- •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
Grammar
Traditionally it is an accepted practice to differentiate between scientific, or linguistic, grammar and pedagogic, or school, grammar. Both of them include many types of grammatical descriptions of one and the same language based on different scientific principles [41, 114; 83, 121; 3, 6; 4, 5].
Jeremy Harmer, a methodologist from the USA, described the difference between scientific, or linguistic, grammar and pedagogic, or school, grammar in the following way: "Whilst the former may attempt to describe everything there is, the latter is designed to be of help to teachers and students of the language who need, as far as possible, clear and easily-digestible summaries" [69, 1211. Hence, the main aim of scientific, or linguistic, grammar is not to teach the language to learners, but to describe all grammatical phenomena and peculiarities of their usage which can be found in the language, while the main aim of pedagogic, or school, grammar is to produce a scientifically adequate description of grammatical phenomena of the language which would provide learners and teachers with an opportunity to easily comprehend the grammatical items needed in a short, effective and most rational way [27, 187].
The same principle in accordance with which active and passive commands of the language are distinguished can be used to differentiate between two types of pedagogic grammar which are as follows: Active Pedagogic Grammar and Passive Pedagogic Grammar.
The goal of pedagogic active grammar is to teach students the ways of using grammatical structures accurately, meaningfully, and appropriately in order to produce speech utterances in their oral speech interaction or in written [4,6; 83,9].
The goal of pedagogic passive grammar is to teach students the ways of identifying grammatical structures by their specific grammatical signals (endings, suffixes, word-building affixes, etc.) accurately, meaningfully, and appropriately in order to understand the meaning of speech utterances in reading and listening [4; 5].
In other words, grammar teaching is to be not much knowledge transmission but it'd rather be speech skills development [75, 255].
To teach students to produce speech utterances orally, active grammar for oral speech is used.
In active grammar for oral speech attention is paid to teaching students what they are to do when depending upon a certain idea they have to word it. In other words, with the help of active grammar learners are taught to choose the grammatical structures, forms and prosodic means of the language which are appropriate for producing and pronouncing a grammatically correct speech utterance orally or in written.
In the rules of pedagogic grammar for teaching foreign languages there should be expressed peculiarities not only of speech operations and actions but those of thinking activity of a person: conclusions learners might arrive at judging from the grammatical signals and markers, meaningful associations raised by the word or sentence structure, i.e. rules of pedagogic grammar must be based on the principles of cognitive linguistics. [27, 188].
In the example below the principle of active grammar is used in teaching the infinitive in the function of the modifier of purpose.
Suppose you want to say what the purpose of Pete's switching on the DVD is.
Use the verb denoting the purpose for which Pete switched on the DVD. Use
it in the form of the infinitive with the particle "to": To show... .
After the infinitive, use all the words referring to it: To show the animation...
You may place this construction before the subject (to the zero position in the
sentence)
0 1
To show the animation Pete...
After the subject place the predicate and all other members of the sentence:
0 12 3
To show the animation Fete switched on the DVD. — Для того, щоб по-казати мультфыьм, Петре включив ДВД.
Besides the zero position in the sentence you may place the construction "To show the animation ..."to the fourth position in the sentence:
12 3 4
Pete switched on the DVD to show the animation.
You can use this construction with the conjunction "In order":
0 12 3