2_Seminarsl on Methodology

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INSTITUTE OF CONTINUING EDUCATION

Galina Burdeniuc

Creative Performance Approach to

Teachin Enli!h

"Seminar! in TEF# $ethodolo%&

Chi'in(u )**+


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Be!t memorie! to the out!tandin

methodoloi!t profe!!or

,o%a $ichailovna ,-et.ova

Contents

I. Introduction.

II. Chapter One: Fundamentals of Creative Performance Approach.

III. Chapter Two: Peculiarities of Communicative Teaching IV. Chapter Three: Organiing !tudents" Activit# in Class Communicativel#..

V. Chapter Four: Algorithm of Teaching !pea$ing through CPA Principle.

VI. Chapter Five: Teaching %eading Communicativel#.

VII. Chapter !i&: Teaching 'istening Communicativel#

VIII. Conclusion.

I(. !upplement

)


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Cour!e De!in

This *oo$ attempts to investigate and sharpen our definition of +communicative,

to consider the implications this has for the classroom and- finall#- to suggest wa#s of

e&ploiting the creative potential of learners to give them a clearer notion of what it is to

communicate with a spea$er of another language.

In the /01s it was often stated that the o*2ective of an# F' Course was to ma$e

the stt use that language with the proficienc# and fluenc# of a native.

3ar# Finnochiaro sa#s: +A well designed curriculum should +reflect realistic

o*2ectives, starting from the $nowledge and s$ills the learners for whom the

curriculum is intended need in their immediate future- and how much one can

reasona*l# hope to accomplish in the time availa*le,.

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/Ever% 0o1 i! a !elf2

portrait of the per!on

-ho did it3

Autoraph %our -or.

-ith e4cellence35

?


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/I .eep !i4 hone!t !ervin2

men3 The% tauht me all I

.no-3 Their name! are6 7hat8

and 7h%8 and 7here8 and

7hen8 and 9o-8 and 7here8

and -ho53

":ud%ard ;iplin&

0


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Introduction

7e will spea$ a*out methodological competence of universit# teachers which is

an indispensa*le ingredient of a professional. A professional $nows that teaching-

irrespective of the su*2ect or discipline taught- is done not in the manner of an effective

in@put followed up *# chec$ing and assessment- *ut *# focusing on the development of

the conitive intere!t to re!earch- personal finding. In other words- ever# teacher

must teach students how to learn.

The B;!CO materials state that a niversit# should *ecome a la*orator# -ho!e

mi!!ion i!to anal#e the past- chec$ the present and prepare the alternatives for the

future. The first concern of a humanitarian education is the student"s active cognitive

outloo$. No factual .no-lede can !u1!titute it.

7e have entered the new era when the fate of our planet full# depends on the

level of our consciousness which is the source of all our ideas- actions- desires and

thoughts.

!pea$ing a*out changing instruction methods educationists mention onl# two

strategies:

. general changes must *e made in the in!tructional environmentincluding

the material used

). the activities and the manner of use of materials must *e modified.

Dut these are the outwardl# means to perfect the teaching process. The

con!ciou!ne!! of the !tudent remain! intactwhen the teacher provides him with

communicative opportunities onl#. The student"s inner world is responding when his

*rain has a relevant pro*lem- when he discusses options- ma$es life@true decisions and

esta*lishes accounta*ilit# and *ears responsi*ilit# for what he does while wor$ing in a

team.

Bot den#ing the importance of the two strategies mentioned a*ove we must

accentuate the indispensa*ilit# of the Creative Performance Approach discussed

further. 'oo$ at the scheme and give #our ideas a*out it to #our partner.

Speech Communication

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Chapter One6 Fundamental! of Creative Performance Approach

Scheme


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Bow let us contemplate a *it. 7hat is communicationG 7hat is informationG Is

an# utterance informationG

Conver!ation

Scheme )

Teaching functions in a coherent creative performance rather than multiple

isolated situations.

Creative Performance Approach in Teachin Enli!h

In the centur# of scientific s#nthesis a new educational paradigm is *einggraduall# developed. It challenges reconsideration of approaches to teaching languages

Communication

5iving Information

As$ing for

Search for !th ne-

Becessar#

n$nown

Interesting

seful

7hat to teachG

Topic 3odalit# Function

3a# not $now

what

As$ing for info

3a# not $now

how

As$ing for info

/


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as well. Creative Performance Approach 8CPA developed *# the staff of the Institute

of Continuing ;ducation represents new insights into learnin as an individuali=ed

proce!!- into 1a!ic of teaching oral communicationspringing from the !ocio2cultural

a!pect of authentic information e4chaneinto the nature of teaching@learning goals

and tactic! of authentic communicationsimulation.

As education of toda# focuses on professionalism@ show not what #ou $now *ut

what #ou can do@ CPA gives a possi*ilit# to get in@depth $nowledge a*out the wa# it is

done in the countr# whose language the# learn. !o- what is CPAG

. CPA is a theor# of a creative personalit# formation through tas$s which

involve development of creativit#- active thin$ing for productive

conition- research and discover#.

). Personal creativit# helps reveal natural capacities- the a*ilit# to find one"s

mi!!ion in thi! life- to set tangi*le goals and achieve them.

4. Creative Performance ma$es the whole learning process at school and

universities a reflective a-arene!! activit%chosen not *# chance *ut *# a

mind craving for research and discover#.

>. Creative Performance teaching and learning involve development of

associative- imaginative- and !%!tematic thin.in.

7hat are the Dasics of Communicative Creative PerformanceG

. Tran!parenc% of the activit# s#stem 8as awareness of the activit# inspires

interest.

). Dou1le o10ective: a pedagogical goal for teachers * Creative Performance

*ased goal for students.

4. Sprinin 1oard2 communicative competence of the native spea$er.

>. Communicative nature of an# speech activit#: a %eading@ for new info

derived from the te&t * 'istening@ for new info derived through listening c

!pea$ing@ for new info conve#ed through communicative functions.

?. Pro1lem Solvin through creative performance.

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0. Come to rip! -ith the un.no-n3!hould ever#thing or an#thing *e pre@

taughtG

6ow to encourage active learning on the part of the studentsG 6ow to create the

environment that will encourage active learningG

This can *e accomplished *# planning a general program that addresses the

following elements:

. Plan goals and o*2ectives tailored to naturalistic principles and relevanc#

). 5ive the students as man# opportunities as possi*le to read- write- tal$- and

listen in various group structures

4. Allow the students to thin$ and discuss options- ma$e decisions- and esta*lish

accounta*ilit# for what the# do when wor$ing with #ou

>. !urround the students with print to *uild a literac#@rich environment

?. Treat the students with respect and wor$ to empower them as learners

0. se interesting and meaningful material and activities.

CPA is one of the possi*ilities to integrate the process of successful learning. A

ne- in!iht into learning process terri*l# need! development. It was the greatest

mi!ta.e of teachers to thin$ that a foreign language should *e taught li$ewise to

children and grown@ups.

Creative Performance Approach represents a deep in!iht into learnin as an

individualied process- on the one hand- into *asics of oral communication springing

from the !ocio2 cultural a!pect of authentic information e4chane - on the other

hand- and lastl#- into the nature of teaching@learning goals and tactics of authentic

communication simulation.

Scheme >3


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Individualied learning presupposes creating an atmosphere of e4perimental

learnin allo-in the !tudent to conceptualie $nowledge- appl# it in practice and

reflect it in e&perience.

Scheme ?

CPA

Individualied

'earning

!ocio@cultural

Aspect of

Information

;&change

Authentic

Communication

!imulation

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In other words- the process of individualied learning comprises eight

interconnected processes.

. a developmental process 8smth new is ac. not 2ust a matter of linguistic $nowledge 8It"s clear that linguistic $nowledge is

not enough

?. an emotional e&perience 8emphasis is laid on the process of !olvin the

pro1lem and not on learnin


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0. valuing attitude as much as aptitude and a*ilit# 8intention- motivation- and

interest

9. ac


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Is it as$ing for trou*le if #ou as$ students for feed*ac$G One of the possi*ilities to

integrate the process of successful learning is CPA.

CPA gives a possi*ilit# to integrate the content *ased instruction- colla*orative

learning and communicative interaction techni


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^J@ha

K@ e

X@ i

_JJJ@lu&

ULJJ@plumor

HQYLb@ raKQ@ dou.

D. sing the te&t translate the following:

!"# $ %&%' ($)* ) +"&%. !"# $&%%* #!'- &$'. /'$

$&%-* +)0 +%*%1. 2%*$ '% %3+4* ' &$'%. 5"6 $ +%*$ !$+4* +"&.

C. Bow with a partial use of the te&t write #our own te&t a*out an#one or

an#thing.

`. Chec$ing.As #ou see:

. 6ad a pro*lem

). Bo pre@teaching

4. Creative performance used

>. `ou*le o*2ectives: a teaching voca*ular# * deciphering an un$nown te&t@ a

communicative tas$ for voca*ular#.

0


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Chapter T-o6 Peculiaritie! of Communicative Teachin a #anuae

It is from the earl%


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would tend to give offence as too *rus


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Curricula are organied around such functions as introductions greetings and

good*#es invitations apologies and condolences gratitude complements and

congratulations re


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Chapter Three6 Orani=in Student! Activit% in Cla!! Communicativel%3

Ps#chologists proved that there e&ist five t#pes of human activit#:

. thin$ing activit#

). spea$ing activit#4. learning cognitive activit#

>. wor$ing activit#

?. pla#ing activit#.

The# discovered that all these activities have the same structure. ;ach of them can

*e su*divided into actions and operations.

'et us anal#e the speech activit# and see how a teacher should organie the

students" learning activit# to teach them spea$ing through principles of CPA and

communicative teaching.

Scheme 3

Spea.in activit% utterance s$ill s#nthesis speech e&ercises sense- what to sa#G

communication communicative function intentionmotivationinterest sets

a goal generalied activit# goal algorithm of the teaching process to develop

spea$ing s$ills.Spea.in action! sentence ha*it phoneticle&ical grammar language e&ercises

Form. 6ow to sa#G


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!pea$ing activit# utterance

!pea$ing actions sentence

!pea$ing operations soundswords

'et us see ho-it is done. It is done on the *asis of algorithm of the student"s

activit#.7hat is algorithmG

Traditional

Approach

!ounds-

7ordstterance

Communicative

Approach

!ounds-

7ords tterance

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+Algorithm is a list of instructions which are carried out in a fi&ed order to find

the answer to a . 5eneral o*2ective 8interesting- vague- challenging

?. Possi*le solutions E Drainstorming

0. Concrete o*2ective B

9. Conflict Ewhat to do- *ut do not $now how

. Dehaviour model 87hat to do and 6ow to do

/. 'anguage 3odel S Pedagogical goal E material necessar# to discuss pro*lem

B1.!mall group formation E uniting individual efforts

.%e.!olving the ne&t concrete o*2ective.

))


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Chapter Four6 Alorithm of Teachin Spea.in throuh CPA Principle!3

Preliminar% note!3

'et us specif# what information each point of the algorithm presupposes.

I. As it had *een stated *efore- an# activit# out of five $nown 8wor$ing- pla#ing-learning- thin$ing- and spea$ing- speech activit# is su*divided into actions and

operations. If we ta$e an utterance as speech activit# continuum it will *e su*divided

into sentences which conse


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ùring Dehaviour 3odal !tage he acts as a consultant or advisor- helping where

necessar#.

ùring 'anguage 3odal !tage he acts as a language instructor- presents new

language material.

It is a ver# important stage where the teacher uses all his pedagogical s$ills to

teach the language material communicativel# with the class onl# in terms of the topicdiscussed- not resorting to linguistic pro*lems.

ùring Personal ;fforts nification !tage 8small groups" formation he acts as a

classroom manager responsi*le for grouping students satisfactoril# for practical

purposes. Changing the partners within groups if necessar# is his prerogative.

ùring students" activit# performance 8Team !peech Activit# he acts as a

participant in an activit#- as +co@communicator,- *ut who does not ta$e the main

initiative. 6e does not intervene into the proceeding- *ut lets learning ta$e place

through the students" independent activit#.

At the Controlling !tage 8Chec$ing up he e&ercises direct control over theperformance results evacuates- generalies.

'astl#- he stimulates a new $ind of activit# passing to the ne&t concrete o*2ective.

A special attention should *e paid to Dehavior 3odel !tage and Chec$ing up. The

tas$: how to solve pro*lem E concrete result should *e used while the students answer

the teacher


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R$oral damae" E it is terri*le. Dut what is itG 6ow does it manifestG 8stress-

disparit#- aggression- nervous diseases

Further the teacher gives the Dehaviour 3odel.

The chec$ing up stage should *e *ased and focused on the re!ultof the activit#.

Teacher as$s each group 8team to give the result of their discussion. !o:

+7hat did #ou include in #our list which needs mone# firstG,

+7hat are #our suggestions for helping impoverished peopleG,

+7hat do #ou consider the most dangerous for the societ# moral damageG,Further- the most significant features of communicative lesson are given.

A communicative lesson should:

. *e presented as a scenario of the development of a definite topic

). *e *ased on a general pro*lem to *e solved *# the students

4. have a dou*le o*2ective E pedagogical and students" creative performance

activit#

>. have concrete goals achieved *# the students and not read#@made recipe

8method- wa#- practice proposed *# the teachers

?. have a teaching and educative value0. *e effective 8TA- Video- Computer

9. enlarge the students" spea$ing time

. contain new information in a*undance

/. *e done on an# material and develop all sorts of s$ills and speech activities

1. *e focused on developing communicative s$ills- elimination of mista$es

. give students an ample opportunit# to materialie their creative intentions and

to e&press their individualit#.

To precede with the topic +'iving and 'eaving, let us design a lesson plan to

teach spea$ing.

'esson

Teacher! o10ective6

Dehavioral

3odel

7hat to doG 6ow to doG

ìscuss the most neededmeasures.

ìscuss how impoverishmentmanifests itself.

ìscuss what is meant *#moral damage.

7rite a short list of fieldsneeded mone#.

Put down suggestions how tohelp.

;numerate the most dangerous

ones for the societ#.

)?


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. to teach how to use the Present Perfect Tense in speech

). to impart some $nowledge to students a*out the procedure of *u#ing furniture

and to teach how to spea$ for advice. Concrete 5oal One.

Student! o10ective!6

. to learn how to furnish a house

). to learn a*out the procedure of *u#ing furniture for a room.

As we have stated in a*ove the first step is to create a pro*lem for the students"

activit#. This pro*lem must *e vaguel# descri*ed and must have a num*er of concrete

solutions.

RDu#ing Furniture" is the general pro*lem- the conflict of which ma# *e different:

Rwe want furniture- *ut have no mone#"-

Rwe want furniture- *ut do not $now what shop to go"-

Rwe want to *u# furniture- *ut we do not $now to *ring it home"-

Rwe want furniture- *ut do not $now how to do it".;ach of these ma# serve as a separate goal for the lesson- *ecause there are

numerous solutions out of these conflicts.

The first general pro*lem Rwant furniture- *ut no mone#" ma# fall into a num*er

of concrete o*2ectives which ma# *e resolved with the help of the algorithm.

The teacher as$s the students where mone# can *e found. Drainstorming. !tudents

*rainstorm:

. earning mone#

). *orrowing from friends

4. going to the *an$

>. as$ing parents for mone# etc.

Ta$ing these minor solutions one *# one- the teacher ma# drill the new grammar

material 8the Present Perfect Tense and input all the new voca*ular# which is needed

for the purpose.

'et us do the whole procedure for the conflict: Rwant furniture- *ut do not $now

how to do it".

Student! Activit% Alorithm.

Step


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Step >3 #anuae $odel.

RDut to *e a*le to choose a room we must $now what the# are called." The teacher

together with the students names the rooms- put them down on the *lac$*oard or gives

handouts. Desides- he gives other necessar# words and structures.

;&.: Dedroom- lounge- dinning room- $itchen- *athroom- toilet- hall- !unroom-stud#- storeroom- laundr#- s


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Step >3 #anuae $odel3

ou ma# need some words to en


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Step 3 Chec.in up3

R7hat have #ou *oughtG"

R7hat have #our parents advised to *u#G"

R7hat have #ou decided to *u#G"

R7hat furniture have #ou chosenG"R7hat advise have #ou receivedG"

R7hat was hisher adviceG"

The ne&t pro*lem ma# *e ordering a car to deliver #our furniture home. Then #ou

ma# phone #ou friend and tell him her what #ou have *ought

As we see- the students ac


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#anuae $odel: #ou will needsome formulas to use in the agenc#.

R7hat can I do for #ouG"

R7e needsome information a*out"

Rgoing for a trip- arranging a trip- some places we can go for a vacation"

R7here canwe goG"

Rou maygo .%omania- Tur$e#- ;ngland- Ital#."R7e cannotgo to .*ecause.It is.e&pensive- far"

R7e cannotta$e children..no transport.."

RCan#ou go to.*ecause it is much cheapernearer- interesting.."

Res- we can. Bo- we cant/ cannot."

R`o we need to *oo$ a trip right awa#G" RBo- we neednt.

RI thin$ I must discuss it withm# parents m# roommate m# friend m#

teacher.."

R;&cuse me- what can #ou recommend usto ta$eto *u#to prepareG"

7hile dealing with voca*ular# the teacher ma# introduce man# other formulas8li$e apologiing- gestures- facial e&pressions- *od# language.

Small Group Formation6

!tudents discuss in pairs and in groups of three.

:eui!ite6

The students are introduces a list of sightseeing- places- a price list- leafletsetc.

For e&ample:Romania @)11 dollars three hour drive- mineral water ur!eyE 411

dollars- si& hours drive- warm sea- e&cellent service "nglandE )-?11 dollars- three

hours flght- interesting sightseeing- attending a Parliament !ession #taly E -?11

;uros- three hours flight- interesting sights- visiting Vatican- swimming in the

3editerranean !ea.

Student! CommunicationE 4 minute tal$.

Chec.in up6

R`id the agent convince #ouG"

R7here can #ou goG 7h#G"

Concrete Goal II3

The *est advice is usuall# given *# the parents.

Conflict6we plan some interesting trip- *ut we need some more mone# for it.

Behavioral $odel: What to do?!pea$ to #our parents for advice what to choose.

How to do?Put down #our parents" decisions a*out the lac$ing mone#.

#anuae $odel6

R3um- I need#our help."

RI maygo to *ecause it is."

RDut I needsome more mone# to go to."

R7h#should #ou go to G"

R7h# not to go to .it is muchG"

Rou mustearn the mone# #ou need"Rou can*orrow it from the *an$ friend neigh*our"

Rou see father I- thought a*out going to.It is muchmoreless.."

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Res- #ou maygo to ."

RBo- #ou cannotgo to .*ecause"

Roushouldremem*er that."

R6ave #ou *oo$ed the trip alread#G"

RI thin$ #ou must"

Small Group! Formation:The teacher divides the class into groups of three students.

:eui!ite:

The same as in the previous case.

Student! Creative Performance3

Chec.in up:

7hat did #our parents advise #ouG 7hatshould#ou do a*out the mone#G

The students answer: 3# father 8mother decided: Ishouldearn- *orrow I must

go to I cannotgo to*ecause

Concrete Goal III3 U!in friend! e4perience3

Conflict: All the arguments people gave didn"t convince us. Dut a friend"s

e&perience may*e most convincing.

Behavioral $odal: What?!pea$ to #our friend.How?%emem*er what he said

#oushoulddo.

'anguage 3odel:

R7hat do #ou thin$ I should doG"

RI thin$ #ou should not go to *ecause it is ."

Rou ma# go to-*ut I "

Rou needn"t hurr# to *oo$ the trip."

Rou cannot go to .*ecause"

R7h# not *u# a trip toIt is muchlessmore"

RDut can I go to .G ou"ve *een there- haven"t #ouG"

Res- I have. Dut #ou must remem*er that"

Rou ma# *e disappointed- *ecause"

Rou must write them first"

!mall 5roups.

%e


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interlocutors. Its *asis is the differentiation *etween pre@communicative and

communicative activities.

Through pre@communicative activities the teacher i!olate! !pecific element! of

$nowledge or s$ill which compose communicative a*ilit# and provides the learners

with opportunities to practice them !eparatel%. The learners are- thus- *eing trained in

the part s$ills of communication rather than practicing the total s$ill to *e ac


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7hen ever pre2communicative activitie! occur- their e!!ential function is a

su*ordinate one: the% !erve to prepare the learner for later communication3 In

effect this is the familiar progression from +controlled practice to creative language

use,.

6owever- it is possi*le to rever!e this se


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A communicative approach integrates materials and activities which provide

language guidance- *ut which simultaneousl# create a setting in which students can

tal$ to each other- can develop fluenc#- and can e&periment with and practice language

in use without the restraint imposed *# fear of *eing wrong or *# *eing constantl#

corrected *# the teacher. These aims are *est satisfied in a classroom situation where

the teacher acts as catal#st and informer- directing proceedings without heavil#controlling or dominating them. !tudents are highl# active. D# this we do not mean

that the# simpl# ver*alie in the form of repetition or answering


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structure to *e studied in isolation without reference to intention- relationship of

spea$er to hearer- attitude- and setting can lead to loss of meaning and to the placing of

unnecessar# restraints on the use of the language.

!pea$ing a*out communicative competence as the final goal of an# language

course is not correct. The notion Rcommunicative competence" was developing its

essence for a long period of time and is still under discussion. Choms$# B. introducedRlinui!tic 8grammar competence meaning *# it $nowledge of grammar structures-

orthograph#- le&is- and pronunciation rules. It can also *e called Rlanuae

competence".

!herser !. 8/99 introduced Rspeech competence" !tern 6. 8/0 E Rsocio@

linguistic competence" Rstranovedches$a#a competentsia" E jhuravleva '.- jinovieva

3.- 8/? Rlingvostranovedches$a#a" E =olum*ina B.- 8/0 Rcultural competence"

E `odd 8/) =rasnic$ B.- 8/>- etc.

Botwithstanding the e*undance of terms the most generall# accepted t#pes of

competencies can *e defined as follows:. 'anguage competence E a comple& of language $nowledge ha*its- s$ills-

and capa*ilities- mastering of which allows to create grammaticall#

correct and le&icall# appropriate speech as well as to linguisticall#

correctl# interpret the contents of various t#pes of speech in different

spheres of communication.

). !peech competence E the s$ill to prognosis the communicative

accepta*ilit# and purposefulness of linguistic means chosen for speech

formation- for wrong or inade


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!o- communicative competence represents a definite level of mastering the

language- speech- socio@cultural $nowledge- ha*its and s$ills allowing a person to

ma$e his speech *ehaviour communicativel# accepta*le and e&pedient and to modif# it

depending on functional factors of monolingual or *ilingual communication- which

creates a *asis for his communicative *icultural development.

!chematicall# communicative competence can *e shown in the following wa#. Itis a comple& um*rella Eli$e structure whose complete materialiation find itself onl#

in a native spea$er"s consciousness. !o- a researcher of the communicative competence

development in his class should alwa#s *e precisel# aware of what level of this

competence he can achieve and not postulate its complete development.

;tc.

!ocio@

linguistic

competence

Intercultural

competence

Pedagogical

competence

!trategic

competence

!ocio@cultural

competence

!peech

competence

'anguage

competence

Communicat

ive

competence

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Preparin !tudent! for -or.in in pair! and roup!3

Stae . 3onitor the activit# with #our e#es and ears.

?. =eep one e#e and one ear on the la# and the unrul#. The# will wor$ as long

as #ou watch them.

0. =eep notes of what #ou hear 8not onl# mista$es- good things as well.

)3 Communicative function!An# communicative act contains at least one communicative function: either to

as$ a*out something or to give some information to agree or disagree to than$ or

apologie to re


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Commentar%6Botice particularl#: the word order tags. 7hen we agree we

normall# use a different word with the same meaning 8lovel#- *eautiful.

:. ;ntroducing people9

+ary, this is ohn. He wor!s / lives..

ohn, this is +ary. he..

+ary, #d li!e to meet ohn.How do you do. leased to meet you.

. ;nviting people9

7ould #ou li$e to ..

I wonder if #ou"d li$e to ..

es- that"d *e lovel#.

Oh- I"d love to- *ut I"m afraid I


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#d rather you didnt 47 an e1cuse5

#d pre*er you not to 4 7 an e1cuse5


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# thin! thats going a )it too *ar.

%*ter all, what a)out

# see your point )ut you are sure.

# cant entirely agree there #m a*raid

$h, # really cant/couldnt agree with that.

J?. sAing for and giving directions9"1cuse me, # wonder i* you could tell me i* theres a )an! near here, please.

"1cuse me, could you tell me where the Royal heatre is?

#m sorry, #m a*raid #m a stranger here mysel*.


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ust loo! at the time. #d no idea it was so late.

# really must )e going now, #m a*raid.

# really must go #m a*raid.

#ll really have to go, #m a*raid.

#ts )een a lovely evening, than! you very much.

4


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Surpri!e

ohn, :ust won a thousand dollars>

Oh- reall# 6e didG 6e won a thousand dollarsG

kohn won a thousand dollarsG

7hat do #ou $now a*out that

Di!1eliefHes nearly eighty years old.

Bo $idding I don"t *elieve it Impossi*le Incredi*le That"s terri*le I don"t

*elieve a word #ou sa# ou must *e 2o$ing Bonsense

:eret

# wont )e a)le to come to the party aturday night.

I"m sorr# to hear that That"s too *ad

S%mpath%

+y sister )ro!e her leg yesterday.

Oh- that"s too *ad 7hat a shame That"s a shame I"m sorr# to hear that9orror

Richard had a heart attac!.

Oh- how awful That"s terri*le That"s dreadful 6ow terri*le

Areement

his is a good meal.

%ight ou"re right It is es- it is It certainl# is It surel# is.

(ou remem)er +ary, dont you?

es- of course Of course- I do 7h#- of course Certainl# !urel#.Concurrence

# want ice cream.

I do too !o do I.

hall we go swimming?

es- let"s es- let"s go 7h# not !ure- wh# not.

# dont li!e that painting.

Bether do I I don"t either.

#ac. of concurrence

hall we leave now?

Bo- let"s not.

Di!areement# li!e the movie.

I didn"t

(ou didnt see the movie, did you?

Oh- #es- I did.

E4erci!e! to Develop $onoloical Speech8 one minute tal$>


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e listening matter

)3 :etellin

a Close to the te&t

* in one"s own wordsc gist- summar#- main idea

d te&t e&tension

e te&t contraction

f suppl#ing the end *eginning

>3$a.in up a !tor%

a on $e# words

* on visual aids

c audio materiald according to a plan

e creating situations on

f 2um*led sentences

g different ideas on the same structure

h opinions and evaluation

$ advice on the letters on the editor?3 Speech ame!3

3 Givin informationa tic$ets

* schedules

c ta*les

d graphs

e weather forecast

f theatre programs

g museum leaflets

h travelling agenc# information

$ telephone director#

3 Spea.in on a !euence of picture!

a descri*ing

* rearrangement of miscellaneous set of pictures telling the whole stor#

c a common stor# *# the whole group8each logicall# follows the previous

spea$er descri*ing his picture

d suppl#ing the middle of the stor# when onl# the first and the last pictures

were shown

e ma$ing up a filmf giving character s$etches

2 a picture- an o*2ect is descri*ed and ever#one guesses or draws it

>?


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h ma$ing up a stor# on the words and comparing it with the picture

$ commenting on a mute film or slides

l tal$ing a*out self@ evident things.

E4erci!e! to Develop a Dialoue

. 'ogical and illogical


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. !$ill the a*ilit# to generalie facts and tell them in a short form and

ma$e conclusions

). 5ive clear instructions and e&plain how something is done

4. !$ill the a*ilit# to detect and correct one"s own mista$es.

Ta!. forindividual wor$.3a$e a critical review of this development.

Topic Arranin a trip

Pedagogical goal Function!: !uggestions As$ing for help Agreement and

`isagreement.

Grammar63odal ver*s 8must- should. Present Perfect.

Activit# goal The legend: ou are ver# tired at the end of the academic #ear. ou

all have gone through hard times together- #ou have cele*rated the

*irthda# parties and have mar$ed various occasion together. Dut

#ou sta#ed indoors for so long- that #ou dream of an outdoor rest.Finall#- #ou have decided to go for a trip.

5eneral goal 'et us arrange a short trip in the *est possi*le wa#.

Drainstorming

activit#

Instruction: In the of 4@> discuss what we need to arrange a short

trip in the *est wa#.

Concrete goals !uggestions of the students are put down on the *lac$*oard:

.Place: where to go

).People: who to invite

4.;


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..Chec$ p 7hat are the most appropriate placesG EForest- mountains- river-

la$e- cit# par$.

7here would #ou li$e to goG E On the mountain trip.

7h#G@7hat are advantages and disadvantages of going on a

mountain tripG

)..Conrete goal ) 'et us discuss who will go on a mountain trip.).).Conflict Bone of the group mem*ers has gone on a mountain trip *efore. It

is dangerous to go without an e&perienced person or a guide.

8There is a wish *ut no e&perience. 7hat would #ou doG

).4.Dehaviour

model

In the groups of 4@> discuss what #ou are going to do.

8Possi*le answers: we can go on own- invite a guide or someone

e&perienced.

In case #ou have a decided to invite a guide: 3a$e up a dialogue

*etween a student and a guide. 6ow would #ou invite him and

ma$e interested in the trip. Put down a list of 1 the mostimportant . 'anguage

model

Is there an#thing I can do for #ouG 7hat can I do for #ouG Beed

an# helpG

7ill #ou- please- Could #ouG 7ill #ou *e so $ind as to.

Could #ou do me a favor Could #ou show me round

Certainl# 7ith pleasure 3ost willingl# I wish I could I"m afraid

I can"t

'eave it to me ou won"t sorr# ou"ll ever# minute of it

7ell@trained well@organied

A*le to render medical assistance disciplined

5ood sense of direction strong

=nowing how to use a compass vigorous

Trained to survive without food composed

%ational trustworth#

Communica*le responsi*le

5ood sense of humor inert

Fearless lac$ing self reliance

).?. Organiing

small groups

Form the small groups of 4@> students.

).0. Activit# `iscussion:

a to go on #our own or to invite a guide

* a dialogue *etween a student and a guide

c a list of 1 necessar#


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4..Concrete goal 4Euipment8

Clothe! and Food3

'et us discuss the necessar# things #ou should ta$e with #ou on

mountain trip.

4.).Conflict ou want to go light *ecause it is one da# trip- *ut the guide insists

that #ou should ta$e the e discuss and choose the things #ou can"t dowithout on a mountain trip. %emem*er- the# should not *e heav#.

3a$e a list. 7h# have #ou chosen those thingsG

4.>.'anguage

model

I thin$ I firml# *elieve that It is a*solutel# necessar#

I agree with #ou I don"t agree with #ou I can"t agree with

#ou ou are a*solutel# right I couldn"t agree more That"s

what I meant kust in case To *e on the safe side I"d

rather

Plan- compass- survival *lan$et- survival *ag- torch or flashlight-

matches- um*rella- ruc$sac$ $nife- cellular phone!andals- trainers- proper wal$ing *oots- water proof 2ac$et-

sweater- leather 2ac$et- cap- ) T@shirts- French perfume

%ations- chocolate- raisins- sandwiches- *oiled eggs- $g of

tomatoes- grilled chic$en- mineral water- orange 2uice- spirits-

chewing gum.

4.?.Organiing

small groups

Form the and small groups of 4@>.

4.0.%e/


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Chapter Five6 Teachin :eadin Communicativel%3

%ead wh#G

%ead whatG

Pleasure !tud# 7or$ !urvival

?1


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Pleasure

3againes

6olida# *rochures

'etters from friends

'iterature

Bovels

Pla#s- poetr#

6eadlines

Bewspapers

Photographs

Captions

!tud#

'iterature

Bovels

Pla#s

poetr#

5lossariesDi*liographies

CataloguesA*stracts

ìctionariesTe&t *oo$s

Inde&es

Charts

ìagrams

%eference wor$s

5raphs

7or$

Charts

ìagrams

%eference wor$s

5raphs

%eports articlesCatalogues

Botice *oardsProfessional 2ournals

AdvertisementsDusiness letters

7or$shop manuals

ko* adverts

Instructions for use

Contracts

Phone directories

?


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7hat do -e read6ere are the main te&t@t#pes one usuall# comes across:

. Bovels- short stories- tales- other literar# te&ts and passages 8e.g.: essa#s-

diaries- anecdotes- *iographies

). Pla#s

4. Poems- limeric$s- nurser# rh#mes

>. letters- postcards- telegrams- notes

?. Bewspapers and magaines 8headlines- articles- editorials- letters to the

editor- stop press- classified ads- weather forecast- radioTV theatre

programs0. !pecialied articles- reports- reviews- essa#s- *usiness letters-

summaries- prcis- accounts- pamphlets 8political and other

9. 6and*oo$s- te&t*oo$s- guide*oo$s

. %ecipes

/. Advertisements- travel *rochures- catalogues

1. Pules- pro*lems- rules for games

. Instructions- warnings- directions- notices- rules and regulations- posters-

signs 8road signs- forms 8application forms- landing cards- graffiti-

menus- price lists- tic$ets). Comic strips- cartoons and caricatures- legends of maps and pictures

4. !tatistics- diagrams- flowpie charts- timeta*les- maps

>. Telephone directories- dictionaries- phrase*oo$s.

:eadin Strateie!

. Overview 8title- page- name- date- edition- contents- page- preface-

forward- purpose- summar#- author- photos- plates- maps- diagrams-

ta*les- graphs- inde&- appendices- *i*liograph#- references- glossar#

). Preview 8headlines- su*headings- order of author"s ideas- last chapter-

summar#- note ta$ing- chapters *eginning- summar#

!urvival

ko* adverts

Instructions for use

Contracts

Phone directories

Forms official noticesDills and receipts'a*el directions

Dustrain timeta*lesPlace names

!treet signs

6eadlines

Bewspapers

Photographs

Captions

?)


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4. In view 8stud# reading st#le- important pages- note important pages E in

margin- on paper- in #our note*oo$

>. %eview 8ma$ing notes E *ranched- linear- ta*les- diagrams- flow charts.

$aterial! for :eadin

. 'iterar# E novels- pla#- short stories- poems- *iographies). Academic E 2ournals- te&t*oo$s- reports- theses- a*stracts- catalogues

4. !pecific E reference *oo$s- dictionaries- guide *oo$s- manuals- coo$er#

*oo$s

>. 3edia E newspapers- 2ournals- magaines- cartoons- film captions- articles-

phone directions

?. Commercial E pac$ages- instructions- catalogues- advertisements- *rochures-

minutes of meetings- *usiness letters

0. Personal E letters- post@cards- notes- telegrams

9. Pu*lic E instructions- notices- signs- posters- rules- regulations- telephonedirectories- graphs- maps- diagrams- charts- ta*les- reports- articles- notice

*oards.

:eadin e4erci!e!

. Answering


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0. Ignoring un$nown words phrases that are redundant- i.e. contri*ute nothing

to interpretation

9. nderstanding the meaning and implications of grammatical structures

8reference in time- cause- result- purpose

. %ecogniing discourse mar$ers 8therefore- a*ove- all- finall#- more over-

however/. %ecogniing the function of sentences even when not introduced *# discourse

mar$ers 8e&ample- definition- paraphrase- conclusion- warning

1. nderstanding relations within the sentences and the te&t 8who- which-

pronouns- it- the#- these

. ;&tracting specific information for summar# or noting ta$ing

). nderstand signals of s#nta&- read punctuation- capitaliation

4. nderstand voca*ular# in conte&t

>. !$imming to o*tain the gist and recognie the organiation of ideas within

the te&t?. nderstanding implied information and attitudes

0. =nowing how to use an inde&- a ta*le of contents- etc. nderstanding la#out-

use of headings- etc.

9. èvelop a good orientation in resource *oo$s

. ìscussing informing.

II. Interpretive Comprehension !$ills

/.Identif#ing main ideas

)1. Find the facts details se. 3a$e inferences

)?. nderstanding implicit information

III. ;valuative Comprehension !$ills

)0. ètermine the authentic# of a message

)9. ètermine the relevance and validit# of an argument

). ìstinguish facts and opinions- attitudes)/. Identif# persuasive techni


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4. A minimum of lip movements and vocaliation

>. Infre


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)>.!tating the main idea of a sentence- paragraph or passage $nowing what the

author is e&pressing a*out the topic

)?.%ecogniing patterns of relationships identif#ing the relationships *etween

ideas the overall structure of the te&t

)0.Identif#ing and using words which signal the patterns of relationships Deing

a*le to see connections *etween ideas *# the use of words such as *irst, then,later

)9.Inferring the main idea- using patters and other clues

).%ecogniing and using pronouns- referents- and other le&ical e.`rawing inferences and using evidence reading *etween the lines using

evidence in the te&t to $now things that are unstated

4?.Visualiing picturing- or actuall# drawing a picture or diagram- of what is

descri*ed in the te&t

40.%eading criticall# kudging the accurac# of a passage with respect to what the

reader alread# $nows distinguishing fact from opinion

49.%eading faster reading fast enough to allow the *rain to process the input

4.Ad2usting reading rate according to materials and purpose *eing a*le to

choose speed and strategies needed for the level of comprehension desired.

:eadin St%le! "T%pe!&

. Analoical :eadin E pa#ing attention to the smallest details of

significance in the te&t- overcoming all the difficulties of grammar- le&is-

phonetics- st#le etc.- volume limited.

). E4ten!ive :eadin E *ig volumes of the te&t read . Inten!ive readinE a volume limited te&t meant for a scrupulous stud#.

?. Critical :eadinE finding answer or faults- 2udging severel#.

0. :e!pon!e :eadinE willing to find an answer.

9. S.immin :eadinE to read


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. Searchin :eadin H to loo$ at


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Dottom Eup %eading !trategies

General :eadin E4erci!e!

. Ki!a- :eadinE the te&t is cut up and distri*uted around the class to

groups. 'earners have to re@assem*le the te&t through discussion- readingaloud- logic- grammatical insights- etc. seful with te&ts- dialogues-

*usiness letters- informal letters- messages- etc

). :eadin for General Under!tandinE the te&t is presented with sa#-

one sentence in each paragraph interchanged. 'earners have to recognie

the Rintruder" and decide where it should go

4. Te4t and Summari=inE group wor$ activit#. ;ach group is given a

piece of te&t. The# have to discuss and summarie the main message of

their te&t. Teachers can assist with difficult voca*ular#. The various

summaries are then assem*led in their correct order 8either on the *oardor orall# and discussed. The full te&t can then *e presented and each

group e&plain the difficult voca*ular# that came up in the group stage

>. Te4t and Loca1ular% E te&ts with a heav# voca*ular# load can *e

pro*lematical. One wa# round it is to as$ the groups to delete an#

un$nown voca*ular# the# come across. The ne&t stage is to discuss

whether the piece of voca*ular# is essential to the meaning of its

sentence or whether it can *e viewed as redundant. Onl# e&plain

voca*ular# items that are essential to conte&t. It trains students not to *e

afraid of difficult voca*ular#

?. Te4t H Structure. An Racademic" e&ercise involving recognition of $e#

statements- supporting sentences- conclusions- etc. seful when loo$ing

at the function of paragraphing and paragraph lin$ing

0. Te&ts as RInternalied `ialogue". %esearch into discourse has come up

with a useful anal#sis of a Rgood" te&t. It should reflect the internal

dialogue the author has as part of the writing process. ;ver#thing written

is seen as an answer to an internalied


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D: `onner was a penn#@saver.

A: 7hat was #our reaction to thatG

D: It made me mad.

A: !o- what did #ou doG

D: I set m# price higher than usual.

It" a fairl# clums# e&ample and needs refining- *ut the germ of idea is there.

9. Te4t and Follo- Up Activitie!. 3ultiple choice: delete the


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target list from phonetics into recognia*le form- and cross reference

*etween a dictionar# and the te&t.

C. Te4t and Dictionar% S.ill!. A te&t is presented with words deleted.

Delow it is a list of dictionar# t#pe definitions in random order- plus

one or two destructors. The destructors are definitions of words which

could fit the deletions if structure changes were made to the te&t orthe# could *e words similar in meaning to the target words.

`. Te4t and $ultiple Choice3 Instead of a deletion each space is

replaced with four alternative words E one of which is correct.

'earners have to identif# the correct alternative. Instead of words the

word form can *e given E e.g. a preposition * adver* c


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one of the three a*ove. For e&ample- the enumerating uses of AB`

8first- second- ne&t- then- after that- finall#. The deletions in a te&t can

*e in the form of the diagrams a*ove.

=. Te4tE Find the Deletion. A te&t with no apparent deletions. 'earners

have to identif# where the missing words are and suppl# them. 6elp

can *e given in the form of target words and distracters. For e&ample-


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T. Te&ts and 5rammar. A te&t is given where instead of deletions- words

are underlined. ?1 of the underlined phrases are incorrect. 'earners

have to recognie and rectif# accordingl#. Ver# good focusing activit#

for remedial practice of grammar forms.

. Find in the te&t phrases or sentences which mean the same as the following.

). Find e&amples of adver*s that are used to intensif# ad2ectives in order to

strengthen the writer"s opinion 8that introduce that specif#

4. 'oo$ at the following sets of words each of which has a similar meaning. The

underlined word in each set has *een used in the te&t. Tr# to su*stitute it *#

the similar words given and see whether the# are appropriate.

!upplies Providing Provision Furnishing

`ecided %esolve Chosen Conclude

>. Choose suita*le headings out of the given ones.

?. nderline the phrases which: point out descri*e show

0. The te&t states that 6ow does the author com*ine these ideasG 7hich

words are used for the purpose ofG

9. Cross out words 8phrases- sentences not mentioned in the te&t.

. ;&press in one word E a heav# metal device attached to a metal chain or a

rope.

/. Find phrases which: @ introduce the su*2ect of the te&t @ lin$ together

phrases @ order ideas @ introduce and descri*e characters.

1.`escri*e on the correct options

.Put down prover*s which help to define the message of the te&t.

).!ingle out the words from the given list which ma# serve as $e#@words to the

te&t.

4.Pic$ out ad2ectives that prove that the te&t is not a dr# account of events *ut

that the writer *rings some light to the stor#.

>.Correct the spelling mista$es and compare the meanings of the words.

?.Choose the correct options 8multiple choice.

0.Find words and phrases which mean the same.

Some :eadin Ta!.!6

. te&t completion

). se. ta*le completion

?. s$imming

0. inferring

9. evaluating. identif#ing figurative language

/. identif#ing a st#le and purpose

0)


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1.te&t mar$ing

.la*eling

).segmenting

4.ta*le construction

>.scanning

?.identif#ing genders0.reading to present paragraphs

9.identif#ing structures

.integrating information

/.diagram construction

)1.summaries

).pro@writing

)).un$nown voca*ular#

)4. role pla#ing.

A Difficult Te4t 9elp !tudent! 1%6

more *ac$ground information

pre@teach $e# words the da# *efore

divide te&t into short chun$s

sign@post


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.match sentences to pictures.

A!.in Jue!tion! Communicativel%3

There are three t#pes of


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). The e&tensive reading stage is done after the students" first reading of the

te&t. It presupposes the general overview of the te&t and the a*ilit# to do

e&ercises connected with the most conspicuous facts in the te&t.

4. The intensive reading stage is aimed at deciphering all the difficult

places in the te&t: new words- un$nown structures- difficult phenomena-

reading in *etween lines- understanding the implied information.>. The final reading stage is focused on training the students to *e a*le to

retell the te&t.

?. The post Ereading stage is a tas$ performed mainl# at home in writing or

done in class in the form of a discussion on a topic or pro*lem related to

the te&t read.

Stud= the examples given beloF. 8he first text 7


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. 3# mother shouted up the stairs:

a she was upstairs

* she was downstairs

c she was in the street

d she was somewhere in the $itchen

). 6ow man# times did 3other call Dill#a 4 times

* ? times

c man# times

4. 7hat does +it, in sentence ? stand forG

a how to sta# in *ed long

* what time it is

c I"ll show #ou how to diso*e#

d ou"ll get a slap.

>. At what time did Dill# have *rea$fastG

a at )1 to /

* at ? to /

c at ? past /

d even later.

?. 7hen was the egg *oiledG

a at ? to /

* at ? past /

c at )1 to /d at half past .

0. 7hat stands for Rit" in sentence G

a the fact that I am still in *ed

* how I dare to spea$ li$e this

c do #ou 8mother li$e me up and a*outG

d can"t #ou see it for #ourselfG

9. 7hat was the old man *# professionG a a teacher

* a counter

c a tailor

d a *oo$@$eeper

e a trainer.

. 7h# might the raincoat *e *urntG

a *ecause I was sitting near the fire

* *ecause I was smo$ing c *ecause the old man was smo$ing

d *ecause the old man was ironing.

00


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/. 7ho came in ver# lateG

a grandmother

* me

c m# mother

1. The word +*lood#, means:

a good

* *ad

c e&actl#

d confounded.

Give e4ample! from the te4t6

. 7h# does the writer use the word +street@cries, 8line towG

). 7hat have +cr#, num*er five and invariant got in commonG4. Comment on the e&pression +the usual *reathing noises, 8line .

>. +slipping easil# into the second series of conversation of the da#,8line /@

1G

?. 7hat do #ou thin$ +stoc$ replies, are 8line 1G

0. 7h# would Dill# sa# +Bo- I am still in *ed, 8line 1G

9. 7hat is meant *# +This made it . 7ere the grandparents happ# togetherG

?. 7hat ha*its do the mem*ers of the famil# possessG

0. Is this a usual or accidental routine of a morningG

9. Are the# a well@to@do famil#G

. 7ho is the most educated person in the famil#G

/. 7hat season is thisG

E43 IL3

7hat are the words #ou"d li$e to e&pand onG

09


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. tip Hver1. The ta*le tipped up.

To tip up E to stri$e lightl# The *oat tipped over.

To give up a tip 8a warning or hint !he tipped him out of the room.

If #ou ta$e m# tip. To tip smth out of smth.

Tip H noun

@ a sharp edge E to have smth on the tip of the tongue.@ on tiptoe

@ tip@top 8ou"ve done tip@top

). !toc.E n. store or goods availa*le for sale distri*ution or use to *e in

stor$ stoc$ E list E list of smth availa*le

stoc$ E tac$ling E e&amine and ma$e

attr. ) stoc$ replies- a list of . ;&. !toc$ sies in hats.

4 farm animals E live@stoc$ stoc$@farm stoc$@ #ard stoc$@

*reeder. > mone# E stoc$ E *ro$er stoc$@ e&change stoc$ E holder.

'aughing E stoc$.

!toc$@ still 8motionless

6e was ro**ed loc$- stoc$ and *arrel completel# 8fig

6e was a memor# well stoc$ed with facts.

4. snarl E to spea$ in a harsh voice.

>. invoice E list of goods sold with the prices charged.

?. to slin$ E to move cautiousl#.

Sample :eadin Pa!!ae

Bac. H ne!tlin

3an# African mothers carr#- or nestle- their *a*ies on their *ac$s. This custom

has advantages for *oth mother and child. A wor$ing mother- who has no*od# to

loo$ after the *a*#- $nows he is safe on her *ac$- while her hands are free for her

wor$. 3eanwhile- the *a*# sta#s in close contact with his mother and feels warm and

safe. This sense of securit# ma# *e suddenl# *ro$en- however- when the child can no

longer *e carried. 6e ma# *e put down and e&pected to *ehave li$e a grown@up child.

Dut he has *een over@protected for so long through nestling that he now feels ver#

insecure and ma# *ehave li$e a *a*#.Children need freedom and the chance to use their lim*s. The# need to *e a*le

to o*serve and e&plore their environment. The# also need to learn how to ma$e and

do things on their own. 8 here*oreeven their mothers must carr# their *a*ies

ever#where- the# should tr# to set them free whenever possi*le. 8) +oreover- in the

hot months- the less *ac$@nestling the *etter.

3an# women- 84 however- prefer to carr# their children all da# long. The# feel

the children are safe- sleep longer- $eep


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#mmediately- the child started e&amining them one *# one. 89 henhe started

*anging the pots and *o&es with the spoons. The different sounds fascinated him. 8

=utmama@nurse didn"t li$e the noise or the mess.

I3 Pre2readin Stae3

. %ead the title of the te&t +Dac$@nestling, and answer the following .7hat mothers carr# their *a*ies on their *ac$sG

a all African mothers

* some African mothers

c man# African mothers.

?.3a$e a sentence from these words:

he )a)y, in, contact, with *eels, and, mother, warm, close, sa*e, stays, his.

0. All these words appear in the te&t. 3ar$ the stressed s#lla*les:- environment - immediately - meanwhile

- disadvantage - insecure - there*ore

9. In pairs- discuss the advantages and the disadvantages of *ac$@nestling. Tr#

to use some of the ad2ectives given *elow:

2

!afe

Close contact7arm

Bo mess

Freedom

The# must use their lim*sOver@protected

0/


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II3 The E4ten!ive Stae3

. %ead the te&t for the first time and answer the following . Form all the words written *elow underline those that seem to *e the $e#@words of the te&t.

@mother @pots @nestling @ tins

@child @sounds @*a*# @mess

@lim*s @ contact

?. Comment on what #ou thin$ the underlined words refer to in the passage.

a his custom has advantages for *oth mother and child. 8line

* Dut hehas *een over@protected 8line 9

c The# should tr# to set them free 8line 4d At first- she didn"t want to 8line )1

e henhe started *anging the pots 8line )>

0. Bow match the words from the te&t to words with similar meaning on the

right.

a safe nestle

* advantage ) diverse

c disordered 4 carr#

d protected > differente untid# ? convenience

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9. 'oo$ *ac$ at the te&t and underline the phrases which:

@ introduce the su*2ect of the te&t

@ introduce a personal opinion

@ lin$ together and order ideas

@ introduce the conclusion.

. 5o *ac$ through the te&t and underline an# words and e&pressions to do with

mothers- *a*ies. !ome of them ma# *e of use in the writing tas$ for this

section. 'oo$ at how the words carryand nestleare used in the te&t. Can #ou

suppl# the right word to complete the following sentences:

a 6e qqqqqqqqqqqqqqqqqqqq the *a*# in his arms.

* The in2ured were qqqqqqqqqqqqqq awa# on stretches.

c 6e hugged her and she qqqqqqqqqqq against his chest.

d 6e was qqqqqqqqqqqqqqq a suitcase.

e I never qqqqqqqqqqqqqqqq much mone# on me.

III3 The Inten!ive Stae3

. %ead the te&t for the second time and choose the *est answer:

a environment: surroundings

situation

ha*itat

atmosphere

* moreover: also

to *oot

*esides

what is more

c therefore: conse


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* to set down

c instantl# at once promptl#

d surroundings medium

e alone without an#one else- without help

f captivated charmed attracted.

>. 'oo$ at these phrases. `iscuss #our interpretation of their meanings with

another student.

a *anging the pots

* to loo$ after a *a*#

c he is safe on her *ac$

d he has *een over@protected.

?. 3ultiple@choice


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/. Voca*ular# choice can also influence the st#le in a piece of writing- *ecause

some words are onl# appropriate in a certain register.

'oo$ at the following sets of words- each of which has a similar meaning. The

underlined word in each set has *een used in the te&t. Find it and tr# to

su*stitute the other words. `o #ou seem inappropriate for the te&tG

7or$ing 7aged ;mplo#ed Operating

) Protected !afe 5uarded `efended

4 Free Availa*le ;mpt# noccupied

> Bear 'oving Close Insepara*le

? Vulnera*le ;&posed nprotected Insecure

1.Choose the correct meaning of the word:

7hat is lim)s?

@ to#s@ arms and legs

@ hands and feet.

) A mama@nurse is.

@ a woman who gives *irth to a child

@ a woman emplo#ed to loo$ after *a*ies or small children in their own home

@ a woman who lives in the neigh*ouring house.

.3atch the definition to the words: to put down a to attract or interest some*od# greatl#

) to e&pect * to e&amine something thoroughl#

4 to over@protect c to see or notice some*od# something

> to o*serve d to $eep some*od# something safe

? to e&plore e to *elieve or hope that some*od# will act correctl#

0 to fascinate f to place some*od#something on a floor- ground.

).Interpret the words given *elow and e&plain the two parts of them:

Dac$@nestling@

) 3ama@nurse@

4 Over@protect@> ;leven@month@old child@

? ;ver#where@

4.Interpret the discourse mar$ers using e&planations given *elow:

meanwhile a for that reason

) wherefore * to whatever e&tend or degree

4 moreover c while something else is happening

> however d ne&t- after that- afterwards

? at first e at least- eventuall#0 finall# f in addition

9 immediatel# g at or in the *eginning

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then h at once

>. Arrange 2um*led sentences in a correct order.

The *a*# sta#s in close contact with his mother and feels warm and safe.

) Children need freedom to use their lim*s.

4 This sense of securit# ma# *e suddenl# *ro$en.> 3an# African mothers nestle their *a*ies on their *ac$s.

? The child ma# *e put down and e&pected to *ehave li$e a grown@up child.

0 A wor$ing mother has no*od# to loo$ after the *a*#.

9 6e has *een over@protected.

Children need to *e a*le to o*serve and e&plore their environment.

/ The child started *anging the pots and *o&es.

IL3 Final :eadin3

. %ead the te&t for the third time. Tr# to retell it.

). Answer the following


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@ carr# in a pram.

?. 5ive headlines to each paragraph.

@ Advantages of *ac$@nestling.

@ Children"s freedom for e&ploring their environments.

@ Visiting a friend"s home.

0. 3a$e up a plan for #our retelling of the te&t.

a Dac$@nestling and possi*le advantages for mothers.

* Dac$@ nestling and possi*le advantages for children.

c Tell a*out a disadvantage of *ac$@nestling.

d Children need freedom.

e Bestling the *a*ies all da# long.

f Dehaviour of eleven@month@old child when he was put down.

9. Contest e&ercise.

The class is divided into three groups. The first group has to wor$ out a detailed

list of nouns which would help retell the stor#. The second group has to thin$ of

a whole list of ver*s- the third group E of ad2ectives and adver*s. 7hen the lists

are done groups are reformed so that ever# group has representatives from all

three groups. !tudents have the tas$ to re@create the stor# using the voca*ular#

lists. The group that would present the most complete and accurate stor# gets

the highest score.

L3 Po!t2readin Activitie!3

!pea$ a*out how *a*ies are carried in 3oldova.

7hat is #our personal opinion a*out *ac$@nestlingG

The following two te&ts are meant for #our independent development to *e

handed in to the teacher and to *e mar$ed. The# are considered #our final tests on the

topic +Teaching %eading Communicativel#,. The mar$ #ou get will *e ta$en into

consideration at the e&amination.

Te4t for people"s attitudes and opinions

? organiation of ideas

0 se3 7hat ma.e! #i!tenin difficult Clustering. 8In spo$en language we *rea$ down speech into smaller groups of

words. In teaching 'istening #ou need to help students to pic$ out managea*le

clusters of words. `o not as$ them recall long sentences.

) %edundanc#. 8I mean- #ou $now-words which contri*ute nothing to the

message- *ut ma$e learners confused. One should learn to ta$e advantage of

redundancies as well as other mar$ers that provide more processing time.

4 %educed forms. 8R 2iit#etG" For R`id #ou eat #etG"

> Performance varia*les 8dialect differences

? Collo


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!tress- rh#thm- and intonation 8significant not used for interpreting such

straightforward elements as


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@ specific information

@ preferences

@ opinions

@ suggestions

@ se


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41.Batural ;nglish American 8high speed comprehension.

4.`ivision of the te&t into nota*le sense shrin$s.


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@ for pleasure

@ for feed*ac$

@ for attitudes topic turn@ta$ing testing

@ testing.

@

>3 Implication! and Jue!tion!3@ materials 8 spo$en te&t scripted dialogue simulated authentic

@ tas$ E purposive 8graded

@ tape recordings- video

@ language la*orator#.

?3 S.ill! Involved3

@ phoneme discrimination

@ word recognition

@ identification of stress intonation s#ntactic patterns@ predict and infer development of message

@ process challenge ongoing message

@ creative active perception S linguistic $nowledge.

3 #earner! difficultie!8 infamiliarit% -ith6

@ natural ;nglish 8normal speed

@ phoneme description 8hat heart hut hurt

@ vowel reduction assimilation elision

@ stress rh#thm

@ cultural references

@ conte&tual structural clues

@ registers st#les

@ regional accents

@ American and Dritish ;nglish.

#i!tenin Comprehen!ion

$aterial!3

. Conversation discussion de*ate.

). Instructions directions announcements.4. 'ectures tal$s seminars.

>. Bews pla#s *# radio.

?. Films interviews advertisements *# TV.

0. !ongs opera concerts.

9. !ounds 8hooters- siren- $noc$- footsteps- scream- laughter- etc.

. Telephone tal$s.

/. Tal$ing timeta*le.

1.Tal$ing director# en


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>.!imulated dialogues monologues.

?.Authentic dialogues monologues.

0.Tape recordings.

9.Video.

.'anguage la*orator# materials.

E4erci!e!

. 'isten and repeat.

). 'isten and repl#.

4. 'isten and infer.

>. 'isten and predict.

?. 'isten and select.

0. 'isten and fill in.

9. 'isten and do.. 'isten and classif#.

/. 'isten and continue.

1.'isten and draw.

.'isten and transcri*e.

).'isten and descri*e.

4.'isten and ta$e notes.

>.'isten and compare.

?.'isten and discuss.

0.True false.

9.Place in correct order.

.'isten and as$


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. 'isten S predict @ interrupt narrative foot*all result 8intonation

incomplete dialogue 8telephone

). 'isten S compare E attitudes 8intonation opinions ) different te&ts

8correcting errors.

4. 'isten S ta$e notes E lecture telephone message.

>. 'isten S descri*e E writing spea$ing 8sounds intriguing

?. 'isten S draw E map picture o*2ect diagram.0. 'isten S transcri*e E dictation.

9. 'isten S do E lego origami.

. 'isten S fill in E written cloe visuals 8graphs *ar graphs pic$

charts detailed ta*ulated info forms *alance sheets ta*les maps

flow@charts diagrams.

/. 'isten S select E using visuals 8picture diagram se


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#i!tenin $aterial Development3

Pre2li!teninis to interest students in listening material.

E4ten!ive !tae is for the first listening. It is for general listening

comprehension.

Inten!ive !tae8the second listening aims at full understanding of a message-details of a message in particular.

Final !tae8the last listening should help provide the retelling of the te&t.

Po!t2 li!tenindevelops spontaneous speech on the *asis of topics not directl#

related to the material listened.

:ead the te4t attentivel% and !tud% it! development 1elo-3

;in :at

Bo*od# li$es rats. ;ver#one thin$s the# are dirt#- carr# diseases- *ite people"sthought and steel eggs from chic$ens. If #ou call someone a Rrat" the# $now #ou

don"t li$e them. !omeone in a Rratt# mood" is not much fun and Rthe rat race" is

something we all tr# to escape from. Few people protest or complain when rats are

used in la*orator# e&periments. 3an# people thin$ rats were responsi*le for the

Dlac$ `eath which $illed half the population of ;ngland in the 3iddle Ages.

Dut !arah 6andle# shares her house with >1 rats and she doesn"t thin$ rats

started the plague. !he sa#s +!ome scientists thin$ the plague was anthra& 8a virus

and was carried *# the wind. The plague spread ver#


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There are several colours and t#pes of rats. !arah saved the Cinnamon Pearl

8!olo is a fine e&ample when it nearl# went e&tinct. Bow there ere several hundred

all descended from the original pear.

All her rats have lovel# characters e&cept for Orlando- who lives alone- *ecause

he is so unfriendl#. +6e was alwa#s misera*le-, sa#s !arah. +I *ought him - *ecause I

felt sorr# for him,.Although !olo is ever#*od#"s favourite- the others come down to pla# in the

living room ever# da#. +The# are perfect pets-, sa#s !arah. +People are so sill# a*out

them. The# come up to me at shops and sa# ROoh- what is itG Is it a hamsterG Or a

ferretG Or a ger*ilG" Then #ou sa# RBo- it"s a rat" and the# fall *ac$wards. People are

reall# ignorant a*out rats.,

I. Pre@ 'istening !tage.

. 'oo$ at the title and tr# to guess that the te&t is a*out. 7rite down #our ideas.

). 'oo$ at the title and name the possi*le genre of the te&t 8fair# tale- scientific

report- and interview. 7rite down #our ideas.

4. kudging *# the following phrases- tell what the te&t is a*out:

a The# are dirt#.

* The# steal eggs from chic$en.

c The# are perfect pets.

d People protest when the# are used in la*orator# e&periments.

>. 'oo$ at the picture and tell a*out the relationships *etween the woman and

her rat.

?. %ead the gist of the stor# and fill in the gaps with the suita*le words:

!arah is tr#ing to qqqqqqqqqqq people"s opinion of rats. !he shares her house

with man# qqqqqqqqqqqqqq. 6er favourite qqqqqqqqqqq is a world champion. 6e

sleeps with qqqqqqqqqqqq and her hus*and in his own cage in their *edroom. !he

first qqqqqqqqqqqqqqqq them at pets- then she started to qqqqqqqqqqqqq the at

shows. !arah saved the Cinnamon Pearl when it nearl# qqqqqqqqqqqqq e&tinct.

0. Answer the


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). Answer the


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$nly arah, her )rother, her *ather, all her *amily.

?. Find the second part of a sentence in column D and match the first part in

column A: Few people protest or complain when a rats started the plague.

) !arah thin$s * as food for his sna$es.4 !olo helps himself to c into !arah"s wine glass.

> The 6andle#s ta$e !olo with them d she started to e&hi*it them at shows.

? !arah"s *rother $ept rats e rats are used in la*orator# e&periments.

0 !arah doesn"t thin$ f it nearl# went e&tinct.

9 ninvited !olo puts his long nose g rats cannot travel so far and so fast.

!he first $ept them as pets- then h when the# go on holida# in the =.

/ !arah saved the Cinnamon Pearl when i Orlando who is so unfriendl#.

1 All rats have lovel# characters e&cept for 2 what he wants from their plates.

0. Put the sentences from the previous e&ercise in the order the# are given in the

te&t.

9. 3a$e the gist of the te&t and compare it with that of #our partner.

III3 Inten!ive #i!tenin Stae3

.'isten for the second time and complete the sentences:

a If #ou call someone a Rrat" it means #ou qqqqqqqqqqqqqqqqqqqqqqq.

* !omeone in Rratt# mood" is qqqqqqqqqqqqqqqqqqqqqqqqqqqqqqqqq.

c RThe rat race" is something we qqqqqqqqqqqqqqqqqqqqqqqqqqqqqqq.d !olo carefull# removes the s$in from the peas and he onl# eats qqqqq.

e !arah"s *rother $ept rats as qqqqqqqqqqqqqqqqqqqqqqqqqqqqqqqqqq.

).Cross the items of !olo"s diet mentioned in the te&t:

Coffee- ca**age- sunflower seeds- rice- *uc$wheat- sweet@corn- semolina- peas-

cucum*ers- nuts- radish- raisins- tea- wine- co$e- *eer- chic$en eggs.

4. 3a$e a list of things which prove that !arah"s famil# and !olo spend much

time together.

>. 3a$e notes of what is said a*out the characters of Orlando and !olo and

compare them.

0. In what connection are the following e&pressions used in the te&tG

a la*orator# e&periments

* the famil# pet

c a delicate rat $iss

d a founder mem*er

e show championf fall *ac$wards.


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0.;&plain what the following words used in the te&t mean:

a anthra&

* complain8v

c charms

d e&tinct

e ignorant.

9. Answer the


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c ò #ou $now an# stories- novels- legends connected with ratsG

). è*ate the topic R%ats are perfect pets". 5et to one of two groups and give

arguments for and against this statement.

4. ìscuss the *ehaviour of various pets. ò #ou *elieve that animals e&periencefeelingsG Consider rats- cats- dogs- parrots- fish- mon$e#s- hamsters- turtles-

crocodiles- and others.

>. 7rite a letter to an animal right group in the =- descri*ing current situation

of endangered species in 3oldova and suggest how it can *e improved.

?. 3a$e a short speech a*out the harmful effect of stereot#pes. 5ive an e&ample

when traditional view *rought to misunderstanding or even traged#. Thin$ of a moral

of #our speech.

:ead the te4t attentivel% and !tud% it! development 1elo-3

The $%!ter% of the Di!appearin Ship!3

The m#steries of theRosalieand theRu)iconare still m#steries toda#. Bo*od#

$nows what happened to their crews. !everal other cases are recorded- one of the

most famous *eing the +arie Celeste. Dut man# of other ships disappeared

completel#: nothing was left E no survives- no wrec$age. The# 2ust disappeared. The

American warship the ;; ic!eringwas the first recorded case: it disappeared in

11 with /1 people on *oard.

In /4 an aircraft disappeared. It was the first of man#. On of the most famous

cases was the disappearance of five American militar# aircraft. The# radioed for help

on ècem*er ?th/>?. A rescue aircraft left immediatel#- *ut not one of the si&

planes returned to *ase. The search was intensive- *ut nothing no *odies- no

wrec$age- no oil was found. A count made in /99- of lost crews- ships and planes

noted a total of >4 disappearances. A ver# great num*er of these occurred in the

/01"s and /91"s.

The possi*le solutions to these m#steries are difficult to *elieve. One suggestedsolution is illness. If it was an illness- then it $illed ever#*od#. ìd someone throw all

the *odies over*oardG ìd that person then 2umped over*oardG Dut perhaps it was a

mental illness and ever#*od# on *oard went mad and 2umped over*oard Pirates are

another possi*ilit#: the# e&ist toda# 2ust as the# did in the th and /th centuries.

Toda# the# can ta$e small speed*oats- repaint them and use them for smuggling. Dut

pirates also want cargoes- and on the Ru)icon and other ships the cargoes were

complete.

!torms- heav# seas- high winds and waterspouts can all destro# ships and

planes- *ut usuall# something is found later some wrec$age- *its of wood- oil-life2ac$ets- etc.

/1


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!ome people *elieve that there is a Rhole" in our spacetime dimension and that

ships and planes pass through the hole to another world in a different time and space.

Others *elieve that e&tra@ terrestrials ta$e the ships- crews and planes- in a form of

$idnapping E Rspace@napping".

All these m#steries happened in or near the so@called Dermuda Triangle. Dut

such events also occur at the opposite side of the world- not far from kapan- in an areacalled the `evil !ea.

There are man# other strange vents associated with these two areas. 7hen will

we $now the answerG

I3 Pre2 #i!tenin Stae3

. 'oo$ at the following pictures and answer the . `iscuss the following


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?. 3a$e a ta*le and write the advantages and disadvantages when travelling *#

sea:

;&ample:

Advantages `isadvantages

Comforta*le

Bot stressful@

@

..

;&pensive

!ometimes crowded`angerous

@

@

..

0. 7or$ in groups and discuss the following


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* The ! Pic$ering disappeared with:

@E people on )oard0 - 8E people0 -8E people.

0. %ead the following sentences. Find the mista$es and correct them.

In /4 a aircraft disappeared.

) The search were intensive.4 !everal another cases are recorded.

> The possi*le sollutions of these m#steries are difficult to *elieve.

? There are man# other strange events associating with this two areas.

III3 The Inten!ive #i!tenin Stae3

. 'isten to the tape for the second time and choose the *est answer:

a A survivor is:

@ someone who dies@ someone who calls for help

@ someone who lives after a difficult time

@ someone who is in danger.

* A crew is:

@ a group of people or clothes

@ a t#pe of *oat

@ people wor$ing on a ship

@ a *undle of clothes.

c An aircraft is:

@ an# vehicle that can fl#

@ the pilot who fl# a plane

@ a *uilding at an airport.

). ;&plain the meanings of the following words:

@ smuggling

@ cargo

@ wrec$age

@ $idnapping.

4. Put down the list of the disappeared ships.

>. Tell #our neigh*our in what connections are the following words used in the te&t:

a possi*le solutions

* wrec$age

c 2ump over*oard

d space@aping

e on *oard

f smuggling

?. Cross out the sentences that were not mentioned in the te&t:

/4


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* ;ver#*od# $nows what happens to their crews.

c The ! Pic$ering disappeared in 11.

d A count made in /99 of last ships and planes noted a total of >4 disappearances.

e All the m#steries happened in èvil"s !ea.

4. Put the following events in their proper order *# suppl#ing them withcorresponding figures from the column in the right:

a In /4 an aircraft disappeared.

* The ! Pic$ering disappeared in 11.

c A great num*er of disappearances occurred in the /91s and /1s.

d A count made in /99 noted a total of >4 disappearances.

e 3an# strange events are associated with Dermuda Triangle.

f There are people who *elieve that e&tra@ terrestrials ta$e the ships.

>. 3a$e a list of possi*le solutions to these m#steries and sa# which solution do #outhin$ is more accepta*le and ade ìsappeared in 1.

? ìsappeared with /1 people on *oard.

0. These ad2ectives all appear in the article. 3atch them with an e strange 8events d well@ $nown

? heav# 8seas epro*a*le

9. %etell the te&t as if #ou were: an American pilot- a pirate- or a survivor.

. ;&plain the underlined word.

a mugglingis a crime. It means ta$ing illegall# into a countr#.

There is another crime in the te&t. It isspace napping.7hat does this word usuall#

meanG 7hat does it mean hereG

L3 The Po!t2 #i!tenin Stae3

/?


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. Form groups of two and discuss other possi*le solutions to the m#steries of the

disappearing ships.

). Answer the


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a Bo*od# $nows what happened to their crew. 8roup team

* Dut man# other ships disappeared completel#: nothing was left E no

survivors, no wrec!age. 81oat! outlive remain!

c Dut such events also occurat the opposite side of the world not far from

kapan- in an area called èvil"s !ea. 8fact! ta.e place.

d There are man# other strange events associated with these two areas.8unu!ual curiou! connect.

). Fill in the sentences with prepositions from the chart:

Of- on- of- for- for- at- of- from- in.

a The m#steries . The %osalie and %u*icon are still m#steries toda#.

* The# radioed for help.. ècem*er ?th/>?.

c !torms- heav# seas- high winds and waterfalls can all destro# ships and planes- *utusuall# something is found later.. some wrec$age- *its.. wood- oil- life2ac$ets.

d Toda# the# can ta$e small speed *oats- repaint them and use them .smuggling.

e Dut such events also occur .. the opposite side .. the world- not far. kapan-

.. an area called èvil"s !ea.

4. Put the sentences in a right order:

The possi*le solutions to these m#steries are difficult to *elieve.

) All these m#steries happened in or near the so E called Dermuda Triangle.

4 Bo*od# $nows what happened to their crews.

> In /4 an aircraft disappeared.

? There are man# other strange events associated with these two areas.

>. Complete the following sentences while listening to the te&t.

a The# 2ust..

* One of the most famous cases was the disappearance of five American

militar#.. .

c The# for help on ècem*er ?th/>?.

d A ver# great num*er of these ..

e All these .happened in or near the so@ called Dermuda Triangle.

8radioed, aircraft, occurred, disappeared, m=steriesG

?. 'isten to the te&t and decide what is true or false:

a ;ver#*od# $nows what happened to their crews.

* In /4? an aircraft disappeared.

c The# radioed for help on ècem*er ?th/>?.

d Toda# pirates can ta$e *ig helicopters- repaint them and use them for smuggling.

e Dut such events also occur at the opposite side of the world- not far from kapan- inan area called èvil"s !ea.

/9


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0. Put the proper names in a right order:

. Dermuda Triangle

). American

4. 3arie Celeste

>. `evil"s !ea

?. %osalie0. %u*icon

9. kapan.

IL3 Final #i!tenin3

. 'isten to the te&t and put down:

@ the names of disappearance ships

@ the dates of the most disappearance

@ the possi*le solutions to these m#steries.

). 7hat conclusion did the author ma$e towards the m#ster# of disappearing shipsG

4. %etell the te&t *# using some $e#@ words:

@ crew @ cargoes

@ survivors @ waterspouts

@ wrec$age @ life2ac$ets

@ aircraft @ speed*oat

@ to radio @ illness.

L3 Po!t2#i!tenin3

. 5ive #our own possi*le solutions to these m#steries.

). 7hat else do #ou $now a*out some disappearances- or a*out m#ster# of the

disappearing shipsG

The following te&t is meant for #our own development. The mar$ #ou get will*e ta$en into account at the e&amination.

'ast time ;ric Peter made a single E handed crossing of the Atlantic- he went *#

*eer *arrel- under sail. This time- he"s planning to do it without the sail. Penn#

Charlton reports.

!ome people are perhaps happ# to get their names in the 5uinness Doo$ of

%ecords once: ;ric Peters- lone transatlantic #achtsman- is tr#ing to get his name in

twice. ;ric wants to *eat his own astonishing test of self E endurance.

In /) ;ric crossed the Atlantic E all )-011 miles of it E not on ocean E going#acht *ut a *eer@ *arrel a*out two meters long. 6e too$ no engine- no anchor- no

radio- no compass- and no sunglasses. 6e is now sorr# that he didn"t ta$e a pair of

/


99/101

sunglasses- *ecause his e#es- after >0 da#s at sea- got *adl# *urned *# glare of the

sun on water.

3ost of the people who $new him in 'ittlehampton- !usse&- thought he was

nuts. 6e spent two #ears on the dole ma$ing his *eer@*arrel waterproof and

unsin$a*le. As$ed wh# he decided to do it. ;ric e&plained: +Decause I wanted to

prove it was possi*le.,6e as$ed the top ?1 companies for help with his strange vo#age the# all said

Rno" E or ignored him. Dut someone gave him a small sail and someone else gave him

a suppl# of peanuts and vitamins E and this was his *asic diet along with some *ran

and olive oil. 6e- in fact- lived on half a litre water a da#. The recommended

minimum is a litre and a half. This was recommended when he contacted !urgeon

Commander Fran$ 5olden- a survival e&pert at the Institute of Baval 3edicine in

!outhampton.

+At first I thought 3r. Peters was 2o$ing. Then when

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2_Seminarsl on Methodology

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