- •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
In English.
Courses developing sensitivity of learners to a foreign language speech are very useful for people who are residents of the countries where English rich-acquisition speaking environment is not available. There is no other way for the learners to acquire a substantial amount of English words used in everyday life because these learners are not exposed to English speech in a natural way. Nor can they start reading English in the way it is used in everyday environment in Anglophone countries, say, at labels to foodstuffs, clothes, in adverts in the street and the like [62, 155]. Thus, studying English through a course which is aimed at developing learners' sensitivity to speech in English is a very appropriate possibility to get used to a kind of English speaking environment created by the teacher at foreign language classes.
During such oral courses beginners carry out the following speech functions: the function of a listener, and later the function of an imitator of the teacher's speech. Then they accustom themselves to the function of participants of speech situations trying to demonstrate their speech reaction to a speech stimuli of the teacher and peers. Tasks conducive to foreign language communication are carried out: Look., Listen., Repeat., Point and Say., Say it to your peer., Come up to the desk., Take your seat., Raise your hands., Give the picture to Lena., etc.
The time of duration of a course developing sensitivity to the foreign language depends upon a number of factors, among which are the following: the text-book, proficiency of the teacher, learners' motivation, the number of classes per week, the goal of teaching, etc. In some English text-books such oral courses last even a year [13, 143].
There are methodological systems which recommend to start imitative reading in a much shorter time, for example, when the amount of words mastered by learners orally is around 40 lexical units only [66].
To our mind, not more than 6 months of oral communicative training (effected within the Curriculum of a secondary school) is a sufficient time period after which teaching imitative reading can be started. This is the time period during which learners are able to master a rather great number of words and expressions and use them with facility.
10.5.2. Imitative Reading as Means of Developing Technique of Reading at Starting and Beginning Stages of Teaching
Imitative reading is based on learners' imitation of the teacher's reading of words (expressions, combinations of words, etc.) which they used earlier in their speech during the course of developing sensitivity to English. Imitative reading is not based on learners' conscious-raising understanding rules of reading.
The initial procedure of teaching imitative reading is as follows: after a 6 months course of developing sensitivity to the foreign language the teacher shows to the learners graphical images of the words {desk, pen, boy, etc.), expressions {How do you do, Good Morning, etc.), orders and commands {Come in, please., Stand up, etc.), proverbs, sayings {Keep kind in mind.) etc., which were earlier studied and used by the learners in oral speech communicative situations. The teacher shows language material to learners, reads it aloud, and, looking at the words, they imitate his/her reading.
Teaching imitative reading requires some specific condition: it is beginners' preliminary mastering sound-motor images, meanings and sense of a sufficient number of words, short phrases, poems, combinations of words, sayings and commands effected by them in communicative situations of foreign language speech interaction. Learners should be able to catch their meaning by ear and reproduce them orally with facility in order to settle communicative situations.
By the term "imitative reading" we understand teaching reading based on learners' sounding imitation of auditory images of words, whose meanings and sound-motor images have already been mastered by them in communicative situations in advance.
There are special techniques, tasks and manoeuvers of teaching used for the purpose [66; 31; 32].
Oral beginning of teaching precedes developing all four language skills in learners and gets them prepared to imitative reading. Oral beginning of teaching conforms to the principles of the Communicative Approach and develops learners' sensitivity to a foreign language as well as their primary skills of taking part in foreign language communication.
The goal of imitative reading consists in formation of sound-letter relationship in learners at the beginning stage of teaching and sometimes at the starting one.
Teaching imitative reading is closely connected with teaching writing. It is impossible to teach reading without teaching writing, because both of these language skills have one and the same sounding component. While reading, a process of translating the sound-letter image of a word into its sound-motor image takes place. While writing the sound-motor image of a word is translated into its sound-letter image. So, both reading and writing have common sounding base without which neither of them is possible. That's why tasks in teaching imitative reading are closely connected with teaching writing.
However, accounting for the early age of learners and their inability to write adequately even in their mother tongue it is rather problematic whether little ones would be able to carry out tasks in writing in the foreign language. That's why writing as an activity of using a pen or a pencil to produce graphic signs of letters on paper, is seldom used in teaching imitative reading. Instead of pens and pencils there can be used ready-made cards with words written on them, cards with pictures of the things and objects the name of which the learners know, sometimes cards with signs of the letters of the alphabet. Demonstrating these cards to beginners also gives them a possibility to transform letters into sounds and sounds into letters.
The described conditions achieved, teaching imitative reading can be commenced. Below some sequences of teaching actions to teach imitative reading are given.