1. Types of exercises in teaching listening.
2. Spread the following listening exercises into three columns: discussion of the title, problem-solving, tick-off and true/false exercises, retelling, listen and complete, predictions about the content of the text, filling the chart, summarizing the gist.
| Pre-listening exercises | While-listening exercises | Post-listening exercises |
Билет 21
1. Types of exercises in teaching listening.
2. Define the type of listening exercise and its importance: Something small, such as a button, is hidden in the classroom. One learner is outside the room, and now appears at the door to be ‘instructed’ by the others. Each learner gives one instruction, for instance:
- walk 6 steps forward
- now walk another 2 steps
- turn to the left
- turn to the right
- look under the desk
Билет 22
1. Teaching speaking: reasons and purposes.
2. Join sentences from two columns:
| Reasons for speaking | Speaking situations |
| 1. To take part in conversations 2. To provide information 3. To give instructions 4. To express oneself 5. To request | a. A learner speaking on topic b. Talking to someone on the phone c. Someone giving a speech d. Asking a stranger for directions e. Asking two learners to demonstrate the activity in front of the class |
Билет 23
1. Principles of teaching speaking.
2. Answer the questions: What are the accuracy and fluency in speaking? How to develop accuracy and fluency in speaking?
Билет 24
1. Learners’ difficulties with speaking.
2. Match the learners’ difficulties and the solutions for them:
| Difficulties | Solutions |
| Difficulties with construction of speech | |
| 1. Making phonetic, vocabulary and grammar mistakes in speech. | a. Review language forms before the activity starts. Give some drill exercises. |
| Difficulties with production of speech | |
| 2. Learners don’t want to say anything | b. Brainstorm in small groups. |
| 3. Learners can’t start the talk. | c. Set time limits. |
| 4. Learners can’t finish the talk. | d. Give exercises on information gap. |
| 5. Learners don’t understand what to say. | e. Focus on turn –taking. |
| 6. Learners have nothing to say | f. Set fines for using L1. |
| 7. Low or uneven participation. | g. Be supportive, set goals and good atmosphere. |
| 8. Low interaction. | h. Give clear instructions. |
| 9. Learners use L1. | i. Provide interesting, various materials and activities at the right level in group and pair work. |
| 10. Learners overuse time | j. Offer the beginning of the talk. |
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