1. Принципи та методи навчання іноземної мови.

/ Principles and methods of teaching a foreign

language.

The methodological principles include:

Principle of Communicative Competence. It means that students should be involved in oral and written
communication throughout the whole course of learning English. Commu- nicative goals are best achieved
by giving great attention to language use and not just usage, to fluency and not just accuracy, to authentic
language and contexts, and not just parallel structures. Some classroom implications of this principle are
evident. Teachers try to keep every technique that they do as authentic as possible. Use language that
students will actually encounter in the real world. Remember that someday your students will no longer be
in your class- room. Make sure you are preparing them to be independent learners and manipulators or users
of English “out there”.
The Principle of an Integrated Approach Students
do not assimilate sounds, grammar units, lexical items as discrete components of the language, but they
acquire them in sentence-patterns, and pattern-dialogues related to certain situations. Students should use
their skills as interdependent parts of their language experience.
The Principle of Conscious Approach Students understand both the form and the content of the material
they are to learn. Students are also aware of how they should treat the material while performing various
exercises. Such an approach to language learning usually contrasts with “mechanical” learning through
repetitive drill.
The Principle of Activity This principle implies that mastering English is only possible if the student is an
active participant in the process of learning. From psychology we know that activity arises under certain
conditions. First of all, the learner should feel a need to learn the subject (in our case is a foreign language).
The main sources of activity are motivation, desire and interest. The Principle of Visualization —
Visualization may be defined as a specially organized demonstration of linguistic material of the target
language. Since pupils learn a foreign language in artificial conditions and not in real life,as in the case when
children acquire their mother tongue, visualization should be extensively used in foreign language teaching.
Visualization implies an extensive use of audio-visual aids and audio-visual materials throughout
the whole course of foreign language teaching.
The Principle of Systematic Teaching Every work that is not done purely mechanically requires systematic
approach to work implementation. The teaching of English must be systematic and very carefully planned.
This means that the whole course and each lesson must be conducted according to a well-thought program
or outline of the lesson.
The Principle of Accessibility This principle implies the subject-matter of the instruction must correspond
to the age and mental abilities of the learners; be neither too difficult not too easy for them (the material
should be slightly above student’s level); and be neither too much nor too little.

The methonds:
The Direct Method In this method the teaching is done entirely in the target language. The learner is not
allowed to use his or her mother tongue. Grammar rules are avoided and there is emphasis on good
pronunciation.
Grammar-translation Learning is largely by translation to and from the target language. Grammar rules
are to be memorized and long lists of vocabulary learned by heart. There is little or no emphasis placed on
developing oral ability.
Audio-lingual The theory behind this method is that learning a language means acquiring habits. There is
much practice of dialogues of every situations. New language is first heard and extensively drilled before
being seen in its written form.
The structural approach This method sees language as a complex of grammatical rules which are to be
learned one at a time in a set order. So for example the verb "to be" is introduced and practised before the
present continuous tense which uses "to be" as an auxiliary.
Suggestopedia The theory underlying this method is that a language can be acquired only when the learner
is receptive and has no mental blocks. By various methods it is suggested to the student that the language is
easy - and in this way the mental blocks to learning are removed. Total Physical Response (TPR)
TPR works by having the learner respond to simple commands such as "Stand up", "Close your book", "Go
to the window and open it." The method stresses the importance of aural comprehension.
 Communicative language teaching (CLT) The focus of this method is to enable the learner to
communicate effectively and appropriately in the various situations she would be likely to find herself in.
The content of CLT courses are functions such as inviting, suggesting, complaining or notions such as the
expression of time, quantity, location.
The Silent Way This is so called because the aim of the teacher is to say as little as possible in order that the
learner can be in control of what he wants to say. No use is made of the mother tongue.
Community Language Learning In this method attempts are made to build strong personal links between
the teacher and student so that there are no blocks to learning. There is much talk in the mother tongue
which is translated by the teacher for repetition by the student.
Immersion This corresponds to a great extent to the situation we have at our school. ESL students are
immersed in the English language for the whole of the school day and expected to learn math, science,
humanities etc. through the medium of the target language, English.
Immigrant students who attend local schools find themselves in an immersion situation; for example refugee
children from Bosnia attending German schools, or Puerto Ricans in American schools. .
Task-based language learning The focus of the teaching is on the completion of a task which in itself is
interesting to the learners. Learners use the language they already have to complete the task and there is little
correction of errors.
(This is the predominant method in middle school ESL teaching at Frankfurt International School. The tasks
are subsumed in a major topic that is studied for a number of weeks. In the topic of ecology, for example,
students are engaged in a number of tasks culminating in a poster presentation to the rest of the class. The
tasks include reading, searching the internet, listening to taped material, selecting important vocabulary to
teach other students etc.)
The Natural Approach This approach, propounded by Professor S. Krashen, stresses the similarities
between learning the first and second languages. There is no correction of mistakes. Learning takes place by
the students being exposed to language that is comprehensible or made comprehensible to them.
The Lexical Syllabus This approach is based on a computer analysis of language which identifies the most
common (and hence most useful) words in the language and their various uses. The syllabus teaches these
words in broadly the order of their frequency, and great emphasis is placed on the use of authentic materials.

2. Навчання фонетики. / Methods and techniques that can be used to teach phonetics

Once a teacher decides to make pronunciation an essential part of teaching, these techniques and activities
can be used. Teaching pronunciation usually has two parts. One is teaching receptive skills and the other is
productive skills. When comes to the listening part of the pronunciation teaching, learners are instructed to
keenly observe the changes and differences in phonemes and sounds of the words from a listening text or a
sample.
The more listening of the language would help the learner to transfer the thought of knowledge to apply in
productive skills. To enhance pronunciation of productive skills, various activities and trainings are required.
Drilling: To practice pronunciation in classroom, drilling serves as a chief technique. The origin of this
technique comes from the behaviourist psychological theory where drilling helps in memorizing the form of
the word and the sound of pronunciation. Drilling is also associated with ‘audio-lingual’ approaches to
teaching pronunciation. The responsibility of the teacher is high in order to help the students pronounce the
words correctly. Prompts, mime, pictures are also used by the teachers. Among the two types of drilling,
choral drilling and individual drilling, the former one is normally used in the beginning by the teachers to
evoke some confidence among the students and then the latter technique is used to help the teachers analyse
the individual results of teaching pronunciation. Selecting randomly to do the drilling would
keep the class attentive and the students at their toes. Substitution drilling: Substitution drilling is nothing,
but the
activity involves a drilling structure that substitutes few items with different vocabulary but with same form
of the sentence.
Associating sounds with ideas: This technique of associating different sounds with some creative related
ideas can help the learners to remember them easily. For example: the vowel sound [i:] can be referred to as
a ‘smiling’ sound. A wide smile can hold this sound. By doing so the learner also remembers that it is a
‘long’ vowel too. Using a phonemic chart: It helps the learners to enhance their pronunciation
independently, outside the classroom. Initially some instructions can be given to the learners by the teachers
 in how to use the phonemic chart, etc. This chart can be used to teach the learners some new sounds and also
for correcting the already known sounds.
Chaining: To teach some difficult sentences like long sentences or sentences with some complex words, the
chaining technique is used by the. There are two ways to use this
technique: back chain and front chain. If the teacher helps the learners by drilling the sentence from the end
and progressively adding up with the complete sentence, then it is
called as ‘back chain’.

Also teacher can use other ways to teach ponetics :

Sing - Surprisingly enough, singing can be a good way for your ESL students to practice their vowel
pronunciation. Because singing requires a person to maintain vowel sounds over more than just a moment, it
can give your students a chance to focus in on the target sound and adjust what sound she is making.
Record and replay - At times, your students may think they are using correct pronunciation when in fact
they are saying something quite different. By using a device to record what your students are actually
saying, you have empirical data to play back for each person. Encourage him to listen to what he actually
said rather than what he thinks he said. You may also want him to compare a recording of a native speaker
against his recording of himself. In this way, your students will have a more objective understanding of their
true pronunciation and be able to take steps to correct it.
Isolation
When working on a specific sound, it may help your students to isolate that particular sound from any
others. Instead of presenting a certain sound as part of a complete word in English, you can simply
pronounce the sound itself repeatedly. When you do, your students can say it along with you repeatedly,
focusing on the small nuances in the correct pronunciation and also engraining the sound pattern into their
minds. This is especially helpful when you have several students struggling with a specific sound
delineation.

3. Навчання граматики.

What is the grammar?

The body of rules which underlie a language is called its grammar. Grammar includes rules which
govern the structure of words and rules which govern the structure of words to form clauses and sentences
that are acceptable to educated native speakers. Most teachers see grammar as a body of knowledge that they
themselves need as professional linguists, knowledge they can use judiciously to help learners gain insights
into the workings of the language. Some teachers see no need to teach and practice grammar at all. Some
even regard structure practice and other forms of grammar teaching as harmful. Their view is that learners
will pick up the regularities intuitively, provided they meet enough samples of natural language. The
teacher’s role, as they see it, is to provide a language- rich environment in which the learners meet
comprehensible language as they engage in activities of various kinds.
The deductive method.
The deductive method of teaching grammar is the academic and scholarly one which was devised in
order to teach Latin and Greek. The approach is very simple. First, the teacher writes an example on the
board or draws attention to example in the textbook. The underlying rule is explained, nearly always in the
mother tongue and using the metalanguage of grammar. Finally, the students practice applying the rule,
orally and in writing. Special attention is paid to areas of conflict between the grammar of the mother tongue
and that of the target language. The whole approach is cognitive, with learners considering the rules and
weighing their words before they speak or write. Little attention is paid to the value of the message. Those
steps are used by teachers who follow a grammar- translation method and by those who are working with a
textbook which has a traditional grammar syllabus rather than a structural one. Varieties of grammar —
focused approaches still flourish in certain educational circles, and they are successful when used with
selected and motivated students. We must also remember that language examinations are mainly written,
with accuracy as the criterion of success, so many teachers make increasing use of the deductive approach as
examinations loom closer.
The inductive method.
To induce means to bring about, to cause something to happen. Teachers following the inductive
approach induce the learners to realize grammar rules without any form of prior explanation. These teachers
 believe that the rules will become evident if learners are given enough appropriate examples. When teaching
a grammar point, their first step is to demonstrate the meaning to the class. For example, they will hold up a
book, saying This is abook. They will do the same showing other objects. Then they will hold up several
books and say These are books. After giving several examples of the plural form they will contrast the two
forms. Their next step is to get the students two produce the two grammatical forms, working with the same
set of objects. The teacher says nothing through this stage except two correct if necessary. Other objects the
students can name will then be brought into the practice. With luck they will follow the models and produce
grammatically correct utterances. The grammar point is shown on the board only after extensive practice.
Explanation are not always made, though they may be elicited from the students themselves. In such cases,
the mother tongue might well be used. The model is copied and the class may be required to write sample
sentences from the model.
The eclectic way
. Both methods above offer advantages. The deductive method is quick and easy for the teacher.
Where a difficult grammar point has to be presented, and perhaps explained because the concept is not one
that is in the mother tongue, this is probably the better way. Where time is short, it is useful, even for a
simple grammar point. Many learners, especially older ones, prefer the deductive approach because they
want to know how the language works. The deductive method requires the students to identify the rule for
themselves. It has the advantage of involving the students much more. The belief is that such learning will
be more effective, though there is no certainty about this. This is probably the better approach for
grammatical regularities which are easily perceived, understood, and applied. Eclectic teachers will use all
three of these strategies at various times. This will make it easier to fit the lesson into the time available, as
well as enabling them to suit the differing needs and learning styles of the students. Grammar points which
do not appear very useful are best avoided. Just draw attention to their presence in the text and move on,
having raised the students awareness of the feature. If you do choose to teach a grammar point, use either the
deductive or the inductive method, depending on the circumstances. When you yourself are talking, do not
be afraid to use grammar forms that the students have not met. Provided the context makes the meaning
clear, you are giving them valuable exposure and real life practice in decoding utterances which contain
forms they do not know. Teachers need to know terminology in order to find helpful pages in reference
book, but school children do not need to know words like auxiliary, preterit, reflexive pronoun and gerund in
order to speak fluently. Teachers who use unnecessary terminology will appear pedantic, and most of it will
be utter nonsense to the students anyway.

4. Навчання лексики.

What do we need to teach about vocabulary?

Learning vocabulary is a challenge for learners, partly because of the size of the task, and partly because of
the variety of vocabulary types to be learned, including single words, phrases, collocations, and strategic
vocabulary, as well as grammatical patterning, idioms, and fixed expressions.
Richards (1976) and Nation (2001) list the different things learners need to know about a word before we
can say that they have learned it. These include:
 The meaning(s) of the word
 Its spoken and written forms
 What “word parts” it has (e.g., any prefix, suffix, and “root” form)
 Its grammatical behavior (e.g., its word class, typical grammatical
 patterns it occurs in)
 Its collocations
 Its register
 What associations it has (e.g., words that are similar or opposite in
 meaning)
 What connotations it has
 Its frequency
To these we could add whether a word has a strategic use and if it has any special uses that are different in
registers such as conversation or academic writing. So we can already see how important it is to use a
corpus in order to give our learners all the right information they might need to master a word or phrase.
 It would be unrealistic to teach everything there is to know about a word the first time it is presented to
students – and any such attempt would make for some very tedious lessons. Obviously we need to make
choices about how much we teach on a first presentation. For example with the word like, in addition to its
sound and spelling we might choose to teach only one of its meanings (to enjoy, find something to be
pleasant), with one grammatical pat-tern (I like + singular or plural noun) and some associated vocabulary (I
like football/cartoons; I can’t stand game shows). At a later date we can add other meanings such as to be
similar to (I have a car like that) or add more grammar which is influenced by factors such as frequency,
usefulness for the classroom, and “learnability” – how easy the item is to learn (and teach!). We can also
take each type of knowledge from the list above and make students aware of its importance and usefulness
in building up their knowledge of a word. For example, we can focus occasionally on how to express
opposite or similar meanings for a set of vocabulary we are teaching, show students what is useful to learn
about the forms of nouns or verbs, or how prefixes and suf-fixes can help build vocabulary knowledge
quickly. Giving students practice in manipulating these different areas of knowledge teaches useful learning
strategies they can apply to learning other vocabulary. We should also encourage students to look at learning
the various meanings of an item of vocabulary as a gradual, incremental process, and show them how they
can come back to a word they have previously “learned” to add more information about it, such as other
meanings, or how to create an opposite meaning using a prefix
Another issue to consider is which vocabulary we want students to be able to use when they speak and write
(their active or productive vocabulary) and which we want them to be able to recognize and understand but
not necessarily produce (their passive or receptive vocabulary). Students often feel frustrated that they can
understand more than they can produce, but explaining this issue of active versus passive knowledge as a
normal part of learning can be reassuring. When you assign vocabulary lists to learn, why not include some
passive vocabulary items and discuss with students which items they need to learn “for understanding” and
which they need to learn really well so that they can use them. (But be sure that in practice or testing
activities, students are required to remember and use only the active vocabulary
productively.) Additionally, even from the elementary level, it is important to include in vocabulary lessons
not just single words, but also larger “chunks” such as collocations, phrases, or expressions, even whole
sentences, as well as strategic vocabulary [see Sökmen (1997)]. By building up a stock of expressions as
well as individual words, students can assemble the language they need to commu-nicate more fluently.

5. Основні принципи навчання читання. Види читання. Типи вправ для формування
компетентності в читанні.
Reading is a receptive language activity, but not a passive skill.
PRINCIPLES FOR TEACHING READING
1.. PRINCIPLE #1 EXPLOIT THE READER'S BACKGROUND KNOWLEDGE “A readers background
knowledge can influence reading comprhension...”
2. PRINCIPLE #2 BUILD A STRONG VOCABULARY BASE “It is easier for the reader of academic texts
to cope with special terminology than with general vocabulary...”
3. PRINCIPLE #3 TEACH FOR COMPREHENSION “Teaching the author is an excellent technique for
meaningful cognitive interaction with the text and for assisting the students in the process of constructing
meaning from the text...”
4. PRINCIPLE #4 WORK ON INCREASING READING RATE Focuses on reader's independence on
dictionary. Focuses on fluency, not speed.
5. PRINCIPLE #5 TEACH READING STRATEGIES “Strategies are not a single event, but rather a
creative sequence of events that learners actively use..”
“To achieve the desired results, students need to learn how to use a range of reading strategies that match
their purpose for reading. Teaching them how to do this should be a prime consideration in the reading
classroom...”
6. PRINCIPLE #6 ENCOURAGE READERS TO TRANSFORM STRATEGIES INTO SKILLS “An
important distinction between strategies and skills...”
STRATEGIES -defined as conscious actions that learners take to achieve the desired goals or objectives
SKILL/S -a strategy that becomes automatic
8. PRINCIPLE #8 STRIVE FOR CONTINUOUS IMPROVEMENT AS A READING TEACHER
Several types of reading may occur in a language
 Oral
 Silent
 Intensive
 linguistic
 content
 Extensive
 skimming
 scanning
Intensive reading "calls attention to grammatical forms, discourse markers, and other surface structure
details for the purpose of understanding literal meaning, implications, rhetorical relationships, and the like."
 Intensive Reading Characteristics
 Reader is intensely involved in looking inside the text
 Focus on linguistic or semantic details of a reading
 Focus on surface structure details such as grammar and discourse markers
 Identify key vocabulary
 Draw pictures to aid them (such as in problem solving)
 Read carefully
 Aim is to build more language knowledge rather than simply practice the skill of reading
Intensive Reading Activities
 Identify main ideas and details
 Making inferences
 Looking at the order of information and how it effects the message
 Identifying words that connect one idea to another
 Identifying words that indicate change from one section to another .
Extensive reading is carried out "to achieve a general understanding of a text."
–  extensive reading as "occurring when students read large amounts of high interest material, usually out of
class, concentrating on meaning, "reading for gist" and skipping unknown words."
–  The aims of extensive reading are to build reader confidence and enjoyment.
Extensive reading characteristics
 The purposes of reading are usually related to pleasure, information and general understanding.
 Reading is its own reward.
 Reading materials are well within the linguistic competence of the students in terms of vocabulary and
grammar.
 Reading is individual and silent.
 Reading speed is usually faster than slower.
 Teachers orient students to the goals of the program.
 The teacher is a role model of a reader for the students.
Extensive reading activities
 Interview each other about their reading.
 Reading may be combined with a writing component. For example, after reading the newspaper, students
may be asked to write a newspaper report.
 Class time reading
 Students may set their own goals for their next session.
 A reading log (recording number of pages read and at what level)
 A reflection on what they noticed about their own reading
 A book report or summary
 A retelling of part of the text
 Book project
Scanning is :
– A quick reading, focusing on locating specific information.
– Scanning involves quick eye movements, not necessarily linear in fashion, in which the eyes wander until
the reader finds the piece of information needed.
– Scanning is used when a specific piece of information is required, such as a name, date, symbol, formula, or
phrase, is required.
 Scanning is used often with technical, scientific or professional materials to locate specific information.
Scanning is a valuable skill for second language learners to develop because often they do not require a
detailed read of a text.
Scanning activities
- Make predictions and guesses
- Use titles and tables of contents to get an idea of what a passage is about
- activate prior knowledge
- anticipate what they want to learn about the topic
- Use titles, pictures, and prior knowledge to anticipate the contents of the text
- Use key words, that may have been given to them by the teacher, that do not appear in the text, that allude to
the main idea
Skimming is a quick reading to get:
– To know the general meaning of a passage
– To know how the passage is organized, that is, the structure of the text
– To get the author´s purpose
 Skimming is used to build student confidence and an understanding that it is possible to gain meaning
without reading every word in a text.
 Skimming is used as part of the SQ3R method of reading, often for speed reading. This method involves the
student in surveying, questioning, reading, reviewing and reciting.
 Skimming is used to review a topic.
Skimming activities
 Locate facts and opinions
 Sets a time limit to the reading activity

6. Listening . exercises for the formation of competence in listening

Listening is considered to be a fundamental skill in mastering a foreign language by many practitioners in
the field of foreign language teaching. They also believe that it is the basis for the correct pronunciation and
speaking teaching. Recognizing the priority of listening among the four types of communicative activities,
scientists are trying to find the best methods of teaching. Thus, the problems of listening in teaching foreign
languages were studied by J.S. Noblitt, Morley, G.V. Kolshansky, N.V. Eluhina, I.A. Winter, A.S. Lurie.
Listening, as an integral part of the communicative learning process, faces a great number of challenges.
According to the studied literature the latest research demonstrates that a lot should be done in this direction.

Exercises for the formation of auditory sub-skills of listening (phonemic and intonation hearing). For
example: Match the words and practice reading paying attention to the stress in the words.
Ex: `impact – im`pact `survey – sur`vey 2.
Exercises for the formation of lexical sub-skills of listening. For example: Listen to the phrases in English
and put a tick near the phrases that belong to the group of terms of your professional field of knowledge.
Ex: reaction, solution, acid, equation.
3. Exercises for the formation of grammatical sub-skills of listening. For example: Listen to some sentences
and say what the difference is.
Ex: There is much acid in the tube. There are much acid in the tube. As we can see from examples these
exercises aimed at phonetics, vocabulary and grammar. Teachers pay attention to them whenever it is
necessary to improve students’ knowledge and sub-skills in mentioned above speech activities.
The second sub-system of exercises includes such groups as:
1. Exercises that prepare students for listening texts.
For example: Look at the title of the text that you are going to listen and predict what this text is about. Then
listen to the text and define the information that you haven't mentioned.
Ex: Acid rains.
2. Exercises for developing listening skills.
For instance: Listen to the text and define if the statements are true or false. Also the teachers can suggest
students to answer the questions; complete the sentences; choose the correct variant etc.
This group of exercises is rather effective way to work in groups or pairs. Students can also discuss the text
to be listened to or film to be watched. So, these exercises can assist students to master the skills in listening
comprehension.
7.formation of competence in dialogic speech
Dialogic speech -the process of speech interaction between two or more participants in communication.
Within the speech act, each of the participants in turn acts as a listener and as a speaker.
DS performs the following communicative functions:
1) request - information message,
2) proposal (in the form of a request, order, advice) - acceptance / non-acceptance of the proposal,
3) exchange of judgments / opinions / impressions,
4) mutual belief / justification of their point of view.
The peculiarity of dialogic speech is its situationality. Situational DM is because often its content can be
understood only in the light of the situation in which it is carried out.
Dialogue, as a rule, involves the visual perception of the interlocutor and a certain incompleteness of
statements, which are supplemented by non-verbal means of communication (gestures, facial expressions .
The defining feature of dialogic speech is its emotional coloring, which is reflected in the selection of lexical
and grammatical means, in the structure of remarks, in the intonation, and so on. This dialogue contains
remarks of surprise, admiration, appreciation, disappointment, dissatisfaction, etc.

Dialogic speech cannot be planned in advance, because the speech behavior of each participant in the
dialogue is largely determined by the speech behavior of the partner. This causes spontaneity,
unpreparedness of speech actions.

Dialogic speech is bilateral. The interlocutor acts as a speaker, then a listener, who must respond to the
partner's remarks. Possession of dialogic speech presupposes mastery of speaking and listening. Based on
this, students need to develop the ability to initiate dialogue, respond to the interlocutor's remarks and
encourage him to continue the conversation.

Characteristic linguistic features of dialogic speech are its:

Ellipticity (presence of incomplete replicas)

–Would you like tea or coffee?

- Tea, please.

2. "Ready" speech units ("formulas", "templates", "clichés", "stereotypes"). They are used to express
gratitude, exchange greetings, congratulations, to attract the attention of the interlocutor at the beginning of
the conversation, etc. ("Excuse me", "Thank's a lot").

3. The presence of words that are called "fillers of silence." They serve to maintain the conversation, to fill
the pauses in it, when the speaker is looking for a suitable cue

(well, you know, let me see, I say, etc).

4. The presence of constricted forms (not in all languages) (it’s, aren’t, wasn’t)

8.formation of competence in monologue speech.

Monologue speech skills:

- correctly compose one completed phrase;
- combine different structural phrases;
- to transform, expand, supplement already mastered speech patterns;
- freely express their thoughts;
- discuss facts, events;
- to reveal the causal links of events and phenomena;
- describe objects, phenomena, people;
- consistently tell about events;
- Use tools between phrases.

+ Thus, the purpose of teaching monologue speech at school is the formation of certain monologue skills,
namely: correctly in terms of language tools, logically and consistently, communicatively motivated,
creatively use the learned language material to express their thoughts in a foreign language.
 types of monologue statements.
The main types of monologue: description, story, reflection.

Their classification is based on such logical categories as space, time, cause and effect.

Monologue-description is a confirmatory type of monologue, which describes a person, nature,

weather, objects, etc., indicates the spatial location of objects, lists their features.

A monologue-narrative is a dynamic type of monologue, which tells about the development of

events, adventures, actions or states. Varieties of monologue-story are monologue-story and
monologue-message. If the story is about objective facts from the life of society as a whole, then the
story is about facts from the life of the narrator. A monologue is a relatively brief account of the facts
or events of reality in a concise, informative form.

The monologue-reasoning (reflection) is based on inferences as a process of thinking, during which a

conclusion is made on the basis of the initial judgment.

- syntactic features of the multi-description:

- the predominant use of simple and complex sentences with list-connecting and sequential-
connecting connection;

- use of grammatical structures with the inversion there is / there are;

- use of mainly such time-species forms as Present Continious, Present Indefinite, Past Indefinite;

- syntactic features of the monologue-story:

- species-temporal forms of the verb in Past Indefinite, Past Perfect;

- conjunctions, conjunctive adverbs, adverbials;

- simple and complex sentences with contracted tenses.

- Syntactic features of the monologue-message:

- simple narrative sentences;

- verbs in Present Indefinite, Present Perfect.

- Syntactic features of the monologue-reflection:

Complex sentences with contracted cause and effect.

Methods of formation of foreign language competence in dialogic speech: components of

competence, purpose and content of training, use of educational and speech situations, system of
exercises for teaching dialogic speech.

Dialogic speech is understood as the exchange of statements that arise in the process of conversation
between two or more interlocutors.
 The psychological characteristics of dialogic speech include motivation, appeal, situationality,
emotional coloring, spontaneity, two-way speech.

Linguistic characteristics of dialogue: ellipticity, the presence of ready-made sentences, pausers,

abbreviated and weak word forms.

Dialogue is a form of speech in the process of which there is a direct exchange of interconnected and
interdependent statements. The first element of the dialogue is a cue. Remarks come in different
lengths - from one to several phrases. The most typical is a single-phrase replica.

+ There are the following types of cues: cue-motivation, cue-reaction. Students must master the
ability to formulate a cue, that is, to start a conversation and respond with a cue-response: to respond
to the statements of the interlocutor with a cue-reaction, which would also contain a clue to support
the conversation. DM training begins with replication training. Then move on to learning to create
dialogic units. Dialogic unity - a set of cues that are characterized by structural, intonational and
semantic completeness is called dialogic unity. Dialogic unity (DE) is considered a unit of learning
DM. The unity of several DE, characterized by syntactic and communicative completeness, is called
the structure of dialogue.
9. stages of learning to write. system of exercises for the formation of competence in writing.

Competence in writing technique (KTP) is a way human personality to the correct calligraphy and spelling
physical design of a written statement, which based on a complex and dynamic response their skills,
knowledge and language awareness.
Graphic writing skills- are the skills of correct type letters and connect them in a word.
Spelling skills - it is the skills of writing words in from compliance with the rules of use of written
characters in to each specific word.
Type of exercises:
Visual dictations. The words are written on the board / cards or a phrase, a short text that students read, and
the teacher pays attention to the difficulties in them writing. Then what is written is erased and students
write from memory.
Warning dictation. The teacher reads the sentence. Students analyze the spelling of individual words. The
hardest words can be written on the board and analyzed. After that, the teacher reads the sentence again and
asks students to write it in their notebooks.
Exercises in spelling words with certain features
4. Write from the given words with the phrase igh in
in the middle of a word / word with the suffix ous with the prefix
and so on.
5.Write from the given pair of words that are read the same, but written differently!
Eng .: two - too, see - sea, one - won.
Spelling is also facilitated by other written exercises performed in the classroom and at home.In the process
of learning spelling, it is widely practiced to compare the new with the already learned on the basis of
spelling and phonetic similarities and at the same time to focus students' attention on their differences.

10. Календарне планування з англійської мови у ЗЗСО. Lesson plan calendar

What is a Lesson Plan?
Making an effective lesson plan takes time, dedication, and an understanding of students' abilities and goals.
In the field of education, every teacher strives to motivate students to retain as much as possible during the
course of the class and apply it.
The educator conducts the lesson as outlined in the plan in order to achieve the goal of the course. The
measurement of a successful lesson plan is often proven through the use of worksheets, homework, or a test.
How to Make a Lesson Plan
 Know your students. Understand who you are going to educate. Anticipate various learning styles
(visual, auditory, tactile or a combination). Tailor your lesson plan to incorporate all learning styles through
independent and group exercises. If you are familiar with the students' group dynamics you may choose to
 plan ahead of time to increase engagement and interaction. Keep in mind that you may alter any activity to
be done independently, in pairs, or in small groups. Depending on the amount of time and size of the class
you can be selective or mix it up and use all of these techniques.
 Set learning objectives. A learning objective is a statement that provides a detailed description of
what students will be able to do upon completing a course. The statement should be simple and to the point.
It is the teacher's role to help students understand how to use the information they will learn during the
lesson in a practical way.
 Write the objective for the lesson. Outline the main topics or ideas you wish to cover during the
lesson. The overview will function as the foundation upon which the lesson will be built.
 Plan your timeline. The curriculum you wish to cover may be too much for the time allotted. If this is
the case, simply break your lesson plan into sections. This allows you to speed up or slow down depending
on the amount of time remaining. Learning is dynamic. As you engage with students, encourage them to
question and share ideas during the course of the class but be mindful of the time and the lesson plan. The
lesson plan is your guide to ensure the learning goals you've set for your students are met in the time
allowed.
The five steps involved are: the Anticipatory Set, Introduction of New Material, Guided Practice,
Independent Practice and Closure.
Listed below are 6 steps for preparing your lesson plan before your class.
1. Identify the learning objectives. ...
2. Plan the specific learning activities. ...
3. Plan to assess student understanding. ...
4. Plan to sequence the lesson in an engaging and meaningful manner. ...
5. Create a realistic timeline. ...
6. Plan for a lesson closure.

11. Форми організації освітнього процесу з англійської мови.

The main purpose of learning a foreign language is the formation of students' communicative competence,
taking into account communicative skills formed on the basis of language knowledge and skills, mastering
the skills to communicate orally and in writing, taking into account motives, goals and social norms of
speech behavior in typical areas and situations.  Play as a way for children to learn about the world.
The game is one of the oldest, still relevant teaching methods.
Satisfying the child's need to play, reincarnate, move, the teacher provides conditions for learning a foreign
language.
"In childhood, play is the norm and a child should always play, even when doing serious work." (AS
Makarenko)
According to the game methodology, the games are divided into:
 subject; plot;
 role-playing;
 imitation;
 dramatized.

 The comfort of children's interaction when communicating in a foreign language largely depends on how
the various organizational forms of learning are used.
    Along with individual and frontal work, it is also necessary to actively introduce other forms into the
educational process:
 choral,
 group,
 collective,
 design.
          A project is an activity based on a child's interests.
    Teachers of our school widely use these forms of work in lessons. First, children are not afraid to speak
and make mistakes when they speak in chorus. Secondly, they hear their neighbor's pronunciation and try to
repeat it with him. In this way we increase the time by providing them with active speech activity. At home,
most children do not have the opportunity to speak English, so this activity is intended for class work.
    Let me say a few words about the textbooks. Thus, the teacher becomes a mentor of independent
educational and cognitive and creative activities of students. With many advantages, one should also keep in
mind the disadvantages: with frequent use, the perception of interactive games becomes mechanical, loses
creative interest, so it is necessary to diversify games and combine interactive teaching methods with
traditional ones.

12. Intrinsic and Extrinsic Motivation for Learning English

Motivation can be categorized into two types: intrinsic and extrinsic.
Intrinsic motivation is a drive that comes from within a person. People are intrinsically motivated when
they enjoy doing an activity.
Extrinsic motivation is a drive that comes from outside of a person. People are extrinsically motivated
when they want to gain a reward (like a prize or a good grade) or avoid a punishment.
With that in mind, too much praise or extrinsic motivation can actually hinder their learning. That’s why
your students will perform best when you focus on motivating them intrinsically rather than extrinsically. In
other words, encourage their already present desire to learn rather than tempting them to learn with external
rewards.
Motivating Students to Learn English with 5 Smart Tactics

Motivating ESL students is a fundamental aspect of teaching young learners English. “Motivation has been
called the ‘neglected heart’ of language teaching,” according to Michael Rost. “As teachers, we often forget
that all of our learning activities are filtered through our students’ motivation. Motivation affects effort,
which, in turn, affects results and ultimately, students’ abilities. By building their motivation, you can help
students become more skillful in English and nourish their ability to learn.
How to Motivate ESL Students: 3 Strategies
1. Trigger Their Interests
Make English learning personal. By connecting language to something personal in your students’ lives,
they’ll tap into something emotional that will help with engagement. Rost offers a couple of ways to trigger
students’ interests. One way is to integrate current topics, music, movies, and fads to create a relevant class
culture. Another option is to investigate the theme of self-expression. By using personalized tasks, idea
journals, and speaking circles, learners will be motivated by the fact that the class focuses on their personal
lives.
2. Integrate Fun Activities and Technology
Games and fun activities offer several benefits to students. Marina Dodigovic wrote in The TESOL
Encyclopedia of English Language Teaching that “games promote learner centeredness, create the space for
genuine communication within a meaningful context, and are often team‐oriented.” She went on to say,
“They have been found to stimulate motivation, reduce anxiety, and allow for the integration of all language
skills.”
Technology can help locate effective games and activities, but don’t overlook how it can become a central
motivation. In a separate chapter of The TESOL Encyclopedia of English Language Teaching, Sara Smith
described how ESL learners can view English as necessary for accessing the digital world. In other words,
they’re motivated to learn English because they want to use technology generally or engage in specific
digital environments. 
3. Encourage Language Experiences Outside of the Classroom
By engaging students with English outside of the classroom, you can impact your students’ motivation.
Applied Linguistics  polled more than 100 high school students in Sweden, where English is prominent, and
found that the English language learners exerted less effort in the classroom. They strongly believed that
language is best learned “naturally,” outside of school. A report from Oxford University Press found that
across 30 studies, outside-of-class reading was linked to positive motivation for young language learners.

13. Контроль в освітньому процесі з англійської мови.

As you know, control is an important component of the learning process and without it it is impossible to
ensure the effectiveness of learning. The domestic control system that exists In the field of assessment of
student achievement, it lags far behind the system that exists in many countries around the world. Therefore,
we will try to suggest ways to improve the existing system.
Control is essential for both the teacher and the student. The teacher must have data on the level of
formation and development of communicative competence, and the student gets the opportunity to better
understand the results of their activities. Thus, control is one of the tools for managing the learning
process, its main function is the feedback function. Feedback is the elucidation of the results of actions,
deeds. Without feedback, we may repeat the same mistakes and, as a result, we may develop the wrong skill
or ability. We never know what we are doing wrong.And even if we do everything right, without feedback
we will not receive an incentive to continue working.
Feedback can be directed at the teacher and the student. If it is aimed at the teacher, it gives him information
about student performance: how the student has completed a specific task, what gaps in knowledge, what
skills and abilities have already been formed, which still need further study, whether the student keeps pace
with the chosen teacher pace. As a result of control, the teacher finds answers to questions about the
rationality of the techniques used by him, methods of teaching, selection of exercises, sequence of their
implementation, etc.
When the feedback is directed at the student, it gives the student information about the success of learning,
the student has the opportunity to assess themselves. The student's self-esteem as a result of comparing the
desired with the real is usually spontaneous, not fully conscious.
In general, there are three levels of self-control:
1. Students correctly perform learning activities and are aware of it, ie they have formed a mechanism of
self-control.
2. Students perform some learning activities erroneously, realize this and correct mistakes. They generally
formed a mechanism of self-control, but it has not been brought to
perfection.
3. Students perform actions erroneously and do not realize it, that is, the mechanism of self-control they
have not formed.
There are several systems in the methodology of teaching a foreign language evaluation [7].
1. Subjective evaluation. This approach is characterized by the fact that the teacher evaluates the student's
work with one grade based on the overall impression. There are no clear evaluation criteria in this system.
Grades are set on the basis of intuition, experience. Until recently, subjective assessment prevailed in the
foreign language teaching system. It should be noted that although this system has shortcomings (lack of
clear evaluation criteria, the impact of the teacher's subjective attitude to individual students), but it is very
easy to use: it does not require much time, the development of additional controls. Provided that the teacher
tries to approach assessment objectively, without being influenced by subjective factors, this assessment
system is worth applying. As our observations of the learning process show, this assessment system is
widely used by foreign language teachers in modern schools.
2. Analytical evaluation. This system, unlike the previous one, has advantages because it applies certain
evaluation criteria. For example, the following are defined for reading criteria: achieving the communicative
goal of reading, completeness of reading comprehensionaccording to the purpose of reading, accuracy of
understanding, the degree of independence (choice of reading, corresponding to the task, application of
compensatory skills, ability to use = bilingual dictionary, grammar reference book, etc.), reading speed,
depth understanding, quantitative indicators (text volume, number of completed tasks).
3. Profile assessment. When using this system, attention is paid to software requirements that are either not
met or need improvement. An example of profile assessment is developed by Russian methodologists
"Exemplary standards for assessing the success of mastering a foreign language", which were published in
the journal "Foreign languages at school" in 1997 [6]
Another example is the "Criteria for Assessing Student Achievement" provided in the National
Foreign Language Program
For example, it identifies the following levels of student achievement:
initial, medium, sufficient, high,
but it would be logical to define them as follows:
1) low, medium, high
or
2) sufficient, insufficient or
3) primary, secondary, senior,
that is, the authors of the "Criteria…" illogically determine the levels of academic achievement on the basis
of different criteria.
14.Шляхи вдосконалення фахової майстерності вчителів іноземних мов. Міжнародні іспити та
сертифікати з англійської для вчителів (TKT, Delta, CELTA).

There are many options to increase the level of their knowledge and their confirmation. For example,
participation in seminars and trainings, international projects, refresher courses. But real professionals are
always demanding, first of all, to themselves. Therefore, if there is a choice, choose the best. Moreover, in
order to encourage teachers to participate in such programs, the Ministry of Education and Science counts
international certificates (diplomas) as hours of professional training during the planned courses at the
Institute of Postgraduate Pedagogical Education. Among such certificates, the Cambridge courses and exams
for English teachers deserve special attention. Today, Ukrainian teachers in Ukraine can obtain such
certificates as CELTA, Delta, CELT-P, CELT-S and TKT. We will talk about them later.

CELTA (Certificate in Teaching English to Speakers of Other Languages) is the most popular
qualification in the world among English language teachers. With such a certificate, you can work as an
English teacher not only in Ukraine, because CELTA is almost equivalent to a diploma from a British
College of Education, issued by the Cambridge Assessment University.

Both formats include:

 training sessions (inputs), during which you will learn the basics of teaching language by
communicative methods, both in theory and in practice with colleagues;
 observations of more experienced teachers who already have CELTA. Only 6 hours per course;
 self-assessment and feedback sessions, in which you will discuss and analyze your own classes and
the lessons of your colleagues with the help of experienced trainers of the course in order to improve
them;
 lesson planning sessions, which will take place daily with course tutors. They will help you plan
lessons effectively, according to the requirements of communicative methods;
 teaching practice is the most important component of the CELTA course. You will teach real people
with different levels of English. Your practice will be evaluated by colleagues and tutors of the
course. This is the whole point of CELTA: your coach watches your lessons, you worry, you get
feedback at every stage, you work on mistakes. You literally live every lesson;
 performing mandatory written assignments (Written Assignments), without which, as well as without
practice, it is impossible to obtain a certificate.
Delta (Diploma in Teaching English to Speakers of Other Languages). You may have a question, is
it possible to take this course without experience at CELTA? True, this is possible, but it is also safe to
say that such candidates are much weaker and receive less benefit and development from the course,
because, in fact, they need to learn both CELTA and Delta, and that's too much.
Delta equates to 1/3 of the master's program. Therefore, if you have such a certificate and you decide to
get a master's degree at a university in, say, Britain, you will be credited with 60 credits. The course
consists of three modules that can be taken all together or separately, in any order and at any time. You
learn at your own pace.
The Delta course is designed for teachers who have at least two years of experience. It is suitable for
teachers who work in any context and with any age range - junior high school students, teenagers or
adults, because you have the opportunity to focus on what interests you.
TKT (Teaching Knowledge Test) shows how you develop as a teacher. The exam is ideal for those
who want to confirm their knowledge in the field of English language teaching with a certificate that is
recognized worldwide. TKT has 5 modules that can be selected and assembled in the sequence of your
choice at any time convenient for you. You receive a Cambridge English certificate after each completed
module.