Гос экзамен саволлари методикадан

learn to choose the best means solutions (linguistic and non-linguistic) conflict


situations. The game forms the ability to correlate their actions with the actions of


other players, that is, to cooperate.
15. How to Teach Writing
Writing is a key skill. The ability to put words down on paper is a critical skill for success in college and career, but few students graduate high school as proficient writers. Less than a third of high school seniors are proficient writers, according to the National Assessment of Educational Progress (NAEP). Low-income, and Black and Hispanic students fare far worse and less than 15 percent scoring proficient.Teaching argumentative writing involves teaching both argumentation and writing. This means there’s research on how to teach writing, there’s research on how to teach argumentation, and there’s research on the intersection of the two.

Earlier research in this topic often referred to it as “persuasive” writing. More recent research seems to prefer and use the term “argumentative” writing. One reason why is that “argumentative” is seen as a broader term. Persuasion is a particular goal that argumentative writing might have. But argumentative writing is seen to encompass many possible goals: persuasion, but also analysis, collaborative problem-solving, and conceptual clarity. A series of research syntheses and meta-analyses make broadly overlapping recommendations on best practices for teaching writing of all types across grade levels.

There are important nuances further below, but the general picture of best practice based on experimental and quasi-experimental research looks something like the following:

Students need sufficient foundational skills and knowledge (in spelling, typing, content-specific knowledge) and may be taught some of this knowledge in the course of writing. This means that educators in early grades should work on building basic skills in hand-writing, spelling, and typing, and that educators in later grades spend some time focusing on sentence-building skills and incorporate content learning into writing assignments.

Students benefit from a writing environment where they write and edit frequently using word processing software on long pieces of writing that generate student interest. Although students in early grades may by predominantly writing by hand, as they move on to late elementary school and middle school they should transition to typing, which enables more rapid editing. Although work on basic transcription and sentence-building skills is vital, educators also need to assign longer pieces of work as students progress.
Students benefit from clear writing purposes and from having well-defined goals for improvement. This suggests that educators choose writing assignments that have larger purposes beyond simply being submitted for a grade—student writing that is published, displayed, or otherwise shared can improve student motivation. It also suggests that educators carefully structure the revision process. For instance, revision goals like “come up with two more reasons in favor of your argument and one reason in favor of an opposing argument” help students meaningfully revise their papers.
Students benefit from instruction on models of good and bad writing, and through explicit strategies in the writing process: for example, pre-writing techniques, ways of organizing the material, making their reasoning explicit. Educators must correct misperceptions of what writing that focus on the product of writing (instead of the process). And they must be explicit about the strategies that good writers use to ultimately create solid writing.
Students benefit from guidance in genre-specific practices (for instance, diagrams that help students “fill out” both sides of an argument, character sheets that help students flesh out the characters in their narratives, etc.). Educators can’t assume that skill in one genre of writing will necessarily transfer to others; students have to be taught about the expectations and norms of the writing community.
Students benefit from collaborating with each other: editing, receiving feedback, and editing again, or even working in groups to co-write material. Providing feedback to others seems to provide as much or more benefit to writing skill as editing one’s own paper. Educators should focus on teaching students how to edit judiciously and provide feedback in a supportive way.​

16. ICT in teaching foreign language methodology

The use of ICT in learning a foreign language helps to intensify and personalize learning, promotes interest in the subject, makes it possible to avoid subjective assessment. In addition, the ICT contribute to overcoming the psychological barrier of students to the use of a foreign language as a means of communication.
The popularity of the Internet and computer technologies among young people and in society as a whole has created serious grounds for the successful integration of ICT into educational process. When teaching foreign languages an important place is given to ICT, which allows the introduction of new technologies, new techniques, shifting the emphasis to the independent work of a student, making the training diverse. This situation increases the effectiveness of the classroom work and makes the independent work of students more efficient. There is an opportunity to use the Internet as a teaching tool both for training all types of speech activity, and for research work and education.

The application of information and communication technologies in education has, in modern conditions, an increasingly significant impact on the quality and competitiveness of the national education system. The integration of Russian education into the world educational system is connected with the observance of the fundamental international standards requirements.

World practices in the field of new technologies and forms of teaching, methods of educational activities managing and the quality of the learning process, the creation of electronic educational resources are widely used in teaching foreign languages in Russian universities. National standards of the ICT use are coordinated with international standards and regulations.

At the lessons of foreign languages, one should integrate the linguistic, sociocultural and communicative approaches, taking into consideration teaching a foreign language for specific purposes. To achieve these goals, it is very important to use the whole potential of Internet resources.

The Internet offers users various options that can be used by students and teachers: e-mail, participation in videoconferences, publication of research articles in the on-line system, numerous reference catalogs and search systems.

ICT assumes the use of such telecommunication technologies as computer training and test programs, electronic dictionaries for teaching students both professional vocabulary and reading in a special setting; telecommunication technologies, which give students the opportunity to participate in the dialogue of cultures through audio and video conferences.

ICT combines the advantages of various technologies within a single resource placing educational material in the form of electronic textbooks, audio and video files using hyperlinks. Using ICT, a teacher has an opportunity to monitor the knowledge and skills of students in the network, making the learning process more individual.

The undoubted advantage of using ICT is to achieve mobility of learning, because using e-mails and forums, teachers and students can provide feedback, they can receive the necessary consultations, using the time in the classroom more effectively. The use of ICT is more efficient within the framework of a certain model of training, developed in terms of the educational goals.

Training based on ICT technologies is an important competence of a modern teacher.

17.Content of teaching foreign language methodology