- •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
1. From the multiple choice below choose two correct answers. Generating meaning in speech is controlled by:
a/language laws; b/the significative structure of a word; c/the universal object code; d/ language laws and social background; e/ psychological speech-generating mechanisms into which language laws and social colouring of speech are included; f/ psychological, linguistic and social laws; g/ social background.
2. From the multiple choice below choose three correct answers. In the Universal Object Code:
a/ visual images are kept as separate ones; b/letter-sound images of words are not kept; c/there are kept visual images of words which can be comprehended only by speakers of one language; d/ visual images of a word are kept together with visual images of other words, which can go with them in a situation; e/ there are kept visual images of words which can be comprehended by people of all nationality.
3. From the multiple choice below choose two correct answers. In the significative structure of the word (two correct answers):
a/comprehension of a word can *t be attained without realization of the sound-letter image of the word; b/only the sound-motor image of the word can call forth the visual image of the word; c/ there are three images of the word; d/ it is the sound-letter image of the word that calls forth the visual image of the word; e/ in mental codes all properties of the word can be translated into one another
4. In language instruction:
a/ all levels of understanding the word and all codes corresponding to them are to be taught to learners; b/ the most important in teaching is to provide it with visual images of words; c/ preference should be given to teaching sound-motor and sound-letter images of the word.
8. THEORETICAL FUNDAMENTALS OF FORMATION
OF FOREIGN LANGUAGE COMPETENCE IN PRONUNCIATION IN SECONDARY SCHOOL
8.1. DEVELOPING SOUND-MOTOR-SPELLING AND IMAGE
RELATIONSHIPS 109
8.2. CONTENTS OF LEARNERS' THEORETICAL AND PRACTICAL
KNOWLEDGE IN PHONETICS 112
REQUIREMENTS FOR SECONDARY SCHOOL LEARNERS' SKILLS IN PRONUNCIATION 113
LIST OF PHONETIC ITEMS OFTHE ENGLISH
LANGUAGE TO BE STUDIED IN SECONDARY SCHOOL 114
8.1. Developing sound-motor-spelling and image relationships
The methodological term "sound-motor-spelling and image relationships" denotes a correlation of one component of a word (let's say, its sound-motor form) with the words' other components (the letter-motor form, the visual image, the meaning, the sense). Such a correlation can be achieved through fluent and easy actualization of any of the components of one and the same word in the language consciousness of a person and result in either instantaneous comprehension of the sense of a word, language utterance, text or in instantaneous production of words, speech utterances, and texts (while speaking and writing).
In real speech interaction sound-motor-spelling and image relationships work as described below. If a word or an utterance is accepted by ear — for example, a man rushed into a room and shouted: [5э haus iz on faia(r)] — at the same moment all other components of the utterance get simultaneously actualized in mental codes of those who hear it. Their organs of speech are in the state of motor activity and the utterance is produced silently (in inner speech only): "The house is on fire." The sound-motor image of the utterance is instantly translated into its visual image: in mental vision the people see the house being burnt in a fire. This visual image is translated into the sense, and the people understand that their life is in danger. The terrible sense of the situation is translated into a corresponding reaction: the people get into a panic and try to get out of the house as quick as possible.
This is a fluent, natural and easy flowing process of simultaneous translating images of an utterance (or a word) into each other. It is characteristic of natural speech.
Sound-spelling-motor and image relationships are to be pursued and achieved in foreign language instruction in teaching all types of speech activities: in speaking, reading, writing and listening comprehension. Teachers must understand which kind of sound-spelling-motor and image relationships are to be formed in learners at each stage of teaching and in each of the language skill . Below they are given some of them depending upon the type of the language skill.