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Teaching dialogue in a secondary school.



The dialogueas a form of speaking which is realized in the immediate exchange of replies between 2 and more persons. Separate replies are interrelated in a D. and are called lines of a dialogue. By a line of a dialogue in linguistics we mean an utterance limited by a change of a speaker. The aim of teaching D. in the secondary school is the development of the skills of

arranging a talk or a discussion according to some real or teaching situation, as well as in connection with the content of what has been read or heard.

D is of double nature.

The tasks for TD should comprise 2 kinds of dialogical skills:

1. the skill of initiating a conversation (or of taking the initiative in striking the conversation);

2. the skill of comprehending and adequately responding to the partner remarks, and, in his turn, of prompting the partner to continue the talk.

Dialogue is also a means of teaching when:

· it is used for practicing the speech materials under supervision of a teacher;

· it is used in a question-answer form (the teacher’s questions and the pupils’ answers).

Билет.

2) A word, as a meaningful language unit, has a definite phonetic structure. The phonetic structure of a word comprises not only the sounds that the word is composed of and not only the syllabus structure that these sounds form, it also has a definite stress pattern. The stress patterns of different words may coincide. Thus the word “mother”, “table”, “happy”, “after” have an identical stress pattern though their sound structures have nothing in common.

3) Speaking exists in two forms: dialogue and monologue. We can represent it as follows:

Oral:1)hearing 2)speaking a) monologue b)dialogue

The syllabus requirement for oral language are as follows:

1) To understand the language spoken

2) To carry on a conversation and to speak a foreign language within the topics and linguistic material the syllabus set.

Speaking is the most difficult part in the language learning because pupils need practice is speaking to be able to say a few words of their own to connection with a situation.

12 билет
1.WORD FORMATION—one of the problems facing any language learner is the vast number of words to learn. Noticing patterns is a good way to learn l-ge:

1)When we know the rules of word formation we can increase our receptive voc-ry;

2)We can increase our productive vocabulary;

3)By knowing about endings (suffexes) & beginning (prefixes) we can learn voc-ry more quicly;

4)When we want to refer both prefixes&suffixes together, we use word ‘affixes’: (Un/under)develop(ment/er/able)

2. THE WAY OF T.Rd - the teacher can use the whole system of exercise for developing pupils ability to read which may be done in two forms – loud and silent. READING LOUD – in teaching reading loud the following methods are observed the phonic the word and sentence methods. SILENT READING- in learning to read peoples widen their eyes. They can see more than a word a phrase a sentence. The eye make faster than the reader is able to pronounce what he see.

13 билет.  Syllabic structures of English words A syllable may consist of one phoneme or a number of phonemes. Four types of syllables are distinguished in English according to the number and the arrangement of sounds:

1) open – no, he, be; 2) closed – odd, it, is;3) covered – coat, mark, sat;4) uncovered – are, or, err - is called phonotactics.

3) The term ‘translation’ is defined as a process of replacing a text in one language by a text in another. This is a very common definition of translation, which highlights its linguistic function. There are following types of translation: (a) translation from the f.I. into the mother tongue;(b) translation from the mother tongue into the f.l. &(c) retranslation. We distinguish:1.Word for word tr., when all lexical units of g.l. replaced by those of the mother tongue.2.Adequate tr. which in contrast with word for word transl. transmits the through expressed in f.l. by means of the corresponding equivalents of the mother tongue.3.Free trans.of the text in the mother tongue that was read/heard in the f.l.4.Literary-artistic tr. is transl. which require speech skills & knowledge, & it cannot be in school requirements.

14 билет.

From stylistic point of view, it is important to classify the English vocabulary, as many stylistic devices are based on the interplay of different stylistic aspects of words. According to Galperin, the vocabulary of the English language can be divided into three main layers: 1. the literary layer 2. the neutral layer 3. the colloquial layer The literary and neutral layers contain a number of sub-groups each of which has a property it shares with all the sub-groups within the layer – this common property is called aspect. The aspect of literary layer is its markedly bookish character. This layer is more or less stable. The aspect of the colloquial layer is its lively spoken character – it makes this layer unstable and fleeting. The aspect of the neutral layer is its universal character - it is unrestricted in its use, - it can be employed in all styles of language, - it can be employed in all spheres of human activity, - it is the most stable layer. NEUTRAL, COMMON LITERARY AND COMMON       COLLOQUIAL VOCABULARY - are grouped under the term standard English vocabulary. a) Neutral Words are used in both literary and colloquial language. They are the main source of synonymy and polysemy (prolific in the production of new meanings). The wealth of the neutral words is often overlooked due to their inconspicuous character but their faculty for generating new stylistic variants is amazing. Unlike all other groups, the neutral words cannot be considered as having a special stylistic colouring, (whereas both literary and colloquial words have a definite stylistic colouring). b) Common Literary Words are mainly used in writing and in polished speech. It is not difficult to distinguish between a literary word and a colloquial word as the literary units, they stand in oposition to colloquial units.

WRITING AS A SKILL Writing as a skill is very important in teaching and learning a foreign language; it helps pupils to assimilate letters and sounds of the English language, its vocabulary and grammar, and to develop habits and skills in pronunciation, speaking, and reading.

Since writing is a complicated skill it should be developed through the formation of such as: the habit of writing letters of the English alphabet (2) the habit of converting speech sounds into their symbols letters and letter combinations (3) the habit of correct spelling of words, phrases, and sentences; 4) the habit of writing various exercises which lead pu. to expressing their thoughts in connection with the task set In forming writing habits the following factors are oi great importance: 1. Auditory perception of a sound, a word, a phrase, or a sentence, i, e., proper hearing a sound, a word, a phrase, or sentence. 2. Articulation of a sound and pronunciation of a word a phrase, and a sentence by the pupil who writes 3. Visual of or letter combinations which stand for sounds.

Pupils should know that the small letters are all made with an unbroken movement of the pen The most difficult thing ior Russian pupils in learning to write is English spelling. The spelling system of a language may be based upon the following principles: Historical or conservative principle when spelling the pronunciation of earlier periods in the history of the language. For example, Russian: Кого, жил: English: busy, brought daughter. 2. Morphological principle. In writing a word the morphemic composition of the word is taken into For example, in Russian: рыба, рыбка; root morpheme is рыб; in English: answered, asked; the affixal morpheme is ed. 3. Phonetic principle, Spelling reflects the pronunciation. For example, in Russian: бесконечный-безграничный. In English: leg, pot


Билет .

The UK is one of the smallest countries in the world. In size it is twice smaller than Spain or France. Its total area is about 245,000 square kilometers, but the population of the UK is over 60 million people.

Four countries that make up the UK are England, Scotland, Wales and Northern Ireland.

England is situated in the central and southern part of Great Britain. Historically it's the most important part of the country. It's also the biggest and the most populated part of the UK.

Scotland is the northern part of Great Britain and it is much smaller than England. Scotland is very close to the Arctic circle. Because of its geographical position Scotland is less populated than England.

Wales is situated in the western part of the island. Northern Ireland is the smallest part of the UK. It has only one-sixth of the territory of Ireland island.

The UK has a parliamentary government based on the Westminster system that has been emulated around the world: a legacy of the British Empire. The parliament of the United Kingdom meets in the Palace of Westminster and has two houses: an elected House of Commons and an appointed House of Lords.

Creative exercises (speech exercises). This is the most difficult type of exercises as it requires creative work on the part of the learners. These may be:

a) Making statements either on the picture the teacher shows, or on objects. For example, the teacher hangs up a picture and asks his pupils to say or write three or five statements in the Present Continuous.

b) Asking questions with a given grammar item. For example, pupils are invited to ask and answer questions in the Past Indefinite.

c) Speaking about the situation offered by the teacher.

For example, one pupil gives commands to perform this or that action, the other comments on the action (actions) his classmate performs.

d) Speaking on a suggested topic.

For example, a pupil tells the class what he did yesterday.

e) Making dialogues using the grammar item covered.f) Dramatizing the text read.g) Commenting on a film-strip, a film.h) Telling the story (read, heard).i) Translating into English

17 билет. The literary vocabulary

English language as the domain divided into two major layers: the literary layer, the neutral layer

and the colloquial layer.

The literary and the colloquial layer contain a number of subgroups, all of which have a certain

property, characteristic of the layer on the whole, that is called an aspect. Thus we say ‘the aspect of the literary layer is its markedly bookish character, the aspect of the colloquial layer is its lively spoken character. Both peculiarities make the first layer more or less stable and the latter – unstable, fleeting. The aspect of the neutral layer is its universal character which means that it is unrestricted in use.

The literary vocabulary consists of the following groups of words:

1. Terms

2. Poetical words

3. Archaic words

4. Foreignisms and barbarisms

Terms

Learned words in English include not only scientific terms, but also special terms in any branch of science, technique or art.

A term – is a word (word-combination) denoting a scientific concept.

Poetic words

Poetic words are words and phrases calculated to imbue ordinary concepts with a poetic nuance.

Their use is confined mainly to poetic style and by their very nature they are monosemantic.

Poetic words are rather insignificant in number. These are mostly archaic words that very rarely

used to produce an elevated effect of speech, their main function being sustaining poetic

atmosphere. Poetic tradition has kept alive such ancient words and forms as yclept (past participle of the old verb clipian- to call), quoth (past tense of cweqan – to speak); eftsoons - soon after, again.

Archaic words – are those that have either entirely gone out of use or some of whose meaning

have grown archaic. Archaic and poetic words are studied mostly by historical linguistics. Written works provide the best data for establishing the changes that happen to a language over time. For example, the following passage from Chaucer’s Canterbury Tales, written in the English of the fourteenth century, has recognizable elements but is different enough from modern English to require a translation. Barbarisms and foreignisms

Barbarisms -are words of foreign origin which have not entirely become assimilated into the

English language. They bear the appearance of a borrowing and are on the outskirts of the literary language. Most of barbarisms have corresponding English synonyms: chic – stylish, bon mot – clever witty saying, ad finitum – to infinity; beau monde – high society.

2. Formative and Summative

Assessment can be placed into formative and summative categories for the purpose of

considering different objectives for assessment practices.

Formative assessment is generally carried out throughout a course or unit. Also referred to as

“educative assessment,” it is used to aid learning. In an educational setting, formative assessment

might be a teacher (or peer) or the learner providing feedback on a student’s work, and would

not necessarily be used for grading purposes. Formative assessments are diagnostic.

Summative assessment is generally carried out at the end of a term. In an educational

setting, summative assessments are typically used to assign students a course grade. These types

of assessments are generally evaluative.

Summative and formative assessment are often referred to in a learning context as “assessment of learning” and “assessment for learning,” respectively. Assessment of learning is generally

summative in nature and intended to measure learning outcomes, and report those outcomes to

students, parents, and administrators.

Assessment of learning generally occurs at the conclusion of a class, course, semester, or

academic year. Assessment for learning is generally formative in nature, and is used by teachers

to consider approaches to teaching and next steps for individual learners and the class.

16 билет. Chronological division of the history of the language.

The history of E. covers the period of over 16 centuries. The most widely spread point of view was excepted by Henry Sweet was the author of a number of works on the E. lang. He proposed the division of history of E. according to the state of unstressed endings: 1 period: Old English-the period of full endings (any vowel could be met in an unstressed ending): sunu, mona. 4 principle dialects were spoken in Anglo-Saxon England: 1) Kentish(the speech of Jutes), West Saxon(South of the river Thames), Mercian(from Thames to the Hamber, exclusive of Wales), Northumbrian 2 period: Middle English(1100-1500)-the period of leveled endings(vowels in unstressed endings have been leveled to the neutral (э)»letter ‘e’: mone, sune). 3 period: Modern English-the period of lost endings: moon, sun.

3.Communicative techniques and activities for foreign language teaching.

Communicative language teaching is a popular approach to language teaching which emphasize using language in the same way that its used in real life. In order words, you put your students in long situations which are as close to real life as possible. Role of the teacher: the teacher facilities the communication in the classroom, and he also acts like an adviser and a guide. Role of the student: students are communications. They are actively engage in trying to make themselves understood and in understanding others. Advantages of that method: 1) Students will be more motivated by learning to communicate. 2) Student will learn to communicate effectively. Disadvantages: no grammar rules are presented. Communicative language teaching shares a number of teaching practice with other approaches: * Role play * Interviews and information exchange * Pair and group work

* Learning by teaching various special skills and knowledge and it cannot be included in school syllabus requirements.

* TYPES OF CLASSROOM ACTIVITIES The range of exercise types and activities compatible with a approach is Communicative unlimited, provided that such exercises enable learners to attain the communicative objectives of the curriculum.

* CLASSROOM ACTIVITIES Information-Gap Activities Jigsaw activities Pair and Group Work

* Emphasis on Pair and Group Work They can learn from hearing the language used by other members of the group They will produce a greater amount of language than they would use in teacher- fronted activities. Their motivational level is likely to increase. They will have the chance to develop fluency Teaching and classroom materials today consequently make use of a wide variety of small-group activities.

* Other Activity Types in CLT Task-completion activities Information-gathering activities Opinion-sharing activities Information-transfer activities Reasoning-gap activities Role plays

18 билет.

2) Polysyndeton is a repetition of conjunction in close succession, for example, when connecting homogeneous parts, or clauses, or sentences. The function of polysyndeton is to impart the idea of equal logical importance of connected elements, e.g.:The looms, and wheels, and hands, all out of gear for an hou--Charles Dickens Asyndeton is a deliberate avoidance of conjunctions. Asyndeton helps to create the effect of terse, energetic, active prose repetition is recurrence of the same word, word combination, phrase for two and more times. Repetition is classified into several types, according to the place the repeated element occupies in a sentence: anaphora: the beginning of some successive sentences (clauses) is repeated, e.g.: repetition (anadiplosis): the end of one sentence (clause) is repeated in the beginning of the following one, e.g.: But the smell of burned dust was in the air, and the air was dry. (J.S.)chain repetition presents several successive anadiplosis, e.g.ordinary repetition has no definite place in the sentence. It emphasizes both the logical and the emotional meanings of the repeated word (phrase), e.g.:successive repetition is a string of closely following each other reiterated units, e.g.: This is the most emphatic type of repetition which expresses the peak of emotions of the speaker.


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