ТИПОВЫЕ:

1. What is observation? Who and when do we observe? Why do we observe?

Observation in ECE (EARLY CHILDHOOD EDUCATION) is the process of tracking
children's behavior over a period of time.
When we watch children, watch them carefully and sensitively, we see them learning.
When we approach observation of children with an open mind we can observe the
richness of their play and interaction. Through observation and assessment we can
become aware of what children know and can do, and use this information to ensure that
what we provide and how we interact is closely linked to their abilities and needs.
Observing and assessing children’s learning can also enhance our own knowledge and
understanding of how children develop and learn. Detailed, careful, attentive
observation, followed by well-informed assessment, can show us how children make
meaning in their world, how they use and develop their language to enable then to
communicate with others and to think. We can learn how they develop and maintain
relationships, and how they develop emotionally and morally. This dynamic approach to
observation and assessment enables us to go beyond the idea of normative
developmental expectations and outcomes measures and enables us to really see, and
celebrate, children as individuals.
Why is it important to observe and assess children’s learning and development?
We use observation all the time in our personal and professional lives. We are
constantly aware of what is happening around us and, through assessments that we
make of situations, we adjust and refine our behaviour accordingly. For example, in
settings, practitioners will notice when children have fallen over, they will notice that
children have run out of glue, they will observe and monitor what needs doing as
children tidy up. These informal observations are vital to the smooth running of the
setting. Practitioners will also observe and notice the professional practice of colleagues
to enhance their own practice. This might be informally; you notice that a colleague is
working with children in an effective way and you observe her work as a model of how
to do things well. It can also be done formally as professional development. For
example, when areas for professional development are identified through appraisal
practitioners can use focused observation of colleagues’ practice, alongside analytical
discussion, to learn and develop their own knowledge and skill.
Observations help adults understand the strengths and needs of each child. Early
Childhood Educators observe children to get to know them better and get a sense of
their knowledge, needs, interests, skills and how they learn best.
2. What is the language activity organization according to L Shcherba (1947)?
Considering the psycholinguistic characteristics of professionally-oriented education, it
should be noted that while clarifying the main features of the psycholinguistic approach
to the study of a foreign language as an individual knowledge, it is necessary to take
into account that we consider human language activity organization. Shcherba (1947),
we identify that language activity organization is a kind of processing language activity
experience, which occurs in accordance with specific psycho-physiological possibilities
and patterns. This means that first of all we need to find out what features of human
mental activity determine the formation and functioning of a foreign language as a
human asset.
3. What does the word acquisition mean?
Acquisition most commonly means the process of obtaining something or the thing that
is obtained.
It is a noun form of the verb acquire, which most commonly means to get, buy, or learn.
Acquire and acquisition have a lot of meanings that vary with context. Most of them
refer to the act of getting something permanently.
Acquisition is commonly used to refer to a company that is acquired by another
company. It’s especially used this way in the phrase mergers and acquisitions.
It’s also used in a specific way in the context of linguistics: language acquisition is the
process of becoming fluent in a language.
Example: The company announced plans for the acquisition of its largest competitor,
raising concerns about it becoming a monopoly.
4. What is psychophysiology?
Psychophysiology is the study of the relationship between physiological signals
recorded from the body and brain to mental processes and disorders. These biological
signals may be generated by activity of organs in the body or by muscle activity.
5. What have psychophysiologists been interested?
Historically, most psychophysiologists tended to examine the physiological responses
and organ systems innervated by the autonomic nervous system. More recently,
psychophysiologists have been equally, or potentially more, interested in the central
nervous system, exploring cortical brain potentials such as the many types of event-
related potentials (ERPs), brain waves, and utilizing advanced technology such as
functional magnetic resonance imaging (fMRI), MRI, PET, MEG, and other
neuroimagery techniques. A psychophysiologist may look at how exposure to a stressful
situation will produce a result in the cardiovascular system such as a change in heart
rate (HR), vasodilation/vasoconstriction, myocardial contractility, or stroke volume.
Overlaps in areas of interest between psychophysiologists and physiological
psychologist may consist of observing how one cardiovascular event may influence
another cardiovascular or endocrine event, or how activation of one neural brain
structure exerts excitatory activity in another neural structure which then induces an
inhibitory effect in some other system. Often, physiological psychologists examine the
effects that they study in infrahuman subjects using surgical or invasive techniques and
processes.
Historically, psychophysiologists have been interested in the impact of psy-chological
states and processes on physiological (especially auto-nomic) functions, and hence have
often focused on psychosomatic or psychophysiological disorders.
6. Psychic reflection is never passive, mechanical and mirror. Why?
Psychic reflection is never passive, mechanical and mirror as it is formed in the
processes of activity of the active subject through the continuous interaction between a
man and the world around him, with a constant interrelation of the internal and external,
subjective and objective, individual and social.
Phychic reflection is not mirrored, mechanically passive copying of the world (like a
mirror or a camera), it associated with a search, a choice. The image reproduces reality
with varying degrees of adequacy and differs from its original. Form subjective and
created on the basis of the principles of distortion, exclusion, generalizations. Lev
Semenovich Vygotsky, Russian psychologist, not accidentally focused on distortion, not
just reflection. In mental reflection, the incoming information is exposed specific
processing, i.e. mental reflection is an active reflection of the world in connection with
some need, with needs.
7. What is the word mental characterized by?
Definition of mental
a: of or relating to the mind. specifically: of or relating to the total emotional and
intellectual response of an individual to external reality
b: of or relating to intellectual as contrasted with emotional activity
• EXAMPLES: The family has a history of mental disorder.
• A doctor was asked about the mental state of the prisoner.
• She had a mental picture (= a picture in her mind) of how the house would look
when they finished redecorating it.
8. How is mental process formed?
Common mental processes include memory, emotion, perception, imagination, thinking
and reasoning. Since the human mind is constantly active, mental processes are
continuously relevant and affecting or intaking events from daily life. To a user
experience designer, mental processes are of utmost importance.
The process of thinking is most often as a movement from ignorance to knowledge,
from incomprehensible to understandable, from indistinct to clear, distinct. But this is
one side of a full-fledged thinking process. Thinking is the highest level of human
knowledge; the process of cognition of the surrounding real world, the basis of which is
education and continuous replenishment of the stock of concepts, ideas; includes the
conclusion of new judgments (implementation of inferences). Thinking allows you to
gain knowledge about such objects, properties and relationships of the surrounding
world that cannot be directly perceived using the first signaling system. The forms and
 laws of thinking are the subject of consideration of logic, and psychophysiological
mechanisms, respectively, of psychology and physiology.
9. What does a person understand by the psychophysiological foundations of
children's development?
10. What is cognitive activity?
What is Cognitive Activities? Answer: High-level activities such as problem solving,
decision making, and sense making that involve using, working with, and thinking with
information.
Here are some play ideas to support your child's cognitive development:
• Play simple board games like 'Snakes and ladders' with your child, or simple card
games like 'Go fish' or 'Snap'.
• Read books and tell jokes and riddles.
• Encourage stacking and building games or play with cardboard boxes.
11. What is the associative learning theory?
The associative theory took shape in the XVII century. Its methodological foundations
were developed by J. R. R. Tolkien. Locke. In his philosophical conception of the
experiential origin of human knowledge, he coined the term "association". The
associative theory of learning was put into practice in the class-class system of Ya. A.
Komensky, who put forward the principle of clarity as to the" Golden Rule " of
didactics.
Association is a connection between mental phenomena, in which the actualization
(perception, representation) of one of them entails the appearance of another.
The main provisions of the associative theory of learning:
• the mechanism of any act of teaching is association;
• learning always begins with sensory cognition, so it is based on visual awareness.;
• enriching the student's consciousness with images and ideas is the main task of
educational activity;
• visual images provide the promotion of consciousness to generalizations based on
the comparison;
• the main method of training is an exercise that forms the ability to compare.
12. When was the term "traditional learning" developed?
The term "traditional education" was first introduced in the 17th century and was
founded by Ya. A. Kamensky and I. F. Herbart. It is based on a class-based learning
style. Such a system is based on the priority of knowledge in the learning process,
which can develop the student's personality. The training itself is not aimed at the
development of the student. A priority role in the learning process is given to the
teacher.
Distinctive features of the traditional class-based learning system:
 students are grouped into classes (groups) that are approximately uniform in age and
level of training. The class maintains a constant composition throughout the entire
period of study;
 training is based on an annual plan and program conducted according to a schedule
on specific days and hours;
 the main unit of classes is the lesson (lesson);
 the lesson is usually devoted to an academic topic, a topic, all students in the lesson
are working on the same material;
 the content of the subject is presented in the form of a lecture, mastered by students
according to the principles of the "school of memory", the knowledge gained is
consolidated in practical classes;
 the work of students in the classroom is led by the teacher: he acts as the main source
of educational information, the organizer of the work of students, evaluates the
results of mastering the material, the level of training of each student individually.
At the end of the school year, the teacher decides to transfer the student to the next
level of education (to the next class);
 students are considered primarily as an object of pedagogical influence on the part of
the teacher, the active position of students in the lesson is random, episodic;
 textbooks are the main source of educational information
13. Who proposed the general scheme of leading activities?
For the first time, the term "leading activity" was put forward by A. N. Leontiev to
denote the activity that determines the occurance of the main mental neoplasms. The
leading activity includes the preparation, training and separation of other activities.
In the future, the concept of leading activity was used by D. B. Elkonin to construct a
periodization of the process of mental development, which was based on the alternation
of the types of leading activity in a particular age period. In childhood, D. B. Elkonin
identified six periods, each of which corresponds to its own leading type of activity:
infancy (0-1 years) - direct emotional communication; early childhood (1-3 years) -
subject-manipulative activity; preschool childhood (3-7 years) - plot-role-playing game;
primary school age (7-10 years) - educational activity; adolescence (10-15 years) -
communication; early youth (15-17 years) - educational and professional activity.
In general, there are two approaches to the interpretation of the concept of leading
activity: pedagogical and psychological. According to the pedagogical approach to the
problem of leading activity, it is necessary to distinguish the leading activity, through
which socially significant mental neoplasms are formed. From the point of view of the
developers of the psychological approach, it is necessary to distinguish the leading
activity that determines the formation of valuable mental neoplasms.
14. What is the theory of problem-based learning?
The theory of problem-based learning is a system of learning based on the acquisition of
new knowledge by students through the resolution of problem situations of both
practical and theoretical-cognitive nature. To the maximum extent, the process of
thinking in any person manifests itself and develops when solving problematic
problems. Turning to problem-based learning, the teacher does not report knowledge in
a "ready-made form", but sets problem tasks for students, encourages them to look for
ways and means to solve them. Here, the problem itself "paves the way" for new
knowledge and ways of doing things, not the other way around. The fact that new
knowledge is introduced not for the sake of getting the next piece of information, but
for the sake of solving the problem, is fundamentally important. Problem-based learning
sets its own goals: a) the development of students 'thinking and abilities, the
development of creative skills; b) the assimilation of students' knowledge, skills
acquired in the course of active search and independent problem solving; c) the
education of an active, creative person who can see, solve non-standard professional
problems.
The theory of problem-based learning is not a new pedagogical view. The elements of
problem-based learning were mentioned by Socrates. This was also mentioned by K. D.
Ushinsky.
15. What do the teachers do in traditional teaching?
Traditional training is training in which the work of the teacher is focused primarily on
the communication of knowledge and methods of action, transmitted to students in a
ready-made form and intended for reproducing assimilation; the teacher is the only
proactive actor in the educational process. Such a system is based on the priority of
knowledge in the learning process, which can develop the student's personality. The
training itself is not aimed at the development of the student. A priority role in the
learning process is given to the teacher.
In a traditional school, the relationship between the teacher and the student is built on a
"business" basis: the teacher (subject) directs the acquisition of knowledge, and the
student (object) masters this knowledge.
The best quality of teaching in a traditional primary school is achieved by teachers with
an authoritarian leadership style. They suppress the individuality of their students, but
they can "hold out" most of them at least to the average level. Sometimes the teacher,
without listening to the answer of the student, tells him the necessary course of the
decision, telling instead of him or reminding the necessary information.
The traditional teacher directs the development of the child, directs the movement in the
right direction (gives directives), insures against mistakes. The traditional teacher
teaches the child humility before the norms, trains, exercises the ability to shorten pride.
16. What do the teachers do in problem-based learning?
Problem-based learning is a model of learning in which the teacher organizes relatively
independent search activities. In the course of this activity, students acquire new
knowledge, skills and develop general abilities, as well as research activity, and form
creative skills.
The teacher at each stage performs the functions of the leader, the organizer of the
teaching. Its activity consists in the following: finding (thinking) how to create a
problem situation, search for possible solutions by the student; guide the students '
discretion of the problem; clarify the wording of the problem; assist students in
analyzing the conditions; help in choosing a solution plan; advice in the solution
process; help in finding ways to self-control; analysis of individual errors or general
discussion of the solution to the problem. The degree of participation of the teacher in
the search for the student depends on the complexity of the problem and the educational
material that the student will have to operate with when solving it; the level of readiness
and development of students; the availability of the necessary equipment and materials.
Teacher:
• Sets students a problem problem in the form of a question, experience, etc.
• Organizes students ' reflections on the task at hand
• Offers to prove the validity of the proposed solution to the problem
• If the students ' hypothesis is correct, then he asks them to draw conclusions from
it about the new knowledge they have acquired
• If the assumptions are wrong, it offers to find an error, sets a clarifying task, or
concretizes it
• Summarizes the solution of the problem received by the students, encourages
success, or points out some inaccuracies in order to improve the process of
problem reasoning
• Raises questions in order to consolidate new knowledge
• Offers exercises on the application of knowledge in practice in non-standard
situations
17. What does the term "optimal" mean?
The word "optimal" has two meanings. They are recorded in the explanatory dictionary.
1. The best or the most favorable. So you can characterize, for example, the conditions.
Optimal working conditions eliminate any discomfort that the employee may
experience. The optimal mode may be. It is often said that the optimal amount of sleep
varies from seven to nine hours. In short, the best conditions that are acceptable for a
particular situation are called optimal.
2. The most suitable one, the one that meets the desired conditions. This meaning of the
word "optimal" is consonant with the previous one. Here, too, we talk about the best
outcome of any situation. What can be optimal? For example, the result. If you call it
optimal, then it corresponds to your ideas.
18. What is the suggestopedic method of teaching?
Suggestopedia is a teaching method which is based on a modern understanding of how
the human brain works and how we learn most effectively. It was developed by the
Bulgarian doctor and psychotherapist Georgi Lozanov. Suggestopedia is an innovative
method that promises great effective language learning results. Lozanov claimed that by
using this method one can teach languages approximately three to five times as quickly
as conventional methods. The name of Suggestopedia is from the words “suggestion”
and “pedagogy.”
Some of the key elements of Suggestopedia include a rich sensory learning environment
(pictures, colour, music, etc.), a positive expectation of success and the use of a varied
range of methods: dramatised texts, music, active participation in songs and games, etc.
This method enables students to learn the language in the nice, calm environment in the
classroom during the lessons. One of the main aims in this method is to make the
classroom environment cosy for the learners.
The teacher is important in the classroom, in fact he is treated as the authority. His role
is to encourage students to speak even with their mistakes. He may correct the errors but
at the end of the certain task. He can’t disturb the students’ speech or disturb while they
are speaking. It is also important to mention that homework is not very important unlike
the other methods. In this approach it is present but students are only re-reading the
dialogues from the given lesson or lessons.
Advantages
• Build up good relationship between teacher and students, and among participants.
• Without native language translation.
• Peripheral learning let learners learn unconsciously.
Disadvantages
• Traditional books cannot be used in a Suggestopedic class since they fail to present
the content and grammar following the function of the human brain.
• Lack of a sound theory of language learning as it's just an assumption.
• It does not take into account different purposes of learning or learning styles.
To sum up, although suggestopedia may not provide a wide range of new vocabulary, it
can be useful for the teachers. Using this approach or some elements they may show
that learning/teaching can be conducted in a less stressful way. What is more, the
students may feel that the right atmosphere during lectures is also important and
increases the learning process.
19. What is lifelong education?
Lifelong education is the continuous acquisition and development of knowledge and
skills that lasts for the entire life of a person. Such training can be achieved both by
formal methods – education, training, mentoring, training courses, professional
development – and by informal methods, that is, by extracting new experiences from
life itself.
Such a lifestyle contributes to professional growth and competitiveness of a person in
the labor market, and at the same time is an important part of personal growth. The
concept of continuous learning assumes that it should cover people regardless of their
age and field of activity, and at the same time provide them with opportunities for the
realization and development of absolutely any educational interests and preferences.
Distinctive features of continuous learning:
• Students are only pointed to the sources of knowledge
• People learn by doing
• People learn in groups and from each other
• Students work independently
• The assessment is necessary in order to determine the necessary training strategy
and possible ways of future training
• People learn according to individual plans
• "Teachers" and learn themselves throughout their lives
• People can learn all their lives
• Learning outcomes are translated into work and life
Thus, continuous learning represents a completely new pedagogical model. Teachers in
it play the role of facilitators, and the learning environment is considered to be the
whole life of a person, the whole culture with which he comes into contact. At the same
time, most of the learning takes place in the process of practice, rather than passive
"absorption" of knowledge.
20. Who considered the principle of conformity to nature as the basis of education?
The idea of the need for a natural education originated in antiquity and came to us in the
works of Democritus, Plato, and Aristotle. Aristotle first gave a philosophical and
psychological theoretical justification of the idea of the natural conformity of education
as a condition for the harmonious development of the individual.
The principle of natural conformity of education was formulated in the XVII century by
Jan Amos Komensky, and it was widely recognized in the pedagogy of the XVIII-XIX
centuries. The humanist teacher saw in each person a perfect creation of nature. Ya. A.
Komensky was sure that with reasonable, natural-like training, a humanistic life
position is developed in a person, spirituality and morality are formed in accordance
with the ideals of good and public benefit. That is why he proclaimed the need for
universal education, not only education, but also education.
Ya. A. Komensky was the first of the teachers who justified the principle of natural
conformity in education as the main regularity of the pedagogical process. He showed
that every phenomenon, including pedagogical, develops along a certain natural path.
To understand the essence of phenomena, it is necessary to reveal these laws, transform
them and put them at the service of humanity. His first task was to find out the essence
of such aspects of the pedagogical process as upbringing, education and training, to
reveal the legal provisions, rules and ways in which the formation of the child should be
directed. Such a general guiding idea, a general principle for Ya. A. Komensky, is the
idea of natural conformity, which he often calls the natural method and which is also
known as the principle of conformity of natural laws and pedagogical laws. It is this
idea that permeates all of his pedagogy, including the theory of education.
21. What kind of factors are influenced the psychological and pedagogical
characteristics of children?
In primary school age, the motivational sphere is actively developing, for example, the
motives for establishing and maintaining positive interpersonal relationships with a
group of peers. The leading ones are cognitive needs: the need to clearly fulfill the
requirements of the teacher, the need for high evaluation, for praise from adults, the
need to be the best student in the class, the need to interact with peers. In primary school
age, there is an increasing tendency for self-expression and the need for recognition
from teachers, parents and classmates (especially in connection with success in
educational activities). Motivation develops in the direction of awareness, becomes
arbitrary. Educational activity, as leading at this age stage, encourages the formation
and development of responsibility as a personality trait in children.
22. What is the activity approach?
The activity approach is an approach to the organization of the learning process, in
which the problem of the child's self-determination in the educational process comes to
the fore. The purpose of the activity approach is to educate the child's personality as a
subject of life activity. In teaching, this is the realization of the conclusion of
psychological science: knowledge is assimilated by the subject and is manifested only
through his activities, the learning process should be based on the gradual complication
of the content, methods, and nature of students' activities.
23. The correct choice of the method and adequate use of its indicators is..?
The choice of teaching methods in the modern didactic system depends on the goals and
objectives of teaching, the degree of complexity, novelty and content of the educational
material, as well as the age and individual characteristics of students, the conditions of
study at school, and the professional capabilities of the teacher himself.
In practice, the teacher first determines what goals he will achieve by studying this
content of the educational material, then he will choose what methods he will use to
implement this and what techniques will be required to implement these methods.
The comparative capabilities of the teaching methods make it possible to use them at
different levels and stages of training in accordance with the age, mental and physical
strength, the existing experience of educational work, the educational training of
students, the formed educational skills and abilities, the development of thought
processes and types of thinking, etc. It is always important to remember and take into
account the age characteristics of the psychological and mental development of
children.
24. Who has spoken about speech activity for the first time?
Since the middle of 1930s, the activity approach has been intensively developed within
the framework of the Russian psychological school of Lev Vygotsky, which is
presented in the works of A. N. Leontiev in the form of the theory of speech activity.
This activity by A.A.Leontiev is defined as the process of using language for
communication during any other human activity. According to him, verbal activity is a
kind of abstraction that is not directly related to activities of the "classic" type
(cognition, play, education) and cannot be compared with work or play. It serves all
forms of activities and is part of work, play, and cognitive activities. The activity of
speech occurs only when the word itself has value, and when the underlying motivation
that motivates it does not satisfy motivations other than speech. Speech operations and
even personal speech operations may be included in other types of activities, mainly
cognitive activities. It serves all types of activities and is part of work, play, and
cognitive activities. The activity of speech occurs only when the word itself has value,
and when the underlying motivation that motivates it does not satisfy motivations other
than speech. Voice operations and even personal voice operations may be included in
other types of activities, mainly cognitive activities. The function of the goal is to direct,
the function of the motive is to encourage. The goal is realized, but the motive is not
always. Actions are defined by goals, operations are defined by conditions. Every
objective activity meets the need, the need is realized in the motive. Therefore, the
motive is a definite need. At the psychophysiological level, activity is controlled by the
cells and sections of the brain and the characteristics of the body, which sometimes
imposes certain restrictions on the course of activity.
25. What is Zhinkin’s statement about speech?
The process of understanding, memory retention, and early reflection as internal
mechanisms to implement the main operating mechanisms of speech, N.I.Zhinkin
defines it as the unity of two links-the mechanisms from which the elements make up
words and the composition of phrases - from which the psychological and speech
mechanisms are a complex multi-link formation, each of which is closely related to the
other.
Zhinkin thoroughly studied the mechanism of speech, starting from articulation and
ending with the construction of texts. He was especially engaged in the problem of
internal speech. And he comes to the conclusion that internal speech uses a special, non-
verbal internal code. Words are not stored in memory in full form but are synthesized
each time according to certain rules. He considered selection to be a universal operation
and selection at all levels of speech generation. The vocal cords are activated and
occupy a certain position until the moment of utterance. That is, they prepare for what
the person will say in advance.
26. What is "speech" formed under the control of?
Speech is a form of existence of a language, its embodiment, realization. Speech is
understood as the use of a person's linguistic riches in life situations, the result of the
process of formulating and transmitting thoughts by means of language. The speech of
an individual speaker has features of pronunciation, vocabulary, and sentence structure.
Thus, the speech is specific and individual. Language is the main feature that
distinguished a person from the world of living nature and gave the spiritual principle a
physical appearance. Language is a kind of analog of a person. Like man, he combines
matter and spirit. The history of the development of scientific ideas about the nature of
speech and language demonstrates different approaches to solving these problems. Until
the 20th century, the study of speech was devoted to global problems, discussing issues
of the most general nature: the origin of language, its nature, its connection with the
rational or emotional side of the psyche. In the twentieth century, topics of a concrete
empirical nature appeared in the field of speech research. According to A. A. Speech
activity is a specific type of activity that is not directly correlated with "classical" types
of activity, such as work or play. Speech activity "in the form of individual speech
actions serves all types of activities, being part of the acts of labor, play, and cognitive
activity. Speech activity as such takes place only when speech is valuable in itself when
the underlying motive that motivates it cannot be satisfied in any other way than by
speech."
27. How many formations of children's speech are established by A. N. Leontiev?
A detailed description of the gradual development of speech of a child up to three years
old on the material of children's speech in different languages is contained in the works
of A. A. Leontiev. In fact, A. N. Leontiev describes 4 stages in the formation of
children's speech:
 preparatory-up to 1 year;
 pre-school stage of initial language acquisition - from 1 year to 3 years;
 preschool – from 3 to 7 years;
 school age – from 7 to 17 years.
28. How many independent subsystems are there in the auditory system?
Due to the qualitative specifics, two independent subsystems are distinguished within
the auditory system – speech and non-speech hearing, which have common subcortical
mechanisms, but are separated by different areas of the left and right hemisphere cortex.
The first is non-speech hearing, i.e. the ability to navigate in non-speech sounds (in
musical tones and noises). And the second is speech hearing, i.e. the ability to hear and
analyze speech sounds. Speech hearing can include phonemic hearing – the ability to
distinguish between phonemes, or the meaning-distinguishing sounds of a given
language, an intonation component specific to each language.
29. What are the methods of speech development at the age of 5-6 years?
Based on the tasks of speech development, we select methods and techniques aimed at
developing the speech activity of preschoolers. A number of didactics distinguished
three groups of methods: verbal, visual, and practical. The form of organization of
children can be both specially organized classes and the daily life of children. In the
speech development of an early child, the main thing is to stimulate his active speech.
This is achieved through the integrated use of a variety of methods and techniques.
Visual methods: observation of living objects - a cat, a dog, a bird, etc.; observations in
nature; excursions to the site of the senior group, to the vegetable garden, the sports
ground of a preschool institution, etc.; viewing toys, objects and paintings; visual
visualization.
Practical methods: didactic games and exercises; finger games; round dance games;
dramatization games; dramatizations; surprise games; games with rules.
Verbal methods: reading nursery rhymes, jokes, poems, fairy tales with the use of
clarity; reading and telling stories, memorizing poems with the use of clarity.
The most effective methods are also practical methods of organizing children. The
group of practical methods includes a game technique. This technique involves the use
of various components of the game activity in combination with other techniques:
questions, instructions, explanations, explanations, displays, etc.
30. What is the development of speech of preschool children include?
The development of coherent speech in a child is a long and complex process. The
child draws his first experience of reproducing human speech from his immediate
environment, listening to and memorizing the speech of adults that he hears around him.
Features of child psychology suggest imitative behavior as one of the main ones for a
young child. Speech development includes the perception of the sound composition of a
word on paper, understanding the ratio of sounds and letters is easier if the child has
sufficiently developed attention, memory, and the skill of systematic thinking.
Therefore, preparation for reading and writing involves not only the development of
speech in preschool children, but also system thinking and imagination.
From this we can conclude that the early period of speech development is one of the
most important in the overall development of the child, and parents should pay close
attention to this process. Speech acquisition is a key indicator of their overall mental
development for preschool children.
31. What kind of difficulties are there in the learning process?
Violations of reading skills are closely related to the problems of the development of
oral and written speech, the personal development of the child, his communication and
interests. First, the poor development of students ' self-control functions. The child does
not know how to independently compare the result of his actions with the sample,
identify errors and eliminate the discrepancy between the sample and the real
achievement.
Secondly, many first-graders and even second-graders do not know the letters of the
alphabet well.
Frequent causes of reading errors can also be insufficient development of concentration:
when reading the text, the child's eye makes chaotic movements, there is a reading of
letters that accidentally fall into the child's field of vision. Subsequently, children who
make such mistakes have difficulty forming the skill of following the direction of
reading-from left to right.
Sometimes poorly reading children often have time to forget the meaning of even a
correctly read word, so they do not understand the meaning of what they read and can
not tell what they read about. This indicates the child's lack of ability to retain the
meaning of what he has read in his memory.
32. What is preschool period?
PRESCHOOL PERIOD (3 - 6-7 YEARS) Within the preschool period, there are junior
preschool age (3-4 years), middle (4-5 years) and senior preschool age (5-7 years).
The key period in the development of a child is preschool age, which includes the range
from 3 to 7 years. This is a very important time for the formation of the personality of
the baby, his emotional, intellectual and moral development, the formation of the most
important skills for further life. Therefore, parents will have to make a lot of efforts to
grow a harmonious personality, ready to receive secondary education and to enter the
“big life”.
A preschool, also known as nursery school, pre-primary school, or play school, is an
educational establishment or learning space offering early childhood education to
children before they begin compulsory education at primary school. It may be publicly
or privately operated, and may be subsidized from public funds.
33. What gives learning foreign languages in junior class?
When it comes to learning foreign languages, we are all confident that children will be
able to learn a new language quickly. However, scientists say that young children are
not always able to learn a language, and adults have their own advantages in learning a
language.
Primary school students are very motivated to learn a foreign language. They want to
speak and understand a foreign language. They do a lot of exercises and have a lot of
work to do in class. Much attention is paid to oral reading in primary school. Of course,
listening, speaking, writing and reading are also provided.
Teaching a foreign language begins with oral teaching. First of all, they get acquainted
with the phonetics of a foreign language, its rhythm, accent, rhythm. New alphabet,
letter features were taken into account. After learning the letters and sounds of the
language, he learns to spell and learn words, compose sentences and use them in speech.
That is, it shifts from expert thinking to synthetic thinking. The success of this method
includes all forms of language learning, such as reading, writing, and speaking.
Therefore, primary school textbooks begin with an oral section.
34. What is play stretching?
One of the techniques is game stretching. Stretching in translation from English,
stretching (gymnastics of postures) is a set of exercises based on stretching the muscles.
Play stretching is a specially selected exercises for stretching the muscles, carried out
with children in a playful way.
Feeling tangled up? Stressed? Overworked? Sick? Hmmm… and still have to get to the
classroom? Welcome to the teacher world. No one comes to teach every day with
nothing else going on in their life…unless someone hasn’t spilled their beans about this,
it’s normal! And it CAN be tough to deal with the kids when you’re not in the best
place. What to do? I like to add movement activities to lessons to help my students
channel their energy into learning. There are tons of activities that can help teachers add
some creative movement to their daily routines. Let’s face it! Kid’s love to move.
Movement activities used as brain breaks, transitions can help students CHANNEL
negative feelings to positive and ENERGIZE student interest. That’s why I’m sharing
creative ways to use Stretchy Bands in the classroom. In fact, I know you can stretch
learning with Stretchy Bands.
35. What does the organization of language activities mean?
Fun activities that help develop language learning in children
 Word games. Expand your children's vocabulary with word games. ...
 Jokes. Telling age-appropriate puns will also help foster good humour and
creativity in children. ...
 Riddles. ...
 Rhymes. ...
 Homonyms. ...
 Storytelling. ...
 Songs. ...
 Tongue twisters.
36. After what paralinguistic features of speech and knowledge of foreign culture
are taught?
Paralinguistics are the aspects of spoken communication that do not involve words.
These may add emphasis or shades of meaning to what people say. ... Body language,
gestures, facial expressions, tone and pitch of voice are all examples of paralinguistic
features. Paralanguage includes accent, pitch, volume, speech rate, modulation, and
fluency. Some researchers also include certain non-vocal phenomena under the heading
of paralanguage: facial expressions, eye movements, hand gestures, and the like.
It Promotes Understanding. Lots of problems can arise from misunderstandings,
especially because we live in a multicultural world. By learning and understanding
different cultures you understand why people do things the way they do. When you
identify with other people, you sympathize with their situation.
To my way of thinking, teachers taught students to paralinguistic features of speech and
knowledge of foreign culture at about 10-13 ages.

37. What is included in linguistic competence?

Linguistic competence implies mastery of linguistic units (phonetic, lexical,
grammatical) in accordance with the topics, situations and spheres of communication, as
well as the skills of operating these units for communicative purposes.
Linguistic competence is the system of linguistic knowledge possessed by native
speakers of a language. It is distinguished from linguistic performance, which is the way
a language system is used in communication. Noam Chomsky introduced this concept
in his elaboration of generative grammar,[1] where it has been widely adopted and
competence is the only level of language that is studied. According to Chomsky,
competence is the ideal language system that enables speakers to produce and
understand an infinite number of sentences in their language, and to distinguish
grammatical sentences from ungrammatical sentences. This is unaffected by
"grammatically irrelevant conditions" such as speech errors.
Language competence is a broad term which includes linguistic or grammatical
competence,* discourse competence,* sociolinguistic or socio-cultural competence,*
and what might be called textual competence.
38. What nonlinguistic factors influence the differences in linguistic competence
and language ability?
Creating a nonlinguistic representation helps students deepen their understanding
because it requires them to think about the content in new ways. Asking students to
explain their representations promotes even greater understanding.
Nonlinguistic factors include habits, environments, language attitudes, motivations,
teachers, and learning evaluations. Relations among linguistic auditory processing,
nonlinguistic auditory processing, spelling ability, and spelling strategy choice were
examined.
39. What is the traditional four-fold division of language skills?
People generally learn these four skills in the following order:
 Listening: When people are learning a new language they first hear it spoken.
 Speaking: Eventually, they try to repeat what they hear.
 Reading: Later, they see the spoken language depicted symbolically in print.
 Writing: Finally, they reproduce these symbols on paper.
40. Who said that "Foreign language teachers are bilingual producers"?
Fishman, L. Shcherba said that "Foreign language teachers are bilingual producers"?
41. What is Psychophysiology?
Psychophysiology is the science of the relationship between human physiology and its
mental processes. In fact, psychophysiology is the science of mental processes that have
a physiological basis.
Psychophysiology is the study of the relationship between physiological signals
recorded from the body and brain to mental processes and disorders. These biological
signals may be generated by activity of organs in the body or by muscle activity. In
addition, a wide variety of methods can detect neural activity generated within the brain.
42. What has Psychophysiology often focused on?
Historically, psychophysiologists have been interested in the impact of psy-chological
states and processes on physiological (especially auto-nomic) functions, and hence have
often focused on psychosomatic or psychophysiological disorders.
Psychophysiology is the science not only of the physiological, but also of the neural
mechanisms of mental processes, states, and behavior. Includes the study of the neuron
and neural networks. Psychophysiology just studies: How does the work of brain cells
(matter) generate mental and physiological processes? How are thoughts, new ideas,
and fantasies formed?
43. Who is the founder of scientific psychophysiology?
The founder of scientific psychophysiology is the Russian scientist Ivan Mikhailovich
Sechenov. He made fundamental discoveries in the study of the central nervous system,
which form the basis of all forms of brain activity.
44. When did psychophysiology become an independent formal discipline?
Although the roots of psychophysiology may be traced back thousands of years, its
establishment as an independent, formal discipline is generally pinpointed to the 1960s
with the formation of the Society for Psychophysiological Research in 1960 and the
publication of its official journal Psychophysiology in 1964
A. R. Luria (1973) carried out the identification of psychophysiology as an independent
discipline in relation to physiological psychophysiology. The concept of information,
having entered psychophysiology in the 60s, became one of the main ones in describing
the physiological mechanisms of human cognitive activity.
45. Who offers the professiogram of teachers, containing the cognitive component
emotionality practical abilities and professional-significant qualities?
T. I. Rudnev offers a teacher's professionogram containing the cognitive component of
knowledge, emotionality (orientation), practical abilities and professionally significant
personality qualities.
46. What is E. I. Passov`s concept?
The concept of Yefim Israelevich Passov is based on a well-founded methodology of
the dialogue of cultures, related to knowledge, the identification of meanings, cultures,
and comes to the need for such concepts as understanding and mutual understanding.
without which it is impossible to see the similarities and differences of the linguistic
pictures of the world. From the perspective of the concept of the dialogue of cultures,
understanding is the main method of cognition .
47. How is psychic reflection formed?
Psychic Reflection is the ability to reflect emotions and/or memories back onto a person
or another being. It is a highly evolved form of Empathy and was revealed to be
extremely potent. Phoebe Halliwell developed this power in 2008 when her empathic
power grew to include the ability to project the emotions and/or memories she channels.
48. What characterizes the mental character?
What characterizes a person from the mental side is his interests and inclinations, in
which the orientation of the personality is expressed. The very fact that our
consciousness is directed at a particular object at a given moment is called, as we
already know, attention. The mental properties of a person, which make up the character
and which allow with a certain probability to predict the behavior of a person under
certain conditions, are called character traits. Courage, honesty, initiative, hard work,
conscientiousness, cowardice, laziness, secrecy — examples of various character traits.
49. How is any thought process formed?
When a single neuron fires, it is an isolated chemical blip. When many fire together,
they form a thought.
Neurons release brain chemicals, known as neurotransmitters, which generate these
electrical signals in neighboring neurons. The electrical signals propagate like a wave to
thousands of neurons, which leads to thought formation. One theory explains that
thoughts are generated when neurons fire.
50. What does any conscious content include?
Consciousness is a process of thinking that includes logic, criticism, analysis, and
rational thinking. That is, these are the processes by which any incoming information is
filtered, analyzed and systematized.
Whereas typical examples of contents of consciousness include “the taste of coffee,”
“feelings of pain,” or “the experience of redness,” typical examples of levels of
consciousness are coma or the vegetative state, sleep, or drug abuse.
51. What is the characterization of primordial objectivity and partiality in the
constant interaction of perceptual, cognitive and affective processes?
The cognitive-affective processing system (CAPS) is a theory of personality that
emphasizes the importance of situational variables and the cognitive qualities of the
individual on the development of personality. ... These individual cognitive qualities
influence behavior and how a person interacts with the environment.
Cognitive perspective-taking refers to the ability to make inferences about others'
thoughts and beliefs. Affective perspective-taking is the ability to make inferences
about others' emotions and feelings. Emotions are affective perceptions. They have
motivational force so that they can contribute to the explanation of action. At the same
time they can rationalise actions because they have an intentional content which
resembles the content of sensory perception in being representational.
Affective processing equals neural activity representing the most basic decision-making
quality that guides human behavior. An emotion has nothing to do with information
processing, it's behavior.
Cognition is a term referring to the mental processes involved in gaining knowledge and
comprehension. These cognitive processes include thinking, knowing, remembering,
judging, and problem-solving. 1 These are higher-level functions of the brain and
encompass language, imagination, perception, and planning.
52. What should be the formation of a professional foreign language activity?
The globalization of relations has led to the need to develop all forms and types of
interaction in a foreign language. The ability to quickly and efficiently work with a
foreign language text is considered a significant competence for specialists in various
fields of activity. In this regard, the methodology for the formation of translation
competencies in students of non-linguistic areas of training is of particular importance
in training personnel in higher education.
There is big role of grammatical skills. The essence of implicit, explicit, differentiated
approaches to the formation of grammatical skills. Interlingual and intralingual
interference and typology of grammatical errors. Tasks of using grammatical games in a
foreign language lesson. Forms of control over the level of formation of grammatical
skills, adopted in the domestic and foreign practice of teaching foreign languages. in the
formation of foreign language communicative competence.
53. In what ways are teaching a foreign language and professional foreign
language activity possible?
Today the professional language teacher has a good grounding in the various techniques
and new approaches, and they know and understand the history and evolution of
teaching methodologies. The modern teacher will in fact use a variety of methodologies
and approaches, choosing techniques from each method that they consider effective and
applying them according to the learning context and objectives. They prepare their
lessons to facilitate the understanding of the new language being taught and do not rely
on one specific «best method».
• The teacher proposes a variety of exercises, both written and oral, to improve the
learner’s accuracy, fluency and communicative ability.
• The teacher corrects errors immediately if the scope of the classroom activity is
accuracy, but if the scope of the activity is fluency these errors will be corrected
later on.
• The teacher develops all four linguistic capabilities (reading, writing, listening and
speaking). And so on.
It is impossible to do everything if only one method is used. As a result, professional
EFL teachers follow what is described as the Principled Eclecticism approach, where
students are also encouraged to be autonomous in their learning.
However, some private schools and training companies still prefer to promote a specific
in-house branded method or approach, though often mainly for commercial or
marketing reasons rather than for didactic reasons.
Total Physical Response (TPR). This method draws on the basic principles of how
young children learn their first language. Developed by James Asher, this teaching
method involves a wide range of physical activities and a lot of listening and
comprehension, as well as an emphasis on learning as fun and stimulating.
The Silent Way. Another example of a method categorized under the Humanistic
Approaches, with this technique the teacher is supposed to be practically silent – hence
the name of the method – and avoids explaining everything to the students.
Actually there are a lot of ways and methods teaching a foreign language and
professional foreign language activity possible.
Try these and see which ones work best for your students!
• Encourage conversation.
• Model syntactic structure.
• Maintain eye contact.
• Remind students to speak loudly and articulate clearly.
• Explain the subtleties of tone.
• Attend to listening skills.
• Incorporate a “question of the day
54. What doesn’t learning foreign language activity require?
The authors point out one of the most important tasks of the modern foreign language
teachers how to implement effective methods of teaching foreign languages in pre-
school children, to raise students' interest to learn the language, enrich the content of
education and modernization of the educational process in preschool as a whole. The
authors consider difficulties of foreign language teacher, examine psychological and
linguistic characteristics of students, and analyze exercises for language skills
development of preschool age children, and factual material. In recent years the number
of English learners has dramatically increased. The necessity of foreign language
mastering for modern man became obvious to almost everyone. The age of learners
have changed either. Until now the teaching techniques is mainly aimed at
schoolchildren, today parents aspire to start teaching children a foreign language as
soon as possible. Moreover, the pre-school age is recognized by psychologists as the
most favorable period for the type of activity.
55. What needs to be formed in teaching foreign language activities?
The method of teaching lessons must be formed taking into account age and individual
peculiarities of structure of linguistic ability of children and be directed to its
development. Lessons of foreign language must be thought over by teacher as the part
of general development of child’s individual, connected with his\her touch, physical,
intellectual education.
Teaching children foreign language must lead communicative character, when child
masters language with the help of communication, that is to say, not only masters
separate words and speech examples, but learns to make statements with familiar to
him\her models in correspondence with his communicative demands. Communication
in foreign language must be motivated and aimed. It is necessary to create in child
positive psychological attitude to foreign speech. Exactly game is the way of creating
such a positive motivation. Games on lessons must be incidental and isolated. It is
necessary to have prevailing game method, uniting and integrating other types of
activity in the process of teaching language.
56. What does the correction of the study of foreign language activity require?
Error correction and its importance in the foreign language classroom have received
considerable attention during the past decades. According to Corder (1967), correcting
learners' errors is substantial in three different ways: First, they tell the teacher about the
progress of the learner, and therefore what remains to be learnt. Second, they supply
evidence of how a language is acquired and what strategies the learner employs in
learning a language. Thirdly, they are indisputable to the learning process because
making errors is regarded as a device the learner uses in order to learn. The present
paper aims at highlighting fundamental background studies done in the field of Error
Analysis. It also tries to help EFL teachers and educators to become familiar with the
most frequent errors committed by EFL learners and lead language practicioners to
consider some very imporatant issues about understanding the significance of Error
Correction in the process of second language acquisition such as: how much correction
should be made, at what phases the teacher should correct the error and how the teacher
can correct the learner without de-motivating him/her.
57. What cannot be ignored when teaching language material?
In selecting instructional materials, the following criteria should be considered: a.
Instructional materials should support the educational philosophy, goals and objectives
of the District and the objectives of the curricular offering in which the materials will be
used.
Hardly any of the methodologists and language teachers will deny the need for the
closest connection between the methodology of teaching foreign languages and
linguistics, or linguistics. Since it's about learning language, one cannot ignore the data
of linguistic science. Therefore, as a training program, so the corresponding teaching
aids always contain the so-called teaching language material. But since the main goal of
school teaching foreign languages is practical knowledge of students in the means of the
studied language, the teachers should know not only what should be taught to students,
but also how exactly it should be done. In other words, the problem of the content of
training entails the formulation and solution of another basic methodological problem -
the problem of the method, as well as methods and techniques learning.
58. What is related to socio-psychological reserves?
The educational methods of the work of a psychologist refer to the methods of active
social psychology. physical training, since they are aimed at assimilating a set of
knowledge, abilities and skills, although they have their own specifics for each of the
listed basic methods. The methods of active socio-psychological education (ASPO) in
the general sense are associated with the study of the theory and practice of socio-
psychological impact on the personality, patterns interpersonal relationships and ways
to improve the efficiency of teamwork in small groups. At the same time, ARPD
methods have a number of qualitative features that distinguish them. From other ways
of directed knowledge transfer.
59. What are the “building blocks” for the development of a foreign language and
language experience?
It is significant question, how important the Building blocks of Language in the
development of child’s learning. Learning language and communication is a universal
experience for children across cultures. Children develop communication and language
skills inthe context of their own culture and through meaningful relationships. Children
spend the first year of life building the foundation for language, as they absorb what
they see and hear through interactions with their caregivers and their environment.
Children develop communication and language skills in the context of their own culture
and through meaningful relationships. Children spend the first year of life building the
foundation for language, as they absorb what they see and hear through interactions
with their caregivers and their environment.
Definition of terms Building Blocks of Language – is organized hierarchically, from
phonemes to morphemes to phrases and sentences that communicate meaning. Phoneme
is the most basic unit of speech; an individual sound. Morpheme is the smallest
meaningful unit of language, formed from a combination of phonemes.
60. What is the main task of mastering a foreign language in a cognitive aspect?
The cognitive aspect consists in knowing and taking into account the patterns of
language acquisition. The goal of "cognitive" learning is to help the student build this
system. This requires provide him not with ready-made knowledge, but with adequate
strategies for mastering the language, using which has an impact on the development of
the intellectual abilities of trainees, the activation their cognitive activity, as well as
procedures for acquiring and using knowledge. The discussed aspect, therefore, acts as
one of the most important means of forming worldview. Techniques implemented in
line with the cognitive orientation of learning have huge educational potential. They
develop independence of thought and action, desire to manage and evaluate one's own
learning, in addition to mental development contribute to the spiritual and social
development of the individual. The cognitive aspect is manifested in taking into account
the wide context of communication situations and in the need to realize that the
generation of an utterance is influenced not only by extralinguistic factors, but also an
individual mental image of communication factors, which is formed in the activity of
the speaker-listener. This "image" is an aggregate intellectual abilities and skills that
are formed in students as a result long mental practice and which are inadequate to the
complex of communication skills and skills.
61. At what levels should psychological content be presented?
To break the circle of a personal unconscious installation
allows the process of objectification - the transition from the level of the installation
psyches to conscious contents, when a fragment of life, uninterrupted and flowing,
becomes an object of attention and 60 subject of thought. Uznadze believed that at the
level of objectification man becomes independent from himself and acquires -
unsweetened - freedom of choice. Talking about objectification, Uznadze inevitably
returned to whom he criticized, - to Z. Freud, method of psychotherapy which, in fact,
was called to help the most urgent objectification of the patient is not a separate
installation, but as a whole unconscious motivation of his behavior.
62. What approach to teaching a foreign language does A. Leontiev promote?
There are various approaches to learning English for individuals. Developing the ideas
of the founder of the Russian school of psychology LS Vygotsky, there are methods of
activism supported by A. Leontiev and personality-activism supported by I. Zimnyaya.
That is, the main categories of these approaches are the categories of "activity" and
"person": the person develops in the process of productive foreign language activity,
and the main purpose of foreign language teaching is a new way of communication
formulated as the formation of foreign language activities. It is necessary to create
motives for all speech and speech actions in the acquisition of foreign languages by
children and their gradual formation. The main postulates of these two approaches are
also used by domestic authors in the development of modern English textbooks.
63. In what three principles did A. Leontiev first describe the provisions of
approaches to learning a foreign language?
A.A. Leontiev puts forward and defends a personality-psychological approach to
language teaching based on psychological the views of the school of L.S. Vygotsky. For
the first time, the provisions of this approach in the form of three principles -
communicative, cognitive and personal - were described by him in 1993. According to
A.A. Leontiev these principles, which in their interrelation form a psychological and
didactic the basis for teaching a foreign language, constitute the core of its interpretation
of the process of language acquisition.
The content of the communicative principle in teaching a foreign language is revealed
by A.A. Leontiev based on the assertion that a communicative orientation is
fundamental for any teaching of a foreign language, since it denotes an orientation
towards another person, towards a partner communication, without which
communication itself is inconceivable.
In accordance with the cognitive principle of teaching foreign language, not mastering
language as a means of communication should be in the center, but mastering it as a
"building material" for a picture of the world or an image of the world.
The essence of the personal principle in the process of language acquisition is built by
A.A.Leontiev on the positions of the student's orientation not only towards the partner,
but also towards oneself, the realization of one's personality in speech in a foreign
language, as it happens in speech in a native language.
64. What is the "language" of interpreting the process of language acquisition
according to A. Leontiev?
Summarizing the content of the psychological concept of learning foreign languages,
A.A. Leontiev puts forward the following provisions of its interpretation: to teach not so
much the language itself as speech activity in mute; the function of the main audiovisual
and technical means in a large materialized form of actions and operations, converted
into internal, purely mental; teaching the language itself in a psychological sense is
reduced to the formation of actions of orientation necessary for speech activity, and to
mastering the means of carrying out this activity; to teach a language it is necessary,
forming the motives of educational and speech activities, as a component educational
process; the formation of a foreign language speech activity should be the development
of its individual structural components with the subsequent by combining them into an
integral system of activity, which is associated with the transition from the conscious
execution of individual operations to their complete automation; the use of the
"adaptive" method of forming operations plays an auxiliary role.
65. What does language represent in the structure of assimilation and in the
context of linguistic abilities?
Assimilation is the influence of a sound on a neighboring sound so that the two become
similar or the same. For example, the Latin prefix in- 'not, non-, un-' appears in English
as il-, im-. and ir- in the words illegal, immoral, impossible, and irresponsible as well as
the unassimilated original form in- in indecent and incompetent. Although the
assimilation of the n of in- to the following consonant in the preceding examples was
inherited from Latin, English examples that would be considered native are also
plentiful.
Linguistic abilities - teaching strategies that require the receptive/productive
manifestation of isolated linguistic aspects without a real communicative purpose, other
than the practice of these same linguistic aspects.
66. What should be done in foreign language lessons?
Learning a new language is challenging, frustrating, and sometimes just downright
difficult.
– Expose students to as much of the language as possible
– Encourage participation with games
– Encourage activities outside the classroom
– Use multimedia to enhance the learning experience
– Teach culture alongside the language
67. What does A.K. Markova think about the personal development of a person?
Personal development of a person is described by A.K. Markova likewise: “Personal
and professional development determines the essence of the subject of activity and his
role in the relationship of all aspects of professional activity. The image of a
professional includes the following characteristics: psychological resource, mental
properties, processes and states, character, temperament, motivational and activity
characteristics (professional identity, focus, style of professional activity); the ability in
any conditions to consistently remain in a position determined by the interests and
priorities of work, to develop and realize the abilities and creative potential, to achieve
the optimality of all aspects of professional activity”.
68. What qualities should be formed and developed in a future specialist?
The key figure of the quality of education is, first of all, the competence of the
knowledge carrier (teacher), which transmits this knowledge through various methods
to students in the process of implementing all levels of education. One of the important
tasks of vocational training in higher educational institutions of the country is to
increase the competence of students through increasing the professional competence of
teachers.
The term «professional competence» began to be actively used in the 90s of the last
century, and the concept itself becomes the subject of a special, comprehensive study of
many researchers dealing with the problems of pedagogical activity (N. V. Kuzmina, A.
K. Markov, etc.). Under the professional competence of a teacher is understood the
totality of professional and personal qualities necessary for successful pedagogical
activity. Professional-competent it is possible to name the teacher who at enough high
level carries out pedagogical activity, pedagogical dialogue, achieves stably high results
in training and education of students.
Yu.K. Babansky, B. G. Ananiev, T. I. Shamov in his works revealed those or other
aspects of pedagogical competence:
  the managerial aspect is the teacher's ability to analyze, plan, organize, supervise,
regulate the learning process;
 the psychological aspect is revealed in the influence of the teacher's personality on
the students, in the teacher's ability to take into account the individual abilities of
the students;
 the pedagogical aspect is revealed in the selection of forms and methods of
instruction with the help of which the teacher conducts instruction for
schoolchildren.
69. What is learning as a process?
Learning is the process of acquiring new understanding, knowledge, behaviors, skills,
values, attitudes, and preferences.
There are six interactive components of the learning process: attention, memory,
language, processing and organizing, graphomotor (writing) and higher order thinking.
These processes interact not only with each other, but also with emotions, classroom
climate, behavior, social skills, teachers and family. In order to engage, motivate and
teach all learners at optimal levels, teachers must understand the learning process in
general, understand and respond to students’ individual emotional and cognitive profiles
and select instructional strategies and tactics that are effective for diverse learners.
Paying attention is the first step in learning anything. It is easy for most of us to pay
attention to things that are interesting or exciting to us. It is difficult for most of us to
pay attention to things that are not.
Memory is the complex process that uses three systems (short memory, working
memory, long-term memory) to help a person receive, use, store, and retrieve
information.
Language is the primary means by which we give and receive information in school.
The two language processing systems are expressive and receptive. We use expressive
language when we speak and write, and we use receptive language when we read and
listen.
We process and organize information in two main ways: simultaneous (spatial) and
successive (sequential). Simultaneous processing is the process we use to order or
organize information in space.
The writing process requires neural, visual, and muscular coordination to produce
written work.
Higher order thinking (HOT) is more than memorizing facts or relating information in
exactly the same words as the teacher or book expresses it.ces.
70. What is the purpose of S.L. Rubinstein's educational activity?
Educational activity of S.L. Rubinstein is considered as a special one, having its own
specific groups of motives that influence learning, mastery of knowledge and skills. In
educational activities, he singles out the main and non-main motives. The first include
the motives of educational activity associated with preparation for one type of activity
and with the transition from it to another more complex one, which will open up the
possibility of mastering knowledge, and the very knowledge of the surrounding world
will contribute to the formation of interest in knowledge. To the second S.L. Rubinstein
attributes motives based on a personal desire to prove himself strong, capable, having a
duty to the school, family.
71. What are the essential factors that intervene in the learning of a language?
When teaching a foreign language, the following factors are important:
 Personal factors: learning conditions; the purpose of training; training period ;
ways of organizing the educational process.
 Sociocultural conditions: the status of the language; its relationship with other
languages; conformity of cultures.
 Individual factors: age and psychological characteristics of students.
A feature of teaching a foreign language is the fact that students have not yet
sufficiently developed general educational skills, such as working in different modes
(individually, in pairs, in groups); observe, compare, contrast, analyze, argue your
thought; recognize and differentiate linguistic phenomena and words (internationalisms,
proper nouns, articles, sentence structure, verb bunch, etc.). In this regard, the time
spent on learning language phenomena when teaching native language will be much
more than, for example, when teaching foreign language.
72. Who proposed the General scheme of leading activities?
The General scheme of leading activities was proposed by Paul Hersey and Ken
Blanchard. They argued that there isn’t just one leadership style that works for all
conditions. The situational leadership theory includes four leadership styles (direct,
coach, support, delegate) that are adaptive to the employee’s range of developmental
behavior. The model suggests managers adapt their leadership style to tasks and
relationships in the workplace and the model's leadership styles are related directly to
the different maturity categories of followers or employees.
73. What is assimilation?
Assimilation is not a part of psychology, but psychology can explain what assimilation
is and how it works. Assimilation was originally described by famous developmental
psychologist Jean Piaget. Through the concept of assimilation, psychology can help us
understand how we learn new things and incorporate them into our world view.
Assimilation, as defined by psychologists, is one of the two ways that people absorb
new knowledge. It is most frequently seen in children and immigrants, but anyone at
any stage of life may use assimilation to evaluate and absorb new information. Piaget
defined assimilation as a cognitive process in which we take new information and
experiences and incorporate them into our pre-existing ideas or worldview.
There are many potential examples of assimilation. In child development, examples of
assimilation might include an infant learning sensorimotor skills. As the child learns
new ways to move and pick up objects, they incorporate this new knowledge into their
current world view. Another example is a child learning math in school. Each new
mathematical principle builds on the last, so the new information is assimilated and
incorporated into what the child already knows about the subject.
74. What is the importance of learning as a process?
Process of learning helps in achieving the objectives of teaching. With learning, we
expect a change in the behavior of the individuals. This change happens with the
development of knowledge, insight, interests, skills, and attitudes.
The importance of learning is that it helps the individual to acquire the necessary skills
through learning and knowledge so that he can achieve his set goals. An important fact
about learning is that it is a means to improve knowledge and gain skills that will help
in reaching specific goals.
75. What learning activities did I. А. Zimnaya form?
Like any human activity, speech activity is determined by the three-phase or three-level
nature of its structure, which includes incentive-motivational, orientational-research
(analytic-synthetic) and executive phases. Giving a psychological characterization of
the types of speech activity, Zimnaya analyzes them according to the following
parameters:
a) the nature of verbal (speech) communication;
b) the role of speech activity in verbal communication;
c) the orientation of speech activity towards receiving or issuing a message;
d) connection with the method of formation and formulation of thought, that is, with
speech;
e) the nature of external expression;
f) the nature of the feedback - each of the types of speech activity has its own
psychological characteristics.
H.A. Zimnyaya considers this type of speech activity to be the most purposeful,
controlled, conscious, expanded way of forming and formulating thoughts through
language.
76. What is motivation?
Motivation is the process that initiates, guides, and maintains goal-oriented behaviors. ...
Motivation involves the biological, emotional, social, and cognitive forces that activate
behavior. In everyday usage, the term "motivation" is frequently used to describe why a
person does something.
77. Who formed the concept of unmotivated?
Definition of unmotivated: not motivated: such as
a: lacking an appropriate or understandable motive
b: lacking drive or enthusiasm
Abraham Harold Maslow formed the concept of unmotivated
78. What creates the need to create a problem situation?
The technology of problem-based learning is understood as such an organization of the
educational process, which involves the creation of problem situations in the minds of
students under the guidance of a teacher and the organization of active independent
activities of students by their resolution, as a result of which there is a creative mastery
of knowledge, skills, skills and the development of thinking abilities. The success of the
training depends on three components: problematization of educational material child
activity connection of learning with the child's life, play, work.
79. What is communicative concept?
Communicative competence refers to the ability to establish and maintain the necessary
contacts with other people. The competence includes a certain set of knowledge and
skills that ensure the effective flow of the communicative process.
Communication might be defined as the transfer of – facts, information, ideas,
suggestions, orders, requests, grievances etc. from one person to another so as to impart
a complete understanding of the subject matter of communication to the recipient
thereof; the desired response from the recipient to such communication.
Communication involves transmission of verbal and non-verbal messages. It consists of
a sender, a receiver and channel of communication. In the process of transmitting
messages, the clarity of the message may be interfered or distorted by what is often
referred to as barriers.
When communication occurs, it typically happens in one of three ways: verbal,
nonverbal and visual
80. What is attention?
Attention is the behavioral and cognitive process of selectively concentrating on a
discrete stimulus while ignoring other perceivable stimuli. ... Attention can be thought
of as the allocation of limited processing resources: your brain can only devote attention
to a limited number of stimuli.
81. What is memory?
Memory is the power of the brain to recall past experiences or information. In this
faculty of the mind, information is encoded, stored, and retrieved. In the broadest sense,
there are three types of memory: sensory memory, short-term memory, and long-term
memory.
82. What are the methods of psychological research?
Research Methods Used in Psychology
 Case Study
 Experiment
 Observational Study
 Survey
 Content Analysis
There are several different research methods used in psychology. Broadly speaking,
there are two distinct types: quantitative and qualitative. Quantitative research
methodology involves the use of numerical data to make descriptions, predict outcomes,
and test potential relationships between variables.
Qualitative research investigates the use of non-numerical data such as text, speech,
video, and the like in an attempt to gain an understanding or interpretation of different
phenomena, such as social or individual perceptions and behaviors.
1. Case Study
Case study research falls under the qualitative branch of research methodology. Case
studies involve deep inquiry into individuals, groups, communities, or events. They
often combine a multi-methodological approach that integrates participant interviews
and unobtrusive observations.
2. Experiment
Although this is introduced as a broad kind of research that can be a component of
many methods, the term here is used to denote a specific procedure. In science,
experiments are the an often-used method of research, and there are certain principles
involved in its employment. One is the presence of a control group. This is an individual
or a group of individuals that is not manipulated.
3. Observational Study
Observational study is qualitative research that can be carried out in a myriad of
differing ways using non-experimental means where behavior is simply observed
systematically. The main objective of observational research is to discover variables
that may impact behaviors in individuals, groups, and social constructs.
4. Survey
Survey research can be both quantitative and qualitative, and it is widely used in not
only psychology research but across the sciences. Respondents (those answering the
questions) are sent surveys and are asked to self-report their actions, thoughts, and
feelings to measure how certain variables may impact them.
5. Content Analysis
This method of research involves analyzing large amounts of text-based data in an effort
to identify meanings and thematic consistencies. It can be used in quantitative and
qualitative contexts. For example, quantitative researchers may search for specific
words or phrases and add them for a final count. Qualitative content analysis search
more for the meaning of texts through the identification of themes in the data.
83. Receptive skills are:
The receptive skills are listening and reading, because learners do not need to produce
language to do these, they receive and understand it. These skills are sometimes known
as passive skills. They can be contrasted with the productive or active skills of speaking
and writing.
Receptive skills, reading and listening, are important skills that all students should
master when learning a new language. They are important because they surround the
world and can be used for purpose and entertainment.
84. Productive skills are:
The productive skills are speaking and writing, because learners doing these need to
produce language. They are also known as active skills. They can be compared with the
receptive skills of listening and reading.
Speaking and writing skills are called productive skills. They are crucial as they give
students the opportunity to practice real-life activities in the classroom. These two skills
can be used as a 'barometer' to check how much the learners have learned.
85. Define the role of short poems to young learners in the classroom, give
examples.

Poetry has a place in our curriculum. It can be taught as part of reading, writing, and
language lessons, and it fits easily into classroom themes, projects, and celebrations. It
can add additional value to our studies. Poem of the week activities can be easily
implemented to strengthen language arts lessons.
The unique thing about poetry is that we often read aloud, repeat often, and share in
groups. When children are listening to poems orally, they are building their listening
skills. They learn to attend to the words they hear and to think about what those words
mean together.
When sharing poems in a classroom, look at, and read them together. Children are
strengthening their reading skills and build reading fluency through repeated reading.
The dots connect in a child’s brain when they see it, hear it, and say it aloud. Children
begin to listen to the rhythms and rhyme present in poems. Reading fluency develops as
verses are practiced and read many times. Rachel Clarke says “As teachers when we use
poetry with children we are modeling how to read it, building familiarity with it, and
widening children’s reading horizons,”
Children will love these activities that build reading, writing, and language skills.
Consider these ways to infuse poetry into your classroom throughout the year.
 Create Baskets of Poetry Books. ...
 Hold Free Verse Poetry Read Alouds. ...
 Make Your Own Poetry Station. ...
86. Speaking activities are:
One of the most effective speaking activities are role plays, drama, discussion, jigsaw
activities, simulations, debates etc. In role plays activities, students are assigned roles
and put into situations that they may eventually encounter outside the classroom.
87. Learning Styles/Channels are:
Every student is different. It is readily observable that different students have different
learning styles, that some students retain information easily when it is presented to them
via a format or method that may confound one of their classmates.
To help educators develop strategies for reaching every student in their classroom
effectively, educational scholars have devised various typologies of different styles of
learning. Below, read about VARK, a commonly cited schema for assessing students’
learning preferences, and the four different learning styles that comprise it, and discover
some strategies for engaging with each type of learner.
There are four main learning styles:
 Visual learners rely on what they see. They benefit from illustrations and visual
presentations. They are usually good readers and take lots of notes. They learn best
from reading, making flashcards and using different colors to create study guides. They
also learn by watching what others do.
 Auditory learners learn by absorbing information they hear. They remember best
by reciting new information and reading aloud, and they can learn in a noisy
environment. They benefit from instruction that is based on discussion and questions.
Making up songs or poems is an excellent study method for auditory learners.
 Tactile learners like to write things down or take notes when learning. They also
like to doodle and draw. They tend to enjoy reading books, writing stories, and
illustrating what they have learned.
 Kinesthetic learners learn best by doing. Hands-on instruction, manipulatives, role-
playing or building things helps them to lay down learning. Touch and movement are
critical to their process and having them teach you is essential for them to learn.
88. The PPP means:
Purchasing power parity
The other approach uses the purchasing power parity (PPP) exchange rate—the rate at
which the currency of one country would have to be converted into that of another
country to buy the same amount of goods and services in each country. To understand
PPP, let's take a commonly used example, the price of a hamburger. If a hamburger is
selling in London for £2 and in New York for $4, this would imply a PPP exchange rate
of 1 pound to 2 U.S. dollars. This PPP exchange rate may well be different from that
prevailing in financial markets (so that the actual dollar cost of a hamburger in London
may be either more or less than the $4 it sells for in New York). This type of cross-
country comparison is the basis for the well-known “Big Mac” index, which is
published by the Economist magazine and calculates PPP exchange rates based on the
McDonald’s sandwich that sells in nearly identical form in many countries around the
world.
89. Name three stages of working with 4 skills.
In a book entitled Human Performance, the well-known psychologists proposed three
stages of learning motor skills: a cognitive phase, an associative phase, and an
autonomous phase.
OR
In educational psychology and sport coaching, there are 5 stages of learning or 'levels of
learning':
 Unconscious incompetence.
 Conscious incompetence.
 Conscious competence.
 Unconscious competence.
 Conscious unconscious competence.

OR
Language levels are generally divided into three main stages: Beginner. Intermediate.
Advanced.
90. Auditory learners receive an information through
An auditory learner retains information by hearing it spoken, so having them answer a
question will help them learn the information better. Reward class participation. Give
students the opportunity and motivation to participate by speaking and conversing with
each other and the teacher.
Auditory learners learn by absorbing information they hear. They remember best by
reciting new information and reading aloud, and they can learn in a noisy environment.
They benefit from instruction that is based on discussion and questions. Making up
songs or poems is an excellent study method for auditory learners.
91. Tactile learners receive an information through
If you are a tactile learner, you learn by touching and doing. You understand and
remember things through physical movement. You are a "hands-on" learner who prefers
to touch, move, build, or draw what you learn, and you tend to learn better when some
type of physical activity is involved.
Tactile learners like to write things down or take notes when learning. They also like to
doodle and draw. They tend to enjoy reading books, writing stories, and illustrating
what they have learned.
92. Kinesthetic learners receive an information through
They learn through their bodies and their sense of touch. Kinesthetic learners have
excellent “physical” memory.
Kinesthetic learners learn best by doing. Hands-on instruction, manipulatives, role-
playing or building things helps them to lay down learning. Touch and movement are
critical to their process and having them teach you is essential for them to learn.
93. Visual learners receive an information through
Visual learners learn best when they are drawing, building, inventing and creating. This
is how they process almost all information. They love books and using pictures and text
to get information.
Visual learners rely on what they see. They benefit from illustrations and visual
presentations. They are usually good readers and take lots of notes. They learn best
from reading, making flashcards and using different colors to create study guides. They
also learn by watching what others do.
94. The principle of communicative approach requires:
The Communicative Approach is based on the idea that learning a language
successfully comes through having to communicate real meaning. In the
Communicative Approach, the main objective is to present a topic in context as natural
as possible.
Principles Of The Communicative Approach:
 Language learning is learning to communicate using the target language.
 The language used to communicate must be appropriate to the situation, the roles
of the speakers, the setting and the register. The learner needs to differentiate between a
formal and an informal style.
 Communicative activities are essential. Activities should be presented in a
situation or context and have a communicative purpose. Typical activities of this
approach are: games, problem-solving tasks, and role-play. There should be information
gap, choice and feedback involved in the activities.
 Learners must have constant interaction with and exposure to the target language.
 Development of the four macroskills — speaking, listening, reading and writing —
is integrated from the beginning, since communication integrates the different skills.
 The topics are selected and graded regarding age, needs, level, and students’
interest.
 Motivation is central. Teachers should raise students’ interest from the beginning
of the lesson.
 The role of the teacher is that of a guide, a facilitator or an instructor.
 Trial and error is considered part of the learning process.
 Evaluation concerns not only the learners’ accuracy but also their fluency.
95. The main ways of introducing new grammar items are:
There are two main ways that we tend to teach grammar: deductively and inductively.
Both deductive and inductive teaching have their pros and cons and which approach we
use when can depend on a number of factors, such as the nature of the language being
taught and the preferences of the teacher and learners. It is, however, perhaps generally
accepted that a combination of both approaches is best suited for the EFL classroom.
Which approach – pros and cons?
First and foremost, it is perhaps the nature of the language being taught that determines
if an inductive approach is possible. Inductive learning is an option for language with
salient features and consistency and simplicity of use and form. The basic forms of
comparative adjectives, as shown above, is an example of this. Conversely, teaching the
finer points of the use of articles (a/an, the) inductively, for example, would most
probably be problematic. The metalinguistic tools that the learners will need to
accomplish the task is also a factor.
However, the learner-centred nature of inductive teaching is often seen as advantageous
as the learner is more active in the learning process rather than being a passive recipient.
This increased engagement may help the learner to develop deeper understanding and
help fix the language being learned. This could also promote the strategy of ‘noticing’
in the student and enhance learner autonomy and motivation.
On the other hand, inductive learning can be more time- and energy-consuming and
more demanding of the teacher and the learner. It is also possible that during the
process, the learner may arrive at an incorrect inference or produce an incorrect or
incomplete rule. Also, an inductive approach may frustrate learners whose personal
learning style and/or past learning experience is more in line with being taught via a
more teacher-centred and deductive approach.
96. The most characteristic feature of inductive grammar explanation is:
Some agreement exists that the most effective grammar teaching includes some
deductive and inductive characteristics.
– Haight, Heron, & Cole 2007.
An inductive approach involves the learners detecting, or noticing, patterns and working
out a 'rule' for themselves before they practise the language. ... Most inductive learning
presented in course books is guided or scaffolded. In other words, exercises and
questions guide the learner to work out the grammar rule.
An inductive approach involves the learners detecting, or noticing, patterns and working
out a ‘rule’ for themselves before they practise the language.
97. The most characteristic feature of deductive grammar explanation is:
A deductive approach involves the learners being given a general rule, which is then
applied to specific language examples and honed through practice exercises.
Unlike Inductive Grammar, Deductive Grammar is based on "deducing" the correct
grammatical rules from the common method of speaking a certain language by its
natives. For example, inductive grammar forces the use of the past participle tense to
express an action occurring at a point in the past before another one.
98. Speaking as a communicative activity is: a. reception b.repetition c.production
Communicative activities include any activities that encourage and require a learner to
speak with and listen to other learners, as well as with people in the program and
community. Communicative activities have real purposes: to find information, break
down barriers, talk about self, and learn about the culture.
Speaking as a communicative activity is a production
99. Listening comprehension as a communicative activity is: a. reception
b.production c.practice
Successful foreign language communication depends on listening ability just as much as
speaking. Consider the challenge: listening takes place in real time. In many cases, it
occurs outside of a person-to-person conversation, for example a public announcement
or a lecture. The traveler in a station or the student in a lecture hall cannot push a rewind
button. Midstream there might be several competing versions of linguistic and
pragmatic meanings floating in the listener's head. Rost (1990, pp. 47-56) details the
listener's effort to make the process more efficient: she tries to follow the context of the
incoming utterance, ¹listening ahead' in anticipation of what is to come, while
simultaneously reconstructing what was just said. She is challenged to make a final
decision as to the overall meaning in real time, without hesitation.
Listening comprehension as a communicative activity is a reception
100. Writing as a communicative activity is: a.copying b.production
c.grammar practice
Writing, like all other aspects of language, is communicative. Think about what we
write in real life. We write e-mails, lists, notes, covering letters, reports, curriculums,
assignments, essays perhaps if we study. Some of us write articles or work on blogs,
forums and websites.
Writing as a communicative activity is a grammar practice
101. Which principles belongs to methodological principles:
General Methodological Principles:
 principle of involving the pupils in the act of communication;
 principle of differentiation in teaching approach;
 principle of coping with the mother-tongue of the pupils;
 principle of dominating role of exercises;
 principle of complex approach to organization of the language and speech material;
 principle of all possible intensification of the teaching procedure.
102. In which method the frequent use of commands is considered beneficial to
language learning:
Total physical response (TPR) is a language teaching method developed by James
Asher, a professor emeritus of psychology at San José State University. It is based on
the coordination of language and physical movement. In TPR, instructors give
commands to students in the target language with body movements, and students
respond with whole-body actions.

The method is an example of the comprehension approach to language teaching. The

listening and responding (with actions) serves two purposes: It is a means of quickly
recognizing meaning in the language being learned, and a means of passively learning
the structure of the language itself. Grammar is not taught explicitly but can be learned
from the language input. TPR is a valuable way to learn vocabulary, especially
idiomatic terms, e.g., phrasal verbs.
103. Total physical response (TPR) is a language teaching method developed by
___________________
Total physical response (TPR) is a language teaching method developed by James
Asher, a professor emeritus of psychology at San José State University. It is based on
the coordination of language and physical movement. ... TPR is a valuable way to learn
vocabulary, especially idiomatic terms, e.g., phrasal verbs.
104. Supplementary teaching means and materials include:
Supplemental resources refer to any nonrequired instructional materials included in an
online course. Simply put, they're materials students can engage in, not materials they
have to engage in.1
According to her, reference books, textbooks, teacher handbooks, books for extensive
reading, reading, worksheets, test papers, word cards, pictures (posters and flash cards)
are paper supplementary materials.
ТИПОВЫЕ:
105. Main teaching means and materials include:
These could take the form of textbooks, worksheets, 3D models, charts, infographics,
etc. Instructional materials also include assessment and testing methods. Basically, any
material, any information containing resources which that the teacher uses while
instructing. Some of the most common teaching aids include visual aids like the
blackboard, realia or pictures; audio aids like cassette tapes or CDs; and audio visual
aids such as video tapes and so on”, even the teacher are also a source of visual aids.
106. The best technique to present the word “doll” will be:
107. The best technique to present the word “car” will be:
108. The best technique to present the word “plane” will be:
109. The aim of pre-listening activities is:
Pre-listening activities are things learners do before a listening activity in order to
prepare for listening. These activities have various purposes, including pre-teaching or
activating vocabulary, predicting content, generating interest and checking
understanding of task. The pre-listening activities are probably the most important
aspect of any listening sequence because the success of all the other activities depends
on the extent to which the teacher manages to give the students the necessary
background, guidance, and direction to achieve.
110. Teaching listening comprehension can be integrated with:
To master the grammatical structure of speech means to master the skills of constructing
statements using the operations of changing words by forms, forming new words and
constructing phrases and sentences.
The formation of the grammatical structure of the oral speech of a preschooler includes
work on morphology that studies grammatical meanings within a word (changing it by
genders, numbers, cases), word formation (creating a new word based on another using
special means), syntax (combinability and order of words, construction of simple and
complex sentences).
Preschoolers learn the grammatical forms of their native language in a certain sequence,
dictated by the needs of communication with adults and peers, as well as the ease or
difficulty of their assimilation. Children go from concrete forms to more abstract ones,
from a simple transfer of the external features of objects (plural, size) to a complex one,
correlated with the objective situation (for example, case forms that help express
knowledge about the orientation of objects in space: at the table, above the table, on
table, etc.).
111. A lesson plan is:
A lesson plan is a teacher’s guide for facilitating a lesson. It typically includes the goal
(what students need to learn), how the goal will be achieved (the method of delivery and
procedure) and a way to measure how well the goal was reached (usually via homework
assignments or testing). This plan is a teacher’s objectives for what students should
accomplish and how they will learn the material.
112. The best technique to present the word “flower” is
113. Which method uses commands in foreign language teaching?
Total physical response (TPR) is a language teaching method developed by James
Asher, a professor emeritus of psychology at San José State University. It is based on
the coordination of language and physical movement. In TPR, instructors give
commands to students in the target language with body movements, and students
respond with whole-body actions.
114. Total Physical Response is a teaching strategy that develops
Total Physial Response (TPR) is a method of teaching a foreign or second language
(target language) by developing listening comprehension through a series of commands
to which students respond with physical activity. It was founded by James Asher, a pro-
fessor of psychology, in the late 1960’s and is still considered and used as a valuable
linguistic tool in teaching a target language, especially in initial stages of instruction.
115. Explicit way of presenting grammar is:
Explicit grammar teaching refers to the teaching methods making form as the center, it
emphasizes to learn the grammatical rules purposeful, so as to efficiently and accurately
use language ingredient. Which is also called “express method”, known as the main
thinking method of deduction. Explicit grammar teaching is a main method in the
traditional grammar teaching, represented by grammar - translation method. Explicit
grammar teaching, which achieve the objective of the master grammar by studying
grammar rules, emphasize the awareness purpose and controllability in the process of
learning grammar
116. Implicit way of presenting grammar is:
Implicit grammar teaching refers to the teaching methods emphasizing students must be
naturally acquired through situational scene when learning grammar. Implicit grammar
teaching is also known as suggestive method, mainly adopting the inductive thinking
method, and inducing the grammar rules through communicative use of the language.
Learners contact with English mainly through scenes. This teaching method makes
communicative teaching method as representation, emphasizing the unconsciousness,
abstractness, and automaticity of grammar study.

117. The main steps in teaching grammar can be represented by the following
three letters:
Presentation - Practice - Production (PPP) is a lesson structure, a way to order activities
in your lessons.
118. According to learning-centered methodology who creates an internal system
of L2?
Second-language acquisition (SLA), sometimes called second-language learning —
otherwise referred to as L2 (language 2) acquisition, is the process by which people
learn a second language. Second-language acquisition is also the scientific discipline
devoted to studying that process. The field of second-language acquisition is a sub-
discipline of applied linguistics but also receives research attention from a variety of
other disciplines, such as psychology and education.
A central theme in SLA research is that of interlanguage: the idea that the language that
learners use is not simply the result of differences between the languages that they
already know and the language that they are learning, but a complete language system
in its own right, with its own systematic rules. This interlanguage gradually develops as
learners are exposed to the targeted language. The order in which learners acquire
features of their new language stays remarkably constant, even for learners with
different native languages and regardless of whether they have had language instruction.
However, languages that learners already know can have a significant influence on the
process of learning a new one. This influence is known as language transfer.
119. ‘Extrinsic’ and ‘intrinsic’ can be:
Intrinsic motivation comes from within, while extrinsic motivation arises from outside.
When you’re intrinsically motivated, you engage in an activity solely because you enjoy
it and get personal satisfaction from it.
When you’re extrinsically motivated, you do something in order to gain an external
reward. This can mean getting something in return, such as money, or avoiding getting
into trouble, such as losing your job.
120. The major classroom activity in TPR is:
1. Songs and nursery rhymes: These provide excellent TPR potential. Plus, once you’ve
prepared memorable, creative actions for the songs you’ll have ROI for the rest of your
teaching career!
2. Simon Says: The classic TPR game.
3. Circle games: The teacher says and performs an action which students repeat. The
last student to react is out. (You may like to have this student watch for whoever is out
next.)
4. Scavenger Hunt Challenge: Divide the class in teams and give instructions one by
one, such as:
• Bring me something orange
• March like a soldier
• Shout out your favorite color
• Dance salsa
121. Which method teaches language through physical activity?
Total Physical Response is a language teaching method developed by James Asher, a
psychology professor at San Jose State University. TPR attempts to teach language
through speech and physical activity at the same time. Motor activities are means to
language learning (Richards & Rodgers, 2001).
122. The stage of a lesson when a new language item is introduced to the learners is
called:
Presentation. In the presentation stage, the ESL teacher introduces and teaches the
subject that the students will be required to master. In the practice stage, the students
engage in exercises and activities based on the subject taught in the first stage: this will
be done with the guidance of the teacher.
123. What are three stages of working with a text for reading:
The process of reading divides into three stages. The 3 stages combined form is known
as stages of reading. Besides, reading influences how much an individual remember and
understand the text. The three stages of reading are pre-reading, through reading and
post-reading.
124. What are three stages of working with a text for listening:
The listening process can be divided into three phases: the pre-listening phase, the
while-listening phase, and the post-listening phase.
125. Brainstorming vocabulary before a task
A) makes use of children’s own experience and memories of the topic.
B) helps children deduce meaning from context.
C) creates an information-gap activity.
126. Role-play can provide children with the opportunity to
A) practise writing skills.
B) do jigsaw listening.
C) consolidate language chunks.
127. Settling activities aim to
A) create a competitive classroom atmosphere.
B) calm and focus children after a period of activity.
C) provide group practice of target language.
128. Total Physical Response activities involve mainly
A) children’s writing skills.
B) children’s reading skills.
C) children’s listening skills.
129. Making origami animals in class is particularly useful for practising
____________.
A) the words for different animals
B) listening for gist
C) following instructions
130. Wordsearch puzzles can be a useful way of ____________.
A) practising reading comprehension
B) improving learners’ word stress
C) reviewing a lexical set
131. I find that flashcards are particularly useful for illustrating ____________.
A) concrete vocabulary items
B) lexical chunks
C) words that are hard to translate
132. I like making a video of my classes acting out little stories because they
____________.
A) realise their pronunciation is not very good
B) want to practise until they can do it really well
C) can see whose acting skills are particularly good
133. J.Asher took his findings and develop a method which is known as
_________________________. Learners physically respond to oral commands
whichare given.
Total physical response (TPR)
134. Speaking and writing are ______________ skills
Productive
135. Listening and reading are ______________ skills
Receptive
136. ________________ maps are meaning maps where information is grouped
into different clusters
Mind
137.listening comprehension as a communicative activity is:
a. reception
b. production
c. practice
138. Writing as a communicative activity is:
a. copying
b. production
c. grammar practice
139. Which principles belongs to methodological principles:
General Methodological Principles:
• principle of involving the pupils in the act of communication;
• principle of differentiation in teaching approach;
• principle of coping with the mother-tongue of the pupils;
• principle of dominating role of exercises;
• principle of complex approach to organization of the language and speech material;
• principle of all possible intensification of the teaching procedure.
140. In which method the frequent use of commands is considered beneficial to
language learning:
TPR (Total Physical Response). TPR stands for Total Physical Response and was
created by Dr. James J Asher. It is based upon the way that children learn their mother
tongue. Parents have 'language-body conversations' with their children, the parent
instructs and the child physically responds to this. The parent says, "Look at mummy"
or "Give me the ball" and the child does so. These conversations continue for many
months before the child actually starts to speak itself. Even though it can't speak during
this time, the child is taking in all of the language; the sounds and the patterns.
Eventually when it has decoded enough, the child reproduces the language quite
spontaneously. TPR attempts to mirror this effect in the language classroom.
How can I use it in class?
In the classroom the teacher plays the role of parent. She starts by saying a word
('jump') or a phrase ('look at the board') and demonstrating an action. The teacher then
says the command and the students all do the action. After repeating a few times it is
possible to extend this by asking the students to repeat the word as they do the action.
When they feel confident with the word or phrase you can then ask the students to direct
each other or the whole class.

It is more effective if the students are standing in a circle around the teacher and you
can even encourage them to walk around as they do the action.
141. The main steps in teaching grammar can be represented by the following
three letters:
Presentation - Practice - Production (PPP) is a lesson structure, a way to order activities
in your lessons.

142. The best technique to present the word “doll” will be:
143. The best technique to present the word “car” will be:
144. The best technique to present the word “plane” will be:

145. Settling activities aim to

A) create a competitive classroom atmosphere.
B) calm and focus children after a period of activity.
C) provide group practice of target language.
146. Learning Styles/Channels are:
There are currently seven learning styles:
Visual (spatial) Learner
Visual learners are those who prefer learning by observing things. Using pictures,
images, diagrams, whiteboards and more helps these types of learners understand
information better.
Aural (auditory) Learner
Sound and music are a strong suit for these types of learners who typically have a good
sense of rhythm. These learners are usually singers or musicians who are familiar with
different instruments and the sounds they make.
Verbal (linguistic) Learner
These learners prefer using words, both in speech and writing. They can easily express
themselves and usually love to read and write.
Physical (kinesthetic) Learner
Whether it’s by using their body or hands, these learners are all about the sense of
touch. Physical activities and sports play a big part in these student’s lives.
Logical (mathematical) Learner
If there is logic, reasoning and numbers involved, these learners are sure to excel. These
students function and solve complex problems by employing strategies and their
scientific way of thinking.
Social (interpersonal) Learner
Learning in groups and working with others is favored by social learners. These
students know how to communicate effectively and enjoy collaborating with others,
brainstorming and discussing ideas and concepts.
Solitary (intrapersonal) Learner
These students prefer to use self-study and work alone. They are independent and are
very self-aware and in tune with their thoughts and feelings. These learners prefer being
away from the crowds and learn best in a quiet place where they can focus on the task at
hand.
ТЕОРЕТИЧЕСКИЕ:
1. Reveal the question concerning psychophysiology of foreign language teaching
in the system of various scientific branches of knowledge.
Psychophysiology is interdisciplinary science that seeks to elucidate the relations
between the mind and the body. It is a scientific discipline at the junction of two
fundamental sciences: psychology and neurophysiology. The first explores the
phenomena of our mental world: memory, perception, imagination. The second studies
brain engineering: how the brain processes information, transmits commands to organs,
and controls sleep. These two areas are closely related. Psychophysiology have been
interested in the impact of psychological states and processes on physiological,
especially autonomic, functions. Following L. Shcherba (1947), we identify that
language activity organization is a kind of processing language activity experience,
which occurs in accordance with specific psychophysiological possibilities and patterns.
This means that, first of all, we need to find out what features of human mental activity
determine the formation and functioning of a foreign language as a human asset.
Psychophysiology is the natural science branch of psychological knowledge, therefore it
is necessary to determine its position in relation to other disciplines of the same
orientation:
• physiological psychology;
• physiology of higher nervous activity;
• neuropsychology.
In fact, it is difficult to draw clear distinctions between psychophysiology and
disciplines such as psychobiology, behavioural neuroscience, cognitive neuroscience
and neuropsychology, etc. There are a few general perspectives, however, that
characterize the con-temporary field of psychophysiology. These include an emphasis
on reciprocal relations between psychological and physiological domains, a focus on
interactions among systems (behavioural, endocrine, autonomic, immune) and levels of
neurobehavioural organization (reflexive, affective, cognitive), and an interest in
explicating higher-level psychological processes.
Pedagogy most commonly understood as the approach to teaching, refers to the theory
and practice of learning, and how this process influences, and is influenced by, the
social, political and psychological development of learners. Psychology is the science of
mind and behavior. Psychology includes the study of conscious and unconscious
phenomena, as well as feeling and thought. Physiology is the scientific study of
functions and mechanisms in a living system. Psychophysiology includes them all.
2. Point out interdisciplinary connections of the psychophysiology of foreign
language teaching with general, social, age-related and pedagogical psychology;
pedagogy, psycholinguistics and methods of teaching foreign languages.
General psychology is the foundation of studying science of psychology that deals with
basic principles, problems and methods of human development, emotions, motivation,
learning, memory, senses, thinking, perception, processing, and intelligence. Social
psychology is the scientific study of how people's thoughts, feelings, beliefs, intentions
and goals are constructed within a social context by the actual or imagined interactions
with others. Age-related psychology is oriented on the psychological and actual age and
maturity of the individual. Pedagogical psychology or educational psychology is a
branch of psychology that studies methods of teaching and upbringing that increase the
effectiveness of the implementation of educational tasks, the effectiveness of
pedagogical measures, improve the psychological aspects of teaching, etc. Pedagogy
most commonly understood as the approach to teaching, refers to the theory and
practice of learning, and how this process influences, and is influenced by, the social,
political and psychological development of learners. Psycholinguistics is the study of
the mental aspects of language and speech. It is primarily concerned with the ways in
which language is represented and processed in the brain.
Psychophysiology is interdisciplinary science that seeks to elucidate the relations
between the mind and the body. The main task of the above sciences and
psychophysiology of foreign language teaching is to study a wide range of
physiological and socio-psychological properties and age characteristics of a person,
manifested in the study of a foreign language, affecting its effectiveness, ensuring the
reliability and performance of a person, mental state, motivation and moral satisfaction.
3. Compare the main differences between everyday and scientific
psychophysiology.
Everyday psychophysiology is the basis for scientific psychophysiology. Scientific
psychophysiology relies on everyday psychological and physiological experience,
extracts its tasks from it, and at the last stage is verified by everyday experience.
The main difference between everyday and scientific psychophysiology is in the quality
and nature of knowledge. Everyday knowledge and experience are usually more
specific, are of an intuitive nature and often of a low cultural level: they are based on
spontaneous observations and casual reflections. Scientific psychophysiological
knowledge is thought out, generalized, rational, substantiated by professional
observation and organized experiment. In other words, everyday psychological
knowledge is specific; they are confined to specific situations, specific people, specific
tasks. Scientific psychology, like any science, tends to generalizations.
4. Explain the Advanced Montessori Method
The Advanced Montessori Method, also called as the Montessori system or the
Montessori pedagogy, is a pedagogical system proposed in the first half of the 20th
century by the Italian teacher and physician Maria Montessori. It is particularly
prominent in early childhood and primary school education. The author called her
method “a system where a child develops independently, relying on a didactically
prepared environment”. The key principle of the Montessori technique is "Help me do it
myself." It implies that the adult understands what the child is interested in, provides
him with an appropriate environment for interesting activities and teaches him to use it.
The method contains five basic principles:
1. Respect for the Child. Montessori believed children should be respected, which is not
common practice in the early twentieth century. Respect is shown for children by not
interrupting their concentration and giving pupils the freedom to make choices, to do
things for themselves, and to learn for themselves. Teachers model respect for all
students as well as peaceful conflict resolution, and must learn to observe without
judgement.
2. The Absorbent Mind. Montessori education is based on the principle that, simply by
living, children are constantly learning from the world around them. Through their
senses children constantly absorb information from their world. They then make sense
of it because they are thinking beings.
3. Sensitive Periods. Montessori pedagogy believes there are certain periods during
which children are more ready to learn certain skills. These are known as sensitive
periods, and last only as long as is necessary for the child to acquire the skills. Through
observation, Montessori teachers must identify sensitive periods in their students and
provide the resources for children to flourish during this time.
4. The Prepared Environment. The Montessori method suggests that children learn best
in an environment that has been prepared to enable them to do things for themselves.
Always child-centred, the learning environment should promote freedom for children to
explore materials of their choice. Teachers should prepare the learning environment by
making materials and experiences available to children in an orderly and independent
way.
5. Auto education or self-education, is the concept that children are capable of educating
themselves. Montessori teachers provide the environment, the inspiration, the guidance
and the encouragement for children to educate themselves.
One of the main advantages of the Montessori methodology system is that children
learn at their own pace, without competition with peers and a compulsory program.
Therefore, in the classroom, children are not bored, they are curious and proactive.
Also, children can occupy themselves, respect the needs of others and do a good job
with household duties.
5. Reveal the concept of learning theory in psychophysiology.
Learning theory describes how students receive, process, and retain knowledge during
learning. Cognitive, emotional, and environmental influences, as well as prior
experience, all play a part in how understanding, or a world view, is acquired or
changed and knowledge and skills retained. There are five main educational learning
theories:
1. Cognitive Learning Theory
Cognitive learning theory looks at the way people think. Mental processes are an
important part in understanding how we learn. The cognitive theory understands that
learners can be influenced by both internal and external elements.
Cognitive learning theory impacts students because their understanding of their thought
process can help them learn. Teachers can give students opportunities to ask questions,
to fail, and think out loud. These strategies can help students understand how their
thought process works, and utilize this knowledge to construct better learning
opportunities.
2. Behaviorism Learning Theory
Behaviorism learning theory is the idea that how a student behaves is based on their
interaction with their environment. It suggests that behaviors are influenced and learned
from external forces rather than internal forces.
Teachers in a classroom can utilize positive reinforcement to help students better learn a
concept. Students who receive positive reinforcement are more likely to retain
information moving forward, a direct result of the behaviorism theory.
3. Constructivism Learning Theory
Constructivism learning theory is based on the idea that students actually create their
own learning based on their previous experiences. Students take what they’re being
taught and add it to their previous knowledge and experiences, creating a reality that’s
unique to them. This learning theory focuses on learning as an active process, which is
personal and individual for each student.
Teachers can utilize constructivism to help understand that each student will bring their
own past to the classroom every day. Teachers in constructivist classrooms act as more
of a guide to helping students create their own learning and understanding.
4. Humanism Learning Theory
Humanism is very closely related to constructivism. Humanism directly focuses on the
idea of self-actualization. Everyone functions under a hierarchy of needs. Self-
actualization is at the top of the hierarchy of needs—it’s the brief moments where a
person feels all of their needs are met and that they’re the best possible version of
themselves.
Teachers can create classroom environments that help students get closer to their self-
actualization. Educators can help fulfill students’ emotional and physical needs, giving
them a safe and comfortable place to learn, plenty of food, and the support they need to
succeed.
5. Connectivism Learning Theory
Connectivism is one of the newest educational learning theories. It focuses on the idea
that people learn and grow when they form connections. This can be connections with
each other or connections with their roles and obligations in their lives. Hobbies, goals,
and people can all be connections that influence learning.
Teachers can utilize connectivism in their classrooms to help students make connections
to things that excite them, helping them learn. Teachers can use digital media to make
good, positive connections to learning. They can help create connections and
relationships with their students and with their peer groups to help students feel
motivated about learning.
6. Explain what associative learning theory is.
The associative learning is when you learn something new about a new kind of stimulus
(that is, an extra stimulus).
The associative learning theory is the basis of the traditional approach to teaching
foreign languages. This theory took shape back in the 17th century. Its methodological
foundations were developed by J. Locke. In his philosophical concept of the
experiential origin of human knowledge, he introduced the term "association". The
associative theory of learning received practical embodiment in the classroom system of
J.A. Comenius, who put forward the principle of clarity as the "Golden Rule" of
didactics. The main provisions of the associative learning theory:
• the mechanism of any act of learning is the association;
• learning always begins with sensory cognition, therefore, it is based on visualization;
• enrichment of the student's consciousness with images and ideas is the main task of
educational activity;
• visual images provide the advancement of consciousness to generalizations based on
comparison;
• the main teaching method is an exercise that develops the ability to compare.

7. Reveal the theory of developmental learning in its various modifications (V. V.

Davydov, D. B. Elkonin, etc.).
Developmental education is an innovative type of knowledge acquisition by children,
which replaced the previous explanatory-illustrated system. Developmental education is
based on the vigorous activity of the child himself. The teacher does not transfer ready-
made knowledge, but "teaches to learn": forms cognitive independence, develops
abilities, contributes to the development of ideas and moral convictions, an active
position in life. Developing education is a popular direction today, within the
framework of which several author's concepts are considered. One of them is the
Elkonin-Davydov theory.
D. B. Elkonin and V. V. Davydov are Russian educators and psychologists who began
to develop their concept in 1959, and in 1995-1996 achieved that their theory of
developmental learning was recognized by the state education system in primary school.
And although the original system is focused on primary grades, ideas for its
implementation at all levels of education are currently being developed.
Developmental learning involves:
• the child's involvement in different types of activities;
• use of games and discussions;
• enrichment of creative imagination, thinking, memory, speech.
The theory of developmental learning is conducted according to individual, age and
personality characteristics. The program is designed in such a way as to slightly outstrip
the actual development of the child, that is, it is aimed at the immediate development,
stimulates, accelerates and guides it. The scheme is “goal, means, control”. For
successful learning, a child must independently regulate educational and cognitive
activities in accordance with a given goal. Naturally, the goal must be realized by the
student himself. Elkonin-Davydov's concept ensures harmonious and holistic
development of the personality. It is focused on unlocking inner potential and hidden
opportunities. The goal of the system is "to provide optimal psychological and
pedagogical conditions for the formation of a child as a subject of educational activity,
interested in self-change and capable of it."
8. Explain theory of problem-based learning (G. V. Kudryavtsev, I. Ya. Lerner,
etc.).
The theory of problem-based learning has been developed in Russian and world
pedagogy since the mid-50s of the XX century. Today, the theory of problem - based
learning is a well-developed and coherent branch of pedagogical science. Until the mid-
50s, teaching methods were studied primarily for the teacher's activity, while the
essence of the educational and cognitive activity of students remained aloof. Gradually,
there was a growing awareness of the fact that learning is a binary, two - way process,
and that when studying this process, it is equally important to study both the activities
of the teacher and the activities of students. There are several concepts of students '
activities in the educational process.
The essence of problem-based learning lies in the fact that during its implementation,
knowledge is not given to students in a ready-made form, but are assimilated by them in
the process of active cognitive activity, in a special problem situation. In problem-based
learning, the process of assimilating knowledge by students reproduces the essential
moments of scientific research, actualizes their cognitive interest and creative initiative.
Both teachers (I. Ya. Lerner, M. I. Makhmutov) and psychologists (G.V. Kudryavtsev,
A.M. Matyushkin) contributed to the development of the concept of problem-based
learning.
Talking about the difference between problem-based learning and “non-problem”,
traditional learning, in traditional teaching, the teacher provides students with ready-
made knowledge: explains new material, shows new positions, supports them with
examples, illustrations, experiments, experiments, achieves understanding of new
material, connects it with what has already been studied, checks the degree of
assimilation. In problem-based learning, the teacher either does not give ready-made
knowledge or gives it only on a special subject content-students acquire new
knowledge, skills and abilities independently when solving special problems and issues
called problematic.
9. Descibe theory of training optimization by Yu. K. Babansky.
The term "optimal" (from Latin. words Optimus - best) - the most appropriate for
certain conditions and tasks. Hence, optimization in the broad sense of the word is
understood as the process of choosing the best solution to any problem under given
conditions. The theory and methodology of training optimization are one of the
elements of the General theory of the scientific organization of pedagogical work,
which assumes scientifically based planning and rationing of labor, a clear distribution
of functions and coordination of efforts, creating the necessary conditions, choosing the
best option for activities, operational stimulation, regulation, control, and accounting, as
well as the prospects of pedagogical work. Without choosing the best option, the
scientific organization of training is almost impossible.
After conducting an expert assessment of the work of master teachers, Yu.K. Babansky
proposed many stages for designing the optimal training option:
• The formulation of the objectives of the study
• Choosing the best combination of training forms for these conditions
• Maximum possible improvement of conditions for the implementation of the training
plan
• Selection and specification of the training content
• Choosing a rational combination of teaching methods
• Analysis of the optimal solution of tasks
10. Reveal cybernetic concepts of learning (N. V. Kuzmina, E. I. Mashbits, Yu. N.
Kulyutkin, etc.).
Representatives of this direction (S. I. Arkhangelsky, E. I. Mashbits, N. V. Kuzmina,
Yu. N. Kulyutkin) consider learning as a process of transferring and processing
information. That is, the role of educational information and the mechanisms of its
assimilation is made absolute, and hence the process of assimilating knowledge. At the
same time, the importance of the logical-psychological and individual-personal
characteristics of the subjects of the educational process is underestimated. The
methodological basis of this direction is the theory of information and systems, as well
as cybernetic patterns of information transfer.
The cybernetic principles of learning are drawn from the implications of applying to
learning the insights into the behavior of living systems provided by the study of
cybernetics. Cybernetics is underpinned by the notion of circularity and feedback
between a system and its environment. Maturana and Varela (1987) say that both a
living system and an environment are structurally determined and therefore, through
recurrent interactions and feedback, both will change congruently according to their
structure as they interact, each contributing to the creation of the world by living in it.
This process they call co-ontogenic structural drift. The change that occurs through this
process they call learning.
In adopting a cybernetic approach in the classroom, a few cybernetic principles should
be known by the educator. This is probably the biggest challenge for the educator as
cybernetics is not a model. It is not something that can be learned and then applied A
way of knowing something is different from having knowledge of something. For
example, I may have knowledge of the therapeutic counselling process, but that does
not make me an effective counsellor. On the topic of counselling, which is deeply
reliant on conversation and epistemology, psychologist Carl Rogers wrote several books
that describe his humanistic approach. His teachings have been modelled and
formulated into something of a “to-do list” for prospective counsellors, yet few can
mimic his skill. The problem is that in his most prolific writings, he speaks more about
how he was present in the here and now, rather than focussing on tricks for listening
empathetically. It is the realness of the here and now and the spontaneous relational
conversing, including personal meanings, that I believe he was referring to. One of
Rogers’s books is actually titled A Way of Being (Rogers 1980). Ranulph Glanville
(2012: 84) reminds us that cybernetics is something that is lived (in the sense of a verb),
not just talked about. This means that the educator needs to change their way of
thinking as well as their way of being/acting. A theoretical understanding is insufficient.
Aristotle spoke of sophia arising from phronesis but also returning to phronesis. The
theory of something and its practical example should not be viewed hierarchically, but
should rather be viewed as equals, like sophia and phronesis.
11. Explain the importance of G. K. Lozanov's Suggestopedia.
Suggestopedia is a teaching method developed by the Bulgarian psychotherapist Georgi
Lozanov. It is used mostly to learn foreign languages.
The theory applied positive suggestion in teaching when it was developed in the 1970s.
However, as the method improved, it has focused more on "desuggestive learning" and
now is often called "desuggestopedia".
Lazanov created suggestopedia for learning that capitalized on relaxed states of mind
for maximum retention material.
Suggestopedia is an effective comprehensible input based method with a combination of
desuggestion and suggestion to achieve super learning. The most important objective of
suggestopedia is to motivate more of students’ mental potential to learn and which
obtained by suggestion. Desuggestion means unloading the memory banks, or reserves,
of unwanted or blocking memories. Suggestion then means loading the memory banks
with desired and facilitating memories.
Lazanov (1978) cited in Lica (2008) argued that learners have difficulties in acquiring
English as the second language because of the fear of the students to make mistakes.
When the learners are in this situation, their heart and blood pressure raise. He believes
that there is a mental block in the learners’ brain (affective filter). This filter blocks the
input, so the learners have difficulties to acquire language caused by their fear. The
combination of desuggestion and suggestion is to lower the affective filter and motivate
students’ mental potential to learn, aim to accelerate the process by which they learn to
understand and use the target language for communication to achieve super learning. It
is the final goal of suggestopedia.
12. Reveal theory of project-based learning.
Project Based Learning is a teaching method in which students gain knowledge and
skills by working for an extended period of time to investigate and respond to an
authentic, engaging, and complex question, problem, or challenge. Project-based
learning is an instructional approach designed to give students the opportunity to
develop knowledge and skills through engaging projects set around challenges and
problems they may face in the real world. It allows a child to demonstrate his or her
capabilities while working independently. It shows the child's ability to apply desired
skills such as doing research. It develops the child's ability to work with his or her peers,
building teamwork and group skills.
Project-based learning (PBL) is a student-centered pedagogy that involves a dynamic
classroom approach in which it is believed that students acquire a deeper knowledge
through active exploration of real-world challenges and problems. Students learn about
a subject by working for an extended period of time to investigate and respond to a
complex question, challenge, or problem. It is a style of active learning and inquiry-
based learning. PBL contrasts with paper-based, rote memorization, or teacher-led
instruction that presents established facts or portrays a smooth path to knowledge by
instead posing questions, problems or scenarios.
What are the key features of PBL? The characteristics of PBL seem to be consistent
among educators and researchers who studied and applied this teaching approach.
Simpson (2011) assembled research on the common features of PBL as follows:
• complex explorations over a period of time;
• a student-centered learning activity whereby students plan, complete and present the
task;
• challenging questions, problems or topics of student interest which become the
center of the project and the learning process;
• the de-emphasis of teacher-directed activities;
• frequent feedback from peers and facilitators, and an opportunity to share resources,
ideas and expertise through the whole process in the classroom;
• hands-on activities and the use of authentic resources and technologies;
13. Describe modern technologies of teaching a foreign language.
Technology can help teachers create lessons that will allow the quickly moving students
to delve deeper into the subject or explore related topics while allowing the slower
students more time to understand the material. Among these techniques are online
English language learning web sites, computer assisted language learning programs,
presentation software, electronic dictionaries, chatting and email messaging programs,
listening CD-players, and learning video-clips. Audio listening exercises can be good
for testing what learners can identify on their own. The combination of pictures,
intonations and gestures provides learners context clues that can help them understand
the language even better. Educational websites like Quizlet and FluentU can help
enhance the learning experience by providing meaningful and fun activities that are
focused on grammar and current events respectively. Tools such as Facebook,
Classting, Google classrooms can help learners use the language they are learning and
engage in collaborative activities as well.

14. Point out the importance of the principle of personality - oriented learning
Personality-oriented education is characterized by a definite system of pedagogic
activities, stipulated by the teacher's individuality. Personality-oriented approach is
“consistent ratio of teacher to pupil as an individual, as a self-conscious subject in
charge of their own development, and as an object of educational interaction”. The aim
of personality-oriented education is to lay a child's self mechanisms of self-adaptation,
self-control, self-defense, self and other, necessary for the formation of a distinctive
personal image and dialogic interaction with people, nature, culture, and civilization.
Personality-oriented learning is the kind of education that focuses on the child's identity,
self-worth and the subjectivity of the learning process. This training, where the
personality of the student is in the center of the teacher's attention, in which the activity
of teaching, cognitive activity, and not teaching, is the teacher-student leading in
tandem. Within the framework of personal-oriented education, the traditional paradigm
of education of a teacher-textbook-student is replaced by a new one: a student-textbook-
teacher. The principle of individualization, taking into account the individual
characteristics of the schoolchild, becomes especially important in the realization of the
personal approach.
Personally oriented learning is considered by us as a pedagogical process, the basis of
which is the personality of the student as a subject of the learning process, and
accordingly - the development of his thinking and abilities, including communicative
ones. This training, which ensures the development of student activity through
independent and joint activities. When implementing such an approach, the learning and
learning processes are mutually agreed upon, taking into account the mechanisms of
cognition, the mental and behavioral characteristics of students, and the "teacher-
student" relationship is built on the principles of cooperation and freedom of choice.
The goal of personally oriented learning is to create conditions for the formation of an
active personality, to realize its interests and rights, to identify and develop the abilities
of each student. Implementation of a personcentered approach in the lessons and in the
non-productive classes that can solve various tasks in the process of generalization,
awareness, and act in various spheres of life.
15. Explain the development of speech in young learners
Language development varies considerably between children, even within the same
family. However, children tend to follow a natural progression for mastering the skills
of language and there are certain milestones that can be identified as a rough guide to
normal development. Between 6 and 9 months, babies babble in syllables and start
imitating tones and speech sounds. By 12 months, a baby's first words usually appear,
and by 18 months to 2 years children use around 50 words and will start putting two
words together into a short sentences. From 2-3 years, sentences extend to 4 and 5
words. Speech, language and communication skills are crucial to young children's
overall development. Being able to speak clearly and process peech sounds, to
understand others, to express ideas and interact with others are fundamental building
blocks for a child's development.
Babies need to learn how language sounds before being able to learn how to speak.
Although individual children develop at their own rate, there are some general patterns:
• From 1 to 3 months of age, babies cry and coo.
• At 4 to 6 months of age, babies sigh, grunt, gurgle, squeal, laugh and make
different crying sounds.
• Between 6 and 9 months, babies babble in syllables and start imitating tones and
speech sounds.
• By 12 months, a baby's first words usually appear, and by 18 months to 2 years
children use around 50 words and will start putting two words together into a short
sentences.
• From 2-3 years, sentences extend to 4 and 5 words. Children can recognise and
identify almost all common objects and pictures, as well as use pronouns (I, me, he, she)
and some plurals. Strangers can understand most words.
• From 3-5 years, conversations become longer, and more abstract and complex.
• By the time a child turns 5, they usually have a 2,500 word vocabulary and talk in
complete, grammatically correct sentences. They ask a lot of ‘why?’, ‘what?’ and
‘who?’ questions.
16. Point out connection between personality and speech
Personality refers to an individual’s characteristics, style, behavior, mindset, attitude,
his own unique way of perceiving things and seeing the world. Genetic factors, family
backgrounds, varied cultures, environment, current situations play an imperative role in
shaping one’s personality. The way you behave with others reflects your personality.
An individual with a pleasing personality is appreciated and respected by all.
Effective speech play a crucial role in honing one’s personality. Speech helps
individuals to express themselves in the most convincing way. Your thoughts, feelings
and knowledge should be passed on in the most desirable manner and effective
communication skills help you in the same.
A person should speak really well to make a mark of his/her own. Remember, no one
would take you seriously if you do not master the art of expressing yourself clearly and
in the most convincing manner.
Not all people are blessed with excellent communication skills; they acquire the same
with time and practice. People with great communication skills tend to have a better and
impressive personality than those who have problems in communicating as interacting
with others is not a challenge for them. Individuals with effective communication skills
can easily converse with other people around be it their fellow workers, peers, family
and so on.
A person's speech is connected not only with his cognitive processes, but in a certain
way correlates with his personality as a whole. The higher the level of a person's
personal development, the more developed a hundred speech is, and vice versa. Almost
all outstanding personalities, who received wide fame and well-deserved recognition,
had a well-developed oral and written speech. This fact directly relates to famous
politicians, poets, writers, scientists.
In speech, a person manifests himself as a person, and this is another important aspect
of the relationship between personality and speech. Any cultured, intellectually
developed person who has a fairly large experience of communicating with people,
perceiving the speech of another person, can evaluate him as a person. This is
manifested in the words and expressions used, in literacy, accuracy, richness and
imagery of speech utterances, in the paralinguistic components of speech, in the features
of non-verbal speech and many other signs.
17. Reveal psychological characteristics of speech activity
They are as follows:
1. Speech must be motivated, i. e., the speaker expresses a desire to inform the hearer of
something interesting, important, or to get information from him. Suppose one of the
pupils is talking to a friend of hers. Why is she talking? Because she wants to either tell
her friend about something interesting, or get information from her about something
important. This is the case of inner motivation. But very often oral speech is motivated
outwardly. For instance, the pupil's answers at an examination.
Rule for the teacher: 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, Ensure conditions in which a pupil will have a desire to
say something in the foreign language, to express his thoughts, his feelings, and not to
reproduce someone else's as is often the case when he learns the text by heart.
Remember that oral speech in the classroom should be always stimulated. Try to use
those stimuli which can arouse a pupil's wish to respond in his own way.
2. Speech is always addressed to an interlocutor.
Rule for the teacher: Organize the teaching process in a way which allows your pupils
to speak to someone, to their classmates in particular, i. e., when speaking a pupil
should address the class, and not the teacher or the ceiling as is often the case. When he
retells a text which is no longer new to the class, nobody listens to him as the classmates
are already familiar with it. This point, as one can see, is closely connected with the
previous one. The speaker will hold his audience when he says something new,
something individual (personal). Try to supply pupils with assignments which require
individual approach on their part.
3. Speech is always emotionally colored for a speaker expresses his thoughts, his
feelings, his attitude to what he says.
Rule for the teacher: Teach pupils how to use intonational means to express their
attitude, their feelings about what they say. That can be done by giving such tasks as:
reason why you like the story; prove something; give your opinion on the episode, or on
the problem concerned, etc.
4. Speech is always situational for it takes place in a certain situation.
Rule for the teacher: While teaching speaking real and close-to-real situations should be
created to stimulate pupils' speech. Think of the situations you can use in class to make
pupils' speech situational. Remember the better you know the class the easier it is for
you to create situations for pupils to speak about.
These are the four psychological factors which are to be taken into account when
teaching speech
Speech activity is a language process. For the first time, A. N. Leontiev spoke about
this. But as for the first mention of speech activity, the first mention of speech activity is
found in L. S. Vygotsky. There are three mandatory components of speech activity
characteristics: structure, subject content, and complex mechanism.
Considering the mechanisms of speech activity, it is necessary to refer to the works of
the famous Russian scientist Zhinkin, or rather to his book "Mechanisms of speech".
Zhinkin says: "Speech is based on a common functional mechanism". It is basic. It is
represented by two processes:
- word selection process;
- the process of combining words.
18. Describe features of speech development at different age stages of learning
foreign languages.
Initial stage (5-6 grades)
At this stage, the foundations of foreign language proficiency are laid: hearing, lexical
and grammatical skills, writing skills, elementary speech skills of speaking, listening are
formed. The main goal of training: mastering by students, first of all, oral speech. The
predominant development of oral speech creates the oral-speech base of possession of
the FL. At the initial stage, the foundation is laid - the oral and verbal basis of the
possession of the FL. It is implemented in an oral introductory course.
The activities of the teacher and students are carried out on the basis of general didactic
principles: —— visibility, accessibility, consciousness, activity. Education should be
communicatively directed and differentiated. There should be a relationship between all
WFDs: Everything is learned orally, reinforced through reading and writing. In turn,
reading and writing contribute to the development of oral speech, because supports and
landmarks are created. The differential principle at this stage has the following
sequence: speaking - reading - writing. Students master the verbal actions of
affirmation, re-asking, objection and denial, requesting information, prompting a
request. This is at the same time a way of conditionally communicative training of
lexical and grammatical material, as well as the main way of creating the foundation for
mastering speech activity.
Middle stage of education (7-8 grade)
At this stage, the further development of all communication skills and speech skills
continues. Oral speech is still the leading WFD and a means of teaching a foreign
language. Students in grades 7-8 develop and enrich their individual speech experience,
acquire skills in new, more complex language material. More attention should be paid to
the development of independent work in the classroom and at home. The study of
foreign language acquires a pronounced regional character and is focused on
communication with native speakers of a foreign language in the process of preparing
for an imaginary trip abroad. All this allows you to give tasks and exercises a
communicatively motivated character. Important types of independent work: reading
(home, individual and additional), working with programmed manuals, fulfilling
individual instructions of the teacher (preparing reports)
Final stage (9-10 grade)
At this age, the holistic-orientational activity of the individual is activated when
assessing his own qualities. Students strive for self-affirmation, tend to overestimate
their abilities. Students are reluctant to imitate and perform mechanical tasks, the
purpose of which is not clear to them. They read meaningful texts with interest. The
ratio of WFD is changing: reading will become the leading species. Oral speech
acquires a certain qualitative development in relation to content. Lexico-grammatical
skills are maintained at grade 8. The main purpose of the training is to teach
communicative reading skills: a) with a general coverage of the content of simple texts;
b) with a complete and accurate understanding of more complex texts.
OR
From birth up to the age of five, children develop language at a very rapid pace. The
stages of language development are universal among humans. However, the age and the
pace at which a child reaches each milestone of language development vary greatly
among children. Thus, language development in an individual child must be compared
with norms rather than with other individual children. In general girls develop language
at a faster rate than boys. More than any other aspect of development, language
development reflects the growth and maturation of the brain. After the age of five it
becomes much more difficult for most children to learn language.
• From 1 to 3 months of age, babies cry and coo.
• At 4 to 6 months of age, babies sigh, grunt, gurgle, squeal, laugh and make
different crying sounds.
• Between 6 and 9 months, babies babble in syllables and start imitating tones and
speech sounds.
• By 12 months, a baby's first words usually appear, and by 18 months to 2 years
children use around 50 words and will start putting two words together into a short
sentences.
• From 2-3 years, sentences extend to 4 and 5 words. Children can recognise and
identify almost all common objects and pictures, as well as use pronouns (I, me, he, she)
and some plurals. Strangers can understand most words.
• From 3-5 years, conversations become longer, and more abstract and complex.
• By the time a child turns 5, they usually have a 2,500 word vocabulary and talk in
complete, grammatically correct sentences. They ask a lot of ‘why?’, ‘what?’ and
‘who?’ questions.
19. Explain speech hearing in the sound analyzer system and in ontogenesis
In the early twentieth century, it was understood that along with the physiological
ability to perceive the sounds of the world (physiological hearing), there is the ability to
perceive and control speech (speech hearing).
Speech hearing in the sound analyzer system appears to be a hierarchically organized
functional system consisting of several components, thanks to which the simultaneous
perception and understanding of others' speech, as well as control over one's own
speech, takes place. The components of speech hearing have a certain autonomy, but
only their unity and hierarchical organization ensure a holistic and comprehensive
understanding of the meaning of perceived speech.
Speaking about the fact that speech hearing in ontogenesis is entirely a lifetime
formation, we should point out the differences in the process of formation of speech
hearing of a child in the process of learning to understand oral speech as a primary form
of speech activity and an adult who already knows the language. Obviously, these
processes are different and are associated not only with the sequence of language
acquisition, but also with the changes in the psyche that occur during the development
of speech in the native language.
20. Reveal formation of grammar in the child's language
To master the grammatical structure of speech means to master the skills of constructing
statements using the operations of changing words by forms, forming new words and
constructing phrases and sentences.
The formation of the grammatical structure of the oral speech of a preschooler includes
work on morphology that studies grammatical meanings within a word (changing it by
genders, numbers, cases), word formation (creating a new word based on another using
special means), syntax (combinability and order of words, construction of simple and
complex sentences).
Preschoolers learn the grammatical forms of their native language in a certain sequence,
dictated by the needs of communication with adults and peers, as well as the ease or
difficulty of their assimilation. Children go from concrete forms to more abstract ones,
from a simple transfer of the external features of objects (plural, size) to a complex one,
correlated with the objective situation (for example, case forms that help express
knowledge about the orientation of objects in space: at the table, above the table, on
table, etc.).
OR
Grammar provides the building blocks for children to understand and express
themselves in longer and more complex ways.
When children increase their language complexity (with word endings, or longer/more
complex sentences), they can express and understand more complicated ideas.
The following ages and stages are a guide that reflects broad developmental norms, but
doesn’t limit the expectations of every child. It is always important to understand
children’s development as a continuum of growth, irrespective of their age. These
milestones provide just some examples of the changes in what children say as they get
older.
Early Communicators (birth - 18 months)
• use mainly gestures, eye gaze, and vocalisations to communicate
Early Language Users (12 - 36 months)
• begin to use single words to communicate (12-18 months)
• begin to combine words together (around 24 months)
• start to use word endings (suffixes)
• e.g. -ing, like in ‘playing’ (18-28 months)
• plurals, like in dogs, apples (2-3 years)
• past tense, like fall —> fell, jump —> jumped (around 2 years onwards)
• start saying longer sentences of 3+ words (around 3 years)

Combining words
When children start combining words together (around 2 years), this is an important
step in their language development. Combining words is the start of communicating
bigger ideas. As well as labelling and requesting, children can start describing their
world, and better communicate their own perspective. Early forms of word
combinations include the following kinds of ideas:
• Idea/message examples
• more/again
• person doing something
• describing objects
Building longer words
We can provide more information by adding/changing the endings (suffixes) of words.
Children usually learn these word endings in a sequence. Some of these include:
• Word ending examples -ing ending on verbs(progressive)
• plural -s(regular plural)
• ‘s ending on nouns (possessive ‘s
• irregular plural
Language and Emergent Literacy Learners (30 - 60 months)
• begin to say full sentences with function words like the a, is, and does ‘Boy eat ice-
cream now’ —> ‘The boy is eating ice-cream now’
• start saying more complex sentences with two verbs, like ‘I wanna read book’
(from 2.5 years)
• start joining two sentences together, like ‘I saw a dog and I patted him!’ (from 3
years)
Children’s grammar will develop as they are exposed to lots of language.
21. Point out requirements for creating programs in foreign languages for children
of preschool and primary school age.
Primary education is the foundation of all further education, the basis of spiritual
growth and human development. By its nature, a foreign language is one of the subjects
that can enrich primary education. In the system of lifelong education, early — from the
age of five — learning a foreign language allows the humanization and humanization of
the upbringing of children, enhancing its developmental, educational, cultural and
pragmatic orientation.
The main component of the content of the discipline “Foreign Language” is the
formation of knowledge, language skills and speech skills. Successful development of a
skill, and, consequently, a skill, is impossible without the student not knowing whether
his actions are correct or not. Without receiving such information from outside, mainly
from the teacher, he assesses his own actions, which often reinforces erroneous actions
and forms the wrong skills among preschoolers. In order to avoid this, it is necessary to
observe the actions of the student, which, strictly speaking, is a control, without which
the rational management of the learning process in a foreign language is impossible.
Control of knowledge and skills of students is one of the most important components of
the educational process. The effectiveness of the management of the educational process
depends on its proper organization. He needs a teacher in order to have an accurate idea
of how much the students have advanced in the implementation of the program, how
they have mastered the language material, how they have mastered various
communication skills (oral speech, reading, writing, listening).
22. Explain self-construction and human tendencies (by M. Montessori)
Dr. Maria Montessori determined that there are human tendencies that exist in each
individual which stimulate her/him within the society. Human tendencies are
unchanging and individual. They help humans to survive and adapt in a particular time
and environment.The Human Tendencies are:
Order: The tendency for order helps in the understanding of one’s surroundings.
Orientation: This tendency is the ability to orient oneself in new situations.
Exploration: This tendency is the curiosity leading to explore and the desire to
understand. It renders living better materially and spiritually.
Communication: This tendency is the ability for living beings to understand each other
as well as to be understood. This takes the three forms of speaking, writing and reading.
Activity: It is the ability to move which involves both the mind and body.
Manipulation: It is the tendency to touch and to handle on’s surroundings to give
control over an activity.
Work: The tendency to work is related to the tendencies of activity and manipulation. It
is the ability to put into reality what the imagination suggests.
Repetition: This tendency is the ability to do over and over again an exercise in order to
reach perfection and to experience the joy of increased control and understanding of
one’s world.
Exactness: It is the desire to be precise and constant so that things are objective. It is a
necessary tendency to survive (to maintain stability and prevent accidents).
Abstraction: It is the ability to reason beyond the limits of the concrete as well as to
generalize and interpret.
Self-perfection: It is the development of the person to a point that is satisfying to the
person himself.
23. Point out requirements for teaching foreign languages to preschool children.
1) You need to praise the baby more often and sincerely rejoice for his even the
slightest success. However, in this case, you need to be careful, that is, try not to over-
praise the child.
2) In no case should you force the child: after all, the interest that he has in learning can
very easily disappear if you are too assertive.
3) During the training of the baby, you will have to refrain from any unpleasant remarks
and do not prompt him when he performs any task. The fact is that this can have a
disastrous effect on his confidence in himself and in his knowledge.
4) It is necessary to dose the amount of new information. That is, it is not necessary to
overload it with new knowledge, as this will only go to the detriment. The extent to
which this is harmful can be explained by an example. To do this, you need to
remember how a small child eats: if you give a small portion, he will immediately eat it,
and perhaps ask for supplements. And if you offer him a large portion, he can refuse to
eat it at all: after all, in the
24. Reveal characteristics of the Second Plane Child (From Childhood to
Adolescence), (To Educate the Human Potential)
As they develop, children in the second plane of development also expand their social
network. They begin to show a genuine interest in others, whether it is within their local
community or in a more global sense of awareness. Montessori elementary programs
take advantage of this sensitive period of cultural awareness by providing a wide range
of opportunities for children to explore their culture, and that of others, through the
study of history, geography, language arts, and the sciences. Children at the second
plane lose their desire for physical order and develop a strong moral sense of order.
They have a very strong sense of justice and perceived fairness and following the rules
becomes very important. They need good role models as they learn about values.
Between the ages of 6 and 12, children experience great growth physically. However,
what stands out greater than their physical growth is their capacity for great mental
growth. The Montessori elementary curriculum was created with this in mind. The
lower elementary (6-9) curriculum takes advantage of the child’s natural enthusiasm for
learning and lays the foundation for skills needed at the next level. The upper
elementary curriculum (9-12) not only focuses on the acquisition of knowledge, but
adds a level of thoughtfulness by inspiring children to think and question. In the second
plane, children will reason about what has become part of their lives through the power
of imagination and intelligence. They need to hear stories of greatness and goodness
and moral values. The mind of the elementary child concerns itself with building a
conscience, that inner sense of what is right and wrong. During this period of growth,
they need to know that the adults in their lives love, respect, and understand them.
25. Explain study of mental processes and states in preschool age.
The child passes into preschool age. The peculiarity of the social situation of
development in the preschool age is that the child already understands that he is other
adults. He treats them in a certain way, and they refer to him. As an adult advocates for
the child as the bearer of social relations, the child begins to imitate the adult. Since a
child can not reproduce social relations precisely because of limited opportunities,
preschool children develop a game. LS Vygotsky repeatedly emphasizes that a small
child can not imitate non-living objects, he imitates only adults.
The main characteristic of the game is determined by the presence of an imaginary
situation. Imaginary situation assumes that the child transfers the value of some objects
to others. For example, a child may consider a doll a daughter, a chair by a horse, etc.
However, when playing, the child does not lose the real meanings of things. Here, in
fact, the complex nature of the mental processes accompanying the play activity of
preschoolers is noted.
The game and the development of speech in many respects determine the development
of the child's imagination. Analyzing this process, Vygotsky singles out two different
types of activity of children. One is associated with the creation of new images by
combining the old in new combinations, and the other characterizes the process of
relating images of one reality to another. He points to four basic forms linking the
"activity of the imagination with reality". The first form is based on combining the
images of impressions obtained from real objects; the second - on the establishment of a
connection between the finished product of fantasy and the complex phenomenon of
reality; the third - on the emotional connection; the fourth - on the new content of the
image of fantasy, which previously did not occur in reality, but is embodied in the
product.
26. Point out development of mental functions of primary schoolers.
By the beginning of primary school age, the child is characterized by a sufficient level
of development of perception and sensory development: children have developed
auditory perception, visual acuity, perception of color, shape, size, spatial characteristics
of objects.
During primary school age, the indicators of the accuracy and speed of perception of
signs of multidimensional stimuli improve, the indicators of perception of incomplete
contour images improve significantly, which indicates the improvement of the
properties of apperception and anticipation of visual perception.
In primary school age, the ability to correlate perceived qualities with a standard, to
correctly name them, to establish identity, partial similarity and dissimilarity of
properties and qualities, is improved. In the process of purposeful viewing, feeling or
listening, children perform correlative actions, reveal the connection of the perceived
object with the standard. The perception of complex forms of objects is improved, in
which the general outlines, the shape of the main part, the shape and location of the
secondary parts and individual additional elements are highlighted. In primary school
age, the ability to consistently examine various complex forms of objects is intensively
developed.
27. Explain the importance of game stretching in joint motor activity of
preschoolers and a teacher according to the methodology of E.V. Medinskaya
Medinskaya E.V. invented game stretching in the joint motor activity of preschoolers
and a teacher according to the methodology for the development of mental functions of
preschoolers. Recently, there has been a tendency towards the use of various means of
physical culture with a therapeutic orientation. As a rule, these are various areas of
health-improving types of gymnastics - rhythmic gymnastics, aerobics, breathing
exercises, oriental health-improving systems: wushu, yoga and much more. All of them
are aimed at improving the body of those involved, increasing the vitality and functional
capabilities of the child. Play stretching is a healing technique based on natural
stretching, aimed at strengthening the spine and preventing flat feet. The technique
allows you to prevent and correct posture disorders, has a healing effect on the entire
body.
28. Describe stages of adaptation.
The adaptation process is usually divided into three main stages, each has its own
characteristics.
1) The first stage of adaptation is called «Indicative». The child is facing new
conditions, studying the situation, boundaries, norms, etc. That’s really hard for some
children. That’s why the kid is often tense: both physically and psychologically.
Reactions can be brightly colored and cut. The stage lasts, most often, about two to
three weeks.
2) The second stage is the «Unstable Fixture» phase. The name speaks for itself: the
child begins to adapt. He or she is already close to finding optimal behavior in the
proposed conditions. Behavioral patterns are built in a kids’ head, this allows the body
to spend less energy than at the first stage. Reactions are already less emotionally
colored. Duration: about two to three weeks.
3) The third stage of adaptation is «Relatively stable adaptation». At this stage, the
children gain confidence in the selected forms of behavior, become more stable. This is
a final assessment of the concept «I am a schoolboy, and what does it mean” …The last
stage lasts from five to six weeks to 1 year.
29. Explain the importance of psychodiagnostic tools according to the methods of
T. A. Nezhnova.
This technique is aimed at identifying the level of formation of the "internal position of
the student", the acceptance of the age status by a 6-7 year old child.
The formation of this internal position is one of the most important components of
motivational "readiness for school." Without such readiness, a child, even if he can read
and write, will not be able to study well, since the environment and rules of behavior at
school will be a "burden" for him. Therefore, motivational readiness is no less important
than intellectual readiness.
30. Reveal the issues of motivation and emotional-volitional sphere in teaching
foreign languages.
The effectiveness of teaching a foreign language and its effectiveness depends on many
factors, but the presence motivation to learn a foreign language. This is what is
"Triggering mechanism" of speech activity, conscious assimilation of knowledge,
emotional and intellectual activity of students. Motivation for learning activities allows
developing personality to determine not only the direction, but also the ways
implementation of various forms of educational activities, involve emotional and
volitional sphere. It is characterized by the activity of trainees, the strength and stability
of educational motives. Depending on the source trainees' activity: internal, external,
personal can be distinguished the following motives of educational activity: social,
cognitive, personal. Motives for achievement define a creative, proactive attitude to
business and influence both character and quality of performance of the activity.
Leading social motives of educational activity are positional and status motives - the
desire to stand out against the background of peers, that is, to take a certain position in
the study group.
31. Psychological climate in the classroom and its impact on educational
cooperation.
The psychological climate expresses one of the characteristics of the group. It can be
used along with such concepts as team cohesion, group activity. Every child feels the
impact of the psychological climate in the classroom. It can both discover new abilities
in the child, promote personality development, increase academic performance, and
suppress the child, change his behavior to the negative direction.
A teacher plays an important role in shaping the psychological climate in primery
school. It guides, regulates, and in some cases adjusts the classroom environment. The
primary teacher has unquestionable authority for the students. The relations of junior
schoolchildren in the group are formed by the attitude of the teacher towards the student
or students. The child begins to evaluate himself through the assessment of the adult.
Now all his achievements lose their importance, except for educational.
The success of education depends directly on the relationship between the teacher and
the junior student, the microclimate in the classroom. Attention and respect from the
teacher is very important for children of primary school age. They respond very
emotionally to a inflicted offense of the teacher's injustice.
The relationship system is important in shaping the psychological climate. In each
children's group there are friendly groupings. There are different types of students.
Some stand out for their desire to communicate always and everywhere, they are
usually popular in children's group. There are also those who are in some isolation from
their coevals.
32. Explain the importance of using diagnostics of the cognitive development of a
junior schoolchild using the methods of L.M. Shipitsyna
Diagnostics of developmental deviations in children of primary school age L.M.
Shipitsina - is also aimed at identifying the features of the development of mental
operations of synthesis, analysis, establishing patterns of spatial relationships, cause-
effect relationships and relationships between events and objects. At the same time, this
technique allows you to identify deviations in the development of thinking, which is
especially important when studying a child with mild mental retardation. Diagnostics
L.M. Shipitsina includes determining the level of development of each of the main
mental functions (thinking, memory, will, attention) and the integral level of
development of cognitive activity.
There are five levels of mental development of the child:
• 1st level - very high level, level of high potential
opportunities;
• 2nd level - high level, high level of actual development
schoolboy;
• 3rd level - the average level, the level of the norm of age development;
• 4th level - low level, risk level;
• 5th level - very low level, the level of personal and social
maladjustment.
Along with determining the level of development of mental functions the qualitative
features of the individual and personal development of the child are established:
motivation, self-esteem, sociometric status, problem areas of personality relationships.

33. Point out types of foreign language proficiency and foreign language speech
abilities
Proficiency is measured in terms of receptive and expressive language skills, syntax,
vocabulary, semantics, and other areas that demonstrate language abilities. There are
four domains to language proficiency: reading, writing, speaking, and listening.
Language proficiency is measured for an individual by each language, such that the
individual may be proficient in English and not proficient in another language.”
Like any human activity, speech activity is determined by the three-phase or three-level
nature of its structure, which includes incentive-motivational, orientational-research
(analytic-synthetic) and executive phases. Giving a psychological characterization of
the types of speech activity, H.A. Winter analyzes them according to the following
parameters:
a) the nature of verbal (speech) communication;
b) the role of speech activity in verbal communication;
c) the orientation of speech activity towards receiving or issuing a message;
d) connection with the method of formation and formulation of thought, that is, with
speech;
e) the nature of external expression;
f) the nature of the feedback - each of the types of speech activity has its own
psychological characteristics.
34. Explain psychological features of mastering oral and written speech in a
foreign language at primary school age.
Like any human activity, speech activity is determined by the three-phase or three-level
nature of its structure, which includes incentive-motivational, orientational-research
(analytic-synthetic) and executive phases. Giving a psychological characterization of
the types of speech activity, H.A. Winter analyzes them according to the following
parameters:
a) the nature of verbal (speech) communication;
b) the role of speech activity in verbal communication;
c) the orientation of speech activity towards receiving or issuing a message;
d) connection with the method of formation and formulation of thought, that is, with
speech;
e) the nature of external expression;
f) the nature of the feedback - each of the types of speech activity has its own
psychological characteristics.
The importance of teaching vocabulary:
• Frequently used in the language
• Easily combined
• Valuable from the point of view of word-building.
• Unlimited from the point of view of style
Rules:
• Introduce words in sentence patterns in different situations of intercourse.
• Present the word as an element, i.e. in a sentence pattern first. Then fix it in the pupils’
memory through different exercises in sentence patterns and phrase patterns.
• While introducing a word pronounce it yourself in content, ask pupils to pronounce it
both individually and in unison in a context, too.
• In teaching words it is necessary to establish a memory bond between a new word and
those already covered.
Should be taught:
• 20% pronunciation and spelling
• 50% grammar
• 30% collocation
35. Describe psychological characteristics of speech activity and the peculiarities of
the formation of foreign language skills at the early stage of teaching foreign
languages.
The connection between psychology and the methodology of teaching foreign
languages can be traced in two directions - the psychology of speech and educational
psychology. From various sections of psychology, the methodology draws data such as
the ratio of oral and written, internal and external speech, psychological characteristics
of mastering and mastering various types of speech activity, psychological
characteristics of students of different age groups, the implementation of higher
psychological functions by students (perception, memory, thinking, speech ) in the
process of teaching foreign languages.
The methodology of teaching foreign languages is also based on the provisions of
psycholinguistics, which made it possible to determine such important categories for the
methodology as: speech activity, its types, structure, the process of generation and
perception of speech, the development of a child's speech, etc. It is important to note
that reliance on basic sciences is the most important condition for raising the scientific
level of a methodology, and one of its tasks is to synthesize data from basic sciences, on
the basis of which the actual methodological laws are formulated.
36. Speech training as a means of speech development.
Speech is formed under the control of hearing. The research notes the possibility of very
early formation of the activity of the auditory analyzer, which ensures the early
development of the sound side of speech. The development of students' speech is
primarily related to the acquisition of lexical and grammatical knowledge of the
language in the learning process, and secondly, the flexibility and speaking skills of
speech are associated with reading, listening, speaking and writing. Speech exercises
focus on communication.
37. Explain the importance of relaxation training at an early stage of foreign
language education
As we have already found out, a modern foreign language lesson is characterized by
great intensity and requires students to concentrate their attention and exert their
strength. Rapid fatigue of schoolchildren in foreign language lessons is also caused by
the specifics of the subject: the need for a large number of training exercises. To
achieve high efficiency of the lesson, one should take into account the physiological and
psychological characteristics of children, provide for such types of work that would
relieve fatigue.
The purpose of the relaxation is to relieve stress, give children a little rest, evoke
positive emotions, good mood, which leads to an improvement in the assimilation of the
material.
The types of relaxation can be various kinds of movements, games, singing, interest in
something new, unusual. It should be remembered that when conducting relaxation, you
do not need to set a goal for the students to remember the language material. Relaxation
should free the student from mental stress. For this, short-term series of physical
exercises can be used, used mainly for active rest in the lesson.

38. Using digital resources in teaching a foreign language in primary school

Primary school students are very motivated to learn a foreign language. They want to
speak and understand a foreign language. They do a lot of exercises and have a lot of
work to do in class. Much attention is paid to oral reading in primary school. Of
course, listening, speaking, writing and reading are also provided.
Currently, the introduction of a personal computer, multimedia technology and the
global information computer network Internet affects the education system, causing
significant changes in the content and methods of teaching foreign languages. The
modern teacher is faced with the problem of finding a new pedagogical tool. I came to
the conclusion that in modern conditions, given the great and serious interest of students
in information technology, this opportunity can be used as a powerful tool for
developing motivation in English lessons.
39. Reveal the significance of using computer technology in the educational
process.
The emergence of computer technologies made it possible to create a qualitatively new
educational environment as a basis for the development and modernization of the
education system. Computer technology is of key importance at all levels of the
educational system. At every stage of cognitive activity, scientific research and in all
branches of knowledge, computer technologies perform the functions of both tools and
objects of cognition. Thus, innovations in computer technology provide a revolutionary
development of the educational process. Computer technologies belong to the class of
innovative technologies that ensure the rapid accumulation of intellectual potential that
guarantees the sustainable development of society.
The effectiveness of the use of computer technologies in the educational process,
especially illustrated teaching aids, the implementation of their didactic capabilities are
undoubtedly the most important requirement. The use of forms of visualization, which
not only complement verbal information, but also act as carriers of information, should
help to increase the mental activity of students. Tables, graphs, diagrams, audiovisual
tools, etc. are constituent elements of printed and electronic educational materials and
play an essential role in the development of intellectual and cognitive activity of
students.
Thanks to the use of computer technology, it becomes possible to build an open
education system. Methods and technologies for the formation of educational content
are being improved. The education system is becoming more flexible, due to the
automation of many routine processes, its response to changes in the world around it is
accelerating. Modern methods of organizing educational material increase the efficiency
of its use, and the introduction of computer technologies makes it possible to choose the
optimal set of technologies for organizing the educational process, increasing the
efficiency and adequacy of the mechanisms for managing the education system.

40. Reveal psychological bases of pedagogical activity of a foreign language teacher

in primary school.
Pedagogical activity can be defined as the interaction of a teacher and a pupil, aimed at
its socialization. The concept of socialization in this context includes the personal,
cognitive and psychophysical development of the pupil, necessary for its entry into the
cultural context. Like other types of socio-cultural practices of a person, pedagogical
activity is characterized by motivation, goals and ways to achieve them. Especially
significant parameters of pedagogical activity are traditionally its productivity and
effectiveness.
In modern psychology, the productivity of pedagogical activity is usually considered in
two ways: from the point of view of the level and from the point of view of style
approaches. So, for example, the most typical solution for the level approach was
proposed in the works of the well-known psychologist NV Kuzmina. She suggests and
considers five theoretically possible levels of mastery of pedagogical activity:
1) minimal - unproductive;
2) low - unproductive;
3) Medium - medium-productive;
4) high - productive;
5) the highest - highly productive.
In principle, this problem is solved in the framework of the style approach. Nowadays,
he has become a serious and very attractive alternative to the level approach, because he
proposed other forms of analysis of the person's mental and activity capabilities. The
style approach for the first time has been stated and proposed the possibility of
transition in the assessment of individual mental differences in activity from unipolar to
bipolar indicators, from criteria of level (low/high) - to typological criteria.
The style approach assumes that the main thing in individual differences manifested in
one or another activity is not the fixation of the one who does more, but how the
solution is achieved. Someone does everything quickly, but it can be made not very
high-quality, someone works slowly, but achieves greater depth; someone is impulsive,
and someone on the contrary is reflexive, etc. Therefore, it is not always right to say -
"who is better, who is worse", but it is quite legitimate to say that under certain
conditions one will be more effective, and in another conditions another. Each of these
typological (style) features in different life situations will create either advantages or
hindrances.
Both within the framework of the level and within the style approach, one of the key
issues is the effectiveness or effectiveness of pedagogical activity. For a long time, the
effectiveness of the teacher's activity was assessed by the amount of knowledge
acquired by his students, skills and habits, and also by the levels of upbringing of
pupils. At the present time, other trends are becoming more pronounced: the
effectiveness of pedagogical activity is largely determined by the extent to which it is
capable of giving impetus to self-education, self-education, self-development and
personal self-improvement.
41. Describe the essence and components of the cognitive-communicative approach
to foreign language teaching.
The cognitive-communicative approach owes its formation and development to the
generalizing humanistic approach to the teaching of foreign languages. The main point
of humanistic approach is the complex orientation towards the personality of a student.
The humanistic direction in psychology, linguistics and didactics led to the appearance
of the communicative and cognitive approaches. When we use the cognitive-
communicative approach to the teaching of a foreign language a student becomes an
active participant of a foreign language teaching process. The cognitive aspect must be
included into communicative one and it must be submitted to it.
42. Point out main functions of the teacher and pedagogical abilities.
Pedagogical function is the direction of application of professional knowledge and skills
prescribed to the teacher. The main directions for the application of pedagogical efforts
are teaching, education, upbringing, development and formation of students. At the
heart of professional pedagogical activity lies: the equal function of the teacher - the
management of the processes of teaching, upbringing, development, formation.
At the stage of realization of intentions, the teacher performs informational,
organizational, evaluative, control and corrective functions.
Organizational (organizational) activities of a teacher are mainly associated with the
involvement of students in the intended work, cooperation with them in achieving the
intended goal. Cooperation, which has already been discussed, is a normal solution to
an organizational problem in modern conditions.
The essence of the information function is clear, as mathematicians say, from the
definition. The teacher is the main source of information for learners. He knows
everything about everything, and is fluent in his subject, pedagogy, methods and
psychology.
Control, evaluation and correctional functions, sometimes combined in one, are
necessary for the teacher primarily to create effective incentives, thanks to which the
process will develop, and the intended changes will occur in it.
It is also important to highlight the main groups of teacher abilities:
1) Organizational. They are manifested in the teacher's ability to unite students, occupy
them, share responsibilities, plan work, take stock of what has been done.

2) Didactic. Specific skills to select and prepare educational material, visibility,

equipment, to present educational material in an accessible, clear, expressive,
convincing and consistent manner, to stimulate the development of cognitive interests
and spiritual needs, etc.

3) Perceptual, manifested in the ability to penetrate into the spiritual world of the
educated, objectively assess their emotional state, and identify the peculiarities of the
psyche.

4) Communication skills are manifested in the teacher's ability to establish

pedagogically expedient relationships with students, their parents, colleagues, and
leaders of the educational institution.

5) Suggestive abilities consist in the emotional and volitional influence on the trainees.

6) Research abilities, manifested in the ability to cognize and objectively evaluate

pedagogical situations and processes.

7) Scientific and cognitive, which are reduced to the ability to assimilate scientific
knowledge in the chosen field.
We must recognize as important professional qualities of a teacher diligence, efficiency,
discipline, responsibility, the ability to set a goal, choose ways to achieve it,
organization, persistence, systematic and systematic improvement of our professional
level, the desire to constantly improve the quality of our work, etc. The most important
qualities , which should be inherent in the teacher humanity, kindness, patience,
decency, honesty, responsibility, justice, commitment, objectivity, generosity, respect
for people, high morality, optimism and many others.
43. Reveal the problem of foreign language.
The problem of foreign language abilities is one of the most complex and still
insufficiently studied, although it is comprehensively studied in psychology The
definition of foreign Language abilities is approached from three sides: a) from the
position of identifying abilities for various aspects of language and speech skills. b)
with the position of specific features of mental processes of perception, memory,
thinking. C) from the point of view of definition of influence of individual
psychological, character, personality characteristics of the person — the will, emotions,
types of temperament, extroversion.
To sum up, the problems in learning foreign languages require more attention from the
students. In each skills (listen, read, speak and write) has its variety and level of
difficulty. This makes challenge for students to receive foreign language lessons in the
classroom. Starting from technical problems to the motivations both students and
instructors. Now many foreign language learners only know a foreign language. But it is
not enough just to know a foreign language. It is very important to use it correctly. So I
think it is important and necessary when learning a foreign language to pay great
attention to culture. One of the problems is also the insufficient number of hours
allocated in the curriculum for the study of foreign languages. For a long time in other
countries of the world, the study of foreign languages has been given great importance.
Due to globalization, knowledge of foreign languages is becoming necessary in
absolutely all areas of life and professional activities. At the same time, it is very
important to teach students foreign languages using modern foreign study materials,
compiled by native speakers of the language being studied. Their use allows students to
get acquainted with the "live" language in real communication conditions, stimulates
speech activity of the learner, contributes to the formation of skills and abilities of
intercultural communication, as well as introduces them to the typical realities of life
today. In recent years the number of English language learners has increased
dramatically. The need to master a foreign language for the modern man has become
obvious to almost everyone. The age of students has also changed. Until now, the
teaching methodology is mainly focused on schoolchildren. so it is necessary to fix the
process of learning a foreign language.
44.Abilities and their practical significance in the professional training of a foreign
language teacher
pedagogical abilities have the following content:
1.Didactic abilities. the ability to transmit educational material to students, making it
accessible to children, to present them with a material or problem clearly and clearly, to
arouse interest in the subject, to arouse students ' active independent thought.
2.Academic aptitude. An able teacher knows the subject not only in the scope of the
course, but much wider and deeper, constantly monitors the discoveries in his science,
is absolutely fluent in the material, shows great interest in it, and conducts at least a
very modest research work.
3.Perceptual abilities. the ability to penetrate the inner world of the student, pupil,
psychological observation, associated with a subtle understanding of the student's
personality and his temporary mental States.
4. Speech abilities. the ability to clearly and clearly Express their thoughts and feelings
through speech, as well as facial expressions and pantomimic .The speech of a capable
teacher in the classroom is always addressed to students
5.Organizational skills. the ability to organize a student team, rally them, inspire them to
solve important tasks, and, second, the ability to properly organize their own work.
Analyzing the teacher's skills as a whole in the actual didactic plan, they all come down
to three main ones:
"1) the ability to transfer the knowledge known to the teacher, solutions, methods of
teaching and upbringing in the conditions of a new pedagogical situation.
2) the ability to find a new solution for each pedagogical situation; 3) the ability to
create new elements of pedagogical knowledge and ideas and design new techniques for
solving a specific pedagogical situation." A foreign language teacher as a subject,
characterized by all the features inherent in the teacher of any other academic discipline
in a school environment, is also determined by specific features. A foreign language
teacher should have another feature that is often shown when teaching a foreign
language — the ability to be both a partner and a teacher, directing speech
communication and correcting its shortcomings. This is a complex pedagogical skill of
not authoritarian, not imperative, but supportive, interested management of
communication with students. This skill is a professional and subject quality of a
foreign language teacher.
45. Point out functions of the pedagogical activity of a foreign language teacher
and their specific features.
We turn to the first block of professional pedagogical training of a foreign language
teacher. N. V. Kuzmina , A. I. Shcherbakov and other researchers identified the main
functions of the teacher (constructive, organizational, communicative, Gnostic). In
terms of content, they largely coincide with the pedagogical abilities highlighted earlier
by F. N. Gonobolin. These functions were then correlated with the skills that underlie
the professionogram of a subject teacher, in particular, a foreign language teacher. It
seems to us that this issue is very important in terms of professional and pedagogical
training of teachers and their self-training and self-development. After all, it is abilities
that are primary, they are the basis of functions, they develop in activity and determine a
person's fitness for it, and they should first of all be the object of awareness of the
teacher.
Characteristics of teaching activities:
Minimal-reproductive. the teacher is able to tell others what he knows; unproductive.
Average- locally modeling. the teacher has strategies for teaching students knowledge,
skills, and abilities in separate sections of the course
Low-adaptive. the teacher is able to adapt his message to the characteristics of the
audience; unproductive
High-systemically modeling students ' knowledge. the teacher has strategies for forming
the desired system of knowledge, skills, and abilities of students in the subject as a
whole; productive.
A foreign language teacher as a subject, characterized by all the features inherent in the
teacher of any other academic discipline in a school environment, is also determined by
specific features . A foreign language teacher should have another feature that is often
shown when teaching a foreign language — the ability to be both a partner and a
teacher, directing speech communication and correcting its shortcomings. This is a
complex pedagogical skill of not authoritarian, not imperative, but supportive, interested
management of communication with students. This skill is a professional and subject
quality of a foreign language teacher.
46. Explain pedagogical abilities, pedagogical skills and personal qualities of a
foreign language teacher.
The successful professional performance of a foreign language teacher requires a set of
abilities and skills, which include the following:
1. The ability to orient in the scientific information, correctly use scientific knowledge
in practical activity, skillfully solve pedagogical problems.
2. Constructive abilities - the ability to determine the goals, objectives, prospects of
training, to make programs and plans taking into account the contingent, the specifics of
the conditions of classes.
3. Communicative skills - the ability to communicate with students, colleagues, manage
the student team. In order to develop communicative abilities it is recommended to be
mobile in the reactions to the behavior of students, to observe the work of experienced
teachers, to analyze your behavior by the main indicators of pedagogical
communication: tactfulness, fairness, democracy.
Organizational skills - the ability to create optimal conditions for learning, select the
necessary forms of classes, correctly calculate the time, provide the educational process
with the necessary equipment; the ability to organize their work, to plan and conduct
any extracurricular activities.
One of the most important characteristics of a specialist's activity is his or her functions
in the process of professional activity. The composition of functions allocated in
professional activity by different authors is different: some authors define the functions
of activity from the point of view of its structure, others consider activity as a process of
solving professional tasks.
In accordance with the goals of educational activity, the following interrelated functions
of a foreign language teacher are distinguished
- diagnostic, associated with the study of learners, with the determination of the level of
mental development of individual students and student groups and individual groups;
- orientation-prognostic, expressed in the ability to determine the direction, goals and
objectives of educational activity and predict its results;
- constructive-projective function, which implies adequate construction and design of
the content of educational work on the basis of the made prognosis;
- Organizational function, which implies the involvement of students in active activities
and emotional and moral stimulation;
Among the professionally significant qualities of a teacher are:
- high knowledge in the specialty and, first of all, in the field of pedagogy, constant
professional development;
- high human qualities;
- the ability to interest students in their subject, to present the material vividly, to
activate the thinking of students;
- high general culture, culture of behavior and speech;
- sincerity in interrelations;
- responsibility, modesty, absence of arrogance,
- self-confidence, true wisdom;

47. Explain psychological bases of pedagogical activities and Job analysis of

foreign language teacher
A Job analysis (professionogram) is an ideal model of a teacher, teacher, class teacher,
or teacher. This is a sample that a teacher must have: knowledge, skills, and skills to
perform the function of a teacher. Job analysis of the foreign language teacher does not
only contain the total, which is typical for the teaching profession in General, but
special, which is typical for activities of foreign language teachers. It contains
characteristics of the pedagogical functions of a foreign language teacher, his personal
qualities, General pedagogical and professional - methodical skills that ensure the
implementation of these functions. Considering the job analysis, we can say that it acts
as a form of monitoring the quality of professional preparation of teachers for teaching
activities and allows you to design personal and professional growth of the student
future teacher and may be one of the methods of self-education. Currently a lot of
attention is paid to the professionogram - this is due to the need to improve quality, in
particular foreign language teaching, as the role of cross-cultural the communication is
huge now.
The professional activity of a teacher can be divided into two groups:
• goal - setting and operational
• structural.
In the pedagogical activity of a teacher, the following components are distinguished:
- information
- oriented
- motivational and stimulating
- control and correction
Psychological and pedagogical skills:
1.Read and analyze special psychological and pedagogical literature
2. Independently analyze pedagogical actions.
3. Analyze the best teaching experience.
4. To look at ourselves.
5. Show sympathy for students.
6. To organize themselves, to manage their condition.

48. Reveal psycho-pedagogical bases of organization and conducting lessons in a

foreign language.
A foreign language lesson has its own specifics, since, unlike other subjects, the
formation of the communicative competence of students is put forward as the main goal
of learning. At present, the global goal of mastering a foreign language is considered to
be introduction to another culture and participation in the dialogue of cultures. This
goal is achieved through the formation of the ability for intercultural communication. It
is teaching, organized on the basis of tasks of a communicative nature, teaching foreign
language communication, using all the tasks and techniques necessary for this, that is a
distinctive feature of a foreign language lesson. The developing function of a modern
English lesson is to develop cognitive processes (observation, memory, thinking,
speech, imagination) and mental abilities in all students. Mastering the basic theoretical
concepts, laws of science, methods of their logical analysis, contributes to the rapid
development of the mental development of students.
49. Personality and activity approach and especially its implementation in teaching
foreign languages
Learning foreign languages is a complex process that requires a lot of time and effort,
and even the ability to speak languages and the use of modern techniques does not
always guarantee the desired result. This is primarily due to the fact that linguistic
knowledge is not transmitted directly from teacher to student, as previously thought, but
is formed in the process of personally significant activities. Knowledge itself, outside
of certain skills and abilities to use them, does not solve the problem of a person's
education and his preparation for real activity outside the walls of an educational
institution. The personal-activity approach means the teacher's revision of the usual
interpretations of the learning process, mainly as a message of knowledge, the
formation of skills, i.e. only as an organization for the assimilation of educational
material; subject-object communication scheme, interaction between a teacher and
students; the object of training only as a set of assimilated knowledge.
For the successful mastering of foreign languages, a favorable teaching and educational
environment should be created, which implies significant flexibility in defining goals,
taking into account the personal interests and individual characteristics of the student of
foreign languages and creating the prerequisites for greater independence and active
learning. In the process of teaching a language, students are put in a situation of choice,
an appeal to their personal experience, feelings and emotions is used, which encourages
them to express their own opinions and assessments, makes them think independently
and draw conclusions. Teaching a foreign language as a whole, which includes a
variety of types of speech and mental activity, contributes to the formation of the ability
to think clearly, critically perceive information, highlight the main idea in it and find
means and arguments for its confirmation and justification, and, therefore, facilitates the
understanding of any theoretical material.
50. Characterise the educational activities in the learning of a foreign language:
Educational activities: characteristics, psychological content and structure

Educational activity is a type of practical pedagogical activity, the purpose of which is a

person who owns the necessary part of the culture and experience of the older
generation, represented by curricula in the form of a set of knowledge and skills to use
them. Learning activity can be carried out only through the appropriate performance of
the teacher's activity and the student's activity.According to the level of goal
achievement, educational activity is divided into two links: teaching and
learning .Completeness of educational activity is determined by the data of didactic
diagnostic activity .In psychology, learning activity is not equated with learning.
Children can learn in the most types of activities - play, work, social, etc.
The main components of educational activities are :
1.Training action
2.Educational task (provides the assimilation of a generalized method for solving a
specific class of problems)
3.Monitoring and evaluation activities
In foreign language classes, the basis for a teacher is to create a situation of success in
the communicative activity of students. Experiencing a sense of success in
communicative activities in foreign language classes, the student experiences joy,
emotional upsurge. Experiencing success in educational communication instills in him
self-confidence; self-esteem increases, there is a desire to re-achieve good results in
communication in order to once again experience the joy of success.The effectiveness
of mastering a foreign language depends not only on the student's strategy, but also on
the learning strategy. The maximum effect can be achieved in the harmony of these
strategies. An important factor helping to achieve this goal is to increase the
effectiveness of the teacher's pedagogical influence on students, their communication in
the classroom in conditions of complete socio-psychological compatibility.
51. Explain cognitive processes, abilities, motivation, and emotional-volitional
sphere in teaching foreign languages
Cognitive processes are mental processes that ensure the receipt, storage and
reproduction of information and knowledge from the environment.Cognitive processes
may include attention, perception, reasoning, emoting, learning, synthesizing,
rearrangement and manipulation of stored information, memory storage, retrieval, and
metacognition. These functions can be conscious or unconscious and can be internally
generated or initiated by a novel sensory input from the environment .
Considering the structure of cognitive processes proposed by Stolyarenko L.D. , with
the help of which a person receives and comprehends information, displays the
objective world, transforming it into his subjective image, one can find the answer to
the question on what does the presence or absence of interest in learning foreign
languages depend. Feeling, perception, thinking are inseparable parts of a single process
of reflecting reality. Sensual visual cognition of objects and phenomena of the
surrounding world is the initial one.However, sensing, perceiving, visualizing any
object, any phenomenon, a person must somehow analyze, generalize, concretize, in
other words, think about what is reflected in sensations and perceptions. Sensations,
perceptions, representations, thinking, memory are cognitive processes. Attention
determines selectivity, conscious or semi-conscious selection of information coming
through the senses. This particular feature of attention is important when learning a
foreign language. The main task of the teacher in this case will be the correct selection
of the material that must be mastered by the student.

52. Reveal psychological and pedagogical foundations of organizing and

conducting a lesson.
The forms of organization of educational activities differ in the nature of the behavior of
the teacher and students in the learning process. The following types of forms of
educational activity are distinguished: individual, group and frontal (collective). These
forms of organizing educational activities appear in the lesson in various combinations
and sequences.
The frontal form of organizing the educational activities of students is called such a type
of activity of the teacher and students in the lesson, when the teacher works with the
whole group at the same time and all students have the same work common to all.
Group form - the organization of educational work involves dividing the class into
groups for solving specific educational problems. The size of the groups can be
different and depends on the goals and content of educational activities. As a rule, it
ranges from 3-6 people. A special case of group work is the pair form. The composition
of the group is also not constant, and changes depending on the nature of the work
ahead. Group work can be homogeneous and differentiated.
Homogeneous group work - involves small groups of students performing the same task
for all, and differentiated performance of various tasks by different groups.

53. Point out Innovative technologies for teaching a foreign language in primary
schools.
The role of innovation in education is great. The effective use of Innovative
technologies, such as computers, the Internet, multimedia resources in the educational
process is the only way to show the quality of education. One of the innovative
technologies of improving the students' communicative abilities is using multimedia in
the process of teaching and learning in the classroom. Proper use of multimedia in
classroom will provide the opportunity for interacting with diverse texts that give
students a solid background in the tasks and content of mainstream courses.
Furthermore, because educational technology is expected to become an integral part of
the curriculum, students must become proficient in accessing and using electronic
resources.Using innovative technologies in a classroom as a tool for language learning
has many benefits. It gives stimulus to undertake the tasks. And could help in creating a
long lasting impact on the learners. The role of teacher will change from an instructor's
role to a coordinator. Self-paced independent learning methodology is what is being
propagated with the help innovative technologies in English Language Teaching. Using
multimedia provides the students to gather information through media that encourages
their imaginations, interests.
54. Explain Innovative technologies as a means of increasing the quality of foreign
language teaching in primary schools.
So, why do we use multimedia materials in the classroom? First, it helps to enhance
understanding. Valuable media materials boost student comprehension of complex
topics, especially dynamic processes that unfold over time. At second, it increases
memorability - rich media materials lead to better encoding and easier retrieval. The
most important advantage is that media helps to improve their four language skills like
listening, reading, speaking and writing. Moreover, information technology develops
children' critical thinking. Furthermore, multimedia provides us with individualized
learning, which means that multimedia resources can help you meet needs of many
different types of learners. Like, Visual learners can watch a video, while auditory
learners listen to streaming audio hands-on learners play and interactive game. Children
who need extra practice can use online exercises to improve their grammar or
vocabulary skills. In my opinion, multimedia resources can help our children to
experience today's global community.Information and communication technologies are
the most important parameter of contemporary socio-cultural system. Online Resources
are familiar and convenient means of exploring the culture of other countries and
peoples, communication, information, inexhaustible source of educational process. That
is why, based on a systematic approach to reforming the methods of learning a foreign
language using the new information technologies based on the concept of information
and learning environment, which is seen in close connection with the system of
developmental education. Information - learning environment is a set of conditions that
not only let us create and develop language skills, abilities and skills, but also promote
the development of the individual student.
55. Reveal psychological foundations of the teacher's innovative activity.
The innovative activity of teachers is usually described as the creative activity of a sole
inventor and the activity of mass teachers, who follow prepared algorithms in the
framework of large-scale innovative projects. It is obvious that these types of activity
differ considerably. More accurate structuring of innovative activity of the teacher will
allow experts to describe more precisely objective essence of innovative processes and
to find out more effective means of their stimulation both at the individual level of the
teacher and at the level of a national educational system. Characteristics of innovative
activity of the teacher are determined and described by the level of distribution of the
forthcoming innovation and the attitudes of professional community towards it. It is
proposed and proved that the innovation activities of the teachers should be separated
into three types: (type I) creative activity of the individual aimed at development of
means, methods and technologies to obtain objectively new results; (type II) activities
of the teachers focused on the implementation of ready tested innovations, but new for
teacher-friendly professional environment, (start-up); (type III) innovative activity of
the teachers as a routine operation in the innovation system as its element.
56. Point out the importance of the principle of personality - oriented learning
Personally oriented learning is considered by us as a pedagogical process, the basis of
which is the personality ofthe student as a subject of the learning process, and
accordingly - the development of his thinking and abilities,including communicative
ones. This training, which ensures the development of student activity
throughindependent and joint activities. When implementing such an approach, the
learning and learning processes aremutually agreed upon, taking into account the
mechanisms of cognition, the mental and behavioral characteristics of
students, and the "teacher-student" relationship is built on the principles of cooperation
and freedom of choice.Personally oriented training is considered by us as a means
aimed at developing the creativity of the
student's personality, revealing his capabilities, becoming self-conscious, self-fulfilling.
It provides development ofintellectual and creative abilities of students, develops their
abstract thinking, memory and imagination, forms skillsof independent educational
activity.
57. Explain the development of speech in young learners
The development of children' speech is the most important aspect of teaching their
native language. Recently, the communicative education of schoolchildren has been
given special importance, since successes in speech development also determine the
effectiveness of mastering other school disciplines, the prerequisites for active and
meaningful education in personal life of the skills of speech behavior, cultural speech
development.Human speech is enriched and improved throughout life. But the most
important period of its development is the period of childhood, when there is an
intensive development of the means of language, forms and functions of speech, writing
and reading.It is in elementary school that children begin to master the norms of oral
and written literary language, learn to use language means in different communication
conditions in accordance with the goals and objectives of speech. At the same time, the
teacher must help children comprehend the requirements for speech, teach younger
students, when formulating thoughts, to monitor the correctness, accuracy, variety,
expressiveness of language means. Enriching the vocabulary of students, teaching
coherent speech and developing its expressiveness - these are the main tasks that are
solved in the practical work of practicing teachers and theoretical searches of
methodologists.Teaching a younger student to speak clearly and grammatically
correctly, have a well-trained voice, express their own thoughts in a free creative
interpretation in oral and written form, be able to express their emotions with various
intonation means, observe speech culture and develop his ability to communicate is a
difficult and painstaking business, which requires hard work from the teacher, and most
importantly - an effective approach to the development of speech in the broadest sense,
its organization and correction.
58. Point out connection between personality and speech
A person's speech is connected not only with his personality as a whole, but in a certain
way correlates with his personality as a whole. The higher the level of a person's
personal development, the more developed speech is, and vice versa .In speech, a
person manifests himself as a person, and this is another important aspect of the
relationship between personality and speech. Any cultured, intellectually developed
person who has a fairly large experience of communicating with people, perceiving the
speech of another person, can evaluate him as a person. This is manifested in the words
and expressions used, in literacy, accuracy, richness and imagery of speech utterances,
in the paralinguistic components of speech, in the features of non-verbal speech and
many other signs.Most often, when they talk about a person as a person, they imply the
following psychological properties: abilities, temperament, character, will, emotions
(feelings) and motivation (needs and motives of behavior). Human speech is somehow
connected with all these properties.
59. Reveal psychological characteristics of speech activity
The development of speaking follows the same pattern both in the mother tongue and in
a foreign language from reception to reproduction as psychologists say, and from
hearing to speaking if we express it in terms of methodology.
What are the psychological characteristics of oral language? They are as follows:
1.Speech must be motivated, the speaker expresses a desire to inform the hearer of
something interesting, important, or to get information from him. Suppose one of the
pupils is talking to a friend of hers. Why is she talking? Because she wants to either tell
her friend about something interesting, or get information from her about something
important. This is the case of inner motivation. But very often oral speech is motivated
outwardly.
2.Speech is always addressed to an interlocutor.
3.Speech is always situational for it takes place in a certain situation.
4. Speech is always emotionally colored for a speaker expresses his thoughts, his
feelings, his attitude to what he says.
These are the four psychological factors which are to be taken into account when
teaching speech.
60. Describe features of speech development at different age stages of learning
foreign languages.
The study of the age characteristics of younger schoolchildren should begin with the
determination of the leading activity characteristic of a given age. Psychologists
understand it as "such an activity, the development of which determines the main
changes in the mental processes and psychological characteristics of the child's
personality at this stage." The significance of the leading activity lies in the fact that it
prepares the child's transition to a new, higher stage of his development.
So, the presence of certain specific knowledge and skills in a child cannot serve as a
criterion for his readiness for school. A more adequate approach to establishing a child's
readiness for school is to check the degree of development of the basic mental
functions: perception, memory, attention, will, etc.
The development of all of the above psychological processes (memory, attention,
thinking, imagination, perception) in younger students strongly affects the development
of their foreign language abilities, and therefore on the successful mastering of the
basics of a foreign language.
61. Explain speech hearing in the sound analyzer system and in ontogenesis
Speech is formed under the control of hearing. The research notes the possibility of very
early formation of the activity of the auditory analyzer, which ensures the early
development of the sound side of speech.
Researchers distinguish a different number of stages in the formation of children's
speech, call them differently, indicate different age limits for each. For example, A. N.
Leontiev establishes four stages in the formation of children's speech:
• 1st – preparatory – up to one year;
• 2nd–pre-school stage of initial language acquisition –up to 3 years;
• 3rd–pre-school up to 7 years old;
• 4th – school.
62. Reveal formation of grammar in the child's language
To master the grammatical structure of speech means to master the skills of constructing
statements using the operations of changing words by forms, forming new words and
constructing phrases and sentences.
The formation of the grammatical structure of the oral speech of a preschooler includes
work on morphology that studies grammatical meanings within a word (changing it by
genders, numbers, cases), word formation (creating a new word based on another using
special means), syntax (combinability and order of words, construction of simple and
complex sentences).
Preschoolers learn the grammatical forms of their native language in a certain sequence,
dictated by the needs of communication with adults and peers, as well as the ease or
difficulty of their assimilation. Children go from concrete forms to more abstract ones,
from a simple transfer of the external features of objects (plural, size) to a complex one,
correlated with the objective situation (for example, case forms that help express
knowledge about the orientation of objects in space: at the table, above the table, on
table, etc.).
62. Reveal formation of grammar in the child's language
Grammar provides the building blocks for children to understand and express
themselves in longer and more complex ways.
When children increase their language complexity (with word endings, or longer/more
complex sentences), they can express and understand more complicated ideas.
The following ages and stages are a guide that reflects broad developmental norms, but
doesn’t limit the expectations of every child. It is always important to understand
children’s development as a continuum of growth, irrespective of their age. These
milestones provide just some examples of the changes in what children say as they get
older.
Early Communicators (birth - 18 months)
• use mainly gestures, eye gaze, and vocalisations to communicate
 Early Language Users (12 - 36 months)
• begin to use single words to communicate (12-18 months)
• begin to combine words together (around 24 months)
• start to use word endings (suffixes)
• e.g. -ing, like in ‘playing’ (18-28 months)
• plurals, like in dogs, apples (2-3 years)
• past tense, like fall —> fell, jump —> jumped (around 2 years onwards)
• start saying longer sentences of 3+ words (around 3 years)
Combining words
When children start combining words together (around 2 years), this is an important
step in their language development. Combining words is the start of communicating
bigger ideas. As well as labelling and requesting, children can start describing their
world, and better communicate their own perspective. Early forms of word
combinations include the following kinds of ideas:
• Idea/message examples
• more/again
• person doing something
• describing objects
Building longer words
We can provide more information by adding/changing the endings (suffixes) of words.
Children usually learn these word endings in a sequence. Some of these include:
• Word ending examples -ing ending on verbs(progressive)
• plural -s(regular plural)
• ‘s ending on nouns (possessive ‘s
• irregular plural
Language and Emergent Literacy Learners (30 - 60 months)
• begin to say full sentences with function words like the a, is, and does ‘Boy eat ice-
cream now’ —> ‘The boy is eating ice-cream now’
• start saying more complex sentences with two verbs, like ‘I wanna read book’
(from 2.5 years)
• start joining two sentences together, like ‘I saw a dog and I patted him!’ (from 3
years)
Children’s grammar will develop as they are exposed to lots of language.
63. Point out requirements for creating programs in foreign languages for children
of preschool and primary school age.
While building foreign language programs for children of preschool and primary school
age, it is necessary to take into account the following requirements: the program should
be focused on the peculiarities of the current state of the educational environment of
preschoolers and primary schoolchildren, the needs of today, when education should
turn into a mechanism for personality development. The program should not be rigid, it
should set benchmarks, provide an opportunity for choice, be open enough to change, to
adapt to specific conditions. The program should really encourage the teacher to be
creative. When teaching foreign languages to children of preschool and primary school
age, the following requirements must be taken into account: 1) to topics, situations,
areas of communication; 2) selection of language material; 3) the selection of the socio-
cultural component; 4) the teaching of oral speech; 5) the organization of the learning
process.
64. Explain self-construction and human tendencies (by M. Montessori)
Humans were given the gifts of intelligence, love, reason and will. We have the power
to modify and adapt to any environment based on our needs. Human beings evolved in a
unique way and are endowed with intelligence, instincts and movement.
Dr. Maria Montessori determined that there are human tendencies that exist in each
individual which stimulate her/him within the society. Human tendencies are
unchanging and individual. They help humans to survive and adapt in a particular time
and environment.
The Human Tendencies are:
Order: The tendency for order helps in the understanding of one’s surroundings. For a
child it means s/he has the need for predictable events in her/his life; for example, an
ordered environment where everything has a certain place. As educators, we provide an
ordered environment with things in a well-defined place.
Orientation: This tendency is the ability to orient oneself in new situations. For a child it
means that s/he needs to know where and how s/he fits into a particular time or
environment and how to adapt. Exploration: This tendency is the curiosity leading to
explore and the desire to understand. It renders living better materially and spiritually.
We are all potential explorers with a tremendous desire to learn, research, read and
travel.
Communication: This tendency is the ability for living beings to understand each other
as well as to be understood. This takes the three forms of speaking, writing and reading.
Activity: It is the ability to move which involves both the mind and body. A child is
restless and needs constant activity which seems purposeless to the adult. As educators,
we must give the child the freedom to move around.
65. Point out requirements for teaching foreign languages to preschool children.
The main goal of early learning of a foreign language is to prepare a child for learning a
foreign language at school, which, in accordance with the State Educational Standard, is
carried out from the second, and in some educational institutions, from the first grade of
the secondary school. Early learning of a foreign language has a beneficial effect on the
overall development of the child. Learning a foreign language contributes to the
development of children's memory and thinking, the formation of speech culture. In the
process of properly organized teaching of a foreign language, the articulation apparatus
of a child is improved, skills of voluntary attention, focused perception are formed, and
imagination is developed. The resulting ideas about the structure of a foreign language
help the realization of the structure of the native language. In foreign language classes,
children receive knowledge of a country history character, become acquainted with the
folklore and children's literature of the country of the language being studied.
When teaching preschool children a foreign language, we cannot use in a pure form the
forms and methods of control used at school. The specificity of control at preschool age
is such that children do not know that at the moment they are objects of control.
Purposeful control, i.e. when children know that their actions are being evaluated, they
can negatively affect the results of the inspection. Often, when questioning, children are
worried, lost, refuse to speak, especially if the inquiry goes in an unfamiliar
environment in the presence of strangers. In addition, children of this age quickly get
tired and it is difficult for them to keep their attention on one object for a long time.
Thus, control takes on specific forms.
66. Reveal characteristics of the Second Plane Child (From Childhood to
Adolescence), (To Educate the Human Potential)
As they develop, children in the second plane of development also expand their social
network. They begin to show a genuine interest in others, whether it is within their local
community or in a more global sense of awareness. Montessori elementary programs
take advantage of this sensitive period of cultural awareness by providing a wide range
of opportunities for children to explore their culture, and that of others, through the
study of history, geography, language arts, and the sciences. Children at the second
plane lose their desire for physical order and develop a strong moral sense of order.
They have a very strong sense of justice and perceived fairness and following the rules
becomes very important. They need good role models as they learn about values.
Between the ages of 6 and 12, children experience great growth physically. However,
what stands out greater than their physical growth is their capacity for great mental
growth. The Montessori elementary curriculum was created with this in mind. The
lower elementary (6-9) curriculum takes advantage of the child’s natural enthusiasm for
learning and lays the foundation for skills needed at the next level. The upper
elementary curriculum (9-12) not only focuses on the acquisition of knowledge, but
adds a level of thoughtfulness by inspiring children to think and question. In the second
plane, children will reason about what has become part of their lives through the power
of imagination and intelligence. They need to hear stories of greatness and goodness
and moral values. The mind of the elementary child concerns itself with building a
conscience, that inner sense of what is right and wrong. During this period of growth,
they need to know that the adults in their lives love, respect, and understand them.

67. Explain discussing self-construction and the Human Tendencies

All human tendencies-orientation, ordering, abstraction, imagination, activity, precision,
repetition, error control, communication improvement-work throughout our lives.
However, in the process of growing up, they manifest themselves in a person in
different ways. For example, the process of orientation in the space of a seven-month-
old or seven-year-old child, a seventeen-year-old teenager or a seventy-year-old
pensioner is expressed in different ways. At the same time, this phenomenon itself
remains all life from birth to death, since it is applicable to any human experience. That
is, human tendencies work throughout our lives, each of us can find them in ourselves in
everyday life.
68. Explain observation from a Montessori viewpoint.
Montessori educators use term-observation. Observation is a purposeful, specially
organized perception used to obtain information. A child observes when he carefully
watches the work of another. Such children are usually observant. Observation is a
characteristic of a person, the ability to notice interesting and valuable details, details
that may escape others.
This is one of the main principles of Montessori pedagogy. There should be no pressure
on the development of the child's freedom and thinking skills, that is, to give the child
freedom.
69. Define the ideas in relation to Second Plane children by Montessori
In The Absorbent Mind, Maria Montessori says, "it is a period of growth
unaccompanied by other change. The child is calm and happy. Mentally, he is in a state
of health, strength and assured stability." There is also a new found focus on the society,
goodness, rules, and social constructs. Maria says, "An inner change has taken place,
but nature is quite logical in arousing now in the child not only a hunger for knowledge
and understanding, but a claim to mental independence, a desire to distinguish good
from evil by his own powers, and to resent limitation by arbitrary authority. In the field
of morality, the child now stands in need of his own inner light."
Children in this plane of development also make a shift away from the absorbent mind
and solely constructing themselves, and instead become interested in the world around
them. They have a keen interest in culture, in history, in science, and especially in their
place within this big beautiful world. In To Educate the Human Potential, Montessori
explains, "The task of teaching becomes easy, since we do not need to choose what we
shall teach, but should place all before him for the satisfaction of his mental appetite.
He must have absolute freedom of choice, and then he requires nothing but repeated
experiences which will become increasingly marked by interest and serious attention,
during his acquisition of some desired knowledge.
70. Point out requirements for teaching foreign languages to preschool children.
1) You need to praise the baby more often and sincerely rejoice for his even the
slightest success. However, in this case, you need to be careful, that is, try not to over-
praise the child.
2) In no case should you force the child: after all, the interest that he has in learning can
very easily disappear if you are too assertive.
3) During the training of the baby, you will have to refrain from any unpleasant remarks
and do not prompt him when he performs any task. The fact is that this can have a
disastrous effect on his confidence in himself and in his knowledge.
4) It is necessary to dose the amount of new information. That is, it is not necessary to
overload it with new knowledge, as this will only go to the detriment. The extent to
which this is harmful can be explained by an example. To do this, you need to
remember how a small child eats: if you give a small portion, he will immediately eat it,
and perhaps ask for supplements. And if you offer him a large portion, he can refuse to
eat it at all: after all, in the
71. What document identifies the content of EFLE?
State Program of Education Development in the Republic of Kazakhstan for 2011- 2020
must become an organizational basis for implementation of the Republic of Kazakhstan
public policy in education, which guarantees continuity of the country’s education
modernization.
Being an organizational basis for implementation of public policy in education, the
Program provides for a set of interrelated measures covering the changes in structure,
content and technologies of education, in management system, organizational and legal
structure of educational entities and financial-economic mechanisms.
72. Name the requirements to the Content of EFLE in Kazakhstan.
In line with international trends, the teaching and learning of English has recently been
developed and expanded to reach a wider range of people, including young children. In
accordance with the State Program of Education Development of the Republic of
Kazakhstan for 2011-2020, primary foreign language education is the first stage of a
new 12-year school. Therefore, there is an urgent need to develop theoretical and
linguodidactic support for the process of early learning of foreign languages. The Basic
Requirement for English in Primary school postulates that the main goals of Primary
English include:
- develop students ' interests, self-confidence and a positive attitude to learning
English;
- develop students ' language sense and ensure good pronunciation and intonation;
- develop students ' preliminary ability to use English in daily exchanges and lay a
good foundation for further learning.
Although the Basic Requirement does not require any specific training method, the
performance descriptors indicate a change in methodology. They clearly reflect an
activity-based approach that encourages teaching and learning through listening,
speaking, singing, playing, acting, acting, viewing, reading, and writing to provide
children with the opportunity to become familiar with the language and facilitate their
own first-hand discovery of meaning.
73. Indicate the aims and objectives of primary level foreign language learning.
Teaching of English at the primary level is a worldwide phenomenon. Many countries
have already introduced or want to introduce English as a subject in primary classes,
often from class I. The level of its introduction has now become a matter of state policy
responding to people’s aspirations. The goals of English language learning at primary
level are twofold: attainment of a basic proficiency, as is acquired in natural language
learning an Language Objectives are “how” the students will show what they are
learning. They are focused on the four domains of Speaking, Listening, Reading, and
Writing.
The aims of language as subject and foreign language learning have more in common
than is generally acknowledged in the traditional view. Both have aims that go beyond
narrow concepts of communication but see language development as being inextricably
tied with personal and moral growth. Both have the potential to contribute to the
development of plurilingualism and interculturalism as educational aims. Recognising
these common aims however is not to deny the importance of first language or ‘mother
tongue’. It has already been pointed out that language as subject should not be seen as
equivalent to first language learning but it is also important to recognise the importance
of the first language when determining educational policy.
74. The position of EFLE according to the State Programme of Education
Development in the Republic of Kazakhstan for 2011-2020 (SPED)
In 2020 Kazakhstan will have become an educated country with smart economy and
highly qualified labor force. Education development must become a platform which
future economic, political and socio-cultural prosperity of the country will rely on.
The State Program of Education Development in the Republic of Kazakhstan for 2011 –
2020 (further – Program) must become an organizational basis for implementation of
the Republic of Kazakhstan public policy in education, which guarantees continuity of
the country’s education modernization.
Education is acknowledged to be one of the main priorities of “Kazakhstan – 2030”
Strategy. The President of Kazakhstan has also set a task on accession of our republic to
the club of 50 most competitive countries in the world. Improvement of the education
system plays an important role in achieving this goal.
As international experience shows, investments in human capital, and, in particular, in
education, starting from early age to mature age, results in significant benefit for
economy and society.
Since 2005 the Republic of Kazakhstan has adopted several documents in education
sphere. These are namely the State Program of Education Development for 2005-2010,
the State Program of Technical and Vocational Education Development for 2008-2012,
“Children of Kazakhstan” Program for 2007 – 2011 and “Balapan” Preschool Education
Program for 2010-2014.
The implementation of the “Bolashak” International Scholarship Program initiated by
the President of the Republic of Kazakhstan has made a significant contribution to the
development of the country’s human resources and has provided a unique opportunity
to young talented Kazakhstanis to obtain education in the best universities of the world.
?
75. What characteristics do young learners possess different from adult learners?
An adult learner is defined as any student over the age of eighteen who is studying
English. Thus, a junior student is a student under the age of eighteen.
A feature of adult learners is that they will have significant learning experience, having
completed several years of schooling and possibly further education. This can mean that
quite often they will have a fixed view of how learning should be conducted and what
should happen in the classroom. This can be a bit restrictive for teachers.
When it comes to young students, they usually have very different motivations
compared to adult students. As for young students, quite often they themselves do not
dare to take language lessons, this decision was made by their parents. Because of this,
teachers will have to find creative ways to motivate their students to participate in the
training. To make the classes fun and varied, this is one way to do it. Teachers should
be aware of the stress and anxiety that this can cause in adolescent students, and
sometimes act as a counselor so that this stress does not distract them from learning.
There are a number of differences between young students and adult students in the
classroom that teachers need to be aware of in order to adapt their teaching methods to
suit the class. One of the biggest advantages for a teacher of adult learners is that, as a
rule, they make their own choice in favor of learning a second language. For this reason,
adult learners tend to be highly motivated, which means that the teacher can focus on
teaching rather than finding strategies to motivate the unmotivated class.
76. Does the learning process depend on YL's learning styles? If yes, how?
One of the most accepted understandings of learning styles is that student learning
styles fall into three categories: visual, auditory and kinesthetic learners. The term
“learning styles” speaks to the understanding that every student learns differently.
Technically, an individual’s learning style refers to the preferential way in which the
student absorbs, processes, comprehends and retains information. For example, when
learning how to build a clock, some students understand the process by following verbal
instructions, while others have to physically manipulate the clock themselves. This
notion of individualized learning styles has gained widespread recognition in education
theory and classroom management strategy. Individual learning styles depend on
cognitive, emotional and environmental factors, as well as one’s prior experience. In
other words: everyone’s different. It is important for educators to understand the
differences in their students’ learning styles, so that they can implement best practice
strategies into their daily activities, curriculum and assessments.
77. What learning strategies can be used for visual/ auditory/ kinesthetic/ tactile
learners?
Tactile / kinesthetic learners process information best when they experience the world
themselves. For example, when they learn to tie their shoelaces, they will learn by trial
and error, using practical methods and working with their own hands. They like to be
busy and use real tools and materials to emulate their teachers and learn skills. They
learn best by moving. They are often considered hyperactive because they are easily
bored and fussy. They show excitement and interest as they move around. They like to
explore, and it is easier for them to understand abstract topics if they are explained with
practical examples. They often speak quickly and use their hands, using touch, space,
and movement to learn. Tactile / kinesthetic learners often work in areas such as sports,
performance, and physical therapy.
Tactile / kinesthetic learners do a great job with:
- remembering how to do something after you've done it once yourself
- navigation
- creative activity
- understanding the environment
- understanding how everything works.
Learning strategies for tactile / kinesthetic learners:
- work with quiet music in the background
- take regular short breaks
- make games, puzzles
- make role-playing games, performances, and information demonstrations
- read notes during stimulation
- write notes and draw
- working in groups

While in the classroom, students learning visual skills benefit from teachers who use a
whiteboard or projector to list important points in the lecture or provide a plan to follow
during the lecture. These particular students also benefit from information gathered
from textbooks and class notes, and prefer to study alone in a quiet room. Visual
learners often view information with their mind's eye when they are trying to remember
something.
- sit at the front of the class to eliminate visual obstacles
- always attend classes and read the text before class
- take detailed notes to remember important information and use notebooks for
organizing
- photos, videos, posters, slides, and screenshots are all useful
- use of textbooks with diagrams and drawings
- to help remember, color code notes with different markers
- make flashcards with vocabulary words and concepts to remember; use markers to
mark key points on the flashcards
- when studying the information presented in the form of diagrams or illustrations,
write a more detailed explanation.
Auditory learners need to listen, speak, and interact in order to learn. They are often
social butterflies. Help the auditory learners in your class put their gift of gab to good
use with these teaching strategies.
- call on auditory learners to answer questions.
- lead class discussions and reward class participation.
- during lectures, ask auditory learners to repeat ideas in their own words.
- record your lectures so that auditory learners can listen to them more than once.
- allow any struggling auditory learner to take an oral exam instead of a written one.
- create lesson plans that include a social element, such as paired readings, group
work, experiments, projects, and performances.
- modulate your vocal tone, inflection, and body language during lectures.
- allow students with an auditory learning style to listen to approved music during
silent study periods.
78. How do you stimulate auditory learners?
Auditory learners need to listen, speak, and interact in order to learn. They are often
social butterflies. Help the auditory learners in your class put their gift of gab to good
use with these teaching strategies.
• Work in quiet areas to reduce distractions, avoiding areas with conversation,
music, and television.
• Sit away from doors or windows where noises may enter the classroom.
• Attend lectures and tutorials regularly
• Use mnemonics, rhymes, jingles, and auditory repetition through tape recording to
improve memory.
• Practice verbal interaction to improve motivation and self-monitoring.
• Read your notes aloud.
• Practice writing your answers using old exams and speak your answers
79. What are learning styles and strategies? Give a definition and some examples
for each one.
Broadly speaking, learning styles can be defined as general approaches to language
learning, while learning strategies are specific ways learners choose to cope with
language tasks in particular contexts.
Learning strategies are the ways in which students learn, remember information, and
study for tests. They refer to the actions and behaviors (The strategies) that depend
greatly on their own learning styles.
On the other hand, learning styles refer to the general approaches that students use in
acquiring a new language or in learning any other subject. Each student has his/her own
style of learning. As a result, we have different students with different learning styles
inside the classroom as shown below: Visual or Spatial Learners; Auditory or Musical
Learners; Physical or Kinesthetic or Tactile Learners; Social or Interpersonal Learners;
Solitary or Intrapersonal Learners; Verbal or Linguistic Learners; Logical or
Mathematical
Many students use learning strategies automatically without any awareness of them.
The role of teachers here is to:
• Recognize their students’ learning strategies,
• Make them explicit to students, bring them to their attention, and talk about them.
• Encourage students to use them in the classroom
• Make them more effective to the learning process,
• Base teaching process and techniques on these strategies.
Students use the following learning strategies most often when learning a language:
Cognitive Strategies; Metacognitive Strategies; Memory-Related Strategies;
Compensatory Strategies; Affective Strategies; Social Strategies.

80. What are the most important characteristics of good learners? List at least 5
aspects.
Successful learning may happen organically, but it does not happen accidentally. One
might be surrounded with rich educational resources, but without key capabilities, those
learning opportunities will go untapped.
1. Accept Responsibility. You see yourself as primarily responsible for your
outcomes and experiences.
2. Are Self-Motivated. You find purpose in what you do by discovering personally
meaningful goals and dreams.
3. Master Self-Management. You plan and take action in pursuit of your goals and
dreams.
4. Are Interdependent. You build mutually supportive relationships that help you
achieve your goals and dreams (while helping others do the same).
Have Self-Awareness. You consciously think, believe, and behave in ways that keep
you on course.
81. What is the difference between intrinsic and extrinsic motivation?
Extrinsic motivation comes from within, while extrinsic motivation arises from external
factors. When you are intrinsically motivated, you engage in an activity because you
enjoy it and get personal satisfaction from doing it. When you are extrinsically
motivated, you do something in order to gain an external reward.
Consider the way each type considers both motivation and goals:
Intrinsic Motivation:
You are motivated to do the activity because it is internally rewarding. You choose to
do it because it’s fun, enjoyable, and satisfying.
Your goal comes from within, and the outcomes of your goal satisfy your basic
psychological needs for autonomy, competence and relatedness.
Extrinsic Motivation:
You are motivated to do the activity in order to gain an external reward in return.
Your goal is focused on an outcome, and does not satisfy your basic psychological
needs. Rather, it involves external gains, such as money, fame, power, and avoiding
consequences.
82. Identify the sets of principles kept in EFLE and their interrelation.
Of the great many points one could make about language learning, we focus on four that
deserve special attention because they are central to communicative language teaching
and because they are points that learners in EFLE settings can easily lose sight of:
1. Language is a tool for communication,
2. learning a language involves mastery of both skill and knowledge,
3. learners need to give serious consideration to the impact of feelings on language
study, and
4. learners vary considerably in their preferred approachesto learning.

83. Distinguish the theoretical methods and practical methods of EFLE.

By applying such concepts as Shulman's ""pedagogical content knowledge"", the
development of teachers' knowledge base is investigated in a variety of settings, thus
underpinning the contextual nature of teacher learning. The vital role of critical
reflection at all stages of teacher development is shown to be an integral part of
language teachers' knowledge constructions in areas such as pedagogical grammar,
assessment and testing. The contributions shed light also on the perception and
development of teacher expertise. This volume sets out to bridge the gap between
theory and practice, and in so doing shows that these constructs are far from monolithic.
Rather, both theory and practice are created and developed dynamically in close
interrelation.
Teacher PD is defined as 'teachers learning, learning how to learn, and transforming
their knowledge into practice for the benefit of their students' growth'. Teachers are thus
no longer to be considered as solely implementing theory in order to practice, but active
mediators and constructors of knowledge . Guskey describes PD programmes as
systematic attempts to bring about changes in teachers' practices, attitudes and beliefs,
and the learning outcomes of students. ...
The study of Hüttner et al points out that teachers' willingness to develop their practices
in class is common, but methods for how to develop these teaching practices need more
clarification. In the current study, all ten EFL teachers in the interviews showed great
motivation for attending training programmes in order to develop their skills in a
professional manner.
84. What techniques should a teacher use in EFLE? In what way are they
effective?
We all know that there’s no one right way to teach a lesson. Even though English as a
Foreign Language teachers all undergo the same (or at least similar) teacher training,
there are loads of different teaching methods, which means there are a range of ways we
can go about accomplishing the same thing.
Let’s look at three teaching methods you may or may not be familiar with and find out
how we can utilize their main teaching principles in our lessons.
• The Audio-lingual Approach
This method does exactly what it says on the tin. The teacher models the language so
the students can hear it and they then copy the teacher repeatedly until they have
incorporated the language into their production. Well, that’s the theory behind it
anyway.
• The Natural Approach
In the Natural Approach, students are exposed to lots of comprehensible input. They are
given lots of listening texts and the teacher will emphasise certain language items in a
relaxed manner. The students are under no pressure to produce language but
communication will be encouraged, while there is no specific focus on language,
pronunciation or error correction.
• Task-Based Learning
This method utilizes tasks to encourage the students to use certain language. The
teacher sets up a task for the students to do in groups and lets the students get on with it.
The accomplishment of the task will mean that the students are able to use the target
language effectively.
As we said before, there are many different teaching methods floating in the EFL
universe. Take ‘em or leave ‘em, don’t dismiss them outright before carefully
considering whether or not they may be some element of good sense in them that you
can incorporate into your teaching.
85. Identify the categories of means in EFLE. What more means would you add?
The main teaching means make the minimum of things that are necessary for the
implementation of the educational process at the modern level and the achievement of
the goals facing the academic subject "foreign language".
The textbook is the primary tool for teaching English to students. It implements the
main theoretical provisions. So, for example, in the textbooks for the first year of study,
the oral basis is reflected, which affected their structure. The main part of the tutorial is
presented by lessons (Units). The structure of each of them reflects a differentiated
approach to the formation of various types of speech activity.
Book for reading. In the second year of study, another means is connected - a book for
reading (or texts for reading inside a textbook), which is at the disposal of the student
and helps them in mastering reading in English. Home reading is a must to develop this
complex skill. Reading additional texts on various topics makes it possible to carry out
practical, educational and developmental goals.
Sound recordings. When teaching English early on, recording certainly plays a very
important role. It enables children to hear authentic speech in English. And since
children of primary school age have a well-developed ability to imitate, sound recording
also gives them a role model.
86. Identify the role of M. Montessori's method in EFLE.
A 2017 review on evaluations of Montessori education studies states that broad
evidence exists that certain elements of the Montessori method are effective. At the
same time, it was concluded that while some evidence exists that children may benefit
cognitively and socially from Montessori education that sticks to original principles, it
is less clear whether modern adapted forms of Montessori education are as effective.
A 1981 study published in Young Children found that whilst Montessori programs
could not be considered to have undergone detailed evaluation, they performed equal to
or better than other programs in certain areas. Another study in the Milwaukee Public
Schools found that children who had attended Montessori from ages 3–11 outperformed
their high school classmates several years later on mathematics and science; another
found that Montessori had some of the largest positive effects on achievement of all
programs evaluated
87. Determine the basic requirements in Montessri’s method.
The Montessori Method is characterized by providing a prepared environment: tidy,
pleasing in appearance, simple and real, where each element exists for a reason in order
to help in the development of the child.
The prepared environment offers the child opportunities to commit to interesting and
freely chosen work, which brings out long periods of concentration that should not be
interrupted.
Children work with concrete materials that were scientifically designed, which provide
them the keys to explore our world and develop basic cognitive abilities. The materials
are designed to allow the child to recognize the error by him/herself and become
responsible for his/her own learning.
The adult is an observer and a guide: he/she helps and stimulates the child with all
his/her effort. This allows children to act, want and think by themselves, and helps them
to develop confidence and inner discipline.
88. Introduce the role of N. Zaitsev's method in EFLE.
Zaitsev's methodology refers to the methodology of early childhood development. The
essence of all techniques is to teach the child by introducing the necessary information
into the play process. The methods are aimed at teaching the child to read, mathematics,
and write. Poems and songs are often used to improve the memorization of information,
they are called Zaitsev's songs.
One of the most popular Zaitsev techniques, which is recommended to be used from the
age of two, is the Zaitsev cube.
Principles of teaching techniques according to Zaitsev.
The basis of the methodology for children N.A. Zaitsev took the psychological and
pedagogical features of the development of preschool children and adapted the
principles of their teaching to the basic aspects of the goals of education in general:
1. work with new information according to the scheme "to the particular from the
general";
2. the link "figurative - visual-effective - verbal-logical", which is ensured by the
inclusion of different channels of perception of the baby;
3. clear system of material development;
4. clear algorithms of work;
5. taking into account the physiological and psychological subtleties of the child's
development.
89. Is it possible to blend Montessori's and N. Zaitsev's methods?
Blending Montessori's and Zaitsev's methods in education of foreign languages for
children is definitely possible. Montessori's method is centered around emphasizing
independence, it views children as naturally eager for knowledge and capable of
initiating learning in a sufficiently supportive and well-prepared learning environment.
Moreover, she discovered that children learn from their surroundings and learn
materials faster when they receive it as a game. Here poems and songs that are often
used to improve the memorization of information called Zaitsev's songs and a special
toy for learning numbers called Zaitsev's cube can be really useful. Overall, those two
methods are very complementary for each other.
90. Identify the role of G. Doman's method in EFLE.
Glenn Doman's methodology is used by teachers for children from 6 months to middle
school age. The essence of this technique is to show the student special cards with
images and speak aloud what is depicted on them for a short period of time. As for
teaching languages (native and foreign), Doman argued: all children are linguistic
geniuses, and you need to start classes with them already from a few months. Glenn
Doman was the first scientist to say that children are linguistic geniuses. Doman notes
that children learn their native language using context, rather than individual words with
an explanation of meaning. On the other hand, school education often deprives speech
of context and breaks down language learning into artificial categories: articles, tenses,
declensions, exceptions, and so on.
91. What is the methodological validity of selecting technologies to educate Yls?
Avoiding the traditional lesson through the use of new technologies in the learning
process makes it possible to eliminate the monotony of the educational environment and
the monotony of the educational process, create conditions for changing the types of
students' activities, and implement the principles of health preservation. It is
recommended to select technologies depending on the subject content, lesson goals, the
level of preparedness of students, the possibility of meeting their educational needs, the
age category of students.
Nowadays the most popular and used technologies in education are ICT, game
technologies, critical thinking development technologies, developmental learning
technologies and etc.
92. Identify the role of Glenn Doman's method in EFLE.
Glenn Doman's methodology is used by teachers for children from 6 months to middle
school age. The essence of this technique is to show the student special cards with
images and speak aloud what is depicted on them for a short period of time. As for
teaching languages (native and foreign), Doman argued: all children are linguistic
geniuses, and you need to start classes with them already from a few months. Glenn
Doman was the first scientist to say that children are linguistic geniuses. Doman notes
that children learn their native language using context, rather than individual words with
an explanation of meaning. On the other hand, school education often deprives speech
of context and breaks down language learning into artificial categories: articles, tenses,
declensions, exceptions, and so on.
93. Define the basics of Waldorf education.
The Waldorf method of teaching is a unique educational strategy which aims to create
well-rounded students through a broad curriculum, including academics, art and music
education, physical education, and emotional and social education. The stated goal of
the Waldorf Method is to produce individuals able to create meaning in their own lives.
The Waldorf educational system was created nearly a hundred years ago by Rudolf
Steiner, an Austrian philosopher and scientist. Steiner was familiar with a philosophy
known as anthroposophy, the idea that children who consciously cultivate independent
thinking will be more ready to handle the important natural and spiritual questions with
which philosophers and scientists are concerned.
The Waldorf method encourages a broad curriculum. Teachers are encouraged to
explore new topics and allow themselves to be guided by the exploration of the
students. This type of teaching encourages learning for the sake of learning, instead of
for the sake of passing an exam or scoring well on grading rubrics. There are no grades
given in a Waldorf elementary school.
94. Introduce the role of method of "Language Awareness" in EFLE.
Language awareness is a conscious perception and sensitivity to language learning and
is an explicit knowledge about language. It is a broad topic that involves five domains:
affective, social, power, cognitive, and performance. For us as educators, developing a
better understanding of the language and of teaching/learning processes will generally
enhance language learning and teaching.
Current Language Awareness methodology uses a constructivist pedagogy. It involves
exploration, languaging, engagement and reflection. Students benefit from being
consciously aware of how linguistic systems work. Talking analytically about language
with others, exploring, discovering and constructing language for deeper understanding,
and promoting learning skills are all examples of Language Awareness pedagogy
95. Determine the basic requirements in Baby Linguist method.
Foreign language teaching method for young children "Baby Linguist" is a distinctive
feature of which is a situational focus, reliance on substantive and practical activities
and a system of developmental tasks aimed at the development of the child's mental
processes in the learning process foreign language, can be considered as a preparatory
stage for the further formation of the linguistic competence of preschool children, based
on linguistic, speech and cultural components.
The substantive component of this methodology is also based on three elements:
cognitive, cultural, emotional. The orientation towards the formation of foreign
language skills and abilities of young children through the development of subject
activity in an artificial language developing environment suggests that such an activity-
based environmental approach to learning will create the necessary language base for
further language education of preschool children.
96. What should a teacher take into account when using technologies and methods
in educating young learners?
There is a common misconception that the integration of technology in the classroom
can be a financial burden for school districts, but students do not necessarily need their
own tablets or laptops to succeed with technology. The use of technology during whole-
class instruction can foster student engagement for auditory and visual learners.
Integrating simple technologies Power Points, games, internet homework assignments,
or online grading systems can be difference makers in students' growth in the
classroom.
• Powerpoint presentations can be used to introduce a classroom concept while
providing the opportunity for engagement. Along with the use of graphics and bulleted
information, links to videos that accompany the ideas presented in the Powerpoint can
be embedded within the slides.
• Educational apps in the classroom like Kahoot can be used to review information
after a lesson or unit. Teachers can create and share Kahoots with one another while
students can create anonymous user names to participate in the game.
• Posting homework assignments online (via learning platforms like Blackboard,
Brightspace, and Moodle) is one way many teachers can begin to integrate technology
in the classroom. Assignments are easily accessible, which can increase student
engagement and help students become more organized.
97. Enumerate advantages and disadvantages of modern educational technologies
and authors' methods in early foreign language education.
The main goal that we set for ourselves, using modern technologies in learning a foreign
language it ‘s to show how technology can be effectively used to improve the quality of
teaching foreign language students, the formation and development of their
communicative culture, learning the practical mastery of a foreign language
The Internet provides a lot of advantages for language learning and teaching. It is also
considered a very useful tool because it allows students the possibility to connect with
the world, to create an authentic learning environment. It is a very handy tool because
skills are easily combined and integrate in a single activity, in a
Natural manner. It is also a powerful tool because it gives the students control over their
learning, individualising their needs accordingly, promoting at the same time learner
independence and development of learning strategies. It is an interactive tool because it
offers the students the possibility to create their own materials and share them with
other students, also giving them the possibility to communicate with native speakers, a
chance for better understanding and more accurate meaning.
All the above mentioned advantages are lost in the face of some important obstacles that
arise due to some objective reasons. Financial and technical problems seem to be the
main problems. Financial problems are related to costs of the acquisition of computers,
software, telephone lines and other expenses. Technical problems refer to the fact that
computers due to their limitations of their artificial intelligence, computer technology is
not able to handle unexpected situations as teachers can.
98. Identify the items of educational and methodical complexes.
The Educational-methodical complex (EMC) in pedagogy is not a concept that has
emerged today. It has a history of being introduced into higher education institutions as
a mandatory component.
At the beginning of the academic year for each direction of the department, the order of
appearance and submission of independent work for the current academic year, types,
forms and content of control work, the text of control work, questions or requirements
for the exam, a list of compulsory textbooks should be prepared, including primary
sources. Such Educational-methodological complex (EMC) is an organizational-
methodological guide for the teacher and is not intended directly for students. Today
Educational-methodical complex (EMC) is becoming one of the main and leading
documents in education. Depending on the composition and structure, the Educational-
methodical complex can take many forms.
99. Identify the main objectives of textbooks
The textbook is the basis of the educational process. Well-organized, systematic work
on the textbook largely determines the success of training-both theoretical and practical.
In the lesson, the textbook is used, as a rule, both at the stage of learning new material,
and at its consolidation, and at the stage of generalization, at the control and evaluation
stage, according to the textbook, tasks are given at home. It is used both for repetition
and for reference in both language theory and spelling.
The textbook, as well as additional manuals, perform the following functions in the
learning process::
a) educational function;
b) cognitive function
c) the function of developing intelligence, mental abilities, and speech.
All three functions are inseparable, just as the education of interest and love for the
native language, its cognition and assimilation of mental operations are inseparable.
The textbook is an important source of knowledge for students, one of the main means
of teaching. Through the textbook, the organization of the process of assimilation of the
content of education is carried out, it is designed to form the student's ability to
accumulate personal social experience, to form his ability to assess the phenomena and
events of the surrounding reality, to determine his place in society.
As a means of teaching, the textbook has a certain material form (expressed in a
complex structure), which is rigidly connected with the content of education, with the
process and results of assimilation. This feature makes high demands on the designers
of textbooks (authors, artists, editors), requires them to know the theory of the textbook
and the laws of its creation.
The textbook must meet the basic pedagogical requirements:
1) report scientifically reliable data on the subject under consideration, science within
the designated program;
2) provide training and skills for independent acquisition of knowledge in the future;
3) develop students ' thinking and form methods of mental activity.
100. Define the types of evaluation of teaching materials
A variety of criteria are used to assess the quality of teaching materials. Thus, textbooks
are evaluated from the content, formal logic, artistic design, hygiene, printing and other
aspects. In turn, a large number of specific criteria and indicators are used to evaluate
each party, which complicates the methodology for identifying and evaluating quality.
To assess the quality of textbooks, didactic and methodological criteria are mainly used.
These include: accessibility, scientific, visual, the connection of learning with life,
logical consistency and clarity of presentation, emotionality, theoretical richness,
informativeness, the degree of reflection of inter-subject and intra-subject connections,
entertainment, illustrativeness, textbook compliance with the curriculum, generalization,
the connection of ideas with facts and observations with the direction of thought (this
indicator is defined by D. I. The language of the textbook, the systematic arrangement
of heterogeneous components, the logical culture of the textbook, the presence of a
conceptual and terminological apparatus, the ability of the textbook to fully characterize
and organize the activities of students, the combination of logical and intuitive in the
textbook, the choice of the best examples of art that help to emphasize the specifics of
this subject and its functions, etc.
According to Zh. Piaget, the most important indicator of the quality of a textbook is its
logical culture.
All researchers distinguish first of all the text of the textbook - its main, primary
component. The results of the study of the text department of modern textbooks allow
us to consider the structure of the text subsystem of the textbook as a set of three
components:
1) main text;
2) additional text;
3) explanatory text.
101. Define what is vocabulary?
You can define vocabulary as “a set of words used in a specific language”. It comprises
of all the words that you understand when you read or write something or listen to
someone speak. That is, our vocabulary consists of all the words that we understand,
feel, or comprehend in the correct context. Hence, the more effort you put in to
understand the meaning of a word, the stronger your vocabulary grows.
Vocabulary builds over time. It develops with reading and with specific instruction. A
good vocabulary helps you to develop your comprehension skills and master a
language. When you take the effort to understand unfamiliar words, you actually try to
understand the entire context in which the word is used. And this entire process helps
you to understand what the writer or speaker is trying to say.
In addition to comprehension skills, a good vocabulary also helps you to articulate your
ideas and thoughts in an effective way. With a rich vocabulary, you will not sound
repetitive and boring. You will be able to choose the appropriate words and express
your ideas with maximum impact. At the same time, you will also be able to receive and
process information in a better way. Your grasping ability increases with a good
vocabulary.
Another advantage of a good vocabulary is that you will be able to create a good
impression. When you articulate well, the other person will naturally be more inclined
to listen and exchange ideas with you.
Briefly speaking, vocabulary is a selection of words within a certain language.
Sometimes, the word vocabulary refers to the words that a person knows. For instance,
an average English speaker should have an active vocabulary of about 20,000 words.
102. Dwell on the problem of developing grammar skills
Grammar is the structure of a language. Grammar turns language into speech. The study
of grammar is inevitable when mastering a foreign language.
Learning grammar causes a lot of difficulties, especially for younger students, who do
not quite understand what a verb is in the second grade, how the past tense differs from
the present, and what the article is. A large number of terms makes learning difficult.
Not always alternate forms of work, which causes passive work of students in the
classroom. Meanwhile, the study of this aspect should be no less interesting and
informative than, for example, learning vocabulary.
When learning grammatical phenomena in school, students experience certain
difficulties.
Even after a long practice, some students can not recognize or remember the form of a
particular time, the way of formation of the comparative degree of adjectives, etc.
Grammatical phenomena in comparison with the corresponding native language may
coincide. Such phenomena can easily be transferred from the system of the native
language to the foreign language, that is, in this case, there is a positive transfer of skills
(transfer). Some grammatical phenomena in a foreign language, in comparison with the
native language, have certain differences. When studying such phenomena, the teacher
should pay attention to these differences and give them an appropriate comment.
Otherwise, a negative transfer from the native language to the foreign language system
is possible (interference). The most difficult will be grammatical phenomena that are
not characteristic of the native language (for example, the article).
It is difficult to analyze all the reasons underlying this state of knowledge, but in some
situations the reason lies in the actions of the teacher to familiarize themselves with
grammatical phenomena and train them. Often, while getting acquainted with a
particular grammatical phenomenon, the teacher forgets or does not have time:
* Record all forms of this phenomenon on the board;
* Show not only the affirmative, but also the negative and interrogative forms, complete
or truncated, if they are possible in this case;
* Compare the form of a given grammatical structure with a partially similar form of
another structure;
* Make students active participants in the learning process, rather than passive
observers of the teacher's actions, mindless robots, chorus repeating or mechanically
writing down phrases that mean little to them.
103. What are the main stages of a grammar focused lesson?
Teaching grammar is one of the most important aspects of teaching a foreign language,
since full-fledged communication can not occur in the absence of grammatical skills.
There is no doubt that knowledge of grammatical rules is necessary for successful
language proficiency.
The use of role-playing games in teaching grammar brings good results. Children are
very fond of staging or being participants in imaginary situations . A temporary
departure from reality not only increases the interest of students in the lesson, but also
significantly expands the scope of language use.
Communicative grammar - the grammar of oral speech, the grammar of use. Its task is
to teach speech communication in a foreign language. Currently, grammar is part of the
content of foreign language training programs . The grammar of the English language
should contribute to the formation and development of speech skills, that is, play an
auxiliary role in speech-thinking activities. Communicative grammar is not a separate
part of a language, but a means for constructing utterances in a specific speech situation.
It is important to ensure the active work of students in the classroom, constantly
maintain verbal activity. To do this, you need to create new situations, use the
alternation of activities in the lesson (front-line survey, work in pairs, shift groups).
There are two traditional approaches – implicit and explicit. In the first case, the
emphasis is on teaching grammar without explaining the rules, and in the second with
explanations.
For children who are beginning to learn a foreign language, especially in primary
school, it is certainly preferable to use an implicit approach, since at this stage it is
easier for students to remember a ready-made structure, spoken and heard many times in
the lesson, than to compose a phrase on their own, based on theoretical information,
often burdened with complex terminology, proposed by the teacher.
Integrative grammar teaching involves the interaction of students during learning, and
the teacher acts as an intermediary. Its task is to guide the students correctly, to create
all the conditions for mastering a certain grammatical rule. This method consists of
three equivalent stages: (1) study, (2) explanation, and (3) use.
104. Dwell on the problem of developing listening skills
The practice of interpreting, as well as teaching a foreign language, is increasingly
proving that listening is one of the most difficult types of speech activity. First, it is
characterized by a one-time presentation. And so you need to learn to understand the
text you hear from the first listening, since in the present moments of communication,
repetitions are often simply excluded. Secondly, there is no way we can change
anything and adapt the speaker's speech to our own level of understanding. Each person
has their own style, in some cases it is too scientific, and sometimes too emotional, full
of idioms and figurative expressions, it may not always be clear. Third, there are a full
range of objective difficulties that prevent you from understanding the text the first
time:
- difficulties determined by listening criteria (external noise, interference, poor
acoustics, sound quality, etc.).);
- difficulties determined by distinctive features (lack of practice of people of the
opposite sex, different ages; features of diction, timbre, tempo, pauses, as well as
possible violations of articulation;)
- difficulties that are determined by the linguistic characteristics of the perceived
material (the use of a significant amount of unknown vocabulary, idiomatic
formulations, high-precision words, etc.).
105. Compare the difference between hearing and listening.
Definition of Hearing
The natural ability or an inborn trait that allows us to recognize sound through ears by
catching vibrations is called the hearing. In simple terms, it is one of the five senses;
that makes us aware of the sound. It is an involuntary process, whereby a person
receives sound vibrations, continuously.
A normal human being’s hearing capability ranges from 20 to 20000 Hertz, called as
audio or sonic. Any frequency above and below the given range is known as ultrasonic
and infrasonic respectively.
Definition of Listening
Listening is defined as the learned skill, in which we can receive sounds through ears,
and transform them into meaningful messages. To put simply, it is the process of
diligently hearing and interpreting the meaning of words and sentences spoken by the
speaker, during the conversation.
Listening is a bit difficult, because it requires concentration and attention, and the
human mind is easily distracted. People use it as a technique to comprehend, what is
being said, through different verbal and non-verbal signs, i.e. how it is being said? What
type of words is used? Tone and pitch of voice, body language and so on.
Key Differences Between Hearing and Listening
• An individual’s ability to perceive sounds, by receiving vibrations through ears, is
called the hearing. Listening is something done consciously, that involve the analysis
and understanding of the sounds you hear.
• The hearing is the primary and continuous in nature, i.e. the first and foremost
stage is hearing, followed by listening and it occurs continuously. On the other hand,
listening is temporary, as we cannot continuously pay attention to something for long
hours.
• The hearing is physiological, which is through one of our senses in the living
organisms. On the contrary, listening is a psychological (conscious) act.
• While hearing is a passive bodily process that does not the involve use of the brain.
As opposed to listening, it is an active mental process, which involves the use of brain
to draw meaning from words and sentences.
• Hearing involves receipt of the message through ears. Conversely, listening
encompasses interpretation of the message received by ears.
• The hearing is an inborn ability but listening is a learned skill.
• In the hearing, we are not aware of the sounds that we receive, however in the case
of listening, we are completely aware of what the speaker is saying.
• Hearing involves the use of only one sense i.e. ears. In contrast, listening, involves
the use of more than one senses i.e. eyes, ears, touch etc. to understand the message
completely and accurately.
• In the hearing, we are neither aware nor we have any control over the sounds we
hear. On the other hand, in listening, we are aware of what the other person is saying
and so we listen to acquire knowledge and receive information.
• Hearing does not require focus whereas listening does.
106. Identify the general and specific types of Listening skills.
General Listening Types:
The two main types of listening - the foundations of all listening sub-types are:
• Discriminative Listening
• Comprehensive Listening
Discriminative listening is first developed at a very early age – perhaps even before
birth, in the womb. This is the most basic form of listening and does not involve the
understanding of the meaning of words or phrases but merely the different sounds that
are produced. In early childhood, for example, a distinction is made between the sounds
of the voices of the parents – the voice of the father sounds different to that of the
mother.
Discriminative listening develops through childhood and into adulthood. As we grow
older and develop and gain more life experience, our ability to distinguish between
different sounds is improved. Not only can we recognise different voices, but we also
develop the ability to recognise subtle differences in the way that sounds are made – this
is fundamental to ultimately understanding what these sounds mean. Differences
include many subtleties, recognising foreign languages, distinguishing between regional
accents and clues to the emotions and feelings of the speaker.
Comprehensive listening involves understanding the message or messages that are
being communicated. Like discriminative listening, comprehensive listening is
fundamental to all listening sub-types. Comprehensive listening is complimented by
sub-messages from non-verbal communication, such as the tone of voice, gestures and
other body language. These non-verbal signals can greatly aid communication and
comprehension but can also confuse and potentially lead to misunderstanding. In many
listening situations it is vital to seek clarification and use skills such as reflection aid
comprehension.
Specific Listening Types
The three main types of listening most common in interpersonal communication are:
• Informational Listening (Listening to Learn)
• Critical Listening (Listening to Evaluate and Analyse)
• Therapeutic or Empathetic Listening (Listening to Understand Feeling and
Emotion)
Informational Listening. Whenever you listen to learn something, you are engaged in
informational listening. This is true in many day-to-day situations, in education and at
work, when you listen to the news, watch a documentary, when a friend tells you a
recipe or when you are talked-through a technical problem with a computer – there are
many other examples of informational listening too. Informational listening, especially
in formal settings like in work meetings or while in education, is often accompanied by
note taking – a way of recording key information so that it can be reviewed later.
Critical Listening. We can be said to be engaged in critical listening when the goal is to
evaluate or scrutinise what is being said. Critical listening is a much more active
behaviour than informational listening and usually involves some sort of problem
solving or decision making. Critical listening is akin to critical reading; both involve
analysis of the information being received and alignment with what we already know or
believe. Whereas informational listening may be mostly concerned with receiving facts
and/or new information - critical listening is about analysing opinion and making a
judgement.
Therapeutic or Empathic Listening. Empathic listening involves attempting to
understand the feelings and emotions of the speaker – to put yourself into the speaker’s
shoes and share their thoughts. We are all capable of empathic listening and may
practise it with friends, family and colleagues. Showing empathy is a desirable trait in
many interpersonal relationships – you may well feel more comfortable talking about
your own feelings and emotions with a particular person. They are likely to be better at
listening empathetically to you than others, this is often based on similar perspectives,
experiences, beliefs and values – a good friend, your spouse, a parent or sibling for
example.
107. What methods and techniques can help to develop YL's Listening skills?
Teaching listening skills is possibly the hardest part of our job as EFL teachers. It is
much harder when you teach listening to Young Learners (YLs) in a non-English-
speaking environment.
a. Motivation
YLs love visuals, animations, games, fun things to watch, listen and do. Their main
motivation is expressing their world to others and sharing experiences with peers.
Listening tasks and materials should raise learners’ interest and keep them engaged
while they are doing things with the language they hear. Listening in class also has to be
a chance for YLs to use all their imagination, creativity, curiosity and energy to learn.
b. Engaging Listening Tasks
What makes a listening task engaging for YLs? YLs are in the stage of their life in
which they are gathering information from their world experience. They are gradually
developing the abilities to listen carefully to get something done or just get the gist of
what has been said for a purpose. In other words, learners are learning to decode
messages purposefully and manage information with confidence. The teacher’s job is to
create real-life conditions in the language classroom, as much as possible, in order to
‘train’ YLs to develop effective strategies for understanding oral messages that have
some connections with their world. Listening tasks must therefore clearly reflect YLs’
real life experiences and everyday new discoveries.
How can teachers make listening tasks more engaging? Think of all the different
situations when YLs listen carefully to people around them. In which situations would
they listen up for important details? Possibly, when they need to follow instructions to
make something, e.g. crafts, or to do something ‘fun’, e.g. playing a guessing game. In
these situations, there is a clear purpose for listening and extracting key information.
This is called transactional listening (Richards, 1990). In this case, YLs’ language
knowledge can help them understand and select the information needed, which is called
‘bottom-up processing’ (ibid.).
c. Appropriate YL Materials
Teaching listening involves providing a fair degree of motivation, purpose and
engagement to a range of listening tasks that YLs can relate to their real life or their
world experience and that will provide training for effective listening. Listening tasks
need to be manageable in order to avoid demotivation or information overload for Yls.
Authentic materials can offer a chance for real language exposure though task grading
will be necessary, e.g. through visual aids or pre-listening tasks, not necessarily
vocabulary pre-teaching. For instance, you could choose to use an example as a pre-
listening task with an immediate response as to build learners’ confidence before
approaching the actual task. Materials should always have a fun and competitive
element to make the exposure to real language more enjoyable.
108. What are the aims of a) pre-listening, b) while-listening, c) post-listening
activities? Illustrate each by giving an example.
 Every language lesson usually starts with a warm-up or some task to make people
think about the topic they are about to learn. The 3 Stages of a Listening Lessons are:
• Pre-Listening
• During- Listening
• Post- listening
The pre-listening stage help our students to prepare for what they are going to hear,
and this gives them a greater chance of success in any given task. Pre-Listening Tasks
can:
• Help teachers find out about what students already know about the topic.
• Prepare students for the vocabulary and language structures in the text.
• Helps mitigate the anxiety which comes from listening in a foreign language, by
providing a clear context.
• Offer opportunities for class discussion and more interaction among students.
Example: Pay the students ' attention to the picture from the textbook, or the one that
you picked up. Ask them questions about the image that will help them try to predict
what the audio fragment is about. Learn vocabulary from audio that is unknown to
students. Choose only those words that will really help students understand the text, you
do not need to take all the unknown words.
While-Listening Activities. During-Listening tasks are a series of activities that a
learner does while listening to a passage in order to show their understanding of what
was heard of. Well-designed activities can help students to:
• Identify what’s important in a passage.
• Perceive the text structure.
• Keep themselves concentrated throughout the passage.
• Show their understanding or non-understanding of the passage.
Example: Listening for gist - this is usually the task for the first listening. It involves
students ' understanding of audio in general. For example, when students listen to a text
about a teenager talking about a problem at school. And students need to hear only in
general, what is the problem of the teenager. The rest of the information is not
important.
Post-Listening Activities consist of tasks which main aim is to help students reflect on
the listening experience. these activities are carried out after teacher have carried out
pre-listening and while listening activities successfully.
These are some example of Pre-Listening Activities
1. Check and Summarizing: One of the activities that a teacher can do to check
understanding is to ask student to summarize the information they heard, this can be
done orally or in writing.
2. Discussions: You can ask students to have a short discussion about the topic, the
topic for the discussion must be taken from the listening task that they previously did
and should be interesting enough to inspire comments and debates.
109. Dwell on the problem of developing reading skills?
Reading is one of the most important types of communicative and cognitive activity of
students. This activity is aimed at extracting information from a written fixed text.
Reading performs various functions: it serves for practical mastery of a foreign
language, is a means of learning a language and culture, a means of information and
educational activities, and a means of self-education. As you know, reading contributes
to the development of other types of communication activities. It is reading that
provides the greatest opportunities for the education and comprehensive development of
schoolchildren by means of a foreign language.
Reading in a foreign language as a type of speech activity and as an indirect form of
communication is, according to many researchers, the most necessary for most people.
Reading is an active, constructive and interactive mental activity, in the process of
forming which it is necessary to overcome a lot of difficulties. First of all, these are
difficulties associated with mastering the reading technique, which involves mastering a
system of graphic signs other than the native language, forming the skill of sound-letter
and letter-sound ratios, and systematic reading.
The language tools present a great difficulty: unfamiliar words, unusual meanings,
graphic phenomena. A separate group of difficulties may include facts related to an
unfamiliar culture, topic, or communication situation. The difficulty may also be the
way the message is presented: a lot of characters, the lack of a clear introduction, the
wording of the topic, etc.
All this proves the relevance of the problem and allows us to consider different points of
view on this issue. Of course, it is impossible to consider all the methods and techniques
of teaching reading a foreign language, but we will try to touch on the most important of
them in our work.
110. Compare the differences of Reading types.
It's important to know the different types of reading skills to make the most of what you
are reading.
Extensive reading:
Extensive reading is one of the methods of reading that people use for relaxation and
pleasure. Adopt this method when the purpose is to enjoy the reading experience. It
places no burden upon the reader and due to its indulgent nature, it is seldom used if the
text isn’t enjoyable.This is one of the methods of reading that occurs naturally. It’s how
you’ve read as a child and while growing up. This method of reading helps you
understand words in context and enriches your vocabulary.
Intensive reading:
Among the different types of reading skills, intensive reading is used when you want to
read carefully by paying complete attention to understand every word of the text. It is
where you would examine and decipher each unfamiliar word or expression. As the
term states, intensive means in-depth. This reading method is especially used when
reading academic texts, where the goal is to prepare for an exam or to publish a report.
This method helps retain information for much longer periods.
Scanning:
It is one of those kinds of reading where you read to search for a particular piece of
information. Your eyes quickly skim over the sentences until you find it. You can use
this method when you don’t need to go deep into the text and read every word carefully.
Scanning involves rapid reading and is often used by researchers and for writing
reviews.
Skimming:
Through this method, you try to understand the text in short. Though one saves a lot of
time through this method, one will gain only a shallow understanding of the text.
Skimming is a great way to get a broad idea of the topic being discussed. This method is
generally used to judge whether the information is useful or not. A good example of this
is picking up a magazine and flipping through the pages. You take in only the headings
or the pictures to get a broad idea of what the magazine covers.
Critical reading:
Among the different types of reading strategies, critical reading has a special place.
Here, the facts and information are tested for accuracy. You take a look at the ideas
mentioned and analyze them until you reach a conclusion. You would have to apply
your critical faculties when using this method. Critical reading is often used when
reading the news on social media, watching controversial advertisements, or reading
periodicals.
Various types of reading lead to different outcomes. Choosing the right one can be
instrumental in furthering your goals. Further, diversifying your reading habits to
include different types of reading will enable you to become a better writer and speaker.
111. What techniques can help to develop YL's Reading skills?
Reading is a speech activity aimed at visual perception and understanding of written
speech.
Phonetic method. The phonetic approach is based on the alphabetic principle. It is based
on learning the pronunciation of letters and sounds (phonetics), and when the child
accumulates sufficient knowledge, he moves on to syllables, and then to whole words.
Linguistic method. Linguistics is the science of the nature and structure of language.
Some of it is used in teaching reading. Children come to school with a large vocabulary,
and this method suggests starting learning on those words that are often used, as well as
on those that are read as they are written. It is on the example of the latter that the child
learns the correspondences between letters and sounds.
Whole Word Method. Here, children are taught to recognize words as whole units,
without breaking them into components. This method does not teach the names of
letters or sounds. The child is shown a word and pronounced. After 50-100 words are
learned, he is given a text in which these words are often found.
Whole Text method. In some ways, it is similar to the whole-word method, but it
appeals more to the child's language experience. For example, a book with a fascinating
plot is given. The child reads, meets unfamiliar words, the meaning of which he needs
to guess with the help of context or illustrations. The goal of this approach is to make
the reading process enjoyable. One of the features is that the phonetic rules are not
explained at all. The connection between letters and sounds is established during the
reading process, implicitly. If a child reads a word incorrectly, it is not corrected.
The Zaitsev method. Nikolai Zaitsev defined the warehouse as a unit of the structure of
the language. A warehouse is a pair of a consonant and a vowel, or a consonant and a
hard or soft sign, or a single letter. Zaitsev wrote the warehouses on the faces of the
cubes. He made the cubes different in color, size, and the sound they make. This helps
children to feel the difference between vowels and consonants, voiced and soft. Using
these warehouses, the child makes up words. The method refers to phonetic methods,
because a warehouse is either a syllable or a phoneme. Thus, the child learns to read
immediately by phonemes, but at the same time unobtrusively gets the idea of letter-
sound correspondences.
Moore's Method. Moore begins by teaching the child letters and sounds. He introduces
the child to the laboratory, where there is a special typewriter. It pronounces sounds, as
well as the names of punctuation marks and numbers, when you press the corresponding
key. In the next step, the child is shown a combination of letters, for example, simple
words, and asked to type them on a typewriter. And so on - write, read, and type.
112. What can be used as means to develop YL's reading skills?
Reading is one of the most important means of obtaining information and occupies a
significant place in the life of a modern educated person. In real life, reading acts as a
separate, independent type of communicative activity, the motive of which is to satisfy
the need for information contained in the text. This is a receptive type of speech activity
aimed at the perception and understanding of the written text. In the process of reading,
the information contained in the text is comprehended and evaluated.
Introductory reading is a cognitive reading, in which the subject of the reader's attention
becomes the entire speech work (book, article, story) without setting up to receive
certain information. In introductory reading, the main communicative task that the
reader faces is to extract the basic information contained in the text as a result of a quick
reading of the entire text, that is, to find out what issues and how they are solved in the
text, what exactly is said in it on these issues. It asks for the ability to distinguish
between major and minor information.
Studying reading anticipates a very complete and clear understanding of all the
information contained in the text and a critical understanding of it. This is a thoughtful
and unhurried reading, involving a purposeful analysis of the content of the read, based
on the linguistic and logical connections of the text. Its task is also to develop the
learner's ability to overcome difficulties in understanding a foreign language without the
help of others. The object of "study" in this type of reading is the information contained
in the text, but not the language material. Specifically, studying reading teaches careful
attitude to the text.
Viewing reading involves getting a general idea of the material being read. Its purpose
is to get the most general idea of the topic and the range of issues discussed in the text.
This is a cursory, selective reading, reading the text in blocks for a more detailed
introduction to its "focusing" details and parts. It can also end with the presentation of
the results of the reading in the form of a message or an abstract.
Search reading is aimed at reading newspapers and literature in the specialty. Its target
is a quick search in a text or in an array of texts for well-defined data (facts, features,
digital characteristics, indications). It is focused on finding specific information in the
text. It is clear to the reader from other sources that such information is contained in this
book, article. Therefore, based on the typical structure of these texts, it immediately
refers to certain parts or sections, which it subjects to search reading without detailed
analysis.
113. What are the possible purposes of pre-reading tasks?
Pre-reading activities cover a range of possibilities, all directed at helping learners
engage in a process of discovery and to feel authorized to engage with the form and
content of the text. What all successful pre-reading activities have in common is that
they are student-centered. The instructor has to identify the potential problems of
readability inherent in a chosen reading text, and then has to help students find ways to
surmount those difficulties. Rather than just provide answers or summarize the content,
the instructor can help learners identify the sources of their reading difficulties.
There are several benefits to doing pre-reading activities. Pre-reading activities can help
the learner to be more prepared for what they are about to read. It can help them
anticipate the topic of the reading. In doing this, they can also prepare themselves for
the kind of language, vocabulary, and even grammar that might be used in the text. In
addition, if done in the right way, it can encourage the learners to want to read and
maybe even increase their motivation to read. Typical pre-listening activities:
• Pictures to activate background knowledge;
• Brainstorming what students know about the topic with a word map;
• Exhibiting real objects related to the topic;
• Pre-teaching vocabulary (with pictures, realia, examples in context). Typical while
listening activities:
• Listening for a gist;
• Listening to background noise to create setting and topic;
• Describing specific words;
• Raising hands when catching certain words;
• Matching;
• Finding mistakes.
Overall, pre-reading helps students to:
• activate their horizon of expectation (background knowledge, syntactic and
semantic resources, cognitive strategies),
• take charge of their own learning;
• become willing to tolerate ambiguity.
114. Dwell on the problem of developing writing skills?
The developing of the language skills has always been a very hard and an interesting
task. Writing as a skill is very important in teaching and learning a foreign language; it
helps pupils to assimilate letters and sounds of the English language, its vocabulary and
grammar, and to develop habits and skills in pronunciation, speaking, and reading. One
of the effective ways teaching writing is to motivate the students and make them aware
of the steps involved in effective writing. For young learners writing in a foreign
language (English) is the most difficult skill to develop for many reasons. Apart from
the difficulty, posed by the nature of the language being learned, children’s personal
features cause additional problems that hinder their development in writing. Chastain
claims that «writing is difficult even under the most supportive and natural
circumstances, hence «students» psychological and emotional attitudes toward written
communication assignments cause reducing or eliminating their potential and negatively
effect the student’s attitudes».
When we talk about writing is necessary to remember that there are three inseparable
aspects when teaching it:
1. Writing as a channel of a Foreign Language (FL) is the use of it alongside
listening, speaking and reading in the process of learning important elements of the
language;
2. Writing as a goal of a FL learning , is the development of writing skills to fulfil
such purposes as: note-taking, summarizing, narrating, reporting for various real-life
situations;
3. Writing with cohesion , is the employment of various linguistic means by which
the parts of a written text are related to one another, with continuity and organization.
The writing activities should be geared to their needs and interests. They should be
linked to the real life whenever possible. As it is known, writing is considered a very
complex task for teachers and mainly for students. The heart of the language lessons is
the communicative activity itself, so lessons should contain many practical teaching
ideas such as:
• Stimulations
• Language games
• Relevant writing activities like: short notes, commercials, stories, letters, postcards
and others.
115. Define the types of Writing skills.
Writing has been divided into 4 types of skills namely; expository, persuasive, narrative,
and descriptive.
1. Expository Writing: The most common types of writing skills, expository writing
firmly concentrates on advising or explaining things. It is more of facts and figure about
a particular topic or a subject, it is likewise to be in logical order and sequence. This
type of writing is common to textbooks, research papers, news stories, encyclopedias,
and instruction manuals.
2. Persuasive Writing: Opposite to the expository writing, persuasive writing glares
opinion, justification, explanation, a point of view etc. The purpose of this writing is to
convince the reader or to furnish some of the thoughts to the readers. Example: Editorial
page, Letter of complaint and so on.
3. Narrative Writing: Narrative writing style, simply narrates a story to the readers,
(where the story could be fact or fiction). In this written work, writer or author will
make at least one distinct character. This writing style likewise uses creative writing -
use of imagination and creativity, rather than dealing with the facts and figures.
Alongside the character, the author likewise frames dialogue, event, action, emotions
etc. Example: Novels, Short stories, Poetry and so on.
4. Descriptive Writing: This written work style generally describes a lot more than the
remaining styles. Thus, descriptive writing’s main purpose is to describe. Simply, it s a
style of writing, which focuses on describing a character, an event, or a place with
details. In this form, a writer or an author envisions what he feels, what he notices, taste
and much more and describes intelligibly.
116. What are the difficulties in teaching Writing to YL?
Teaching writing has become difficult because of the challenges faced by the students in
learning writing skills. Some of the challenges that are faced by the ESL students are
lack of vocabulary, poor grammar, poor spelling, students’ readiness and lack of
exposure to books and reading materials. The challenges faced by the students’ have
made it challenging for teachers to teach writing skills. The challenges that are faced by
the teachers to teach writing skills are difficult to motivate their students, students of
diverse levels, difficult materials and time constraints to teach the students. In order to
improve a student’s writing ability, more attention must be given by a teacher to teach
writing such as giving guidance and feedback.
Four reasons why students dislike writing are:
• It leaves as more permanent record of proficiency than speaking; so it seems a
threat for them.
• Students feel that they lack sufficient knowledge of the language.
• Students believe that writing must be grammatically correct.
• They think that formal correctness must be achieved at their very first attempt.
In terms of teaching writing for language learners teacher should consider some aspects
in teaching writing. Every single lesson requires careful preparation- need to think
about a variety of techniques, activities and teaching aids to make the lesson
appealing to the students. In many classes, attention in writing is very limited because
writing is only to be as a testing tool. It may be that makes teaching and learning writing
skill to be bored.
Issues and difficulties that students face:
1. Lack of vocabulary
2. Lack of Grammatical Knowledge
3. Lack of Motivation
4. Learning Environment
Difficulties and problems as a teacher regarding:
1. Motivation
2. Use of technology
3. Class room management and
4. Different learning styles of the students.
117. Identify the steps of teaching Writing to YL's.
Writing is a productive skill that enables students to express their feelings, thoughts, and
knowledge. Students can improve their writing skills by practicing and repetition. Their
writing product should be monitored from the beginning of writing to the production of
the final copy. Teachers of English should be aware of not only the theoretical
underpinnings of the writing tasks but also the practical procedures that contribute to the
success of the writing lesson. Learners should be trained to develop different language
subskills. The knowledge that they should develop range from handwriting skills and
mechanics to the ability to produce coherent writing. Other types of knowledge include
vocabulary, grammar, and paragraph structure. Levels of writing:
• Hand writing and mechanics
• Grammar and vocabulary
• Paragraph organization
• Cohesion
• Coherence
Here are the four essential steps of teaching writing activity:
1. Pre-writing (Brainstorming and Organizing Ideas). It’s the planning stage of writing
during which you determine the topic and elicit all possible ideas to tackle when writing
about this topic.
2. Writing (Creating the First Draft). In this stage, ask students to write the paragraph
and tackle the ideas that were agreed upon in the first stage. It is better here to specify a
certain time to finish writing and stick to it.
3. Revising (Sharing for Editing). Students, in this stage, share their writing products
with one another. Sharing here is a good way for students to recognize writing as an
effective tool of communication. Students make discussions with each other about their
writing. They make corrections and give feedback to each other.
4. Re-writing (Producing the Final Copy). In this step, students get their writing
products with corrections.
Furthermore, there are some activities for teaching writing such as:
• Controlled writing
• Copying
• Filling the blanks
• Parallel writing
• Creative writing
• Free Writing
118. How would you teach students the steps of the writing process?
Teaching the writing process to early writers can be challenging. First of all, I would
ask students open-ended and thought-provoking questions about the writing process. It
will allow me to quickly assess their understanding of the process and its purpose. For
example: Could you tell me about the writing process? How does the writing process
work? Their answers will help to gauge the next steps.
1. Brainstorming/Pre-writing. The brainstorming/prewriting stage may be one of the
most important stages. Students have to not only choose a topic, but they should be able
to know and recall important events related to that topic in great detail. On a blank page,
I would begin brainstorming topics you would like to write about. Moreover, I would
show students the various ways that writers can brainstorm and will experiment with a
couple of formats like making a web, a list, or pictures. Then, selecting one idea that I
would recall several details about and teach them to narrow that bigger idea into
specific moments.
2. Drafting. The drafting stage should not be stressful for students. It is just a sloppy
copy - students write freely and do not worry too much about the structure, neatness or
illustrations. It is important to sequence events by including a clear beginning, middle
and end to the topic, writing sentences/paragraphs in order. I would start on a fresh
piece of paper and will think aloud on my topic. As I recall my story, I would pause to
write it. Thus students will be able to do the same thing but they have to see it to
understand their expectation. This step could span over the course of a few days
considering the topic and student attention/engagement span.
3. Revising. After my students and I have successfully written our drafts, I would move
on to teaching about the importance of revision. Revision includes elements like using
strong writing leads to hook their readers as well as adding strong conclusions to their
composition. I would teach and show them:
• how to remove a sentence
• how to add or move around other words or sentences so the flow is more consistent
for reader
• places where repetitive words were used - we would then stop and look for better
word choices.
• how transition words will help readers transition from one part of my writing to the
next
Revisions are made in the skipped blank lines. It is so easy to clearly see the revisions.
Editing. As I model this next step on my draft, it will be very important for me to focus
and look at capitalization, punctuation, correct spelling (high frequency words, vowel
pairs and other spelling patterns), and subject-verb agreement.
4. Re-writing (Producing the Final Copy). In this step, students create their final copy.
Additionally, after the final copy is written students can read their writing aloud to
classmates or partners. This is a time for students to read their writing and understand
that they wrote it for a specific purpose and audience.
119. Describe the phases of the writing process.
The answer is the same as 47. (Pre-reading, Writing (draft), etc.)
120. Dwell on the problem of developing speaking skills
Researchers L.S. Panov's, V.L. Skalkin and others consider that foreign language
speaking skills are developed within the following stages:
• The Ist stage — oral speech, lexical and grammar skills formation;
• The IInd stage — oral speech, lexical and grammar skills improvement;
• The IIIrd stage — development of abilities of unprepared oral speech
Shortcomings in early foreign language teaching and learning is reflected in pupils’ oral
communication. It is difficult for pupils to manage spontaneous unprepared speech;
their communicative activity becomes only reading, understanding and reproduction of
the given text.
Training activities, speech exercises should be of a situational character, give an
opportunity for pupils to carry out practical tasks, develop their communicative skills.
They should include tasks on reasoning, analyzing and expressing one’s view point.
For training junior schoolchildren foreign-language oral speech skills, it is beneficial to
use the techniques, which encourage their physical activity. They are: role-playing,
cognitive games, dramatization, staging (English folklore and the author's fairy tales),
coloring, drawing, singing and dancing.
Learning foreign languages in junior school creates for pupils the opportunities to
improve their oral speech skills:
• to pronounce correctly and distinguish foreign language sounds, words, phrases
and sentences; observe intonation of the main types of the sentence;
• to master the most frequently used vocabulary within the junior stage program,
master productive lexical minimum at least no less than 500 lexical units. The total
amount of vocabulary, including receptive lexical minimum, is no less than 600 lexical
units;
• to gain some understanding of the main grammatical categories of the studied
language, distinguish the studied vocabulary and grammar during the reading and
listening and use them in oral communication;
• to understand aurally the speech of the teacher, classmates, the main contents of
the facilitated texts with a support of visual presentation and a language guess;
• to take an active part in dialogical communication: carry on etiquette dialogues and
elementary bilateral dialogue-questioning on the given speech situation of every day
communication;
• to speak briefly on the topics selected for the elementary school, reproduce by
heart familiar rhymed works of children's folklore;
• to get control over the reading technique aloud; read to themselves school and
facilitated authentic texts, using skimming, scanning and detailed types of reading;
• to write a short congratulation and a personal letter, fill in the simple questionnaire
about oneself;
• to acquire basic information about the country of the studied language.
121. Distinguish two forms of communication in Teaching Speaking.
There exist two forms of speaking: monologue and dialogue. Each form has its
peculiarities, which should be taken into consideration.
In teaching monologue we can easily distinguish three stages according to the levels
which constitute the ability to speak:
1. the statement level;
2. the utterance level;
3. the discourse level.
1. No speech is possible until pupils learn how to make up sentences in the foreign
language and how to make statements. To develop pupils' skills in making statements
pupils should be given sentence patterns to assimilate in connection with situations. The
sentence pattern should be filled with different words. Thus pupils can express various
thoughts. For example:
I can see a ... .
Pupil 1: I can see a desk.
Pupil 2: I can see a blackboard.
Pupil 3: I can see a window, etc.
Also, pupils make statements of their own in connection with the situations suggested
by the teacher. When pupils are able to make statements in the foreign language within
grammar and vocabulary they have assimilated their speech may be more complicated.
They should learn to combine statements of various sentence patterns in a logical
sequence.
2. Pupils are taught how to use different sentence patterns in an utterance about an
object, a subject offered. First they are to follow a model, and then they do it without
any help. Therefore the pupil's utterance involves-2—4 sentences which logically
follow one another. At this stage pupils learn to express their thoughts, their attitude to
what they say using various sentence patterns. Thus they learn how to put several
sentences together in one utterance about a subject, an object, etc.
3. After pupils have learned how to say a few sentences in connection with a situation
they are prepared for speaking at discourse level. Free speech is possible provided
pupils have acquired habits and skills in making statements and in combining them in a
logical sequence. At this level pupils are asked to speak on a picture, a set of pictures, a
film-strip, a film, comment on a text they have read or heard, make up a story of their
own; of course, this being done within the language material (grammar and vocabulary)
pupils have assimilated. The devices used for the purpose are: visual aids which can
stimulate the pupil's speaking through visual perception of the subject to be spoken
about, including a text read; audio aids which can stimulate the pupil's speaking through
auditory perception of a stimulus; audio-visual aids when pupils can see and hear what
to speak about.
The three stages in developing pupils' speaking should take place throughout the whole
course of instruction, i. e., in junior, intermediate, and senior forms. The amount of
exercises at each level, however, must be different. In junior forms statement level is of
greater importance as a teaching point.
Dialogic teaching is not just any talk. It is as distinct from the question-answer and
listen-tell routines of traditional teaching as it is from the casual conversation of
informal discussion. Dialogic teaching is not the speaking and listening component of
the teaching of national curriculum English under another name.
• It attends as closely to the teacher’s talk as to the pupil’s.
• It is a comprehensive approach to talk in teaching and learning across the whole
curriculum.
• It is grounded in research on the relationship between language, learning, thinking
and understanding, and in observational evidence on what makes for truly effective
teaching.
There are three stages in learning a dialogue:
1. Receptive. Pupils "receive" the dialogue by ear first. They listen to the dialogue
recorded or reproduced by the teacher. The teacher helps pupils in comprehension of the
dialogue using a picture or pictures to illustrate its contents. They listen to the dialogue
a second time and then read it silently for better understanding, paying attention to the
intonation. They may listen to the dialogue and read it again, if necessary.
2. Reproductive. Pupils enact the pattern dialogue. We may distinguish three kinds of
reproduction: 1. Immediate. Pupils reproduce the dialogue in imitation of the speaker or
the teacher while listening to it or just after they have heard it. The teacher checks the
pupils' pronunciation and intonation in particular. The pupils are asked to learn the
dialogue by heart for homework. 2. Delayed. After pupils have learned the dialogue at
home, they enact the pattern dialogue in persons. Before calling on pupils it is
recommended that they should listen to the pattern dialogue recorded again to remind
them of how it "sounds". 3. Modified. Pupils enact the dialogue with some
modifications in its contents. They change some elements in it.
3. Constructive (creative). Pupils make up dialogues of their own. They are given a
picture or a verbal situation to talk about. This is possible provided pupils have a stock
of patterns, a certain number of phrases for starting a conversation, joining in, etc. They
should use those lead-response units they have learned in connection with the situation
suggested for a conversation.
122. Identify specific features of Speaking skills.
In the process of learning a foreign language, preschoolers and primary school children
can develop the following skills:
• the ability to understand the addressed remark
• the ability to respond to this remark
• the ability to start a conversation
• the ability to encourage the interlocutor to talk
• the ability to end a conversation
These skills, can be formed if the following requirements are met:
• the dialogue should be naturally interwoven into the lesson plot
• the language material included in the dialogue should correspond to the age and
speech development of the child
• Dialogic speech in teaching a foreign language, as in the native language, should
serve to meet the cognitive needs of the child.
There are features of speaking skills as pronunciation, grammar, vocabulary, fluency
and comprehension.
ATTENTION: questions №53-55 have different answers with the same content. You
can choose any of them for this questions (or necessary info for you)
123. Dwell on the problem of employing of the linguistic games in EFLE.
Games are one of the most important components in EFL classrooms. They include
activities which have goals and rules at the same time fun. Hadfield describes games as
“an activity with rules, a goal and an element of fun.”
Games used for teaching a foreign language must meet certain requirements:
• the game should be designed so that as a result of participation in it, the child can
acquire a new skill necessary to solve the situation that arises in the game.
• the teacher's speech should be a model for creative, not mechanical imitation, it
should encourage children to be independent in solving a communicative problem.
• since the assessment system is not used in teaching preschoolers, the rules of the
game should be designed so that an error in the speech action would not lead to a win.
• the game should put the child before the need for at least a small mental effort.
It is necessary to organize the game so that half of the group plays, and the rest follow
them without distraction. To do this, it is important to meet the following conditions:
• change hosts more often
• ask children to rate players in chorus (Yes, no, right, wrong)
• ask children to help players in case of difficulties
• if possible, dramatize the situation using various attributes to make it interesting
for children.
For example: language games to teach action words and body parts: Simon Says and
Head, Shoulders, Knees, and Toes. Players need to pay attention to what action is
mentioned or what body part will be touched and whether or not the leader says ‘Simon
says’.
There are many advantages of using games in the classroom:
• Games are a welcome break from the usual routine of the language class.
• They are motivating and challenging.
• Learning a language requires a great deal of effort. Games help students to make
and sustain the effort of learning.
• Games provide language practice in the various skills – speaking, writing, listening
and reading.
• They encourage students to interact and communicate.
• They create a meaningful context for language use.

124. What are the objectives of using linguistic games in Early FLE?
1) To practice foreign language in various skills at the same time (speaking, writing,
listening and reading).
2) With Linguistic games make students focus on the use of language, rather than on the
language forms, so that they unconsciously apply grammar and vocabulary.
3) To promote a communicative competenc with games
4) Games can bring the foreign language to life by creating a meaningful, real-life
context for using the foreign language
5) Language games positively influence the teacher-student relationship.
6) To encourage shy and inactive students to participate.
7) To make a break from the usual routine of the language class.

125. Describe some positive effects of using games in the classroom.

• They are motivating and challenging.
• Learning a language requires a great deal of effort. Games help YL to make and
sustain the effort of learning.
• They provide language practice in the various skills – speaking, writing, listening and
reading.
• Games encourage YL to interact and communicate.
• They create a meaningful context for language use.
• Games are a welcome break from the usual routine of the language class.
• Games reduce anxiety and stress in the classroom, which helps learners remember
things faster and better.
•Language games are fun and amusing. The acquisition of input is therefore more likely.

126. Stirrers and settlers activities. Demonstrate a fragment of a lesson with one of
these types of activities.

Settler activities
Vocabulary categorising or brainstorming activities
For example give children 12 words randomly across the board and ask them to put
them into the correct category. Revise familiar lexical sets - clothes, colours, numbers,
animals or reinforce the topic you are currently teaching. Ask children to add other
lexical items.
Prompts
Prepare for listening or speaking exercises by asking children to copy simple prompts
from the board. For example, give children a list of five food items to copy and ask
them to add five more. Then use the list for simple pair work or listen and tick practice.
Wordplay activities
Use matching activities with pictures and words or phrases, anagrams, missing letters,
definitions games, jumbled sentences, wordsearches, crosswords. Children love puzzles
so get them using their brains!
Whole-class listening activities or games
Try doing a simple picture dictation asking children to draw a fun or crazy picture. With
very young learners you could dictate a monster or alien to practise colours/parts of the
body. With more advanced learners you could build up a crazy scene, practising all the
prepositions.
Read and draw activities
Give children a short reading text e.g. description and ask them to draw what they read
about.
Stories or storybooks
Practise your story-telling technique! Alter your classroom if you can for ‘story time'.
Small classes of Very Young Learners can sit on the floor in a semi-circle round the
teacher to enable you to exploit pictures and explain meaning. With larger classes make
photocopies and enlarge pictures of characters and places to stick up on the board as
you tell or read the story.

Stirring activities

Mingles or surveys
Use games which encourage children to act with lots of others if you have the space.
Activities such as ‘ Find someone who..?' are a good way of drilling without being
boring. Try this game: Animal stickers. Prepare a sticker with an animal name for each
child and stick it on their backs. Children walk around asking questions to find out what
they are.
Action/movement games
Word circle games e.g. throwing the ball to revise interchanges or vocabulary sets are a
useful way of getting all children moving and participating. Clapping and clicking
games are good for larger classes as they involve movement without too much hassle.
Any team games running to the board are extremely motivating because of the
competitive element. Mime games are also a good way of getting children moving.
Drama/acting out
Puppets or masks can really bring alive a dialogue, role-play or story. Make simple
masks out of paper plates for main characters. Bring in realia and props for children to
use for acting out e.g. some real money and a bag for shopping. Have a dressing up box
of simple props such as hats, glasses etc. Puppets or finger puppets can be used to liven
up even the most boring dialogue, especially when accompanied by funny voices!

127. Project work with Young Learners. Types of project work.

One way to get children doing what they like while still learning is through projects.
Children enjoy using their imagination – making up characters, stories; being creative –
making things, drawing, colouring, cutting and gluing, using multimedia; finding out
about interesting stuff; sharing, chatting, working together; talking about themselves,
their friends and family, their interests; making choices, deciding for themselves, trying
new things out; showing off!
1.Reading/Writing Projects
Students read, comprehend and interpret specific books, novels, plays, poems, etc.,
often around themes. Sometimes books are assigned, while at other times students select
their own books. Reading/writing projects often include class discussions around
dilemmas inherent in the reading and/or writing general reactions, interpretive essays,
poems, stories and plays based on the material read.
2. Information-Data Organizing Projects
The goal of information-data organizing projects is for teachers to have students collect,
sort and summarize information and data around a topic, question, theme or unit from
multiple sources, such as textbooks, fiction, and non-fiction texts. Students might
synthesize articles and other readings around a topic of interest, analyze surveys and
interviews designed to explore key questions or find ways to put information into a
variety of formats, including graphs and charts.
3. Major Investigation Projects
Major investigation projects enable students to create their own questions around a
topic, collect, organize, and evaluate information, draw conclusions and share results
through presentations and explanations. Students may demonstrate the results of their
investigations through different types of products and experiences, including the writing
of a paper, the development of artwork, oral presentations, audio and videotape
productions, photographic essays, simulations, or plays.
4. Design Projects
Students invent products and objects, design technology, or design artwork or models,
for example, students might be asked to use scientific principles to design an object that
will descend from a specific height at the slowest speed, to design artwork using artistic
principles, or to design a house using the latest technological software.
5. Problem Solving/Decision Making Projects
Students solve problems and make decisions by being given or creating specific
situations and complex problems. Problem situations around topics such as pollution,
world events, health care, poverty, and so on.

128.Define the role of a project work and its objectives in EFLE

"The project method is a certain way organized, search, research activity of students,
individual or group, which involves not just the achievement of a particular result,
framed in the form of a specific practical output, but the organization of the process of
achieving this result."
The modern education system is aimed not only at the transfer of a certain set of
knowledge, skills and abilities, but also at the intellectual and moral development of the
individual.
The main objectives of the training are the formation of creative and critical thinking,
the ability to operate with the information received and apply knowledge in practice in
various situations. The main goal of such training is to develop the intellectual and
creative abilities of students, so that the student of the school is able to self-realization,
independent thinking, and making important decisions for himself.
Working on projects gives students the opportunity to reflect, independently search,
analyze, summarize, and process the necessary information. During the project activity,
students realize their creative abilities. They independently transfer the previously
acquired knowledge, skills, and skills to a new situation, and they have new ideas.
Students make up different points of view, explain and defend their opinions based on
scientific, proven facts, on their own and other people's experience. Project activities
help to educate students in a tolerant attitude to their interlocutors, teach them to listen
and hear, as well as to interact with each other.

129. What types of project work activity can be conducted by YLs in EFLE?
By the nature of the final product of the project activity, the following types of projects
in the field of foreign language learning can be distinguished: Constructive and practical
projects, for example, a diary of observations, the creation of a game and its description.
Game-role-playing projects, for example, playing out fragments of a lesson at school
(programs of practice of oral speech, grammar, phonetics), dramatization of a play
(programs of practice of oral speech, children's literature of the country of the studied
language).
Initial stage (first) (grades 2 – 4).
The initial (1) stage of training is characterized mainly by the implementation of short-
term practice-oriented monoprojects, which is explained by the concreteness of the
thinking of children aged 8-11 years. There is also an interest in the implementation of
the simplest literary and creative projects on everyday topics.
At this stage, such types of project activities are applicable as:
drawing greeting cards for holidays, drawing up a family tree with photos ;
holding holidays ("Mother's Day” “ "My Favorite Toys", "New Year Comes", "ABC
Holiday", " Nature ABC”;
newspapers, collages projects on the following topics:" My family"," My friends"," My
favorite book","Sports".
The project method is an integral part of teaching English to schoolchildren at the initial
stage, and during further mastering it. One of the main tasks of teaching foreign
languages is to solve such an important problem as the development of independent
work of students, focusing them on active creative assimilation of the material, the
ability to think logically and quickly make independent decisions.
130. Identify the stages of conducting a project work with YL.
Recently, there has been a tendency to increase the number of children who do not want
to go to school; academic performance is falling, there is no positive motivation for
classes; there are more and more intellectually passive children in school who avoid
mental activity. One of the reasons is the lack of cognitive interest, which should be
formed in the preschool years. The development of cognitive interest meets the child's
own needs. The suppression of children's activity blocks the search behavior, which is
why a passive attitude develops in the future, in school and in life. Thus, the technology
of projects develops the creative abilities of the child, gives an outlet to his internal
capabilities, promotes the development of cognitive interest.The difference between
project activity and productive activity is that the preschooler explores various options
for completing the task, chooses the best way according to certain criteria, i.e. clearly
determines what he needs to do. The project method can be presented as a method of
organizing the pedagogical process, based on the interaction of the teacher and the
pupil, a method of interaction with the environment, a step-by-step practical activity to
achieve the goal.
Summarizing the historical experience of the development of the project method, the
following main stages can be distinguished:
1. Goal setting: the teacher helps the child to choose the most relevant and feasible task
for him for a certain period of time.
2. Project development – a plan of activities to achieve the goal:
- who to contact for help (adult, teacher);
- in what sources can I find information?;
- what items to use (accessories, equipment);
- what subjects to learn to work with to achieve the goal.
3. Project implementation-the practical part.
4. Summing up-defining tasks for new projects.
Development challenges:
* ensuring the psychological well-being and health of children;
* development of cognitive abilities;
* develop creative imagination;
* development of creative thinking;
* development of communication skills.
131. The advantages and disadvantages of the project work activity in EFLE.
Characteristics of Project Method
1. A project has a definite attainable goal.
2. It involves life-like and purposeful activities which promote learning.
3. Students can plan and perform their learning activities.
4. It promotes learning by doing.
5. It is a play-way activity which enhances learning.
6. It provides a real and direct experience.
7. It provides training for corporate life because students work in groups in the project
method.
8. It encourages spontaneity. The students feel free to express themselves.
9. It helps to develop practical skills.
10. Project method is democratic in nature. All the participants have equal rights, duties
and responsibilities.
Advantages
1. It helps to develop social skills and values among the students.
2. It gives an opportunity to correlate the subject matter to real life situations.
3. Students are more receptive and learn faster when they work together.
Advantage: It allows kids who are motivated to be creative, freely inquisitive, and self-
guided in their education.
Advantage: In a group project, kids get experience collaborating with others, and see
how this collaboration can multiply the ability of all present several times.
Advantage: It allows kids who are motivated to be creative, freely inquisitive, and self-
guided in their education.
Disadvantage: It does nothing whatever for kids who are NOT motivated, creative, or
inquisitive, which is a very significant percentage of them (about half, depending on
age).
Disadvantage: Kids of high ability who care about their grades get stuck in groups with
kids of low ability who do NOT care. The smart kid is thus left to do most of the work.
This has turned most smart kids off to group projects—and deservedly so—by high
school.
Group projects expose kids early to a common maxim in corporate America: 20 percent
of the workforce does 80 percent of the work.
132. Explain what project work is and list some of its potential benefits.
Project activity is an independent and joint activity of adults and children in planning
and organizing the pedagogical process within a certain topic, which has a socially
significant result. This is a method of pedagogically organized development of the
child's environment , it is a link in the system of education, in the chain of the program
that develops the personality.
The peculiarity of this direction in innovation activity:
1. The technology of the "project method", where the" child-adult " relationship is
unique, based on participation in the activity, is communication on equal terms. In
project activities, the child is faced with the need to show their "independence" when
defending their point of view in front of other preschoolers, adults; looking for a
compromise, coordinating their goal, attitudes with others. The teacher leads the child to
participation gradually: from observations of his activities to occasional participation in
it. Then to partnership, and finally to cooperation.
2. In the design process, the child can act not only as a customer and performer, but also
as an expert. The teacher guides the children, based on age and typological features of
development, implementing a personality - oriented interaction and an individually
differentiated approach. Thus, at a younger age, the child mainly observes the activities
of adults, on average - occasionally participates and enters into partnerships, at an older
age-cooperates with children and adults.
3. In joint activities, collective experiences bring children closer to each other and to
adults, and contribute to improving the microclimate in the group. The pattern of
creative behavior of an adult in an unregulated situation contributes to the formation and
manifestation of the child's creativity. Educators who actively use the project
technology note that in these conditions it is possible to get to know the students better,
to penetrate into their inner world, to build the closest cooperation with the parents of
children.
4. As a result of communication with adults, the child satisfies his needs for new
impressions, information, showing search behavior in different situations.
133. Define what a role play is. Why is role-playing regarded as an active teaching
method?
Role playing is a learning structure that allows students to immediately apply content as
they are put in the role of a decision maker who must make a decision regarding a
policy, resource allocation, or some other outcome. This technique is an excellent tool
for engaging students and allowing them to interact with their peers as they try to
complete the task assigned to them in their specific role. This work can be done in
cooperative groups and/or students can maintain the persona of their role throughout the
class period. Students are more engaged as they try to respond to the material from the
perspective of their character.
Advantages of role playing
• Students immediately apply content in a relevant, real world context.
• Students take on a decision making persona that might let them diverge from the
confines of their normal self-imposed limitations or boundaries.
• Students can transcend and think beyond the confines of the classroom setting.
• Students see the relevance of the content for handling real world situations.
• The instructor and students receive immediate feedback with regard to student
understanding of the content.
• Students engage in higher order thinking and learn content in a deeper way.
• Instructors can create useful scenarios when setting the parameters of the role play
when real scenarios or contexts might not be readily available.
• Typically students claim to remember their role in these scenarios and the ensuing
discussion long after the semester ends.
Steps and tips for using role playing
1.Offer a relevent scenario to students. This scenario should include the role the student
must play, the informational details relevant for decision making in this role, and a task
to complete based on the information. This information might be provided on the screen
through power point or by using a handout. It is highly recommended that the
instructions be provided in writing so it is clear to students what they must do and how?
2.Give students five to ten minutes to complete the task. The instructor might have
students do this alone or in small groups or follow the think-pair-share format in which
students work individual and then discuss their results with their partner.
3.Find a way to process student deliberations. The instructor might ask students to write
their replies to submit or this might be a very good lead in to a larger class discussion
where students can justify their differing outcomes or opposing views.
134. Identify the objectives of using the role plays in YLs' classroom. What are the
functions of scripted, unscripted and open-ended role plays?
Role playing is the best way to develop the skills of initiative, communication, problem-
solving, self-awareness, and working cooperatively in teams, and it can be seen as an
interaction between play, games and simulations and the student that performs an
activity with learning outcomes. Implementation of role playing activities: encourages
students to create their own reality; develops the ability to interact to other people;
increases students motivation; engages shy students in class activities; makes students
self — confident; helps students to identify and correct misunderstandings; is agreeable
and fun; shows students that the real world is complex and problems that appear in the
real world cannot be solved by simply memorizing information; underlines the
simultaneous use of different skills. There are other reasons why role-play can be
considering a valuable didactic method: it give students an understanding of their own
learning by creating their own role-plays; can teach about ethical and moral issues
arising from the science curriculum; it helps students to recognize and interpret their
place in the world; it gives to the students a chance to experience life events in a
physical way that is more appropriate to their own learning style; Learning with role-
playing enables students to reduce their anxiety while they gain confidence, they have a
better professional know-how when they understand the situations, roles and questions
asked or to be asked, the answers they should give, and how to listen actively. These
abilities are gained because role-playing allows repetition and the acquisition of reflexes
and habits. There is no better way of sympathizing with others than to put yourself in
their own difficult situation, avoiding the lime lights that prevent true identification of
their problems, needs and demands. Role-playing enables the participants to understand
group dynamics and personal freedom, sharpens perception and encourages creativity
and self-fulfillment. Role-play is an effective technique to animate the teaching and
learning atmosphere, arouse the interests of learners, and make the language acquisition
impressive. So this research will mainly focus on how to apply it successfully and take
the most advantage of it in English class.
135. How is the role play carried out? What are the stages of role-playing?
Role-playing game is an educating and entertaining activity, carried out in accordance
with a developed plot, distributed roles and a thoroughly planned communicative
problem.
Role-playing takes place between two or more people, who act out roles to explore a
particular scenario.
It's most useful to help you or your team prepare for unfamiliar or difficult situations.
For example, you can use it to practice sales meetings, interviews, presentations , or
emotionally difficult conversations, such as when you're resolving conflict .
By acting scenarios like these out, you can explore how other people are likely to
respond to different approaches; and you can get a feel for approaches that are likely to
work, and for those that might be counter-productive. You can also get a sense of what
other people are likely to be thinking and feeling in the situation.
Also, by preparing for a situation using role-play, you build up experience and self-
confidence with handling the situation in real life, and you can develop quick and
instinctively correct reactions to situations. This means that you'll react effectively as
situations evolve, rather than making mistakes or becoming overwhelmed by events.
You can also use role-play to spark brainstorming sessions, to improve communication
between team members, and to see problems or situations from different perspectives.
Step 1: Identify the Situation
To start the process, gather people together, introduce the problem, and encourage an
open discussion to uncover all of the relevant issues. This will help people to start
thinking about the problem before the role-play begins.
If you're in a group and people are unfamiliar with each other, consider doing some
icebreaker exercises beforehand.
Step 2: Add Details
Next, set up a scenario in enough detail for it to feel "real." Make sure that everyone is
clear about the problem that you're trying to work through, and that they know what you
want to achieve by the end of the session.
Step 3: Assign Roles
Once you've set the scene, identify the various fictional characters involved in the
scenario. Some of these may be people who have to deal with the situation when it
actually happens (for example, salespeople). Others will represent people who are
supportive or hostile, depending on the scenario (for example, an angry client).
Once you've identified these roles, allocate them to the people involved in your
exercise; they should use their imagination to put themselves inside the minds of the
people that they're representing. This involves trying to understand their perspectives,
goals, motivations, and feelings when they enter the situation. (You may find the
Perceptual Positions technique useful here.)
Step 4: Act Out the Scenario
Each person can then assume their role, and act out the situation, trying different
approaches where necessary.
It can be useful if the scenarios build up in intensity. For instance, if the aim of your
role-play is to practice a sales meeting, the person playing the role of the potential client
could start as an ideal client, and, through a series of scenarios, could become
increasingly hostile and difficult. You could then test and practice different approaches
for handling situations, so that you can give participants experience in handling them.
Step 5: Discuss What You Have Learned
When you finish the role-play, discuss what you've learned, so that you or the people
involved can learn from the experience.
136. What are some possible benefits of using role-play in the classroom? List at
least three.
3 things role-playing activities can do for your classroom
• Develop new skills and concepts. ...
• Appeal to different learning styles and incorporate active learning. ...
• Inject fun and creativity.
Role- playing games have several functions in the educational activities. They are:
Communication context building function: Games provide what Elkonin calls
"meaningful contexts of genuine communication."Students need not mimic a contrived,
artificial, and stilted language of textbook conversations but can attempt to formulate
appropriate language to express their own thoughts and emotions. Once the student has
something to say, the teacher can act as a counselor to perfect that communication.
Group-building: The teacher who is aware of the importance of the affective domain
does everything to make the classroom a friendly and supportive place. The
relationships and interactions among students are dynamics which play a critical role in
determining the success of a class. Small group work fosters greater intimacy and
cooperation among students and provides an opportunity for them to use their pooled
knowledge to solve problems.

Self - participation: The primary role of the teacher is not to "teach" but to set up
situations in which the student can learn. The old adage that "you can lead a horse to
water but you can't make it drink" is particularly apt for learning. It is the student who is
finally responsible for his own learning and he must play an active role in that process.
Student-centered classes try to reverse the traditional situation in which the teacher is
the actor (i.e. active) and the students are the audience.

Educational function: students get acquainted with basics of theatre technology. The
teacher should induce them to take care of a simple requisite. Any invention is
encouraged because the opportunity in this respect is limited in usual educational
conditions. The transformation itself promotes expansion of psychological range. Here
it is possible to talk about a psychological function

137. What is puppet show. How can we use it in the classroom?

Puppetry is a form of theatre or performance that involves the manipulation of puppets
– inanimate objects, often resembling some type of human or animal figure, that are
animated or manipulated by a human called a puppeteer. Such a performance is also
known as a puppet production.
Puppets are a good way to deliver information to students and help them retain it.
Student use of puppets helps them to retell information they've learned and remember it.
Teachers can use puppets to demonstrate proper pronunciation to help students develop
language skills.
138. Why do we use nursery rhymes in Early FLE?
Benefits of using NR
• Introduces cultural elements of the language.
• Helps with pronunciation and literacy skills.
• The format of nursery rhymes and songs is short, simple and predictive, making
them easy to learn and repeat.
• Nursery rhymes and songs are easy to find and cost efficient.
• Young children always respond well to music and song so what better learning
method than to incorporate catchy rhymes and songs into an EFL lesson?
• Nursery rhymes can often be learned with accompanying actions to make them
even enjoyable for children to sing along to – which will of course help to make them
memorable!
Using nursery rhymes to teach English Grammatical and Phonological Elements
• Vocabulary
• Intonation
• Sentence Structure
• Phonics- pre-school children who can identify the beginning and end sounds of a
word find learning to read easier.
Nursery rhymes provide bite-sized learning opportunities for young children to develop
key developmental skills and can often be the trigger for hours of creative and open-
ended play. They are a powerful learning source in early literacy and enable children to
become interested in the rhythm and patterns of language.
Studies have shown that in the early years, a child's rhyme awareness is predictive of
the ease with which they will learn to read. A combination of enjoyment and
educational benefits make sharing and reciting rhymes an ideal first introduction to the
sounds in language for the early years.
With summative assessment it’s harder for you to steer the student in the right direction.
The evaluation is already done. That’s why summative assessments or evaluations are
considered to be more of a “product”.

139. Do you think nursery rhymes are useful for language learning? Why?
• Nursery rhymes increase vocabulary (like the word “fetch” in Jack & Jill).
• They help children assimilate language.
• They are a great, wonderful introduction to poetry.
• They promote spelling skills.
• Verses like these introduce literary devices like alliteration, onomatopoeia, and
imagery.
• Nursery rhymes are important for language acquisition and help with speech
development.
• They help children develop auditory skills such as discriminating between sounds
and developing the ear for the music of words.
• Rhymes like these help kids articulate words, modulate voices (practicing pitch,
volume, and inflection) and enunciate clearly by saying them over and over without fear
of criticism.
• Nursery rhymes are excellent, the natural choice for a first recitation selection.
• The mouth and tongue muscles are developed as children say these rhymes.
• Listening comprehension is a foundational skill that is often skipped, but nursery
rhymes can help ensure this crucial ability (that precedes reading comprehension) is
covered.
140. Define the stages of teaching Nursery Rhymes.
Three Stages of Rhyming Ability
It’s helpful to know that children don’t just start off rhyming. In fact, they generally go
through three stages. In the order of easiest to hardest, those stages are:

141. Which is your favourite nursery rhyme for learning English?

Nursery rhymes are catchy, easy to memorize and fun, so it’s no surprise we carry them
with us our whole lives. That’s also what makes them ideal teaching tools for your ESL
classroom. Younger students will enjoy the song and rhymes, while older students will
appreciate the themes hidden below the surface. Better yet, the right nursery rhyme can
target specific English teaching goals, from counting to past tense verbs.
“Hickory Dickory Dock” You can use this poem to get students comfortable with
numbers and telling time out loud. I suggest having your students stand in a circle to
recite this poem. Get into the rhythm of the rhyme. Continue to chant the poem, giving
each student a chance to fill in a different time.
For example: Hickory Dickory Dock, the mouse ran up the clock. The clock struck 2:36
p.m., the mouse ran down, hickory dickory dock.
Hickory dickory dock. The mouse went up the clock
The clock struck one. The mouse went down
Hickory dickory dock
Tick tock, tick tock, tick tock, tick tock
A snake
Hickory dickory dock. The snake went up the clock
The clock struck two. The snake went down
Hickory dickory dock
Tick tock, tick tock, tick tock, tick tock
A squirrel
Hickory dickory dock. The squirrel went up the clock
The clock struck three. The squirrel went down
Hickory dickory dock
Tick tock, tick tock, tick tock, tick tock
A cat
Hickory dickory dock. The cat went up the clock
The clock struck four. The cat went down
Hickory dickory dock
Tick tock, tick tock, tick tock, tick tock
A monkey
Hickory dickory dock. The monkey went up the clock
The clock struck five. The monkey went down
Hickory dickory dock
Tick tock, tick tock, tick tock, tick tock
An elephant, oh no
Hickory dickory dock. The elephant went up the clock
Oh no
Hickory dickory dock
Nursery rhymes can be useful in many ways. Depending on the nursery rhyme, students
will learn new vocabulary and practice vocabulary you’ve already introduced, with a
memory boost from the repetition and rhyme schemes. These little rhyming ditties also
give students the chance to practice pronunciation and intonation when they recite them.
The singsong nature of these poems can create a fun, less formal environment for
students to practice speaking in English in front of others.
142. Identify the role of storytelling as a method of early EFL teaching.
Storytelling, the art of narrating a tale from memory rather than reading it is one of the
oldest of all art forms, reaching back to prehistoric times. Storytelling involves two
elements – selection and delivery. Many EFL teachers are interested in storytelling as a
resource in teaching. A successful storyteller chooses adequate stories and must be a
good performer, for the delivery is crucial and requires both preparation and rehearsal.
Storytelling is the original form of teaching and has the potential of fostering emotional
intelligence and help the child gain insight into human behaviour. Storytelling also
promotes language learning by enriching learners’ vocabulary and acquiring new
language structures. Moreover, storytelling can provide a motivating and lowanxiety
context for language learning.
Storytelling is the original form of teaching. There are still societies in which it is the
only form of teaching. Though attempts have been made to imitate or update it, like the
electronic storytelling of television, live oral storytelling will never go out of fashion. A
simple narrative will always be the cornerstone of the art of teaching. Colloquial or
literary, unaffected or flowery–the full range of language is present in stories. develop
in a unique way. The listeners benefit from observing non–polished speech created on–
the–spot. While listening to stories, children develop a sense of structure that will later
help them to understand the more complex stories of literature.
The most important advantages of storytelling may be summarized as follows:
– Stories are motivating and fun and can help develop positive attitudes towards the
foreign language and language learning. They can create a desire to continue learning.
– Stories exercise the imagination. Children can become personally involved in a story
as they identify with the characters and try to interpret the narrative and illustrations.
This imaginative experience helps develop their own creative powers.
– Listening to stories in class is a shared social experience. Reading and writing are
often individual activities; storytelling provokes a shared response of laughter, sadness,
excitement and anticipation which is not only enjoyable but can help build up child’ s
confidence and encourage social and emotional development.
– Children enjoy listening to stories over and over again. This frequent repetition allows
certain language items to be acquired while others are being overly reinforced.
Many stories also contain natural repetition of key vocabulary and structures. This help
children to remember every detail, so they can gradually learn to anticipate what is
about to happen next in the story. Repetition also encourages participation in the
narrative. Following meaning and predicting language are important skills in language
learning.
– Listening to stories allows the teacher to introduce or revise new vocabulary and
sentence structures by exposing the children to language in varied, memorable and
familiar contexts, which will enrich their thinking and gradually enter their own speech.
Listening to stories develops the child’ s listening and concentrating skills via:
1. visual clues (for example, pictures and illustrations),
2. their prior knowledge of how language works,
3. their general knowledge.
This allows them to understand the overall meaning of a story and to relate it to
their personal experience
143. Determine and clarify the overall purpose of the storytelling method.
Storytelling, the art of narrating a tale from memory rather than reading it is one of the
oldest of all art forms, reaching back to prehistoric times. Storytelling involves two
elements – selection and delivery. Many EFL teachers are interested in storytelling as a
resource in teaching. A successful storyteller chooses adequate stories and must be a
good performer, for the delivery is crucial and requires both preparation and rehearsal.
Storytelling is the original form of teaching and has the potential of fostering emotional
intelligence and help the child gain insight into human behaviour. Storytelling also
promotes language learning by enriching learners’ vocabulary and acquiring new
language structures. Moreover, storytelling can provide a motivating and lowanxiety
context for language learning.
Through traditional tales, people express their values, fears, hopes, and dreams. Oral
stories are a direct expression of a literary and cultural heritage; and through them that
heritage is appreciated, understood, and kept alive. Through a story, listeners experience
a vicarious feeling for the past and a oneness with various cultures of the present as they
gain insight into the motives and patterns of human behaviour.
144. The components of the storytelling method.
Storytelling is a part of our basic human instinct. Whenever we learn, we try to share it
with everyone we can find. We want someone to understand our situation, we tell them
a story.
These five components are: the characters, the setting, the plot, the conflict, and the
resolution. These essential elements keep the story running smoothly and allow the
action to develop in a logical way that the reader can follow.
OR
It has an Audience, Problem, characters, Backdrop, solution, and a conclusion. And that
is what Design is. A Process that helps others to understand the Story we created in the
form of Design.
This means the story has:
• a clear setting (including characters, place, time)
• problem/starting event (an event or issue that starts the story – which is not
necessarily a ‘negative’ event)
• character reactions to the problem, and their plan(s) of how to respond to the
problem
• attempts to solve problem (sometimes plans don’t work!)
• consequences of these attempts to solve the problem (what happens next?)
• resolution to the problem (often with some kind of message or lesson that has been
learnt)
145. Make an association chain with the word “picture book”
Picture book: pictures, books, children, comics, images, stories, literature, pages, visual
narratives, verbal narratives, early readers, kids, illustrations, learning, children’s book,
language learning
146. The basic features of picture books which account for their growing
popularity in teaching/learning reading
Picture books are an important part of learning how to read. Usually this type of format
marks the first step in introducing a child to reading and is often the start of language
development for many children. Libraries that include picture books to promote literacy
to young readers are boosting beginner-level vocabulary skills, introducing sentence
structure and developing story analysis.
Building Language Skills – When reading through picture books during story time, at
home or in the classroom, children can practice sounding out the language while adults
introduce and explain new and interesting words. The rhythm and rhyme of picture
books makes them easy to understand and fun to read aloud, allowing children to learn
words quickly. In addition, reading the same story repeatedly increases vocabulary by
12%.
Inspiring Visual Thinking - Illustrations in a picture book help children understand what
they are reading, allowing new readers to analyze the story. If children are having
difficulty with the words, the illustrations can help them figure out the narrative, which
can increase their comprehension.
Like any experience for children, it’s important that they like what they’re doing in
order to succeed. Teachers and parents should encourage children to read whatever
they’re interested in, including graphic novels, comics, magazines and poems.
147. The ways of working on narratives and the steps in reading
Through these experiences, children develop a strong sense of how stories work,
including the parts of a story:
• settings
• characters
• plot
• themes.
Telling stories is an opportunity for children and educators to learn about culture,
community, and language. We support children to learn about the stories and history of
their own cultures, as well as the broader community.
Stories are a medium with which all children become familiar and enjoy. Whether
through books, pictures, dance, music, rhymes, multimedia, or the spoken word -
storytelling is crucial part of early childhood education and beyond.
Children’s ability to understand and tell stories also have strong links to their later
language and literacy success.
148. Emphasize the importance of students` responses to picture books
When children read and respond to stories they also draw from their funds of
knowledge, their sociocultural ways of knowing, in order to connect with and make
meaning with storybooks. As children read and respond to stories in various capacities,
utilizing their vast experiential resources, their reading becomes a dialogic meaning
making experience
As children read stories in the classroom context, they are engaged in various types of
literary meaning making, and through their responses, demonstrate deep literary
understanding(s). Reader response in the form of dramatic story retellings and
reenactments greatly support young children's literacy learning
Readers are confronted with texts that include visual images and a variety of graphic
design elements in their everyday lives with greater frequency than texts that
exclusively contain written language. Images and texts are being combined in unique
ways, and readers in today's world need new skills and strategies for constructing
meaning in transaction with these multimodal texts as they are encountered during the
sociocultural practices of interpretation and analysis. As the medium of the page turns
to the medium of the screen, the complexity of the texts children encounter will only
grow more complex, and as such so will the repertoire of strategies young readers will
need to comprehend them.
149. Define the notion of Lesson planning. What are the elements of a lesson plan?
A lesson plan is a teacher’s daily guide for what students need to learn, how it will be
taught, and how learning will be measured. Lesson plans help teachers be more
effective in the classroom by providing a detailed outline to follow each class period.
This ensures every bit of class time is spent teaching new concepts and having
meaningful discussions — not figuring it out on the fly!
What are the basic elements of lesson plan?
The most effective lesson plans have six key parts:
• Lesson Objectives.
• Related Requirements.
• Lesson Materials.
• Lesson Procedure.
• Assessment Method.
• Lesson Reflection.
150. Identify the role of Lesson planning in EFLE. Does it help to conduct lessons
effectively?
It gives teachers the opportunity to think deliberately about their choice of lesson
objectives, the types of activities that will meet these objectives, the sequence of those
activities, the materials needed, how long each activity might take, and how students
should be grouped.
A lesson plan does not necessarily have to be a detailed script that contains the plan of
every interaction with students in the classroom. It should preferably have the general
overview of the aims and objectives of the course, the plan of teaching and learning
activities of the course and the activities planned to check the students’ understanding.
The driving force behind lesson planning is the motivation for the teacher and hunger to
learn more by students is what keeps a teacher going.
151. Define the stages of Lesson planning.
The 3 main stages of the lesson; presentation, study and practice will work particularly
well when you have a structured language point to work through.
We have broken the stages of a lesson into 5 components:

Let’s look at each in turn.

1. When your class arrive, the may not be in tune or ready for English. This stage helps
to ‘warm them up’ and engage them, so that they are receptive to your lesson when it
begins in earnest. Briefly (because we are going to cover this in more depth in Module
2) an engagement activity (sometimes called a warmer) gets your students speaking,
wakes them up mentally and enables them to get ready for what is to come.
An engagement activity usually takes no more than 5-10 minutes, sometimes less, and it
allows a time buffer between the start of the classroom time and the start of the lesson
proper (think of all those students who come in late and the teacher has to repeat
themselves!)

2. This stage is designed to introduce the theme to the class, leading them into the
lesson. If you wish it can be combined with the Engagement Activity.
Why do we do this? When learning languages at school, this was the part that seemed to
be missed out. There was often nothing preceding ‘open your books at page 54’. The
result was that the teachers often failed to engage their students into what followed,
leading to some students losing interest and shutting off mentally. The basic idea behind
the ‘presentation’ stage is that if you prime students you warm them to what follows. It
aids learning, as the brain is activated, ready to find out more. It should be lively,
predominately oral, and take no longer than about 10 minutes.

3. What is the ‘study’ aspect of the plan? This is the lesson core. It may be a reading,
writing, speaking or listening activity that you have chosen or a combination of them in
some form. Whatever you choose, the activity should act as a base for some sort of
analysis or study and there should be a link, thematic or otherwise with the engagement
activity.
4. What is the ‘practice’ phase? This is the phase that allows the students more freedom
to use what they have learned in the study phase and practices it in different contexts.
This phase generally contains more open tasks (rather than the controlled practices that
characterised the earlier stage) that allow for a natural use of the target language. This
phase is often referred to as a free practice.
5. The final part is a warm down stage. This is often overlooked by teachers and it is
probably the most omitted part of plans when things don’t run to time. But it is here that
you and your students can take a breath. You can use it as a recap of the main points of
the lesson, or if your lesson has been quite work focused then it can be a good chance to
do something lighter.

152. What are the main components of a lesson plan?

The lesson is the main component of the educational process. The educational activities
of the teacher and students are largely focused on the lesson. That is why the quality of
training of students in a particular academic discipline is largely determined by the level
of the lesson, its content and methodological content, its atmosphere. In order for this
level to be high enough, it is necessary that the teacher, during the preparation of the
lesson, try to make it a kind of pedagogical work with its own idea, beginning and
ending, like any work of art.
The main components of a modern lesson:
1. Organizational – the organization of the class throughout the lesson, the readiness of
students for the lesson, order and discipline.

2. Target - setting the goals of the teaching to the students, both for the entire lesson and
for its individual stages.

3. Motivational - determining the significance of the material being studied both in this
topic and in the entire course.

4. Communicative – the level of communication between the teacher and the class.

5. Content - selection of material for study, consolidation, repetition, independent work,

etc.
6. Technological - the choice of forms, methods and techniques of teaching that are
optimal for this type of lesson, for this topic, for this class, etc.

7. Control and evaluation – the use of the assessment of the student's activity in the
lesson to stimulate his activity and develop cognitive interest.

8. Analytical - summing up the lesson, analyzing the students ' activities in the lesson,
analyzing the results of their own activities in organizing the lesson.

153. What questions would you ask yourself while checking your plan?
The first step is to clearly define and formulate the topic of the lesson for yourself. You
also need to ask yourself these questions:
"What will be the overall objective of my lesson?" - to specify the tasks of the lesson, to
highlight the main task of the lesson, to formulate and write it in the plan in such a way
that it is accessible and understood by students.
"What should the student understand and remember in the lesson, what should he know
and be able to do after the lesson?"
"How should I start the lesson?" - to ensure that the class and equipment are fully ready,
and that students are quickly included in the business rhythm.
"What tasks should I choose for the students to consolidate the knowledge gained in this
lesson?"
"How do I get my students interested?" - each lesson should contain something that will
cause surprise, amazement, delight of the students – in a word, something that they will
remember when they forget everything. It can be an interesting fact, an unexpected
discovery, a beautiful experience, a non-standard approach to what is already known,
etc.
"What materials do I need?" - it is necessary to make a list of necessary educational and
visual aids, devices, and technical training tools. Check if everything is working. Think
about the appearance of the blackboard so that all the new material remains on the board
in the form of a reference summary.
154. Determine the notion of Classroom management.
Classroom management is the professional activity of a teacher aimed at raising a child
in a classroom student group. The class teacher has always played a very important role,
because it is he who has a huge influence on the formation of the personality of
schoolchildren, the disclosure of their creative and intellectual potential. And a good
class teacher will always protect the rights and interests of children, building the
educational process on the principles of humanistic pedagogy. The class teacher will
help the student to develop personal qualities, if his activity will be of a developing
nature.
Functions of the class teacher:
• education
• social protection
• organization of all kinds of activities in the classroom that contribute to the
comprehensive development of students, the formation of their personality, the
harmonious existence of the children's collective
• coordination aimed at positive interaction of all participants of the educational and
pedagogical process (teachers, students, parents)
• management that helps to control the dynamics of the development of the
personality of students and the student team.
155. Identify the role of Classroom management. Is it helpful?
Classroom management and class teacher plays a really important role in the life of
school and students. The class teacher predicts, analyzes, organizes, collaborates, and
monitors the daily lives and activities of the students in their class. The modern class
teacher uses not only the well-known forms of educational work, but also includes new
forms of work with the student team in his practice. The forms of work are determined
based on the pedagogical situation. The number of forms is endless: conversations,
discussions, games, competitions, hikes and excursions, competitions, socially useful
and creative work, artistic and aesthetic activities, role-playing training, etc.
Recently, one of the main requirements for the organization and implementation of
competent professional activities of the class teacher is to conduct work of a systematic
type both with the class and with each student individually. Such work should be aimed
at developing the individuality of each student and, thanks to this, the uniqueness and
success of the entire class. The most important task of the class teacher is to take care of
mutual understanding between him and the students, a favorable socio-psychological
climate in the student team.
156. What types of Classroom management can be brought in YL's classroom?
Those different types of classroom management techniques have shown to improve
classroom behavior, build relationships for a better classroom community, and foster a
positive classroom environment where student learning is the number one collective
goal.
• The effectiveness of classroom hours
• The presence of children's self-government
• The quality of class duty
• Class participation in school-wide entertainment events
• Having fun time with young learners, for example, having tea parties
• Interaction with parents: frequency and effectiveness of parent-teacher meetings.
Participation of parents in the life of the school.
• Offering different types of free study time
• Having interesting lessons, starting lessons by previewing particularly-exciting
parts, hooking student interest from the get-go
• Conducting personal conversations with students, helping them

157. What kind of activities can be hold in varied types of Classroom

management? Demonstrate an example.
Diverse and interesting for students’ extracurricular life of the class: traveling, tours,
cultural campaign, thematic lectures, meetings, meetings, theatrical performances, etc.
The level of educational motivation of students in the same class: the constant increase
of quality of knowledge, the effectiveness of work with at-risk students, active
participation by students in extracurricular educational work in the electives, academic
circles, research work, educational tours, Olympiads, competitions, events, intellectual
marathons, etc.
A special place in the activity of the class teacher is occupied by the class hour – a form
of organizing the process of direct communication between the teacher and the students,
during which important moral, moral and ethical problems can be raised and solved.
158. Define the essence of assessment in EFLE.
The assessment process is an integral part of the entire learning process and has a
serious educational impact on younger students.
The assessment goals are:
• create a positive impression of the assessment procedure and motivate for further
successful training;
• evaluate the correct use of the language and determine what the younger student
knows and can do;
• create a positive motivation to learn the language in the future.
If we take into account the fact that motivational goals are more important than
meaningful ones at the initial stage of learning, it becomes clear that the content side of
the language is primarily important for younger students, and not the literacy of its use
by children. Assessment of traditional language skills (listening, reading, speaking,
writing) as well as grammar, vocabulary and pronunciation should be integrated with
other tasks. And of course, you should also evaluate how quickly and efficiently
younger students use a foreign language for communication purposes.
When evaluating children, it is necessary to use a variety of assessment tools and
approaches. The teacher must be sufficiently qualified to skillfully combine all types of
assessment in the most effective way. When teaching English to children of 7-8 years
old, direct control of educational actions, skills and abilities of students is hardly
necessary. During these years, interest in the language is laid, students ' achievements
are very mobile and individual, periods of dynamic development of speech skills can
alternate with relatively unproductive periods of study.
159. What is the difference between formative and summative assessment?
Educators primarily use two types of assessments, known as formative and summative
assessments. Formative assessments are used to monitor student learning during the
learning activity, while final assessments are used to evaluate student learning at the end
of the learning activity. The main difference between formative and summative
assessments is that formative assessments occur during the learning process, whereas
summative assessments occur at the end of the learning block.
Formative assessment refers to various assessment procedures that provide the
necessary information to adjust learning in the learning process. Summative assessment
is defined as a standard for evaluating student learning.
160. Identify the types of assessment in EFLE.
Educators primarily use two types of assessments, known as formative and summative
assessments. Formative assessments are used to monitor student learning during the
learning activity, while final assessments are used to evaluate student learning at the end
of the learning activity. The main difference between formative and summative
assessments is that formative assessments occur during the learning process, whereas
summative assessments occur at the end of the learning block. Also we have Formal and
Informal types of assessment. Formal assessment is the assessment of assessments in
the presence of certain criteria in conditions that ensure the assessment of individual
linguistic and communicative knowledge, skills, and skills in this area. Informal
assessments are those spontaneous forms of assessment that can easily be incorporated
in the day-to-day classroom activities and that measure the students' performance and
progress. Informal assessments are content and performance driven.
161. What types of assessment are useful and fair in your opinion?
It seems to me that formative assessment in particular involves the use of carefully
developed criteria for the organization of the assessment of the work/ work of students.
Assessment using criteria allows you to make this process transparent and
understandable for all participants of the educational process. Criteria contribute to the
objectification of the assessment.
The basis for the development of criteria for evaluating students ' academic
achievements is the educational goals. The criteria help students to evaluate the quality
of their own work more objectively. Effectively developed assessment criteria and their
gradation clearly demonstrate to students what and how will be evaluated, and also
serve as a good guide for students in the process of completing the work.
The more specific the assessment criteria are, the better the student will understand
what they need to do to successfully complete the task.
162. What skills and abilities enable the teacher to be a good motivator in class?
Motivation in pedagogy is a general name for the processes, methods and means of
encouraging students to engage in productive cognitive activity, active development of
the content of education. The role of a motivational teacher is precisely to teach students
find ways to gain new knowledge, identify its potential and realize it in accordance with
certain goals. One of the important factors influencing the formation of educational
motivation can be the individual pedagogical style of the teacher, the style of
pedagogical communication and the organization of the educational process. The role of
the teacher's personality plays an important role in the development of students '
learning motivation. After all, the style of pedagogical activity of a teacher includes a
combination of tasks, means, and methods of pedagogical influence on the formation of
the student's personality, on the ability to communicate with him, which is characteristic
only for him.The style of pedagogical activity of the teacher reflects:
• The communicative capabilities of the teacher
• The established nature of the relationship between the teacher and students
• The creative personality of the teacher
• The individual characteristics of the teacher

In the work of the teacher, the style of pedagogical communication is important — this
is the behavior in various situations of professional activity, in which the qualities of the
teacher's personality and his manner of communication with children are manifested.
What methods of forming the motivation of teaching students can be used by the
teacher in the lesson:
• Creating an overall positive atmosphere in the classroom.
• The inclusion of the student in independent work, it activates the activity of
students.
• Organization of group and collective forms of activity
• Using game situations
• Using a variety of teaching methods through the novelty of the material
Cooperation between the teacher and the student (help in the form of advice on making
the right decisions)
• Entertaining presentation, an unusual form of presentation of educational material
• Analysis of life situations, explanation of the social and personal significance of
knowledge in later life
• Involvement of students in evaluation activities and the formation of an adequate
self-assessment.
163. Describe five teacher roles and explain why a teacher might take up these
roles.
A teacher often has many roles to play. A teacher leader role is one that needs to be
embraced if he or she wants to function effectively in the classroom.
1. Resource. One of the top roles a teacher must fill is that of a resource specialists.
There will be many people who will come to the teacher seeking information. Even if
the person is only seeking a source of information, the teacher is the one who must
know how to find what the student is looking for. Once the teacher has given the
information to the student or coworker, he or she will often have to instruct the student
on how to use the information.
2. Support. Students are the ones who need support when learning a new skill or piece
of information. A teacher must act as the support person when the student needs this
help. Support can come in many forms such as a coach, leader and even a counselor. In
professional circles, a teacher may even have to support other teachers leading a
particular subject matter.
3. Mentor. One of the biggest roles a teacher may have is that of a mentor. Students
look up to teachers and may pattern their own behavior and work ethic to match the
instructor. An older teacher can even be a mentor to a younger teacher who is just
starting out in the profession.
4. Helping hand. A leader in a school is a person who takes on extra tasks such as
leading the PTA meetings and even helping set up a gym for a big event. Teachers who
are active in the school will often have more jobs than just the one they were hired to
perform. Often, the goals of the teacher will match the direction that the school is
taking.
5. Learner. One last important role a teacher must fill is that of a learner. Anyone who
has been involved in a profession long enough knows that there is always something
new to learn. A learner is a person who is always growing in life and will never claim
that they know it all. A teacher will be challenged everyday with a new task that will
help them grow into a better person.
164. Briefly describe a communicative writing activity and state what makes it
communicative.
This is a type of written speech, which consists in the ability to express your thoughts in
writing in the language you are studying on the basis of formed graphic, spelling and
calligraphy skills, as well as writing techniques. The purpose of teaching
communicative writing is to develop the ability to create different types and genres of
written messages-texts that are used in educational and professional activities. There are
different types and genres of communicative written speech, which are the object of
study and practical application in classes on the practice of language, stylistics, and
rhetoric:
1) written speech used for educational purposes (summary, note, presentation, essay,
essay, plan);
2) written speech used for professional purposes (business letter, contract,
advertisement, advertisement, report, protocol, business note article);
3) written speech used to maintain communication in the form of notes, private letters,
postcards, e-mails, telephone messages;
4) written speech used for personal purposes in the form of diary entries, memos,
address entries;
5) creative written speech (poems, short stories, scripts, etc.).