- •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
Skill of using various reading strategies
Using various reading strategies, such as skimming through a text, reading for the gist, scanning a text, is customary practice for fluent readers [2, 268; 62, 154; 4]. Background knowledge and language competence of beginning readers make them rather limited in using various reading strategies. However, some of them can be shown to beginners. For this purpose tasks in reading for beginners are to be much simplified, e.g.:
Read the title of the text.
For you to Choose
Now you are given 30 seconds to look the text through and tell us which day of the week is described.
For you to Choose
To-day in the morning children watch TV programmes. There are many interesting morning TV programmes for children to-day. At 11 o'clock chil dren usually take a walk
Ability to simultaneously bring all peculiarities of text together
Such kind of mental ability is inherent in reading of a fluent reader.
The analysis given above demonstrates the drastic difference which exists between reading activities of a fluent reader and those of a beginning reader. And it is a task of methodology to give some recommendations to teachers to bring it to naught.
The most important thing a teacher of a foreign language should keep in mind is that tasks in technique of reading and tasks in reading for meaning must alternate with each other within the scope of a unit of a text-book or at one class hour. Learners' acquiring skills in technique of reading should simultaneously develop their skills of reading for meaning.
10.4. Bilateral nature of reading in teaching
The process of teaching reading is bilateral in its character. On the one hand, reading is a language skill whose main point is reading for meaning or reading for information. On the other hand, it can't be achieved without developing in readers the technique of reading.
Reading is used for developing in learners other language skills such as writing, speaking and listening, as well as for developing in them language competence in grammar, pronunciation and lexis.
Any transition from fluent reading either to grammatical analysis of the structures or to attributing meanings to unknown words in an attempt to find correct ones interrupts natural process of reading. When a person reads for meaning his/her grammatical and lexical speech skills are well developed and automatic. In order to achieve it some special preparatory training is necessary, which can be carried out with the help of specific exercises and tasks which constitute the essence of teaching technique of reading [2; 7; 4j.
The technique of teaching reading preserves its double nature nearly through the whole period of foreign language instruction in a secondary school.
Bilateral character of teaching reading doesn't mean that these two language skills (technique of reading and reading for information) are to be developed in learners separately. On the contrary, it is natural when they are kept together and developed simultaneously.
At the beginning stage of teaching, bilateral nature of reading is manifested in learners' imitative reading. It leads to their rather limited intuitive phonemic experience which allows them to orally reproduce the written language suggested in the text-books in a phonemically correct way and make meaning of what they read [2, 64; 29,161; 24, 188J.
Beginners need a kind of instruction focusing on the sound-letter relationships to be taught together with the instruction which stresses comprehending [621.
At higher stages of teaching (pre-intermediate and intermediate ones) bilateral nature of teaching reading is also preserved. However, at these stages learners need a kind of instruction focusing their attention on making meaning of the language material, on formation of lexical, grammatical skills of reading and phonemically correct sounding reproduction.
At upper intermediate and advanced stages learners should be able to get to the meaning and information of a text, master peculiarities of written texts and principal stylistic differences of functional styles of written language.
Nevertheless, in countries with no rich-acquisition environment of the studied language and especially in classes of non-specialized comprehensive education, the skills of correct sounding reproduction of a printed text often need maintaining.
The following methodological conclusions for teaching reading can be arrived at:
As an integral process, teaching reading is traditionally divided into teaching technique of reading and teaching reading for meaning
Conscious-raising understanding of phonemic, grammatical and lexical characteristics of the written speech is always considered important for developing and maintaining the proper level of accuracy in learners. That's why activities in the technique of reading can be applied even at higher stages of teaching. On the other hand, teaching reading at the beginning stage must be as much as possible supported by learners' activities aimed at getting meaning of language material in print.
10.5. DEVELOPING TECHNIQUE OF READING AT STARTING AND BEGINNING STAGES
10.5.1. Developing Sensitivity to Speech in English as Precondition of Teaching Technique of Reading
Below there are given main practical principles of teaching technique of reading at starting and beginning stages. The principles of teaching technique of reading at higher stages are given in the sections describing developing learners' competence in pronunciation, grammar and lexis.
At starting and beginning stages of teaching the main principle of teaching reading is that of imitative reading i.e. reading skill based on imitation [66]. However, before this principle can be applied, learners have to be taught English through a special course aimed at developing their sensitivity to speech