Гос экзамен саволлари методикадан

social and political life in their home country, historical, cultural, aesthetic, ethnic standards of


own social and cultural environment, as well as the attitude towards country of foreign


language (Safonova, 2008).


Thus, the formation of sociocultural competence is aimed at the development of trainees'


worldview and understanding of own country history and people and themselves as the bearer


of national values. Formation of trainees’ communicative culture for developing of their spiritual


potential and development of self-education needs. To achieve this, you must follow the basic


principles of sociocultural competence, which are: to teach foreign language communication in


the context of the dialogue of cultures, preparation of students through intercultural dialogue to


peacekeeping and humanization of educational environment. It is compliance with these


principles that creates favorable conditions for the study of culture of the target language


countries relying on world culture and redefining themselves and their own culture in the mirror


of the world culture (Baumer, 2005).
26.Learning in Cooperation Technology
In order to enhance learning, technology must promote cooperation among students and create a shared experience. Technology-assisted cooperative learning exists when the instructional use of technology is combined with the use of cooperative learning groups. Students, for example, may be assigned to cooperative groups of two or three members and given a cooperative assignment to complete a task for which a technology is to be utilized. Positive interdependence is typically established at the terminal so that students are aware of their dependence on other group members in accomplishing their learning goals.


Adding technology to a lesson inherently increases the lesson's complexity. When students participate in technology-assisted instruction, they have the dual tasks of (a) learning how to use the technology (i.e., the hardware and software required by the lesson) and (b) mastering the information, skills, procedures, and processes being presented within the technology. When cooperative learning groups are used, students have the additional task of learning teamwork procedures and skills. The complexity may be worth it. Technology-assisted cooperative learning tends to be a cost-effective way of teaching students how to use technology, increasing academic achievement, giving learners control over their learning, creating positive attitudes toward technology-based instruction and cooperative learning, promoting cognitive development, and increasing social skills. Computers themselves promote cooperative interaction among learners. The composition of the group and the gender of the learners are factors that have been hypothesized to affect the success of technology-assisted cooperative learning. Through technology, individuals in different settings can be network-ed into electronic cooperative learning groups.Cooperative learning may reduce hardware and software problems that decrease achievement when students work alone (Hativa, 1988). Students naturally form groups when learning how to use a new technology or software program (Becker, 1984). When technology-assisted lessons require complex procedures (such as learner-controlled lessons), cooperative learning promotes greater mastery of the procedures than does individualistic learning. Trowbridge and Durnin (1984) found that students working in groups of two or three seemed more likely to interpret program questions as the authors of the materials intended. Discussions of multiple interpretations tended to converge on the correct interpretation. Hooper (1992) reported that students were frustrated and could not master the computer-assisted lesson when they worked alone with a learner-controlled lesson. Dyer (1993) compared structured cooperative pairs, unstructured cooperative pairs, and individuals completing a computer-assisted series of math problem-solving lessons. Structured cooperative pairs communicated more frequently and used the computer more efficiently and skillfully than did the unstructured cooperative pairs or students in the individualistic condition. McDonald (1993) found that students in the learner-controlled/cooperative learning condition selected more options during the lesson and spent more time interacting with the tutorial than did the learnercontrolled/individual learning condition. When teachers wish to introduce new technology and new software programs of some complexity, they will be well advised to use cooperative learning. Hooper, Temiyakam, and Williams (1995) found that cooperative learning established a mutually supportive learning environment among group members in which both cognitive difficulties and navigational disorientation were overcome in using the computer to complete a symbolic-reasoning task. Students studying alone had greater difficulty reading and understanding lesson directions, used the help option more often, and required more attempts to master embedded quizzes than did students in cooperative learning groups. Generally, this evidence indicates that students will learn how to use hardware and software more quickly and effectively when they learn in cooperative groups rather than alone.
27.Links of TFLMM with other Sciences
28.Fishbone
A fishbone diagram is a visualization tool for categorizing the potential causes of a problem. This tool is used in order to identify a problem’s root causes. Typically used for root cause analysis, a fishbone diagram combines the practice of brainstorming with a type of mind map template. It should be efficient as a test case technique to determine cause and effect.

A fishbone diagram is useful in product development and troubleshooting processes, typically used to focus a conversation around a problem. After the group has brainstormed all the possible causes for a problem, the facilitator helps the group to rate the potential causes according to their level of importance and diagram a hierarchy. The name comes from the diagram's design, which looks much like a skeleton of a fish. Fishbone diagrams are typically worked right to left, with each large "bone" of the fish branching out to include smaller bones, each containing more detail.

29.Discourse Competence
Discourse competence is generally a term referring to the ability to understand and express oneself in a given language. Experts point out that there are different varieties of discourse competence that measure different aspects of communication. An examination of this subject shows how well an individual can communicate in a given context. The word “discourse” is a general one that covers conversations and other kinds of communication involving multiple parties.There are many different components to overall discourse competence. For example, those who are examining this kind of skill or competence might study how individuals process many different phrases or verbal ideas, such as those that announce narratives, those that express specific emotions or feelings, or any of the wide range of idiomatic or slang phrases that are frequently used in a particular language. When measuring discourse competence in real-time, it can be helpful to note whether an individual struggles with a specific kind of phrase or idiom.
30.Spelling Bee
A Spelling Bee is a competition where contestants are asked to spell words. They provide a great way for students to learn new words and raise money at the same time. The competition standard can be set to suit primary or secondary school students. Charge students to take part and parents to come and watch

Initial heats can be held within the school with each classroom holding a class Spelling Bee . The top 3 students from each class can qualify to compete in the school Spelling Bee which could be divided into a junior and senior section, i.e. first to third class/year and fourth to sixth class/year.Gather a list of words to be used for the competition. You might consider an overall theme or different themes for different rounds of questions. The list should include the pronunciation of each word, the definition and a sample sentence that uses the word correctly.

All spellers competing in the competition are given a number to determine their spelling order. The numbers are randomly drawn from a hat.

Spellers are seated in numerical order facing the pronouncer and the audience (if there is one). Starting with speller number one, each speller is called in turn to the front of the group and the pronouncer reads the word they are to spell.

The speller is given the opportunity to ask for the word to be repeated, the definition of the word and for the word to be used in a sentence. The speller then spells the word. Once the speller has started to spell the word, he or she may stop and start over from the beginning, HOWEVER, there can be no changes of the letters already spelled or the order in which they were first spelled.

If the speller spells the word correctly they return to their seat. If they spell the word incorrectly, the pronouncer gives the correct spelling of the word and the speller then joins the audience.

31.Compensatory Competence

Compensatory access skills allow students with visual impairments to access and communicate information about the world. These skills encompass the following areas such as concept development, spatial awareness, listening skills, study and organizational skills, and use of specialized materials and equipment.
Disability-specific compensatory skills refer to the use of strategies, techniques, and adapted materials that students with visual impairments need to access the general education and common core curricula. These include the specific reading and writing methods of braille, regular print, regular print with optical devices, large print, and voice output technology.

Students who are blind or visually impaired may use one or more of these literacy media depending on the demands of a specific task or situation. Compensatory skill areas also include listening and speaking, study and organization, concept development, and spatial understanding.Students with visual impairments cannot access the same books and instructional materials provided to fully sighted children in the classroom. Therefore, teachers of students with visual impairments assess the learning strengths and needs of their students to determine which learning media are the most appropriate and efficient for each. Children with visual impairments must be able to effectively use a variety of strategies and tools to access information, including visual, tactile, and auditory materials. Otherwise, these students will be unable to access the core curriculum and make academic progress.

32.Discussion
Discussion methods are a variety of forums for open-ended, collaborative exchange of ideas among a teacher and students or among students for the purpose of furthering students thinking, learning, problem solving, understanding, or literary appreciation.Participants present multiple points of view, respond to the ideas of others, and reflect on their own ideas in an effort to build their knowledge, understanding, or interpretation of the matter at hand.

Discussions may occur among members of a dyad, small group, or whole class and be teacher-led or student-led. They frequently involve discussion of a written text, though discussion can also focus on a problem, issue, or topic that has its basis in a “text” in the larger sense of the term (e.g., a discipline, the media, a societal norm). Other terms for discussions used for pedagogical purposes are instructional conversations (Tharp & Gallimore, 1988) and substantive conversations (Newmann, 1990).

A defining feature of discussion is that students have considerable agency in the construction of knowledge, understanding, or interpretation. In other words, they have considerable “interpretive authority” for evaluating the plausibility or validity of participants responses.

33.Method in teaching foreign language methodology
There are three teaching methods that dominate the business of language instruction: the Direct Method, the Grammar-Translation Method, and the Audio-Lingual Method. Deciding which is the best method is difficult because each has strengths and weaknesses, and the nature of a student’s goals will determine which is best for that student. Although many language-training sources may speak about exclusive or unique approaches, with few exceptions they are using one of these three methods. We conducted extensive research on the subject of teaching methods for our online language training programs. Here is a description of the three primary language teaching methods along with our analysis of the strengths and weaknesses of each one:

The Direct Method

The Direct Method is also known as the Oral or Natural method. It’s based on the active involvement of the student in both speaking and listening to the new language in realistic everyday situations. The process consists of a gradual acquisition of grammatical structure and vocabulary. The learner is encouraged to think in the target language rather than translate. He or she hears and uses the language before seeing it written.

The Grammar-Translation Method

This method grew from the traditional method of teaching Latin and Greek.The Audio-Lingual Method
This self-teaching method is also known as the Aural-Oral method. The learning is based on repetition of dialogues and phrases about every day situations. These phrases are imitated, repeated, and drilled to make the response automatic. Reading and writing are both reinforcements of what the learner practices.
34.Computer Games in teaching foreign language methodology
Although children's use of computer games as tools for learning foreign languages (FL) is on the rise, we know little about which game elements aid in the FL-learning process. Adhering to Pinter's (2014) call for conducting research with children as opposed to research on children, this study asked children working in groups to design computer games to help them learn FL vocabulary. Our aim was to better understand the elements and structures that, from children's points of view, are both attractive and effective for FL learning.The participants were 82 sixth-grade students (11–12 year olds) enrolled in a public primary school in Japan. The children first discussed and identified game elements and vocabulary learning elements while examining existing games. Next, they worked in groups to design computer games based on the elements they identified, presented the game designs in class using storyboards, and evaluated their own game designs and those of their peers. The children identified 16 game elements and 8 learning elements. Among the learning elements the children identified were repeating/reviewing, using multiple modalities and means, and having control over their own learning. Game elements valued by the children included challenging, fantasies, self-control, instant feedback, and applause.
35.The System of Exercises
A competently constructed, impeccable speech of a person is his business card, an indicator of education. This statement has been living for more than a decade and is applicable to the culture and language of any country. The general linguistic culture of a person is the admission into the world of another language. Every language of the world has many common sections, objects, phenomena. One of the most difficult sections for each language is grammar. Like no other language section, the grammar requires logic, completeness, accuracy of expression. Therefore, in the process of teaching English it is especially important to pay close attention to the pronunciation, the development of lexical skills, and teaching the grammatical side of the subject. Specific activities that learners acquire in the process of studying the subject «foreign language» is communicative (speech) activity. Learning grammar aims to teach the learner to speak correctly and to understand perceived text. This means that the task is not to master the grammatical system of a foreign language, all forms and constructions, but to develop the skills and skills of grammatically correct speech. According to the definition of E. I. A passive, grammatical skill is the ability of the speaker to instantly choose a model adequate to the speech task and formalize it according to the norms of the given language. The problem of the formation of grammatical skills is constantly attracting the attention of teachers and methodologists, since the grammatical skill is an integral part of any speech skill and, undoubtedly, affects the effectiveness of both the understanding of the stranger and the construction of one's own speech. Without grammar, the mastery of any form of speech is not conceivable, since grammar along with vocabulary and sound composition is the material basis of speech. Mastering the grammatical structure of the studied language is necessary, in order to practically use this language. At the same time, the goal of learning grammar when installing for practical use is the formation of grammatical skills. Language training must necessarily correspond to the fact that speech is a definite reaction in a certain situation, therefore situational grammar should become the basic principle of teaching a foreign language not only for reasons of the theory of linguistics, but also according to the requirements of didactics. The use of situation with regard to the formation of grammatical skills provides the following: First, the lesson in the formation of grammatical skills is grammatical only in terms of the material, in spirit it must be verbal. It is situational grammar that can realize this principle. Secondly, situations not only motivate the student to perform various actions, but also contribute to the emergence of such quality as flexibility, i.e. Ability to «turn on» in a new situation, the ability to function on new material. Thirdly, situations allow us to activate certain grammatical structures without focusing on them, develop imagination, force learners to formalize their thoughts in a foreign language using certain grammatical phenomena.

36.Debate

Engaging students in discussion and debate encourages students to create their own understanding of the content and connect it to their experiences. Learning is improved when students are encouraged to form opinions and develop their own ideas about the content. By including discussion and debate-style activities in your classes, you are encouraging students to think about the connect more deeply and gain broader insight through the shared ideas and different perspectives of others.

The effectiveness of an in-class discussion or debate relies heavily upon the level of planning undertaken before class. Students may feel uncomfortable disagreeing publicly, so try begin with generic discussions to allow students to build confidence. Discuss different roles and encourage students to take on moderator role. When planning your discussions, consider:

What content do you want students to focus on?

What questions can you ask to inspire a rigorous conversation or debate?

Will students need time to prepare in advance?
Will students need guidance with how to ask probing questions?
In-class discussion examples:
A mid-point summary or reflection could be provided by a student, for 1 minute, part way through a discussion. This student could then pose a question to continue the discussion or move it in another direction.
Find a short reading or article that offers a controversial perspective. Ask students to read prior to class or quickly at the commencement of the activity. Prepare some questions to help open the conversation.
Provide a case-study or scenario for students to read. Create roles or characters that each look at the scenario from a different perspective. Have students form small groups and assign each group a character. Have students respond to the whole class, showing the scenario from the position of their character. As a class, discuss the different points-of-view and see if the class can find a resolution. Consider assigning some students the role of discussion mediators, who propose compromises and help the class to identify key points and common ground.
In-class debate examples:
Class debates often work best in small teams.

One team arguing for and another team arguing against the issue. The remaining students will be the non-debating audience.

Allow the teams time to work together prior to the debate, so that they can determine arguments for or against a given topic.
Each member of the team is given the opportunity to present one argument on behalf of their team.
Arguments should be timed, approximately 3-5 minutes per person.
Allow time for rebuttals and responses, approximately 1 per person.
Include the class in creating a clear set of rules, timings and guidelines for the debate. Non-debating students should work together to create guidelines for how the debate will be judged, evaluated and how feedback will be provided
37.Teaching Aids
Using teaching aids helps the learning process and brings variety to a lesson. Teachers are advised to use the following teaching aids while teaching EFL classes:

1. The Course Cassette:

This is an essential aid to the teachers. It contains a recording of dialogues, reading texts…. etc. in the Students’ Book by native speakers. References are made to use in each lesson note.

The teacher should play the cassette at home first to familiarize himself with the sound of the language, to give him a good model of pronunciation for his students.

The teacher should play it in class to give a model for the dialogues or to expose his students to the longer reading passages.

The main advantages of course cassette are as follows:

Students will hear native speakers of English, with correct pronunciation, rhythm, stress, and intonation.

They will also get used to hearing different voices speaking English.
Playing the cassette for the listening activities is obviously much better than reading the listening texts by the teacher.

Teachers must be careful about using the cassette in the reading lesson. If they play it or read the text aloud before the students do the reading tasks, they are practicing listening, not reading.

Teachers can play the cassette, or read the passage aloud, only after students have done and checked the reading task.

2. The Board:

The board is a visual aid. What is written on the board helps to reinforce learning, so teachers ought to think carefully about what they write (the form of a new word, model sentences, etc.) and how they write it (the position on the board and a good model of handwriting).

Quick drawings on the board are often a good way to show meaning.

Teachers must remember that what is written on the board will be before the students’ eyes for the rest of the lesson unless the teacher removes it, so he should clean the board regularly during the lesson to prevent attention from being focused on what is no longer relevant.

3. Flashcards, Pictures, Wall Charts, Real Objects, Maps:

Any visual aids the teacher prepares and brings to class will help to make the language more alive.

Pictures can be used for presenting the meaning of new words, for quick drills, for revision, and for encouraging wider discussions.

Word cards will give a variety of presenting the written form of the target language, practice spelling and structures, and sequencing exercises.

Teachers can encourage students to help in preparing or bringing some visual aids or real objects.

38.Brainstorming
Brainstorming is an excellent teaching strategy to generate ideas on a given topic. Brainstorming helps promote thinking skills. When students are asked to think of all things related to a concept, they are really being asked to stretch their thinking skills. All too often, a child with special learning needs will say they don't know. However, with the technique of brainstorming, the child says what comes to mind as it relates to the topic. Brainstorming promotes success for students with special needs as there is no one right answer.
Brainstorming allows students to think critically about ideas and solutions, form connections, and share ideas with peers. Often, there are no wrong answers when brainstorming; in this way, students are able to freely express their thoughts without fear of failure. Brainstorming activities include listing, free writing, outlining, mapping/webs, and pro-con grids. Methods used for brainstorming and sharing include:

physical writing/drawing tools like paper, posterboard, or whiteboard


digital writing/drawing tools like Word, Photoshop, or any ideas-mapping software

collaborative tools like Google hangouts, Google docs, WebEx

Brainstorming sessions can be run in both online and face-to-face classes, during both synchronous and asynchronous schedules. Synchronous collaboration tools like Google Hangouts or WebEx help facilitate this activity online. Even Twitter, Pinterest, and Facebook can be used to collect brainstorming ideas from the class. Likewise, tools like Google drive (which can be instantaneous) or NYU Classes (which would be better used in a asynchronous brainstorming activity) can allows the instructor to display students’ shared and synthesized ideas.
39.How to Teach Vocabulary
Words are the building blocks of a language, and as such, the acquisition of vocabulary is extremely important. Through building vocabulary, students can express themselves more fully and with more confidence. Conversely, having a limited vocabulary can negatively affect how students are able to communicate.

Teaching vocabulary should go beyond a focus on the direct teaching of vocabulary through common methods such as using word searches, crosswords, gap-fills, and vocabulary journals where students write definitions of new words. While these have their place, other approaches such as exposure to target vocabulary in context can be more effective. It is also useful to focus on practice that requires students to use target vocabulary through the productive skills of speaking and writing. This aids deeper and more permanent acquisition.

Teaching vocabulary is a broad and complex topic. This article aims to introduce some useful and practical ideas to help make this important area of language teaching a little easier. The article begins by introducing some simple but effective exercises for teaching vocabulary, and then continues by discussing the issue of vocabulary acquisition, the needs of learners according to level, learning through context, and the use of two well known word lists.

What are some useful approaches to teaching vocabulary?

A good place to start is by using some simple but effective ideas suggested by Paul Nation, a widely respected expert on the subject of vocabulary teaching. Below, he suggests some useful vocabulary learning exercises that require little or no preparation. Before using these exercises, he offers some advice on how to select target words for these exercises.

Choosing the words

1. On a rotational basis, appoint a special vocabulary secretary whose job is to identify difficult words encountered in class for future attention.

2. Select words that have appeared in classwork and materials in the last week or two.

3. Select words that you believe are important for students to know.

Once target words have been identified, employ a combination of the exercises below which are grouped according to some of the key criteria for what it means to 'know' a word.

40.Story Telling
Storytelling is the original form of teaching and has the potential of fostering emotional intelligence and help the child gain insight into human behaviour. Storytelling also promotes language learning by enriching learners' vocabulary and ac- quiring new language structures. The storytelling method is the study of a language using small stories on various

topics. Storytelling method is an inevitable part of English Language classes. [2.1] Stories

allow the use of authentic material, help to work out grammar and vocabulary, contribute

to the development of imagination, speaking, listening, and writing. This technique is

perfect for a variety of age groups, children, as well as adolescents and adults. The

atmosphere in such classes is the most laid-back.

The teacher reads a story, a fairy tale, a story in front of the whole class. At the same

time, he changes the voices for different characters in the story, uses gestures, emotions,

involves students in the process, asks questions, together with students, and predicts what

will happen next. Fairy tales are a mighty industry today together with their film and

video adaptations. They provide texts rich in language figures loaded with valueformative associative meaning.[3.1]This reading of the book aloud is great for younger

students and helps them further cope with Extensive reading. That is how we most often

read large texts in a textbook, all phrases and paragraphs are read in whole and in a row.

Usually with this type of reading we are not distracted by the search for unfamiliar

English words. This process helps to understand the general meaning and enjoy getting

new information.

In the English-speaking world, storytelling is used as a method called TPR

Storytelling (Teaching Proficiency through Reading and Storytelling) or TPRS. The teacher

told story with simple English to explain each event and showed students the picture in

the story book. The students are quiet and listen. Also, teacher used funny voice to interest

the student. So, from this activity the writer knew the difference between the story telling

using story book and using TPRS method. The teacher uses English to tell the story[4.81]

Listening and storytelling develops imagination, vocabulary, motivates, and serves

as a bridge between fantasy and reality.

How does storytelling work in an English lesson? Here are a few types of tasks.

1. The teacher reads a story, a fairy tale, and a story as listening.

2. The teacher tells the story as a warm up, introducing the topic or presenting new

vocabulary and grammar.

3. Students themselves make up a story (verbally or in writing) from a series of pictures,

phrases, comics, or using story cubes.

4. After reading the text, students retell the story, relying on images, keywords.

The reading person is a thinking person. Children love to listen and read different

stories, short stories, and fairy tales. In this case, ideal conditions are created for

introducing language material in a context, for training children in the use of lexical units,

grammatical structures, and for developing listening skills. At the same time, reading is

not only entertainment, but the process of educating one’s own soul, requiring the child to

work mind and heart, empathize, comprehend, and search for answers to the questions

posed by the author. Therefore, at the present stage, it is important to find reserves for

increasing the educational potential of the subject “Foreign Language” and, in particular,

of such an aspect as reading foreign language texts and discussing what has been read.

Learning foreign languages through storytelling can be a great way! After all,

41.How to Teach Grammar
Successful grammar implementation occurs over time and across varied contexts. Teachers should allow multiple opportunities for students to make mistakes, receive feedback, and improve their skills.Every day, teachers should plan to include some type of try, adjust, and try again feedback loop. A typical schedule might look like this:For instance, let's imagine that the desired learning outcome is for students to be able to combine sentences in a variety of ways.
On Monday, the teacher provides a relevant, real-world writing prompt to the students. This low-risk prompt gets students writing. The teacher writes along with the students in order to model the thinking and actions behind approaching a writing prompt. Then, the teacher introduces different ways that the students might combine sentences. Students choose an approach and begin re-writing, applying this sentence combining skill. The teacher walks around the room, confers, and provides immediate feedback to students.
On Tuesday, the teacher provides a second relevant, real-world writing prompt and students apply the sentence combining skill they practiced on Monday. The teacher models this for the students and writes with them. The teacher asks the class to use another sentence combining skill from Monday and students begin re-writing, applying the sentence combining skill. The teacher walks around the room, confers, and provides immediate feedback to the students.
On Wednesday, the teacher provides a third relevant, real-world writing prompt and has students apply the sentence combining skills they practiced on Monday and Tuesday. The teacher walks around the room, confers, and provides immediate feedback to the students.
By Thursday, the teacher will have a solid collection of data from students regarding who does and does not know how to combine sentences. On this day, the teacher can plan extension and remediation activities so that all students are practicing the specific skills with which they need help.
Friday can be used for summative assessment.
This schedule serves only as an example and can be extended or shortened depending on the grammar skills being taught. The outcomes remain the same: to allow students time to write, to incorporate both formative and summative assessment, to have students purposefully practice a skill, and to provide timely feedback that students can apply immediately. Using this schedule, teachers in every content area can provide students with time to write and and can provide them with feedback specific to the rhetorical contexts of their content.
42.Six Hats
The Six Thinking Hats technique gets you to look at a problem in six different ways. It takes you and your team beyond any instinctive positions, so that you explore a range of perspectives. That way, you can carefully consider each one, without having to argue your case or make snap decisions about what's "right" or "wrong."

By the time you've tried out all six hats, you should have a rich collection of insights that will help you to decide your next steps.

Here's what each of the Six Thinking Hats represents:

Blue Hat: "the Conductor's Hat"
hats gif
When you or your team are in blue hat mode, you focus on controlling your thinking and managing the decision-making process. You have an agenda, ask for summaries, and reach conclusions.

Green Hat: "the Creative Hat"

hats gif
The green hat represents creative thinking. When you're "wearing" this hat, you explore a range of ideas and possible ways forward.

Red Hat: "the Hat for the Heart"

hats gif
This hat represents feelings and instincts. When you're engaged in this type of thinking, you can express your feelings without having to justify them logically.

Yellow Hat: "the Optimist's Hat"

hats gif
With yellow hat thinking, you look at issues in the most positive light possible. You accentuate the benefits and the added value that could come from your ideas.

Black Hat: "the Judge's Hat"

hats gif
This hat is about being cautious and assessing risks. You employ critical judgment and explain exactly why you have concerns.

Tip
The black hat is one of the most powerful hats, but it's often overused. Make sure that you and your team can justify any critical or cautionary comments, so that this mode of thinking doesn't dominate your decision making.White Hat: "the Factual Hat"

hats gif
The white hat represents information gathering. Think about the knowledge and insights that you've collected already – but also the information you're missing, and where you can go to get it. Some colors have cultural implications, so you may have to pick new colors for one or more of your hats. In China, for example, a green hat can mean an unfaithful spouse. And you might decide to change the black hat to grey, so as not to associate black with faultfinding.

It's fine to use any colors that are appropriate for you and your team – just as long as all six are different, and you stick with the same colors each time you use this technique.

43.How to Teach Pronunciation
Teaching English pronunciation is a challenging task with different objectives at each level. This guide on how to teach pronunciation provides a short overview of the main issues to be addressed at each level, as well as pointing to resources on the site, such as lesson plans and activities, that you can use in class to help your students improve their English pronunciation skills. Following each level are a few suggestions for level appropriate activities. Finally, the best way to help students improve their pronunciation skills is to encourage them to speak English as much as they possibly can.At the beginning level, English learners need to focus on the basics of pronunciation. In general, the use of rote learning is best for this level. For example, the use of grammar chants is a great way to help students pick up pronunciation skills through repetition. Teaching the IPA (International Phonetic Alphabet) is too challenging at this point as learners are already overwhelmed with the challenges of learning a language. Learning another alphabet for pronunciation is beyond the capability of most beginning level English learners. Certain patterns such as silent letters in English and the pronunciation of -ed in the simple past is a good starting point for future pronunciation drills. Students should also learn the difference between voiced and voiceless consonants
44.Tongue Twisters
A tongue twister is a phrase that is designed to be difficult to articulate properly, and can be used as a type of spoken (or sung) word game. Additionally, they can be used as exercises to improve pronunciation and fluency. Some tongue twisters produce results that are humorous (or humorously vulgar) when they are mispronounced, while others simply rely on the confusion and mistakes of the speaker for their amusement value.
A sentence or series of words that is hard to say correctly is called a tongue twister in English. Children love tongue twisters and challenge their friends to try to say them fast several times in row. For English learners, tongue twisters are a fun way to work on one or two sounds at a time to get the pronunciation just right. Start by saying the tongue twister slowly, then try to speed up. Once you can say a tongue twister through, try to say it twice or three times in a row for a bigger challenge.
45.Assessment in teaching foreign language methodology
Assessment is one of the most important aspects of language teaching and learning. Assessment has two main purposes: to make summative evaluations and to provide instructional feedback to help learners progress. Both summative and formative assessments can be formal (standardized) or informal (classroom-based).Assessment is the process of documenting in measurable terms, knowledge, skills, attitudes and beliefs. The term assessment is generally used to refer to all activities of the learners. It can focus on the individual learner and also on the learning community (class, workshop or other organized group of learners). Assessment in education is an action to determine the importance, size, or value of gained knowledge and speech skills and subskills. The final purpose of assessment practiced in education depends on the theoretical framework of the practitioners and researchers, their assumptions and beliefs about the nature of human mind, the origin of knowledge and the process of learning. Assessment brings benefit to both the teachers and learners. By controlling the process of teaching, learners’ knowledge, skills and subskills a teacher is able to work out new, more effective ways, methods of teaching a foreign language. Assessment helps the teacher to prove his ideas, methods on organizing teaching to foreign languages.

46.Memory Game

Memory activities are great to help your child focus on attention to detail and improve concentration. Here you’ll find a wide selection of memory-based activities and games for children and parents to use at home. Instantly downloadable with easy-to-follow instructions, each of these resources has been designed by teachers to help save you time at home.


Just one of the amazing resources on offer in this collection is this fantastic holiday-themed memory game. Or, our handy alphabet-themed What’s on the Tray Activity will bolster your child's ability to recite and remember each letter of the alphabet. Memory games are a fantastic way to help your child improve their cognitive skills - and they are great fun too.