Гос экзамен саволлари методикадан

This PowerPoint contains a selection of objects on each slide. Give your child two minutes to look at each collection and then see what they can remember.
Develop focus and concentration skills with the games included in this fantastic resource.
This Picnic Memory Game is fantastic fun for all the family. Build up a list of what you want to take on a picnic, with each player remembering the list and adding one more. Visual support is included in this resource.
Memory Skills
Practising memory skills and recall is great for helping your child develop concentration and focus. It helps them use their knowledge of vocabulary to identify specific items on the tray and describe them.
47.Testing in teaching foreign language methodology
Testing in English Language TeachingFareeda IbadTeaching and testing are interrelated. Teachers are obliged not only to teach their students well,but also to measure their achievements accurately. Additionally, the pace of development ofknowledge and skills in the language are also to be observed. In view of these facts, tests becomea natural extension of classroom work providing both teachers and students with beneficialinformation that serves as a basis for improvement. This establishes that testing is an importantpart of every teaching and learning experience with advantages for both students and teachers.As far as students are concerned, tests help to create a positive attitude to learning by providing asense of accomplishment. Other advantages are that students are encouraged to examine whatthey have learned and what needs to be re-learned. They also develop good methods oforganization and preparation as a result of confidence in the teachers; fairness and desire to helpthem. These are steps towards acquiring mastery over the language. Teachers, on the other hand,are able to assess what students have learned, and the areas where they require help. They alsofind out the effectiveness of their teaching methods. This professional self-education helps inclassifying students in terms of ability so that their future efforts can be directed to those whoneed help. All in all, good tests sustain or enhance class morale and aid learning.Coming to the communicative approach in learning, where the teachers’ aim is to equip studentswith a general knowledge of grammar and vocabulary in addition to particular language skillsthat they need, there is a widespread belief that good tests are only the work of expertspossessing technical concepts and statistical knowledge. Thus, any teacher who uses testingprocedures related to teaching and learning rather than to themes and statistics is on her way tobecoming a test setter. She/he just needs to learn how principles and techniques differ from thoseof teaching and how to apply them.In constructing tests teachers must be aware of backwash or the effect of testing on teaching andlearning. This could be either harmful or beneficial. When a test sets out to achieve prescribedobjectives it proves beneficial, and when it is a meaningless activity it is otherwise. Testconstruction is essentially a matter of problem solving with every teaching situation setting adifferent test problem. And perhaps the most common use of language tests is to pinpointstrengths and weaknesses in the learned abilities of students as in proficiency tests where themeasuring is in terms of the specific language requirements. Then again, we may discoverthrough testing, that a given student has excellent pronunciation and fluency of oral productionin the language of interest, but that he or she has a low level of reading comprehension. Or wemight find that a low or too highly specialized vocabulary is a major factor underlying lowreading comprehension for a student and thus, may recommend suitable approaches forvocabulary expansion.
48.Word Association
Explaining how to use new words with associations is the heart of my lesson. I am a firm believer that if you can't actively use a new word, it is not a part of your vocabulary. How do I do this? Let me give you some examples. First, let's consider the new word "tasty" which is being introduced to the students. After I explain in simpler English words that "tasty" means good to eat or delicious, I will ask the students to think of any words or things they know that are associated with "tasty." That is when students hear or see the word "tasty," what do they think of or see in their minds? Most students will offer words such as "French fries," "steak," "ice cream," and "fried chicken." For abstract words such as "ambitious," I include the associations of "best student in the class," "Bill Gates," "Microsoft," and "United States" as examples of people, companies, and countries that have worked extremely hard to achieve success. I also tell the students to think of other words to add to their lists of associations which they copy in the notebooks.I have made up exercises and tests to measure how well my students have learned how to use new words with associations. My favorite test or exercise has students match new vocabulary with its corresponding associations. For example, I might include the new words tasty, bitter, sweet, and vanilla in bold on one line, and have my students match these words with the following associations by writing the words in the blanks.

Medicine, coffee, and tea __________

Cake, ice cream, and cookies ______

French fries, steak, and cake _______

Seasoning, plant, and pudding ______

49.Create a Lesson Plan.
50.Planning in teaching foreign language methodology

51.Scrambled Words

Word Scramble is a word game, most popularly known as Jumble (It used to appear under the column “Jumble - That Scrambled Word Game” in most daily news paper). It’s a word puzzle game based on the concept of anagram, where you have to re-arrange its letters to reconstruct the original word, through the help of given clue for each set.

Now, there are many scramble games available from plain Jumble to Jumble crosswords, Wordscapes, boggle etc that you could easily play on your mobile devices (iphone or android based phones or tablet devices) and you will find this scrambling site useful sometimes. As a side benefit, you get to learn new words everyday in a fun way.

Here is an example

Scrambled Word : TVENIS

Solution (6 letters) : invest

Solution (5 letters) : inset, neist, vents, vines and more.
Solution (4 letters) : nest, nets, sent, site, sine, ties and more
Solution (3 letters) : net, set, sit, vet, tin, nit and more
Solution (2 letters) : en, es, in, it, ti and more
You can use advanced options to fine tune the response. For example, to get only the words ending with a specific letter (say 't'), you use the 'Ends With' option under advanced options.

52.Self-Study in teaching foreign language methodology

Grammar-translation
Have you ever studied Latin? Ancient Greek? Sanskrit? Linear B? If so, you probably used the grammar-translation methodology. You read grammar rules, or they were explained to you; you translated sentences and later paragraphs from and into Latin; you read Cicero or Caesar or Vergil, and you translated the texts into English—which you probably read aloud in class. You also learned more complicated grammatical constructions through these readings and translations. Alas, you never learned to speak, although, to be fair, it would be hard to practice speaking when there are no more native speakers of these languages.

For the longest time, this was also the approach used for teaching modern foreign languages. An instructor in a teacher-centered classroom would explain a grammatical rule in the native language, translation exercises would follow, perhaps preceded by some fill-in-the-blank or verb conjugation or noun declension work. Speaking, when it occurred, was in the context of completing these exercises orally and might consist of only a word or a phrase. There was no attempt at “real” communication.

53.INSERT
In general, the term insert describes placing an object within another object. For example, placing a diskette or disc into a drive could also be phrased as inserting a disk into the computer.

Another example is inserting text, which is moving your text cursor using your arrow keys or mouse and typing one or more letters. For example, you could click anywhere in the following text box, and when you begin typing, you're inserting new text into that text box.

Insert any text into this box.

In some programs (not browsers) how text is inserted may depend on the insert mode. For programs that support different insert modes, newly inserted text can either be added to the text around the cursor or overwrite other text.

54.Lesson Plan

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RELATED RESOURCE(S) - LESSON PLANNING
Planning Learning Activities (University of Tasmania)

A lesson plan is the instructor’s road map of what students need to learn and how it will be done effectively during the class time. Then, you can design appropriate learning activities and develop strategies to obtain feedback on student learning. Having a carefully constructed lesson plan for each 3-hour lesson allows you to enter the classroom with more confidence and maximizes your chance of having a meaningful learning experience with your students.

A successful lesson plan addresses and integrates three key components:

Learning Objectives

Learning activities
Assessment to check for student understanding
A lesson plan provides you with a general outline of your teaching goals, learning objectives, and means to accomplish them, and is by no means exhaustive. A productive lesson is not one in which everything goes exactly as planned, but one in which both students and instructor learn from each other. You may refer to an example of a 3 hour lesson plan here.
55.Man over Boat

56.Setting Lesson Aims

Defining lesson aims is the first step to prepare an effective lesson. When you set a clear aim, it is easier to make decisions about materials, procedures and the stages that should be present in the lesson. Setting aims and assessing whether you were able to achieve them or not is also a useful tool for professional development.
In this video, we give definitions, examples and practical tips to help you define suitable lesson aims to your learners and know how to prepare lesson more effectively.

In the video, we talk about SMART aims. SMART aims are Specific, Measurable, Attainable, Realistic and Time-bound. Here are some examples of SMART Lesson Aims:

Linguistic aims:
Linguistic aims focus on the systems of the language: grammar, vocabulary, pronunciation and discourse. If you set a linguistic aim, remember to also state the context in which language is going to be used. Here are some examples:

By the end of the lesson, students will be better able to understand and use the present perfect in the context of past experiences

This lesson aims at helping learners to understand and use comparisons to compare and contrast the cities they live in

By the end of this lesson, students will be better able to use vocabulary to express likes and dislikes

This lesson aims at helping students use contrastive sentence stress to give opinions on controversial topics

57.Phonetic Drills
The structure of the EL lesson and types of lessons

There is no general scheme of the lesson structure which can be obligatory for all lessons.

Some of the stages of a lesson are constant, others can be varied. A constant stage of a lesson is an

involving into language atmosphere. This stage includes various tasks or activities. One of them is a

phonetic drill. The atmosphere of communication created at the beginning of the lesson lasts during

the whole lesson. The dominant place is given to the teacher‗s communicative action related to

motivation, instructions, control and evaluation.

These stages are considered as reasonable from methodical point of view:

1. Involving into the language atmosphere;

2. Explanation of the new material and algorithm of operations and actions with it;

3. Doing exercises as practicing and activating the new material;

4. Writing down and explanation of the homework, summarizing the lesson‗s results and

marking.

In the domestic methodology the following types of the lesson are distinguished116:

1) The lessons are directed to acquire a) language elements on lexical, phonetic and

grammatical levels and language use as a result of this type of a lesson is obtaining the linguistic

competence.

2) The lessons are directed to acquire communicative activity. The aim of this type of a

lesson is forming or developing listening, reading, speaking and writing skills.

3) The lessons which combine previous types of lessons are directed to acquire knowledge,

language sub-skills and communicative skills. In the practice of teaching the preference is given

more to this type of a lesson.

Besides in methodology of FLT the different lesson organization approaches as teaching

models are used: 1) Presentation -> Practice -> Production (PPP); 2) Engage -> Study -> Activate

(ESA); Test -> Teach -> Test (TTT); 4) Task-based approach (TBA).

1. PPP works through the progression of three sequential stages. Presentation stage

represents the introduction to a lesson, and necessarily requires the creation of a realistic (or

realistic-feeling) "situation" requiring the target language to be learned that can be achieved through

using pictures, dialogues, imagination or actual "classroom situations". The teacher checks to see

that the students understand the nature of the situation and then he/she builds the "concept"

underlying the language to be learned using small chunks of the language that the students already

know. Having understood the concept, students are then given the language "model" and engage in

choral drills to learn statement, answer and question forms for the target language. This is a very

teacher-orientated stage where error correction is important.

It is necessary to take into consideration that at the presentation stage of the lesson eliciting

is a useful way of involving the class by focusing students‗ attention and making them think; it

establishes what students know and what they do not know; and it encourages students to make

guesses and to work out rules for themselves. For example, eliciting can be organized on the basis

of a picture, or a headline of the text as a pre-reading activity.

The second stage – Practice usually begins with what is termed "mechanical practice" - open

and closed pair-work. Students gradually move into more "communicative practice" involving

procedures like information gap activities, dialogue creation and controlled role-plays. Practice is

seen as the frequency device to create familiarity and confidence with the new language, and a

measuring stick for accuracy. Thus, learners have practice making sentences with new words

58.Out of Class Activities in teaching foreign language methodology

Background Researchers into the areas of language learning strategies often mention out-of-class strategies in passing, but they are rarely explored in any depth. Naiman et al. (1978) identified the active task approach’ whereby learners involve themselves actively in the language learning task in a number of different ways. These include adding related language learning activities to their regular classroom input, such as reading in the foreign language, listening to tapes in the car, listening to the news, reading novels in L2, and writing to pen-friends. Rubin (1975) identified seven general characteristics of the good language learner, which include such out-of-class strategies as seeking out opportunities to use the language by looking for native speakers, and going to the cinema or to other cultural events. Bialystok (1978, 1981) highlighted the role of out-of-class strategies in language learning, and identified four types of language learning strategies: formal and functional practising, monitoring, and inferencing. Functional practice occurs when the language learner increases his opportunity to use the language for communication, such as going to movies, reading books, or talking to native speakers’ (1981:25). The main aim of the activity is to achieve exposure to meaningful language. Bialystok (1981) carried out a research project regarding the role of conscious strategies in contributing to second language proficiency. It was found that functional practice, corresponding to the use of out-of- class activities, helped improve performance on all tasks accomplished by the subjects. Using Bialystok’s model of second language learning, Huang and Naerssen (1987) undertook a research project in China into the role of functional strategies in the successful development of oral communicative abilities. They discovered that ‘students who were more successful in oral communication reported employing funct’onal practice strategies more frequently than the less successful ones’ (ibid.: 290). Examples of functional practice strategies mentioned in the study include activities such as speaking with other students and native speakers, listening and reading for comprehension, attending lectures, watching films and TV programmes, and thinking or talking to oneself in English.

59.Round Table Discussion

A roundtable discussion is where two or more individuals meet to debate an issue, guided by specific discussion topics within an agenda. A roundtable discussion may be used to receive feedback on the progress of National Water Safety Plan implementation, providing a platform for stakeholders to share their ideas and provide suggestions for future plan implementation. The purpose of a roundtable is to give each participant equal standing in a discussion, enabling them to contribute their perspectives and ideas freely and fully to the conversation. This type of discussion is short in length, usually lasting one to two hours, and is kept to agenda by a facilitator.

When organising a roundtable it is important to:

Invite only relevant individuals to the roundtable; stakeholders who have experience or knowledge on drowning or water safety.

Carefully define topics for discussion within the agenda. If relevant, you may like to ask participants to report on how their delegated aspects of water safety plan implementation are progressing.
Follow the agenda - ensure the group remains focused on the purpose of the roundtable over the duration of the discussions.
Keep discussions brief.
Keep a fast pace to the discussions, encouraging comments from participants to be short and to-the-point – this will help stay within time limits.
Select an experienced, confident and well-informed facilitator. This is particularly important if there are a larger number of participants involved in the roundtable, or if the participants invited have conflicting views on the topic of the discussion.
Ensure the facilitator recognises when certain individuals are not contributing, taking measures to involve them in the discussion. It is essential that each individual feels they have the right to speak and are comfortable in giving their views. This will ensure that all perspectives are considered equally.

It may be beneficial to take notes on topics discussed on a whiteboard at the front of a room over the duration of the roundtable, providing a summary of ideas and comments generated through discussion.

60.Reading Assessment
An assessment that examines a student's decoding skills looks at a child's reading accuracy. One example of this type of measure is to have a student read a passage of text as clearly and correctly as possible. The teacher records any mistakes that the student makes and analyzes them to determine what instruction is needed. Another example of an assessment of decoding skills is to present a student with isolated words and ask them to read each word aloud (Wren, 2004).