Методика навчання іноземної мови

17. Використання дошки на уроках з іноземної мови в середній школі.

18. Технічні засоби розвитку креативного мислення в учнів на уроках з іноземної мови в
середній школі.

During their learning experience, students often ask a lot of questions, they want to know
more and more, and sometimes they may seek the possibility to try things themselves,
exploring them in a direct way. With traditional learning materials, such as textbooks for
example, these possibilities are restricted.
The combination of technology and creativity is the key to provide the immersive experience
students need. When teachers use technological devices to integrate their traditional lessons
with sounds, projected images or lights, the positive reaction is guaranteed: students become
more engaged, the understanding process in their minds is boosted and they begin making
links and connections among concepts they’re receiving in a more tangible form.

Ideas to foster students’ creativity in the classroom:

- Book Trailer Project - a digital storytelling activity for middle school or high school students
after they finish reading a book. Students need to take the key idea from the book to create a
short video that persuades people to check out a book they have read. Doing the book trailer
project requires students to summarize, synthesize and analyze the book and put that analysis
in their trailer, thus encouraging creative thinking.

- Lyrics Training is an awesome technique to learn a language with music! Students will watch
and listen to a music video and fill in the missing lyrics of the song.

- Incorporating infographics in the classrooms is one of the best ways to engage students in
the lesson while having fun at the same time. Allow your students to digest complex
information they have learned by creating eye-catching infographics. It can help students learn
to interpret data, organize ideas, and make important connections.

- Using a Story Board to write and draw a story in a comic format online or on the white board.

19. Використання технічних ресурсів на уроках з іноземної мови в середній школі.

The technology, the teacher, and the student

For many years teachers were told that the technological revolution was just around the
corner and that we would all be using computers in class on a regular basis. But for a long time
that promise (or threat) remained unfulfilled. For most people, computers were a Friday
afternoon extra - providing some added entertainment but hardly a central part of a course.
But everything has changed. We have passed the tipping point. Suddenly, new technology is
widely available, much cheaper, in schools, in people's homes and in their pockets. It also
works and is genuinely useful. This means that teaching is just beginning to undergo a huge
change, the implications of which are not yet fully clear.
The 21st-century teacher needs to take the time to be comfortable with those technological
tools that are useful for her students. It's no longer acceptable to write off their use with
excuses such as I'm not technical or it's not real teaching. Technology is at the heart of
education now. question is: how can we best use it to improve teaching and learning? We
need to make sure that we use technology to a real purpose. A computer can't teach your
students any more than a blackboard or an audio recorder can. It is all down to what you do
with the tools.
Some of the ways a teacher can use technological resources during classes:
- Using short and feature-length videos is an engaging way to work on skills like vocabulary
and comprehension. Videos help to expose students to the use of natural English. Young
children really enjoy short cartoons and animated movies, and older students can learn about
current events through news broadcasts.
- Students can listen to podcasts to improve their comprehension. They can also create
podcasts to practice their English-speaking abilities.
- Web quests are a fun way for students to use the Internet to build English proficiency.
Students are given a task and rely on their content knowledge and grasp of English language to
complete it.
- Using white board to draw pictures, present new vocabulary, or grammar items, watch a
video, etc.

20. Використання освітніх платформ на уроках з іноземної мови в середній школі.

The use of learning platforms (e.g., Moodle) for teaching purposes

Learning platforms - educational computer applications – provide learners with courses’
contents in different formats and enable them to interact with teachers and colleagues. Apart
from creation of online courses, pages of subjects, work groups and learning communities,
they also allow to register, monitor, and evaluate activities of students and teachers.
Such, e-learning platforms provide support for six different activities: creation, organization,
delivery, communication, collaboration, and assessment. These activities are provided on the
platform Moodle as well. Functionalities provided by Moodle can be grouped into resources -
instructional materials, and modules - components providing interaction among students and
teachers towards manipulation and content transformation. E-learning platforms proved to be
effective and highly useful for teaching and learning, though their usage involves challenges
and requires some time.

Сучасна англомовна література

1. Тенденції в англомовній літературі 21 століття. Пост-постмодернізм. Метамодернізм.

Трансмодернізм. Фемінізм. Постколоніалізм.

Movement Main features

Postmodernism - rose to prominence in the late 1950s
and early 1960s as a reaction to
modernist literature’s quest for
meaning in light of the significant
human rights violations of World War
II;
- reject the idea of absolute meaning
and instead embrace randomness and
disorder;
- black humor, wordplay, irony, and
other techniques of playfulness to
dizzy readers and muddle the story;
 - fragmentation, collage-style forms,
temporal distortion, and significant
jumps in character and place;

- metafiction;

- intertextuality (Many postmodern

authors wrote their work overtly in
dialogue with other texts. The
techniques they employed included
pastiche (or imitating other authors’
styles) and the combination of high
and low culture (writing that tackles
subjects that were previously
considered inappropriate for
literature).
Meta modernism - negotiates between modernism and
postmodernism by submitting that
the first principles of modernism and
postmodernism need not be seen as
being in opposition to one another,
but in fact can both be operative
simultaneously within a single
individual or group of individuals.
- embraces the paradoxical
- juxtaposition can be often found in
meta modernism literature, e.g., the
juxtaposition of sincerity and irony.
- supports the notion of multiple
subjectivities: the idea that not only
do we all find ourselves in
numberless subjective categories all
at once, but that we even temporarily
occupy and share subjectivities with
others who might seem very different
from us.
Trans modernism - philosophical and cultural movement
founded by Enrique Dussel;
- critiques modernity and
postmodernity, viewing them as the
end of modernism.
- its emphasis on spirituality was
influenced by the esoteric movements
during the Renaissance.
- in trans modernism, there is a place
for both tradition and modernity, and
it seeks as a movement to re-vitalize
 and modernize tradition rather than
destroy or replace it.
- takes strong stances on feminism,
health care, family life and
relationships. It promotes the
emancipation of women and female
rights, yet also promotes several
traditional moral and ethical family
values; the importance of the family is
particularly stressed
Feminism - the political, ideological, and socially
driven movement proposed to
designate and establish equality
between the sexes on all basis of
human life
- incorporates the position that society
prioritizes the male point of view and
that women are treated unjustly in
these societies
- The feminist movement produced
feminist fiction, feminist non-fiction,
and feminist poetry, which created
new interest in women's writing.
- The widespread interest in women's
writing is related to a general
reassessment and expansion of the
literary canon. Interest in post-
colonial literatures, gay and lesbian
literature, writing by people of color,
working people's writing, and the
cultural productions of other
historically marginalized groups has
resulted in a whole scale expansion of
what is considered "literature", and
genres hitherto not regarded as
"literary" are now the subjects of
scholarly interest.
- Feminist nonfiction has played an
important role in voicing concerns
about women's lived experiences. For
example, Maya Angelou's I Know Why
the Caged Bird Sings was extremely
influential, as it represented the
specific racism and sexism
experienced by black women growing
up in the United States
- In addition, many feminist
movements have embraced poetry as
 a vehicle through which to
communicate feminist ideas to public
audiences through anthologies,
poetry collections, and public
readings
Post colonialism - targets issues to do with the process
of decolonization or the freedom of
people that had been previously
subjected to colonial rule.
- The main features of postcolonialism
are the criticism of the term itself.
Literature research suggests that
postcolonialism writers seldom use
the term in their writing. However,
postcolonial literature does not
revolve around colonialism but also
dwells in cultural transition and
differentiation. Post-colonial scholars
have been identified to be part of the
larger group of individuals who
expose the struggle of local
inhabitants against racial prejudice
and exploitation by large rich nations.
- Another feature of post-colonial
literature is the patriotic aspect. One
factor that is displayed in the patriotic
aspect of postcolonial literature is
nationalism which is the strong
feeling of identity to a certain
individual or group with political
intent.
- Another main feature of postcolonial
writing is gender issues and matters
to do with sexual discrimination. The
representation of women is often
seen as negative. In most writings, the
woman emerges as the inferior
gender specifically playing a
subjective role in relation to the
“much stronger” male counterpart.

2. Література Британії кінця 20 – початку 21 століття. Основні риси та тенденції.

After World War II, new trends appeared in English literature. Although poetry was the most
memorable form to come out of World War I, the novel was the form which told the stories of
World War II. This was because mass media, cinema, newspapers, and radio had changed the
way of information and entertainment. There were many writers who wrote about war. For
instance, Henry Greene’s novels— Nothing (1950), The End of Affair (1951), and A Burnt-out
Case (1961) deal with war. These novels explore regions of human unhappiness in many
different areas of the world.
Then came Samuel Beckett, best known for his plays, who described interior feelings of lonely
souls in his works. In this regard came his novels Murphy (1938) and How It Is (1961).
Similarly, the novels of George Orwell also possess political intention. As a socialist, Orwell
believed in equality. His famous works are Animal Farm (1945), and Nineteen Eighty-Four
(1949).
Certainly, each decade in the history of English literature introduced different ways of writing.
In the 1950s, a new generation of writers appeared, with new subjects and issues. These
writers include Colin Wilson, John Wain, Alan Sillitoe, Muriel Spark, Doris Lessing, William
Golding, and others. The most successful comic novel of the 1950s was Kingsley Amis’s Lucky
Jim (1954). It was, in fact, one of the first novels to have a university setting.
William Golding was one of the great storytellers of his time. He always explored in his novels
the things which form human behavior. His famous novels are Lord of the Flies (1954) and
The Inheritors (1955). From the 1970s, the novel took several directions. The four main
directions were:
- the focus on foreign and local regional voices.
- the focus on more female voices.
- the academic or campus novel.
- the coming of the kind of fantasy known as Magic Realism.

Thus, British literature of the contemporary period mainly includes reality-based stories
having strong characters and realistic themes. The settings of contemporary novels are usually
the current or modern era. In their novels and poetry, the contemporary writers deal with
such themes as war, racism, identity, family, home, and a search for goodness in humanity.

23. Література Британії кінця 20 – початку 21 століття: найяскравіші представники

(Девід Лодж, Салман Рашді, Кейт Аткінсон, Казуо Ісігуро, Єн Мак’юен, Джуліан Барнс,
Девід Мітчелл, Зейді Сміт, Доріс Лессінг). Ключова тематика та проблематика.

After World War II, new trends appeared in English literature. Although poetry was the most
memorable form to come out of World War I, the novel was the form which told the stories of
World War II. This was because mass media, cinema, newspapers, and radio had changed the
way of information and entertainment. From the 1970s, the novel took several directions. The
four main directions were:
- the focus on foreign and local regional voices.
- the focus on more female voices.
- the academic or campus novel.
- the coming of the kind of fantasy known as Magic Realism.

Thus, British literature of the contemporary period mainly includes reality-based stories
having strong characters and realistic themes. The settings of contemporary novels are usually
the current or modern era. In their novels and poetry, the contemporary writers deal with
such themes as war, racism, identity, family, home, and a search for goodness in humanity.

 David Lodge - is an English author and critic. His first published novels evoke the
atmosphere of post-war England (for example, The Picturegoers). The theme occurs in
 later novels, through the childhood memories of certain characters. The war is covered
in Out of the Shelter , while Ginger You're Barmy draws on Lodge's experience of
military service in the 1950s. Many of his characters are Catholic and their Catholicism,
particularly the relationship between Catholicism and sexuality, is a major theme. The
British Museum Is Falling Down and How Far Can You Go? examine the difficulties
faced by orthodox Catholics due to the prohibition of artificial contraception.
 Salman Rushdie - is an Indian-born British-American novelist. His work often combines
magic realism with historical fiction and primarily deals with connections, disruptions,
and migrations between Eastern and Western civilizations, typically set on the Indian
subcontinent. Rushdie's second novel, Midnight's Children, won the Booker Prize in
1981. Rushdie wrote a non-fiction book about Nicaragua called The Jaguar Smile. This
book has a political focus and is based on his first-hand experiences and research at the
scene of Sandinista political experiments. His most controversial work, The Satanic
Verses, was published in 1988. It was followed by Haroun and the Sea of Stories in
1990. Written in the shadow of a fatwa, it is about the dangers of storytelling and an
allegorical defense of the power of stories over silence.
 Kate Atkinson - is an English writer of novels, plays and short stories. She is known for
creating the Jackson Brodie series of detective novels, which has been adapted into the
BBC One series Case Histories. Her first novel, Behind the Scenes at the Museum, won
the 1995 Whitbread Book of the Year and went on to be a Sunday Times bestseller.
Since then, she has published further novels, as well as plays and short stories. In 2009,
she donated the short story "Lucky We Live Now" to Oxfam's Ox-Tales project, four
collections of UK stories written by 38 authors. Atkinson's story was published in the
Earth collection. In March 2010, Atkinson appeared at the York Literature Festival,
giving a world-premiere reading from an early chapter from her novel Started Early,
Took My Dog, which is set mainly in the English city of Leeds. Atkinson was appointed a
Member of the Order of the British Empire in the 2011 Birthday Honors for services to
literature.
 Kazuo Ishiguro - is a British novelist, screenwriter, musician, and short-story writer.
The books Never Let Me Go, Klara and the Sun, and The Remains of the Day are just
some of the many well-known books written by Kazuo Ishiguro. Kazuo Ishiguro's books
include themes of life, humanity, and memory no matter the genre. Each of Ishiguro's
novels and short stories explores human emotions and is influenced by his own life,
whether it be the destruction and reconstruction of Nagasaki in Japan (the place of his
birth) or his love for music and songwriting.
 Ian McEwan - is an English novelist and screenwriter. Known for mainstream success,
controversial content, and restrained prose, McEwan's novels have earned him global
acclaim. Two of his most popular and well-studied works are Enduring Love and
Atonement. Multiple viewpoints are created in most of his novels, which creates more
rounded characters and different interpretations of events. Hallmarks of McEwan's
style is the creation of an uneasy tension or paradox between the simple and complex,
the emotional and the restrained, and the everyday and the unusual.
 Julian Barnes - is an English novelist and journalist. Best known for his witty and
intellectual novels, Barnes has enjoyed commercial and critical success for almost forty
years. Barnes' work often deals with identity, memory, and historical themes. His most
famous work is the postmodern novel Flaubert's Parrot. As a writer, Barnes is closely
associated with the postmodernist movement. Many of Barnes' works feature a
nonlinear story structure as the plot jumps back and forth in time and even moves
 through different periods. He often uses unreliable narrators who blur the line between
fact and fiction. Another critical element of postmodernism that appears throughout
Barnes' work is the idea truth is subjective. Many of Barnes' characters struggle to
uncover some sense of truth or reality. Barnes often deals with ideas of history and
identity, particularly in the case of his home country. Many of his works explore the
idea that national identity and historical myths are harmful and reductive. He often
uses humor and wit to poke fun at important institutions and social ideas.
 David Mitchell - is an English novelist, television writer, and screenwriter. His writing
comes from a place of speculation to reflect upon humanity's history, question its
present, and warn of the dangers of its future. He is revered for his lyrical prose and
fearless use of genre, but what makes his work truly stand out is its polyphonic
narratives. A polyphonic narrative consists of multiple voices. By staging his writing
this way, Mitchell tells stories from various perspectives and crafts complex and
intricate plots. Among his popular works are Cloud Atlas, Ghostwritten,
number9dream, Black Swan Green and others.
 Zadie Smith - is a contemporary British writer celebrated for her nuanced and witty
explorations of race, cultural identity, and modern society. Smith won numerous
accolades for her debut novel, White Teeth, which was released to great critical acclaim
and has been hailed as a modern British classic. Since the release of White Teeth, Smith
has released four novels, various short stories, and essays. Today, she is one of the most
important contemporary writers of the 21st century. Smith's writing often feels honest
and refreshing. Her careful and reflective treatment of issues of identity has become
crucial to conversations about contemporary society, and her contributions to modern
literature cannot be understated. As both a woman and writer of color, Smith is an
important figure for young writers who seek to explore their cultures in literary
spheres that often seem exclusive and restrictive.
 Doris Lessing - was a British-Zimbabwean novelist. Generally serious and didactic,
Lessing’s fiction repeatedly urges the human race to develop a wider consciousness
that would allow for greater harmony and less violence. Although known particularly
as a master of realism, Lessing is often experimental or deliberately fantastic, as shown
in her science-fiction novels. (The Grass is Singing, Briefing for a Descent into Hell, The
Summer before Dark etc.) Her interests are far-ranging, from Marxism and global
politics to the mystical teachings of Sufism to the small personal voice of the individual.

24. Огляд літератури США та Канади: періодизація, постаті, характерні риси.

American literature

Puritan and Colonial Literature (1472-1775)

American literature began as the first English-speaking colonists settled along the eastern
seaboard of the United States. The purpose of these early texts was usually to explain the
process of colonization and describe the United States to future immigrants back home in
Europe.

British explorer John Smith is sometimes credited as the first American author for his
publications that include A True Relation of Virginia (1608) and The Generall Historie of
Virginia, New-England, and the Summer Isles (1624). Like much literature from the colonial
period, the format of these texts was non-fiction and utilitarian, focusing on the promotion of
European colonization in America.

Revolutionary and Early National Literature (1775-1830)

During the American Revolution and the years of nation-building that followed, fiction writing
was still uncommon in American literature. The fiction and poetry that was published
remained heavily influenced by literary conventions established in Great Britain. In place of
novels geared towards entertainment, writing was commonly used to further political
agendas, namely the cause of independence.

Political essays emerged as one of the most important literary forms, and historical figures like
Benjamin Franklin (1706-1790), Samuel Adams (1722-1803), and Thomas Paine (1737-1809)
produced some of the most notable texts of the era. Propaganda pamphlets to influence the
colonists’ cause also became an essential literary outlet. Poetry was likewise employed in the
cause of the revolution. Lyrics of popular songs, such as Yankee Doodle, were often used to
convey revolutionary ideas.

It can be difficult to generalize the features of American literature due to the breadth, variety,
and diversity of American authors. However, many of the literature’s identifiable features can
be linked and attributed to typical ideas of the American experience and American identity.

- Early on, American literature was characterized by its self-conscious effort to break
away from literary forms established in Great Britain and other European countries.
- American authors, such as John Neal (1793-1876), were inspired to create their own
literary style emphasizing the realities of American life, including the use of colloquial
language and unmistakably American settings.
- A sense of individualism and celebration of the individual experience is one of the
central features of American literature.
- American literature can also be characterized by its many forms of regional literature.
These include Native American literature, African American literature, Chicano
literature, and the literature of various diasporas.

Popular American authors: F. Scott Fitzgerald, William Faulkner, Ernest Hemingway, John
Steinbeck, Harper Lee, Benjamin Franklin, Thomas Jefferson, Walt Whitman, Emily Dickenson,
T. S. Eliot etc.

Canadian literature

Before the colonization of the Americans, the indigenous people that inhabited present-day
Canada had a rich oral literary tradition of myths and folklore. Each indigenous group,
including the Mi’kmaq, Mohawk, and Anishinaabe people, had its unique language and
literature, making for a culturally diverse region.
However, French and English colonists restricted traditional indigenous cultural practices,
including oral storytelling, particularly through the residential school system, a system of
bonding schools for indigenous children. The residential schools aimed to erase traditional
culture and assimilate children into Christianity and Western culture.
With colonization and the decline of indigenous literary traditions, English- and French-
language Canadian literature began to develop. Similar to other colonial literature, early
Canadian literature consisted mainly of diaries, journals, and letters recording the writer’s
impressions of and experiences in the new country.

English-language Canadian literature began with Jacobean poetry in Newfoundland in the 17th
century. Early Canadian literature generally followed literary trends in Britain and gradually
began to come into its own as the new country gained independence.
By the late 19th and early 20th centuries, Canadian literature had begun to receive
international acclaim. In the wake of the 1867 Confederation, a group of poets called the
Confederation group helped to articulate Canada’s budding national identity with poetry that
emphasized romantic portraits of the country’s landscape. In 1908, Lucy Maud Montgomery
published Anne of Green Gables, a children’s novel that would become a classic of English
literature.

Canadian literature includes a wide variety of books in many different fiction genres.
Roughing it in the Bush (1852) by Susanna Moodie
Anne of Green Gables (1908) by L. M. Montgomery
The Handmaid’s Tale (1985) by Margaret Atwood - is a dystopian work of speculative fiction
set in the eastern United States. The country, however, has become a totalitarian state known
as the Republic of Gilead, and women called handmaids are forced to bear children for the
ruling class.
Life of Pi (2001) by Yann Martel

Some authors of classic Canadian fiction include Charles G. D. Roberts, Susanna Moodie, and
Lucy Maud Montgomery.