- •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
9.6. Skill of applying speech stimulating phrases
The contents of conversation are often structured round speech acts, which are actions such as greeting and apologizing that are encoded in language in "routinized" forms or prototypical phrases, e. g.: "Hi!", "Hello!" etc. [76, 103] Such acts often function as speech stimulating phrases.
Properly developed speech habits and high level of automaticity of speech skills, which are manifested in usage of prototypical and typical phrases, would undoubtedly increase natural character and authenticity of speech. 11 Kit's why mastering a sufficient number of speech stimulating phrases is a factor positively influencing dialogical speech habits [7, 209; 44, 105].
In the list of such phrases there should be first of all included those which nc used for:
opening and closing a conversation: Mr.Black, I guess?; Is this your first Vliit to... ?; Have you been here before?; Have you visited/seen...; How do you like our.... ?; Are you enjoying... ? What do you think of....?; — / See you later; I /,,r/w/[10;4];
greeting people: Hallo!/ Hello!/ Hi! ;How do you do? — How do you do?;
Hello, how are you ?/Hello, how are you getting on ? — (I am) very well, thank hairy/quite well. / Fine. /All right. /Not too bad. / Not very/too well, I'm afraid./A bit tired, otherwise all right. / So-so. More or less all right. /And how are you ?; Good morning (until 12p.m.); Good afternoon; Good evening.
introducing and addressing people: Mr Black./ Mrs Black /Miss Black.; Doctor!/ Doctor Black./ Professor! Waiter!/ Porter!; Nurse!/Allow me introduce to you Mr. Black.; Allow me to introduce you to...;Allow me to do the introductions.; May I introduce Mr/Mrs... (formal); I'd like to introduce you to...; I'd like you to meet...; I want you to meet... (less formal); This is...; Meet Mr Black (informal); May I introduce myself...; Let me introduce myself; Come along, I'll introduce you to...., if you like [10, 366];
expressing thanks: Thank you very much. That's very kind of you.; /suppose that'll be all right. Thank you;
apologizing: I'm very/awfully sorry...; I do apologize. Til...; All right, I'll see what I can do.; Sorry about that, I'll... [25, 162];
complaining: I'm sorry but...; I'm afraid...; I'm sorry to have to complain but ... [46, 162];
attracting attention and changing the topic of conversation: Sorry..;... but as far as I know....; If I were you, I would...; To my mind...; In my opinion...
interrupting: I say; Look here;
agreeing and disagreeing: I agree; I don't agree; I'm sure; Let me think.; I completely agree that....; There is no doubt that...; Who would argue that....; I'm not sure that...; I really doubt that...; I utterly disagree that...; I don't think that...; That's just not good enough ... [25, 136];
getting information: This is your first visit to..., isn't it?; You are enjoying the opera, aren 't you ?; I believe that...; I heard that...; I've been told....; I expect/ suppose/ imagine that...;
involving into the conversation: Well, Ann is working too hard, isn't she?; Is it really so ?; Really ?; What do you think about all this ?
expressing politeness on meeting somebody: Hallo, Nick, here you are! — Glad to meet you!/ I'm glad we've met. / Nice to see you. / It's good to see you again. — Cheerio! Glad to see you too. / How are you?/ How are you getting on ?/ How are things ?/ How is life ?/ How is your mother ? — Thanks, fine! And are you?/ So-so. /As usual./ Pretty well.; not too bright./ Not bad./ Could be better.
How do you do, Mr West? — Pleased to meet you!/ Glad to meet you. Haven't seen you for ages!
Well, good-bye. — Many kind regards to / Remember me by all means.
/ My love. Good-bye!
Hesitation markers: urn; eh; well.; I see.; sort of; like.