- •Alexander kamensky
- •4.5. Conclusions 93
- •5.7. Conclusions 108
- •7.8. Conclusions 163
- •8.7. Conclusions 202
- •9.6. Conclusions 205
- •9.2.2. Grammar 209
- •9.4. Aims of teaching reading in a secondary school 219
- •9.5. How to teach reading 224
- •9.6. Conclusions 233
- •Introduction
- •1.1. Reasons for learning languages
- •1.2. Success in language learning
- •1.2.1. Motivation
- •1.2.2. Extrinsic motivation
- •1.2.3. Intrinsic motivation
- •He teaches good pronunciation.
- •He explains clearly.
- •He speaks good English.
- •1.3. Motivational differences
- •1.3.1. Children
- •1.3.2. Adolescents
- •1.3.3. Adult beginners
- •1.3.4. Adult intermediate students
- •1.3.5. Adult advanced students
- •1.4. Conclusions
- •2. Areas of a native speaker knowledge
- •2.1. Pronunciation
- •2.1.1. Sounds
- •2.1.2. Stress
- •2.1.3. Intonation
- •2.2. Grammar
- •2.3. Vocabulary
- •2.4. Discourse
- •2.4.1. Appropriateness
- •2.4.1.1. Communicative competence
- •2.4.1.2. Interaction with context
- •2.4.1.3. Structuring discourse
- •2.4.2. Global communicative competence
- •2.5. Language skills
- •2.5.1. Skills and sub-skills
- •2.6. Conclusions
- •3. What a language student should learn
- •3.1. Pronunciation
- •3.1.1. The importance of listening
- •3.2. Grammar
- •3.2.1. The importance of language awareness
- •3.3. Vocabulary
- •3.3.1. Vocabulary in context
- •3.4. Discourse
- •3.4.1. Language functions
- •3.5. Skills
- •3.6. The syllabus
- •3.6.1. Structures and functions
- •3.6.2. Vocabulary
- •3.6.3. Situation, topic and task
- •3.6.4. The syllabus and student needs
- •3.7. Language varieties
- •3.8. Conclusions
- •4.1. Methods of language teaching
- •4.1.1. Traditional learning theories and approaches
- •4.1.1.1. Grammar-translation method
- •4.1.1.2. Direct method
- •4.1.2. Behaviourism: Audio-lingual method
- •4.1.3. Cognitivism
- •4.1.3.1. Structural approach
- •4.1.3.2. Structural-situational method
- •4.1.3.3. Situational syllabus
- •4.1.4. Communicative approach
- •4.1.5. Functional-notional courses
- •Functions and notions
- •4.1.6. Acquisition and learning
- •Intonation
- •4.1.7. Task-based learning
- •4.1.8. Humanistic approaches
- •4.1.9. Self-directed learning
- •4.1.10. Neuro-Linguistic Programming
- •4.2. Foreign language learning
- •4.3. Input and output
- •4.4. A balanced activities approach
- •4.5. Conclusions
- •5. Teaching the productive skills
- •5.1. The nature of communication
- •5.2. The information gap
- •5.3. The communication continuum
- •Communicative Activities
- •5.4. Stages in language learning/ teaching
- •5.4.1. Introducing new language
- •5.4.2. Practice
- •5.4.3. Communicative activities
- •5.4.4. The relationship between different stages
- •5.5. Integrating skills
- •5.6. Speaking and writing
- •5.7. Conclusions
- •6. Typology of exercises in teaching english
- •6.1. What is an exercise: Psychological and pedagogical background
- •6.1.1. Exercise as an item of teaching
- •6.1.2. Teaching curve
- •6.1.3. Structure of an exercise
- •Exercise
- •1. Instruction
- •2. Model
- •3. Control
- •6.2. Different approaches to the problem of classification of exercises
- •6.3. Criteria of classification of exercises: Types and kinds
- •6.4. System of exercises
- •6.4.1. Basic notions of a system, subsystem, complex, series, cycle, group of exercises
- •4 Skills
- •6.4.2. Characteristics of the system of exercises
- •6.4.3. Basic methodological principles of constructing the system of exercises
- •6.5. Conclusions
- •7.1. Speaking as a skill
- •7.2. Aims of teaching speaking in a secondary school
- •7.3. Linguistic peculiarities of dialogical speech
- •7.3.1. Functional correlation of dialogue replies
- •7.3.2. Structural correlation of replies
- •7.3.3. Kinds of dialogical unit
- •7.3.4. Functional types of dialogue
- •7.4. Stages of teaching dialogue
- •7.4.1. Dialogical unit as an item of teaching
- •7.4.2. Communicative situations
- •7.4.3. Four faces of a situation
- •7.4.4. System of exercises in teaching dialogical speech
- •7.4.4.1. Exercises of group 1
- •7.4.4.2. Exercises of group 2
- •7.4.4.3. Exercises of group 3
- •7.4.4.4. Exercises of group 4
- •7.5. Psychological and linguistic peculiarities of dialogic and monologic speech. Types of monologue
- •7.5.1. Psychological characteristics of dialogue and monologue
- •7.5.2. Linguistic characteristics of dialogue and monologue
- •7.6. Functional types of monologue
- •7.7. System of exercises in teaching monologic speech
- •7.7.1. Exercises of group I
- •7.7.2. Exercises of Group 2
- •Verbal sound and illustrative (visual) aids
- •7.7.3. Exercises of group 3
- •7.8. Conclusions
- •8. Teaching the receptive skills: listening
- •8.7. Conclusions
- •8.1. Role and place of listening in teaching English
- •8.2. Listening as a skill in real-life communication
- •8.3. Typology of listening
- •8.3.1. Kinds of listening
- •8.3.2. Types of listening
- •8.4. Types of text for teaching listening in school
- •8.4.1. Authentic and non-authentic listening
- •8.4.2. Structure of texts for listening
- •8.4.3. Types of text for listening
- •8.5. Major premises and conditions for effective teaching listening
- •8.5.1. Major premises for listening
- •8.5.2. Conditions for effective listening
- •8.6. System of exercises in teaching listening comprehension in school
- •8.6.1. Preparatory exercises: Isolating the listening skill
- •8.6.2. Preparatory exercises: Non-isolated listening skill
- •8.6.2.1. Exercises in finding grammatical cues
- •8.6.2.2. Exercises in guessing the meaning of unfamiliar words
- •8.6.2.3. Exercises in understanding sentences containing unfamiliar words which do not interfere with comprehension
- •8.6.2.4. Exercises in anticipation
- •8.6.2.5. Exercises in eliciting different categories of meaningful information (time, space, cause, effect, etc.)
- •8.6.2.6. Exercises in estimating types of cohesion
- •8.6.2.7. Exercises in telling the main idea in a group of sentences
- •8.6.2.8. Exercises in developing auditive memory and attention
- •8.6.3. Authentic listening material
- •8.6.3.1. Authentic listening material at the early stages
- •8.6.3.2. Communicative exercises: Teaching listening as a skill
- •8.6.4. Using listening comprehension dialogues in class
- •8.6.5. How to justify the use of songs
- •8.7. Conclusions
- •9. Teaching the receptive skills: reading
- •9.2.2. Grammar
- •9.6. Conclusions
- •9.1. Reading as perception of information
- •9.1.1. Vocalisation and verbose
- •9.1.2. Redundancy
- •9.1.2.1. Uncertainty and information
- •9.1.2.2. Sources of redundancy
- •9.2. Reading as interpretation of information
- •9.2.1. Surface and deep structures
- •9.2.2. Grammar
- •9.2.3. Learning: Knowledge
- •9.2.4. Three faces of memory
- •9.3. Reading as a skill
- •9.3.1. Reading in real life: Functions
- •9.3.2. Interest and usefulness
- •9.3.3. Purpose and expectations
- •9.3.4. Specialist skills of reading
- •9.3.4.1. Predictive skills
- •9.3.4.2. Extracting specific information
- •9.3.4.3. Getting the general picture
- •9.3.4.4. Extracting detailed information
- •9.3.4.5. Recognising function and discourse patterns
- •9.3.4.6. Deducing meaning from context
- •9.4. Aims of teaching reading in a secondary school
- •9.4.1. Reading as a vehicle of teaching
- •9.4.2. Aims of teaching reading in school
- •9.4.3. Kinds of reading mastered in school
- •9.4.4. Techniques of reading and stages of teaching
- •9.5. How to teach reading
- •9.5.1. Teaching reading aloud
- •9.5.1.1. Three methods of teaching reading aloud
- •9.5.1.2. Grapheme-phonemic exercises
- •9.5.1.3. Structural information exercises
- •9.5.2. Teaching silent reading
- •9.5.2.1. The twin problem of analysis and synthesis
- •9.5.2.2. Semantic-communicative exercises
- •9.6. Conclusions
6.4.3. Basic methodological principles of constructing the system of exercises
There are two basic methodological principles of constructing any special system of exercises.
The first principle is that of adequacy of basic types and kinds of exercises to lingua-psychological characteristics of a certain kind of speech activity and, correspondingly, to a certain kind of communicative skills. In accordance with this principle, the leading role in the system of exercises teaching speaking should belong to communicative exercises in speaking, while exercises in reading should prevail in the system of exercises teaching reading, and so on.
2) The second principle is that of due regard for positive influence of different kinds of speech activity on each other in the process of teaching. The principle concerns interaction and interconnection of such kinds of speech activity in the process of teaching as: speaking ↔ listening; speaking ↔ reading; speaking ↔ writing; reading ↔ writing; listening ↔ reading.
Each special system of exercises should contain exercises from other special systems with the purpose of making use of positive influence of other kinds of language activity. Thus, for example, the system of exercises in teaching speaking should be provided with exercises in reading texts or with the ones connected with the already read texts. This special system can also be supported with exercises in listening to a text or in discussing the text previously listened to.
Within each skill three kinds of speech habit may be distinguished: lexical, grammatical and the so-called technical, including pronunciation and intonation. Thus, each complex of exercises will include three series of exercises for teaching the three aspects of speech habit. Every series of exercises may comprise cycles of exercises varied in number and the degree of difficulty. These exercises are aimed at either formation or development of more specific habits and belong to language, simulative communicative and communicative types.
The purpose of language and simulative communicative exercises is preparing learners for speech activity. Speech activity is realised in purely communicative exercises. Language exercises are aimed at conscious mastering different sides of a speech habit. Simulative communicative exercises lead to forming and developing speech habits in all kinds of communicative skill. Communicative exercises serve the purpose of developing and improving communicative skills.
6.5. Conclusions
In this talk, we have defined an exercise as an item of teaching a foreign language as opposed to a grammatical structure, a speech pattern and a language model. We have looked at different approaches to the typology of exercises and singled out main and additional criteria of their classification. According to these criteria, we have described types and kinds of exercises. On these grounds, we have found it possible to define a structure of the system of exercises in teaching a foreign language at the modern stage of methodology development.
Discussion
1. What is, in your opinion, the ‘best definition’ of an exercise? Why?
2. Why do we call an exercise, not a lesson, an item of teaching?
What is the difference between the notions of a grammar structure, a speech pattern and a language model? Which of them refers to teaching languages?
4. What is the structure of an exercise?
5. What approaches to the problem of classification of exercises do you know?
6. Describe types of exercises. Explain how types of exercises differ from kinds of exercises. Give as many examples of types and kinds of exercises as you can (either of your own or from an English language textbook).
What are the main criteria of classification of exercises?
What are the characteristics of the additional criteria of classification of exercises? What other additional characteristics can you suggest? What for?
What are the characteristics of the system of exercises?
What is a sub-system (complex, series, cycle, group) of exercises? What is each of these aimed in teaching languages at?
What are the basic methodological principles of constructing a system of exercises?
What can a system of exercises provide for the teacher/ learner?
7
In this talk, we will look at
the nature of speaking as a skill and aims of teaching speaking at
school. We will consider in detail psychological and linguistic
peculiarities of dialogic and monologic speech. From these, we shall
try to derive teaching speaking strategy defining the smallest item
of teaching dialogue and monologue and outlying the structure of the
system of exercises for either forms of oral speech.
7.1. Speaking as a skill
7.2. Aims of teaching speaking in a secondary school
7.3. Linguistic peculiarities of dialogic speech
7.3.1. Functional correlation of dialogue replies
7.3.2. Structural correlation of replies
7.3.3. Kinds of dialogical unit
7.3.4. Functional types of dialogue
7.4. Stages of teaching dialogue
7.4.1. Dialogical unit as an item of teaching
7.4.2. Communicative situations
7.4.3. Four faces of a situation
7.4.4. System of exercises in teaching dialogic speech
7.4.4.1. Exercises of group 1
7.4.4.2. Exercises of group 2
7.4.4.3. Exercises of group 3
7.4.4.4. Exercises of group 4
7.5. Psychological and linguistic peculiarities of dialogic and monologic speech
7.5.1. Psychological characteristics of dialogue and monologue
7.5.2. Linguistic characteristics of dialogue and monologue
7.6. Functional types of monologue
7.7. System of exercises in teaching monologic speech
7.7.1. Exercises of group 1
7.7.2. Exercises of group 2
7.7.3. Exercises of group 3
7.8. Conclusion