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WorksheetsMethodology of FLE Variant 2 SMV
Total questions: 56
Worksheet time: 39mins
What is the best way to present a new FL word “a table”:
to demonstrate an object
to give translation
to demonstrate a picture
to give an explanation
What is the best way to present a new FL word “a plane”:
to demonstrate a picture
to demonstrate an object
to give translation
to give an explanation
What is the best way to present a new FL word “technology”:
a definition
etymology of the word
association with native word
a context
What is the best way to present a new FL word “a handsome man”:
an explanation
a picture
a synonym
a context
What is the best way to present a new FL word combination “to waste time”:
an explanation
a synonym
a picture
association
What is the best way to present a new FL word “a musician”:
definition
a picture
using word – building elements
translation - interpretation
What exercise is good for the first consolidation of the FL vocabulary?:
general questions
special questions
complete the sentences
fill-in the gaps
What exercise is the best for vocabulary practice:
put in the right tense
paraphrase using a new word
composition
open the brackets
To recognition exercise we refer:
complete the sentence
open the brackets
show me
fill- in the blank
Features of what method are described: classroom goals are focused on all of the components of communicative competence and not restricted to grammatical or linguistic competence; language techniques are designed to engage learners in authentic, functional use of language for meaningful purposes; organizational language forms are the central focus but rather aspects of language that enable the learner to accomplish that purposes;
Communicative
Direct
Integral
Grammar – Translation
What principle is described?
This principle implies careful determination of what & how to teach to achieve the aims set by the syllabus. In selecting or composing the material the teacher should be thoughtful & remember to strengthen the connection between the instruction & life.
Educative instruction
Consciousness.
Visuality
Scientific approach
What principle is described?
Not to teach only the subject but to treat his/her learner as a person. To help learners to develop themselves as people, their personalities
Educative instruction
Scientific approach
Consciousness.
Visuality
What principle is described?
In FLT the sequence must be observed from the known material to the unknown one, from the simpler to more complex, from the proximate to more distant.
Consciousness.
Scientific approach
Consecutiveness
Educative instruction
What principle is described?
It implies relative completeness, generalization & classification of the knowledge. Knowledge should be first systematically imparted step by step to the learners, then generalized & systematized for them. Systematizing the learners’ knowledge must help them to form valuable associations for better memorizing.
Systematicness
Educative instruction
Scientific approach
Consciousness
What principle is described?
The subject matter of the instruction must:
correspond to the age & mental abilities of the learners: neither too easy nor too difficult, too childish for them;
be rightly dosed: be neither over-abundant nor scarce.
Educative instruction
Accessibility
Systematicness
Scientific approach
What principle is described?
The subject matter of the instruction must:
correspond to the age & mental abilities of the learners: neither too easy nor too difficult, too childish for them;
be rightly dosed: be neither over-abundant nor scarce.
Accessibility
Systematicness
Educative instruction
Scientific approach
What principle is described?
A teacher should take into account the personality of every learner to provide cognitive aims of education. Every learner should acquire & learn language in accordance with his/her psychological & mental abilities.
Individualization
Systematicness
Educative instruction
Scientific approach
**** is short in time. But at this stage the teacher should help the students to assimilate facts about new language; they should produce it for the first time, to facilitate learners’ input.
This stage may be conducted not only at the beginning of the lesson; it may be given after learners have already engaged with the language.
Practice
Introduction stage
Drilling
Testing
Fill in an appropriate variant
The main aim of the stage of **** is to convey how well the learners know or can do something. It is used for assessment (evaluation) learners’ knowledge.
Introduction stage
Testing
Drilling
Consolidation
Introduction stage_____
conveys how well the learners know or can do something.
is short in time. But at this stage the teacher should help the students to assimilate facts about new language; they should produce it for the first time, to facilitate learners’ input.
involves students in a varied use of language.
is defined as the rehearsal of certain elements with the objective of consolidating learning & improving the performance.
Practice
is short in time. But at this stage the teacher should help the students to assimilate facts about new language; they should produce it for the first time, to facilitate learners’ input.
conveys how well the learners know or can do something.
is defined as the rehearsal of certain elements with the objective of consolidating learning & improving the performance.
involves students in a varied use of language.
Communicative activity
conveys how well the learners know or can do something.
is short in time. But at this stage the teacher should help the students to assimilate facts about new language; they should produce it for the first time, to facilitate learners’ input.
is defined as the rehearsal of certain elements with the objective of consolidating learning & improving the performance.
involves students in a varied use of language.
Testing
involves students in a varied use of language.
conveys how well the learners know or can do something.
is short in time. But at this stage the teacher should help the students to assimilate facts about new language; they should produce it for the first time, to facilitate learners’ input.
is defined as the rehearsal of certain elements with the objective of consolidating learning & improving the performance.
The term “intonation” is used
to transcriptions of the sounds that may not be distinguished in a given language system.
to refer to transcriptions of a particular sound system
todenote the pitch you use & the music you use to change that pitch of voice.
to decide on types of exercises and the techniques of using them.
Denotation is
an additional, contextual meaning of a word.
the sort of definition that is given in a dictionary
what a word looks like .
a factor that makes a particular combination sound ‘right’ or ‘wrong’ in a given context., that is which words go with each other.
Connotation is
An additional, contextual meaning of a word.
what a word looks like .
the sort of definition that is given in a dictionary
a factor that makes a particular combination sound ‘right’ or ‘wrong’ in a given context., that is which words go with each other.
Idiom is
an additional, contextual meaning of a word
a fixed, distinctive, and often colorful expression whose meaning cannot be understood from the combined meanings of its individual words, for example, “to have somebody in stitches”
the sort of definition that is given in a dictionary
a factor that makes a particular combination sound ‘right’ or ‘wrong’ in a given context., that is which words go with each other.
Way of presenting FL vocabulary: giving opposites to the known words, e.g. full - empty, hot - cold.
Contrast
Realia
Mime
Enumeration
Way of presenting FL vocabulary: We can use general and specific meanings of words. The word ‘clothes’ we can explain by listing various items ‘a dress, a skirt, a shirt’.
Contrast
Realia
Mime
Enumeration
Way of presenting FL vocabulary: giving of details about something including facts of the word use.
Enumeration
Explanation
Contrast
Realia
Focus on word – building element to present new FL words
The knowledge of the meaning of the first form and the meaning ofaffixes.
Giving of details about something including facts of the word use
We can use general and specific meanings of words. The word ‘clothes’ we can explain by listing various items ‘a dress, a skirt, a shirt’.
Give opposites to the known words, e.g. full - empty, hot - cold.
Focus on explanation to present new FL words
Giving of details about something including facts of the word use
The knowledge of the meaning of the first form and the meaning of affixes.
We can use general and specific meanings of words. The word ‘clothes’ we can explain by listing various items ‘a dress, a skirt, a shirt’.
Give opposites to the known words, e.g. full - empty, hot - cold.
Focus on enumeration to present new FL words
Give opposites to the known words, e.g. full - empty, hot - cold.
We can use general and specific meanings of words. The word ‘clothes’ we can explain by listing various items ‘a dress, a skirt, a shirt’.
Giving of details about something including facts of the word use
The knowledge of the meaning of the first form and the meaning of affixes.
Focus on contrast to present new FL words
We can use general and specific meanings of words. The word ‘clothes’ we can explain by listing various items ‘a dress, a skirt, a shirt’.
Give opposites to the known words, e.g. full - empty, hot - cold.
Giving of details about something including facts of the word use
The knowledge of the meaning of the first form and the meaning of affixes.
Lead-in stage to present new Grammar material in FL classroom
The context is introduced and the meaning is demonstrated. During this stage learners become aware of certain key concepts.
Learners try to deduce, set a new form and meaning with the help of several examples.
The teacher shows how the new language is constructed and gives explicit explanation as with grammatical terms as in the students’ own language.
Learners are asked to repeat and practice a certain number of models.
Elicitation stage in teaching Grammar material
Learners try to deduce, set a new form and meaning with the help of several examples
The context is introduced and the meaning is demonstrated. During this stage learners become aware of certain key concepts.
The teacher shows how the new language is constructed and gives explicit explanation as with grammatical terms as in the students’ own language.
Learners are asked to repeat and practice a certain number of models.
Explanation stage in teaching Grammar material
The teacher shows how the new language is constructed and gives explicit explanation as with grammatical terms as in the students’ own language.
The context is introduced and the meaning is demonstrated. During this stage learners become aware of certain key concepts.
Learners try to deduce, set a new form and meaning with the help of several examples.
Learners are asked to repeat and practice a certain number of models.
Reproduction stage in teaching Grammar material
Learners are asked to repeat and practice a certain number of models.
The context is introduced and the meaning is demonstrated. During this stage learners become aware of certain key concepts.
Learners try to deduce, set a new form and meaning with the help of several examples.
The teacher shows how the new language is constructed and gives explicit explanation as with grammatical terms as in the students’ own language.
Immediate creativity stage in teaching Grammar material
Learners try to make their own sentences under the teacher’s guidance by means of expressions in infinitive forms.
Learners are asked to repeat and practice a certain number of models.
The context is introduced and the meaning is demonstrated. During this stage learners become aware of certain key concepts.
Learners try to deduce, set a new form and meaning with the help of several examples.
The teacher shows how the new language is constructed and gives explicit explanation as with grammatical terms as in the students’ own language.
Lead – in
Reproduction
Explanation
Immediate creativity
Learners try to deduce, set a new form and meaning with the help of several examples.
Elicitation
Immediate creativity
Reproduction
Explanation
The context is introduced and the meaning is demonstrated. During this stage learners become aware of certain key concepts.
Elicitation
Lead – in
Reproduction
Immediate creativity
Learners are asked to repeat and practice a certain number of models.
Reproduction
Lead – in
Elicitation
Immediate creativity
Learners try to make their own sentences under the teacher’s guidanceby means of expressions in infinitive forms.
Elicitation
Immediate creativity
Lead – in
Reproduction
Type of grammar practice: awareness
Learners are provided with a visual or situational cue, and invited to compose their own responses; they are directed to use the structure.
After the learners have been introduced to the structure, they are given opportunities to encounter it within some kind of discourse, and do a task that focuses attention on its form and/or meaning.
Learners form sentences of their own according to a set pattern, but exactly what vocabulary they use is up to them.
Learners produce examples of the structure: these examples are predetermined by the teacher or textbook, and have to conform to very clear, closed-ended cues.
Type of Grammar practice: controlled drills
Learners produce examples of the structure: these examples are predetermined by the teacher or textbook, and have to conform to very clear, closed-ended cues.
Learners are provided with a visual or situational cue, and invited to compose their own responses; they are directed to use the structure.
Learners form sentences of their own according to a set pattern, but exactly what vocabulary they use is up to them.
After the learners have been introduced to the structure, they are given opportunities to encounter it within some kind of discourse, and do a task that focuses attention on its form and/or meaning.
Types of Grammar practice: discourse composition
Learners produce examples of the structure: these examples are predetermined by the teacher or textbook, and have to conform to very clear, closed-ended cues.
After the learners have been introduced to the structure, they are given opportunities to encounter it within some kind of discourse, and do a task that focuses attention on its form and/or meaning.
Learners hold a discussion or write a passage according to a given task; they are directed to use at least some examples of the structure within the discourse
Learners form sentences of their own according to a set pattern, but exactly what vocabulary they use is up to them.
Types of Grammar practice: guided, meaningful practice
Learners hold a discussion or write a passage according to a given task; they are directed to use at least some examples of the structure within the discourse.
Learners are provided with a visual or situational cue, and invited to compose their own responses; they are directed to use the structure.
Learners produce examples of the structure: these examples are predetermined by the teacher or textbook, and have to conform to very clear, closed-ended cues.
Learners form sentences of their own according to a set pattern, but exactly what vocabulary they use is up to them.
Learners are provided with a visual or situational cue, and invited to compose their own responses; they are directed to use the structure.
Guided, meaningful practice
(Structure-based) free sentence composition
Controlled drills
(Structure-based) discourse composition
Learners hold a discussion or write a passage according to a given task; they are directed to use at least some examples of the structure within the discourse.
(Structure-based) discourse composition
(Structure-based) free sentence composition
Guided, meaningful practice
Controlled drills
Predictive skill in reading
The ability to foresee some events
To find out a fact or some events.
To have an idea of the main points of the text without being too concerned with thedetails.
To answer Questions like: How many? Why? How often? When?
Skill of extracting specific information (scanning)
The ability to foresee some events
To find out a fact or some events.
To have an idea of the main points of the text without being too concerned with the details.
To answer the questions like: How many? Why? How often? When?
Skill of getting a general picture (skimming)
To find out a fact or some events.
The ability to foresee some events
To have an idea of the main points of the text without being too concerned with the details.
To answer Questions like: How many? Why? How often? When?
Skill of extracting the detailed information from text
To answer Questions like: How many? Why? How often? When?
To have an idea of the main points of the text without being too concerned with the details.
To find out a fact or some events.
The ability to foresee some events
Skill of deducing meaning from the context
To find out a fact or some events.
To guess the meaning of unfamiliar words from the context
To have an idea of the main points of the text without being too concerned with the details.
To answer Questions like: How many? Why? How often? When?
Learners are given short texts and asked to find all examples of the verbs (Past Tense of regular verbs is given).Then they are asked to underline endings of the verbs and adverbial modifier of time.
Controlled drills
Guided, meaningful practice
(Structure-based) free sentence composition
Awareness
