- •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
Sequence I
It is a kind of sequence with which teaching imitative reading can be started. a/ Look at the sentence and listen to it.
Hallo, boys and girls.
The teacher takes a pointing rod and reading the sentence aloud points at each of the word. The sentence is read three times.
b/ One of the learners is invited to come up to the chalkboard. The teacher reads the sentence aloud pointing with a rod at each of the words. Then he/ she gives the pointing rod to the learner standing beside and says: "Now you do it". And he/she does it.
In such a way all the pupils come to the chalkboard and read the sentence. The teacher controls whether they show the word they pronounce.
с/ Reading the sentence the teacher sticks cards with numbers over each of the words on the chalkboard and says: "Memorize the numbers of the words. "(The task is usually given first in the native language and then in English.)
12 3 4 Hallo, boys and girls
The teacher reads the sentence twice pointing not only at the words but at their numbers as well. The tempo of reading is normal, the stresses and intonations are a little bit exaggerated.
Each of the learners imitates the teachers' activities.
d/ The cards with numbers are taken away and are put on the desk. The teacher takes a card, shows it to the learners, pronounces the number written on it, then looks at the sentence, pronounces the corresponding word and sticks its number over it.
Each of the learners imitates the teachers' activities.
e/ The master sentence is on the left side of the chalkboard. On its right side the teacher sticks the cards with all the words. Then he/she reads: each of them and sticks its number beside.
12 3 4
Hallo, boys and girls. Hallo — Hallo —1
Boys — boys — 2
And — and — 3
Girls — girls — 4
The learners work in the same order.
f/ The teacher takes all the words away and leaves only their numbers. The cards with the words are placed below in a random order as shown below. He takes a card with each of the words. Shows it to the learners, reads the word aloud and sticks the card beside its number as shown in task c/. Learners work in the same order. 12 3 4
Hallo, boys and girls. — /
-2 — 3 -4 Boys, girls, hullo, and
g/ The cards with the words are placed below, their numbers in a random order. The teacher takes a card with a word. Shows it to learners, reads the word aloud and pretends to be trying to determine which its number is. To find it out he/she looks at the master-sentence. Then the word and its number are read aloud and the word occupies its position on the chalkboard.
Learners work in the same order.
f/ The order of work is like that in e/. However, on purpose the teacher acts in a wrong way: he/she reads some of the words sticking them to wrong numbers, then stops, waits for the learners' reaction and when they react in a correct way sticks the word to its real number. Не/She encourages learners: " Good! Right you are: "Hullo " is one "etc.
Learners work in the same order.
h/ The master sentence is covered. There are only numbers of the chalkdboard.
- 1 2
-3 -4 Boys, girls, hullo, and
In a random order the teacher takes the cards one by one, shows each of them to the learners, reads the word and places it besides its correct number. The tempo of work is rather quick. If the learners hesitate, then the master-sentence is shown to help them to take the decision.
Learners work in the same order
h/ The teacher asks each learner to come up to the chalk-board and says:" Take "Hullo " and read it. Stick it to its number."
A lot of other game-like tasks can be produced in class with any of the sentence.
Sequence II
Description
This sequence of teaching actions is organized with the help of charts which include the words which were studied by the learners during oral classes [66]. Charts of three types can be used.
Chart 1 includes words whose pronunciation in most cases obeys rules of reading however the rules as such are not yet taught.
CHART 1 |
|
|
Stand sit |
red cup rod cup |
me brown aside blue a your |
Hand give |
pen us stop car |
go down balloon me |
Hands it |
pencil up come |
green here to place there take |
CHART 1 |
|
|
Thank sit them run balloon |
place are, done, Lena, Ira, |
|
straight black give bend jump |
good take yellow, her, door, |
|
open, you |
take |
|
him well |
us |
orange, brown, correct, turn |
pink |
|
|
bring |
|
|
hip |
|
|
Fig. 20 Chart I
In chart 2 there are included word groups and phrases, which had already been studied by learners and can be used further on.