- •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
6.7. Brain-storming lesson
A brain-storming lesson is organized in such a way that learners are urged to find decisions of the suggested problem in a very limited period of time.
Three teams are formed, each having its captain: two teams, whose members produce, generate ideas, and a team of a panel of judges. It consists of experts on the problem of the lesson.
The problem is set up by the teacher, e. g.: You are given 10 minutes. Tell us how to earn money in a short and decent way ?
The team of the panel of judges think over the problem exchanging opinions. To make the conception of the idea fuller they are allowed to use the Internet.
The two teams generating ideas work separately. Members of each of the group work together under the guidance of Captain. Their task is to elaborate as many variants of the decision of the problem as they are able to produce. Captain listens to the idea of each member and if it is a success he asks to write it down. In such a way each team gets a number of versions. The final version which a team produced are looked through by all the members and then handed to the panel of judges. It studies and evaluates their writings.
Then the floor is given to those students who were the authors of the reports handed to the panel of judges. They convey the meaning of their ideas. If need be Captain is allowed to help them.
After each of the reports members of the other team comment on the reports and even criticize some of the ideas. A discussion can take place.
After both of the teams are through with their reports, the panel of judges make their speeches. They ground their choice of the best idea suggested by the teams, explain in what it differs from the others and give their points to each.
6.8. Discussion lesson
At a discussion lesson there is an exchange of views on a problematic or moot question. The teacher, who is the Master of Ceremony at such lessons, is to help learners to arrive at a common point of view.
Two teams are formed. They defend different opinions of one and the same question, e.g.: 1. Sport is health. — Sport is business. 2.1 prefer Jazz. — I prefer Symphony. 3. Cinema is my hobby. — The Theatre is my hobby.
To make the discussion more natural and vivid the teacher suggests that the learners should use special linking expressions and formulas for politeness, e.g.: "In my opinion...", "Excuse me, but I should disagree with you...", "As far as I know....", "To begin with....", "My humble opinion is...".
The Master of Ceremony is generally the teacher. Не/She can provide an easy flow of the discussion trying to involve more and more participants into it: "Thank you. I see you share a very interesting opinion.", "And in what way would you comment on the problem?", "And now Mr. Pavlov's opinion. Please do!, "Thank you very much, dear, that will do"." etc.
As a Master of Ceremony the teacher must always have some questions prepared beforehand to revive the discussion. These are questions which, the teacher is sure, are generally thought over by all people, answers to which they usually have in a ready-made form, e. g.: "What do you think positive features of pop-music are? What negative influence can pop-music have on people? What is the age of people enjoying pop-music? Why don't people of the elder generation choose pop-music? And what kind of music are they adherents of and why? Do you really think that pop-music is a phenomenon of true culture? If you think it is prove your point".
After asking a question a pause should be made for the interviewee to have some time to think the answer over. The same question is to be suggested to 3—4persons, that makes it possible to demonstrate more points of view on the problem of discussion.
The Master of Ceremony must do all his/her best to create benevolent and friendly atmosphere of the discussion, stimulate free participation of learners in it.
From time to time the teacher sums up the discussion conducted and the participants could see what has already been said, what can be added or what problem can be discussed as a related problem. The following phrases are used: 'So, we've arrived at the conclusion that...." or "So, most of you think that...".
At the end of the lesson the teacher generalizes, sums up the discussion and the learners are encouraged with marks.