Before the test
- How far in advance do you announce the test?
- How much do you tell the class about what is going to be in it, and about the criteria for marking?
- How much information do you need to give them about the time, place, any limitations or rules?
- Do you give them any 'tips' about how best to cope with the test format?
- Do you expect them to prepare at home, or do you give them some class time for preparation?
Giving the test
- How important is it for you yourself to administer the test?
- Assuming that you do, what do you say before giving out the test papers?
- Do you add anything when the papers have been distributed but students have not yet started work?
- During the test, are you absolutely passive or are you interacting with the students in anyway?
After the test
- How long does it take you to mark and return the papers?
- Do you then go through them in class?
- Do you demand any follow-up work on the part of the students?
Тема 7 Practical lesson management
7.1 Giving a lesson involves classroom management. It involves the following elements:
• Starting a lesson
• Using classroom board in a well-organized way
• Maintaining discipline in the classroom
• Arranging seats adequately to the tasks
• Confidence building in learners
• Timing a lesson
• Giving directions to the learners
• Rationing teacher talking time
• Rationing learner time for tasks
• Closing up |
Comment on the ways classroom management can be effective (give examples}.
7.2 Teach a lesson of your choice and reflect on it by ticking off statements about your own lesson if "Yes ".
Statements about your own lesson
• I have planned my lesson with clear objectives of teaching in mind.
• I had a good command of the teaching material.
• My teaching techniques were logically sequenced.
• My teaching goal was fully attained in the lesson.
• All the tasks were well fulfilled by the learners.
• The learners were motivated and involved in the activities.
• Interaction during the lesson was active and productive.
• The process of the lesson was well structured.
• The result of the lesson was achieved and demonstrated by learners.
Compare your statements with those of your observers.
5. ОРГАНИЗАЦИЯ САМОСТОЯТЕЛЬНОЙ РАБОТЫ
5.1 Содержание самостоятельной работы
Количество часов | |
1. Подготовка к практическим занятиям 2. Написание реферата 3 Подготовка к проведению профессионально-педагогической ролевой игры 4 Работа в форумах Всего: | 40 32 22 8 102 |
5.2 Примерная тематика рефератов
5.2.1 Общеметодические принципы организации обучения иностранным языкам
5.2.2 Системы управления процессом обучения иноязычному говорению
5.2.3 Реализация лингвострановедческого подхода на уроках иностранного языка
5.2.4 Основные принципы коммуникативного обучения иностранному языку
5.2.5 Ролевые игры в обучении иностранным языкам
5.2.6 Проблемы обучения учащихся активному и пассивному владению иностранным языком
5.2.7 Видеофильм как средство повышения мотивации школьников при обучении иностранному языку
5.2..8 Проектная методика на уроках иностранного языка
5.2.9 Интегративное обучение грамматической стороне речи
5.2.10 Роль мотивации в изучении иностранного языка
5.2.11 Структура урока иностранного языка
5.2.12 Значение внеклассной работы и основные положения, определяющие её проведение
5.2.13 Иноязычная культура как цель обучения
5.2.14 Технология обучения речевым умениям. Обучение аудированию
5.2.15 Технология обучения речевым умениям. Обучение говорению
5.2.16 Технология обучения речевым умениям. Обучение чтению
5.3 Учебно-методическое обеспечение
5.3.1 , , . Методика обучения иностранным языкам в средней школе – M.: Просвещение, 1991
5.3.2 , , . Учитель иностранного языка:
мастерство и личность – M.: Просвещение, 1993
5.3.3 . Современный урок иностранного языка в средней школе –
М.: Просвещение, 1998
5.3.4 Актуальные проблемы обучения иностранным языкам в школе и вузе: Курс лекций для студентов факультетов иностранных языков – Воронеж: ВГУ, 1999
5.3.5 , , . Практическая методика обучения иностранному языку – М.: Академия, 2000
5.3.6 . Основы коммуникативной методики обучения иноязычному
общению – М.: Русский язык, 1989
5.3.7 Журналы «Иностранные языки в школе», 2
6 СЛОВАРЬ ОСНОВНЫХ ТЕРМИНОВ И ПОНЯТИЙ
Achievement tests measure the command of the course studied.
Activation of mental lexicon is arousing a chain reaction in the brain and making the words accessible for communication (usually a lot more words than necessary get activated in the brain).
Active listening is perception of an oral language with particular attention to the message.
Activities for teaching to listen are the acts of communicative language learning that are performed by the students.
Approximation approach is the target pronunciation that resembles the native pronunciation only partially but is nevertheless sufficient for communication.
Argument is a genre of group dialogue, in which speakers attempt to seek a solution by pursuing their own points of view.
Atmosphere is the spirit of the lesson facilitating or debilitating the learners.
Audio-lingual method is a way to teach a foreign language through intense repetitions of language patterns.
Brainstorming is a procedure of eliciting creative ideas in the course of spontaneous exchange of opinions, their uncritical registration and subsequent selection of the most useful suggestions.
Classroom discourse is the language used in class by the teachers and the learners.
Classroom interaction is interaction during a lesson between the teacher and the learners as well as between the learners themselves.
Circumlocution is a roundabout expression of meaning.
Cloze tests offer the test-takers a task to complete the gaps in a coherent discourse. Coinage of words is creation of non-existent words.
Collocation is made up of two or more words often placed together in oral or written speech.
Communicative approach is a theory of teaching and learning foreign languages that recognizes the primacy of communication as the goal and the media of instruction.
Communicative competence is the knowledge that is necessary for successful communication.
Communicative function is an oral language activity to request or give information, to perform rituals or to manipulate each other's behavior.
Communicative method is a way to teach a foreign language through communication for the purposes of communication.
Communicative principles are guiding rules of instruction in the framework of the communicative approach.
Communicative situation is a set of circumstances, in which it is necessary to use language for communication in order to achieve the desired goal.
Communicative strategies are the means and maneuvers of communication to deal with the goal, partner and circumstances.
Communicative techniques are the ways to organize teaching activities for the purpose of instruction including non-reality techniques (preparation for language), simulation techniques (role-play, problem-solving or group discussion, communicative games, etc) and reality techniques (socialization in the real world with native speakers).
Communicative techniques are the devices to organize teaching in compliance with communicative principles.
Community language teaching is a teaching approach that emphasizes the importance of students' co-operation, support and interaction.
Comprehension of words is understanding the meaning of words.
Concurrent validity is coincidence of the testing results with the results obtained by other means including teacher's continuous assessment.
Consistency is agreement between parts of the text in terms of difficulty and results.
Construct validity is the ability of the test to measure what it claims to measure (e. g. a test claiming to measure speaking performance should not measure lexical or grammar competence instead).
Contextualization tests offer the test-takers a task to produce an oral or written discourse out of a graphical form (tables, graphs, charts, etc.).
Conversational analysis is the study into how humans talk to each other and interact with each other.
Conversational discourse is a stretch of spoken language featuring ellipsis (omission of sentence elements), discourse markers (Well...), etc.
Coordinates are words with a meaningful relationship between them e. g. "red + blood"
Debate is a genre of group dialogue, in which speakers attempt to find a solution by overcoming differences.
Derivation is the process of producing words from a stem with the help of affixation and other word-building models (e. g. conversion from nouns to verbs).
Description is putting on paper details of an object or process.
Description is a genre of monologue, in which a speaker gives an account of an object or a process.
Diagnostic tests measure strengths and weaknesses of the test takers.
Dialogue is a genre of conversation between two or more people with an exchange of relatively short turns.
Direct method is a way to teach a foreign language by switching over exclusively to the target language in the classroom and intense grammar structure practice.
Discourse (oral discourse) is a continuous stretch of spoken language in the dialogue or monologue mode featuring communicative message, cohesion, coherence and contextual reference.
Discussion is a genre of group dialogue, in which speakers attempt to seek a solution by looking at various aspects of the problem from various angles.
Essay is a genre of writing that focuses on a thesis and develops it.
Exposition is putting on paper the description of situational circumstances.
Expressive writing is putting on paper one's own thoughts and feelings (as in a diary).
Exercises for teaching to listen are the activities done with the purpose to reinforce listening skills.
Extensive listening is the perception of oral information with the search for the gist.
Gap-filling tests offer the test-takers a task to complete the gaps in sentences.
Grammar-translation method is a way to teach a foreign language with the help of contrastive native and target grammar analysis.
Group discussion is a problem-solving activity with a puzzle, conflict of opinions and problem-resolution as a result of concerted group efforts.
Hearing is an act of receiving an oral message.
Humanistic approach is an education theory that recognizes the necessity to facilitate free and creative development of the personality.
Idiom is a figure of speech, the meaning of which cannot be drawn from its elements.
Information gap is a technique to give the students complementary information, which they have to pool together in the process of communication in order to fulfil the task.
Information gap is a teaching technique to distribute information unevenly among the participants in order to stimulate their interaction in an attempt to pool all the information together.
Information-transfer tests offer the test-takers a task to transfer information from a text into a graphical form (tables, graphs, charts, etc.).
Informative writing is putting on paper ideas and data intended to create knowledge in the reader.
Input opportunities are the chances of accessing information in the lesson.
Intensive listening is perception of an oral message with interpretation and inferences.
Interactive learning is instruction using tasks that can't be fulfilled by isolated students but require co-operation.
Interactive tests consider the background knowledge and other individual traits of the test-takers.
Jigsaw listening is an activity, during which participants listen to two (or more) different yet related pieces of language with subsequent interactive work.
Learner receptivity opportunities are the chances to facilitate the intake by the learners during a lesson.
Lesson is an organized and goal-oriented process, which is a set of learning opportunities, a model of cognition and a framework for the interaction of the participants.
Lexical cloze is filling the gaps in a meaningful text with target words.
Lexical competence is the knowledge of how to use vocabulary for communication.
Lexical mind-map is a cluster of words that are associated with a central concept.
Lexicon is vocabulary that is often specialized and related to a certain field.
Listening is a communicative skill with the purpose of receiving, comprehending and interpreting an oral message.
Listening role is the social function that a listener performs, such as a "witness", a "participant in the conversation", etc. while listening.
Long-term memory is storage of the heard or read information for future use.
Management of the lesson is creation of the teaching/learning media in the lesson by control of discipline, seating arrangements, error correction, use of classroom board, etc.
Matching tests offer the test-takers a task to find consistent pairs of language samples (another option is to find consistent pairs of language and pictures).
Mental lexicon is vocabulary in mind.
Metaphor is a figure of speech, in which lexical meaning is shifted to a different object and a word is used to denote figuratively a dissimilar thing (often done to add more expression to speech).
Metaphors of the lesson are the figurative collocations to describe various types of the lesson (e. g. "climbing a mountain" is a lesson with a challenge for the learners that they gradually overcome with the help of the teacher and by investing their own efforts).
Mnemonic exercises are used to facilitate memorization of words.
Model of cognition in most general terms includes encounter with the problem, resolution of the problem and reflection on the results.
Monologue is a relatively long speech turn.
Multiple choice tests offer the test-takers a choice of the correct answer out of a number of "distracters".
Narration is a genre of monologue, in which a speaker describes a process or an event in chronological order.
Narration is putting on paper a succession of events.
Natural approach is a way to teach a foreign language through massive exposure to the comprehensible language input in the classroom.
Negotiation of meaning is the communicative strategy to bridge the gap of understanding between the participants in oral conversation.
Neuro-linguistic programming is a teaching way that combines mental imagery with the language.
Non-verbal communication uses physical distance between the participants, facial expressions, eye contact, gestures, appearance and clothes, smell and perfume, etc.
Ordering tests offer the test-takers a task to sequence correctly randomized parts of a discourse.
Oral approach is a way to teach a foreign language through oral introduction and practice of the language structures with the help of objects and pictures to create "situations".
Paradigm is the set of forms that a word or structure can assume. E. g. write, wrote, written, writing, etc.
Paragraph is a meaningful chunk of text expressing a single idea or aspect of the subject that is chosen for writing.
Persuasive writing is putting on paper one's wishes, commands and/or instructions in order to manipulate the behavior of the reader.
Phonetic competence is the knowledge of correct pronunciation.
Phrasal verbs consist of a verb and a preposition/adverb making up an idiomatic expression.
Placement tests are used to find the right stage of the curriculum for the learners and to teach them the adequate language difficulty level.
Planning of the lesson is a scheme for the accomplishment of the lesson goals.
Poetic writing is putting on paper a communicative message with the help of rhymes, symbolic allusions and imaginative details thus producing a poetic image.
Polysemy is the property of many words to have more than one meaning.
Practicality is convenience of the test as a measuring tool (time saving, etc.).
Practice opportunities are the chances to reinforce the knowledge and skills in the lesson.
Presentation is a communicative technique of bringing before the public the results of one's individual or group performance.
Principles of teaching to listen are the guiding rules that prompt the choice of the teaching tasks, techniques and activities.
Problem-solving is a communicative technique with a puzzle, conflict of opinions and problem-resolution as a result of individual or group efforts.
Process-oriented teaching focuses on the motivation and involvement in the activities with the expectation of different results in learners according to their aptitude.
Proficiency tests measure general language competence.
Project is an activity to resolve a problem by tapping available resources and producing a final product.
Pronunciation drill is an activity that is based on language rehearsal with the purpose of practicing pronunciation.
Pronunciation errors are phonetic inaccuracies that stem from the fallacious idea of what correct pronunciation should be.
Pronunciation mistakes are occasional inaccuracies against the background of a generally correct pronunciation.
Prototype is the primary type of a thing or a phenomenon.
Reasoning errors are deviations from logic in writing.
Reasoning is a genre of monologue, in which a speaker follows a logical sequence and comes to a conclusion.
Reasoning is following a logical line in order to reach a conclusion
Received pronunciation is the most universally understood mode of English pronunciation that is accepted as the norm by BBC radio and TV.
Receptive skill is a communicative skill of receiving either an oral message (listening) or a written message (reading).
Register is the choice of vocabulary best suited for a communicative situation (e. g. talking to children requires a special register).
Reliability is permanence of measuring results produced by the same test in different circumstances (testing speaking and writing is less reliable than testing reading and listening).
Result-oriented teaching is the shortest way for all the learners in the classroom to achieve the same result.
Retrieval of words is accessing the words in the long-term memory for the purposes of using them.
Role-play is a communicative technique with role distribution, plot development and resolution of the situation.
Role writing is a teaching technique to create a written text and to follow the conventions of the social role (e. g. writing a letter to parents).
Short-term memory (also: processing memory) retains a meaningful digest of the compressed information in the course of listening to provide for consistent comprehension.
Silent way is a teaching method that attempts to combine creative thinking with the minimum of language resources available to the learners (using colored rods, etc).
Simulation is a technique to replicate in the classroom real-world situations for the purposes of communicative language teaching.
Slips of the tongue are oral language inaccuracies caused by brain processing failures.
Sound-symbol correspondence is the association between speech sounds and the letters with which these sounds are written.
Speaking is a communicative skill of sending an oral message.
Storage of words is keeping words in the long-term memory.
Suggestopedy is a teaching way attempting to utilize the hidden cognitive resources in students through relaxation, music and elements of suggestive therapy.
Tasks for teaching to listen are the teaching/learning assignments with a challenge for the learners.
Techniques for teaching to listen are the ways to run teaching activities.
Test is a tool for measuring success of performance or ability to do it.
Testing format is the design of a test.
Text format is a layout of written text with specific characteristic features (e. g. the format of a business letter).
Tip-of-the-tongue phenomenon is a situation when a person has accessed the meaning of the word but is failing to access the word form with many alternative "word candidates" revolving in mind.
Tongue-twisters are phrases that are difficult to pronounce because the sounds easily get confused in them.
Top-down listening is an act of processing an oral message starting with a presumption that can be corrected in the course of listening.
Total physical response is a way of teaching that combines language rehearsals with physical activities.
Transactional language focuses on the message and aims at getting things done with business in mind.
Vocabulary is the sum of words that have been acquired by a particular person.
Word-clusters are words brought together by associations
Word-meaning interpretation is elicitation of lexical meaning for the purpose of comprehending the words.
Word-pragmatics is the relationship between the words and the intended/ comprehended lexical meaning.
Word reinforcement is the process of making words stick in memory through meaning interpretation, drill and communicative use.
Writing is a communicative skill to send, store and retrieve information with the help of written symbols.
7 РЕЙТИНГОВАЯ СИСТЕМА КОНТРОЛЯ
ЗНАНИЙ СТУДЕНТОВ
Рейтинговая система контроля и оценки знаний предполагает, что на протяжении освоения учебной дисциплины студенты набирают определённую сумму баллов, в зависимости от которой определяется рейтинг (итоговая оценка). Возможная семестровая сумма – 100 баллов.
Положительная оценка может быть выставлена по результатам итогового рейтинга только при условии, что по каждому рубежному рейтингу студентом было набрано не менее 60% максимального количества баллов.
Шкала соответствия рейтинга итоговой оценке (по пятибалльной системе):
- выше 85 баллов – «отлично»;
- 70-85 баллов - «хорошо»;
- 60-69 баллов - «удовлетворительно»;
- менее 60 баллов – «неудовлетворительно».
7.1 Содержание и балльная оценка рейтингов по дисциплине
Содержание рейтингового контроля | Рейтинговая оценка в баллах | ||
Стартовый рейтинг | Рейтинг 1 | Рейтинг 2 | |
1. Оценка по дисциплине | 3-4-5 | - | - |
2. За посещение - всех занятий - не менее 75% - не менее 50% | 5 3 1 | 5 3 1 | |
3. Оценка ответов на семинарских занятиях Общая сумма баллов за ответы на | 3-4-5 | 3-4-5 | |
4. За участие в форумах Общая сумма баллов за участие в форумах (всего 4 форума) | 3-4-5 6-8-10 | 3-4-5 6-8-10 | |
5. За написание реферата | 3-4-5 | ||
6. За выполнение заданий рейтингового компьютерного тестирования | 3-4-5 | 3-4-5 | |
7. Всего (максимальный балл) | 5 | 45 | 50 |
7.2 Вопросы рейтингового контроля
Рейтинг 1
1. Give reasons to confirm that Methods is an independent science.
2. Describe specific ways in which knowledge of linguistics or psychology may be helpful in teachers’ work. What is their relative value to English teacher?
3. There are three main aims in teaching a foreign language. Name them and say whether you consider them justifiable. Support your statement.
4. Name the specific principles that you think must be observed in teaching this subject in schools.
5. Are aims, content and principles interrelated? If so, show this interrelation.
6. Outline the main characteristics of the contemporary approaches and methods used in teaching foreign languages.
7. Which of these approaches did you personally experience as language learner? What were your impressions and what is your assessment of the effectiveness of the approach or methods?
8. Which approach do you, as a prospective teacher, would feel most comfortable with?
9. How would you define the term syllabus? What should a syllabus contain?
10. What is the difference between the syllabus and the curriculum?
11. What are the main criteria for coursebook assessment?
12. What teaching aids does the foreign language teacher have at his disposal?
13. Do you agree that effective teaching cannot be ensured without the use of audio-visual materials?
14. Say what factors you will consider in selecting audio-visual materials in teaching foreign language.
15. Are you ready to utilize teaching aids and teaching materials you have learned about? Analyze your story and weak points in this respect.
16. What are the main features of an effective presentation?
17. What are the main guidelines on giving effective explanations and instructions?
18. How can the process of learning a skill be defined?
19. What are the main characteristics of effective language practice?
20. What are the main patterns of classroom interactions?
21. What does the choice of the type of classroom interaction depend on?
22. Describe characteristics of effective questioning techniques in the classroom.
23. Give some guidelines on organizing group work as to its presentation, process, ending and feedback.
24. What are the two main distinguishable components of feedback?
25. What correction techniques used in the classroom do you know?
26. What is meant by correct pronunciation?
27. What does teaching pronunciation involve?
28. What does a teacher need for teaching pupils pronunciation successfully?
29. What should a teacher do to improve pupils’ pronunciation?
30. Comment on the main rules in teaching vocabulary.
31. Speak on the possible difficulties a pupil has to overcome when new words are presented. What is the role of the teacher here? Illustrate your answer with several examples.
32. Some techniques of vocabulary presentation are more popular than others. What are they, and can you account for their popularity?
33. Are there techniques that are particularly appropriate for the presentation of certain types of words?
34. Are there techniques which are likely to be more, or less, appropriate for particular learner populations (young) adult, beginner (advanced)?
35. There are different viewpoints on grammar teaching. Analyze them and say which you consider justifiable in foreign language teaching in schools. Give your reasons.
36. Review the principles grammar teaching should be based upon and show how you will utilize them in teaching some grammar item.
Рейтинг 2
1.Listening has been the “neglected” skill area of language teaching. Give some reasons for
this curious circumstance.
2.What is the difference between extensive and intensive listening?
3.What are the roles of the teacher in organizing intensive listening?
4.In your own experience how much time do you feel you spend in each of the four areas of
listening, speaking, reading, writing?
5. What are the reasons for pupils’ poor comprehension of the target language when spoken?
6.Compare different approaches to teaching speaking and determine which is most
justifiable.
7.Why is it so difficult to teach speaking in artificial conditions?
8.What can be done to overcome the obstacles and despite them to succeed in teaching oral
language?
9. Why must the text be considered a whole unit and should not be taken in pieces when silent reading is being taught?
10. The ratio between silent reading and reading aloud should vary in favour of silent reading from form to form. How should this be reflected on working with the text in class? Confirm your statement with some examples.
11. Why is it so important, beginning at the intermediate stage, to teach pupils to use the dictionary and other reference books?
12. The texts pupils read are different by nature. How does this influence the techniques used while working at a text?
13. Conscious approach to foreign language teaching implies the use of translation. Support your answer.
14.Do you agree that exercises within the target language are more effective for developing language skills than those of translating from one language into another?
15.Translation is a complicated skill that requires special training. What is your opinion on the subject?
16.Teaching English penmanship is not difficult. What is your opinion on the subject?
17.Spelling is one of the most difficult problems in teaching English. Do you agree? Give some examples to substantiate your opinion.
18.Why is writing an effective means in language learning? Give a few arguments to prove your answer.
19.Foreign language proficiency is difficult to test. Why?
20.When testing, the teacher instructs. Support this statement.
21.Contemporary teaching aids help the foreign language teaching to administer efficient and objective tests. Do you agree? Give some examples to illustrate your opinion.
22.Can the teacher test one skill by means of another? Give your arguments for or against.
23.What should be done to enforce the validity of marks? State your reasons.
24. Planning is a necessary prerequisite for effective teaching. Say why.
25. What is recommended as the general shape of a lesson?
26. What is the purpose of a beginning? What are some affective beginnings that you have
observed or used?
27. Why bother with an “ending”? What are some examples of both good and poor
“endings” to lessons?
28. How can lesson planning help with classroom management? With variety?
29. How much detail needs to be written into a lesson plan? How does this depend on the
situation and the teacher?
30. How important do you think motivation is for success in language learning, compared
to, for example, language aptitude?
31. What characteristics and behaviours do you associate with the image of a motivated
learner?
32. The urge to engage in learning activity for its own sake (intrinsic motivation) is
distinguishable from the urge to learn for the sake of some external reward (extrinsic
motivation). Do you think there is any difference between children and adults in the
degree of influence of these two kinds of motivation?
7.3 Тестовые задания для самопроверки
7.3.1 Тест для самопроверки № 1
1. The principle of … implies the ability of a pupil to keep in his memory linguistic and language material.
2. The principle of … is closely connected with the selection of the material.
activity
visualization
accessibility
durability
3. Knowledge of how to express a message is called … competence.
grammar
cultural
pragmatic
social
4. A technique to replicate in the classroom real-world situation for the purposes of communicative language teaching is referred to as ….
information gap
matching
simulation
jigsaw reading
5 The syllabus generally has explicit …, usually declared at the beginning of the document.
6. In many places the coursebook serves as a … if it is followed systematically.
puters are seen by many as an important teaching ….
8. The process of teaching a FL includes three teaching acts: presenting and explaining new material, providing … and testing.
9. When the teacher has finished explaining, he has to check with his class that they have understood, that is to get ….
10. The kind of work the teacher uses to give the students enough practice in a particular point of grammar or vocabulary is called … activities.
11. At the first stage the bit of the skill to be learned is defined in words that is … .
12. Group-work organization includes four stages: …, process, ending and feedback.
13. Exercises used for developing pronunciation habits may be of two groups: recognition exercises and … exercises.
14. … is made up of two or more words often placed together in oral or written speech.
15. Match the principles of teaching grammar and the rules they imply.
Conscious approach | Select the situation for the particular grammar item. |
Structural approach | Give comparative analysis of the grammar item in English and Russian. |
Practical approach | Teach students to make up sentences by analogy, to use the same pattern for various situations.. |
Teaching active and passive grammar | Use the oral approach for teaching active grammar and start with reading and writing sentences in which the passive grammar item occurs. |
Situational approach | Teach students correct grammar usage and not grammar knowledge |
16. The main principle in selecting grammar material is the principle of …, i. e. how frequently this or that grammar item occurs.
7.3.2 Тест для самопроверки № 2
1. Video supplies the aspect of speaker … and the general visual environment of the text.
2. The students listen to the dialogue at the … stage of learning listening comprehension.
reproductive
receptive
constructive
creative
3. Drill exercises with the sentence pattern refer to the … level.
utterance
discourse
statement
text
4. Students learn how to put several sentences together at the … level.
statement
utterance
discourse
text
5. Match the learner difficulties and the “remedies” for them.
Can’t finish the talk | Give language chunks |
Lack language | Focus on turn-taking |
Can’t start the talk | Offer the beginning of the talk |
Lack ideas | Brainstorm in small groups |
Lack enthusiasm | Introduce competition |
Lack interaction | Set a time limit |
6. Before questions may be very helpful for reading ….
7. Reading texts should be easy enough for pupils’ … to get pleasure from reading.
8. Teaching writing includes teaching penmanship, … and composition.
9. The teacher might prefer not to correct a learner’s mistake in ….
fluency work
accuracy work
written exercises
testing
10. Information that is given to the learner about his or her performance of a learning task is called ….
11. Multiple-choice test is administered more conveniently through ….
listening
writing
speaking
reading
12. Filling the gaps in a meaningful text with target words is called lexical ….
13. An organized and goal-oriented process, which is a set of learning opportunities, a model of cognition and a framework for the interaction of the participants is referred to as ….
14. The teacher distributes the linguistic material (sounds, words, grammar, etc.) throughout the class-periods according to the … of each period.
15. The teacher starts lesson planning by stating the … of the lesson.
16. The effectiveness of pupils’ desired learning is fully dependent on the teacher’s … for the lessons.
7.4 Вопросы экзаменационного контроля
Card 1
1. Methods of Foreign Language Teaching and its relation to other sciences.
2. What are the main guidelines on giving effective explanations and instructions?
3. What is the difference between extensive and intensive listening?
Card 2
1. Language teaching approaches and methods.
2. Some techniques of vocabulary presentation are more popular than others. What are they, and can you account for their popularity?
pare different approaches to teaching speaking and determine which is most justifiable.
Card 3
1. Aims, content and principles of foreign language teaching in a secondary school.
2. What are the main characteristics of effective language practice?
3. Why must the text be considered a whole unit and should not be taken in pieces when silent reading is being taught?
Card 4
1. Teaching aids and teaching materials.
2. Review the principles grammar teaching should be based upon and show how you will utilize them in teaching some grammar item.
3. What are the roles of the teacher in organizing intensive listening?
Card 5
1 The teaching process. Presentations and explanations.
2. Speak on the possible difficulties a pupil has to overcome when new words are presented. What is the role of the teacher here? Illustrate your answer with several examples.
3. Why is it so difficult to teach speaking in artificial conditions?
Card 6
1. The teaching process. Practice activities.
2. What does teaching pronunciation involve?
3. The ratio between silent reading and reading aloud should vary in favour of silent reading from form to form. How should this be reflected on working with the text in class? Confirm your statement with some examples.
Card 7
1. Techniques for classroom interaction. Whole-class teaching, pairwork, groupwork.
2. Describe specific ways in which knowledge of linguistics or psychology may be helpful in teachers’ work. What is their relative value to English teacher?
3. The texts pupils read are different by nature. How does this influence the techniques used while working at a text?
Card 8
1. Correction and feedback.
2. There are three main aims in teaching a foreign language. Name them and say
whether you consider them justifiable. Support your statement.
3. Why bother with an “ending”? What are some examples of both good and poor “endings” to lessons?
Card 9
1. Teaching pronunciation.
2. Name the specific principles that you think must be observed in teaching English in schools.
3. Planning is a necessary prerequisite for effective teaching. Say why.
Card 10
1. Teaching vocabulary.
2. How would you define the term syllabus? What should a syllabus contain?
3. How can lesson planning help with classroom management? With variety?
Card 11
1. Teaching grammar.
2. What teaching aids does the foreign language teacher have at his disposal?
3. Do you agree that exercises within the target language are more effective for developing language skills than those of translating from one language into another?
Card 12
1. Teaching reading.
2. Give some guidelines on organizing group work as to its presentation, process, ending and feedback.
3. What are the reasons for pupils’ poor comprehension of the target language when spoken?
Card 13
1. Teaching listening.
2. Outline the main characteristics of the contemporary approaches and methods used in teaching foreign languages.
3. Why is it so important, beginning at the intermediate stage, to teach pupils to use the dictionary and other reference books?
Card 14
1. Teaching speaking.
2. Say what factors you will consider in selecting audio-visual materials in teaching foreign languages.
3. Why is writing an effective means in language learning? Give a few arguments to prove your answer.
Card 15
1. Teaching writing.
2. Are there techniques that are particularly appropriate for the presentation of certain types of words?
3. How much detail needs to be written into a lesson plan? How does this depend on the situation and the teacher?
Card 16
1. Planning lessons.
2. What are the main patterns of classroom interactions?
3. What can be done to overcome the obstacles and despite them to succeed in teaching oral language?
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