Lecture 1.

1. What are the Principles of Communicative Competence?

2. What is the main principle underlying the Communicative Approach to
language teaching?
3. How does the Communicative Approach view the role of authentic and
meaningful communication in the classroom?
4. What is the goal of Communicative Language Teaching (CLT)?
5. What are the main roles of a teacher in a communicative classroom
according to CLT?
6. How can a teacher facilitate student communication in the classroom?
7. How can language skills be integrated in communicative activities?
8. What are some examples of activities that promote real-life situations and
social interaction in language learning?
9. What are the three broad categories of materials used in the communicative
classroom?
10.Why is it important for classroom activities and materials to be appropriate
to the students' level?
11.What is the significance of sociolinguistics in language research, and what
methods can be used to analyze language variation within social groups?

Lecture 2.

1. What are some of the issues that necessitate the development of intercultural
communication skills in today's workplace?
2. Why did Wageningen University decide to develop its own instrument for
assessing intercultural competence?
3. What are some of the challenges faced when defining intercultural
competence?
4. According to Daerdorff's study, what are some of the preferred methods for
assessing intercultural competence in postsecondary institutions?
5. How does the Intercultural Development Inventory (IDI) assess cognitive
structure?
6. What are the key aspects of intercultural competence assessed by the
Intercultural Readiness Check (IRC)?
7. What does the Multicultural Personality Questionnaire (MPQ) measure?
8. What dimensions does the Cross-Cultural Adaptability Inventory (CCAI)
cover?
9. What are the components of the Intercultural Sensitivity Index (ISI)?
 10.What are some of the dimensions measured by the Intercultural Profile
developed by the INCA project?

Lecture 3.

1. How does the use of interactive teaching methods contribute to the

development of professional competences in students?
2. What is the purpose of using training as an interactive teaching method in
professional education?
3. How can case studies enhance students' critical thinking and problem-
solving skills?
4. In what way does behavioral modeling help students develop professional
skills and appropriate behavior?
5. What are the benefits of incorporating peer feedback as an interactive
teaching method in the classroom?
6. How can play projects promote creativity, teamwork, and practical
application of knowledge in professional training?
7. What is the role of metaphor games in stimulating creative thinking and
facilitating understanding of complex concepts?
8. How can storytelling be utilized as an interactive teaching method to
enhance comprehension and engagement?
9. What are the advantages of basket learning in fostering collaboration,
knowledge sharing, and collective learning among students?
10.How does action learning combine learning and problem-solving through
practical experience in professional education?

Lecture 4.
1. Why is it important to have pre-determined standards of performance when it
comes to assessment in language teaching?
2. How can clear learning objectives and assessment criteria benefit students in
their language learning process?
3. What are the three parts that make up learning objectives in language teaching?
4. How are assessment criteria developed and linked to the standards of
performance in language teaching?
5. What is the significance of capturing multiple dimensions of student
performance in criterion development for language assessment?
6. Can you provide examples of assessment criteria commonly used in language
teaching?
7. How can attendance and participation requirements impact a student's
assessment in language teaching?
8. According to university rules, what provisions are in place for alternative
arrangements in cases of poor attendance or participation in language teaching?

Seminar 1.

1. Why can identifying and accessing audiovisual materials be more challenging

compared to books and journals in library collections?
2. How are microforms, such as microfilm and microfiche, used in libraries for
preserving and distributing information sources?
3. What are some risks associated with downloading and using audiovisual
materials from the open web without the copyright owners' permission?
4. Why is preservation of audiovisual materials a significant challenge for
libraries, particularly in terms of their vulnerability and uncertain usable
lifespan?
5. What are some potential approaches for addressing the deterioration and
preservation of audiovisual items in library collections?
6. Why is it important to periodically check and evaluate audiovisual items for
signs of deterioration and consider replacement or reformatting?

Seminar 2.
1. What are the two versions of the IELTS test, and what are the main
differences between them?
2. Can you describe the format of the IELTS Speaking test, including the
different parts and topics covered?
3. What are the key features of the IELTS Reading test for both the Academic
and General Training versions?
4. How does the IELTS Writing test differ between the Academic and General
Training versions in terms of tasks and recommended time allocation?
5. What is the significance of having a good ability in all four language skills
(listening, speaking, reading, and writing) for individuals in education and
professional life?
6. Why is it important to assess communicative language ability directly
through tasks that elicit a wide range of skills, rather than inferring ability
from other skills or language knowledge tests?
7. Is there a computer-based version of the IELTS test available, and how does
it compare to the paper-based version in terms of format and test dates
8. Can you provide more details about the band scales used in the IELTS test?
 Seminar 3
1. Why is it important to give frequent, informal feedback in addition to
formal feedback sessions?
2. What emotional environment is conducive to discussing performance,
introducing suggestions for improvement, and talking about goals for the
future?
3. What should be the purpose and approach of giving feedback?
4. Why is it recommended to address issues and provide feedback as close to
the event as possible?
5. Why is it important to be specific when giving feedback and stick to
firsthand observations?
6. What are some tips for giving feedback constructively, such as using "I"
statements and discussing positives as well?

Seminar 4.

1. Why is context-based grammar instruction considered effective for

language learning?
2. What is the significance of teaching grammar in context for accuracy in the
target language?
3. Why should grammar instruction not be ignored in language teaching?
4. How does a good knowledge of grammar contribute to effective
communication?
5. What are the advantages and disadvantages of the deductive and inductive
approaches to teaching grammar?
6. What is the PPP (Presentation, Practice, Production) lesson structure, and
how does it fit into the deductive approach?
7. How does the inductive approach benefit students who already have a base
in the language?
8. How does teaching grammar fulfill students' expectations of learning a
foreign language?

Ko’chma amaliyot 1.

Task 1. Classroom Management:

a) Discuss different strategies for creating a positive and inclusive classroom

environment.
b) Role-play common classroom management scenarios and practice effective
techniques for addressing behavior issues.
 c) Analyze case studies or videos of classroom management challenges and
brainstorm possible solutions.

Task 2. Professional Development and Collaboration:

A) Share resources and encourage teachers to engage in ongoing professional

development opportunities, such as attending workshops, conferences, or
online courses.
B) Facilitate collaborative activities, such as lesson planning sessions, peer
observations, or co-teaching experiences, to foster a supportive professional
learning community.
C) Discuss the importance of staying updated with research, best practices, and
educational trends relevant to their teaching context.

Ko’chma amaliyot 2

Task 1. Lesson Planning and Instructional Design:

A) Teach teachers how to develop clear learning objectives aligned with

curriculum standards.
B) Demonstrate effective lesson planning techniques, including the use of
engaging activities, resources, and assessment methods.
C) Provide opportunities for teachers to plan and deliver their own lessons and
receive feedback from peers and instructors.

Ko’chma amaliyot 3

Task 1. Differentiated Instruction:

a) Explore strategies for adapting instruction to meet the diverse needs of

students, including those with learning disabilities or English language
learners.
b) Discuss the importance of using varied instructional methods, materials,
and assessments to accommodate different learning styles.
c) Providing examples and case studies of differentiated instruction in action
and encourage teachers to create their own differentiated lesson plans.

Ko’chma amaliyot 4

Task1. Assessment and Feedback:

A) Discuss various assessment methods, including formative and summative

assessments, and their role in measuring student learning.
 B) Teaching teachers how to design effective assessments that align with
learning objectives and provide meaningful feedback to students.
C) Engaging teachers in analyzing student work samples, discussing
assessment results, and exploring strategies for adjusting instruction based
on assessment data.

Ko’chma amaliyot 5

Task 1.Technology Integration:

A) Introduce teachers to different educational technologies and demonstrate

how they can be effectively integrated into teaching and learning.
B) Providing hands-on training on using technology tools for lesson planning,
multimedia presentations, online collaboration, and student assessment.
C) Encourage teachers to explore and experiment with educational apps,
websites, and other digital resources relevant to their subject areas.

Ko’chma amaliyot 6

Task 1.Reflective Practice:

a) Emphasize the importance of reflection in professional growth and

continuous improvement.
b) Encourage teachers to keep reflective journals or portfolios to document
their teaching experiences, challenges, and successes.
c) Facilitate regular group discussions or mentoring sessions where teachers
can share their reflections, receive feedback, and exchange ideas.

Task 2.Cultural Competence and Inclusive Education:

a) Promote awareness and understanding of cultural diversity in the classroom.

b) Provide strategies for creating an inclusive and culturally responsive learning

environment.

c) Discuss ways to incorporate diverse perspectives and multicultural content

into teaching materials and instructional practices.