- •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
9.3. Interlocutors' personal interest to solve non-linguistic tasks in oral speech interaction
To turn a class-room context of teaching into a real-life or close-to-life communicative situation it is necessary to arouse learners' personal interest to take part in oral speech interaction in order to solve its non -linguistic tasks.
To achieve it a teacher should suggest to learners such assignments they are rather competent to solve, which are within the range of their personal interests and the solving of which would help them to experience positive feelings.
For example, after such topics as "St. Valentine's Day", "Extra-terrestrials in our Life", "Getting along with Others" have been studied, the following tasks can be suggested to learners:
Task 1
St. Valentine's Day has become a popular celebration in this country. You want to celebrate it with your peers. Role-play your planning a visit to a fast-food place in the neigbourhood to celebrate it. Start from the point you are deciding what place is the best to visit. You're five in number. Give all your reasons. If you decide you need some time to get prepared, you are welcome.
Task 2
Are extraterrestrials reality or a flight of imagination ? What impresses you in extraterrestrials most of all? What are the most convincing arguments for extraterrestrials' existence ? Give your pros and cons.
Look at the man in the picture. What's your opinion of his clothes? Do you think the colours of his clothes match each other? Is he really a stylish person? What's your notion of a stylish person in general? How does it depend upon the age of a person ? Give your pros and cons.
We've just passed the topic "Getting along with others". Next time we'll have a conversational session. Your peers will speak about people' qualities. Try to object them and make them prove their reason. In case you agree with your peers, add your personal arguments to develop the idea. Then change the roles.
The above tasks in speaking are formulated in such a way that they impel learners to express their personal opinion, beliefs, attitudes to particular situations or subjects, they provoke their wish to contact their peers and arouse the level of their personal interest in solving non-linguistic tasks of communication. Their speech contact with their peers is not conditioned only by their desire to speak English. It is the information and knowledge they possess on the problem, which make them take part in oral speech interaction. They can't but speak.
It should be mentioned that formal tasks, those which include neither a non-linguistic task nor a real-life or close-to-life situation, do not arose in learners their personal wish to solve non-linguistic tasks of the situation with the help of their speech in English. Examples of formal tasks which are not based on interlocutors' personal interest to take part in speech interaction in order to solve its non-linguistic tasks are given below. Be attentive and find out in what they differ from the previous tasks.
Formal Task 1
For three minutes write down as many names of food, dishes or beverages as possible and give their prices.
It can't be said that the task lacks personal motivation, but it is not a task in conversation. It is a lexical task aimed at reviewing learners' knowledge of the lexical units connected with the content topic "Food-Stuffs We Eat". It doesn't include a real-life or close-to— real life situation and it can't work as a stimulus to dialogical speech. The mental operations carried out in this task are purely mechanistic.
Formal Task 2
Speak about extraterrestrials^
Artificial character of such tasks is rather evident. In most cases learners react to such tasks in the following way: "I really don't have much knowledge about extraterrestrials, just know something by chance. But why should 1 speak about it in English now? What for? It's rather difficult for me. No, I won't."
Formal Task 3
Look at the man in the picture. Describe what colours his shirt, sweater, jeans
and shoes are.
This is also a lexical task to check whether learners know English words to the content topic "Our Clothes".
Formal Task 4
Speak on the qualities which you believe to be the most important in people. Be ready to prove your reasons.
This is not a task in dialogical speech. It is a task in monologue speech.