Exam

1.Basic documents that regulate the process of teaching English at school.

1) The Common European Framework (CEFR) retified in 2011 in which the

Educational Standarts were developed and applied for the first foreign
language ( Загальноєвропейські рекомендації з мовної освіти: вивчення,
викладання, оцінювання)
2) National educational programme “Education of the 21th century”
(Державна анціональна програма «Освіта» (Україна 21 століття)
3) Закон України «Про освіту»
4) Закон України «Про загальну середню освіту»
5) Державні стандарти (Новий державний стандарт, затверджений урядом
у 2018 році)

2.Content of foreign language teaching

The practical aim in foreign language teaching is the developing of

communicative competence – ability to communicate in the real life situations.
Competence is the sum of knowledge, skills and characteristics that allow a person
to perform actions.

Communicative competence includes the following competences: linguistic,

speech, linguasociocultural, and academic-strategic.

1)Linguistic competens includes 3 competences: grammar (knowledge of

grammar structures and a skill to implement them in fluent speech), lexical (deals
with knowledge of lexical or vocabulary items ans their meaning and the ability to
use them appropriately), phonological (knowledge and skills of perception and
production of sounds (phonemes) of the language and ways of their
implementation in a specific context (allophones), phonetic characteristics of
phoneme distinction, phonetics of the sentence (prosody), the stress and rhythm of
the phrase, intonation, phonetic reduction, peculiarities of pronunciation of various
dialects.

2)Speech competence focuses on the development of competence in listening

(input), speaking (output), reading (input), writing (output), translation and
mediation.

3)Linguasociocultural competence includes several competences:

sociolinguistic, sociocultural and social. Sociolinguistic competence - ability to
select and use appropriate language forms and means depending on the purpose
and the situation of communication taking into account the social roles of
participants of communication. The sociocultural competence is the body of
knowledge about the country of target language, national and cultural features of
social and language behavior of native speakers, and ability to use this knowledge
in communication, taking into account rules of behavior, norms of etiquette, social
conditions and behavior stereotypes of native speakers. Social competence - the
ability to join in communicative relationships with other people, orientate to a
social situation and manage it. It involves the willingness and desire to interact
with others, self-confidence and ability to put oneself in another's place and the
ability to manage the situations that arise; it is important to create a sense of
tolerance, that is, willingness to listen to and understand the point of view that
differs from yours.
4)Academic-strategic competence is the knowledge of different learning
and communication strategies and skills to use them in the process of foreign
language learning and in situations of real intercultural communication. This
competence consists of two competences: academic and strategic. Academic
competence - the ability of a learner to use rational methods of mental work,
strategies for mastering the speech, linguistic and linguasociocultural competences;
improve him/herself in intercultural communication independently. Strategic
competence - the ability to use strategies of intercultural communication.
 The content of foreign language teaching responds to the questions: “What
to teach” ans it is determined by the aims of teaching.

3. Aims in teaching foreign language

The practical aim in foreign language teaching is the developing of

communicative competence – ability to communicate in the real life situations.

The achievement of practical aims in FLT makes possible the realization of

educational, cultural, and developing (formative) ones.

Educational aims help the pupils extend their knowledge of the world in which
they live. Cultural aims develop the pupils’ mental capacities and intelligence in
the process of foreign language learning. Formative or developing aims help
develop in learners sensual perception, motor, kinesthetic, emotional and
motivating spheres.

Розвиваюча мета передбачає розвиток у учнів:

-мовленнєвих здібностей (фонетичного слуху, мовної здогадки, імітаії,

логічного викладення думок тощо), інтелектуальних і пізнавальних
здібностей (різних видів пам'яті – слухової і зорової, оперативної і тривалої,
уваги – довільної і мимовільної, уяви тощо)

-готовності до участі в іншомовному спілкуванні

-готовності до подальшої самоосвіти в галузі володіння іноземними мовами.

-розвивати психологічний аспект учнів

Виховна мета:

-формування відповідних соціально-політичних поглядів учня, почуття,

ставлення до морально-етичних категорій, до навколишнього світу.

-формувати почуття патріотизму

-виховувати самостіність
-прищеплювати любов до праці

-виховувати повагу до традицій народу Англії (Іспані тощо).

-прищеплювати любов до Батьківщини

-формувати повагу один до одного

Освітня мета:

-поглибити розширити, сформувати кругозір учнів

Практична мета:

-навчити, ознайомити, формувати, розвивати, удосконалювати,

контролювати.

4. Integrating cross-curricular thematic lines in FLT.

1. Екологічна безпека та сталий розвиток ( Environment and Sustainable

Living)

2. Громадянська відповідальність (Civic/Community Engagement)

3. Здоров’я та безпека (Healthy Lifestyle)

4. Підприємливість та фінансова грамотність (Entrepreneurship)

1. Екологічна безпека та сталий розвиток націлює на уміння:

-усвідомлювати екологічн проблеми

-дискутувати навкола питань екології

-обговорювати питання, пов’язані із збереженням навколинього середовища

-обговорювати ефективне та раціональне використання природних ресурсів

-проектувати власні дії на захист довкілля

-розробляти плани дій щодо проведення екологічних заходів

-пояснювати взаємозв’язок людини і навколишнього середовища, у т.ч з

тваринами і рослинним світом.

-пояснювати необхість бережливого ставлення до природи

Реалізація змістової лінії:

Тематика ситуативного спілкування: «Природа і погода», «Клімат»,

«Довкілля», «Транспорт», «Подорожі», «Охорона здоров’я».

Доцільні форми роботи:

-урок-екскурсія або дослідження, просто до парку або річки – мотивує та

активізує дітей до пізнання нового.

-проекти

-інтегровані та нестандартні уроки, звертатися до досвіду учнів, що

перетворить їх на активних учасників навчального процесу та пов’яже
навчання з життям.

Громадянська відповідальність націлює на:

-формувати особисті ціннісні пріорітети

-визначати достовірність інформації

-висловлювати власне ставлення до розмаїття молодіжних субкультур і течій

-демонструвати себе як учасника малої громади – свого класу, своєї школи.

-усвідомлювати себе як учасника спільноти своїх друзів, активного члена

гуртка, спортивної секції, команди.

-ефективно взаємодіяти разом у сім’ї, групі, команді

Порівнювати свята і традиції в різних країнах.

-проектувати власну професійну діяльність відповідно до своїх схильностей і
потреб суспільства.

Здоров’я і безпека націлює на уміння:

-впорядковувати власний робочий день, тиждень із дотриманням здорового

способу життя

-обговорювати вибір продуктів, корисних для здоров’я

-наводити приклади купівлі продуктів для здорового харчування

-пояснювати вибір одягу залежно від погоди

-розрізняти безпечні і небезпечні ситуації під час активного відпочинку

-пояснювати життєво важливу потребу дотримуватись правил безпеки в

різних місцях

-пояснювати правила безпечної поведінки онлайн

Підприємливість і фінансова грамотність націлює на уміння:

-демонструвати розуміння цінності праці та працьовитості для досягнення

добробуту

-розподіляти кошти на продукти харчування та складати перрелік покупок

-планувати власне життя

-повідомляти про перспективи свого професійного вибору

5. First and second language acquisition

Difference between first (L1) and second (L2) language learning is input –
specifically the quality and quantity of input. Language learning process depends
on the input frequency and regularity. It is here where one finds the greatest
difference between L1 and L2 acquisition. A child hears the language all day
everyday, whereas an adult learner may only hear the target language in the
classroom – which could be as little as two - three hours a week.

The next great and obvious difference between L1 and L2 learning is age. Here we
should mention the idea of a " sensitive /critical period”, or the "time after which
successful language learning cannot take place".

The sensitive periods represent critical points of a child’s development. The

sensitive period for language occurs from birth to about age six. Some scholars
points the period from 2 to 11 (It is at this time that the child learns the primary
language spoken at home. He also has the ability to learn and fluently speak other
languages. Many scholars believe that there is a biological window of opportunity
for human beings to acquire a language. There is a period during which language
acquisition is easy and complete.

In 1967, Eric Lenneberg first proposed the notion of a critical period for
language acquisition. He suggested that the period between infancy and puberty
(the beginning of adolescence) was a critical period for language acquisition.
Language will be learned most easily during this period. After the sensitive period
language can be learned but with greater difficulty and less efficiency.

At puberty there are three main physical changes: The first is the presence
of muscular plasticity. A child's plasticity goes away at about the age of five.
After this age it is very hard for a learner to fully master pronunciation of a second
language. The second change is one's memorization capabilities. It is fairly well
known that as a person grows older their ability to hold large amount of
information reaches its peak fairly early in life, and then begins to decrease. The
third physical change that occurs is more related to neurology. Many scholars
believe that lateralization takes places between the age of 2 and the age of 12.
Some scholars believe that full lateralization of the brain occurred sometime
around the age of 5. The brain, basically, assigns specific functions to each
hemisphere. For instance, the left side is responsible for language ability in
 humans. Plasticity or the capabilities of the brain are at their greatest during
childhood. Second language learners were found to use their right hemisphere
(which controls the emotional functions) more than first language learners.

6. Stages of speech skills formation

Навички - це автоматизовані дії, які виконуються на основі знань і досвіду.

Вони формуються в результаті багаторазових вправ і стають несвідомими.
Наприклад, навичка читання передбачає вміння розпізнавати букви, склади,
слова, речення. Навичка говоріння передбачає вміння вимовляти звуки,
склади, слова, речення. Навичка аудіювання передбачає вміння розуміти
значення слів, речень, тексту.

Уміння - це здатність людини виконувати певну діяльність на основі знань і

навичок. Уміння включає в себе знання, навички, а також досвід, творчість,
ініціативу, самостійність. Наприклад, уміння читати передбачає знання букв,
складів, слів, речень, а також навички розпізнавання цих елементів. Уміння
спілкуватися передбачає знання мови, навички читання, письма, говоріння, а
також досвід спілкування з іншими людьми.

Stages:

1. Розвиток навичок - це процес формування автоматизованих дій. Він

передбачає навчання основам техніки читання, говоріння, аудіювання.

2. Формування умінь - це процес навчання конкретним вмінням, таким як

знаходити інформацію, розуміти значення слів, речень, тексту.

3. Розвиток умінь - це процес удосконалення вже сформованих умінь. Він

передбачає виконання різноманітних вправ, таких як skimming, scanning text.

4. Автоматизація умінь - це процес доведення умінь до такого рівня, коли вони

стають несвідомими і виконуються швидко та ефективно.
 7.Classification of exercises

Exercise – a basic unit of learning language material and acquiring skills,

practicing and developing them.

Based on direction of information:

 Receptive – are aimed at receiving some oral or written information that is

perceived via listening, reading words, sentences – ex read the word and
find vowels in it, listen and follow the map
 reproductive – are aimed at reproducing language forms: such as grammar
structures, lexical units, sounds, intonation patterns. Learners reproduce
phonetic drills, pronounce or write fixed expressions, idioms – ex copy the
words into your copybooks, pronounce the sounds/letters.
 receptive-reproductive – aim at the two-step practice, ex listen to the
recording and repeat the structures of Present simple, read the words and
write down those relating to food
 productive – aim at production of utterance or text – ex look at pictures and
express your opinion about what people can do at weekends ,write a letter to
your pen friend inviting him to your country
 receptive-productive – gain information and then produce (gain some info
through listening or reading firstand react to the information received orally
or in written form) – ex Listen to dialogue and anwer the questions, read
the timetable and discuss the best route to London

Based on communicativeness

 Communicative – are designed to practice speech skills and develop

communicative competences – ex letter writing, listen take notes and report,
information gap – each pupil gets a part of information and they need to
work as pair to get missing information
  Pseudo-communicative – contain meaning focused tasks only indirectly
related to real life tasks. They involve repeated speech activity to master the
language. - ex read and say why do you study english: travel, chat on
internet etc
 Non-communicative – aim at ccuracy practice of language elements. - ex
look at pictures and complete using this, that, these, those, complete the
words

8. Aims, tasks and content of teaching pronunciation at schools

The target of teaching pronunciation is to develop in learners’ phonological
competence PHONOLOGICAL COMPETENCE

involves the knowledge of phonetic system, and skills in the perception and
production of:

- the sound units (phonemes) of the language and their realization in particular
contexts (allophones);

- the phonetic features which distinguish phonemes (voicing, plosion, aspiration);

the phonetic composition of words (syllable structure, the sequence of phonemes,

word stress);

- sentence phonetics (prosody) - sentence stress and rhythm, intonation;

- reduction;

- elision;

- assimilation.

* The aim of the formation of Phonological competence at school is the formation

of auditory and intonation skills at the approximate level.
* Approximate pronunciation (апроксимована вимова) is a pronunciation that
does not contain phonological errors. They cause a foreign accent, but do not
interfere with the speaker's understanding.

* The main requirement for the pronunciation of students is the phonemics or the
degree of correctness of the phonetic design of speech, sufficient for making it
understandable to the interlocutor, and the relative speed that allows students to
speak at a medium-normal pace.

9. The factors that affect teaching pronunciation

THE FACTORS THAT AFFECT TEACHING

PRONUNCIATION

Individual peculiarities

individual psychophysiological and age problems, such as the dominant

personality type of the student (visual, auditory), different (physiological)
auditory sensitivity, speech defects, , etc.

Peculiarities of the target language

* VOWEL LENGTH

* NUMBER OF PHONEMES (44 ENGLAND AGAINST 38 UKR)

* NUMBER OF VOWELS (20 ENGLAND AGAINST 6 UKR)

NUMBER OF CONSONANTS (24 ENGLAND AGAINST 32 UKR)

* DIPHTHONGS

* PALATALIZED CONSONANTS

* ASPIRATION
* INTERLINGUAL INTERFERENCE

Training: teacher, learning techniques, teaching materials

* Lack of clearly defined goals of FC formation in the current programs and, as

a result, lack of quality educational materials with integrated teaching of
phonetics for all types of school

* poorly planned and / or poorly conducted phonetic fragments of lessons;

* hypertrophied understanding of the principle of approximation by teachers;

* teacher's habituation to students phonetic errors and lack of corrective

reactions against the background of excessive attention to grammatical and
lexical errors.

10.Teaching pronunciation. Typology of phonetic exercises

APPROACHES TO TEACHING PRONUNCIATION

ANALYTICAL provides a separate formation of auditory and pronunciation

skills in the process of deductive learning.

Stages of work: acquainting students with the articulation of each sound and its
characteristics

- work on the pronunciation of individual sounds, sound combinations, and then

words, phrases and sentences. This approach contradicts the principles of
communicative learning.

IMITATIVE /ˈɪm.ɪ.tə.tɪv/

Is based not on the conscious assimilation of the features of articulation, but on

the perception of speech and its imitation.

However, imitation cannot be a reliable learning technique due to the action of

the native language filter. Therefore, very often there is a false imitation. The
advantage of this approach is that phonetic skills are formed not in isolation, but
in speech patterns.

ANALYTICAL-IMITATIVE

combines the advantages of both approaches and rationally combines imitation

with analysis, with a description of articulation and intonation available to
students and explanations of pronunciation. The proportion of simulation and
analysis varies and depends on the level of learning: it is necessary to explain
and analyze to the extent that it can be useful for students to understand the
features of the phonetic phenomenon and facilitate its assimilation.

STAGES OF PRONUNCIATION SKILL

FORMATION

ACQUISITION

* visual, slightly exaggerated demonstration of the features of a sound;

* explanation of articulation;

* inclusion of sounds in syllables, words, phrases

* AUTOMATION

* exercises on reception and reproduction

EXERCISES ON RECEPTION

ACQUISITION

Raise your hand / signal card / clap your hands when you hear the sound [:],
long / short vowel, word that is emphasized;
Count how many times a long / short vowel occurs in a rhyme;

Listen to a number of English and Ukrainian sounds. Raise the card when you
hear an English sound

DIFFERENTIATION

Listen to a few words. If they start with the same sounds, put a "+ and

- if different:

thin - this 2) those - these 3) three

- thought

IDENTIFICATION

Listen to words with il and [i:].

Record the transcription vowel sound you hear.

EXERCISES ON REPRODUCTION

- Listen to words (phrases) with the sound [w]. Repeat them, paying attention to
the sound [w];

- listen to pairs of words (phrases) with the sounds [w] and [v].

Repeat them, paying special attention to the sounds;

https://www.youtube.com/watch?v=e8NbVrMGrh8

- listen to my statements. If they are correct, confirm them;

- give concise / complete answers to my questions to the picture.

EXERCISES ON RECEPTION

ACQUISITION

Listen to the instructions that parents give to their children.

Raise the card when you hear that the order was made in the form of a request.
Remember that the request is conveyed in an ascending tone.

Fumale:

1. . Clean the mess, please.

2. . Water the flowers, please.

DIFFERENTIATION

Listen to the instructions that parents address to their children.

Decide if they are both asking for children. If so, place a "+" next to the
appropriate number. If not - the sign Enamola:

Mother: Wash up, please.

Father: Sweep the floor, please

IDENTIFICATION

Listen to the instructions given by the parents. Determine where they address
the children with a request

(R) and where with an order (0).

Make appropriate marks next to the number of each order.

EXERCISES ON REPRODUCTION

Exercises for imitation:

walk a triand ho dia what I ask you to sia,

Eg: T: Give me the book, please. Q: Give me the book, please.

- Exercises for substitution:

- I will ask your to give me a certain this sak a friend for a similar weques, bat
sel fat sometiming sles

- Eg: T: Give me your pen, please. P: (Addressing a friend) Give me your book,
please.

- Exercises for transformation:

Listen is my anders and pass them on to a friend as a neguess.

Eg: T: Open the door, please. Q: Open the door, please

Warm-up activities:

Exercises

Tongue twisters

Rhymes

Games

Songs

Proverbs

Jokes

Movies

11.Active, passive and potential vocabulary. Factors which determine the

process of teaching vocabulary
Active Vocabulary:

Active vocabulary refers to the words and phrases that a person can use
effectively in their spoken or written communication. These are the words
that a person is comfortable using and understanding in their everyday
 language. It is used for speaking and writing (go, family, friend, because,
want, up, down, time, health, game, school, sometimes)

Passive Vocabulary:

Passive vocabulary includes words and phrases that a person understands

when they hear or read them, but they may not use them actively in their own
speech or writing. These are words that you comprehend but may not readily
use in your communication. It is used for listening and reading (gradually,
initially, put out a fire, fire engine, point of view, comprehension)

Potential Vocabulary:

Potential vocabulary often refers to words and phrases that a person may not
know or understand but could learn or recognize if they encounter them in
context. International words (internet, revolution, businessman), compounds
(reader, snowman), converted words (water –noun, water-verb), new meaning
of polysemantic words (blue, table, go, go on)

Factors which determine the process:

 Linguistic factors - Every word has its form, meaning, and usage and each
of these aspects of the word may have its difficulties. Indeed, some words
are difficult in form (daughter, busy, bury,) and easy in usage; other words
are easy in form (enter, get, happen) and difficult in usage.
We should distinguish the following groups of words: concrete, abstract, and
structural. Words denoting concrete things (book, street, sky), actions (walk, dance,
read), and qualities (long, big, good) are easier to learn than words denoting
abstract notions (world, believe, promise, honest). Structural words are the most
difficult for pupils. Structural words (or function or grammatical words) serve to
express grammatical relationships with other words within a sentence and between
sentences.
 Psycholinguistic factors - Speech is taken in by ear and reproduced by the
organs of speech. In teaching pupils vocabulary both the ear and the organs
 of speech should take an active part in the assimilation of words. Pupils
should have practice in hearing words and pronouncing them not only as
isolated units but in various sentences in which they occur
12.How to teach vocabulary in school
Stages:
1)Presentation/explanation - there are 2 steps in presentation: introduction of
new words (7-12 words) and conveying the meaning of new words. There are
two methods of conveying the meaning of words: direct method and
translation. The direct method of presenting the words of a foreign language the
mother tongue is not used. There are various techniques for the use of the direct
method. It is possible to group them into (1) visual and (2) verbal. The first group
involves the use of visual aids to convey the meaning of unfamiliar words. These
may be: objects, or pictures showing objects or situations, They can be visual -
objects (pencil, ball)

-pictures (small, big)

-movements (jump, open)

-gestures (stand up, sit down)

or verbal. -contexts (I am thirsty)

-synonyms (receive-get)

-antonyms (teach-learn)

-definitions (a blind person is one who cannot see)

-word-building elements (teacher-teach)

-conveying the meaning

2.Retention

-exercises
 Stage 1 – exercises designed for developing pupils’ skills in choosing a
proper word (pick up the words which denote school subjects, choose the
right words, name the objects the teacher shows, say the opposites, name the
word with the similar meaning)

Stage 2 – exercises designed to form pupils’ skills in using a word in

sentences.

3.Practice, consolidation

-further exercises

13.Aims and content of teaching grammar in schools

Knowledge of the grammar rules is called grammatical competence (a
component of linguistic competence). Grammatical competence is necessary for
communication to take place, or for the development of language competence,
when we use knowledge in acts of communication.

The main aim is to form and develop grammatical competence - adequate

comprehension and correct usage of grammar in the act of communication, that is
intuitive /ɪnˈtjuːɪtɪv/ knowledge of the language. Not all grammatical phenomena
are taught but selected units.
2 Minima;
active - for speaking and writing
passive for listening and reading
There exist principles of selecting grammar material both for active minimum
and passive minimum. The main principle for selection of active grammar
units is principle of frequency, i.e., how frequently this or that grammar item
occurs, how frequently it is used both in conversation and in various texts.
Pupils should be taught to reproduce phrases and sentences stored up in their
memory and say or write sentences of their own, using grammar items
appropriate to the situation. The final aim is to develop
reproductive/productive grammar skills.
 Pupils should be taught to distinguish such grammar items and easily
recognize grammar forms and structures while hearing and reading. The aim is to
develop receptive grammar skills. This is usually done after 7th grade.

14.The features of English grammar that cause Ukrainian/Russian

speaking learners difficulties
 Word order. English has a fairly fixed word order. Meaning is
expressed through the addition of words (for example auxiliaries) and
movement of words within limited boundaries. He gave Helen a rose
indicates what was given (a rose), to whom (Helen), and by whom
(He). If we change the word order we shall change the meaning of the
sentence.
 Verb/Tense. The English tense system also presents a lot of trouble to
the pupils because of the difference which exists in these languages
with regard to time and tense relations. For example, the pupil cannot
at first understand why he must say I have seen him today and I saw
him yesterday.
 The sequence of tenses is another difficult point of English grammar
for the pupils because there is no such phenomenon either in Russian
or Ukrainian. Why should we say She said she was busy when she is
busy?
The use of modal verbs in various types of sentences. Modal verbs are
heavily used in English to convey shades of meaning in the areas of compulsion,
ability, permission, possibility, hypothesis, etc For example, learners have
problems understanding the difference between: He must have done it and He has
had to do it.

A learner should differentiate the use of can and may. Then he should
remember which verb must be used in answers to the questions with
modal verbs. For instance, May I go home? No, you mustn't. May I take
your pen? Yes, you may. Must I do it?
  Pupils find some specific use of infinitive, participle and gerund
constructions difficult. For example: I saw him run (running). I want
you to go there.
 the article because it is completely strange to Ukrainian-speaking
pupils
 Some other differences. All Ukrainian nouns are one of three
genders. This results in problems such as: Have you seen my book? I
put her on the table.
15.Teaching grammar. Types of exercises
Stages in teaching active grammer:
 Presentation - deductive approach or an inductive approach. A
deductive approach starts with the presentation of a rule and is
followed by examples in which the rule is applied. The rule is
generally stated by the teacher, in a textbook, or both. Traditional
abstract grammatical terminology is used.
 The disadvantage of the deductive approach is that grammar
explanation encourages a teacher-fronted learning and the students
have little chance to practice using English. An inductive approach
starts with some examples to illustrate the teaching problem.
Induction or learning through experience is based on the principle that
learners learn best when they are wholly engaged (both physically and
mentally) in the language learning process.
 automation of learner’s grammar skills (or practice phase) -The
learners cannot assimilate the material if they only hear and see it.
They must reproduce it.
The set of exercises includes 4 main types of exercises:

1. Imitative exercises

2. Substitution exercises

3. Transformation exercises
 4. Reproductive exercises

The exercises can be pseudo- communicative and communicative.

1. Imitative exercises - In imitative drills the learner simply repeats a phrase or

structure (e.g., " I have 4 classes a day ". Pupils pronounce the sentence pattern
after the teacher
2. Substitution exercises - Substitution exercise trains the students to be more
familiar with the verb form used. Pupils substitute the words or phrases in a
sentence pattern due to their choice or personal experience. For example: T:
The children are reading in the class room. What else are they doing? The
children are writing in the class room.
3. Transformation exercises Transformation exercises help the learners expand
the usage skills through changing the form being taught, For example, the
pupils are asked to change tense, number, pronoun, case, etc
4. Reproductive exercises -Reproductive exercises are intended to check
students’ progress in using the grammar learned. Teachers move from a
controlled situation to a less controlled situation in which the student can
communicate his own ideas. T: Name all actions you are doing in the class and
which ones you are not doing. But nor the formal instruction like “Make 5
sentences using present continuous tense”.
16.Reading as a process. Difficulties pupils have in learning to read in the
English language
Reading is of great educational importance, as reading is a means of
communication, people get information they need from books, journals,
magazines, newspapers, etc.
Reading is not only an aim in itself, it is also a means of learning a foreign
language. When reading a text the pupil reviews sounds and letters, vocabulary and
grammar, memorizes the spelling of words, the meaning of words and word
combinations. In teaching reading the teacher must:
- know about content of teaching reading;
- know about pupils’ difficulties in learning reading;
- know about kind of reading;
- know how to teach reading.
Why do we raed in the target language?
-it directly increases your fluency
-it expands your vocabulary
-it puts vocapulary into conteaxt
-it connects you with the culture
-you start “feeling the language”
The syllabus for foreign languages runs: to read, without a dictionary texts
containing familiar grammar material and no more than 4-6 unnfamiliar word per
100 words of the text the meaning of which, as a rule, should be clear from the
context or familiar word-building element”.

Difficulties pupils have . Reading in the English language is one of the most dif-
ficult things because there are 26 letters and about 250 graphemes which represent
46 phonemes. Indeed the English alphabet presents many difficulties to Ukrainian-
speaking pupils because the alphabet in the native language differs greatly from
that of the English language.
-out of 26 pairs of printed letters only 3 are similar to those of the native language
alphabet (K,M,T)
-how to read stressed vowels in open and closed syllables and before r
-how to read ay, oo, ou, ow
-the consonants and consonant combination: c,s,k,g,ch,sh,th,ng,ck,tion
-13 variants of reading the letter “a” and its combination, 13 variants of the letter
“o”.
-homophones – son-sun, tail- tale, two-too, write-right, eye-I.

17.Teaching technique of reading

In teaching reading there are 4 methods: the phonic analytic-synthetic method,
the word, and the sentence methods, the method of rules of reading.
In schools the phonic analytic-synthetic method is mainly used. When the phonic
analytic-synthetic method is used, the child learns the sounds and associates them
with graphic symbols — letters. The teacher sounds a letter and asks the pupils to
repeat it. Using this method, children learn the different sounds made by different
letters and letter blends, and rules about how they go together. Words are tackled
in groups with similar patterns (such as cat, mat, rat, bat, etc)
It is important to have a set of flash cards at hand or use the blackboard.
In the word method (also called the ' Look and Say ' method) a complete word
is first presented to the child. When several words have been learnt they are used in
simple sentences. Using this method, children learn whole words without breaking
down each sound. It is a good way to start - in fact, it is the natural way that
children do start, because the first word a child reads is almost always his own
name.
The sentence method deals with the sentences as units in teaching reading. The
teacher can develop pupils' ability to read sentences with correct intonation. Here
are a few examples:
 Read the sentence with different intonations.
 Divide the sentence into logical parts.
 Read the sentence adding new words to it.
Rules of reading method 11 rules for reading and spelling- silent e, plurals,
ending in c or ck short and long vowels etc
18. Types of silent reading
There are different types of reading: scanning, skimming, reading for detailed
comprehension (intensive):
Scanning - reading rapidly to find a specific piece of information, for a specific
focus. Scanning is a technique you often use when looking up a word in the
telephone book or dictionary. You search for key words or ideas. You move your
eye quickly over the page to find particular words or phrases that are relevant to
the task you're doing. In most cases, you know what you're looking for, so you're
concentrating on finding a particular answer
Scanning strategies:
 look for words in bold, italics
 look for numbers, first-second-third, letters
Skimming - reading rapidly for the main points, for getting the gist of something –
75% of content should be got. Skimming is used to quickly identify the main ideas
of a text. Skimming is reading through a text quickly without looking at the details
to get a general idea of its content: the gist. Skimming is done at a speed three to
four times faster than normal reading. People often skim when they have lots of
material to read in a limited amount of time.
Strategies:
 read the first and last paragraph using headings, summaries
 read the title, subtitles, illustrations
 read the first sentence, each paragraph
Reading for detailed comprehension– reading a short text for detailed
information, for detailed comprehension to extract 100% of information accurately.
You read every word, and work to learn from the text. In this careful reading, you
may find it helpful to skim first, to get a general idea, but then go back to read in
detail. Use a dictionary to make sure you understand all the words used.
 skim first and then read in detail
 check the dictionary fo certain words
19.Teaching reading skills
There are a number of skills (strategies) that we can teach students to help them
improve their ability to understand text. Basically there are three types of reading
skills: pre-reading, while-reading and post-reading.

Pre-reading.
Pre-reading activities prepare the students for reading the text. Getting ready to
read is one of the most important parts of the reading process. Pre-reading
activities introduce students to a particular text, provide appropriate background
knowledge. They help the students to gain an idea of what the text will be about
and this increases their motivation to read. At this stage the teacher introduces the
topic or ideas that are contained in the text (passage). The teacher is trying to
activate the knowledge about the topic that the pupil has.
Pre-reading activities include: discussing author or text type, brainstorming,
reviewing familiar stories, considering illustrations and titles, scanning and
skimming (for structure, main points, and future directions).
2. While-reading.
At this stage the pupils actually read the text. Have the pupils read through the text
one time. Their main purpose during the first reading is to achieve a working
understanding of the text. The pupil is ready to answer some questions.
1. Did any of your predictions about the text based on the title turn out to be true?
2. What, if anything, surprised you?
3. What is the author's purpose or argument? Is he/she trying to persuade, inform,
describe, etc?
4. Does the author want the readers to take an action of any kind?
Be sure to allow enough time for the students to read the entire passage. If one
pupil is taking a particularly long time, you may not need to wait until he or she
finishes.
 Post-reading.
Post-reading activities increase the students’ understanding of the text. At this
stage you can look at different aspects. It is talking about ideas presented in the
text, expressing opinions. Have a pupil write or speak about the ideas in his own
words. The exercises may include such activities as summaries, new endings,
dramatizing, interviews based on the text; and creating role-play situations. This
allows the student to bring in his or her knowledge on the topic, and helps to
reinforce comprehension and the learning process.
These steps work for learners of all levels and with all kinds of texts.
 20.Listening as a communicative activity. The difficulties in auding a
foreign language
Listening is the most common communicative activity. Listening is an act of
interpreting speech that one receives through the ears. Listening is a
communicative skill to get the meaning from what we hear. Hearing is an act of
receiving the language through the ears without interpretation. Listening is an act
of interpreting speech that one receives through the ears.
Learning a language involves:

 Sounding it out: saying the words right (phonetics).

 Knowing the words: having a good vocabulary.

 Understanding the rules: knowing grammar.

But the most important part is:

 Listening: being able to understand what others say and speak it yourself.

Listening is like a two-way street:

 Hearing: getting the sounds in your ears.

 Understanding: making sense of what you hear.

We listen much more than we speak, read, or write. So, getting good at listening is
key to learning a language.

Listening is hard for learners because:

 They need to learn new sounds quickly.

 They need to remember what they hear as they go.

 They may be too focused on the grammar, not the meaning.

 But listening gets easier with practice! It's like building a bridge between your ears
and your brain.

When auding a foreign language pupils should be very attentive and think hard.
the following three main factors which can ensure success in developing
pupils' skills in auding:
(1) linguistic material for auding;
(2) the content of the material suggested for listening and comprehension;
(3) conditions in which the material is presented.

Attention and effort are key: Learning English through listening is tough! Students
need to focus hard and remember what they hear to understand.

Teacher's role: Make it easier and fun! Choose good materials and create a
comfortable listening environment.

Three factors for success:

1. Material: Use familiar topics with phonetic, vocabulary, and grammar challenges.

2. Content: Pick interesting narratives within students' understanding.

3. Presentation: Monologues are easier, and context helps comprehension.

Challenges and how to address them:

 Phonetics: Train ears to hear English sounds differently than their own.

 Vocabulary: Connect words to sounds, avoid mix-ups like "worked" and "walked."

 Grammar: Explain structures like infinitives and participles.

Remember: Keep it simple and interesting! The more engaged students are, the
better they'll listen and learn.
 21. Teaching listening skills. Types of exercises
The teacher must train his pupils in listening comprehension beginning with the
first lesson and throughout the whole period of instruction. Conducting a lesson in
a foreign language gives the teacher an opportunity to develop pupils' abilities in
hearing; to train them in listening to him attentively during the lesson; to
demonstrate the language as a means of communication; to provide favorable
conditions for the assimilation of the language; to perfect his own speaking skills;
to keep his own speech under control
Speech exercises are designed for developing pupils' skills in auding. The
exercises are fulfilled on a text for listening.
Listening process is usually divided into three basic stages:
1. Pre-listening (predict what the text is about,listening with a purpose, brain
storming, preparation, etc). - listen to the text and we will discuss it, listen and
retell. Prepare the learners by introducing the topic and finding out what they
already know about it. A good way to do this is to have a brainstorming session
and some discussion questions related to the topic. Then the teacher should direct
his pupils' attention to what they are going to listen to. The following tasks may be
suggested to draw pupils' attention to what they are auding:

- Listen and try to grasp the main idea of the story. You will be asked
questions later on.

- Listen and try to grasp the details. You will have to name them.

- Listen to the story. You will ask questions on it afterwards.

-- Listen to the text. You will retell it afterwards.

-- Listen to the story. We shall have a discussion on it. Etc

2 While listening (the actual process of listening). - make a plan,
true/wrong, general questions about the text When pupils are ready to
listen, the text can be read to them. If it is the teacher who reads or tells the
story, he can help pupils to comprehend the text with gestures. If the text is
 recorded, a picture or pictures can facilitate comprehension. The pupils listen
to the text once as is usually the case in real communication.
3. Post-listening (preparation for other speech activities - your opining
on an idea, was your prediction true,

22.Speaking as a skill. Goals in teaching speaking

Speaking is an interactive process of constructing meaning that involves
producing, receiving and processing information. Speaking requires that learners
not only know how to produce specific points of language such as grammar,
pronunciation, or vocabulary, but also that they understand when, why, and in what
ways to produce language. Moreover, speech has its own skills, structures, and
conventions different from written language. A good speaker synthesizes this array
of skills and knowledge to succeed in a given speech act.

Speaking is an integral part of oral conversation. The syllabus requirements 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 language material the syllabus sets.
This is the practical aim in teaching oral language. But oral language is
not only an aim in itself, it is also a mighty means of foreign language instruction.
It is a means of presenting language material: sounds, words, and grammar
items. It is also a means of practicing sentence patterns (grammar) and
vocabulary assimilation. Finally, it is used for developing pronunciation habits
and skills and, therefore, for reading and writing since they are closely connected
with pupils' ability to pronounce correctly what they read and write. Oral
language is a means of testing pupils' comprehension when they hear or read a
text. Properly used oral language ensures pupils' progress in language learning
and, consequently, arouses their interest in the subject. Thus speaking is the
most important part of the work during the lesson.
23.Teaching monologue. Types of exercises for teaching monologue
In teaching monologue we can easily distinguish three stages according to the
levels which constitute the ability to speak: (1) the statement level; (2) the
utterance level; (3) the discourse level.
1. No speech is possible until pupils learn how to make up sentences in the
foreign language and how to make statements. To develop pupils' skills in
making statements pupils are invited to perform various drill exercises within
the sentence patterns given:
- substitution: The sentence pattern is filled with different words. Thus pupils
can express various thoughts. For example:
Pupil 1: I can see a blackboard.
Pupi1 2: I can see a picture.
Pupil 1: I am fond of music.
Pupi1 2: I am fond of classical music.
- extension: I have an interesting book, I have an interesting book at home;
- transformation: He has a book, He has no book;
Say the opposite. Teacher (pointing to the boy): He likes to play hockey.
Pupil: I don't like to play hockey.
- completion: If I have time I'll ... .
When pupils are able to make statements in the foreign language within
grammar and vocabulary they have assimilated their speech may be more
complicated. They should learn to combine statements of various sentence
patterns in a logical sequence.
2. Pupils are taught how to use different sentence patterns in an utterance about
an object, a subject offered. First they are to follow a model, and then they do it
without any help.
Teacher: Say a few words about it. (He points to an object.)
Pupil: This is a pencil. The pencil is green. It is on the table. I like the pencil.
Get information and sum up what you have learnt from your classmates.
Teacher: She cut her finger. Pupil: Who cut her finger? Class: Ann.
- When did she cut it?
- Yesterday.
- What did she cut it with?
- With a knife.
- Why did she cut her finger?
- Because the knife was sharp.
Pupil: Yesterday Ann cut her finger. She cut it with a knife. The knife was sharp.
This exercise is useful both for developing dialogue and monologue.
Therefore the pupil's utterance involves 2-4 sentences which logically follow
one another. At this stage pupils learn to express their thoughts, their attitude to
what they say using various sentence patterns. Thus they learn how to put
several sentences together in one utterance about a subject, an object, etc.
3. After pupils have learned how to say a few sentences in connection with a
situation they are prepared for speaking at discourse level. At this level pupils
are asked to speak on a picture, a set of pictures, a film-strip, a film, comment
on a text they have read or heard, make up a story of their own; of course, this
being done within the language material (grammar and vocabulary) pupils have
assimilated.
The three stages in developing pupils' speaking should take place throughout
the whole course of instruction, i. e., in junior, intermediate, and senior forms.
The amount of exercises at each level, however, must be different. In junior
forms statement level is of greater importance as a teaching point.
Rule for the teacher: In teaching monologue instruct pupils how to make
statements first, then how to combine various sentences in one utterance and,
finally, how to speak on a suggested topic.

24.Communicative, psychological and linguistic characteristics of dialogue

Dialogue is a type of speech interconnection of 2 or more participants of
conversation. In the process of communication the dialogue provides the
following communicative functions: asking information; providing
information; proposing (in the form of request, order, advise);
accepting/refusing what was proposed); exchanging thoughts, ideas; changing
mind/reasoning own point of view.

These are some psychological factors which are to be taken into account when
teaching dialogue. They are as follows:
1. Conversation must be motivated, i. e., the speaker expresses a desire to
inform the hearer of something interesting, important, or to get information
from him, to share his opinion. Suppose one of the pupils is talking to a friend
of hers. Why is she talking? Because she wants to either tell her friend about
something interesting, or get information from her about something important.

Rule for the teacher: In teaching a foreign language it is necessary to think

over the motives which make pupils speak. Both of them should have a
necessity to speak. Ensure conditions in which the pupils will have a desire to
say something in the foreign language, to express their thoughts, their feelings.
Remember that oral speech in the classroom should be always stimulated. Try
to use those stimuli which can arouse a pupil's wish to respond in his own way.
The teacher should create the conditions for a conversation with the help of
instructions and situations to sound conversations naturally. It should be
mentioned that the desire to talk should have both participants of the
conversations. The teacher should distribute the roles for both speakers.
2. Speech is always addressed to an interlocutor.
Rule for the teacher: Organize the teaching process in a way which allows
your pupils to speak to someone, to their classmates in particular, i. e., when
speaking a pupil should address the interlocutor, and not the teacher.
3. Dialogue is always emotionally colored for a speaker expresses his
thoughts, his feelings, his attitude to what he says.
Rule for the teacher: Teach pupils how to use intonational means to express
their attitude, their feelings about what they say.
4. Dialogue is always situational for it takes place in a certain situation.
Rule for the teacher: While teaching speaking real and close-to-real situations
should be created to stimulate pupils' speech. Think of the situations you can
use in class to make pupils' speech situational.
Oral language as compared to written language is more flexible. It is relatively
free and is characterized by some peculiarities in vocabulary and grammar.
Taking into consideration, however, the conditions in which the foreign
language is taught in schools, we cannot teach pupils colloquial English. We
teach them Standard English as spoken on the radio, TV, etc. Oral language
taught in schools is close to written language standards and especially its
monologic form. Pupils should be acquainted with some peculiarities of the
spoken language, otherwise they will not understand it when hearing and their
own speech will be artificial. This mainly concerns dialogues. Linguistic
peculiarities of dialogue are as follows:
1. The use of incomplete sentences (ellipses) in responses:
- How many books have you? - One.
- Do you go to school on Sunday? - No, I don't.
It does not mean, of course, we should not teach pupils complete forms of
response. But their use should be justified.
- Have you seen the film? - Yes, I have seen this film, and I am sorry I've wasted
two hours.
2. The use of contracted forms: doesn't, won't, can't, isn't, etc.
3. The use of some abbreviations: lab (laboratory), mike (microphone), maths
(mathematics), p. m. (post meridian), and others.
4. The use of conversational tags. These are the words a speaker uses when he
wishes to speak without saying anything. "Well, they are those things, you
know”, which don't actually mean very much, yet they are in fact necessary in
English conversation as behavior.
Besides, to carry on a conversation pupils need words, phrases to start a
conversation, to join it, to confirm, to comment, etc. For example, well, look
here, I say ..., I'd like to tell you (for starting a talk); you see, you mean, do you
mean to say that ..., and what about (for joining a conversation);I/ believe so, I
hope, yes, right, quite right, to be sure (for confirming what one says); I think,
as far as I know, as far as I can see, the fact is, to tell the truth, I mean to say
(for commenting), etc.
3. Lead-response unit as a unit in teaching dialogue
A dialogue consists of a series of lead-response units. The significant feature of
a lead-response unit is that the response part may, and usually does, serve in its
own turn as a fresh inducement leading to further verbal exchanges, i. e., lead >
response > inducement > response. A response unit is a unit of speech between
two pauses. It may consist of more than one sentence. But the most
characteristic feature of a dialogue is that the lead-response units are closely
connected and dependent on each other. The lead is relatively free, while the
response depends on the first and does not exist without it.
- Where is the book?
- There, on the shelf.
There is a great variety of lead-response units. Here are the principal four:
1. Question - response
- Hello. What's your name?
- Ann. What's yours?
- My name is Williams
2. Question - question
- Will you help me, sonny?
- What shall I do, mother?
- Will you polish the floor today?
- Is it my turn?
3. Statement - statement.
- I'd like to know when he is going to come and see us.
- That's difficult to say. He is always promising but never comes.
- It's because he is very busy.
- That's right. He works hard.
4. Statement - question.
- I'm going to the theatre tonight.
- Where did you get tickets?
- My friend got them somewhere.
- How did he do it?
- I don't know.
In school teaching only one structure of dialogue is usually used, i.e., question -
response. More than that, pupils' dialogues are artificial and they lack, as a rule,
all the peculiarities mentioned above. In teaching dialogue in schools it is
necessary to take into account these peculiarities and give pupils pattern
dialogues to show what real dialogues look like.

25.Lead-response unit as a unit in teaching dialogue

A dialogue consists of a series of lead-response units. The significant feature of
a lead-response unit is that the response part may, and usually does, serve in its
own turn as a fresh inducement /ɪnˈduːs.mənt/ leading to further verbal
exchanges, i. e., lead > response > inducement > response.
A response unit is a unit of speech between two pauses. It may consist of more
than one sentence. But the most characteristic feature of a dialogue is that the
lead-response units are closely connected and dependent on each other. The
lead is relatively free, while the response depends on the first and does not exist
without it.
- Where is the book?
- There, on the shelf.
There is a great variety of lead-response units. Here are the principal four:
1. Question - response
- Hello. What's your name?
- Ann. What's yours?
- My name is Williams
2. Question - question
- Will you help me, sonny?
- What shall I do, mother?
- Will you polish the floor today?
- Is it my turn?
3. Statement - statement.
- I'd like to know when he is going to come and see us.
- That's difficult to say. He is always promising but never comes.
- It's because he is very busy.
- That's right. He works hard.
4. Statement - question.
- I'm going to the theatre tonight.
- Where did you get tickets?
- My friend got them somewhere.
- How did he do it?
- I don't know.
In school teaching only one structure of dialogue is usually used, i.e., question -
response. More than that, pupils' dialogues are artificial and they lack, as a rule,
all the peculiarities mentioned above. In teaching dialogue in schools it is
necessary to take into account these peculiarities and give pupils pattern
dialogues to show what real dialogues look like.

26.Stages in teaching dialogue

There are four stages in learning dialogue: preparatory stage /prɪˈpær.ə.tər.i
(Zero stage), teaching lead-response units (Stage 1), teaching to create micro-
dialogues (Stage 2), teaching to make up own dialogues (Stage 3).

At the preparatory stage the pupils are taught how to react on a turn
presented by the teacher and how to produce an initiative turn. The pupils
perform imitative, substitution exercises, answer the questions, and give some
information. They perform drills in which the learner simply repeats (or
substitutes) a phrase or structure (e.g., "Excuse me." or "Can you help me?") for
clarity and accuracy; gives replies to teacher’s questions or statements.
At the teaching lead-response units stage the pupils are initiating and
responding to each other. They develop the ability to participate in a range of
situations and the interaction by initiating and responding appropriately within
certain lead-response units.
At the stage of teaching to create micro-dialogues pupils "receive" the
dialogue by ear first. They listen to the dialogue recorded or reproduced by the
teacher. In teaching dialogue we should use pattern dialogues as they involve
all features which characterize this form of speech. The teacher helps pupils in
comprehension of the dialogue using a picture or pictures to illustrate its
contents. They listen to the dialogue a second time and then read it silently for
better understanding. The pupils are asked to enact the pattern dialogue in
person. Pupils enact the dialogue with some modifications in its contents. They
change some elements in it. The more elements (main words and phrases) they
change in the pattern the better they assimilate the structure of the dialogue. The
use of different cues (prompts) (substitution tables, structural –chart of the
micro dialogue or its functional chart) is recommended at this stage. Pupils use
their own experience while selecting the words for substitutions. The work
should not be done mechanically. Pupils should speak on the situation. As a
result of this work pupils master the structure of the pattern dialogue (not only
the contents), i. e., they can use it as a model for making up dialogues of their
own, that is why pattern dialogues should be carefully selected.
The first three stages aim at storing up patterns in pupils' memory for
expressing themselves in different situations, of course within the topics and
linguistic material the syllabus sets for each form.
At the stage of teaching to make up dialogues of their own the pupils are
given a picture or a verbal situation to talk about. This is possible provided
pupils have a stock of patterns, a certain number of phrases for starting a
conversation, joining in, etc. They should use those lead-response units they
 have learned in connection with the situation suggested for a conversation. At
the fourth stage the choice of stimuli is of great importance, as very often pupils
cannot think what to say, though they know how to say this or that. Therefore
audio-visual aids should be extensively utilized.

27.Writing as a skill. Difficulties pupils have in learning to write English

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. Writing is a universal fixer of all skills.

Writing includes penmanship, spelling, and composition. In methods of

teaching we can distinguish technical side of writing or mechanics of writing
and productive side, i.e. writing as speech activity. Since writing is a
complicated skill it should be developed through 2 phases feɪz:

Phase 1 - the formation of graphic habits and spelling habits; In forming

writing habits the following factors are of great importance:

1. Auditory perception of a sound, a word, a phrase, or a sentence, i. e.,

proper hearing of a sound, a word, a phrase, or a sentence.
2. Articulation of a sound and pronunciation of a word, a phrase, and a
sentence by the pupil who writes.
3. Visual perception of letters or letter combinations which stand for
sounds.
4. The movements of the muscles of the hand in writing.
The ear, the eye, the muscles and nerves of the throat and tongue, the
movements of the muscles of the hand participate in writing. And one more
factor which determines progress in formation and development of lasting writing
habits is pupils' comprehension of some rules which govern writing in the
English language.
 Phase 2 - development of writing skills. according to the school syllabus
the following writing skills should be developed:

to write a letter or greeting card in the foreign language;

to fill in a form.;

to write compositions within the material learnt;

to make outlines;

to make notes;

to write massages.

The result is a product. The pupils express their thoughts at the level of text.

The most difficult thing for pupils in learning to write is English

spelling.

The spelling system of a language may be based upon the following principles:

1. H i s t o r i c a l or c o n s e r v a t i v e p r i n c i p l e when spelling
reflects the pronunciation of earlier periods in the history of the language. For
example: busy, brought, daughter.

2. Morphological p r i n c i p l e . In writing a word the morphemic

composition of the word (grammar) is taken into account. For example:
answered, asked; the affixal morpheme is ed.

3. Phonetic p r i n c i p l e . Spelling reflects the pronunciation. For

example: leg, pot. The word is written as it is pronounced.

The modern English spelling originated as early as the 15th century and
has not been changed since then. The pronunciation has changed greatly during
that time. Significant difference in pronunciation and spelling is the result. The
same letters in different words are read differently. For example, fat, fate, far,
fare.
 Different letters or letter combinations in different words are read in the
same way: I — eye; rode — road; write — right; \ Many letters are
pronounced in some words and are mute in other words: build [bild]; suit
[sju:t]; laugh [la:f]; brought [bro:t] ; hour [aua].

In teaching English spelling special attention should be given to the words

which present much trouble in this respect. The spelling of the words, for example,
busy, daughter, language, beautiful, foreign, and others, must be assimilated
through manifold repetition in their writing and spelling. In conclusion it should be
said that it is impossible to master accurate spelling without understanding some
laws governing it. Pupils should know: (1) how to add:

-s to words ending in y: day — days, stay — he stays, but city — cities, study
- he studies;

-ed to verbs: play — played; carry — carried;

-ing to verbs: write — writing; play — playing; stand — standing;

-er, -est to adjectives in the comparative and the superlative degrees: clean
— cleaner — cleanest; large — larger — largest;

when the consonant should be doubled: sit — sitting; thin — thinner;

the main word-building suffixes: e.g. -ful: use — useful; -less: use —
useless.

28.Teaching writing skills

The 3-d group of exercises is for developing writing skills. In teaching
different types written speech the following exercises may be suggested.

1. A written reproduction of a story either heard or read. With backward

classes most of the words that are habitually misspelt must be written on the
blackboard.

2. A description of a picture, an object or a situation. For example:

Write some sentences about what you usually do after classes.

3. A descriptive paragraph about a text, or a number of texts on a certain

subject. Pupils may be given concrete assignments. For instance:

- Describe the place where the action takes place.

- Write what new and useful information you have found for yourself in
this text (these texts).
- Write what the author says about ... using the sentences from the text
to prove it.
4. An annotation on the text read. The following assignments may help
pupils in this.

- Pick out sentences which express the main idea (ideas) in the text and
then cross out those words which are only explanatory in relation to the main
idea.

- Write the contents of the text in 3—5 sentences.

A composition on a suggested topic. For example, "The sports I like best".

Pupils should be taught to write a plan first and then to write the story following
the plan.

Letter writing. Pupils are usually given a pattern letter in English, which
shows the way the English start their letters and end them.

The following assignments may be suggested:

- Write a letter to your parents when you are away from home.

- Write a letter to a boy (a girl) you do not know but you want to be your
pen-friend.

Progress in writing a foreign language is possible on condition that pupils

have adequate preparation for writing. This preparation should nearly always
be carried out orally, except at the senior stage when it can be done from books
independently. Preparation may include:

(a) oral questioning with the aim of giving the pupils practice in
presenting facts and ideas;
(b) the use of pictures and other visual aids to provide information for
written work;
(c) auding an extract or a story which can stimulate pupils'
thought; after auding there should always be some questions on the
content;
d) silent reading which can be used as a source of information for pupils,
first, to speak about, and then for writing

In carrying out the training the following techniques may be

recommended.

Pupils should read through their own written work before handing it in,
and correct any mistakes they can find. The habit of revising written work is
a useful one, and every pupil has to acquire it.

Pupils can correct the sentences themselves looking at the blackboard

where the correct answers to exercises are written.

When written work has to be handed in, the teacher asks his pupils to
read through their work and count up the mistakes. They should put down
the number at the bottom of the page. Then they correct the mistakes. The
teacher might give the class three to five minutes for this work.
4. The teacher can ask his pupils to change exercise-books with their
neighbours. The latter look through the work and try to find the mistakes
which have been missed by their friends. They put the new number at the
bottom of the page.
 With the techniques described above the teacher stimulates his pupils to
keep a sharp eye for mistakes and, in this way, develops their ability to notice
their mistakes and correct them.

29.Teaching mechanics of writing

In teaching writing there are 3 groups of exercises: Group 1 – exercises to form
mechanics of writing; Group 2 - exercises to form speech habits of writing;
Group 3 - exercises to develop writing skills.

To the 1-st group of exercises belong exercises to form graphic (penmanship)

and spelling habits. Training in penmanship should proceed by steps.

1.The teacher shows the learners a letter or both a capital and a small letter, for
example, B b(би). Special cards may be used for the purpose. On one side of the
card the letters are written. On the other side there is a word in which this letter
occurs. For example: B – Bed.

2. The teacher shows his pupils how to write the letter. He can use the
blackboard. For example, V(ви) and W are made with one continuous zigzag
movement. Q is made without lifting the pen except for the tail. L is also made
without lifting the pen. The first stroke in N is a down-stroke; the pen is not
lifted in making the rest of the letter. Care should be taken that r is not made to
look like v; the branching should occur about two-thirds (r) from the bottom of
the letter. The same applies to the letters d and b; g and q and p which are often
confused by pupils. Then the teacher writes a word in which the new letter
occurs. For example, B b, bed.

Whenever the teacher writes on the blackboard he gives some explanations as

to how the letter is made, and then how the word is written. His pupils follow
the movements of his hand trying to imitate them; they make similar
movements with their pens in the air, looking at the blackboard.

3. The teacher asks pupils to write first the letter, then the word in their
exercise-books. Since habits are formed and developed through performing
 actions, pupils are told to practice in writing the letter and the word (words) at
home.

The teacher’s handwriting and his skill in using the blackboard are of great
importance. Children learn by imitating. Therefore the teacher's handwriting
should be good enough to imitate. They usually write in the way the teacher
does, so he must be careful in the arrangement of the material on the blackboard
because pupils will copy both what is written and how it is written.

Here different games are very useful: comparison, replacement, grouping,

inserting, searching and so on.

In forming the spelling habits the teacher should take into consideration the
difficulties of English spelling and instruct pupils how to overcome these
difficulties. The following exercises may be suggested: copying and
dictations, writing sentences on a given pattern, writing answers to given
questions.

The object of every kind of written exercise mentioned above is to develop

pupils' spelling in the target language and to fix the linguistic material in
their memory and in this way to provide favourable conditions for
developing their writing skills.

30.Evaluating pupils' achievement. Assessment functions

Evaluation pupils' achievements in language learning is used for measuring the
achievement of the objectives in language learning, and it fulfils educational
functions as well, namely, each test makes pupils concentrate their attention on
certain language material and language skill and thereby mastering it successfully.
One role of the teacher is to help.
The second role of the teacher is to judge. Pupils get used to working
systematically at the target language. The latter ensures favourable conditions for
the mastering of the foreign language.
We assess: student process, acquisition of knowledge and skills, development of
sophistication and complexity in student work.
Assessment is necessary:
- to find out what the students know (knowledge);
- to find out what the students can do, and how well they can do it (skills; habits);
-to find out how students feel about their work (motivation, effort).
We use the information from the assessment;
- to improve the focus of our teaching;
- to focus student attention on strengths and weaknesses (motivation);
- to improve program planning (program assessment);
- for reporting to parents.
The differences between assessment and evaluation.
1. Assessment is the gathering of information about something, such as student
performance. Evaluation is the act of setting a value on the assessment
information.
2. Assessment is information. Evaluation is a judgment.
3. Assessment is qualitative. Evaluation is quantitative.
4. Assessment pinpoints specific strengths and weaknesses. Evaluation ranks and
sorts individuals within groups.
5. Assessment is diagnostic and formative, as well as summative. Evaluation is
only summative.
6. Assessment is most useful to teachers and students. Evaluation is most useful to
administrators and parents.
7. Assessment is an educational measure. Evaluation is an administrative measure.
8. Assessment is referenced by criterion. Evaluation is referenced by norm.
There are the following functions of assessment:
1. Feedback function or diagnostic. It is directed to the teacher and to the pupil.
For the teacher it is information which should lead him to modify his instructions
and strategies. The teacher evaluates the situation and changes his methods,
techniques, material, modes of working, duration of the performance of the tasks.
For the pupils it is self-assessment of their achievements. It tells them what the
student needs to learn, shows where students have difficulties.
2. Control (evaluative) function tells us how well the student is doing as work
progresses. Assessment is accompanied by the evaluation of the achievement by
grading or marking of every pupil. A grade or a mark shows the results of learning
and stimulates pupils' desire to learn.
3. Educative (teaching) function makes pupils concentrate their attention on
certain language material and language skill and thereby mastering it
successfully. Integrated within learning activities themselves, educative function
builds student insight and understanding of their own learning. Assessment
(sometimes termed active assessment) is an episode in the learning process. In
short, assessment IS a form of learning.
4. Development function deals with the development of pupils’ psychological
characteristics involved into performing of tasks: span of memory, thinking,
articulation, ability to concentrate. It is connected with the development of
motivation and interest to learn a foreign language.
Types of assessment:
1. Teacher's assessment. The teacher gives an assessment of the learner
for work done throughout the course including classroom
contributions.
2. Self/Peer assessment. The students evaluate themselves. The criteria
must be carefully decided upon beforehand. It is important to allow
students to make judgments about their own performance and that of
fellow students. This activity should be part of the assessment process
because it helps students take greater responsibility for their own
learning and fosters habits of successful life-long learning.
 31.Testing in teaching language. Types of tests

What is testing?

Testing is like a quiz or challenge that helps teachers see how well students are
learning. It's like asking them questions or giving them tasks to do, and then
checking how they answer or complete them.

What do teachers test?

Teachers test how well students can use the target language (in this case, English)
in different ways:

 Listening: Can they understand what they hear?

 Speaking: Can they talk and express themselves clearly?

 Reading: Can they understand what they read aloud or silently?

 Writing: Can they write words, sentences, stories, etc.?

Types of tests:

 Regular tests: Short quizzes given throughout the course to check progress.

 Final tests: Longer exams given at the end of a course.

 Teacher-made tests: Written by the teacher specifically for their students.

 Ready-made tests: Already prepared and available for purchase.

 Standardized tests: Developed by a central authority, like the Department of

Education.

What makes a good test?

 Valid: Measures what it's supposed to measure (e.g., reading skills, not memory).

 Reliable: Gives similar results even if scored by different people.

 Discriminating: Can tell the difference between good and weak students.

 Practical: Easy to create, give, check, and understand.

 Economical: Doesn't take too much time or money.

 Objective: Scored fairly and not influenced by personal opinions.

Remember: Testing is a tool to help teachers understand how students are learning
and adjust their teaching accordingly. It's not just about getting good grades!

Different types of language tests:

 Proficiency test: Checks your overall ability in the language, no matter what you
learned or where.

 Achievement test: See how well you mastered what you learned in a specific
course.

 Diagnostic test: Finds your strengths and weaknesses in the language, like a doctor
diagnosing an illness.

 Placement test: Helps teachers figure out where to put you in the language learning
program based on your level.

So, proficiency tests are like measuring your general language skills, achievement
tests are like checking your course grades, diagnostic tests are like getting a
language checkup, and placement tests are like finding your right class.

32.Game as a form of lesson

Learning a language can be tough, but games can help!

 Games make communication meaningful: They create situations where students
use the language in a real way, not just repeating drills.

 Games make learning fun: They add excitement and variety to lessons, making
them less boring.

 Games help students remember: Emotion and engagement make learning stick
better.

Here's why games are great for language learning:

1. They practice real communication: Even games focusing on specific grammar still
involve students talking and interacting.

2. They add fun and excitement: Games break up the routine and make learning less
stressful.

3. They help students remember: Emotions like laughter or surprise make learning
more memorable.

4. They involve all skills: Reading, writing, speaking, and listening are all used in
different games.

5. They're student-centered: Students take charge and play the game, not just listen to
the teacher.

6. They develop teamwork: Games played in groups encourage cooperation and

communication.

7. They can be used outside class: Students can practice the language even when not
in school.

8. They connect to different intelligences: Visual, kinesthetic, and interpersonal skills

are all used in games.

9. They offer new experiences: Games can create situations that wouldn't happen in a
regular lesson.
10.They break the ice and introduce new ideas: Games can make students feel more
comfortable and open to learning.

11.They make learning faster and easier: The relaxed atmosphere helps students
remember things better.

12.They make learning enjoyable and motivating: Games can spark a love for the
language.

13.They reduce anxiety: Games take the pressure off and make learning more relaxed.

14.They give shy students a voice: Games provide opportunities for everyone to
participate and express themselves.

Games are not just for rainy days or the end of term! They are powerful tools that
can be used throughout the language curriculum.

33.Classification of the games in language teaching

Focus:

 Linguistic Games: These focus on accuracy, like finding the right antonym or
putting words in order. Think of it as language practice with a playful twist.

 Communicative Games: These are all about sharing ideas and information, like
guessing a mystery person with 20 yes-or-no questions. It's like using language to
solve puzzles together.

Types of Games:

1. Sorting & Ordering: Arrange things like grocery items or pictures based on
categories. It's like putting your language skills in neat little boxes.

2. Information Gap: One person has the clue, the other needs it. Imagine playing
detective with words to solve the case!
3. Guessing: Who or what is it? Think of it as a language-powered guessing game,
like 20 Questions with a twist.

4. Search & Find: Everyone's a detective! Ask questions and gather clues to fill your
grid or find someone who fits a description.

5. Matching: Find the perfect pair! It's like memory games with words and pictures,
helping you remember things better.

6. Labeling: Put the right names on the right things. Think of it as language-powered
labeling, connecting words to objects.

7. Exchanging & Collecting: Trade words, ideas, or even cards! It's like bartering
with language, making learning interactive and fun.

8. Board Games: Scrabble, anyone? Board games can be language powerhouses,

mixing strategy with vocabulary and communication.

9. Role Play & Simulations: Step into someone else's shoes! Pretend to be a doctor, a
customer, or anything you can imagine. It's like acting with words, practicing
language in real-life situations.

Why Games Rock:

 Fun & Engaging: Games make learning feel like play, not work. Who doesn't want
to learn while laughing?

 Motivating: The challenge and competition of games keep you wanting more.

 Meaningful Practice: Games use real-world language in real-world situations,

making learning stick.

 Teamwork & Cooperation: Games encourage working together, building

communication and social skills.

34.The forms of interactive activities

Discussions: After learning something, you can chat about it in groups. You can
agree or disagree on things, like "reading is better than traveling." The teacher
helps by giving you points to talk about.

Role-playing: Pretend to be someone else, like a singer or a doctor. This is fun

and helps you speak confidently.

Information gap: Work with a partner who has different information than you.
Share your info to solve a problem or learn something new.

Brainstorming: Quickly share ideas about a topic, no matter how crazy!

Storytelling: Tell a story you know or made up. This helps you be creative and
use different words.

Interviews: Ask questions to learn about people and things. You can even
interview each other and tell the class about your partner.

Story completion: Start a story together, one sentence at a time. Add characters,
events, and anything else you imagine!

Reporting: Share interesting news or things that happened to you.

Playing cards: Talk about different topics based on the card you pick. Ask
open-ended questions to get people talking.

Pictures: Describe what you see in pictures, alone or with your group. This
helps you use words for things and be a good speaker.

Find the difference: Compare two pictures and talk about what's the same and
different.

35.History of methods of foreign language teaching

 1. The classical period (only grammar-translation method was used).
Grammar- translation method. Two main goals: to enable students to read
and translate in the target language, to further students’ general
development. Classes are taught in the mother tongue, much vocabulary is
taught in the form of list of isolated words, long explanations of grammar
are given, reading of difficult classical textx is begun early, no attention to
ptonunciation. (18 cт)
2. Direct method period. (19ст) reaction to grammar –translation method, target
language should be used in the classroom. Only everyday vocabulary and
sentences are taught suring the initial phase, grammar reading and writing are
introduced at the intermediate phase. Grammat is taught inductively. Concrete
vocabulary is taught through demonstration, object and pictures. Correct
pronunciation and grammar are emphasized.
3. Communicative language teaching period (1980) The primary function of the
language is interaction and communication. The key features: aims at developing
the learner’s competence to communicate in the target language in the real life
situations. Lessons have communicative aim. Studens practice their linguistic
competence rather than grammatical competence. Maintaining learner’s
motivation. Establishing safe and welcoming environment,
4. Post method era
Reasons for learning:
-knowing other cultures
-trade
-travelling
-education
-religion
-being a spy
Audiolingual method (ALM) 1940-1960. The key features: dialogue
memorization, repetition drill, chan drill (students ask and answer each other),
 single-slot substitution drill, transformation drill, question and answer drill,
complete the dialogue drill, grammar games.

 Development of CLT: Project-based learning (1897-2000) проективна

методика навчання – a teaching method in which students gain knowledge and
skills by working for extanded period of time to investigate and respond to
engaging and complex question, problem or challange, task-based learning
Focus: Students learn by completing communicative tasks that simulate real-world
language use.

 Key features:

o Focus on fluency and communication over grammatical accuracy.

o Use of authentic materials and tasks.

o Emphasis on learner autonomy and collaboration.

 Comparison to PBL: While both PBL and TBL emphasize active learning and real-
world application, TBL is typically more narrowly focused on language skills
development, while PBL can encompass a wider range of learning objectives.

Content-based instrudtion. Content-based instruction is a teaching approach

where learners study language through meaningful content. It motivates
students to learn because the subject matter is interesting, and allows them to
apply their learned language skills in a different context instead of rotely
memorizing vocabulary.

36.Communicative approach
the communicative approach in teaching foreign languages is a widely popular and
effective method that emphasizes real-world communication and interaction over
rote memorization and grammatical drills. Here's a breakdown of its key features:

Core principles:
 Focus on communication: The ultimate goal is for students to be able to use the
language effectively in real-world situations, not just pass grammar tests.

 Student-centered learning: Students are actively involved in the learning process

through pair work, group discussions, role-plays, and other interactive activities.

 Meaningful context: Grammar and vocabulary are taught in context, helping

students understand how to use them in real communication.

 Authentic materials: Teachers use real-world materials like news articles, videos,
and songs to expose students to the language as it's actually used.

 Error correction: Focus is on fluency and communication rather than perfect

grammar. Mistakes are seen as opportunities for learning and correction is done in
a supportive and helpful way.

Benefits of the communicative approach:

 Increased motivation and engagement: Students are more engaged when they can
see the relevance of what they're learning and can use it to communicate with
others.

 Improved communication skills: Students develop fluency, accuracy, and

pronunciation through constant practice in real-world scenarios.

 Deeper understanding of the language: By learning in context, students gain a

better understanding of how the language works and how to use it effectively.

 Development of other skills: The communicative approach also helps students

develop critical thinking, problem-solving, and collaboration skills.

Activities and techniques used in the communicative approach:

 Role-plays: Students simulate real-world situations like ordering food at a

restaurant or asking for directions.
 Games and simulations: Fun and engaging activities that allow students to practice
the language in a low-pressure environment.

 Debates and discussions: Students express their opinions and learn to argue their
points in the target language.

 Project-based learning: Students work on projects that require them to use the
language in a meaningful way.

 Authentic materials: Using real-world materials like news articles, videos, and
songs exposes students to the language as it's actually used.

37.Using the principles of Bloom’s Taxonomy in teaching English

1. Knowledge –reacalling facts, terms, basic concept and answers.

Key words: who what why? Recall, select show spell list tell. What are the
health benefits of eating apples?
2. Comprehension. Demonstrates understading od facts nd ideas by organizing
comparing giving descriptions and stating the main ideas. Compare contrast
demonstrate explain (compare the leath benefits of eating applas and oranges
3. Application. Uses of acquired knowledge , solve problems in new situations
by applying acquired knowledge. Apply, build, choose, organize.What kind
of aples are best for baking a pie, and why?
4. Analysis. Distinguish, compare, analyze, discover, distinguish. List your
ways of serving food
5. Synthesis – create, invent, cmpose, plan, imagine. Convert unhealthy recipe
for apple pie to a healthy recipe by replacing your choice of ingredients.
6. Evaluation. Making judgements amout info. Do your feel that serving apple
pie for an after school snack for children is healthy?
38.Implementing the differentiated approach in teaching English
Differentiation – an organized flexible way of teaching and learning
methods to occomodate each child’s learning needs and preferences to
achieve maximum growth as a learner.
4 ways to differentiate instructions:
Content (what the students need to learn)
Process (the activities the student is engaged to master the content)
Product ( what the student creates at the end of the lesson to demonstrate the
mastery of the content)
Learning environment (the way the classroom look and feel)
Student’s learning styles:
Visual –a way of learning in which info is associated with iamages. This
learning style requires that learners first see what they are expected to know
Auditory – a person learns through listening
Kinesthetic – touch, try things out. They gedture when speaking are poor
listener, stand very close when speakingor listening and quickly lose
interest.
39.Teaching creative writing
 Creative writing is one of the most enjoyable types of writing for students. Not
only does it allow students to explore their imaginations, but it helps them to
structure their ideas and produce writing that they can be proud of.
Creative writing is an art form that goes beyond traditional writing, allowing
individuals to express their thoughts, emotions, and ideas through the power of
words.
is the process of crafting original and imaginative works of literature, poetry,
prose, or scripts. It transcends conventional writing, encouraging individuals to
explore language, structure, and narrative. Whether it's a heartfelt poem, a
captivating short story, or a thought-provoking novel, creative writing allows us
to communicate our unique perspectives and experiences with the world.

Creative writing is the art of using language to tell stories, express emotions, and
evoke imagination. It goes beyond simply conveying information and focuses on
crafting narratives, poems, scripts, and other forms of art through words. Here's
what makes it special:

Key aspects of creative writing:

 Imagination: It delves into the realm of "what if?" and allows writers to create
original worlds, characters, and situations.

 Playfulness with language: Creative writers experiment with vocabulary, syntax,

and figurative language to paint vivid pictures and evoke emotions.

 Focus on aesthetics: The text aims not just to inform but also to resonate with the
reader on an emotional and artistic level.

 Storytelling or expression: Whether weaving a compelling narrative or revealing

inner feelings, creative writing is about giving voice to a unique perspective.

Benefits of using creative writing in English teaching:

 Boost language skills: It encourages using diverse vocabulary, complex sentence
structures, and descriptive language, improving overall fluency and accuracy.

 Enhances critical thinking: Students analyze texts, develop ideas, and make
choices about plot, characterization, and setting, honing their problem-solving
skills.

 Cultivates creativity and self-expression: It provides a safe space for students to

explore their ideas, experiment with writing, and build confidence in their voice.

 Increases engagement and motivation: It makes learning language fun and

interactive, replacing rote memorization with active exploration and discovery.

 Promotes cultural understanding: Students can explore different cultures,

perspectives, and values through diverse voices and stories.

Ways to incorporate creative writing:

 Writing prompts: Offer open-ended writing prompts that inspire students to use
their imagination and explore different genres.

 Genre exploration: Introduce students to various genres like poetry, short stories,
scripts, and song lyrics, allowing them to discover their preferences.

 Collaborative writing: Encourage peer feedback and group writing projects to

foster creativity and communication skills.

 Visual aids: Use pictures, videos, or music to spark ideas and provide sensory
inspiration for writing.

 Publishing opportunities: Create platforms for students to share their work, like
school magazines, online forums, or even performances, boosting their confidence
and sense of accomplishment.
 Remember, the key is to create a supportive and encouraging environment where
students feel free to experiment, take risks, and express themselves through
writing.

40.Using poetry in the English classroom

Poetry can be a potent tool in your English classroom, enriching learning beyond
mere grammar and vocabulary drills. Here are some ways to weave its magic:

1. Ignite Inspiration:

 Start with relatable poems: Choose pieces that resonate with your students' age,
interests, or experiences. Use contemporary poets alongside classics to show the
relevance of poetry in their lives.

 Engage the senses: Encourage students to visualize, hear, taste, and touch the
imagery in poems. Have them draw, mime, or act out the emotions and scenes
evoked.

 Explore sound and rhythm: Read poems aloud, emphasizing rhythm, rhyme, and
word choice. Have students play with sound through choral readings, beatboxing,
or even composing their own rhyming lines.

2. Deepen Reading and Analysis:

 Unpack meaning layer by layer: Guide students through close reading, asking
questions about imagery, figurative language, tone, and theme. Encourage them to
connect the poem to their own lives and experiences.

 Compare and contrast different styles: Analyze how different poets handle similar
themes or use distinct forms (sonnets, haiku, free verse). This expands their
understanding of poetic expression.
 Debate interpretations: Poetry thrives on ambiguity. Let students discuss multiple
interpretations of a poem, fostering critical thinking and open-mindedness.

3. Unleash Creativity and Self-expression:

 Write their own poems: Provide prompts, themes, or specific poetic forms as
springboards for student creativity. Let them experiment with voice, style, and
imagery.

 Performance and presentation: Encourage students to share their poems through

public readings, slam poetry competitions, or even video recordings. This builds
confidence and communication skills.

 Cross-curricular connections: Combine poetry with other subjects. Analyze

historical poems, write scientific haiku, or use poems to inspire art projects.

Remember:

 Make it fun! Play games, create poetry scavenger hunts, or even hold "poetry
karaoke" nights. The more enjoyable the experience, the deeper the connection.

 Celebrate diversity: Choose poems from various cultures and backgrounds to

expose students to different voices and perspectives.

 Be a facilitator, not a dictator: Guide students without imposing interpretations. Let

them discover the meaning and beauty of poetry for themselves.