1. 2. 3. 4.

ECTURE 1 Methods of Foreign Language as a Science Outline Place of Methods of foreign language teaching in the theory of Education. General methods and special methods. General characteristics of ways of research used in methods of foreign language teaching. Main methodological categories. Relation of Methods with other sciences.

Methods of F.L. Teaching

is a pedagogical science which studies the regularities of teaching pupils a foreign language in accordance with the data of basic and contiguous sciences with the regard for the peculiarities of aims and conditions of teaching. ************** Methods as a pedagogical science comprises the study of: Aims of teaching a FL; Content of teaching; Methods and techniques of teaching Means of teaching Ways of learning and education. **************** General Methods studies such basic problems as: the principles of the selection of the material; characteristics of stages of foreign language teaching; ways of organization and intensification of teaching procedurals; problems of usage of visual aids and technical aids of teaching; the problem of exercises; the problem of organization and conducting extracurricular work.

Special Methods deal with methods techniques and forms of teaching a particular foreign language (phonetics, word order, the usage of tense forms, etc.). **************** General Characteristics of Ways of Research used in Methods of FLT Basic ways of research include : 1) a critical study of the ways foreign languages were taught in this particular country and abroad; 2) a thorough study and summing up of the experience of the best FL teachers in different types of schools; 3) observation of what is going on in the classroom; 4) probing teaching; 5) experimental method with the aim of confirming or refuting the working hypotheses that may arise during the investigation; 6) experimental teaching Additional ways of research are: 1) interviews; 2) questionnaires; 3) talks with teachers and pupils (with the purpose of finding out something); 4) tests; 5) time-keeping; as a method of research it is aimed at fixing documentarily the teaching procedure; 6) oscellographic analysis, which is used as an additional aid while studying melody, rhythm of speech. Tape recording is widely used in the experimental work. 7) experts method; 8) modeling. ***************** Experiment is used for testing some hypothesis.

The main feature of experiment is the ability of reconstructing, reproducing and changing a phenomenon with the aim of its deep and all-sided research. This feature accounts for economy, resultiveness and validity of experiment. The main type of experiment is teaching experiment. Criteria Types of Experiment 1.aim probing basic repeated or additional natural/class exp.; laboratory exp. which is usually conducted with a group of pupils; individual. Traditional (vertical/horizontal); Cross- experiment. long-termed short-termed.

2. conditions 3. the method of conducting 4. duration,

The basic experiment is aimed at receiving the necessary data to confirm or to refuse the working hypothesis, its practical and scientific value. The experiment requires the following procedure: Step1: Preparation of experimental material; Step 2: pre-test in all the groups, both control and those taken for experimental; Step 3: experimental class sessions; Step 4: post-test; Step 5: the interpretation of experimental results. ******* The characteristic features of a natural experiment: 1) it is adequate to the adopted academic plan, to the aims, tasks and working conditions of F.L.T at a particular type of educational institutions. 2)Obligatory observance of natural conditions of teaching procedure including the number of pupils in a group, the material taught, the number of lessons; 3Mass character. It can be reduced only to a certain class or school ******* Mass experimental teaching is the final stage of methodological research. It it provides: 1) the opinions of a teacher; 2) the results of questionnaires; 3) the statistic data, as well as it uses a method of mathematical treatment at pre-test and post-test data.

Main methodological categories Method teaching aid principle way system of teaching technique approach

Method means a system of purposeful teacher-learner activities combined with learning activities of pupils which provides the achievements of communicative, educational and cultural aims of F.L.T. ******* A technique is an elementary methodological act directed at solving a particular teaching task at a lesson. *******

The term way is used in methodological literature as a synonym to the word technique, especially in the following phrases: ways of teaching reading, of presentation of new words, etc. The difference, though a slight one, lies in the fact that technique in most cases refers us to a teachers activities while a way lays a special emphasis on a pupils activities. ******* Approach is a strategy of F.L.T. In modern Methods we are supposed to differentiate between 4 general approaches: I. behavioristic approach presupposes formation of habits by means of their multiple mechanical repetition; II. conscious-inductive approach is based on the intensive work at numerous techniques which deeply results in assimilation of language rules and acts of speech. III. cognitive approach is realized in assimilation of the theory of the target language in the form of phonetics, grammar and word-building rules. IV. integrative approach naturally combines conscious and subconscious components of structure of teaching and thus provides the parallel assimilation of knowledge and speech habits.

Lecture # 2 Aims and Content of F.L.Teaching in secondary schools 1) 2) Outline Practical, cultural, educational and developmental aims of FLT in secondary schools. Their interrelation and interdependence. Content of FLTeaching in secondary schools.

Aims of teaching are determined by the requirements of secondary school syllabus to the final level of knowledge, skills and habits the pupils are to acquire (to get, to assimilate) as a result of learning a F.L. at school. Aims of F.L.teaching are influenced by the tasks of all-round development of a personality and upbringing of children as well as by requirements of the syllabus of a certain type of school. **************** Aims of teaching a F.L. are determined by the following conditions: -a type school (special schools); - specific character of the subject taught; - social interest; -personal needs of people. There are 4 aims of F.L.teaching. They are: Practical; Educational; Cultural; Developmental. The idea the Practical aim is to provide a sufficient level of knowledge and speech habits and skills (in Sp.,R.,Wr., LC) as well as some experience of independent work so that to enable schoolleavers to go on with their studies on their own. According to the syllabus, practical command of a F.L. is specified in 2 aspects: 1) to teach a foreign language as a means of communication within the limits of the situations determined by the syllabus; 2) to read plain texts without a dictionary and more difficult ones with the help of a dictionary.

Cultural aims make a substantional contribution: to the developing pupils linguistic outlook, as they get acquainted with some phenomena which are not typical of their mother-tongue (e.g. tenses, articles.); to developing the pupils communicative abilities; to widening the pupils communicative vision of the world, as it makes them acquainted with the life, customs and traditions of the people whose language they study; it also implies developing the pupils intellect, his voluntary and involuntary memory, his imaginative abilities, logical thinking, etc. The cultural aim is realized within: critical, patient and creative attitudes to yourself and others, to a new culture, event, knowledge; the development of different character traits, outlooks, beliefs, moral-esthetic and emotional experience, different kinds of motivation and the abilities to use them to contribute successfully into the process of real and pedagogical communication; the development of the awareness of the new activities, new people civilizations; the development of the desire to cooperate and socialize; the keeping up cultural traditions of your own country and understanding and respect others; to compare different cultures, to express a personal point of view on other cultures, problems as well as to use the knowledge, got from learning other subjects. It is important to point out and note down that cultural aims are realized within the process of achieving practical aims. Educational aim promotes formation of such features of character as diligence and abilities for independent work, persistence, concentration, inquisitiveness. Educational aims are also realized within the process of achieving practical aims and presuppose to contribute to: -all-round development of a personality; -widening the pupils; world outlook; -moral education. Educational aims can be achieved by means of: selection of language material; correct organization and conduction of a F.L. lesson and effective combination of its main components; choice of visual aids; the teachers manners and appearance; teaching the pupils to work with books on their own, e.g. independently. ***************** The main idea of the Developmental aim is how to teach a learner: to develop his creativity, intellectual and cognitive abilities; to develop different types of memory (visual/audio, short/long-termed, voluntary/involuntary), attention, skills, necessary for creative activities; to develop mechanisms of anticipation, predicting, guessing, etc.; to develop the learners initiative, logical thinking. The abilities to start, to go on and to finish their communication. Developmental aims develop creativity, intellectual and cognitive abilities of a person. The are achieved by means of different problem-solving tasks, guessing games, etc The content of teaching a F.L. Common European Framework of Reference, a document, where the foundations for an international comparison of objectives and qualifications relating to language learning and teaching are laid. The framework of reference describes what a language user can do in languages at a certain proficiency level.

Common European Framework of Reference Proficient user Independent user Basic user C2 C1 B2 B1 A2 A2 Mastery Effectiveness Vantage Threshold Waystage Breakthrough

Language Portfolio for adults outlines which proficiency level a learner has reached and which plans he has to extend his language competences in the future. Portfolios have been worked out for 3 groups of learners: 1) young children (8-12) A1 level; 2) adolescents (12-16) A2 level; 3) young adults (16+) B1-B2 levels. The Portfolio promotes the insight into each own learning process so that an individual learner can design an efficient learning strategy. Methodological principles of communicatively-oriented teaching : language as a means of communication; learner-based learning of a F.L.; integrative approach in teaching; using different types of activities, regimes and tasks; a teacher in the classroom is manager, motivator, stimulator, adviser, analyzer, negotiator, researcher, material designer, facilitator; a pupil is responsible for his studies: a) he must find out the ways of learning, effective for him/her, cooperate with other pupils and learn from them; b) pupils are active participants of communication, they should show their knowledge and interests in problem solving tasks and also initiate different speech activities; c) they participate in the choice of texts, exercises, methods of teaching and evaluation of them; d) should be able to enlarge their knowledge independently using different literature and reference books; e) should be able to overcome difficulties and to talk about them with a teacher; f) should be able to evaluate their own and their friends achievements in learning a F.L. Communicative language competence is the ability of a learner to use all of 4 competences: sociolinguistic; linguistic; pragmatic and strategic with the purpose of communicative tasks in main domains (spheres of communication) - communicative (personal and public) and informative (educational and professional). The communicative language competence The linguistic competence The pragmatic (speech) (habits of) competence Sociolinguistic Strategic competence Ph., Gr., Lex.) (skills of R,Wr,Sp,LC) competence (rules and norms, governing which strategy, ways

relations between different social groups; fundamental rituals, customs and traditions in the functioning of definite communities and countries).

and techniques of learning and teaching a FL to choose to achieve best results

Content of FLT is based on definite principles: repetition of functions and notions; step-by-step complication of difficulties, that means that content of studying should correspond to different levels of teaching; motivation, which implies the choice of domains, situations and problems for communication, which are typical for pupils life and close to them; potential of learning a FL gives knowledge for further improvement and using it in the professional spheres. Domains spheres of communication (actions), areas of concern in which the social life is organized. There are 4 domains, taught in secondary schools: The personal domain is centered on home life within a family and friends; The public domain studies a person as a member of the general public; The professional (occupational) domain, where a person is engaged in his/her job or profession; The educational domain a person is engaged in the organization of his/her learning. Principles of Methods of Foreign Language Teaching Outline. The Notion of Principles of Teaching. Fundamental Didactic Principles and Their Aspect in Methods of F.L.Teaching. Principles Characteristics of Methods of F.L.Teaching Methods in F.L.Teaching.

1) 2) 3) 4)

The term principle introduces the notion of the leading basis thesis (propositions), regulating the process of teaching and educating the young generation. **************** The Fundamental didactic principles Conscious approach; Activity; Individualization Visualization; Systematic approach. **************** Principles Specific for Methods of F.L.T. General Methodological Principles: of involving the pupils in the act of communication. of differentiation in teaching approach of coping with the mother-tongue of the pupils of dominating role of exercises of complex approach to organization of the language and speech material of all possible intensification of the teaching procedure. Special Methodological Principles: 1. Principle of Teaching on the Basis of Speech Patterns. 2. Principle of Combination of Language Drill and Speech Practice. 3. Principle of Interrelation of All Language Activities.

4. The Principle Approximation in a Foreign Language Activity. 5. The Principle of Oral Approach. 5 aspects of communication at a lesson (by prof. Passov): 1. Learn to speak by speaking (M.West); 2. There is a lot of difference between oral exercises and oral speech exercises. The latter being characterized by implying speech task (motive) and communication partner. Communicational task can be real and conditional; 3. Thinking-in-words activity is a major requisite of initiative in speech; 4. Communicative value of the material studied; 5. Speech character of a class-period, which is manifested: In setting a communicative task; In organizational form of a lesson (a short conversation at the beginning of a lesson, setting the class to work, etc); In the teachers conduct, speech conduct including (as a communication partner). ***************** A teaching method may be defined as a way of a teachers activity (work) and a corresponding way of the pupils activity aimed at solving a particular teaching task. ***************** Methods of teaching: a) demonstration; b) explanation; c) organizing speech practice (exercises). Requirements to exercises: 1. Ex. should always be in key with the aim of the lesson. If we aim at teaching dialogue, all the exses must be directed at developing dialogue skills; 2. Ex-ses must correspond to the stage of forming a habit, (no mish-mash); 3. Each ex-se must be repeated 6-7 times 4. Before doing the ex-se a teacher must give a direction (instruction and example of how to do it), because there is hardly a better way of disclosing the mechanisms necessary for doing an ex-se. 5. Communicative character of ex-ses. Every lesson should be full of ex-ses. If they are but few, the lesson loses its effect, the pupils lack interest. Methods of Foreign Language Teaching Teachers Activities E V A L U A T I O N demonstration Learners Activities comprehension (acquaintance) understanding realization (drill) realization T I O N S E L F E V A L U A

explanation organizing drill organizing speech practice

A teacher should sensibly combine different methods with due regard for: Objective factors:

 Teaching aims (what skills and habits are to be formed) reflect the choice of ex-ses; a body of pupils (level of mastering the language, whether they learned this phenomenon before their psychological peculiarities; Teaching plan (how many lessons per day); Material equipment of school (whether there are any mechanical aids, home-reading books, newspaper available). Subjective factors: personality of a teacher, his personal characteristics (tempo of speech, mobility, liveliness, his devotion to this or that method), as well as age peculiarities of the pupils. Lecture # 4 Teaching Aids and Teaching Materials Outline 1. Role of teaching aids and teaching materials in FLT. 2. Groups and kinds of teaching aids and teaching materials. 3. How to teach using a filmstrip; taperecording; a sound film fragment/loop, etc. A system of different teaching aids and teaching materials. Teaching aids non-mechanical aids mechanical aids teaching materials basic (fundamental) materials additional (supplementary) materials technical Visual audio audio-visual non-technical (traditional)

The basic and supplementary materials constitute a uniform teaching complex for secondary school. It is built up according to the following principles: 1) a variety of teaching complexes (Plakhotnik, Sklyarenko, etc.); 2) oral approach; 3) functional approach; 4) communicative and situational approach; 5) interrelated approach to teaching all language activities; 6) interrelated approach to the realization of practical, educational, cultural and developmental aims; 7) intensification of teaching, etc. Characteristic features of a textbook. The modern textbooks for teaching a F.L. should meet the following requirements: the textbook should provide succession of language material, its multiple repetition; each unit of the textbook should have a topic or a text which will unite all the material; each textbook (and each unit) should contain home tasks; the textbooks should correspond to the aims and tasks of teaching a F.L. at schools specialization according to the grades and stages; the textbooks must be of educational and cultural value; the textbooks should contain exercises and texts for developing language habits and skills; the textbooks should contain the tasks, connected with all 4 domains (pers., publ., educ. and occup.).

1. 2. 3. 4. 5. 6. 7.

A teachers guide includes suggestions for the conduct of the lesson, a summary of all audio and visual materials required, the recorded materials (for auding), some supplementary texts to the topics studied. ****************** The additional teaching materials may be grouped into: 1. traditional (non-mechanical): objects, pictures, drawings, toys, flashcards, sentence-cards, wall-charts, grids, photographs, albums, maps and plans, models, perforation matrix, support signals, crockies, application material for a flannelboard and for a magne-board. 2. technical (mechanical) materials. According to their optical, visual, auditory or auditoryoptical effect, teaching materials can be divided into: visual materials (slides, transparent slides, application materials, schemes, film-strips, crockies); audio materials (tapes, records); audio-visual materials (sound film loops, sound films, television programs, video fragments). The advantages of using additional teaching materials are as following: They promote intensive development of auding and speaking skills in the target language; They intensify the process of education; They promote increase of motivation and activity of pupils; They contribute to the conduct of the class-period in the target language; They stimulate situational aspects of teaching. Using video in the classroom. A film-strip is the most widely-used audio-visual material, as it is both of statical character and of dynamic character. A film-strip may be classified into: a) object film-strip (demonstration of life objects); b) situational film-strips (demonstration of simple acts); c) topical film-strip ( containing episodes on a particular topic); d) intertopical film-strips. ***************** How to teach using a film-strip in the classroom. Step one. Preparation. Step two. A pre-lesson. Step three. Planning a lesson with demonstration of a film-strip: 1. Introductory talk of the teacher about the aims and tasks of using a film-strip (for the sake of auding or auding+speaking). 2. Presentation. Demonstration of a film-strip with synchronizes tapes. 3. Checking on the degree of pupils comprehension; 4. From active viewing to personal use of the language, Step four. Follow-up activities. *********************** How to teach using a film fragment. Step one. Preparation: see the fragment several times; study the vocabulary; prepare key-questions for discussion; Step two. Pre-viewing activities. Vocabulary work; Talk about the author of the novel, the screened adaptation of which they are going to see, (for senior pupils).

Step three. Active viewing (lasts 5 minutes). Step four. Past-viewing activities

1) 2) 3) 4)

Lecture # 5 Planning in Foreign languages Teaching. Outline The aims and requirements to planning. Kinds of plans. A foreign language lesson. The requirements to a contemporary lesson. Typology of foreign lessons. Planning a lesson.

Planning presupposes a step-by-step assimilation of the language material with regard of major didactic, psychological and methodological regularities of the development of proper habits and skills. **************** The indispensable conditions of effective planning: 1) Planning is based on the school syllabus. The syllabus contains: a) the practical, educational and cultural goals; b) the selected factual material in form of topics; c) the selected language material; d) an idea of the principles of the methodological organization of teaching at different stages. 2) The textbook 3) School conditions. 4) The level of the language acquisition in a particular form. 5) Pupils attitude to the subject. 6) Knowledge of age group peculiarities of pupils. 7) Knowledge of the aims of teaching and the requirements to practical habits and skills for each form and for different types of school. 8) Knowledge of basic stages of assimilating language habits and skills. 9) Knowledge of major methodological requirements to a contemporary lesson. ***************** The requirements to planning: Each plan should have a definite aim; Each plan should be real, fulfillable, feasible (you can neither exceed, nor lower the syllabus requirements); Each plan should be concrete. ***************** Unit planning is done in the following way: Name of a teacher:.. Form:.. Topic:. Number of lesson: .. Aim: Accompanying tasks:. # lesson Main content Practical aims habits skills Language material new revision requisite Hometask Notes

The merits of the unit plan: it enables the teacher to see the clear-act perspective and sequential line of work; it helps to follow the succession in forming habits and skills; it helps to correctly distribute language activities; it helps to provide a balance between class work and homework; it helps to solve the educational and cultural tasks it helps to define the role and place of each lesson in the system of lessons; it develops the teachers imaginative approach and initiative; it provides effective revision; it is flexible.

The requirements to a F.L. lesson: 1) Following the general didactic requirements: scientific character of a lesson, being based on the data of age-group psychology; 2) A F.L. lesson must promote the combined realization of the three-fold objectives: practical. Educational and cultural. 3) The complex character of a lesson; 4) Ex-ses should be adequate to the aim of a lesson; 5) Sequential character of ex-ses in accordance with the stages of habit formation (no diamond field); 6) Communicative orientation, e.g. language teaching which will prepare pupils to the real process of communication. It is manifested in the fact, that the F.L. lesson should be conducted in a foreign language. Basic lesson classification (by prof. Passov - It is text-centered, Stage 1 pre-text activities (aimed at removing all the difficulties): Step 1 formation of lexical habits (presentation and drill); Step 2 formation of grammatical habits; Step 3 formation of lexical-grammatical habits. Stage 2 text work: Step 1 work at the text with all the difficulties relieved (junior stage); Step 2 work at the text with a definite number of difficulties (senior stage). Stage 3 - post-reading activities (aimed at the development of speech skills): Step 1 formation of monological skills; Step 2 formation of dialogical skills. Components of a lesson: Compulsory Optional Natural beginning of a lesson (warming up) explanation Phonetic drill revision Conversation drill testing/control Presentation of new material Home task (before the bell) Evaluation Model lesson plan. Topic: Great Britain. Practical aim: Formation of the skills of listening comprehension. Accompanying tasks: Formation of pronunciation habits. Cultural aim: to introduce pupils to English traditions. Educational aim: To contribute to the formation of pupils respect to the culture of other people, using the text. Equipment: a textbook, a filmstrip, a series of pictures.

Structure: 1. 2. 3. 4. 5. 6. 7. An original beginning 5 min. Phonetic drill 4 min. Speech drill 10 min. reading the text - 6 min. Listening comprehension 11 min. home task 4 min. Evaluation - 1 min.

Lecture # 6 Teaching Pronunciation Outline 1. Role of correct pronunciation in language learning. Aims, tasks and content of T.Pr. 2. Brief characteristics of the phonic system of the English language as compared with that of the mother tongue. 3. Techniques of T.Pr and intonation. 4. Typology of phonetic exercises. The main aim of T.Pr in a secondary school is to form the phonological competence, i.e. pronunciation and intonation habits. The English pronunciation norm is called received pronunciation (RP) Components of Phonological competence Sounds Stress Rhyme Rhythm Intonation T.Pr in a secondary school is centered on the idea of approximation, which means reducing the amount of phonetic material (6 types of English intonation are not studied); admittance of some deterioration of pronouncing particular sounds (t,d,l,n,th,r), which does not disrupt communication between speakers. ************ In its syntactical function intonation serves: 1. to differentiate between the communicative types of sentences; 2. in its emotional function it contributes to conveying the speakers conversation, to the interlocutor; 3. in the function of separation it can promote differentiation of essential information from insignificant one. The criteria to the selection of minimum pronunciation for a secondary school: adequateness to the needs of communication: The minimum intonation comprises 4 types of intonation patterns corresponding to 4 communicative types of sentences: statements, imperatives, questions, exclamations. Styles of speech. Normal/standard pronunciation: it means excluding jargonisms, elliptical forms (cause, gimme, it aint gonna happen, wanna). Groups of English phonemes vowels (long and short) double vowels, or diphthongs, which are strange to Ukrainian-speaking pupils consonants, which have their positional variants

*********** The general regularities of the English pronunciation:

 no palatalization of consonants; no devoicing of voiced consonants in the final position or before the voiceless consonants: eyesice, back-bag observing short and long vowels:e.g. sheep or ship making two stresses in a long word. By Pronunciation habits we mean habits of phonetically correct pronunciation in speech of all the sounds studied and recognition of all the sounds studied while listening to the speech of others. By intonation habits we mean habits of producing intonationally and rhythmically correct speech and comprehension of the speech of others. HOW TO PRESENT A NEW SOUND Speech pattern This is a pen. Word pen Sound /e/ 3 main groups of ex-ses for T.Pr.: Stage I. Ex-ses in listening (reception ex-ses), which are aimed at developing phonemic hearing and at establishing differential features of the phonetic studied. Stage II. (drill stage) ex-ses in reproduction. They are aimed at forming pronunciation habits properly. These are articulation ex-ses, which are aimed at practicing this or that particular sound and are based on multiple reproduction of one and the same sound; Stage III. Speech ex-ses, which are aimed at developing habits of pronouncing the sounds in various combinations, e.g. habits of correct pronunciation of the sounds in the process of communication. How to organize a phonetic drill:

Model reading by the teacher Reading in chorus by the pupils Individual reading by a pupil Reading in chorus by the pupils
How to work at a verse/poem/ Model reading of a verse, preferably recorded Translation of the verse Memorizing the poem line by line Reciting the whole poem The benefits of using audio materials in teaching pronunciation: they provide stable and multiple reception and reproduction of the phonic material; they provide correction of the pupils pronunciation habits following the model; comprehension of speech of different speakers; regulating the tempo of speech (normal from the very beginning); to record the pupils speech for correction. Lecture # 7 Teaching Grammar

Outline. 1. Aims and tasks of teaching Grammar in a secondary school; 2. Selection of the active and passive grammar material for secondary schools; 3. Chief stages of formation of grammatical habits: a) ways and techniques of presenting Gr. Material; b) automatization of grammatical habits; c) adaptation of speech Gr. Habits to various kinds of language activities. The main aim of teaching Gr. in a secondary school is to have pupils form their grammatical habits as one of the basic components of speech skills of Sp., Aud., R., and Wr. Aspects of teaching Grammar have 3 sides: form is the word or part of the word a grammar item is made of (e.g. Present Progressive =verb to be+ verb + ing); meaning is the concepts a grammar item expresses (e.g. Present Progressive is an action in progress at the present moment); use is what the grammar item is used to do in a particular context (e.g. giving a comment on a present action (such as sports commentary or talking about future plans). The minimum of grammar material which is required should be: 1) sufficient for using the language as a means of communication within the limits of the school syllabus; 2) real (realistic) for assimilating under school conditions. **************** Under the active minimum of grammar material we understand the grammatical phenomena which are meant for usage in oral speech (speaking and writing). To the passive minimum of grammar material we refer the grammatical phenomena which pupils can recognize and comprehend in a text (while reading or listening). The basic principles of selection of grammar material for the active minimum are as follows: 1) principle of prevalence (wide usage) in oral and written speech; 2) principle of modeling, that is capability of a grammatical form to serve as a model for constructing other forms by analogy. 3) principle of excluding synonymic grammatical phenomena (the Pres.Perf.Cont. is not included in the minimum). In accordance with these principles the active minimum includes the grammatical phenomena which: can be spread on a considerable part of vocabulary; most widely used in oral speech; stylistically neutral. The principles of selection of the passive minimum of grammar material as follows: 1. principle of prevalence in the bookish style; 2. principle of polysemy. The content of teaching grammar in a secondary school includes: assimilation of grammatical forms, parts of speech, their meanings and functions (within the limits of the school syllabus); knowledge of the rules of usage of these 2 forms in dependence with a situation of communication and a context; development of habits of usage of grammatical material under study in oral and written speech, namely, development of the following habits: a) selection of the structure of a speech-pattern adequate to the speakers intention and to the situation; b) selection of forms of the chosen words to be used in a speech-pattern according to the norms of the target language;

c) choice of form-words and their correct combination with the notional words Methodological classification of the grammar material of the English language comprises 3 groups: 1. The grammar phenomena which do not require any explanation since they are similar to those in the mother-tongue of the pupils: e.g. word-order in the sentences. 2. Grammar phenomena which require corrections, e.g. the family are 2. Language phenomena which are strange for Ukrainian-speaking pupils. They require explanations because new habits should be formed in pupils, e.g. articles, tenses, verbal, modal verbs. The ways of forming grammatical habits: Lexical approach: within this approach pupils from the very beginning are taught to communicate; grammatical correctness of their speech being of minor importance. In such a way pupils gain some language experience with support of analogy, not abstraction and later on this experience is subconsciously analyzed and turns into grammatical rules. Structural approach, which presupposes teaching through structural models (sentence speech patterns), is a communicative and situational realization (embodiment) of a language model in a particular situation of communication. Grammar in action ( communicative grammar) deals with the language in action and uses the language as a system of symbols, abilities and command rather than knowledge. Text-based approach. New grammar material is concentrated in one text, where it is repeated for many times in different situations (context) and with appropriate formal signs. Chief stages of formation of grammatical habits. I stage (Presentation): the aim is - presentation of the grammatical phenomenon and creation of an orientation basis for further formation of a habit. Different ways of introducing a grammatical phenomenon to pupils: - Inductive (practical) - from the partial to the general. From a speech pattern: pupils come to understand it independently, perform grammatical acts by analogy, by means of imitation. - Deductive (theoretical-practical) time-line. It implies some theoretical explanation. Explanation can be either very detailed or short. Detailed explanation is given only in some specific cases (if a certain Gr. phenomenon is completely strange to the mother-tongue and, thus, it is impossible to learn how to use it correctly without full understanding There are exist different kinds of short-formulated rules: Explanation rules (e.g. the Pr. Ind. Tense is used to denote..); Instruction rules (no particle to after modal verbs); Scheme rules: I, we, they was read + ing She, he, it were listen+ ing Operation rules with language units. e.g. Change the sense by adding Participle One: He does he is doing. How to introduce a grammatical structure to pupils: Step 1. State the subject (in its functional aspect; Step 2. Introduce a grammar structure in connected speech/ a situation/ a text; Step 3. Check up understanding of a Gr. structure (by means of translation into the mother-tongue or of laconic answers to the teachers questions); Step 4. Explain the meaning and some peculiarities of formation (preferably with the help of instructions;

Step 5. Phonetic drill of a new gram. Structure which is organized in imitation exercises with a speech task (not a formal one); Step 6. Summing up: the teachers conclusion, remarks about the pupils activities. II stage (focused practice) formation of speech grammatical habits by means of their automatization in oral speech. It is at this very stage dynamic stereotype is formed. The basic type of ex. is drill ex-se of communicative character, e.g. combination ex-ses: Transform the statement into a question; Make up a sentence using key words; Enlarge the idea, develop the idea; Answer the question to the picture; Complete the sentences/story; Fill in the crosswords.. III stage (communicative practice) adaptation of speech grammatical habits to various language activities. At this stage speech (communicative) ex-ses in R., Wr., Sp. and Aud. are to be used. Speech ex-ses may be conducted by the teacher or may be not: Telling a story about.using the language material under study; Make up a dialogue after the model (text-centered); A talk/discussion on the basis of the text; Work with a film-strip; A topic-centered monologue/dialogue on the topic; Translation. Evaluation of pupils achievements in grammar can be done through tests. Tests in grammar may involve: Filling in the blanks; Opening the brackets; Transformation (make it negative, change into the plural); Extension (if the weather keeps fine.); Completion; Making statements on the picture/sentences/words given; translation Lecture # 8 Teaching Vocabulary Outline Aims and tasks of teaching Vocabulary. Interrelation of vocabulary and other aspects of the target language. Selection of minimum Voc. Methodological typology of Voc. How to teach Voc.: a) ways and techniques of presenting a new word and conveying its meaning; b) drill exercise for teaching active Voc.; c) ex-ses for improvement of Voc. habits.

1. 2. 3.

The main practical aim of T.Voc in a secondary school is to form the pupils Voc. habits as a basic component of all the language activities. *************** Vocabulary work is inseparably connected with all the other aspects of the target language: a) With pronunciation: lexical meaning are expressed with the help of phonic means of a language: -short and long vowels (fill-feel, knit-neat) -open and close vowels (beg-bag) -voiceless and voiced consonants (lad-let) b) With morphology: c) With syntax, d) With spelling: fair tale fare tail;

e) With stylistics: father, pa, daddy, pop, oldman. ************** By vocabulary habits we mean the ability: To transfer of a word from distant memory to immediate memory; To check the correctness of selection of a particular word in the given situation; To instantly evaluate combinability of the word chosen with other vocabulary items; To quickly choose the proper paradigmatic form of the word suitable for a particular structure By methodological typology of the language material we mean distribution of lexical units into groups in accordance with the degree of their complexity for assimilation. Different approaches to recognition of lexical (vocabulary) complexity: taking into account qualitative characteristics of words, that is formal, functional and semantic peculiarities of a particular word and complexity of its assimilation under the condition of contact between two languages. taking into account quantitative characteristics of words which imply wide use of words as well as their length which is measured in the number of letters or syllables. *************** The basic principles of selection of the active minimum Voc.: 1. semantic approach; 2. combinative approach; 3. stylistic approach ; 4. frequency approach; 5. word-building value; 6. words of polysemantic value; 7. excluding synonyms; 8. excluding international words. NB! The active minimum Voc. is selected on the basis of topics and communicative situations, analysis of phonogram, dialogues, written speech. **************** The criteria of selection of the passive minimum Voc.: derivability; polysemantic character; frequency and wide use; topical associations; semantic and word-building value. The main stages of formation of the vocabulary habits. Stage I - presentation of a new Voc. Aim to introduce a new word and disclose (convey) of the meaning of each word. Ways and techniques to convey the meaning of a word DIRECT VISUAL TRANSLATION

 dictionaries synonyms antonyms morphological analysis (word building) context definitions examples interpretation matching (synonyms, opposites) familiar or famous (international) words

demonstration of school paraphernalia (realia) illustration material models demonstration of movements, mime, body language pictograms, pictures, schemes

translation by means of giving an equivalent translationinterpretation comparing a foreign word with that of the mother tongue

The choice of a way of conveying the meaning of a word depends on the following factors: 1) whether the word belongs to the active or passive minimum Voc.; 2) on the stage of learning: at the junior level visual techniques, speech-patterns, translation; at the intermediate level synonyms, antonyms, word-building analysis; at the senior level - context, definitions; 3) on the level of the language preparation of the class; 4) on the qualitative characteristics of a word. There are two ways: How to work at a new word? at an isolated word In a context

How to work at an isolated word: when you deal with proper names, geographical names; sometimes you can give some words to develop the language guessing abilities (the first word is given in a context, the rest in isolation: a runner in a context; a jumper will be easily guessed); when teaching the pupils to work with a dictionary. Work at a new word in a context is more widely used: in a phrase, in a situation, in a story, in question-answer form, in a talk, in a story with elements of a talk. It leads to better assimilation of new words. Stage II drilling. Aim: to create/form the stereotypes of usage of a new word. Stage III situational (communicative practice) . Aim improvement of the vocabulary habits and developing of the pupils skills of using the vocabulary independently. Lecture 9 Teaching Listening Comprehension Outline 1. Characteristics of LC as a means and as an aim of teaching. 2. Psychological mechanisms of perception of speech by the ear. Difficulties of perception of the living speech in a foreign language. 3. Chief stages of teaching LC and their interrelation. Exercises aimed at development of auding skills. 4. Ways and techniques of comprehension of dialogue and monologue by ear. Using of the mechanical teaching aids in teaching listening comprehension. *******************

The term auding means hearing and comprehension. To aud means to recognize and to comprehend the content of speech. Auding is a receptive kind of language activity. It is both an aim and a means of teaching. LC as a means of teaching is used as : 1. a way of introduction of the language material in oral form (in a talk, in speech patterns); 2. a means of forming well-set acoustic images of language phenomena (words) together with their meanings, which is ensured by multiple perception of the same material by the ear; 3. a means of acquiring pronunciation habits, because instruction only wont help pupils to pronounce a sound strange to their mother-tongue if they dont hear how it is pronounced by a teacher or by the speaker; 4. a major means of teaching speaking. Psychologists and methodologists (beginning with H. Palmer) have admitted the necessity of auding coming before outstripping speaking; 5. and skills in a an effective means of developing habits foreign language; 6. a means of mastering the (teaching) technique of reading aloud , as the mechanisms of reading aloud comprises also acoustic images. The year controls correctness of reading a text aloud. LC as the means of teaching permits multiple listening of one and the same speech material; while LC as a language activity constitutes a skill of comprehending speech by ear at single (presented but once) perception (presentation). **************** The psychological mechanisms of auditory perception of the living speech: Mechanism I - physical perception of speech. Mechanism II auditory memory, i.e. ability of keeping the accepted images in memory . Shortterm memory provides preservation of the coming information during the perception phase. Long-term memory preserves the articulatory images of words, word-combinations, constructions, rules, which ensure comprehension. Mechanism III mechanism of inner speech. It is of broken (interrupted) character. The more familiar the coming information is, the more broken inner speech will be. Mechanism IV recognition on the basis of language experience , the limits of the active and passive vocabulary, intonation. Mechanism V anticipation. It sets the listener to logical understanding, comprehension. Mechanism VI Logical comprehension. It requires some interest to what is being said (to the subject), a definite tempo of mental activity, attention and concentration. Difficulties of listening and comprehension of the living speech and factors influencing the success of LC According to prof. Buhbinder, auding is influenced by following factors: Inner factors : (interest, level of attention and concentration, conviction of significance of the information, degree of development of phonemic memory, individual peculiarities of pupils quick-wittidness, reaction and quick transfer from one intellectual operation to another, etc) which are strictly personal; Outer factors (the linguistic structure of an audiotext, its content, some situational factors). Some methodologists specify some other difficulties of auding psychological extralinguistic and extra linguistic ones. I. To the extra aural (linguistic) difficulties we refer: The volume of the auditory memory; Kind of speech to be listened to; Tempo of speech. From the very beginning tempo of speech must be normal (within the limits of 200-250 syl/min).; The number of presentation and the volume of an utterance . The volume and character of a text for LC in junior forms descriptive texts consisting of 3-6 sentences (1-2 min.), at the intermediate stage 10-15 sentences (2-3 min.), in senior forms 20-25 sentences (3 min.);

Peculiarities of the speakers tembre; Props and reference points of perception: - semantic (intonation, rhythm, pauses, logical stress, parenthetical phrases); - formal props (pictures, title); - visual verbal props (voc. notes). II. The linguistic difficulties are: a) phonetic (phonemic oppositions, or contrast sounds: short-long, voicedvoiceless, different intonation patterns and their meaning), tempo, indistinct (defective) pronunciation; b) lexical (antonyms, lexical constructions, interruptions etc are difficult to comprehend); homonyms, paronyms; c) grammatical (tense forms, elliptical words and sentences, analytical forms); d) compositional structure of a text (description or narration or reflection, the beginning or the end of the story); e) structural peculiarities of a text; f) the presence of proper names, geographical names, terms. g) a major linguistic difficulty is the extension of sentences in a text for LC. The more complicated the syntax of a sentence is, the more difficult it is to comprehend it, because it requires a retentive shorten memory. (7+-2 lexical units deep). h) peculiar stylistic devices, implication, dialectical words (dialectisms), slang words, jargonisms, euphemisms. Modern methodological literature contains directions as to usage and influence of a context in comprehension of a text. It may be of 3 kinds: - favourable; - neutral; - unfavourable. Favourable influence is produced by a text, which: Is interesting to the pupils of a particular age-group from the point of view of emotional colouring; Has a simple plot; Is logically characterized by the development of events; Is free from too many details; Doesnt contain too many proper and geographical names, terminology; Has but several evidently unfamiliar words distributed, preferably presented not at the beginning of the text or a context (Context is a sentence or a group of sentences united by a sense common idea).

Chief stages of teaching LC are: Pre-listening anticipation prediction While-listening Post-listening

How to organize LC of a text presented by a teacher or a tape recorder in steps. Step I. Introductory talk with the aim to prepare pupils for comprehension of a text by the ear; Step II. Prediction. Aim to prepare students for listening, focusing on the situation and encouraging students to predict: a) working at the title of a text; b) removing the language difficulties of the text (phonetic, lexical, grammatical). Step III. Setting an aim for primary comprehension of the text.

Step IV. Primary presentation of the audiotext to the pupils with the help of visual props (pictures, adequate to the content of the text) or verbal props (key-words, word combinations, phrases). Step V. Checking up understanding of the general content of the text. Step VI. Setting an aim for the second presentation of the text; Step VII. The second presentation of the text/gist listening (for specific information) to understand the text in depth the words, details, structures (with the help of verbal (graphic) props); Step VIII. Checking up understanding of the details of the text Step IX. Summing up and follow-up activities. In accordance with the classification of ex-ses accepted in Methods of FLT, ex-ses in teaching listening comprehension may be grouped into: language (preparatory) ex-ses; speech ex-ses. To language ex-ses we can refer phonetic ex-ses aimed at perceiving separate words on the flow of speech by the year, separate comprehending phrases and understanding their rhythmic and intonation pattern, types of sentences.

The requirements to the speech ex-ses for T.LC are as follows: 1. they should provide proper drill in LC with the regard of its psychological and linguistic nature as a language activity (limited time of comprehension, tempo of speech), peculiarities of different language activities (dialogue, monologue); 2. they should be of training character, i.e. they should help learners to overcome grammatical, lexical and structural difficulties of LC not in isolation, as it takes place in language ex-ses, but in connected speech; 3. they should provide the formation of auding skills step by step in accordance with the level of pupils command of the target language, the character of the text etc. 4. ex-ses in comprehension of a definite language form (lexical, grammatical, phonetical material of an audiotext). Such ex-ses should provide intuitive comprehension of language material, which can be made possible if: a) well-set auditory images of language phenomena are created; b) long-term and short-term auditory memory is developed; c) inner speech in the target tongue has a developed, i.e. broken character. Stages of formation of Listening Comprehension: Stage One preparatory ex-ses. Aim to remove linguistic and psychological difficulties before the presentation of an audiotext, so that the listener could concentrate his attention on comprehending the content. For example: listen to a pair of words and say what sounds are the same in them; try to recognize a new word among the familiar ones (clap your hands); name nouns which are most often used with the following adjective. Define the function of a word (is it a verb, noun or adj). Stage Two speech ex-ses. Aim: to develop skills of comprehension of speech under conditions similar to natural ones. These ex-se teach pupils to divide an audiotext into parts, to state the main idea of a text, to extract new information from the text. speech ex-ses are subdivided into ex-ses in auding a) a dialogue and b) a monologue. Ways of checking up understanding You can control LC:

a) orally and in writing; b) in the mother tongue or in the target language if the pupils level of mastering the target language is enough to convey the information; c) extralinguistic and linguistic ways - draw, underline, perform an action. Pupils are supposed to know the requirements to auding a particular text (e.g. the number of details). Multiple choice tests (choose the correct answer out of 3-4); Fill in the blanks in the graphic variant; Answer the questions; Choose a suitable picture; A discussion in the mother tongue; Underline the correct answer (or raise your hand when); Make up an outline of the story; Perform an action; Retell the text according to the plan/ key-words; Put the pictures in the logical order, described in the story; Colour the picture according to the content of the text; Draw a picture of Lecture 10 Teaching Speaking Plan 1.Characteristics of Speaking as a language activity and its interrelation with other language activities. 2.Notion of a prepared and impromptu speech and their correlation in TFL at school. 3.Basic forms of oral speech: which of them to teach first. 4.Notion of a speech situation, kinds of situations and ways of building them up. Speaking is an expression of ones thoughts aimed at solving communication tasks. Communication in general is aimed at solving tasks connected with human relations, at changing them. Communication speaking gestures movements facial poses expression social contacts (buying tickets, paying money)

Speaking as a language activity (LA) has the following specific features: Motivation which is based on a speakers need of communication; it is always motivated; Active character, i.e. Sp. reveals the speakers attitude to reality; Purposefulness, i.e. each utterance has its own communicative task (to persuade, to convince, to talk to, to ask); Connection with a mans activity, i.e. upon the situation; Connection with the communicative function of thinking; Connection with the speakers personality (each of us is an individual, characterized by a unique combination of abilities, peculiarities, character, and it cant but reveal itself in speech); Situational character, i.e. coordination of speech units with the basic components of the process of communication (time, place, interlocutor, relationships);

 Heuristic character (): one cant operate only with clich, set phrases. An utterance is often unpredictable; Independent process: speaking is independent of what has been read, of the mother-tongue, of props; Normal tempo. Integrated character, i.e. synthesis of speech habits, life experience, emotions of speakers. A skill is the optimal level of perfection (improvement, development) of a certain activity. A skill differs from a habit in the fact that it enables a speaker to conduct an activity, not a single act. connected with the communicative functions of thinking motivated active purposeful situational independent connected with the speakers personality

Speaking characteristics
heuristic character

connected with the speakers activity interacted with other aspects of the language The main features of any skill are as follows: a) Purposefulness, i.e. its impact is directed at the interlocutor; b) dynamic character, i.e. an ability to use speech material in new situations; c) productive character, i.e. an ability to produce new utterances; d) Integrated character, i.e. synthesis of speech habits, life experience, emotions of speakers. e) Independent character, i.e. independent of props and the mother-tongue ************* Speaking is closely connected with all other language activities: B. Listening Comprehension as well as Sp. requires intensive mental activity with support of the mechanisms of inner speech and anticipation. Both have the same analyzers at work (kinesthetic and auditory). Sp. and LC promote each others development in the process of teaching; C. Writing appeared as a means of fixation of the sounds for presenting and reproducing sound speech; D. Reading is a transitional stage between Sp and Wr. and it has some features of both of them. Speech Competence is realized through functions and its functional exponents e.g. To be able to:say hello Hi, how are you? Introduce let me introduce/ this is/ meet Inform Id like to tell you/you need to know... agree/disagree Let me (dis)agree with you/I cant but An impromptu speech is based on: a) The skills of combining the familiar language material in a new way; b) The skills of transfer of the assimilated material into different situations; c) The skills of initiating speech; d) NO preliminary preparation on a specific subject for a particular occasion. A prepared speech is more widely used by the pupils. A prepared speech may be based on the suggested language material and a topic/ situation, or on the suggested topic/situation, but not on the suggested material. In the psychological aspect both forms of speaking possess such qualities as purposefulness, communicative motivation, situational character, being addressed to the interlocutor.

A monologue is characterized by: continuity, completion, logical succession, contextuality . Or, it has: - continuous - completed - logical consistent - successive - contextual A dialogue is a typical example of impromptu speaking; it is characterized by a greater degree of emotional colouring and situational relevance (conditionality). A situation is characterized by the following features: a) Absence of immediate connection of speech (language) units with the present circumstances; b) Dynamic character, i.e. it undergoes constant changes together with them. Each remark changes and develops the situation; c) A situation is not a mere entity of circumstances, events and relationships; d) The content of a situation is based on a problem or conflict which breaks the existing system of relationships; e) A speech situation is always realized in a speech act. A communicative situation may be defined as a system of interacting factors of objective and subjective nature which involve a man into language intercourse and predetermine his speech conduct. A communicative situation comprises 4 groups of factors (or components): Real circumstances; Relationships between the communicators; Speaking intentions; Realization of an act of communicators. Situations may be real, imaginary, teaching which are built up with the help of mechanical aids or verbal aids. A teaching situation should always contain a speech task which predetermines the speakers position and the direction as well as wording of speech. *************** Ways of modeling situations: 1) Visual; 2) Verbal oral written; 3) Visual-verbal video; poly-screen; 4) Problem situations: a) Suggesting of a few variants of solving one ad the same problem. Pupils are to choose the most interesting/appropriate one (e.g. the way of traveling, the movie to watch); b) Creating a special barrier in the way of solving a problem (e.g. sport team); c) Giving incomplete information: d) Suggesting different controversial points of view (e.g. civilization doesnt save us from cruelties of nature); e) Using lack of experience of pupils for solving the problem (e.g. weigh an elephant); f) Using their life experience, but in new situations (e.g. what a real teacher should be?) Lecture 11 Teaching Monologue Outline. Communicative and psychological characteristics of Monologue.

1.

2. 3.

Linguistic peculiarities of monologue. Techniques and chief stages of teaching monologue. Ex-ses for teaching monologue.

A monologue is a relatively extended, well-organized kind of speech, a result of individual composition which presupposes a lasting utterance of one person, addressed to the public. In other words, the essence of monologue is a connected, continuous expression of thought by one person, addressed to one or to a number of persons (auditory). Basic communicative functions of M. are: Informative (to convey new information about smth); Influential (to persuade smb in smth); Evaluative or expressive. The main communicative types of monological utterances: 1) A piece of information, 2) A piece of narration, 3) A piece of description 4) A piece of argumentation (reflection The logical schemes of a Monologue are as follows: Introduction Body (Main Part) Conclusion Thesis Argument Illustration Conclusion The units of teaching Monologues are: The statement level, i.e. producing a sentence; The utterance level, i.e. producing an utterance of a particular common type; The discourse level, i.e. producing a connected extended text. The aim of TM in a secondary school is to develop the skills of producing logically and communicatively motivated monologues of different levels. The tasks of TM include the formation of speaking skills of: Retelling the text; Giving the description, narration, information, evaluation; Disclosing the topic suggested in logical succession; Giving the grounds, accounting for ones ideas, introducing elements of argumentation. Scheme of speech generation: Level 1 motivation. Level 2 forming a phase of inner speech which includes making up a plan of an utterance in key with the intention. Level 3 realization outer speech, when articulation and intonation mechanisms are at work. 1) 2) 3) 4) 5) 6) Psychological characteristics of a Monologue: Subject/topic centered; Contextual; Logical; Intentional; Being addressed to the public; Language correctness. Linguistic peculiarities of a Monologue: Two-member sentences; Extended sentences; More complicated syntax, a variety of sentence Techniques and chief stages of teaching monologue 1) Traditional, which has 3 stages:

Stage I combination of speech patterns into an utterance; Stage II independent composition of an utterance; Stage III producing a monologue of a discourse (text) level; 2) Text-centered, which is based on a text: after prof. Passov: Stage I preparatory- before you read; Stage I textual;

Stage One is aimed at the development of the skill of building up a sentence (or a sentencepattern). It is the first time the language material is drilled in topic-centered exercises. Ex-ses to be used here: 1. Imitation and substitution ex-ses aimed at filling of the speech pattern with the vocabulary of the topic: e.g. I dont like the cold weather (hot, stifling, rainy, nasty). Sa what you did in summer: Last summer I went to the Crimea traveled to the Carpathians made a trip to Kiev flew to the village abroad 2. Extension ex-ses to teach pupils to give additional information about the same: There is a lot of work on a farm.- There is always a lot of work for the farmers in the fields on a farm in spring. 3. Ex-ses on modifying a speech pattern, aimed at teaching pupils to use various speech patterns in the suggesting situation: E.g. The teacher suggests talking about their native place; he starts a sentence, the pupils continue: We live in Our town is It is located There are 4. ex-ses on construction of structures after the model and independently. 5. Give it a name or Guess what it is-ex-ses. 6. Say the opposite. Stage Two - Development of the skills of building up an utterance ( above the sentence level). Ex-ses are aimed at developing the skills of composing elementary logical utterances about an object or phenomenon. Succession of Props: At the elementary level: visuality text situation topic/problem; At the intermediate level: situation visuality text topic; At the senior level: text speech situation visuality ( a series of pictures, a TV-films, a film-strip) topic/problem. The communicative types of utterances are built up according to different logical schemes: description begins with naming an object, then its quality is defined; information begins with stating where and when the scene is laid: so does narration, which, besides, contains some evaluative remarks. The most effective are the following props: a) Logical-semantic schemes, or incomplete sentences which determine the succession of composing an utterance of particular communicative types. Logical-semantic scheme: Content Vocabulary to be used Name kinds of summer rest. We can spend our holidays. Choose a preferable one for you. I prefer

It is in is the most preferable b) Plan (outline) of an utterance which predetermines its structure. c) Pictures (of an object or situational ones); d) Situations (real or teaching), e) Independent work with cards at the lesson, e.g. each pupil gets a separate task: Argumentation: In summer the farmers have to work very In summer there is (a lot of work in the field quickly. and the garden. Say why, using the scheme suggested. The weather (may change) It is difficult (to work in bad weather). So ( the farmers must work very quickly). Description: Describe the town you live in to your friend, Our town is. who has come to visit you. It has + strip-stories There are Stage Three - development of the skill of producing a topic-based utteranc e. Ex-ses of this level imply the highest degree of independence. Natural stimuli in these ex-ses are: pictures, film strips, texts, topics, situations, pupils background and life experience. Ex-ses used here are: 1. The ex-ses, aimed at producing an utterance based on a picture and accompanying text. 2. Ex-ses, aimed at producing an utterance based on a picture or a series of pictures (or a filmstrip) without an accompanying text. 3. ex-ses, aimed at producing an utterance based on what has been heard or read . Pupils do oral communicative ex-se on the plot of the text: read and say what you have found out; read and say what you could foresee and why; read and compare (find differences and similarities). 4. ex-ses aimed at producing an utterance based on the topic. 5. ex-ses aimed at thinking of a title to the story (picture) and discussing it with friends. 6. ex-ses aimed at making up texts of postcards. 7. ex-ses aimed at illustrating a proverb. 8. ex-ses aimed at making up a story (by analogy, in different persons, according to the plan, using the key-words). 9. ex-ses aimed at commenting on the story, event/ speech after you read activities. 10. Draw a map of your dream town/ favourite district or street. Label it with the necessary symbols. The task for the friends is to find a school/library/factory. And to explain how we can get there. 11. A Town Survey. Team or pair work: Go to the factory and ask how many people work there; what they produce; salary; vacations; privileges.or Go to your avourite caf and ask the salesman/woman what the most popular dish/dessert is; what the busiest hours are; salary, customs and tell about it to your classmates. 12. time-line of your life. 1980 1984 1986 1990 1997 2000 2004 2006 Was born 14. Collages : a sister school The Crimea Uni Fell in love married baby

Say why.

What are you afraid of: death nightmares

Being old and sick

phobia s

neighbour

Our new Mice teacher and snakes A Sign Language: collect the signs and describe their place and discuss their rules: Lecture 12 Teaching Dialogue Plan: 1. Communicative and psychological characteristics of D. 2. Linguistic characteristics of D. 3. Stages of teaching D. ex-ses for TD. The dialogue as a form of speaking which is realized in the immediate exchange of replies between 2 and more persons. Separate replies are interrelated in a D. and are called lines of a dialogue. By a line of a dialogue in linguistics we mean an utterance limited by a change of a speaker. *********** Two (or more) adjoining lines of a dialogue interrelated in meaning and often with the help of the same lexico-grammatical and rhythmic-intonational means are called a dialogical unit (or a leadresponse unit), and the mechanism of their interrelation is called an exchange of remarks. The minimal structural unit of a dialogue is a dialogical unit. ********* The aim of teaching D. in the secondary school is the development of the skills of arranging a talk or a discussion according to some real or teaching situation, as well as in connection with the content of what has been read or heard. D is of double nature. The tasks for TD should comprise 2 kinds of dialogical skills: 1. the skill of initiating a conversation (or of taking the initiative in striking the conversation); 2. the skill of comprehending and adequately responding to the partner remarks, and, in his turn, of prompting the partner to continue the talk. Dialogue is also a means of teaching when: it is used for practicing the speech materials under supervision of a teacher; it is used in a question-answer form (the teachers questions and the pupils answers). *********** The psychological and linguistic features of dialogue are predetermined by: bilateral activity of partners; presence of immediate contact and the common character of a situation and a subject of the conversation. The psychological mechanisms of generating D: Level One - motivational: it is of singular importance that the perception of smbs speaking is synchronized with ones own speaking. The first line of a dialogue, the so-called lead is generated on the basis of ones own motive; the 2d line the response- is generated as a sort of the second-signal reflex to the motive perceived. Level Two analytical-synthetical level: its content is inner speech. Level Three realizational. The psychological features of D: 1) its situational character, i.e. correlation of an utterance with a particular situation;

spiders

2) being addressed to the particular partner, 3) its economical character, i.e. usage of the most important parts of sentences and words which may serve as reference points for comprehension; 4) redundancy of wording of speech, caused by its spontaneous character, which finds its reflection in extended replies, repetitions, conjunctions etc; 5) its expressive character which is achieved by usage of logical and emotional words. Linguistic characteristics of D 1. Structural correlation of responses in a dialogical unit: a) full, when a response is based on a lead: - Have you a family? - Yes, I have (a big) family. b) partial: a response contains an additional word or a certain alteration: - do you like the play? - Yes, I like the play, but the acting leaves much to be desired. c) zero: a response has an evaluative character (the most difficult type): - we have only one basic school system. - I dont believe its as easy as that. 2. The number of responses: two-member three-member units; 3. The character of responses: question, a statement, an imperative; 4. The communicative function in a D: o asking for information; o giving information; o specifying information; o requesting, persuading, invitations etc. 5. The degree of polemics: o DU unison: statement development of the same idea; o DU with zero degree of polemics: statement statement statement question; - moderation statement doubt- - objection high statement counterstatement expressing disagreement or refutation. Grammatical peculiarities: a) elliptical sentences (when a subject r a ink-verb, or a preposition, there is/are constructions may be omitted); b) usage of Present Simple/Pr. Continuous/Pr. Prefect Tenses; c) contracted forms of modal and auxiliary verbs. Lexical peculiarities: a) conversational formulas and clich; b) silence-fillers (well, er, so, hm); c) modal words (of course, sure, no doubt). Phonetic peculiarities: a) phonetic ellipses: cos, cause; b) emphatic intonation (Low/High Rises/Falls, stresses). Extended remarks are complex units of D produced by one of the participants of a speech act which combine some qualities of M and D. Extended remarks consist of several elementary components. Receiving contact Monological part Establishing Contact

The most widely used communicative types of extended remarks are: o giving detailed information; o questions with preamble; o questions for more information; o joining and developing the partners idea/s/. ************

There are 2 main approaches in TD: from the model dialogue which is to be memorized; A model dialogue A dialogical unit an independent dialogue teaching leads and responses in dialogical units. A dialogical unit a microdialogue establishing contact. Stages and Techniques of TD Stage One: developing dialogical skills at a dialogical unit level. It is aimed at developing the skill of differentiating between different communicative types of responses and reproducing them after the teacher. Ex-ses to be used - are of receptive and reproductive character: receptive ex-ses: imitation ex-se: substitution ex-ses; question-answer ex-ses (find out and guessing games); respond to my statements; give a proper context to make up a DU by analogy; songs for teaching elements of the D; jazz-chants; small-talks. Stage Two: developing dialogical skills above the dialogical unit level. it is aimed at developing the skills of producing microdialogues with the help of different props: 1) Props to be used here: simplified pictures; stick-pictures; structural dialogue: question statement + request question for more information answer; based on the beginning/end; a monological text; a reported speech. 2) ex-ses at giving the proper context to the responses of a D based on simplified pictures; 3) ex-ses aimed at the extension of a D. e.g. Listen to the beginning of the D and enlarge it; 4) stripped dialogues: 5) ex-ses at transforming a M into a D: Indirect transformation: listen to the text and discuss it in pairs. Direct transformation: listen to the text and reproduce the conversation of the characters; Additional transformation: listen to the text and discuss its events, comparing them with the same events in your life; 6) Ex-ses aimed at making a D based on its content rendered in indirect speech. e.g. Listen to the dialogue and cut it short. 7) Ex-ses aimed at composing a D on the basis of its beginning, end or its central part. 8) Ex-ses aimed at composing a D on the basis of the theses of each role. 9) Ex-ses aimed at composing a D on the basis of a series of pictures. e.g. Look at the pictures and try to guess what will happen next or Play one of the roles below (work in pairs). Stage Three: developing dialogical skills at the discourse level. it is aimed at developing the skills of producing independent dialogues: 1) Ex-ses aimed at composing a D based on a picture: 2) Ex-ses aimed at composing a D based on a verbal visuality: Look at the invitation card and plan the coming week-end:

Please, do join us for a picnic

Our Zhitomir Sports Club invites you to the meeting on

Come to our tourist We request the pleasure of your club party on company at a reception 3) Ex-ses aimed at composing a D without any props: Discuss in pairs the film/TV program/concert/play you saw yesterday. How to work at the model-dialogue: Step 1: listen to the dialogue recorded on the tape and answer the teachers questions or say whether it is true or false; Step2: listen to the dialogue using the verbal visuality (printed text); Step3: listen to the particular lines of the D, practise their pronunciation and intonation; Step4: read the dialogue: a) as a whole text; b) in parts; Step5: reproduce the dialogue, restoring the particular lines of one of the characters; Step6: reproduce the D in roles (parts); Step7: extend the lines of the D in accordance with the communicative task; Step8: transform the D, changing one of the replies; Step9: make up a dialogue by analogy within the same topic, but in a different situation, between the different communicators, with a different communicative task. Step10: make up a topic-centered dialogue based on microdialogues.

Lecture # 13 Teaching Communication Plan: 1. 2. 3. 4. 5. 6. What is communication? Difference between real life/classroom communication. Major characteristics of C. Principles of C. How to create the atmosphere in the class. Evaluation Competence refers to the speaker-hearers implicit knowledge of the subject matter. In the classroom situation CC works as a doubled-pronged arrow Communicative Teacher Competence Communication is a cybernetic process. **************************** Tony Wrights communicative competence concept focuses on the participants in a classroom situation as complex individuals with personal, social, psychological and cultural characteristics. He illustrates the role of teachers and learners by focusing on three areas: a) language knowledge; b) modes of behaviour and c) modes of action. Factors that influence CC are: interpersonal factors, including social roles and social distance; task-related factors, including interactivity and interpersonality; processes, including types of behavior, communication patterns; procedural and content topics and situations. Student

1. 2. 3. 4.

Conditions necessary for communication: a special atmosphere at the lesson; a teacher/partner as an interlocutor; a correct choice of exercises; the creative beginning. Major characteristics of the communicative teaching: Sociological view of language - language is a means of communicative notions and functions. Learning by doing (using language communicatively); Goals - Communicative competence, social appropriacy, acceptability; Integrative approach to all four skills ( focus depends on learners needs); Typical exercise types (information gap activities, problem-solving tasks, role-plays, simulations etc; Typical forms of classroom interaction (pair- , team- , group-work) Role of a teacher (facilitator, informant, consultant, manager); Attitude to errors (learners are encouraged to take risks, errors are inevitable as they are learning steps); Occasional usage of the Mother tongue, when it is really necessary

Principles of Communication (according to Keith Morran) Principle I: know what you are doing. (Why am I learning this?) What am I learning and what to do with it? Principle II: the whole is more than the sums of the parts. Principle III: the processes are as important as the forms. The practice of the forms of the target language can take place within a communicative framework: 3.1. message-oriented communication (information gap/ opinion gap). The purpose of communication is to bridge this communication gap. 3.2. choice: the participants have choice, both in terms of what they will say and how they will say it: what ideas to express at a given moment and what linguistic forms are appropriate to express them. 3.3. feedback: what you say to smb depends not only on what he had just said to you but also on what you want to get out of the conversation. Principle IV: to learn it, do it. Principle V: mistakes are not always a mistake. Four skills in communicative language teaching I. Speaking. A communicative approach to speaking emphasizes the use of the language above the sentence level. II. Listening. Listening and speaking are the 2 activities which often cooperate. That means that on-going speech reflects and requires the feedback given by the addresses and the process of mutual adjustment is evident III. Reading. It needs the skills of interpreting information presented in printed form. The functions of reading: To obtain factual information (it is a referential function, e.g. how to use this or that); Intellectual function to read so as more effectively manipulate ideas, with the aim of influencing the behaviour of others, making proposals; Emotional gratification or spiritual enlightenment for pleasure and self-improvement. IV. Writing communicative writing practice deals with conveying of information content. The main aim is to get the message across, that is why there shouldnt be the sea of red ink TEACHING READING PLAN 1. The role and place of reading in teaching a foreign language at school.

2. The psychological mechanisms of reading. Interrelation of reading with other language activities. 3. Modes of reading. 4. The selection and requirements to texts for different modes of reading. 5. Teaching the technique of reading.

Values of Reading
practical stimulating cognitive educational

The psychological mechanisms of reading are: the starting mechanisms (perception of graphic images); the identification of graphic information; anticipation; inner articulation; aural control (reading aloud).

A mode of reading depends on the criteria it is based on: Criteria Modes of Reading According to analyzers at work analytical and synthetic Conditions of reading independent and guided Extension of reading extensive and intensive Participation of voice reading aloud and to oneself Methodological aim study and communicative Place of reading class reading and home reading Degree of obligation obligatory and supplementary Synthetical reading is a mode of reading which centers a reader's attention on the whole speed produce (work, written piece) not on any particular information . Tempo of synthetical reading in English is 180 syll/ min. Synthetic reading is aimed at reading without a dictionary and getting as much information as possible. It presupposes: generalizing the facts; extracting key points and ideas; drawing a conclusion; interpreting the texts and their meaning. Synthetic reading requires the skills of: a) extracting the notional landmarks from the text (key words, facts); b) relating separate parts of a text with each other; determining the succession and interrelation of events; c) generalizing the acquired facts; d) drawing a conclusion and evaluating the facts stated, interpreting their meaning. The general requirements to the texts for reading: educational; cultural; methodological; linguistic.

The Requirements to texts for synthetical reading: 1) A certain minimum of unfamiliar words the meaning of which can be guessed from a context;

2) Understandable for this or that particular age group of pupils; 3) Logical and clear-cut composition; simple, laconic style of literary speech. The techniques of teaching synthetical reading: Stage One: Aim - assimilation of all the language material (vocabulary and grammar) in oral speech and creation of necessary prerequisites for the understanding of what has been read. Anticipation Prediction Stage Two. Reading of a text for the 1st time. It is preceded by special before-you-read activities (tasks ), e.g. 1) answer the teacher's questions; 2) find the parts of the text according to the plan suggested; 3) choose from the text the characters' consideration on the following questions; 4) say how the title reflects the main content of a text; 5) mark out a part of a text which can be entitled as ; 6) choose phrases on the topic Seasons and weather, My future plans, my family; 7) place the events in the chronological succession; 8) underline, write out... Stage Three checking up of understanding what is being read. Aim - to clear up the results of primary reading and understanding of the content of a text by pupils .e.g.; 1) find the material which tells us about... 2) find the material where the character is described as... 3) complete (finish) the text, having chosen one of 3-4 variants; 4) agree or disagree... 5) say whether the characters' sayings correspond to their doings; 6) say what episode can be illustrated by this picture; 7) choose a picture among the suggested ones which can be applied to the text; 8) place the pictures in the same order with the doings of the character. Stage four final reading (or R for the 2d time ). Aim: formation of the skills connected with the content of a text. Ex. to be done here: 1) Define the main idea; 2) Prove that... 3) Think of another title... 4) Illustrate and decide whether the following words have any reference to the main character. Stage five follow up activities. The requirements to texts for home-reading: -an interesting plot; -emotionally-colored and expressive narration; -correspondence of the text to pupils' life experience and interest; -possibility for giving controversial stand-points which can give rise to a discussion; -possibility for various transformations of the content of the text.

Analytical reading is aimed at full and accurate comprehending of all the information present in the text. It implies a purposeful analysis of the content of what is being read. Analytical reading presupposes: analysis of the sentences; building up a word family; semantic mapping; grouping the words; suggesting lexical analogies;

finding the initial forms of the words; skimming reading is aimed at the gist of reading material; scanning reading is aimed at finding out a particular piece of information about concrete things. Checking up understanding in analytical reading is done in the form of written translation. Checking up understanding in analytical reading is done with the help of grammar analysis aimed at the differentiation of various forms according to their formal characte ristics and at defining their function in a particular sentence. Skimming reading. It is important for reading big texts the amount of which is not great. Skimming reading is aimed at getting a general idea of the subject of an article, a book, at looking through the titles, some passages. Synthetical reading is aimed at getting an idea of the content of a book, concentrating attention on the main facts. Analytical reading is aimed at understanding fully and completely all the information and to think it over. How to work at a text with the aim of grasping its general content. Step one: Work at the title. (Setting a task, arousing interest) Step two: Grasping the main information out of the text (work in pre-questions and pre-text tasks). Step three: Cutting the main information: a) dividing the text into logical parts, b) making up a plan, c) work with key-words and phrases (distribution of keywords among, the items of the plan, searching and reading out sentences with key-words, cutting, them snort). d) brief retelling of the content of the text according to the items of the plan, Step four: interpreting the content of what has been read (defining the main ideas, stating one's own attitude, transfer motion of the text in the person of one of the characters). Before-you-read activities: Several techniques that can be used to encourage reader-initiated questions: 1. The first-sentence stimulus. The 1st sentence of a text is put on the board and pupils are asked to write 10 questions about the sentences, 2. The thematic stimulus. Pupils are asked to generate questions that have to do with the general theme of the reading. 3. The picture stimulus. Pictures are used to motivate students to ask questions related to the general theme of the read up. 4. The reading stimulus. Students are asked to formulate questions at various points in the text or at the end of the passage. Exercises extending from the text. 1) Paragraph structure. In this type of ex. the pupils can appreciate the way paragraphs are organized in discourse terms. "A prescription and narration". 2) Prediction Exercises. With longer readings certain parts of the text can be withheld and the pupil is asked to predict orally or in writing how the paragraph might develop. 3) "Jigsaw" exercise. The text is divided up; the pupils, in groups or individually, are then required to fit "the pieces" together in their correct order. 4) The function of sentences. Work at paragraph level needs to be integrated with work focusing on the functions of individual sentences. Pupils need especially to be clear about the functional value of markers like However, for example, etc. 5) Vocabulary follow-up. In this activity new words encountered in the text are reinforced with a game where the letters of each word are How to evaluate the pupils utterances:

The school syllabus contains qualitative and quantitative indices of monologue which should be produced by pupils of each form. Quantitative requirements - how many sentences a pupil is to produce for an "11-12", "8-10", "5-7". Qualitative requirements - what sentences a pupil is to produce: logical? interesting?, whether a pupil has used different models correctly. The teacher should correct only those mistakes which interfere with understanding. In the regime T - CL semantic mistakes should also be cor rected, as well as the teacher is supposed to have pupils work at typical mistakes. Rule for the teacher: It is advisable that the teacher should not correct mistakes in the process of a pupil's connected speech. Other important criteria of evaluation of monological skills are as follows: 1) adequateness of the requirements to the ex. aimed at development of these skills to the character of a communicative task (to inform or to influence); 2) the volume of an utterance number of sentence; 3) the degree of combination, i.e. speech activity; 4) the character of props in this or that ex.