- •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
5. When processual motivation is applied students
a/study their professional terms and notions in the foreign language; b/ feel personal satisfaction from their activities and their interests focus on them; c/ are in process of studying; d/feel a need in studying the foreign language; e/ work very quickly.
6. Practical and Educational Tasks of the lesson are to be included into:
a/ the beginning stage of a lesson plan; b/ the middle stage of a lesson plan; c/ the end of a lesson plan.
6. Formation of foreign language speech
COMPETENCE AT PLOT, OR NON-STANDARD
LESSONS
DISTINGUISHING CHARACTERISTICS OF PLOT LESSONS 85
QUIZZ1NG-GAME LESSON 87
LECTURE LESSON 88
AUCTION LESSON 88
PRESS-CONFERENCE LESSON 88
ROUND-TABLE LESSON 89
BRAIN-STORMING LESSON 90
DISCUSSION LESSON 91
DEBATE LESSON 92
INTERVIEW- LESSON 93
SIMULATION-LESSON 93
PROJECT LESSON 94
6.1. Distinguishing characteristics of plot lessons
Non-standard or plot lessons differ from standard ones in the types of learners' activities. Plot lessons are devoid of the traditional dualism in the relations between the teacher and students which is generally practiced at standard lessons: at non-standard lessons the teacher isn't the dominant personality who controls everything.
Learners' behaviour at plot lessons is subservient to psychological peculiarities of socially organized types of people's activities in which speech in the foreign language is used as a means of speech interaction having the form of debates, lectures, discussions etc. Learners' conduct at plot lessons as well as their speech is socially conditioned by the type of their social behaviour.
Non-standard (plot) lessons create the conditions for learners to produce such speech utterances in a foreign language which are produced on the spot instead of using items carefully prepared in advance. Students find themselves in somewhat new unusual situations which were not specially planned or role-played before. At plot (non-standard) lessons each of the learners is given rather limited time to speak, and that's why they'd sooner think of the contents of speech than of its accuracy. It is this peculiarity of non-standard lessons that makes students produce socially backgrounded speech reactions generated each time anew. That's why learners' constructing sentences, utterances, answering and/or asking unexpected questions at plot lessons can be considered unprepared and spontaneous in their speech. However, from the point of view of its contents their speech is prepared [45, 16].
The conditions students are placed in at plot lessons are much more natural for developing oral speech foreign language competence through producing unprepared spontaneous contents and speech utterances than those created at standard lessons. This is the most peculiar feature of non-standard plot lessons in contrast to standard lessons.
The goal of non-standard plot lessons is to create conditions for learners' producing natural spontaneous speech in the foreign language through their taking part in specially organized projects, discussions which can be controlled and free, debates, round-table talks, interviews and other socially organized types of people's activities.
Methodology differentiates between 11 types of non-standard (plot) lessons: Quizzing-Game Lesson, Lecture Lesson, Press Conference Lesson, Round-Table Lesson, Brain-Storming Lesson, Discussion Lesson, Debate Lesson, Interview Lesson, Simulation Lesson and Project Lesson.
During the lessons which precede a non-standard plot lesson learners study a unit on a special topic. They carry out tasks in reading, listening comprehension, speaking, writing, as well as exercises in vocabulary and grammar included in the unit. When the meaningful contexts of the topic and the linguistic material of the unit are studied the teacher fixes the date of the non-standard lesson.
From the point of view of methodology it is correct to conduct a non-standard lesson after each unit covering 5 or 6 lessons. The teacher should announce the type of the non-standard lesson at the first lesson which opens the unit. Learners must know what type of presentation, i.e. which non-standard lesson, they will have to take part in. It helps them to study, memorize, analyze and classify the language material in compliance with the type of presentation of the topic at the non-standard lesson.
To conduct a non-standard lesson the teacher divides the circle of students into several small teams. The number of the teams depends upon the type of a non-standard lesson. Each team has a special task. Learners prepare to a non-standard lesson — find out necessary information on the Internet, resource centres, in press, they process it, make up questions, prepare answers to questions which can be expected etc. — simultaneously with their studying the unit after which this lesson is to be conducted.
Regretfully, non-standard lessons are not yet a must in this country due to the lack of school hours for foreign language instruction in the Curriculum of a Secondary School in Ukraine, on the one hand, and because of the lack of highly professional teachers, on the other.
In the sections that follow various types of non-standard lessons are being considered.