INTRODUCTION
Today, education is seen as a social institution whose task is to provide society
with individuals who can participate in socio-economic processes, perform various
social functions, as well as create conditions for their successful self-realization and
adaptation to society.
It is aimed at developing a wide range of competencies among young people that
contribute to the development of such personal qualities as professional and social
mobility, competitiveness, independence in decision-making, and the ability for
intercultural interaction.
Therefore, the priority is the use of a foreign language as a means of
communication and, in this regard, the search for new forms of work, and ways of
learning are relevant.
To meet the requirements of state educational standards for the content and level
of training of students of a general education school who study a foreign language, it
is necessary to achieve a level of proficiency in the target language in oral and written
form.
The purpose of teaching a foreign language is not just to prepare students who
are ready to perceive the international picture of the world, interact and accept different
cultures, but to form their communicative competence and, in particular, its linguistic
competence.
Linguistic competence includes language knowledge, lexico-grammatical and
phonetic skills, such aspects of linguistic knowledge as lexical, grammatical, semantic,
phonological, spelling and orthoepic components.
Based on the collected information, a set of exercises was developed to form this
competence. The exercises include 4 stages of language proficiency (reading, writing,
listening and speaking).
Exercises presented through the system of Presentation Practice Production.
I hope that this material will be useful to high school teachers and students, as
well as people who have a desire to form language competence.
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Methodology for the formation of language competence
To begin with, let's look at the diagram and remember what place language
competence occupies in the structure of the planned results of teaching a foreign
language in a secondary school.
Educational goals
Personal outcomes
Development of the student's
personality through the
realization of the educational
potential of a foreign language
Universal learning activities
Development goals
Metasubject results
Cognitive
Regualatory
Communicative
Teaching goals
Educational and cognitive
competence
Substantive
results
Practical goals
Foreign language linguistic
competence
Fig 1. - The place of language competence in the structure of planned results
Language (or linguistic) competence is an integral part (along with speech,
sociocultural, compensatory, and educational, and cognitive competencies) in the
structure of foreign language communicative competence as the main subject result of
teaching a foreign language (hereinafter referred to as Foreign Language) at school.
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Possession of this competence implies the formation of phonetic, lexical, and
grammatical skills in students at a level that allows them to carry out various types of
speech activity in the process of communication in a foreign language. In other words,
language competence is the possession of aspects of the language, so the formation of
the language competence of students implies teaching aspects of the language.
From the point of view of developmental education, mastering the phonetic
(along with lexical and grammatical) means of a language forms a foreign language
ability - a necessary condition for the cognitive development of schoolchildren.
According to Z.N. Nikitenko, the leading cognitive ability of schoolchildren is the
phonological ability, which, together with working memory, and auditory and visual
attention, is a criterion for the cognitive development of schoolchildren when mastering
a foreign language. On the other hand, the lack of formation of the ability for
phonological awareness of foreign speech leads to difficulties in mastering the
technique of reading and writing.
As you know, the prerequisites for the development of reading and writing are
phonological awareness of speech, auditory working memory, and "phonetic
recording" of words in long-term memory. Thus, teaching the phonetic aspect of
speech activity is of great importance both for the development of all target speech
skills, and from the point of view of motivational support for students' communicative
and cognitive activity.
It should be emphasized that the sequence of work on phonetic material.
When preparing a fragment of a lesson on teaching the phonetic side of speech,
the teacher must adhere to a certain sequence in his actions, which is typical for
working on any aspect of material (phonetic, lexical or grammatical). This sequence is
expressed in the following steps:
Step 1. Methodical analysis of phonetic material is carried out using a table that
reflects the comparative characteristics of the sound system of the English and Kazakh
languages.
Group 1
Group 2
Group 3
Sounds
(phonetic Sounds
(phonetic Sounds
(phonetic
phenomena) having a phenomena) that have a phenomena) absent in the
maximum
partial resemblance to the native language
resemblance to native native language
language
Table 1. - The table of comparative characteristics of the sound system
Language
Possible difficulties
material
Phonetical Interference
Intralingual
The way of mastering difficulties
The way of The nature
explaining
of
the
support
Interlingual Transferable
For native
language
The nature
of visibility
Visual
object
5
Untransferable For
foreign
language
Table 2. - The table of mastering difficulties
Auditory
situational
Step 2. Determination of possible difficulties in mastering this language material
by students of a particular group and ways to overcome them. To identify possible
difficulties and ways to overcome them, it is advisable to fill out the following table:
Step 3. The gradual formation of phonetic skill.
1. Sound presentation;
2. Explanation;
3. Initial training
Stage 2. Stereotyping Standardizing 1. Training
1. Application
Stage 3. Situationally Varying
Table 3. - The table of formation of phonetic skills
Stage 1: Introductory Preparatory
Now, let's look at the role of the lexical aspect. The selection of the issue of
teaching the lexical side is carried out for purely methodological purposes since in real
speech activity all linguistic means act in interconnection.
All vocabulary is always grammatically designed, and the grammatical structure
in its morphological and syntactic manifestations covers all the words in the language.
In other words, we are faced here with a dialectical unity of form and content, where
the content is vocabulary, and the form is grammar.
The term "lexicon" is ambiguous:
1) The lexical composition of a particular language. Vocabulary is a collection
of words and associations similar in function to them, forming a certain
system.
2) A section of linguistics, the purpose of which is to study the vocabulary of
the language and its changes, the study of the laws of word formation, the
development of the semantics of words, and phraseology (lexicology).
The concept has a non-linguistic character. It is non-national. It is formed as a
result of abstraction, analysis, synthesis, and generalization. Meaning is the socially
conditioned ability of a linguistic sign to single out an object, a phenomenon, a sign of
their surrounding objective or subjective world. Meaning is a linguistic category. It has
a national expression. Meaning is acquired in speech activity.
Meaning is the realization of one of the meanings of the word in this particular
situation. To assimilate a word (to learn a word) means to form the whole complex of
connections, taking into account the situation of communication, i.e. use. All this is
included in such a thing as a lexical skill.
The tasks in the field of forming lexical skills when learning English at a basic
level are listed below.
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Lexical skills
Speech lexical skills
Language lexical skills
Receptive
Expressive
Perception
1. Analysis of the sound form of the
Word choice
Awareness
word.
combination
Function
2. Analysis of the structure of the word.
word usage
understanding
3. Establishing the meaning of a word.
Word
Differentiation
4. Analysis of the grammatical form of
formation
Knowledge and Understanding the the word.
5. Establishing the lexical compatibility
use of word- meaning
of a word.
formation
6. Building associative links of words
means
Table 4. - The table of forming lexical skills
Now let's look at what the role of the aspect of grammar is.
The term "grammar" has many meanings:
- The grammatical structure of a language is the structure of a word and a
sentence inherent in a given language, which a native speaker knows
intuitively and which he comprehends and realizes in the process of
schooling.
- The science of the grammatical structure of the language (theory, a section of
linguistics) is a generalization of our knowledge about the structure of the
language (morphology and syntax).
- Normative (practical) descriptive grammar. Grammar cannot be separated
from speech, because along with the sound and vocabulary, it is the material
basis of speech. Grammar plays an organizing role.
We master grammar in our native language from childhood on the basis of
abundant imitation of perceived speech patterns.
As a result of repeated repetition, the child develops a dynamic stereotype, a set
of conditioned reflex stereotyped connections of building connections of words in the
utterance in the process of forming and formulating thoughts.
When learning a foreign language, it is also necessary to launch the mechanism
of stereotype based on the selected grammatical minimum, that is, to create an intuitive
grammar that would contribute to the organization of speech in a foreign language. On
the other hand, the importance of grammatical knowledge cannot be completely
denied.
The native language is acquired in a natural and abundant language environment,
in which the child, without special efforts, i.e. involuntarily in a short time, isolates
patterns.
Learning a foreign language takes place in educational conditions, where there
is no sufficient basis for identifying patterns involuntarily, therefore, one cannot do
without a special dose of knowledge (a set of rules) that would be practical in nature
and optimally combined with speech practice. In school education, it is necessary to
use both involuntary and arbitrary (with the help of rules) forms of memorization. It
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seems achievable to provide students with a set of such rules due to the specific
properties of the grammar itself.
At one time, L.V. Shcherba, speaking about the place of grammar in teaching,
paraphrased the phrase "A bullet is a fool, a bayonet is a good fellow" to: "Vocabulary
is a fool, grammar is a good fellow." Here the Methodist had in mind the
methodological advantage of grammar over vocabulary. This advantage lies in the fact
that grammar is easier to master compared to vocabulary, the amount of which is
boundless.
At the same time, the number of grammatical patterns in each language is
observable (albeit different), since each pattern extends to a whole series of words, for
example, the “ed” ending for all regular verbs in the Past Simple and the past participle
(Past Participle).
The basis of learning grammar is grammar skills. Grammatical skills are divided
into types depending on the type of speech activity they serve (expressive or receptive),
and on the level of the language to which the corresponding grammatical material
belongs (morphological or syntactic).
Language level.
Type of speech
activity
Expressive
grammar skills
Morphological
Morphological
Syntactic
Syntactic
Speech expressive
morphological
grammatical skills
-intuitively correct
use of morphemes
Speech expressive Speech expressive
morphologicalsyntactic
syntactic
grammatical skills
grammatical skills -intuitively correct
are the automated arrangement
of
use of grammatical sentence members
phenomena
in in different types
speech,
which of sentences
include
both
morphological and
syntactic
components, for
example, complex
tense forms of the
verb,
modal
predicates,
and
more.
Receptive types Speech receptive Speech receptive Speech receptive
morphological
syntactic grammar
of speech activity morphological
grammatical skills grammatical skills skills
Language
Language
Lack of foreign Language
morphological and syntactic skills
language speech morphological
skills
syntactic skills
activity
Table 5. - The table of grammatical skills
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When forming grammatical skills, it is necessary to remember about their
interaction at the interlingual and intralingual levels, that is, the existence of transfer
and interference. Particular importance is attached to the transfer of skills, since
without transfer there is no skill, but only the memorized performance of an operation
only under given, strictly determined conditions.
Organization of acquaintance with grammatical material
Teacher activity
Student activity
Note
1. Informs that students They comprehend a new Orienting setting can be
will learn to perform a communicative cognitive presented in the form of a
task, and prepare for the problematic question that
new communicative
perception of a new
encourages students to
function
structure.
learn about a new
phenomenon.
They perceive the speech It is desirable to organize
2. Offers a speech
sample, comprehending
the presentation of the
pattern for applying a
the situation of its use
material in such a way as
new grammatical
and the meaning of the
to first show the case of
phenomenon
speech sample, and its
its use.
grammatical structure.
The disclosure of
3. Reveals the meaning They perceive the
teacher's explanation,
meaning is carried out in
or organizes the
visualization, context,
the form of a rule
understanding of the
guess the meaning, and
message using various
meaning of a new
get an idea of the sound
visual supports.
grammatical
form of the new
phenomenon.
structure.
Respond to questions that Understanding is
4. Controls the
require a yes or no
controlled, as a rule, by
understanding of the
answer; translate,
weaker students, and
meaning of a new
perform actions,
their answers determine
grammatical
formulate a rule
the need for additional
phenomenon
clarifications from the
teacher or stronger
students.
They note the features of Primary training is
5. Draws students'
shaping, listening,
carried out in the process
attention to form
remembering the sound
of imitative,
formation, presents a
image
reproductive, as well as
structure for repeated
linguistic grammatically
listening in statements
directed exercises.
with well-known lexical
content
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Students with
underdeveloped guessing
skills should be helped
by pointing out what
differences and signs to
look out for.
Summarize the acquired The teacher notes for
7. Generalizes himself
or invites students to do grammatical knowledge, himself the degree of
evaluate the degree of
formation of the
it.
progress in solving the
indicative basis of the
problem
skill of the students
draws conclusions about
further actions
Table 6. - The table of the algorithm of actions of the teacher and students for
the formation of grammatical skills
6. Brings a new
structure in opposition
to the known one to
highlight formal and
semantic differences
Carry out an acoustic
comparison, highlight a
new structure, its
distinctive features
1. Informs students that Getting ready for the
upcoming activity
they will learn to
express a specific
communicative
meaning using a new
grammatical structure.
2. Presents the trained
grammatical material
for listening
comprehension
Recall the meaning and
form of the grammatical
structure
3. Orients students to
perform conditional
speech exercises:
offering to express
consent, confirmation,
shows a sample of
performance.
React to feedback
appropriately.
Often the organization of
training and application
takes place in another
lesson or series of lessons.
Every time the teacher
needs to set the
educational or
communicative task. This
could be an exercise
For a class with a
sufficient level of
preparation, a coherent
context can be created,
borrowing plots from
children's books, films,
and the like, which will
show students the
possibility of using the
material being mastered in
a life situation.
Imitation exercises do not
have to be performed by
the whole group; for
strong students, individual
tasks can be offered
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4. Offers students
exercises to transform
the affirmative form
into a negative one
using a
communicatively given
instruction, shows a
transformation pattern
5. Offers to express
doubt, ask again,
question, directing
students to transform
the statement into a
question; demonstrates
a sample execution
6. Responds to students'
questions; orients
students to the
construction of phrases
by analogy shows the
model
Express disagreement,
deny what the teacher
said, using cliché
remarks
In the process of training,
various supports are used
with a hint of both
language means and
content.
Formulates the required
type of interrogative
sentence.
Mentally carries out the
replacement of lexical
units, make up their own
variants of sentences
It is necessary to have a
differentiated approach to
planning the procedure of
certain exercises, which
depends on the frequency
of their implementation.
So, for the first time, the
included exercise requires
not only the formulation of
tasks, but also additional
explanations, showing a
sample, and so on. At the
stage of training, it is
important to use the
opportunities for the
formation of self-control
and self-correction in
students.
Table 7. - The table of organization of training and application of new
grammatical material in oral speech
So, if students correctly use the personal ending of the 3rd person singular of
only those verbs that they have learned through repeated repetition and do not know
how to use this morphological form in other verbs, then there is still no skill (in this
case, morphological) because there is no transfer of the acquired morphological form
to any verb.
Possession of these aspects of speech activity constitutes the language
competence of the student.
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The formation of foreign language speech skills is carried out in the process of
teaching a foreign language, which is an integrated system of interrelated elements that
play a certain role in the implementation of the interaction of two active sides of the
education process, namely the teacher and the student. In the course of their interaction,
as is known, various means, techniques, methods, and forms of learning are used,
which constitute the so-called instrumental side of educational activity, i.e. technology
(from the Greek Techne - art, skill).
Technology is a set of the most rational methods of scientific organization of
labor, ensuring the achievement of the set goal in the shortest possible time with the
least expenditure of effort and money.
The concept of teaching technology is widely used in didactics and methods of
teaching foreign languages.
The term "technology" is used with several meanings:
1. A set of techniques that ensure the effectiveness of training. These
technologies affect the content and organization of the educational process
and are close in their meaning to the concept of "teaching methods" in the
narrow, traditional, technological sense of the word. This can also include,
for example, the method of projects, role-playing and business games,
creative forms of work, and so on;
2. Technology of application in the educational process and new information
technologies (ICT - information and communication technologies,
audio/video courses, computer training programs, telecommunication
projects, distance education/training, and so on);
3. Technologies of language education. These technologies do not directly
affect the educational process but affect language education in all its areas
(language portfolio as an innovative technology, linguodidactics testing,
which forms the basis of the Unified National Testing, and others).
Speaking about the technology of teaching a particular aspect of the language,
we will, first of all, keep in mind the first meaning of this term, that is, the traditional
basic method of teaching a particular skill, and also touch on modern means and
methods that exist in the best teaching experience. [1, p. 198 - 205]
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A set of exercises and tasks for the formation of the language competencies
of students in grades 10-11
In this part of the project, we will consider a set of exercises based on the listed
methods in the theoretical part of the thesis for the formation of the language
competencies of high school students (grades 10-11).
We present exercises in the system of PPP (Presentation, Practice, Production).
According to David Weller, true production practice (PPP) is a lesson structure, how
you organize activities in your lessons.
Fig 2. - The system of PPP (Presentation, Practice, Production).
Although PPP is quite old and has been heavily criticized over the years, it is
probably the most commonly used lesson structure in teaching English to foreigners
today. It is still widely taught to new teachers and can be seen in initial teacher training
courses such as CELTA and CertTESOL.
As the title suggests, this guide has three steps.
Stage "Presentation". This is where language is introduced or "introduced" to
learners, usually by introducing a context or situation. For example, you can:
Tell or act out a short story or anecdote
Play a short audio clip
Show an excerpt from a movie or TV show
Show the things you brought (For example: newspaper clippings, plane
tickets, hobby supplies)
The goal is to make sure the students understand the context and get them to
think about it.
The “practice” stage is when learners use the language in a controlled way. This
stage is sometimes divided into two parts - controlled practice and more free practice.
Again, among other things, you can force students to:
Practice sentences or sounds, in a choir or individually
Change exercises in pairs.
Proposal of relevant activities
Gap Filling Exercises
Work in pairs, asking and answering questions.
The goal of this step is accuracy.
During the "production" phase, the language is used more openly. Things like:
Role-playing games
Communication tasks
Joint tasks
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Discussion activity
In this stage, the focus is on using the language as fluently and naturally as
possible, as students do outside of the classroom.
As you can see, this method is widely used all over the world. It should also be
noted that this method is one of the most suitable for the formation of language
competence. Therefore, I chose this method and used it when teaching the following
topic in the 10th grade. [2, p. 23-25]
Name of the Module
Reading for pleasure
Capabilities of the human brain
Name of the Theme
The War of the Worlds
Grammar. Relative clauses
Plan №1
The theme of the lesson: The War of the Worlds
Class: 10th grade
The purpose of the lesson:
10.3.1 — use formal and informal language registers in talking on a wide range of
general and curricular topics;
10.3.4 — evaluate and comment on the views of others in a growing variety of talk
contexts on a growing range of general and curricular topics;
Activating
Exercise 1. Students are given with the expression “Women from Venus, Men from
Mars”. Students tell their opinion according to the associogram.
Sport
Life on
Mars
Politics
Cars
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Beauty salons
Life on
Venus
Shopping
Fashion
Exercise 2. Students are given with handouts. Handouts consist of “W” and “M”
Teacher read some actions and students need to raise their cards selecting woman or
man things.
Type of activity
Going shopping
Going health spas
Going to the gym
Going to the cinema
Reading novels
Going to sports events
Going to bars and pubs
+
+
+
+
+
+
+
Exercise 3. Students look at the pictures and comment on them. They should tell:
What is happening in the picture?
Who are the main characters of the picture?
Pictures:
15
Input
Exercise 4. Students read the text according to the theme “A gossip with the girls?”
Exercise 5. To check the knowledge of the text, students answer the following
questions:
1. What is the main topic of women’s gossip?
2. Who does talk quickly in conversation in general?
3. One of the reasons why women talk to each other is?
4. One of the reasons why men talk to each other is?
5. Comment on the question: “A gossip with the girls?”
Exercise 6. Students should choose a, b, c.
1. When women talk to each other they generally talk about _______
a) Unimportant things;
b) Very serious things;
c) Many different things.
2. Men _______ as women
a) Don’t talk as much;
b) Don’t talk about as many things;
c) Don’t work as much.
3. In conversation women ______ than men
a) Talk more quickly;
b) Change the subject more often;
c) Talk more about work.
Guided understanding
Exercise 7. Students complete a crossword puzzle according to the text.
16
4
3
2
1
5
1. Complete the sentence: However, the _________ suggests that women talk more
than men.
2. According to the article Men are from ________________
3. Casual or unconstrained conversation or reports about other people, typically
involving details that are not confirmed as being true.
4. A talk, especially an informal one, between two or more people, in which news
and ideas are exchanged.
5. According to the article Women are from_____________
Focus on language
Exercise 8. Students define the word without naming it; the rest need to guess what
concept is being discussed.
Conversation
Research
Frivolous
Gossip
Psychologist
Suggest
Range
17
Exercise 9. Select synonyms to the following words: women, men, gossip, research,
suggest, usually, problem.
synonyms
antonyms
Exercise 10. Select antonyms to the following words: women, men, gossip, research,
suggest, usually, problem.
Focus on speech
Exercise 11. The teacher divides students into groups of boys and girls. During 5
minutes’ the girls talk about: football, cars, and computers. Boys talk about fashion,
shopping, and losing weight.
Exercise 12. Listening. Students listen to the audio recording according to the theme
“Spas women love them. Can men enjoy them too?”. Students listen to the two
journalists talking after the first treatment and write the information in the chart.
Stephen’s mark
Johanna’s mark
1. The body polish
2. The facial
3. The foot
treatment
Exercise 13. Students write a letter to their close friends talking about the last rumors.
18
Assessment
Exercise 14. Feedback. Students reflect on the lesson according to the “Traffic light”
reflection. Green – not problems, all clear;
Yellow – I have some little problems.
Red – I don’t understand anything. I need one’s help.
Exercise 15. Students self - assessment criteria’s. Students assess themselves
according to these criteria’s:
Student’s self – assessment checklist
Type of classroom activity
My assessment
The level of my sharing point of view (0 - 5)
according to the theme “Women are
from Venus, men are from Mars.”
The level of my understanding the text (0 - 5)
“A gossip with the girls?”
The level of correct answering to the (0 - 5)
questions and multiple choice test
The accuracy in giving a definition to (0 - 5)
the words
The range of word stock that I have in (0 - 5)
selecting synonyms and antonyms
The level of understanding audio (0 - 5)
recording while listening
The level of grammatical correctness, (0 - 5)
spelling and punctuation while writing a
letter
Exercise 16. Students highlight positive and negative sides of the lesson and add their
recommendations.
Negative sides
Positive sides
Recommendations
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Plan № 2
The theme of the lesson: Grammar. Relative clauses
The class: 10th grade
The purpose:
10.3.2 — ask and respond to complex questions to get information about a wide range
of general and curricular topics;
10.3.7 — use appropriate subject-specific vocabulary and syntax to talk about a range
of general and curricular topics;
Activating
Exercise 1. Teacher gives students cards with sentences, but sentences are muddled –
up. Students should correct them by putting in order.
1. Barking is dog the;
2. Is ball red the;
3. Cat asleep the is;
4. Is green the grass;
5. Dog the bone a had;
6. Kate jump can high.
Exercise 2. Teacher shows students some letters. Students should tell a word which
started with following letter. For instance: L – lion.
Letters:
G
J
R
S
L
M
U
B
N
P
O
Q
Input
Teacher explain students new grammatical theme. Relative clauses give us information
about the person or thing mentioned.
According to the British Council, defining relative clauses give us essential information
– information that tells us who or what we are talking about.
The woman who lives next door works in a bank.
These are the flights that have been cancelled.
We usually use a relative pronoun or adverb to start a defining relative clause: who,
which, that, when, where or whose.
We can use who or that to talk about people. that is more common and a bit more
informal.
We can use which or that to talk about things. that is more common and a bit more
informal.
There was a one-year guarantee which came with the TV.
20
Other pronouns when can refer to a time.
Summer is the season when I'm happiest.
Where can refer to a place.
That's the stadium where Real Madrid play.
Whose refers to the person that something belongs to.
He's a musician whose albums have sold millions.
Sometimes we can omit the relative pronoun. For example, we can usually omit who,
what, or what if it is followed by a subject.
The assistant we met was very helpful. (we = topic, can be omitted)
Usually we cannot omit it if it is followed by a verb.
The assistant who helped us was very helpful. (helped = verb, this cannot be omitted)
[3, p. 2]
Guided understanding
Exercise 3. Complete sentences with correct answer. [4, p. 3]
1.
2.
3.
4.
5.
6.
A hotel is a place ___________ people stay.
What’s the name of the woman _______ lives in that house?
What do you call someone _______ writes computer games?
A waiter is a person _______ job is to serve customers in a restaurant.
He didn’t get the job ______ he applied for.
Overalls are clothes _________ people wear to protect their clothes when they
are working.
7. Is that the shop __________ you bought your new laptop?
8. He's the man _______ son plays football for Manchester Utd.
9. She is the girl ________ favourite actor did last month.
10. The woman _______ sits opposite to you.
11. The bunch of flowers ________ I received.
12. The high – rise building ________ I was born.
13. The cinema ________ consists elevator.
14. You played with the toy ________ got lost.
Exercise 4. Students should match sentence halves.
The dog
The woman
The teacher
The doctor
Who is very kind
Which my brother gave.
Whose position is dentist
Who lives in Kokshetau.
Focus on Language
Exercise 5. Students complete a crossword puzzle according to the theme “Capabilities
of human brain”.
21
1. A group of interacting or interrelated elements that act according to a set
of rules to form a unified whole;
2. Part of the body in which brain takes place;
3. An emotional state or reaction;
4. An individual animal, plant or single-celled life form.
3
4
2
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Exercise 6. Students make new words adding suffixes and prefixes
reliable
understanding
Possible
Advantages
comfortable
convenient
Focus on speech
Exercise 7. Teacher divides students into pairs. Students interview each other
according to the items in questionnaire. After interview, they collect data and present
it in written form using new grammatical theme. [5, p. 45]
Questionnaire
1. How do you handle with stress and pressure?
2. What are your passions?
3. What motivates you?
4. What is your greatest weakness?
5. Describe your style of life?
Exercise 8. After interview, they collect data and present it in written form using new
grammatical theme. Instead of these, students should role play as a TV presenter.
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Assessment
Exercise 9. Students self - assessment criteria’s. Students assess themselves according
to these criteria’s:
Student’s self – assessment checklist
Type of classroom activity
My assessment
The level of my understanding new (0 - 5)
grammatical theme
The level of correctness in doing (0 - 5)
exercises
The level of correct answering to the (0 - 5)
questions in crossword puzzle
The range of word stock that I have (0 - 5)
during interview process
The level of grammatical correctness, (0 - 5)
spelling and punctuation while
writing a data about questionnaire
Exercise 10. Students share with their opinions according to these questions:
1. Top 3 memories from the lesson;
2. My favourite activities during the lesson
3. In the next lesson I want to learn ____
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CONCLUSION
The study confirmed that the theoretical and practical solution to the problem of
forming language competencies in students in grades 10-11 meets the current
requirements for the development of education and the needs of society and is one of
the main goals of teaching a foreign language.
The issues of applying new forms and methods of work in education continue to
be a topical object of pedagogical research.
The study of the structure of language competence led to the conclusion that its
main components are lexical, phonetic and grammatical components. Along with them,
the structure of language competence also includes spelling, orthoepy and semantics.
At the practical level, we have developed a set of exercises for the formation of
language competencies in students in grades 10-11 of high school. These exercises
were provided according to the "Presentation Practice Production" system.
The system consists of 6 components: activating, input, guided understanding,
focus on language, focus on speech and assessment. Exercises were developed for each
component.
Summarizing the above, it should be noted that linguistic competencies is vital
for possessing general knowledge about the language system, about the rules for the
functioning of language units in speech, as well as the ability to use this knowledge to
understand and correctly retell the thoughts of another person and correctly express
one’s own thoughts in oral and writing.
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LIST OF LITERATURE
1. Скрипникова Т.И., Методика формирования языковой компетенции на
иностранном языке / Т.И. Сккрипникова. – Владивосток, 2017. – p. 8-9;
2. Harmer, J. How to teach English. An introduction to the practice of English
language teaching / J. Harmer // Edinburg.: Gate Longman. 2000. – 198.p.
3. Savignon, S.J., Communicative Competence. Theory and Classroom practice /
S.J. Savignon. – McGraw-Hill, 1997. – 288 р.
4. Website: British Council, Relative clauses – defining relative clauses,
[Electronic resource] - https://learnenglish.britishcouncil.org/grammar/b1-b2grammar/relative-clauses-defining-relative-clauses
5. Website: Oxford University press/ Solutions Intermediate/ Unit 3, [Electronic
resource]https://elt.oup.com/student/solutions/int/grammar/grammar_03_012e
?cc=kz&selLanguage=en
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