- •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
4.4. Polyfunctional sequences of learners' activities as technique of interactive, or integrated, teaching
As it has already been mentioned, by interactive (or integrated) teaching foreign languages we mean instruction in which learners' activities aimed at mastering language areas and their activities aimed at mastering language elements present a kind of simultaneous parallel interrelated mastering of speaking, reading, writing, listening, grammar, lexis and phonetics with the use of the same language material included in one unit or lesson of the text-book and through polyfunctional sequences of tasks [45; 15; 56].
Below there are described some polyfunctional sequences of learners' activities. In each of them a great number and variety of tasks is included. It doesn't mean that all of them are to be obligatory carried out during one class. The need and choice of them depends upon the language material studied. We only show a general possibility to organize learners' activities to provide interactive learning a foreign language.
4.4.1. Teaching Reading through Polyfunctional Sequences of Learners' Activities
Before students read the text of the lesson or unit it is necessary to suggest that they do certain tasks in speaking, predicting, writing and listening comprehension. These tasks are carried out with the linguistic material closely connected with the problems the text to be read deals with. The tasks can be as follows:
Contents-Focused Polyfunctional redicting Sequence of Tasks in Speaking, Listening and Writing which can Precede Reading Tasks
We are going to read the text "Airport". Let's get ready to it. Let everybody recollect and think over everything he/she knows about airports.
Make a short report on airports.
Speak out in favour of your personal point of view about airports.
Now look at the figures (tables, diagrams, charts, italicized information etc.) which the text you are going to read contains. Try to predict what the text is about. (Learners are shown only the accompanying information and not the text.)
Work in small groups. I'd like you to look through only the titles of different parts of the text. Look them through for a minute. Then develop your predictions as to the contents of the text. Discuss them with the members of your team.
Listen to a text which is meaningfully closely connected with the text you are going to read. After listening try to tell your friends whether the text contained any ideas which were new to you and what they are.
Write down your version of the contents of the text. You are given 5 minutes.
Speak out in favour of your version. (All the participants of the circle do it).
Find the most interesting version and try to prove your point of view.
10. Read the text trying to notice in what it differs from your the version you have written.
If the text for reading lacks enough items of accompanying information then the tasks can be as follows:
You are given 2 minutes. Look through the text and choose the key words. Put the text aside and judging from its title and the key words try to predict what it is about.
Speak out in favour of your version.
Find the most interesting version and try to prove your point of view.
Read the text trying to notice in what it differs from your previous version.
Polyfunctional Sequence of Checking Comprehension Tasks after Reading Texts
Read the following multiple statements to the texts and mark those which correspond to the contents of the text.
Exchange your checking lists with one of у our partners. Check the one you 've got.
Discuss the corrections you found in your checking list with the peer. Try to prove your choice to the other students.
Listen to the following multiple statements and write down the numbers which are, from your point of view, incorrect.
Prove your choice to the rest of the students.
In the text below some sentences are italicized. Find the words and word- combinations in the text which demonstrate the connection of these sentences with the text.
7. Fill out the blanks in the given variant of the text using the prepositions, pronouns and conjunctions which meanings correspond to the text you've read. (The list of the words for filling out is not given) [3, 101].
Before moving on to work with the contents of the text the teacher may well take advantage of the language in it to study some aspects that are of interest [69, 217].
Polyfiinctional Sequence of Tasks in Phonetics which can Precede Reading Tasks
Find the words and expressions in the text you are going to read which present some difficulties in pronunciation .Copy them out. Use a dictionary or ask the teacher to determine the way these words are to be pronounced.
In the text find the words which spelling is non-standard. Learn their correct pronunciation, meaning and spelling: pronouncing the word spell it and pronounce its meaning, e.g.: fkemikl] — chemical — химический.
Read aloud the words given below:
Photo, distance, pilot, sentiment, surface, remembrance, sentiment. Listen to the text containing these words. Find out whether your pronunciation of the words was correct. If it is not, listen to the master-tape again. Do this until your pronunciation is correct.. Retell the text.
Listen to the microtext in which some words are omitted. Guess what they are. In your copy of the text fill the blanks out. Read the text aloud to your peer or teacher.
In your written copy of the text divide it into syntagmas and mark the tones.
Read the text aloud to your peer and then listen to his/her reading. Discuss and correct the mistakes.
Listen to the tape (or to the teacher ) and make necessary corrections in your written copy of the text. (The copy of the text includes some spelling mistakes).
Listening to the text, read each part of it aloud after the announcer, the time of your repetition is not to be longer than the time left for it at the tape.
Read the following sentences using different tones: first use neutral tone, then express surprise, and for the third time express doubt.
10. Find the word in each of the sentence after which the pause is the longest in the sentence:
The National Academy of Ukraine expands its international contacts with academies, research associations and centres in many countries. 1I. Put a long vertical line after the words after which there follows a pause.
Polyfunctional Sequence of Grammatical Tasks which can Precede Reading Tasks
Find words in the text that show that the actions described are constant and repetitive.
Find the grammatical forms with —ing. Analyze them and tell us what part of speech they are and which way of translation is to be applied in each case. Using a verb from the text, make up sentences of your own with Participle I and with a verb in a Continuous Tenses.
Find the sentences in which the action is carried out over the Subject. Tell us, by means of what grammatical structure it is expressed and what are its grammatical markers. Using that structure and words from the text, make up sentences on your own.
Find forms of the Passive Voice in the text and explain why the author uses them.
Explain the grammatical meaning of the words italicized (any grammatical phenomenon can be given).
In the sentences given below determine grammatical functions of the —ed forms, explain the grammatical meaning of each of them and give the ways of their translation.
In the given text some grammatical forms are italicized. Explain the shade of meaning they add to the passage or to the whole text [38, 100].
In the given text some grammatical forms are italicized. Substitute them with one of the forms given in the list and explain how the meaning of the sentence changes. [75, 100]
To fill out the blanks in the text below use the forms given after it. Be attentive trying not to change either the contents of the sentence, passage or text. Mind you can't change the forms given for filling out the blanks [75, 10].
Five sentences are omitted in the text. On the basis of the contents of the text you are to make them up and fill out the blanks.
How does the meaning of "would" differ in the sentences of the text?
Polyfunctional Sequence of Lexical Tasks which can Precede Reading Tasks
1. Fill out the blanks in the text using the list of words given below. Mind to use only those of them which correspond the contents of the text best of all.
Below there is given an abstract from the text which you've read. Some words are underlined. Possible meanings of each of these words are given below. From the given list choose only those which correspond to the contents of the text.
The words underlined in the text do not answer the context they are used in. Change them for those which do, choosing them from the list given below.
Some nouns in the text are underlined. Choose the adjectives which could be used with them and which would correspond to the contents of the text best of all.
Some verbs in the text are underlined. Choose the adverbs which could be used with them and which would correspond to the contents of the text best of all.
Polyfiinctional Sequence of Discussion Tasks which can either Precede or Follow