- •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
6.4. Auction lesson
An auction lesson is a lesson organized as an auction. After studying a regular unit of the text-book, let it be "Music We Enjoy", students are invited to attend an auction where books, CDs, records and other things connected with the theme of the unit are sold. Learners are asked to buy them. However money is not used at the auction. "Knowledge is money" is a slogan of an auction-lesson. Money is substituted by learners' knowledge about the things being sold. To buy a book or something else a student has to retell what he/she knows about, for example, the author of the book or its contents etc. The sellers ask them as many questions as they want before the book or another thing is announced sold.
Auction lessons can be conducted either with real forms (books, booklets, discs, post-cards etc.) or with "as-if"'forms.
The teacher follows the learners' talks and evaluates their speech.
6.5. Press-conference lesson
At a press-conference lesson learners demonstrate their readiness to ask and answer a great variety of rather unexpected questions connected with the genera! topic. Along with it they have to speak out in favour of some problems arising on the spot within the general topic and beyond it. A press-conference lesson can be devoted to a certain problem, e.g. "Is sport patriotic or antimilitaristic ?", "Are ways of travelling expensive ?", "The Internet in our Life", "Business in our Life", "Medicine in our Life"etc.
Some days in advance of conducting a press-conference lesson the circle of learners is divided into several small two-member teams. Each team consists of "representatives" of various social groups of population who are to be interviewed. Among them there can be President and his advisers, politicians, scientists, actors, mass-media representatives, common people etc. A separate group consists of interviewers.
The learners are recommended to think over the questions they are going to ask as well as to think over the contents of the answers. Preparation for the conference is conducted as small teams' studies, members of each team preparing together or at least consulting each other.
Neither the interviewees nor interviewers are limited in their questions and answers if they are connected with the general topic of the press-conference.
The teacher announces only the general subject of the press-conference and helps to divide the learners into small teams. S(he) also gives any help required by any student concerning language difficulties and other procedural problems. It is the teacher who appoints the Master of Ceremony regulating the flow of the conference. The teacher may also ask somebody to touch upon this or that related problem for the press-conference to cover a more complete set of questions and to make it more interesting.
During the press-conference lesson the teacher makes notes according to which she/he later evaluates participation of each learner in the press-conference.
6.6. Round-table lesson
A Round-Table Lesson's main idea is to create such conditions for learners which would stimulate wording their ideas concerning the problems discussed at the round table.
The contents of the material studied in the text-book is usually of great help. The conditions created at round-table lessons help learners to transfer their knowledge of the problem to somewhat other, however similar, conditions in comparison with those the information is given in the text-book. For example, ecological problems are often touched upon in text-books. After studying a unit of lessons connected with ecology in general learners can be given the following questions at a round-table lesson:
What proves that the environment of Odessa is polluted?
What measures are taken by the city authority of Odessa to lessen the pollution of the environment?
Do you agree that the city authority does everything possible to lessen the pollution ? What is to be done first?
What is the main source of pollution in Ukraine?
What rivers are considered polluted in Ukraine ?
Learners do not get an exact wording or a formulation of the topic of a round-table lesson. They are not given a home-task to make up questions connected with a certain problem either. They may prepare such questions on their own. The teacher's task can be as follows: "At the next class we are going to have a round-table lesson, it is connected with Unit Y."
During a round-table lesson the desks in the classroom form a circle and students see each other well. Each student is to formulate and express their own thoughts and opinion of the problems suggested to them on the spot.
The Master of Ceremony at a round-table lesson is the teacher. S(he) formulates the questions in the way and sequence other than in the text-book. . If the teacher sees that the talk fades out some leading questions are asked. This helps to revive the talk.