- •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
10.6.4. Teaching General Reading
General reading is a sort of cognitive reading. It can be compared with reading fiction when it is not the object of our specific personal study, i.e. when we read it only for pleasure and do not strive to get some specific information on this or that problem. It is reading just for relaxation. The text is processed in mind in an involuntary way, a series of complicated images, which are connected with the contents of the book, story or article arising in readers' minds. These mental visual images contain the most important ideas and concepts of the author and coincide with personal interests and requirements of the readers.
Understanding of 70% of predicative phrases of a text is enough for general understanding of a text, because the other 30% do not contain its key problems and ideas. The tempo of general reading is 180 words per minute. [49].
The tasks for teaching general reading can be as follows:
/. Reading the text for the second time, make up a chronological or logical sequence of the facts and events you've read in the text. Your reading time is 3—4 minutes.
2. Reading the text for the second time, say whether you have found an idea which is new for you. Your reading time is 3 — 4 minutes
Methodological conditions of teaching general reading:
rapid tempo of reading, however slower than that in skimming reading,
silent reading to oneself,
one-time reading,
reading with no translation,
limitation of the time of reading
reading in class.
10.6.5. Teaching Close Reading
The goal of close reading is achieving complete and exact understanding of all the information of the text. Close reading is a kind of thoughtful and rational reading not limited in time which is always carried out by students as a home task and not in class. It is a goal-oriented analysis of the contents of a text supported with its language and logical ties of the text [2, 270].
Grammatical analysis of the text is only undertaken in case of difficulties with understanding.
Close reading is effected with the help of consciously-raised finding meaningful correlations between the information of the textual language information and that contained in the pictures, figures, graphs, tables and inscriptions to them.
Normal reading activities undertaken even by fluent readers during close reading are regressive movements of the eyes, repeated readings of some parts of a text, sometimes their sounding reproduction and even oral retelling of the main ideas of the text to oneself.
The tempo of close reading is rather slow, it is 50-60 words per minute [50].
Methodological conditions of teaching close reading:
slow tempo of reading,
no time limitations,
silent reading to oneself,
a necessary number of repeated reading of a text,
translation into the native language is possible,
using a dictionary is possible
10.6.6. Teaching Searching Reading
The goal of searching reading is rapid finding out specific information in the text (2]. Readers carry out searching reading with the help of reading activities specific both for skimming reading and close reading. Tasks in searching reading are carried out in class.
The object of searching reading is processing of the whole text in a certain sequence of actions presupposed by the teacher. Readers' attention is controlled on the one hand by their complete and exact understanding of the text and, on the other hand, by asking them to find pieces of specific information in it. To carry out the last task they resort to close reading.
Carrying out tasks in searching reading readers have to shift from one type of reading to another. Fluent readers do it with facility. This ability is one of the main natural peculiarities of reading as a language skill.
Tasks suggested to students to actualize searching reading are as follows: /. Find in the text references to fig. 1 and fig. 2. and retell what they read about.
You are given a minute. 2. Find the part or parts of the text in which there are identifications of the place
of the actions in the text. Methodological conditions of teaching searching reading:
rapid tempo of reading,
reading in class,
preliminary skimming, general and close reading of the text,
silent reading to oneself,
reading lengthy texts,
time restrictions.
How to choose the type of reading activity for a lesson ? It depends upon the stage of teaching.
At the starting stage and partly at the beginning stage learners read words, word groups and combinations of words. At the beginning stage reading of mini-texts is added. To avoid reading which would be disconnected with understanding teaching should be organized so that easy-going translating of sound-motor images of a text into its mental visual images occurred. In other words, at these stages it is obligatory to support teaching reading with using pictures:
Read the word (a group of words, etc.) aloud and choose a corresponding picture(s).
a tower clock, a clock tower, a port city, a city port, a glass door, a door glass. Sometimes in cases when only translation can be used as a means of checking understanding it may be used..
At the second half of the beginning period, when the amount of vocabulary and grammatical items allows learners to read more lengthy texts skimming reading is applied. Sometimes general reading is used. The tasks of this stage may be as follows: Read the text and say whether it coincides to the pictures. Read a description of a class-room and say in what it differsfют our class-room. At the pre-intermediate stage close reading is applied. At the intermediate and advanced stages close reading and searching reading are used.
TEST YOUR KNOWLEDGE OF PART 10
Ground your choices on the paragraphs of the text
From each of the multiple choices below choose two correct answers.