Гос экзамен саволлари методикадан

.Activities for Teaching Recognizing Reading
79.Round Table Discussion
80. Activities for Teaching Comprehensive Reading
81.Total Physical Response
82.Activities for Teaching Communicative Writing
83.Puzzle Stories
84.Activities for Teaching Mechanical Writing
85.Teaching Grammar in Context
86.Activities for Teaching Bottom up Listening
87.Teaching Vocabulary in Context
88. Types of teaching foreign language methodology
89.Exercises for Teaching Grammar

90.Teaching Speaking to Young Learners

Before children or young learners learn to speak the foreign language as the first of their output, young children listen to words, phrase or sentences as their first input. This is the first home of foreign words they come in and play in after their first language. Speaking i.e. pronouncing new words is the first skill of all young learners’ activities teachers should recognize. The article discusses how to teach young learners within their classroom. When teaching speaking to your young learners, keep in mind that they might not be very able communicators yet in their first language. Also, children experience a very small world, it’s all about them, their family and maybe what they do in class. For example, in their first language, or L1, they might talk about what they like, don’t like, what they usually do. All their talk is related to real-life and, for them, it’s familiar, and personalised. They rarely initiate conversations with adults unless they want something. Given that children mostly talk about things they are interested in and what relates to their worlds, those are the typical topics they respond to.

As we said earlier, in L1, children acquire a wide variety of vocabulary at great speed around the age of 2 and by the time they are about 5 they have about enough language to show grammar control and lexis needed for basic daily social interaction.

91.Deductive and Inductive Teaching Grammar
In the inductive approach, teachers start with contextualized examples of the target language and elicit the rule from the learners. Alternatively, the teacher may proceed in teaching grammar through a deductive approach by providing the learners with the grammar rule and asking them to come up with examples that demonstrate their understanding of that rule.

Inductive grammar teaching

Inductive reasoning draws conclusions from individual experiences and observations. The truth of these conclusions depends on the truth of the evidence available. For instance, the assumption that there are numerous black ravens may support the conclusion that all ravens are black. However, once we discover a raven that is not black, our generalizations become invalid.

In grammar teaching, inductive reasoning can be of great value. It promotes experiential learning and trains learners to actively try to discover grammar rules by themselves. Once these rules fit their mental structures, they become more memorable because of the effort deployed. The inductive grammar teaching, however, is time-consuming and requires so much effort in the preparation and organization of the lesson. It may also disappoint the type of learners who prefer traditional ways of teaching where the teacher presents and explains the rules.Teaching grammar deductively is teacher-centered. Grammar rules are explained to the learners and then tested. There are advantages and disadvantages to deductive grammar teaching. To start with, this type of teaching is time-saving and straightforward. It is easier for the teacher to present and explain a rule and ask the learners to apply it than to elicit it from them. This can also be appealing to many adult learners who prefer analytical learning to discovery approaches. The deductive reasoning, however, can pose many problems to young learners who are not equipped enough with the appropriate metalanguage. Consequently, rule-driven teaching and grammar explanations may confuse and demotivate them.

92.Teaching Listening to Young Learners
There was time when kids eagerly looked forward to their daily bedtime-story ritual. As a doting grandparent or aunt reads the tiny tot would silently listen, spell-bound by the narrative. Unbeknownst to the child, greater imagination and better flow of thought were qualities being ingrained into him/her, through attentive listening.

Fast-forward to the present day scenario where every one of these kids appear to be super-high on sugar. In this tech-first, intensely competitive world these kids chatter without a pause and provide instant reactions to everything! They have no patience to listen completely and imbibe information, owing to the million distractions around them.

Unfortunately, the current world order is akin to a rat race. To compete in such an environment, we are inadvertently teaching kids to be assertive and loud. So instinctively, kids tend to react even before the person can fully complete a thought. They need to be conditioned to break free of this habit.

It is therefore up to their caretakers and schools to discourage mindless hearing and reward good listening skills. Here is how you can do it:

Step 1: Make Active Listening F.U.N
Step 2: Participation is key to listening
Step 3: Do not repeat the same point
Step 4: Practice what you preach – Be a good role model
At the end of the day, you need to be just as open to listening actively to what the child says to you. Children learn from what they see around them.

Make sure you also teach them to:

• Maintain eye contact

• Politely let the other person speak and internalise what was said
• Keep an open mind and not dismiss anyone’s opinion
• Wait for the speaker to pause before asking questions
• Summarise the entire conversation. This helps the child verify if what he heard is
indeed what the speaker was trying to convey.
93.Odd Man Out
One of the most dreaded questions in the quantitative aptitude exams of all banking and competitive exams is the odd man out series questions. This is because to answer such questions students must follow only reasoning powers and logic, there are no formulas or equations to help you out. However, you can keep a few pointers in mind. Let us take a look at the Odd Man Out Series and some examples.On the surface of it, these Odd Man Out Series questions seem easy enough. You are given five options, and the student simply has to find the odd one out from the given set of options. However, these questions can get quite complex and often confuse the candidates.

Two things to keep in mind when solving such questions. You must thoroughly reason your answer before marking it. Make sure the answer follows basic reasoning and sound logic. Recheck your logic before finally marking the answer.

However, the candidate must also ensure that they do not overthink or overanalyze the answer. This may lead to further unnecessary confusion. Time is precious in these exams and no extra time must be wasted on overthinking.

Generally, in banking exams, there are three types of such Odd Man Out Series questions. Let us take a brief look at these three types of questions with some examples.

94.Tongue Twisters
Tongue twisters are a collection of words or phrases that are difficult to say correctly. They are also a great tool for language learners to use to practise their English pronunciation. These fun phrases can be difficult for even native speakers, with confusing alliteration and combinations of similar words. Practising these challenging sentences out loud will help you to get the hang of various sounds and get your pronunciation just right.

You should start by saying the tongue twister slowly, repeating it and then building up speed. Try to say the tongue twister a few times in a row, as fast as you can, for a bigger challenge. Practise the following tongue twisters several times a day and see if you notice any improvement in your pronunciation.

Start off with some easier tongue twisters:

She sells seashells by the seashore
Rolling red wagons
A proper copper coffee pot
Peter Piper picked a peck of pickled peppers. How many pickled peppers did Peter Piper pick?
95.Project
Project method is one of the most pressing contemporary technologies in teaching foreign languages. It combines the elements of problem-based learning and collaborative learning that allows achieving the highest level of mastery of any subject, and foreign language in particular. Project method forms students' communication skills, culture, communication, the ability concisely and audibly formulate thoughts, be tolerant to the opinion of partners in communication and develops the ability to extract information from a variety of sources, to process it with the help of modern technologies. [1, c. 5]All these factors create language environment that - results in the appearance of the natural need to interact in a foreign language.

Project-based learning does not contradict the traditional ways of learning. It helps to activate students since most of them have an interest for new knowledge. Such kind of motivation - the desire to successfully develop theme of the project - is often stronger than the demands of parents and teachers to study hard in order to get excellent and good marks.

The main purpose of the use of this innovative approach is the ability to effectively master students' foreign communicative competence.

96.Types of Tests
Language testing is a broad category of testing that assesses aspects of a person's ability to understand or communicate in a particular language. Language testing is used for a variety of purposes. In academic settings, language testing can assess a student's current abilities or progress for the purposes of academic placement. In professional settings, language testing can determine whether a candidate has the language skills needed for a job. Whatever the context, language assessments can effectively measure a person's language abilities.There are five main types of language assessments — aptitude, diagnostic, placement, achievement, and proficiency tests.

1. Aptitude Tests

Aptitude refers to a person's capacity for learning something. Language aptitude tests assess a person's ability to acquire new language skills. Because of the nature of these tests, they are more general than most other language tests and don't focus on a particular language. Instead, they assess how quickly and effectively a person is able to learn new language skills.

An employer might use an aptitude test to select the best employees to take language courses so they can aid in the setup of a new international branch or provide bilingual customer service.

2. Diagnostic Tests

Diagnostic tests are aimed at diagnosing the state of a person's abilities in a certain area — in this case, their language abilities. In contrast to achievement and proficiency tests, diagnostic tests are typically given at the start of a language learning course or program.

On a diagnostic test, most test-takers encounter questions or tasks that are outside the scope of their abilities and the material they're familiar with. The results of the test reveal the strengths and weaknesses in one's language abilities. Having a student's diagnostic test results can help teachers formulate lesson plans that fill the gaps in the student's current capabilities. Students can also use diagnostic tests to determine which areas they need to work on in order to reach a higher level of proficiency.

3. Placement Tests

Placement tests share some similarities with diagnostic tests. They are used for educational purposes and are administered before a course or program of study begins. In this case, the application is a bit different. Educators and administrators use placement tests to group language learners into classes or study groups according to their ability levels.

A university may give a placement test to determine whether a new French major needs to take introductory French courses or skip over some courses and begin with more advanced classes. Placement tests are also an important type of test in English language teaching at the university level, since international students typically come in with different English-learning backgrounds and proficiency levels.

4. Achievement Tests

An achievement test evaluates a student's language knowledge to show how their learning has progressed. Unlike diagnostic, aptitude, and placement tests, achievement tests only cover information the student should have been exposed to in their studies thus far.

Achievement tests are typically given after a class completes a certain chapter or unit or at the conclusion of the course. A language teacher may give a final exam at the end of the semester to see how well a student has retained the information they were taught over the course of the semester. Achievement tests are typically graded and are meant to reflect how well the language tester is performing in their language learning studies.

5. Proficiency Tests

Proficiency refers to a person's competency in using a particular skill. Language proficiency tests assess a person's practical language skills. Proficiency tests share some similarities with achievement tests, but rather than focusing on knowledge, proficiency tests focus on the practical application of that knowledge. Proficiency tests measure a language user’s comprehension and production against a rating scale such as the ACTFL, ILR, and CEFR scales.

Whereas most of the tests we've looked at are primarily associated with academic contexts, proficiency tests are useful in a variety of settings. Anyone can take a language proficiency test, regardless of how they learned the language and where they believe they are in their level of competency. Proficiency tests accurately measure the candidate's ability to use a language in real-life contexts.

97.Lexical Minimum
By popular definition, lexical minimum is a useful glottodidactic tool representing a selection of vocabulary to be taught at various language proficiency levels. Practically speaking, such minimums take the form of wordlists, extracted on frequency bases and drafted separately for each educational stage. However, the nature of language acquisition as well as the teaching/learning processes call for a much broader view of the lexical minimum, encompassing its primary, and possibly fundamental, meaning as a lexical competence of an individual and a conceptual measure for its expansion and evaluation. It is therefore claimed that the existing concept of lexical minimum as an exclusively didactic tool is outdated and needs redefining. Moreover, the methodology for a lexical minimum compilation should be revised, mainly on account of flawed compilation procedures applied by some authors. Accordingly, the aim of the present paper is to address some of the issues outlined by clarifying the notion of lexical minimum anew, discussing its multifarious characteristics and suggesting some methodological solutions to its construction.
98.Unique Aim of teaching foreign language methodology
Aims of teaching a foreign language

There are three aims which should be achieved in FL teaching: practical, educational, cultural.

A)The practical aim: the acquisition of a FL as a means of communication. Practical aims cover habits and skills which pupils acquire in using a foreign language.

A habit is an automatic response to specific situations, acquired normally as a result of repetition and learning.

A skill is a combination of useful habits serving a definite purpose and requiring application of certain knowledge.

B) The educational aim: through FL study we can develop the pupil’s intellect. Teaching a FL helps the teacher to develop the pupils’ voluntary and involuntary memory, his imaginative abilities and will power.

C) Cultural aims: learning a FL makes the pupil acquainted with the life, customs and traditions of the people whose language he studies through visual material and reading material; with the countries where the target language is spoken.

99.Principles of Selecting Content for teaching foreign language methodology
Today the professional language teacher has a good grounding in the various techniques and new approaches, and they know and understand the history and evolution of teaching methodologies. The modern teacher will in fact use a variety of methodologies and approaches, choosing techniques from each method that they consider effective and applying them according to the learning context and objectives. They prepare their lessons to facilitate the understanding of the new language being taught and do not rely on one specific «best method».

There are some examples of it:The teacher proposes a variety of exercises, both written and oral, to improve the learner’s accuracy, fluency and communicative ability.

The teacher corrects errors immediately if the scope of the classroom activity is accuracy, but if the scope of the activity is fluency these errors will be corrected later on.
The teacher develops all four linguistic capabilities (reading, writing, listening and speaking).
To improve pronunciation the teacher uses drills, where students repeat automatically the phrases spoken by the teacher.
The teacher helps the student personalize the use of grammatical and lexical elements used in class.
The teacher understands that a didactic program has to include not only grammar and lexis, but also linguistic functions, colloquialisms, idioms, etc.
The teacher introduces exercises of guided discovery for new grammar rules.
At times the teacher may translate – but only if they know both languages very well and believe it is the most efficient way to provide the meaning of a new concept in that moment, especially for abstract ideas.
The teacher is committed to developing a wide range of resources in order to give relevant, stimulating, and productive lessons.
Six principles are suggested for organizing commercial English language courses, and although these principles have all been developed on the basis of experience and teaching practice gained in one country (Ukraine), they may be considered as relevant for commercial English language education wherever it is organized.
100.Interference in teaching foreign language methodology
Language interference (also known as L1 interference, linguistic interference, cross-linguistic interference or transfer) is the effect of language learners' first language on their production of the language they are learning. The effect can be on any aspect of language: grammar, vocabulary, accent, spelling and so on. It is most often discussed as a source of errors (negative transfer), although where the relevant feature of both languages is the same, it results in correct language production (positive transfer). The greater the differences between the two languages, the more negative the effects of interference are likely to be. Interference is most commonly discussed in the context of EAL teaching, but it will inevitably occur in any situation where someone has an imperfect command of a second language.Another type of interference is grammatical interference. For example, the prepositions of the Russian language have an interfering effect on the use of prepositions of the English language; the high meaning of the Russian preposition “в” in English is represented by variously thematic prepositions of time, space, movement (at, on, in; to, in; into, etc.). Of particular difficulty is teaching the correct use of articles in English, in particular definite (the) and indefinite (a, an), since this grammatical category is absent in Russian
101.Ways of Presenting Vocabulary
Children's attention span is extremely short compared to that of adults. Thus your job as a teacher is to use the few minutes you have to present vocabulary as effectively and successfully as you can. Be creative. Be appealing. Be quick. To make sure your students will remember all the new words you taught them, be fun and have fun as well!

Vocabulary Selection

Keep in mind that no matter what memorization techniques you use, children are not able to remember as many words as adults at a time. In most cases, approximately five totally new words seem to be enough to present during a single lesson unit. If you follow a course book, make sure that the new lexical items actually and/or significantly differ from their counterparts in the kids' mother tongue. It makes no sense to prepare elaborate activities for the students to memorize that "computer" is actually "komputer" (Polish). In addition be open to familiarizing the children with the so called "difficult words". For YLs any new word can be memorized as long as they can relate it to something they already know in their own language.Realia
Whenever possible bring realia to the classroom. There is no better way to make a person remember something than to see, smell, touch and taste it. Another way of making the lesson more attention-grabbing is letting the children bring objects of their own. By doing so you will allow personalization and let them have some fun too.

Feel free to invite people to your classroom. If you are teaching professions, ask a doctor or a musician to visit your class and talk about their jobs. The students will be given the opportunity not only to memorize the name of a given profession but learn some other useful words related to it as well.

Miming
Try to create a single movement for (if possible) all the new words presented. Even if it is only waving your hand in a specific way or touching your cheek, the chance that the students will remember a word better is much greater. Another useful idea is making noises related to the vocabulary taught. "Meow" if you want to teach "cat" and "moo" if you teach "cow". With some students the auditory intelligence is more dominant so make sure you facilitate the learning process for them additionally.

102. Teaching foreign language methodology as Science
Methods of Foreign Language Teaching (FLT) is a pedagogical science which studies the regularities of teaching pupils a foreign language in accordance with the data of basic and contiguous sciences with the regard for the peculiarities of aims and conditions of teaching. Methods as a pedagogical science comprises the study of:

aims of teaching a FL;

content of teaching;
methods and techniques of teaching;
means of teaching;
ways of learning and education.
Method is a plan for presenting a certain language material to be learned. The subject “Methods of FLT” deals with Language education that is the teaching and learning of a language. It can include improving a learner's mastery of her or his native language, but the term is more commonly used with regard to second language acquisition, which means learning a foreign or second language. The field of linguistics and teaching in the 20th century is marked by the development of different foreign language teaching methods and approaches. Some have no or small following and others are widely used.

Although modern foreign language teaching has adopted completely new methods, the work of language professionals in the period between 1950 and 1980 contributed significantly to scientific views in the field of second language teaching and learning.

We distinguish General Methods and Special Methods.

General Methods – Methods of FLT irrespective of the language taught (whether it is English, German or French).

Special Methods – Methods of teaching a particular foreign language, in our case Methods of teaching English.

Methods as a science and its relation with other sciences.“Methods of foreign language teaching” is closely related to other sciences such as pedagogics, psychology, physiology, linguistics, and some others. Pedagogics is the science concerned with the teaching and education of the younger generation. Since Methods also deals with the problems of teaching and education, it is most closely related to pedagogics. To study foreign language teaching one must know pedagogics. One branch of pedagogics is called didactics. Didactics studies general ways of teaching in schools. Methods, as compared to didactics, studies the specific ways of teaching a definite subject.

Psychology – the scientific study of the mind and how it influences behavior. If a teacher wants his/her students to speak English, he/she should know the psychology of habits and skills, the ways of forming them. Effective learning of a foreign language depends on the students’ memory. Psychology helps Methods in selecting techniques for teaching and learning, i.e. in how to teach in a most effective way, for example, under what conditions students can learn words, phrases, sentences more effectively, or how to ensure students memorizing new themes in an easier way.