1.

The content of foreign language teaching in a secondary

school.
The content of teaching foreign languages is understood
as a category that pedagogically interprets the goal of teaching
foreign languages. English as a foreign language in secondary
school is considered as a new subject for students since some
of them are not familiar with it. Furthermore, secondary
schools’ students need more motivation in learning English,
especially in the digital era. Teaching English in secondary
schools is important to give primary knowledge of English to
students. Teachers should know what the students are needed
in learning English so that teachers can apply appropriate
techniques in teaching. Some teachers still use the outdated
method in teaching English moreover, they only use the
textbook provided. As the result, the teaching and learning of
English is plain and bored. Since today is the era of revolution
industry, it is recommended that teachers need to learn and
elaborate new methods and techniques in teaching it to make
the learning process is interested. It is prominent that they
have to adapt to the new era which need to apply new methods
and techniques in teaching English. the other recommendation
could be that teachers are also required to consider about the
way of teaching English skills; it must be integrated among the
four skills to reach the objective of teaching English.
Despite the problems encountered, on the other hand,
some of the teachers have already applied appropriate methods
and techniques in teaching English. One of the methods that
they have already applied is student-centered learning. In this
learning process, teachers give direct feedback to the students
and students conclude their material their own. It is a good
activity in the classroom since it will help students to be
actively participated in the learning process. Furthermore, the
teachers also use some media combined to newest techniques
in teaching.
2. Planning in a foreign language teaching. Unit planning.
A lesson plan is usually prepared by the teacher who
conducts a lesson for students to make sure a lesson meets its
objectives and learning takes place effectively. A unit consists
of many lessons and takes a longer time period. This is the key
difference between unit plan and lesson plan. A lesson plan
elaborates, basically, on objectives of a particular lesson and
how teaching is planned in a way to achieve those objectives.
A unit plan, on the other hand, covers a wider area; a unit that
can include many lessons.
A unit consists of many lessons and takes a longer time
period; for example, a semester. Planning a unit is thus a
longer process compared to planning a lesson. This is usually
undertaken by a sectional head or head of the department. But
it involves discussion with teachers.
A unit plan is also important to show the main goals of a
study unit and how lessons, evaluations and practical sessions
connect to achieve the unit goals. Hence, unit plans are often
used for discussions for syllabus reviews as well to explain the
skills and knowledge students are expected to acquire towards
the end. A unit plan usually consists of:
 vision/unit goals;
 unit content in detail;
 time allocated for the completion of each stage;
 how lessons/stages are designed to realize these goals
collectively;
 pre and post-tests;
 cross-curricular connections, etc.
3. Planning in a foreign language teaching. Lesson planning.
A lesson plan is usually prepared by the teacher who
conducts a lesson for students to make sure a lesson meets its
objectives and learning takes place effectively. A lesson plan
includes lesson objectives, anticipated problems from students,
time allocation for each task within the lesson, activity types,
and interactions that take place during activities such as
student-student, teacher–student, and material that will be used
for the lesson, etc. Apart from these, a lesson plan may also
include personal aims that focus on personal development of
the teacher.
Furthermore, a well-planned lesson may have a board
plan that is to be displayed in the class for students to record.
Thus, it is clear that a lesson plan paves the way for the
teacher who conducts the lesson to be well organized
beforehand. A lesson plan ensures that lesson objectives are
met and learning takes place effectively in the class.
Furthermore, a lesson plan should eventually be connected to
the goals of the unit.
4. Extra-curricular work. The aim, the content and the
organization of extra-curricular work in school.
Extracurricular activities are an essential element of a
person’s overall development. It also helps kids socialize,
understand one another, and work as a team and as a
community in high schools. Extracurricular activities can
assist pupils bond with one another and relieve stress.
Extracurricular activities not only help kids discover their
skills and shortcomings, but they also help them find
something they like doing outside of school. You may study,
explore, and go from one extracurricular activity to the next,
and you never know when you’ll find that one thing that turns
into a hobby. School students can use these extracurricular
activities to highlight their abilities as team players, solo
flyers, or leaders on their resumes and cover letters when
looking for jobs. It also enhances commitment, leadership,
communication, time management, flexibility, creative
thinking abilities (activating the right side of the brain),
marketing skills, business acumen, organizational skills,
writing skills, and strong analytical, to name a few. Following
that, these exercises become very significant, such as when
applying to universities, because they help you develop your
abilities, talents, and passions Extracurricular activities
provide a channel for reinforcing the lessons learned in the
classroom, offering students the opportunity to apply academic
skills in a real-world context, and are thus considered part of a
well-rounded education
One of the fundamental benefits of extracurricular
activities is that they allow your child to learn something that
could stay with them for a lifetime. Directly, that skill could
be the basis of a hobby or passion that enriches their life for
many years. Everything from playing sports to learning an
instrument could lead to hours spent doing something they
enjoy.
Beyond that, extracurricular activities instil key skills and
personality traits that can be helpful in other walks of life.
Using the same examples, sports are key to developing
teamwork, leadership, and problem-solving skills. A musical
instrument requires perseverance, hand-eye coordination and,
above all, creativity. These are important skills that provide
continued benefits long after their education is completed.
5. Optional course. The aims, the content and the organization of the optional
course in school. An optional course is an educational subject, a
course studied by students of special and general schools at
will with the purpose of deepening and expanding scientific
and applied knowledge. Purpose of optional courses:
- development of students' creative abilities in accordance with
their cognitive interests;
- focus on the formation of a person's ability to self-
determination, on the preparation of students for active
intellectual work;
- implementation of the ideas of general, intellectual and moral
and ethical development of the individual;
- promotion of deeper familiarization with one or more subjects
of a certain educational field;
- creating optimal conditions for working with intellectually and
creatively gifted students.
The organization of students' activities during optional
classes has its own characteristics:
· students choose an optional course according to their interests,
so their activity in classes is characterized by activity and
intensity;
· students' common interests (since groups are formed based on
interest);
· students' interest in the optional course prompts the teacher to
select the most relevant topics and optimal types of student
 activities, offering students the means to develop thinking,
memory, imagination, and individual abilities.
According to the content, optional courses are:
 in-depth study of subjects;
 study of additional disciplines, interdisciplinary optionals
6. Planning in foreign language teaching. What does daily plan include?
The exact format of the plan may depend on the personal
preferences of trainers, exam schemes or institutions (schools,
colleges, etc). However, in some form or other, the following
elements (which match the kinds of questions we asked in the
previous section) are usually included:
- Description of the students: this includes anything from a
general picture of the group (its level, age range, atmosphere,
etc) to detailed descriptions of individual students (what they
find easy or difficult, how they respond to different activities)
- Aims and objectives: we generally say what we hope to
achieve; the more specific we are, the easier it will be for us -
and anyone observing - to see whether or not we have
achieved those aims. Most lessons will have a series of
primary and secondary aims
- Procedures: the meat of the plan is in the description of how
it will be executed. The section on procedures can include
patterns of interaction. Frequently we will include timings as
well, so that we have some idea of how long we expect things
to take
- Anticipated problems: teachers frequently make some kind
of a list of potential difficulties - and suggestions about what
to do if they arise.
- Extra activities/material (just in case): many teachers make
a note of extra activities they could include if things go
quicker than anticipated
- Material to be used in the lesson: especially when they are to
be observed, teachers attach examples of the material they are
to use with the students to their plan.
7. The forms of extra-curricular work in secondary school.
Extracurricular activities help students show off their interests
and personalities. These activities also demonstrate their
ability to contribute, stick to their commitments, and manage
their time and priorities.
Types of Extracurricular Activities
- Sporting activities, such as taking part in a school football,
tennis, hockey, or any other kind of team, or even supporting a
team through spirit and cheerleading
- Community-based service roles, such as volunteer work
that’s either carried out locally or on a more global scale –
whether through an organized group or otherwise
- Personal hobbies, such as hiking, film club, cosplay,
blogging, artistic subjects, or anything else that doesn’t fall
under academic-style extracurriculars
- Academic undertakings such as chess, math or science clubs,
journalism, or class leadership positions
8. The teacher of New Ukrainian School. The teacher of new
generation.
Competencies of the modern teacher of the new Ukrainian
school:

- A mentor who is ready to share his own experience with

students. The mentor introduces the child to his/her interests,,
acquaintances, experience, sincerely shares it so that the child
receives this experience through the teacher.
- Coach - helps to achieve the set goal. It is appropriate to use
only with high school children who already have work
experience or are professionally engaged in sports or art
- Tutor - helps to form a complete personality, works with five
spheres: intellect, will, emotions, physical and spiritual
development. The tutor's goal is to help the child develop
abilities that will help him cope with any difficulties and tasks,
even when the tutor is not around.
- Facilitator – ensures effective group
communication.Facilitation is done by each teacher when he
helps a group of children to understand each other
- Innovator - uses the latest technologies and modern practices.
The teacher has the freedom to choose approaches and tools
during classes
9. Peculiarities of teaching foreign language on-line.
Peculiarities or learning online that we need to know:
 Online lessons are identical in structure and duration to offline
classes.
 It is important to consider that a one and a half hour session at
the computer should be well planned so that the student's eyes
can rest.
 Most often, online English classes take place using Skype,
Zoom, Classroom, Google Meet programs. Accordingly,
before starting online studies, the student needs to understand
in detail how these platforms work.
 A student needs a high-quality headset and a stable Internet
connection.
 Learning English online helps to significantly reduce the cost
of educational materials. They are uploaded to the platform or
cloud storage and are available throughout the learning
process.
The basis of interactive learning is a direct dialogue student –
teacher, student – student, students – guest.
Online language learning can be more effective than face-to-
face courses. After all, it is much more convenient: it's
available any time, anywhere, on any device. It allows the
learner to have the ultimate flexibility and access.
 Using interactive technologies at classes. It helps to develop
students’ creativity, imagination, increase their cognitive
interest in studying foreign languages and improve their
communicative skills .

10. Planning in foreign language teaching. Requirements

to organization and conducting a lesson.
An efficient working level of teaching is ensured by
systematic and careful planning. The foreign language teacher
plans all the kinds of work he is to do: he plans the essential
course, the optional course, and the extra-curricular work. The
first step in planning is to determine where each of his classes
is in respect to achievements.
The teacher begins his planning before school opens and
during the first week. He should establish the achievement
level of his classes. There is a variety of ways in which this
may be done. The teacher asks the previous teacher to tell him
about each of the pupils. He may also look through the pupils'
test-books and the register to find out what mark each of his
pupils had the previous year. The teacher may administer pre-
tests, either formally or informally, to see how pupils do with
them.
After that, teacher sketches out an outline of the year's work,
consulting the syllabus, Teacher's Book, Pupil's Book, and
other teaching materials. Also he compiles a calendar plan in
accordance with the time-table.
The teacher needs two kinds of plans to work success fully:
the unit plan and the daily plan. In compiling a unit plan, the
teacher determines the difficulties of the lesson, namely,
phonetic difficulties (sounds, stress, intonation); grammar
difficulties (grammar items, their character and amount), and
vocabulary difficulties (the amount of new words, their
character). Then he distributes these difficulties evenly over
the number of class-periods allotted to the lesson in the
calendar plan.
A daily plan should state the objectives, specify the activities
(oral practice, reading, writing.) include evaluation techniques,
indicate the assignment, and determine teaching aids and
materials.
The plan itself should:
 be brief, but with sufficient detail to be precise:
 assign a definite number of minutes to each activity:
 indicate exactly what words, phrases, facts, items are to be
learnt
 make use of a variety of classroom activity for every pupil.
REQUIREMENTS FOR THE LESSON 
1. The lesson should be effective, not showy.
2. The material must be presented on a scientific basis, but in
an accessible form.
3. The construction of the lesson must correspond to the topic.
4. The set tasks of the lesson - developing, educational,
educating should have an end result.
5. Students should clearly understand why and for what
purpose they study this material, where it will be useful in life.
6. The lesson should create an atmosphere of involvement and
interest of students in the material being studied.
7. Rational use of visualization;
8. Variety of active forms and teaching methods.
9. Consistent setting of the goals of the lesson and its stages.
 10. Checking homework with a mindset for mastering new
material.

11. The contemporary methods of TFL: Interactive

technologies in FLT.
Let's consider a number of interactive teaching techniques
which help to increase the effectiveness of the educational
process:
1. Discussion in groups. Discussion in groups is usually
conducted on a specific topic and it is aimed at finding the
right solution and achieving a better understanding. At first,
students are given a task for a certain time, during which they
must prepare a detailed answer. Later such discussions with
the teacher lead to group solutions.
2. Training. Training is a form of interactive learning that
aims to develop interpersonal communication skills and
professional communication behavior. The advantage of the
training is that all participants are actively involved in the
learning process.
3. Discussion. During the discussion, participants should
discuss problems publicly or exchange knowledge, opinions,
and ideas. Discussion is characterized by active interaction of
students with each other. The advantage of the discussion is
that it shows how well the group understands the problem.
While implementing this method the first stage is the
adaptation of the participants to each other, through which we
can formulate the problem. The second stage involves the
participant's speech, their answers to questions. And the third
stage is the analysis of the results of the discussion,
formulation of decisions.
4. The method of "brainstorming" This is a popular method
of solving problems by stimulating creative activity According
to this method, the teacher invites a group of students to give
as many answers to the question as possible. "Brainstorming"
takes place in three stages. At the first stage, the group is faced
with a problem. The students make suggestions in a precise
and concise manner, and the teacher writes down their ideas
on a blackboard or poster. At the second stage, these ideas are
discussed and points of view are exchanged. At the third stage,
the group shows presentation of the results of the work.
5. Problem-based learning. In the context of problem-based
learning, it is important the skillful presentation of questions
by the teacher. Questions in the process of organizing students'
activities will help teach them to reproduce the information
received from memory and perform reproductive actions.
12. The traditional and untraditional lessons.
The traditional lessons : 1) a lesson in learning new knowledge; 2) a
lesson on the formation of abilities and skills;
3) a lesson in the application of knowledge, skills and abilities;
4) a lesson on generalization and systematization of knowledge;
5) a lesson on checking and correcting knowledge, skills and
abilities; 6) combined (mixed) lesson.
Grammar-translation approach-  a traditional method in
english learning. Classes are taught in the mother tongue, with
little active use of the target language
The direct method(teaching vocabulary through
pantomiming, real-life objects and other visual materials)
Audio-lingual approach- used to teach young learners of the
language. They are taught to recognize speech patterns even
before they could read and write properly. Speech is more
basic to language than the written form.
Presentation practice production (PPP) consists of 3 stages
that most people who have learnt how to do anything will
be familiar with.
The structural approach(any language is made up of complex
grammar rules. These rules, according to this approach
need to be learnt in a specific order)
 Total physical response (TPR) is an approach that follows
the idea of ‘learning by doing’.
Nowadays, these methods are outdated because many things
are changing and developing, humanity is creating something
new and more perfect. And now it would be boring to learn in
such lessons.
The non-traditional lessons:
1. Lesson- game
2. Lesson- brain ring
3. Virtual tours
4. Lesson-excursion
5. Lesson- role plays
6. Lesson-quizz
7. Round table
8. Talking with native speakers online etc.
Non-traditional lessons are practical for both the student and
the teacher, especially for forming their ability to work on
themselves. To keep lessons interesting, probably, non-
traditional, the teacher should:
1. Incorporate some peculiarities(zests) into lessons.
2. Create classroom games.
3. Give students choices.
4. Use Technology.
5. Make lessons Interactive.
 6. Relate material to students' lives.
Non-standard lessons have great advantages. Firstly, in the
process of such lessons, new opportunities for communication
of the "teacher-student" type appear. Secondly, non-standard
lessons contribute to the development of cognitive processes
in schoolchildren. Thirdly, such lessons are much more
interesting for students, where they are never bored.

13. The types of untraditional lessons.

Аamong the large number of non-traditional lessons including:
lessons - business or role-playing games, lesson - press
conference, lessons, competitions, lessons - games, lessons,
holidays, lessons - KVN, etc.

It is not necessarily the whole lesson should be

unconventional, possibly embedded in a separate elements,
which are aimed at enhanced learning. The purpose of non-
traditional lessons: testing of new methods, forms, methods
and means of instruction that leads to the realization of the
basic law of pedagogy-law on active learning.
At these lessons we can achieve a variety of purposes
methodology, pedagogy and psychology, which can be
summarized as follows:
 At these lessons we can achieve a variety of purposes
methodology, pedagogy and psychology, which can be
summarized as follows:
 It controls the knowledge, skills and abilities of students in a
particular subject;
 Provides business, working atmosphere, serious attitude of
students to the subject;
 Provides the minimum participation of teachers in the
classroom.
Non - traditional forms of the English language lesson are best
used after studying any topic or several topics, serving as a
training control. These lessons are held in an unusual non-
traditional setting. Such a change in familiar surroundings is
suitable because it creates an atmosphere of celebration during
the outcomes of the work done, remove the mental barrier
arising in a traditional setting for fear of making a mistake. At
these lessons we can achieve very different levels of
methodology, pedagogy and psychology in nature.
Non-traditional forms of lessons enable not only to raise
students' interest in the subject under study, but also to
develop their creative independence, educate working with
different sources of knowledge. And then, always nice to see
the children in the classroom unchained in a friendly
environment. Practice shows that integrated lessons give good
results. English language training using a computer enhances
teaching, allows you to visualize the material that has always
contributed to a more easy and effective memorization.
14. Planning in foreign language teaching. What is good
language teaching?
Lesson planning is a special skill that is learned in much the
same way as other skills. It is one thing to surf the Net to
retrieve lesson plans from other sites and adapt them to your
needs. It is quite another thing to have the skill to develop
your own lesson plans. It takes thinking and practice to hone
this skill, and it won't happen overnight, but it is a skill that
will help to define you as a teacher. Knowing "how to" is far
more important than knowing "about" when it comes to lesson
plans, and is one of the important markers along the way to
becoming a professional teacher. It is also in keeping with a
central theme of this site that you should learn to plan lessons
in more than one way. The corollary is, of course, that there is
no one "best way" to plan lessons. Regardless of the form or
 template, there are fundamental components of all lesson plans
that you should learn to write, revise, and improve.
A good lesson:
• Has a sense of coherence and flow (i.e., it is not just a
sequence of discrete activities)
• Exhibits variety - with some elements of predictability (e.g.,
text, classroom routine, etc.)
• Is flexible (i.e., it is not immutable, nor does it dictate how and
what I teach)
When planning a lesson, I must consider:
• My own beliefs and principles about teaching and learning
• My students’ needs, interests, wants, and expectations
• How it will connect to what my students already know
• My students’ backgrounds – to include different learning
styles and how to address these
• The proficiency level of my students and the lesson’s level of
difficulty
• The main goal of the lesson
• The reasons why I believe it should be taught
• The skills to be taught, what I want my students to learn, and
my intended outcomes
• What will help my students’ learning and what will hinder it
• How well I know the content and what steps I need to take in
order to teach it confidently
• How I will communicate the purpose of the lesson and
activities to my students
• Ways to involve all my students actively
• The way it will be structured, organized and sequenced
• How I will begin and conclude it
• The activities and reasons for using them
• The materials and how I will use them
• Transitions between activities
• How much time I will need for each activity, as well as how
much time my students will need
• The grouping arrangements I will use
• Where the lesson may break down and what to do about it if it
does
• Unplanned lesson changes (unanticipated directions) and any
alternative plans
Good language teaching involves clear objectives, a
communicative approach focusing on meaningful
communication, providing rich language input, student-
centered instruction, integrating the four language skills, error
correction, cultural awareness, assessment, utilization of
resources and technology, and continuous professional
development.
15. Educational process and its organization.
The educational process is a structured system of
organizational and didactic measures aimed at implementing
the content of education of a certain educational degree
(educational qualification level) in accordance with the
requirements of educational standards and higher education
standards.
The components of the educative process are the learners,
teacher and the subject matter.
 The subject matter is what is to be learned, the way it is to be
learned and the setting in which is to be learned.
 Who is the center of the educational process? Students.
As students become the centre of the educational process,
 many new challenges appear, some of which may require new
institutional strategies.
 the teacher’s physical presence and behaviour in the
classroom, suggesting that how we move and how close to the
students we stand are matters of appropriacy.
The main purpose of education is to provide the opportunity for
acquiring knowledge and skills that will enable people to develop
their full potential, and become successful members of society
The educational process is based on the principles of science,
humanism, democracy, continuity and gradual education. At the same
time, it focuses on the formation of an educated, harmoniously
developed personality, capable of constant refreshing of knowledge,
professional mobility and accelerated adaptation
16. Types and structure of English lesson.
English lessons can take many forms depending on the
learning objectives, the level of the students and the teaching
approach. I want to talk about a few common types of
English lessons and their typical structures:
1.Grammar lessons (Grammar-based lessons):
- Introduction: The teacher introduces a particular grammar
topic. For example, verb tenses, parts of speech or sentence
structure.
- Explanation: The teacher explains the rules and provides
examples related to the grammar topic.
- Practice: Students participate in activities, exercises or drills
to reinforce grammar knowledge.
- Application: Students apply grammar rules in contextual
situations, for example, in speaking or writing tasks.
- Conclusion: Review the key grammar rules.
2.Vocabulary lessons:
- Introduction: The teacher introduces new words or phrases
using visuals, context or real-life examples.
- Explanation: The meaning, use and pronunciation of words,
phrases, etc. are explained.
- Practice: Students practice the new vocabulary by doing
matching exercises, fill-in-the-blank activities, word games or
discussions, etc.
- Application: Students use the vocabulary in communicative
tasks. This could be describing pictures, role-playing or
writing sentences.
- Review: The teacher repeats and reinforces the vocabulary
through games, quizzes or flashcards etc.
3.Speaking and listening lessons:
- Warm-up: The teacher uses engaging activities or discussion
questions. The teacher can also use videos to stimulate
conversation and activate prior knowledge.
- Presentation: Introducing the topic for speaking or listening,
providing relevant vocabulary and language structures.
- Practice: Students engage in pair or group exercises, such as
debates, to practise their speaking and listening skills.
- Feedback: The teacher provides feedback on pronunciation,
fluency and comprehension, offering tips for improvement.
- Reflection: Students reflect on their performance and discuss
strategies for further developing their speaking and listening
skills.
4.Reading and writing lessons:
- Pre-reading/writing activities: Students preview the
text/topic, discuss predictions or ideas.
- Reading/writing tasks: Students read a text or complete a
writing task focusing on comprehension, analysis, or specific
writing skills.
 - Discussion/feedback: Students discuss what they have read
or provide peer feedback on their writing.
- Language analysis: The teacher draws attention to linguistic
features, grammatical structures that appear in the text.
- Additional tasks: Additional tasks such as vocabulary
building, critical thinking, creative writing, etc. can be added.
By the way, the structure of a lesson can vary depending
on the teaching methodology, student needs and time.
Qualified teachers often adapt and personalise the lesson
structure to meet the goals of their students. I have just
mentioned in general terms what types of lessons there are and
what the structure of a lesson can be. Teachers can also
combine several lesson types into one.
17. The role of classroom management in CLT.
Communicative Language Teaching (CLT) is an
approach that prioritizes communication and interaction in
language learning.
Classroom management is the process that teachers and
schools use to create and maintain appropriate student
behavior in classroom settings.
Since classroom management is carried out by the
teacher, we can consider the role of the teacher in
communicative language teaching. The two main roles that the
teacher has to fulfil in a CLT classroom are that of a
facilitator of the communicative process and an independent
participant of the learning group. More specifically, Brown
(2001) later identified four main roles of the teacher: a
facilitator of the communication process, a need analyst,
a counselor, and a group process manager.
Firstly, as a facilitator, the teacher can help learners plan
and carry out their own learning, for example, setting goals,
selecting materials, and evaluating their learning, so that they
can acquire the necessary skills and knowledge. Fulfilling this
role requires teachers to play three sub-roles: language model,
interlocutor and controller (Harmer, 2007).
Secondly, as a needs analyst, teachers identify and meet
the language needs of learners by analysing learners' learning
styles, learning resources and learning objectives to prepare
lessons.
In addition, the role of counselor requires teachers to
demonstrate effective communication in order to maximise the
relationship between the speaker's intention and the listener by
using paraphrasing, confirmation and feedback.
Finally, as the group process manager, teachers should
monitor, encourage and discourage the tendency to fill in gaps
in vocabulary, grammar and strategy
In addition, teachers should note gaps for later
commentary or practice. It is equally important for the teacher
to create a positive, supportive classroom climate where
students feel comfortable participating in the conversation.
The teacher can also organise students into groups and pairs so
that they can practice speaking and listening skills.
It is worth noting that effective classroom management in
CLT involves the teacher providing clear and concise
instructions on exercises, tasks.
So, as you can see, classroom management is a teacher's
job. And this classroom management undoubtedly plays an
important role in communicative language teaching. After all,
the effectiveness of students' learning will depend on the
correct classroom management.
18. Group work and its organization in TFL involves the
use of collaborative activities to enhance language learning.
Firstly, the teacher should choose tasks that will facilitate
language practice and skill development. These can be pair or
group discussions, role plays, problem solving, debates or
collaborative projects, etc.
The teacher then needs to form groups based on the
language proficiency level, interests and learning styles of the
students. The composition of the group may vary depending
on the specific task or learning objectives. The next step is for
the teacher to provide clear instructions for the group tasks.
The teacher should also check that the students have
understood their task.
You know that group work in TFL often involves
assigning specific roles and responsibilities to group members.
These might include roles such as note-taker or leader, etc.
Assigning roles helps to distribute tasks, encourages active
participation and develops a sense of responsibility in the group.
 Then students participate in discussions, exchange ideas,
and complete the task in groups. At the same time, the teacher
monitors the interaction in the group and provides guidance if
necessary. After completing the group task, students
participate in a reflection to evaluate their work. The teacher
analyses and evaluates students' work, Then the teacher should
summarise the results and address any issues or problems that
arose during the group work. This can be a discussion with the
whole class.
In summary, group work promotes student engagement,
active participation and communication skills. It promotes
collaboration, critical thinking, problem solving and
encourages students to take responsibility for their learning.
19. Learner assessment and evaluation.
Student assessments are an integral part of the teaching
and learning process. They involve gathering information
about students' progress, performance and achievement to
inform instructional decisions and provide feedback.
There is an assessment called formative assessment. This
is an ongoing process that takes place during the course of
learning. It includes classroom observations, questionnaires,
quizzes, short tests, peer and self-assessment, and feedback
from the teacher.
Another assessment is the Summative Assessment. It
takes place at the end of a unit, course or class period. It aims
to assess the overall achievement of students. Methods of
summative assessment include final tests, final exams,
projects, etc.
There is also authentic assessment. It focuses on
assessing students' ability to apply knowledge and skills in
real-world situations. Examples of this assessment include
role plays, simulations, presentations, project-based
assessments, etc.
It is important to note that the teacher should ensure
consistency and objectivity in assessing students' work. The
teacher should also use a variety of assessment methods. This
allows for a comprehensive assessment of student progress.
Different methods, such as written tests, oral presentations,
group projects or interviews, can assess different skills,
including reading, writing, listening, speaking and critical
thinking.
It is a good idea for the teacher to involve students in the
analysis and assessment process. Self-assessment encourages
students to take responsibility for their learning, reflect on
their progress and set goals for improvement.
There should be ongoing monitoring by the teacher. It
involves keeping track of students' progress.
In summary, I want to say that student assessment and
evaluation are integral components of effective teaching and
learning. They provide valuable information about learner
progress, guide instructional decisions, and promote
continuous improvement. By using a variety of assessment
methods and providing meaningful feedback, teachers can
support learners' growth and development throughout their
language learning journey.
20. Requirements to English lesson. A lesson must:
 be built in concordance with that system at which students are
taught;
 be planned subject to communicative direction;
 provide a complex realization of educational and developing
purposes;
 have a favourable psychological climate for learning language;
 whet students’ motivation of learning language;
 prepare students to self-reliant work off hour;
 include necessary features which would help students to create
studying situations and use real situations for developing oral
speech and also would help in learning writing and reading;
 include different learning games to take off tiring and
pressure;
 to be hold in normal but not in slow rate.
The profession of a teacher binds him or her to be always hip
to all the important events taking place in the country, to feel
continuous deficit of knowledge, and so he or she must have
an endevour to full up them for successful strategy of
teaching.
The lesson must have a plan. It must be carefully thought over
for every lesson to help developing of some skills at students.
A teacher should clearly find out the aim of the lesson and
correlate it with the plans of further lessons. All the plans must
be saved and time to time checked out and analized what will
surely help to make the quality of the lessons better. Besides,
it would become clear which parts of the lesson were too
difficult or too easy for students, on which material must be
paid more attention in future.
The main mistake of a teacher-beginner is his trying to hold all
the lesson by the same plan.
A well-planned lesson contains different types of work,
including review exercises which must be repeated in some
time, what will make studying process more effective. A
lesson mustn’t be built on the same kind of work even if
students like it. A big amount of training exercises must call
out tiring and slack work.
21. Teacher roles in classroom interaction.
The teacher acts as a facilitator. Since students do not
always spontaneously interact well with one another they
hence need encouragement. To cultivate interaction, the
teacher may divide the learners into small groups and give
them tasks, projects. Soon all the students will be
communicating with each other role playing and offering
ideas.
The teacher has the role to create a classroom
environment. Students often mimic a teacher’s actions. If the
teacher prepares a warm environment, students are more likely
to be happy.
The teacher acts a role model. Teachers typically do not
think of themselves as role models, however, inadvertently
they are. Students spend a great deal of time with their teacher
and therefore, the teacher becomes a role model to them.
The teacher acts as a mentor. It encourages the students to
work hard to achieve the best. The teacher can mentor learners
 by taking time to listen to them.
The teacher should be aware of the elements that prevent
good classroom interaction. By knowing them, the teacher
will be able to avoid them hence create proper classroom
interaction. For example, some teachers discourage students
by criticizing their answers. Criticizing mostly shuts the
students down hence affecting the interaction negatively. Peer
pressure or when some students have overpowering
personalities that cause other students keep quiet in class.

22. Modern approaches to FLT.

Situational Language Teaching (SLT)
This approach views language as a purposeful means of
achieving goals in real-life situations. The method employs
oral practice of sentence patterns and structures related to
these specific situations.
Techniques include drills, repetition and substitution activities,
spoken dialogues, and situational role-plays. Oral practice
aims towards accuracy and mastery of the situational
language, moving at a later stage to the other three skills.

The Natural Approach

An approach to language learning that seeks to mirror how we
learn our first language.
Methods focus on the possibility of ‘acquiring’ a second
language rather than having to learn it artificially. Teaching is
by a native-speaker teacher; the syllabus mirrors the order in
which we acquire our first language
Techniques focus on meaningful interactions and may include
listening and following instructions; ordering activities;
memory games; miming activities; describing and guessing
games.

DOGME
DOGME is a humanistic communicative approach that
focuses on conversational interactions where learners and the
teacher work together on the development of knowledge and
skills.
In terms of method, it generally eschews the use of textbooks
and published materials in favour of real communication and
the development of discourse-level skills. Topics are chosen
based on their relevance to the learners.
Techniques include conversational activities and exposure to
the language through real-life texts, audio, and video
materials.

The Lexical Approach

An approach based on the notion that language comprises
lexical units (chunks, collocations, and fixed phrases).
Grammar is secondary and is acquired through learning these
chunks.
The method focuses on learning sets of phrase-level, multi-
word vocabulary and linguistic frames that can be manipulated
by the learner using substitutions and adaptations. This can be
done through adapting many standard EFL activities.
Techniques could include searching texts for lexical units,
collocation matching games, lexical drills and chants, story-
telling, role plays using fixed and semi-fixed expressions,
activities with de-lexical verbs and examining concordances.
CLT - Communicative Language Teaching (The
Communicative Approach)
CLT emphasises that the main purpose of language is to
communicate and that meaning is paramount. The aim of the
communicative approach is to develop learners'
communicative competence in all four skills. The
participation of native speakers is considered highly desirable,
but not mandatory. Teaching is largely learner-centred.
Methods are an eclectic mix, with techniques often borrowed
from a range of other approaches. This method has been
criticised for lacking a solid theoretical foundation. Specific
exercises and games are chosen for their perceived
effectiveness in relation to the knowledge or skills being
taught. Typical exercises include physical games such as
board races and running dictation, information sharing
exercises, role-playing, and any task or game that involves
communication between learners.

Grammar Translation
The method commonly involves students learning grammar
rules plus vocabulary lists based on the content of chosen
texts. These are then applied to the written translation of texts
from and into the target language. The teaching is usually
done in the students’ native language. There is little emphasis
on speaking, other than to recite sections of text.
Techniques include rote learning and drilling, translation
activities, and recitation.

The Silent Way

The Silent way sees the process of learning a second language
as a cognitive task, with learners as intelligent autonomous
individuals, who can infer language use from well-structured
input.
The methodology employs a graded structural syllabus, with
the elements of language presented in a deliberately artificial
way, using teaching aids such as charts and Cuisenaire rods.
Techniques involve, for example, mapping individual sounds
and sequences onto the colours or physical characteristics of
the teaching aids, then having students infer rules based on
recognising the systematic similarities and differences in the
input material.

Situational Language Teaching (SLT)

This approach views language as a purposeful means of
achieving goals in real-life situations.
The method employs oral practice of sentence patterns and
structures related to these specific situations. It often uses
props and realia in practice activities.
Techniques include drills, repetition and substitution activities,
spoken dialogues, and situational role-plays. Oral practice
aims towards accuracy and mastery of the situational
language, moving at a later stage to the other three skills.
23. The Concept of New Ukrainian School.
The concept of New Ukrainian School is a comprehensive
reform initiative aimed at transforming the education system
in Ukraine. The initiative aims to create a more student-
centred learning environment.
The problem that needs to be addressed is the significant
deterioration in the quality of general secondary education
over the period 1992-2016, which is the result of a number of
factors:
 reduction of funding;
 reduction of teacher's remuneration;
 poor material and technical support of schools;
 outdated educational content and teaching methods.
 The purpose of the concept is to ensure a fundamental and
systemic reform of general secondary education in the
following areas:
 Adoption of new state standards of general secondary
education,
 introduction of a new principle of partnership pedagogy
based on cooperation between students, teachers and parents;
 Increasing teacher motivation by raising their
remuneration.
 introduction of the principle of child-centredness (focus on
the needs of the student);
 improving the process of education;
 creation of a new school structure that will allow students
to learn new educational content and acquire key competences
necessary for successful self-realisation;
 creation of a modern educational environment that will
provide the necessary conditions, tools and technologies for
students, teachers and parents;
 creating the necessary conditions for studying in rural
areas or providing regular transport to schools.
So, the concept of the New Ukrainian School is a significant
step forward in the transformation of Ukraine's education
system. By modernising the curriculum, enhancing teacher
professional development and improving infrastructure, the
initiative aims to create a more inclusive, innovative and
efficient education system that prepares students for success in
the 21st century.
24. Pros and cons of teaching English on-line.
Teaching English online has become increasingly popular in
recent years due to technological advances and events taking
place in the world and in our country.
Pros:
1. You can teach from home or on the road. Teaching English
online affords a lot of flexibility for teachers! It’s an excellent
opportunity for aspiring digital nomads looking to get some
footing in the world of earning money online. It’s also perfect
for those who wish to stay home with kids or need to stay
home for other reasons.
2. You can enjoy the freedom to make your own schedule.
One of the best aspects of this job is that you set your own
 schedule. Classes can last as little as only 25-30 minutes,
which makes for a fast-paced and interesting day with many
different students.
3. You don’t need much to get started. Teaching often requires
an immense amount of costly resources; however, as an online
teacher, you don’t need a classroom full of toys or technology
to teach. You just need a stable Wi-Fi connection, a
smartphone or computer, and headphones with a mic.
4. You can increase earning potential. Online teaching can
provide teachers with higher earning potential than traditional
classroom teaching. Online teachers can work for several
companies at the same time, increasing their earning potential
and allowing them to earn more income.
5. You can choose which grammatical points to teach as you
are not restricted by the syllabus and curriculum.
Сons:
1. Technology can be so cruel and complicated. This is
mostly difficult for older people or for those who are not
technically proficient.
2. Finding students takes time. This brings me to my next
point, finding regular students takes time. You don’t start and
immediately have a full schedule of bookings.
3. Time differences can make teaching online difficult.
This is an essential consideration for those with hopes to go
full time. The time difference can be an impediment. Teachers
need to be available on their students’ desired time.
4. It can get repetitive, and there’s a high turnover of
students. As mentioned above, teaching online is not a
traditional teaching role. You don’t always have a group of
 regular students, which means you don’t get a chance to
develop a good relationship with anyone or see them
continuously progress.

25. Contemporary approaches to TFL.

1 Task-based approach TBL (Task Based Learning).
In this approach, the language being learned is used for the
task itself, not the other way round. For this method to work,
teachers need to understand the needs of their students in order
to design lessons. Grammar, vocabulary and speaking skills
are only the means by which learners can achieve their end
results. The teacher must find a way to help their students achieve
their goals.
2 Project Approach Using this approach starts with
identifying a specific goal. For example, we have a class of
teenagers who are not interested in learning. Let's start by
assessing their needs, finding out what interests them and what
 topics they need to know. The project should consist of
individual tasks. It works best with a lot of supplementary
materials. By adding a mixture of real videos and live
dialogues, we can bring the English lesson to life.
3 Lexical Approach. It is not enough to learn the word make
and all its meanings in the dictionary. If you learn phrases with
make, you will gradually enrich your vocabulary. Students'
attention is focused on situations and phrases that are
appropriate to use in them rather than on rules and structures.
The lexical approach allows you to use the same vocabulary
item in different contexts, exercises and at absolutely all levels
of language learning.
4 Using smartphones in the classroom
Smartphones are already part of modern life. Many teachers
believe that they are distracting to students. But these gadgets
have many useful features for students: such as dictionary translators
and grammar reference apps. The key is to get creative with the use
of smartphones. But again, it is important to make sure that students
use their technology for classroom activities and do not get distracted.

26. Communicative language teaching. Its main peculiarities.

Communicative language teaching is a learner-centered
method that mainly focuses on learning the language through
communication. The significant characteristics of
communicative language teaching are:
 CLT emphasizes to engage the learners in real-life situations
in the classroom so that they can understand how to
communicate in the real world.
 It gives the importance of the necessity of the learners and
attempts to explain it.
 In communicative language teaching, errors are considered in
a natural phenomenon.
 Normally CLT focuses on the fluency of the learners rather
than the accuracy of the grammar and learners acquire their
accuracy gradually and naturally.
 CLT also believes that communication is the fundamental
objectives of language and the learners need to develop all the
skills of language (reading, writing, listening and speaking).
 It offers the opportunity to join in teacher-learner and learner-
learner interaction in the classroom.
 It focuses on the use of techniques which encourage the
learners in participating in the natural environment, for
instance, group and pair work etc.
 CLT agrees with the perception of individual work.
 In communicative language teaching, grammar is the second
option of the learners and they discover and internalize the
grammatical rules and functions themselves.
 It uses authentic language materials so that the students find
the similarity between the classroom activities and the real
world.

27. Different stages of FL instruction in secondary school.

Teenagers are very self-focused and extremely emotional.
They like to talk about themselves, their lives, and express
their opinions. You should let them, for example, create and
maintain a blog. Here they can write articles and even make
videos. Here they can talk freely and endlessly about what
interests them most - that is, about themselves. Using videos is
effective because it brings the outside world to our students
and they can generate great discussions in the classroom.
Videos also inspire students to express and share their own
opinions.
Teenagers want to know WHY they are doing something,
HOW it will help them, and HOW it relates to their lives. We
can motivate our students if your lessons relate to them
directly. Teenagers' own experience can be much more useful
than any resource from a book or the Internet. We should let
them vote and choose the topics they are interested in learning.
Today's teenagers equate the concepts of "fun" and "high"
with the concept of challenge. We, as teachers, can only use
this in the classroom. Gamification is a perfect fit for this.
Gamification is more than just playing games. Typical game
elements such as leaderboards, avatars, scores, levels, rewards
and badges are also elements of gamification. However, if we
want to gamify our lesson, we first need to define the goal that
we hope our students will be able to achieve.