Digital technologies


PART 2. METHODOLOGY OF DEVELOPING LEXICAL COMPETENCE



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DEVELOPING LEXICAL COMPETENCE OF GRADE 11 LEARNERS BY DIGITAL TECHNOLOGIES

PART 2. METHODOLOGY OF DEVELOPING LEXICAL COMPETENCE 
BY DIGITAL TECHNOLOGIES 
2.1. ANALYSIS OF THE STATE STANDARDS PROGRAM, TEXTBOOK 
FOR B1 LEVEL (LEXICAL COMPETENCE) 
Achievement of a high level of development of lexical competence is manifested 
in the fact that a person easily uses a fairly large lexical stock of both direct and indirect 
communication, adequately using phrases, proverbs, proverbs typical for native speakers. 
In this chapter, we will analyze textbook F. Rashidova, 2016. 
This course is designed for students in the 11th grade of the linguistic profile. The 
content of the textbook meets the requirements of the State Standard for Foreign 
Languages and also meets the traditions of school education. 
The purpose of the textbook is to ensure the necessary and sufficient level of 
language and, consequently, communication skills of students, to develop readiness for 
effective communication. The textbook aims to improve vocabulary, language practice, 
and the use of information for oral and written texts. 
The analysis of the textbook shows that the same attention is paid to the 
development of vocabulary and skills through exercises, which helps to improve the 
vocabulary of students and helps to ensure the necessary and sufficient level of 
communicative skills. 
Also at the end of the 11th grade, a student must meet the requirements of the 
standard. (shown in Table 1) 
Table 1. 
Competences 
Can do statements 


39 
LINGUISTIC 
COMPETENCE 
OMPETENCE IN 
LANGUAGESKILLS 
Listening By the end of Year 3, 
learners can: understand a 
clearly structured lecture or 
talk within own field, 
understand essential 
information on TV or radio 
programmers or from 
Internet sources in their 
field of interest, identify 
both main points and 
specific information in 
spoken sources in personal, 
academic or vocational 
spheres of life, understand
most aspects of a
conversation or discussion 
between target language 
speakers on a familiar 
general or special topic 
Speaking Spoken Interaction
By the end of Year 3, 
learners can: exchange, 
check and confirm 
information on familiar 
routine and non-routine 
matters with some 
confidence, explain a 
problem and suggest 
solutions, deal with 


40 
unpredictable interactive 
situations: keep up 
unprepared conversations 
and discussions, take part 
in debates and discussions 
on familiar topics, express 
ideas on abstract topics and 
issues in the course of 
discussions, comment on 
the views of others during a 
discussion or conversation, 
give detailed instructions 
and deal with questions 
about them, can conduct an 
interview using questions 
and making appropriate 
comments, can provide 
information, required in an 
interview or consultation 
Spoken Production 
(Monologue) 
By the end of Year 3, 
learners can: give a well-
structured presentation on a 
general or special topic, 
summarise a short story, 
article or discussion, 
develop a straightforward 


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argument well enough to be 
understood 
LINGUISTIC 
COMPETENCE 
COMPETENCE IN 
LANGUAGESKILLS 
Writing 
By the end of Year 3, 
learners can: take notes 
during a lecture which are 
precise enough for his/her 
own use, write a short, 
simple essay on a topic 
related to his/ her fi eld of 
interest, write formal 
letters, business papers 
(application, letters of 
agreement, CVs….), write 
well-structured reports on 
experiences, activities and 
events, write summaries of 
project works, write a story 
Reading 
By the end of Year 3, 
learners can: read longer 
texts in order to locate 
relevant information, and 
gather information from 
different parts of a text, 
identify the conclusions in 
clearly written 
argumentative text, 
recognize the general line 
of argument in a text, read 
relatively long texts for 


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specific information, read 
short newspaper articles, 
Internet texts, etc. for both 
specific and detailed 
information 
LANGUAGE 
ABILITIES 
Lexical
Competence
By the end Year 3, 
learners can: use rhythm 
and intonation (declarative, 
interrogative, negative, 
imperative); dividing 
sentences into meaningful 
chunks, make use of stress 
and intonation for emphasis 
in presentations and 
discussions, recognise 
some accents in the FL 
(e.g. British vs American 
English) 
Phonological 
Competence 
By the end of Year 3 , 
learners can: recognise and 
use vocabulary within their 
field of specialisation, 
recognise and make sense 
of word-building elements 
(compounds, prefixes, 
suffixes, roots) within and 
beyond their specialisation 
Grammatical 
Competence 
By the end of Year 3, 
learners can: recognise and 


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use appropriately all the 
main elements of FL 
grammar that are needed 
for communicative 
purposes 
REQUIREMENTS FOR THE LEVEL OF GRADUATES ON THE FOREIGN 
LANGUAGE — B1+ LEVEL (Table 1)
Student’s Book (F. Rashidova, 2016) – Complete tasks for the graduation of B1 
and B1+ level.
This book contains exercises for students to practise and consolidate the 
language presented for graduates at B1 and B1+. The Student’s Book tasks have to be 
combined with the listening and writing activities. These activities are closely linked to 
graduates’ specialty and the work to be finished by the end of the course. Follow the 
instructions for each unit as they will bring and students step by step practice built on what 
they have done in the first and second years. This time they will divide their paper into 4 
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