- •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. Speech can be considered spontaneous and unprepared if
a/ speakers recite a dialogue; b/ speakers produce sentences and utterances each time anew; c/speakers use only the sentences prepared in advance; d/ speakers comprehend the contents of speech ;
2. From the multiple choice below choose two correct answers. Situational character of speech helps learners to develop
a/ability to solve non-linguistic tasks of communication; b/their pronunciation; c/comprehending foreign language speech; d/relations between the sound-motor image of words and their sound-letter images; e/ their note-taking abilities.
3.1n a real-life or close-to-life communicative situation learners a/ train their knowledge of words; b/ should be very attentive to the reaction of their interlocutors; c/ can change the flow of the situation; d/often solve non-linguistic tasks of communication; e/ can t do without reciting by heart; f/ use unprepared spontaneous speech.
4. Choose the correct:
a/ Tasks in conversational speech shouldn't leave learners indifferent to their
contents, b/Grammatical and lexical skills of learners do not influence their success in
solving a spontaneous speech situation.
5. Speech stimulating phrases as well as speaking and understanding strate- rit-\ (two correct answers) :
a/ are to be learned at the very beginning of the course of a foreign language;
b/ are rather seldom used in real life; c/ are to be learned in the process of teaching dialogical speech; d/ are to be learned in every day class-room context in everyday speech; e/ For learners to master speech stimulating phrases it is enough to provide them with a list containing them.
10. THEORETICAL FUNDAMENTALS OF FORMATION OF FOREIGN LANGUAGE SPEECH COMPETENCE
In reading
SIGNIFICANCE OF READING 128
DEFINITION OF READING 129
COMPARISON OF READING SKILLS OF FLUENT READERS AND BEGINNING READERS. TASKS
IN TEACHING READING 130
BILATERAL NATURE OF READING IN TEACHING 135
DEVELOPING TECHNIQUE OF READING AT STARTING
AND BEGINNING STAGES 137
10.5.1. Developing Sensitivity to Speech in English as Precondition
of Teaching Technique of Reading 137
10.5.2. Imitative Reading as Means of Developing Technique
of Reading at Starting and Beginning Stages of Teaching 138
10.6. DEVELOPING READING SKILLS FOR MEANING 143
10.6.1. Goals of Teaching Reading for Meaning in Secondary
School 143
Preventive Work Preceding Teaching Reading for Meaning 144
Teaching Skimming Reading 145
Teaching General Reading 146
Teaching Close Reading 147
Teaching Searching Reading 147
10.1. Significance of reading
Recent years have witnessed increased focus on the teaching of reading. Reading has been recognized the most important skill for foreign languages learning 169,153; 67, 38].
It is through reading that people get most of the information available in the world.
This place of reading in teaching foreign languages also comes from the idea that reading is a valuable source of language input, particularly for students in learning environments in which fluent speakers of English are generally not available to provide other kinds of language input [62, 153].
Owing to all this reading occupies a rather specific place in the process of language instruction in educational establishments, where it is used in teaching all language skills and language areas. Pronunciation is taught not only through imitative drills in listening to authentic language, along with them a lot of reading material is used. It's evident that neither grammar nor vocabulary can be mastered without learners' reading skill. In countries with natural English speaking environment speaking skills can be developed without reading, however in the language instruction in schools, colleges, institutes and academies reading is an integral component of the teaching process. Developing writing skills is also impossible without simultaneous development of reading skills. For training learners in listening reading is surely of less importance than in all the previous cases, however, rapid progress in it can't be achieved without learners' abilities to read and write.
This short analysis demonstrates, in essence, that reading activities of learners take much more time in the process of studying the foreign language than their activities in any other language skills.
All things considered, we can say the significance of reading and of methodology of teaching it can't be overstated.