1. It is important to teach reading foreign languages in Ukraine because

a/ most information in any language people get through reading; b/ pronu­nciation can't be properly taught without reading; d/literate people must be able to read to get more information; e/reading can serve as the best source of language input; d/ it is easier to master reading than to master speaking.

2. The goal of reading is

a/ to study technique of reading; b/ to achieve good pronunciation; c/ to reproduce any authentic text in a phonemically correct way; d/ to form personal opinion about the text read; e/to be literate in all the aspects of the language; f/ to be literate in all branches of knowledge;

3. Beginning readers

a/are able to recognize a word by the first two letters; c/ think more of pronunciation than of meaning; d/grasp extensive bits of information; e/use various reading strategies; e/think more of meaning than of pronunciation; f/ always read with sounding reproduction of a text.

4. Reading for meaning

a/is to alternate with developing technique of reading; b/can be achieved only at advanced stages of teaching; c/precedes developing technique of reading; d/follows developing technique of reading;

5. A course of sensitivity to speech in English

a/ lasts for 2 years; b/ accustoms children to understand English by ear in speech; c/ is aimed at teaching phonetics; d/ to some degree substitutes an English-speaking environment; e/is aimed at teaching reading; f/is based on learners' emotions.

6. In imitative reading learners

a/ learn how to read unknown words; b/ learn to imitate reading of unknown words; c/ learn to read known words; d/imitate reading of words they know.

7. Imitative Reading.

a/ is taught after teaching the ABC; b/ is preceded with an oral course; c/ is preceded with a course in writing; d/ is closely connected with a course in writing; e/ is taught after the rules of reading have been studied.

8. Teaching Reading for Meaning

a/ is most effective when the inner state of meaningful readiness to accept the text is developed in students; b/includes skimming reading; c/doesn 't include general reading; d/is always a kind of close reading.

11. THEORETICAL FUNDAMENTALS OF FORMATION OF FOREIGN LANGUAGE COMPETENCE IN GRAMMAR

1. ACTIVE, OR PRODUCTIVE, COMMAND OF LANGUAGE. PASSIVE, OR RECEPTIVE, COMMAND OF LANGUAGE 151

2. SCIENTIFIC GRAMMAR AND PEDAGOGIC GRAMMAR. PEDAGOGIC ACTIVE GRAMMAR AND PEDAGOGIC

PASSIVE GRAMMAR 152

11.3. FROM FIRST-TIME PRESENTATION

OF GRAMMATICAL STRUCTURE TO FORMING GRAMMATICAL SPEECH COMPETENCE 157

11.1. Active, or productive, command of language. Passive, or receptive, command of language

According to psycholinguistic peculiarities of speech methodology distin­guishes between active, or productive, command of the language and passive, or receptive, command of the language.

Speaking and writing are active and productive language skills, while reading and listening are passive and receptive ones. When people speak and write they produce or generate information, while reading and listening they receive or accept it.

If the teacher wants to be rational and effective in his/her instruction, then all the techniques, drills, text-books, exercises and other instructional materi­als s(he) uses should be in a strict compliance with that language skill or area (speaking, reading, writing or listening) s(he) wants the students to be taught.

For example, it is not easy for most students to comprehend and translate sentences like those given below: «Man the flight.», "Wall the room.", "Table the offer.", etc. It can be accounted for the fact that most students are mainly taught only productive command of the language, and in a much less degree are taught receptive command of it, especially receptive command of gram­matical phenomena of the language. That's why when grammatical phenom­ena, with which they are very well familiar in oral speech (e.g.: Conversion

• "The tram stops (v.) not far from the university."/ There are many tram stops (n.) not far from the university.' and the Imperative Mood of the Verb

• "Open the door.", "Come in, please.") are used in reading text (Man (v.) the flight., Wall(v.) the room., Table (v.) the offer), then comprehending the

grammatical meaning of these phenomena doesn't work. Owing to this the meaning of a great lot of information can remain misunderstood, because students go on obstinately translating "man", "wall", "table" as nouns.

As it can be seen, the Imperative Mood of the verb is one of the gram­matical phenomena of the English language which is not difficult for com­prehending and assimilating while mastering speaking. After some examples of real-life situations (Come up to my desk. Take the book. Give it to Nina., etc.) the mental operations and actions of the mind, which provide under­standing of verbs in the Imperative Mood, occur spontaneously. That's why when teaching speaking this grammatical structure doesn't require any spe­cial presentation or explanation.

However, it is impossible to teach the Imperative Mood of the verb like this while teaching reading. The examples above showed that it was not easy for students to comprehend «MAN», "WALL", "TABLE" as words denoting not persons and things, but commands to perform certain actions. It proves that some specific mental operations and actions must be accomplished in a reader's speech-generating mechanisms which would result in a special skill giving him/her a possibility to comprehend, for example, the word "Man" as an order to provide a plane with people needed to operate it during a flight. In methodology such mental operations and actions which provide understanding written speech or understanding oral speech are called receptive operations and actions, and the command of the language providing comprehension of either oral or written speech is called receptive command of the language.

On the contrary, mental operations and actions which provide producing oral or written speech are called productive operations and actions, and the command of the language providing production of oral speech or speech in writ­ten is called productive command of the language.

11.2. SCIENTIFIC GRAMMAR AND PEDAGOGIC GRAMMAR. PEDAGOGIC ACTIVE GRAMMAR AND PEDAGOGIC PASSIVE