- •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
6.9. Debate lesson
The aim of a debate lesson is owing to the use of convincing, striking and vivid arguments to persuade the opponents and spectators to change their minds and accept the position the opponents insist on.
The difference between a discussion lesson and a debate lesson is that at a discussion lesson the interlocutors only exchange their views and opinions and only make an attempt to arrive at a common point of view while at a debate lesson everything is done to make the opponents change their opinion.
One can see that at a TV-debate it is quite normal to resort to unofficial forms of behaviour, because it makes the debate hot. Nevertheless a teacher conducting a debate lesson should strictly warn the students that it is necessary that the participants be polite. The following rules of behaviour are to be strictly observed: In no case you can agree with your opponent, even if the statements s(he) protects are clear and obvious, you should try to prove the opposite, e. g.:
Sport is health. — You see it all depends on the way one sees it. My brother was a Master of Sports and though he seemed to be a sturdy fellow he had got an infarction attack during a competition and died. In addition I must say there have been a lot of cases when during a competition sportsmen got injured for the rest of their lives. So, I can't stick to the idea sport is health.
Be polite to your opponents, don't violate the norms of behaviour, don't behave like a boor.
If somebody is impolite or extremely hot or rude. s(he) is to be sent off and the team looses 10points.
The teacher advises the learners to persuade their opponents only with the help of quick speech reaction, deep knowledge of the problem, keen fine mind and quick wits.
A group of students is divided into three teams. Two of them are debate teams defending some contradictory points of view, the third one is a team of the panel of judges.
Preparation for a debate lesson starts in advance. While the learners study the language material of a corresponding unit of the textbook the teacher clears out with the members of each team which of the ideas they are to defend at the debate lesson. Having got the data the teacher divides the group into two teams. Certain books or articles can be recommended for picking up necessary information. The learners are asked to think over and find out some possible counterarguments which can be used during the debate lesson.
The Master of Ceremony at a debate lesson must always be the teacher.
After the debate is over the team of judges speak about merits and shortcomings of the both teams and announce the winner.
6.10. INTERVIEW- LESSON
When conducting an interview — lesson the circle of students is divided into two teams: 1. that of interviewees and 2. that of interviewers.
The process of interviewing is prepared in advance. Suppose, the theme of the lesson is "What music do you enjoy?" The teacher should discuss with the learners who is to take part in the interview, what is the social and professional status of the people taking part in it etc.
Among the interviewees there can be celebrities, a music programme editor, a disc jockey, a composer, parents of teenagers, school teachers, a businessman, a teacher of music, actors, singers, physicians, sportsmen etc. The group of interviewers can consist of mass-media representatives, TV-journalists, radio journalists etc.
The team of interviewers are asked to prepare questionnaires and think over the problems to be discussed during the interview. It is very important to prepare in advance highly specific, and at the same time, rather unexpected questions on the problem. The more specific and interesting the questions are, the more interesting the lesson can be. The other team is asked to find and read as much information on the problem as they can.
6.11. SIMULATION-LESSON
By simulation in methodology they understand speech interaction of learners who perform certain parts imposed on them within the limits of an open-ended close-to-life communicative situation. The situation suggested to learners has no end and it is to be found out by learners, so in other words they have to solve the the situation.
At a simulation-lesson the situation suggested to learners is always open-ended. Settling the situation depends upon the learners, there is no ready-made decision. It is the learners who are to find it performing the roles imposed on them. [48,239] For example, the topic of a simulation-lesson is "Eating out.." The task to the learners is as follows: "You and your school mates are going to celebrate St. Valentine's Day in one of the fast-food places of the neighbourhood. Role-play your visit to it. Start with discussing which fast-food place is the best for the occasion ".
While simulating students can role-play people of different social and professional status, e.g.: " You are invited to a school meeting. The question to be solved at it is in what way a sum of school money is to be spent: to buy a special water filter which can give 10 litres of purified water a day or to buy some musical appliance with a set of discs with modern music, including symphony music and pop-music to be broadcasted during the intervals and used to arrange school parties. Choose your social and professional status and role-play the situation. Among the participants of the school meeting are: a music programme editor, a composer, teenagers' parents, school teachers, a businessman, a teacher of music, actors, singers, physicians, sportsmen, and Principal of the school."
Trying to persuade each other, the participants of the meeting give their argu -mentsfor and against. Due to the fact that the exact topic of a simulation-lesson is not given to students in advance they have to produce their arguments on the spot, thus finding out a way out of the situation suggested.
From all given above it can be easily seen that at simulation-lessons ready-made texts and dialogues are not used. Students are given only a starting situation to be developed by them. It is the students' community that, trying to find a decision, controls the development of the situation and produces new situations spontaneously.