1.

Different types of interaction

Interactive technologies are games, role play, collaborative learning, projects,
group-work, pair-work, portfolio .
Games are fun activities that provide interaction, thinking, learning and problem
solving strategies. They lead to creativity. They allow students to work in teams and
enhance preparation and repetition of the material. Though games we practice
vocabulary, grammar and also speaking. In games students pay attention to the
meaning but not to the form. We distinguish: number and letter games(bingo, count
again, secret message), word games(word building, word association, scrambled
words), speaking games( guess the mime ,who I am), drama games(ear to ear
whispering, interviews).
Role play is an activity in which students take on a role (the queen,…). It is used for
developing language skills, social- cultural knowledge, intercultural awareness.
Jeremy Harmer writes that the role play is fun and motivating, all pupils have the
chance to express themselves.) Students work in a team or a group, they cope with
the real to life situations. Role play gives responsibility and offers the chance to
evaluate their learning progress. The role of the teacher is to fulfill the following
roles: as facilitator, offer- assistant, spectator, office-advisor and participant. Teacher
can use self-correction or peer-correction or making notes of common
mistakes.Before the beginning the teacher tells a situation(simple, taken from the real
life ) The students are given 2 cards- a role card(about a character) and a cue- card
with words and grammatical expressions
Collaborative learning incorporates group-work and students teach each other and
they are responsible for one another learning.
Project-work is an extended piece of work on a particular topic, where the content
and the presentation are determined by the students. Common projects are: class
magazines, group wall charts, newspapers,… . Pupils are taught to gather together the
information, to solve problems. We define 4 types of projects: information and
research projects(reports,…) , survey-projects(interviews, summaries), production-
projects(wall newspapers, work with TV, video), performance- projects (parties,
plays, dramas). We define 4 steps while organizing the project –
1) Define a theme
2) Determine the final outcome
3) Structuring the project
4) Identifying language skills and strategies
5) Presenting final project
6) Evaluating the project
Goup-work and pair-work help to practice dialogues, monologues, grammar,
vocabulary, speaking. The disadvantages are: students may use the native language,
make mistakes and noise in the class.
Language-portfolio consists of: 1.a language passport, where the students can
summarise their linguistic and cultural identity, language qualification, experience of
using different languages and contacts with different cultures.2.a language
biography , which helps students to set records on language learning and progress. 3.
Dossier, which keeps samples of the work.
 2.Principles of teaching English at school
Principle – a guide of teaching .Methodology is based on the fundamental principles
of didactics: the principle of scientific approach, accessibility, durability, conscious
approach, principle of activity, an individual approach, of visualization and of
individualization.
But methodology has its own principles:
1.the principle of communicative approach;
2.of communicative oriented formation of speech habits;
3.of interrelation between the language and culture;
4.of integrative approach;
5.of taking into account the peculiarities of native language;
6.dominative role of exercises;
7.of autonomous learning;
8.of professionally directed communication;
The principle of communicative approach means that pupils should be involved in
oral and written communication throughout the whole course of study. It is realized
through aids and teaching material. There are 4 language activities to be developed:
listening, reading, speaking, writing.
The principle of integrative approach means the assimilation of the various aspects
of the language should be carried out in integration. Pupils learn grammar, phonetics
and communication in situations and independently. We start learning in a successive
line: listening, speaking, reading, writing .
In the course of study we must pay attention to the mother tongue. If the structures
are parallel in both languages the pupils insert new words into them but if not parallel
we are to develop habits. It is necessary to establish direct associations between
concepts and their means of pronunciation.
The principle of durability implies the ability of a student keep in his memory
linguistic and lan-ge material he learns of ready access.
The principle of conscious approach means that students should understand the
material they are to learn to be able to apply it in communication in the target lan-ge.
The principle of activity means that the student is an active participant in the
process. The learner should feel a need to learn the subject. The main sourses of activity
are motivation, desire and interest. The teachers task is to show how important a foreign
lan-ge is to every educated person. It is necessary to stimulate students’ activity by
involving them in the act of communication in the target lan-ge either in its
oral(hearing, speaking) and written (reading, writing) form.
The principle of visualization makes foreign lan-ge lessons emotionally coloured.
Visualization emplies an extensive use of audio aids
The principle of individualization is of great importance. Each student should
acquire habits and skills the syllabus sets. However some individuals in a class learn
more rapidly than others. The teacher should asses the progress of each individual in the
class and find the way how to manage the classroom activity so that the slowest learners
are not depressed by being left behind. Individualization is achieved through: 1) the use
of the so-called “individual cards”, 2) the use of the computer programs when each
student can work at his own pace, 3) by special selection of Exs, project work, problem-
solving tasks, 4) by the use of additional material(reading for bright students).
3.Aims and content of teaching English at school
There are :
-practical aim- students acquire communicative competence in using a foreign
language. Communicative confidence include: linguistic confidence(vocabulary),
speech confidence(confidence in listening in oral communication, in reading, in
writing), social-linguistic confidence(the knowledge of rules or behavior, knowledge
of idioms, proverbs, dialects, folklors).
-educational aim- develops their mental abilities and intelligence in the process of
learning the foreign language. It helps to extend the knowledge of the way in which
words express thoughts. It is realized through the education material, the structure of
the lessons, pupils or teachers personality.
-cultural aim- students extend their knowledge of the world in which they live.
Learning a foreign language makes the student acquainted with the life, customs and
traditions of the people whose language he studies through visual material(such as
postcards with views of towns, country sides and people).
-developing aim – develops interest, memory, thinking, imagination, positive
emotions and reaction.
-professional-oriented aim- is realized in the senior school where pupils choose their
own profession. The aim presupposes the abilities to listen, communicate, read and
write on the topics connected with their future profession.
It should be said that practical, educational and cultural aims are intimately related
and form the inseparable unity.
Content of teaching English is a total combination of different kinds of material a
pupil has to acquire in the process of mastering of the intercultural communicative
competence. It consists of following components:
-subject aspect: shares the communication, functions, speech situations, roles, non-
verbal means of communication, topics, linguio - social- cultural material, social
situations, learning strategies.
-processing aspect: skills in listening, speaking, writing, reading, habits in using
linguo-social-cultural materials, exercises, communicative skills, habits in using
linguistic material, exercises for their formation, skills and knowledge to use learning
strategies.
4. Communicative and reflexive approaches to language learning
Communicative approach appeared in Britain firstly. The British scientists focused
attention on communicative competence /ˈkɒmpɪtəns/. The goal of the approach is to
develop communicative competence that means the ability to communicate with
foreigners. The teacher creates the real to life situations, which represent an
information gap that needs to be filled with knowledge , give pupils a choice of what
to say and how to say. Authentic material is used. Pupils work in small groups. The
teacher initiates the interaction between pupils. Teacher talks less and listens more.
He is the monitor and observes and organizes free-teaching process.
Reflective approach is treated as teacher's reflection on his own teaching and
student's reflection on their ways and results of learning. The teachers reaction is
critical, involves asking questions. In asking and answering the questions teachers are
able to evaluate their teaching, decide what can be changed .
Another way of reflection is writing journals, where they can analyze their practice
and experience. Collaborating journal writing with friends, colleagues can benefit
language teaching/ They can communicate with peer group within school or a district.
Students reflection. Reflecting learning allows students to help them develop critical
thinking skills, analyse their experience. This type of learning include such activities
as keeping a reflective journal, peer reviews, discussions, interviews, questing.
5. Planning English lessons
Planning lesson the teacher is guided by the two main principles: variety and
flexibility.
Variety means involving pupils in a number of different activities. Children must be
interested in what the are doing. Variety means taking into consideration
psychological conditions of pupils.
The second planning principle is flexibility comes into play when dealing with
theplan in the classroom. It means the ability to change the plan in the course of the
lesson if it is necessary.
J.Harmer points out that there is no correct format for a lesson plan, The most
important thing about it is that it should be useful for the teacher.
According to M.Lewis and J.Hill a lesson should have a beginning, a middle and an
end. The beginning can consist of a phonetic warm-up, lexical warm-up, which bring
pupils to the language class. The end can be a summary of the lesson or review of the
introduced language material. The middle of the lesson depends on the objectives of
the lesson. The typical sequence is presentation, practice, communication,
production.
Procedures:
1. Phonetic warm-up
2. Lexical warm-up
3. Listening comprehension
4. Presenting and practicing new vocabulary
5. Reading comprehension
6. Communicative activities
7. Homework check-up
8. Writing activities
9. Hometask setting
10.Summary
The teacher must keep in mind that one activity should flow from the other.
Orientation to the task begins each activity. It may be a question or a statement or
anything in which pupils have interest. Timing is one of the most important aspects of
lesson planning. The length of each activity must be taken into consideration while
planning a lesson.
Finally, the teacher must provide knowledge of results to the pupils. Timing is
one more important aspect of lesson planning. The length of each activity must be
taken into consideration while planning lesson.
6.The system of exercises for teaching pronunciation and factors that influence
the process of teaching pronunciation
There are some factors which influence the acquisition of reasonable pronunciation:
1.the speaker's native language. The native language transfer is more systematic and
persistent in pronunciation than in grammar or vocabulary. This makes it important
for teachers to know something about the sound system of the language that the
learners speak in order to understand the source of mistakes and anticipate problems.
2.the student's age. The younger the age the better is the pronunciation.//////////////////
3.the student's abilities. Some students have more skills for imitating or producing
sounds and they achieve a better pronunciation.
4.the speaker's motivation. Motivation improves pronunciation. The greater effort,
the better pronunciation.
5.the speaker's exposure. The more time is spend on learning the spoken language ,
the better the pronunciation of the speaker is. Exposure refers to quality , better
English –speaking models or better explanation.
6.the speaker's attitude and sense of identity. The attitude the learner has to the
target language and its speaker's may effect its pronunciation. The learner's
personality and sense of their own identity will also play a role.

In teaching pronunciation we use reproductive and receptive exercises. Receptive are

divided into recognition exercises, which are used to recognize a new sound, a strees
word, among other . The teacher ask the pupils to listen to words, phrases with the
new sounds and rise their hands or flash-cards or clap hands when they hear a new
sound , sometimes they count the number of sounds in a sentence.
Discriminative exercises. Principles of discrimination of the sound which can be
mixed. For example: listen to the words and define whether there is any difference
between the vowels if the sounds are similar put plus , if they are different put minus.
Identifying exercises are aimed at recognizing the familiar sound. For example: listen
to the words and match flash cards with the sounds.
Reproductive exercises are for developing pronunciation habits, students’ ability to
pronounce the sounds correctly, combine them into sentences, paraphrase. They are
based on listening and imitating activity. The teachers can use tongue-twisters,
rhymes, poetry, dialog in which they mark the stress word, intonation tones.
7.Competency-based approach to language learning
Firstly appeared in the USA and spread to Europe in the 80th. The shift is focused
from knowing about language and to some knowledge what to do with language,
requires important change in teaching.
Competence is definite as an ability to satisfy social needs, to perform different tasks.
It is based on knowledge, skills, habits and involves students attitude to them and the
experience and the ability to understand the relationship between knowledge and
situation. We distinguish basic survived skills and academic skills.
The role of the teacher in a competency-based framework is not defined by specific
terms. The teacher has to provide positive and constructive feedback in order to help
the students to improve their skills. She/he needs to be aware of the learners’ needs so
that everybody feels welcome in class . The teacher has to give clear orders and
explanations to make sure that every student understands the task they are going to
deal with. But the teacher does not push the students because the instructions are not
time-based.

The role of the learner in a competency-based framework is to decide whether the

competencies are useful and relevant for him/her. This shows that the learner has an
active role in the classroom which is underlined by the fact that the students are
expected to perform the skills learned.Moreover, the students have to stay in the
actual program until they improve. After they mastered their skills, they move into a
more proficient group of students. The main goal of the learner in Competency-Based
Language Teaching is to be able to adapt and transfer knowledge from one setting to
another.

The materials the teacher chooses are mainly “sample texts and assessment tasks
that provide examples of texts and assessment tasks that relate to the competency”.
These materials are used to provide the students with “the essential skills, knowledge,
attitudes, and behaviors required for effective performance of a real-world task or
activity”. A great variety of competencies should be improved by these tasks. On the
one hand, knowledge and learning competencies as well as oral competencies are
dealt with. On the other hand, the materials include tasks to improve the reading and
writing competencies.
8.Listening comprehension as a language activity and difficulties in teaching
listening comprehension
Listening is one of the abilities to identify and understand what others are saying. It
involves understanding a speaker's accent, his grammar and vocabulary and grapping
the meaning.
The following micro skills of listening enable listening skills:
1.predicting what people are going to talk about
2.guessing of unknown words, phrases
3.using one's own knowledge of the subject
4.identyfing relevant points
5.retaining relevant points
6.understanding intonation patterns and stress also speaker's attitudes and intonations.

We can divide the listening process into 3 stages: pre-listening, while listening, post-
listening.

Listening is one of the fundamental language skills, so which we gain information,

understanding of the worlds and human's affairs. It is a receptive skill/ It gives way to
productive skills. It involves speech perception(sound discrimination), word
recognition(a pattern, the meaning or information which it comes).

Listening is an active process and requires the use of non-linguistic as well as

linguistic knowledge, it is a receptive skill and it gives a way to productive skills.

Linguistic difficulties include phonetic, lexical and grammatical.

Phonetic difficulties appear because the phonic system of English and Ukrainian
differs. The following sounds present much troubles to our pupils.
(th s
Sz
wv
ea short and long e and i).
The pupils have difficulties in differentiating the following words(worked and
walked, first, fast, force. lion, line)
Lexical difficulties are connected with phonetic ones and that’s why we
misunderstand of some words.(They worked till night. They walked till night.)Pupils
take one word for another(east-west, ask-answer)
The verbs with postpositions are difficult for listening(put off, put down,put on).
Grammatical difficulties are connected with the analytical structure of a language, the
use of the infinitive and participle constructions and grammatical homonyms.(to
walk-walk)
9.Role play in language learning
Role play is an activity in which students take on a role (the queen,…). It is used for
developing language skills, social- cultural knowledge, intercultural awareness.
Jeremy Harmer writes that the role play is fun and motivating, all pupils have the
chance to express themselves. Students work in a team or a group, they cope with the
real to life situations. Role play gives responsibility and offers the chance to evaluate
their learning progress.

Why use role-play? 

It is widely agreed that learning takes place when activities are engaging and
memorable. In addition to these reasons, students who will at some point travel to an
English-speaking country are given a chance to rehearse their English in a safe
environment. Real situations can be created and students can benefit from the
practice. Mistakes can be made with no drastic consequences.

Some of the possible teacher roles are:

 Facilitator - students may need new language to be 'fed' in by the teacher. If

rehearsal time is appropriate the feeding in of new language should take place
at this stage.
 Spectator - The teacher watches the role-play and offers comments and advice
at the end.
 Participant - It is sometimes appropriate to get involved and take part in the
role-play yourself.

Role-play is possible at elementary levels providing the students have been

thoroughly prepared. Try to think through the language the students will need and
make sure this language has been presented. Students may need the extra support of
having the language on the board. I recently did a 'lost property office' role-play with
elementary adults and we spent time beforehand drilling the structures the students
would need to use. When the role-play began the students felt 'armed' with the
appropriate language. At higher levels the students will not need so much support
with the language but they will need time to 'get into' the role.
10.Teaching dialogue: types of dialogue , linguistic and psychological
characteristics of dialogue
A dialogue is nothing more than communication between two people through either
speaking or writing. A dialogue consists of lead-response units . Response unit is a
unit of speech between two causes, it consists of more than one sentence and main
sentence serve as an inducement leading to further verbal exchange.

Lead- response units are connected and depended of each other, the lead is free and
the response depends on the first. There is a great variety of lead-response units, but
the principle are four :
 question response
 question-question
 statement- statement
 statement-question

In teaching dialogue we distinguish the following types:

 dialogue inquiry(ask-answer) 1-4 form
 dialogue agreement 5-6 form
 dialogue exchange of opinions 7-8 form
 discussion 10-12 form

Linguistic characteristics of dialogue:

 the use of incomplete sentences
 the use of such forms as doesn’t aren’t
 the use of the abbreviations (ok, TV)
 the use of conversational tones , which help to colour the conversation

Psychological characteristics of dialogue:

 speech must be motivated
 speech is always addressed to an interlocutor
 speech is always emotionally
 speech is always situational

The great thing about dialogues is that you are learning the culture of a people
through its language when reciting them. For example, in a conversation on the topic
of introductions, students quickly learn that males are introduced to females in
American culture and that it is customary for people to shake hands, including men
shaking hands with women. A conversation might also reveal that it is impolite or
improper to ask a person about their age, weight, or salary or income.
11.Ways of teaching dialogue. Stages of teaching dialogue

Dialogues are taught in number of different ways:

On the basis of ready-made dialogue
1. the pupils listen to the dialogue, paying attention to its intonation
2. under the teacher’s supervision the pupils translate the dialogue into Ukrainian.
Here the teacher can explain the words and their structure. These two stagies
are called receptive.
3. Pupils read the dialogue in course and then the teacher asks two pairs to read a
dialogue , at home they learn the dialogue by heard. Sometimes the students
can act out the dialogue after they have read it.
4. In class the students act out the dialogue and the teacher gives marks.
5. The teacher asks to insert the new words, phrases into the pattern dialogue and
modify it. In this way, they assimilate the structure of the dialogue. Then they
act out the modified dialogue.
6. Pupils make up their own dialogues.

On the basis of four groups of exercises

1. Exercises for teacher to reply. We use exercises in imitation, substitution and

making up their own lead-response units.
2. Exercises for assimilating different kinds of lead-response units. Pupils work in
pairs or the teacher uses moving lines, substitutional tables.
3. Exercises for assimilating micro-dialogues on the basis of structural scheme is
in the form of gap-dialogue. The functional scheme includes different tasks and
concrete topics of communication.
4. Exercises for creating dialogues of different types on the basis of a situation.

On a basis of a situation

The teacher presents a topic of communication, the communicative task and promps
of a task sheet. Promps are of two kinds: promps in context( hints, plans, pictures);
promps in form(key words,grammar structure,schemes)

In teaching dialogue we distinguish the following types:

 dialogue inquiry(ask-answer) 1-4 form
 dialogue agreement 5-6 form
 dialogue exchange of opinions 7-8 form
 discussion 10-12 form
12.Teaching monologue: types of monologue, linguistic and psychological
characteristics of monologue

There are the following types of monologue:

 monologue description (of person, object, weather) . In this monologue we use

simple and compound sentences, simple tenses.
 monologue narration is a dynamic monological utterance, which tells a
story(simple tenses, conjunctions, simple and complex sentences are used)
 monologue reflection, includes the description of problems,some hypothesis,
conclusions. Its feature is the use of complex sentences with adverbial clauses
with condition and result, attributive and object clauses, infinitive
constructions.

Linguistic characteristics of monologue:

 the use of complete and extended sentences

 the use of conjunctions, adverbs, abbreviation, articles
 the use of words, which help to start a conversation, to join to it, to confirm, to
indicate the person's attitude to the problem
 monological speech is characterised by a complex syntax

Psychological characteristics of monologue:

 speech must be motivated
In teaching a foreign language it is necessary to think over the motives which make
pupils speak. They should have a necessity to speak and not only a desire to receive a
good mark.
 speech is always addressed to an interlocutor
Organize the teaching process in a way which allow your pupils to speak to someone,
to their classmates in particular.
 speech is always emotionally
Teach pupils how to use intonational means to express their attitude, their feelings
about what they say.
 speech is always situational
while teaching speaking real and close to real situations should be created to
stimulate pupil's speech. Think of the situations you can use in class to make pupil's
speech situational.
13.Ways of teaching monologue. Stages of teaching monologue
Monologue is the speech of one person who expresses his thoughts and feelings in a
particular situation and shows his definite conclusion. Monologue is generally
prepared speech. The speaker even may have the plan of his speech. Sometimes it can
be unprepared as well. Of great importance are the speaker’s logical pauses, the speed
of speech, the gestures.
Pupils should be able to express their thoughts and feelings and attitude towards the
fact in a definite situation within topics and language substance the syllabus requires.
The pupils’ speech should be motivated, situational and addressed to someone.
In teaching monologue 3 stages are distinguished:
 the statement level.
The smallest speech unit is sentence. No speech is possible until pupils learn how to
make up sentences in the foreign language and how to make statements on the topic
or situation suggested.
Pupils are given sentence patterns to assimilate. The sentence pattern is filled with
different words, so that pupil assimilates it:
e.g. I can see a … (blackboard picture)
I am fond of… (the pupils repeat + music)
A pattern must be repeated many times with a great variety of changes in its contents
until the pattern becomes a habit.
eg. a) give it a name:
We write with… - It is a pen.
b) say the opposite:
I live in… - I don’t live in … .
Having assimilated different sentence patterns the pupils should learn to combine
statements of various sentence patterns in a logical sequence - in an utterance. In
the utterance level the pupils are to say a few words about an object, a subject
offered.e.g. This is a pencil. The pencil is green. It is on the table. I like the pencil.
At this stage pupils learn to express their thoughts, attitude to what they say.
 An utterance level. The teacher uses a substitution table, logical schemes(a gap
dialogues), pictures. Pupils follow a model and then do it without any help
 The discourse level
When pupils have acquired habits and skills in making statements and combining in a
logical sequence, free speech is possible. At this level pupils are asked to speak on a
picture, film or comment on a text they have read or heard, make up a story of their
own. The teacher should supply the pupils with “what to speak about.”
e.g. “The farmer’s treasure” … the teacher asks questions about the text and the
pupils reproduce the facts by means of agreeing with the suggested idea or rejecting
it.
14.Teaching reading at the initial stage
In the 1-6 th forms graphemic-phonemic and structural-information exercises should
prevail.

Pupils perform graphemic-phonemic exercises reading them aloud. The teacher uses
individual group and full class reading. Pupils are taught to associate the graphic
symbols of words with their meaning already learned orally. All the analyzers are at
work: visual, auditory, kinesthetic.

When teacher presents letters to pupils, the use of flash cards and the blackboard is
indispensable. Flashcards allow teacher: to present a new letter, to make pupils
compose a word, to check pupil's knowledge of letters or graphemes, to make pupils
show the letter which stand for the sound. Also, teacher can write printed letters on
the blackboard, pupils can recollect the words they have learnt orally which have this
or that letter, compose a word.

In the junior stage teacher may use such techniques while checking pupils ability to
get information from the text: read and draw, here are the questions, find the answers,
find the following sentences in the text,…

In the junior stage the following techniques may be suggested:

-read and draw
-Here are the questions. Find the answers in the text
-Correct the following statement which are not true to fact
-read the sentences you find the most important in the text
15.Teaching reading at the intermediate and advanced stages

While teaching reading at the intermediate and advanced stages teacher uses a system
of exercises:

1. Structural-information exercises, which help pupils to carry out lexical and

grammar analysis to find the logical subject and predicate n the sentences
following the structural signals.
2. Semantic-communicative exercises, which help pupils to get information from
the text.

In the intermediate and senior stage the following techniques are recommended:

 answer the questions

 tell your classmates who(what,when)
 find the words from which you have got some new information for yourself
 read the paragraph you like best and say why
 translate the text
 write a short annotation of the text

In the 7-11th forms structural-information and semantic-communicative exercises.

Pupils perform structural-information exercises by reading them aloud and
silently. The teacher uses individual, group and full class reading. He checks the
pupils reading by asking him to read aloud.

Semantic-communicative exercises are recommended when the teacher instructs

pupils how to get information: read and say what is going on in the text, find the
words, where author expresses his attitude, read and find arguments to prove, read
and find answers to the following questions, read and find words which denotes… .

Pupils perform semantic-communicative exercises reading the text silently. If the

work is done during the lesson the teacher uses mass reading. He checks pupils
comprehension by asking the pupils individually.