Recommended to defense” Republican Scientific-practical Center of developing the innovational methods for teaching foreign languages

Essential Information
Course title, number, time, days, and location; URL for course Web page, if applicable
Name and contact information of instructor(s) and, if applicable
Pre-requisites late work
Topics outline
Texts, materials, and supplies Assignments and exams
Additional course requirements, such as field trips, seminars, or groupwork Grading scale and policies.
Recommended Information
Caveat, such as “this syllabus is subject to change; students who miss class are responsible for learning about any changes to the syllabus”
Course goals
Sub-section information, if applicable
Supplementary materials, such as study hints , safety guidelines, and onlineresources.
Although the majority of teachers do not take part in the creation of their language curriculum and institutional syllabi, this section shows teachers that their language classes connect to the course syllabus, curriculum content, and national standards. Thus, we believe the national standards are the guiding framework from which the curriculum is constructed. Then, we show there is a difference between a curriculum and syllabus. The former is a smaller subunit of the latter.


4.1.3 Homework task seventeen
In my lesson plan I tried to use pragmatic and sociolinguistic competences along with linguistic competences. In the lead in activity of the lesson plan the teacher writes “Mobile phone” on the board as a brainstorming activity. Asks students to say associate words and phrases. If necessary teacher facilitates. Students tell what they know about Mobile phone, the words and phrases that concern to it.
Then Teacher asks question: What is the difference between “mobile phone” and “cell phone”? in order to find out the difference between BrE and AmE. Students
in pairs investigate the descriptions and compare with their partner show much it is similar or different. Teacher elicits answers and consolidates with short story.
Here teacher addressed the question to linguistic and socio-linguistic competences while working with students and brainstorming their personal perspectives.