- •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
6.12. Project lesson
A project lesson is a piece of learners' community work which is planned, organized and self-administered by learners on their own. For example, after studying the unit "Cities and Places of Interest"a non-standard lesson "Odessa and its places of interest" can be conducted.
At a project lesson students'foreign language speech interaction is interwoven into intellectual and emotional context of their socially coloured activities and constitutes its integral part [73, 134].
Project activities of learners' community can V be organized without a plot. By its contents the plot of a project lesson must be connected with the contents of the unit of the textbook after which the project lesson is organized. However, the plot must include some information which can 7 be found in the lessons of the unit and which is to be found by learners themselves.
The role of the teacher in organizing a project lesson has some peculiarities. Не/She formulates the topic and retells the students what kind of information it might include. The teacher should arise students' interest to it and urge them to anticipate finding some new, peculiar and interesting information on the topic.
Any plot implies some characters. Within the plot "Odessa and its places of interest" the following characters might act: guests from abroad visiting the school, representatives of mass media, Principal of the school, pupils of the form receiving the guests, the teacher etc.
Unravelling the plot, defining the characters and their social status, assigning the characters to certain students are carried out by the community of learners. The function of the teacher is that of an adviser. Не/She can suggest some ideas, for example, concerning little known facts about Odessa: "Mysteries of Vorontsov Palace in Odessa", "Odessa is a city of bridges", "Odessa is a city of lions", "History of underground passages in Odessa", "Bunin in Odessa", "Babel was bom in Odessa " etc. Nevertheless, final decisions with what material to work are to be taken by the students.
It is advisable that the teachershouldn 7 distribute ready-made handouts containing the language information necessary for the project lesson and ask learners to study it. Otherwise the learners would only execute the teacher's will and not their own ones. In this case learners' activity loses its creative and searching character, and it lessens their emotional satisfaction of the work .
The teacher shouldn't thrust his/her decision on the learners. Не/She only takes care that all tasks be distributed among the learners.
Besides making up a plot and assigning the roles the learners' community decide what visual aids are to be made, who is able to make them, what music is to be used during the presentation and things like that.
On the day of the presentation all visual aids are displayed. All the plot is performed from beginning to end. Teachers and students of other forms can be invited as spectators. To make up a panel of judges students of other forms can be invited.
Project lessons can also be conducted as non-class activity.
TEST YOUR KNOWLEDGE OF PART 6
Ground your choices on the paragraphs of the part
1. From the multiple choice below choose two correct answers.
At a non-standard, or plot, lesson
a/it is the teacher who makes decisions and controls everything at the lesson;
b/students role-play the dialogues prepared in advance; c/students practice in spontaneous speech interaction to a great extent; d/ unexpected discussions and debates can take place; e/students can study dialogues and poems by heart.
2. The topic and contents of non-standard lessons
a/include exercises in lexis, grammar, speaking and reading; b/are based on a lesson included into the general topic of a unit of the textbook; c/ are closely connected with the general topic of a unit of the textbook; d/are given to the students at the beginning of the lesson.
3. From the multiple choice below choose three correct answers. A jury team, or a team of judges, is formed at;
a/a quizzing-game lesson; b/a lecture lesson; c/ an auction lesson; d/ a press-conference lesson; e/ a brain-storming lesson; f/a discussion lesson; g/ a debate lesson; h/an interview lesson; i/a simulation-lesson;j/a project lesson; k/a round-table lesson.
4. From the multiple choice below choose four correct answers.
The Master of Ceremony is appointed by the teacher at:
a/a quizzing-game lesson; b/a lecture lesson; c/an auction lesson; d/a press-conference lesson; e/ a brain-storming lesson; f/ a discussion lesson; g/ a debate lesson; h/ an interview lesson; i/ a simulation-lesson; j/ a project lesson; k/a round— table lesson.