You are asking: | About: | When/where: |
1. a British friend | his plans for the evening | at his place |
2. your British friends parents | vegetables and fruits they grow | in their garden |
3. a speaker lecturing at a conference | the countrys exports and imports | during the debate after the lecture |
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. 5 . 29
When travelling abroad you are likely to find yourself in such situations.
What would you say in these situations?
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. 8 . 133
In most Canadian schools teachers ask parents to come to parents-teacher conferences. The teacher and parents discuss the childs progress in school, as well as any other problems.
Role-play the following situations.
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: , , , .
5. 5
Interaction | |
classroom behaviour | |
classroom pedagogy | |
integrated approach | |
groupwork | |
5. 6
, , , , , . ? (, 1986). . , ( , , , , ), , , , . , , , , , , . , . : , (), , , , , , . ( - ) ( , , , ). | The content of education is the knowledge, skills, abilities, competence, mastery of which provides the ability to use language as a means of communication and also the formation and development of personality. In the traditional sense, the content of education is the answer to the question "What to teach?" (Lapidus, 1986). You can talk about objective and procedural aspects of training content. Objective content provides the idea of the world around us, which became the object of examination at the classes (all what we speak, write, read, think about), and includes spheres, topics, communication situations, texts. Procedural content of communications touches upon the activity with the units of the language, reflecting the world, which makes for the formation of knowledge, skills, abilities, and the leaners personality, as well as for the mastering of speech and and speech activity in the target language. The result of learning the content of education is the development of communicative competence, which provides the opportunity to use the language in oral and written forms in various communicative situations. The structure of the communicative competence includes the following competencies: linguistic, sociolinguistic (speaking), discursive, strategic, social, sociocultural, objective and professional. Some studies delimit the concepts of competence as the ability to perform an activity and competence as the content of the relevant expertise in a form of the unity of knowledge, skills, abilities and experience. |
5. 7
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Interaction may be viewed as a technique for getting learners to communicate with one another, or, more broadly as the necessarily social nature of classroom behaviour, of classroom pedagogy, in a very general sense. This latter concept encompasses the learner's own contribution to the management of his or her learning with the pedagogic implications of deeper learner involvement, enhanced self-respect, greater confidence and a consequent willingness to take risks because of a supportive 'socio-emotional classroom atmosphere.
In order to create suitable conditions for such a learner-centred approach it is necessary in the first instance to consider what can be done to implement an interactive approach in the narrower sense, i.e. learners communicating with one another. This does not mean speaking only, but includes an integrated approach to the skills. By way of example, learners might first listen to or read a text on their own, then discuss their interpretations in pairs, repeat this in larger groups and finally in a whole class discussion. Writing (e.g. note-taking, report, summary, personal reaction) could be introduced at any stage. The reading or listening activity could be preceded by a preliminary discussion to create expectations and arouse interest in the text.
Pair and groupwork ensure increased learner-learner interaction and reduce the amount of teacher-whole class talk. Learning through interaction puts the learners at the centre and reverses the classical pattern of classroom interaction:
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