal of the sixth stage is to check whether the learners have assimilated the introduced grammatical phenomena and words.
The teacher takes the poster with the text away and only the picture is left on the chalkboard. The tasks are as follows:
1." This is a picture of a bathroom. Pronounce the names of the things I'll point at".
2. "Who can say the following: а) Я зараз мию посуд у ваног. в) Я мколи не мию посуд у ванои с) Я зараз читаю книгу, d) Я школи не читаю книги затзно у ноч1.
Usually learners enjoy carrying out such tasks.
The described way of the first-time presentation of language material gives rise to intrinsic motivation which activates learners' brains from the very beginning of the presentation till its end and trains them not to wait for ready-made answers and meanings. And it is not the teacher who gives answers to the questions at the sixth stage but the learners themselves who find them.
The sixth stage is the end of the oral speech-visual-and-graphic situation, however, is not the end of studying the grammatical and lexical items introduced with the help of it. When the oral speech-visual-and-graphic situation comes to an end the teacher must give explanations to learners as to the grammatical meaning of the structure presented, necessary rules of its conscious-raising assimilation and suggest corresponding exercises and drills.
The sequence and number of stages within oral speech — visual-and-graphic situation sometimes differ, for example, in such cases if instead of pictures there are used things and objects of everyday practice.
Young teachers might be interested why foreign languages text-books do not contain oral speech-visual-and-graphic situations in the way they are described above. The question is worth answering. Really textbooks of the previous decades do not contain anything of the kind. This can't be said about some modern text-books, for example, those for teaching oral speech by Oksana Karpiuk. Though they don't include oral speech-visual-and-graphic situations in full, in each lesson of her textbooks there can be found illustrative and textual material with which an oral speech-visual-and-graphic situation can be started. They are given in the form of very expressive and exact multicolored pictures provided with dialogues or texts containing some new language item. A full description of oral speech-visual-and-graphic situations is not suggested. The author doesn't do this because if she did the length of the textbooks would be 5 times the length of what they are now, e.g.: a 2 page lesson containing illustrative and language material for 3 oral speech-visual-and-graphic situations would number not less than 4 or even 5 pages, thus the whole textbook comprising around 400 pages. Undoubtedly such books would be inconvenient to use. A teacher of the foreign language must be skillfull, experienced and professional enough to conduct an oral speech-visual-and-graphic situation. This skill is really a must for teachers: its realization will help them to use modern textbooks with pleasure and satisfaction.
That's why we make an attempt to show to young teachers the ways oral speech-visual-and-graphic situations can be conducted.