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Think about your responses and then discuss them with your group mate.

1. What is your experience of teaching or being taught a language from:

• a textbook?
• teacher-produced materials?
• student-produced materials?

1. Look at any textbook or textbooks that you can find.

• Are they attractive and user-friendly?
• If you look at some parts in detail, do they seem reliable?
• Do the books themselves help you localize the work they introduce?

1. Look at some textbook exercises and think about how you might:

• produce material to relate the work to a particular class;
• get the students to produce a piece of related material;
• organize an activity to draw on the students’ appearance, knowledge, background, etc. as material;
• organize an activity in which the students really communicate with each other about themselves.

1. What is your experience of teaching or being taught a foreign language with authentic materials? Find an authentic text with which you can use one of the following general exercises which work well and train useful skills in reading and listening:
1. As you read the text, put a tick (√) in the margin if you agree with the writer and a cross (X) if you disagree. Afterwards, discuss your ticks and crosses with a partner.
2. What problem is the speaker discussing? What solutions have been tried? What was wrong with them? What solution does the speaker suggest?

Make use of the following words and phrases: itstrikes me that…; it is my firm belief that…; it seems to me that…; as far as I am concerned…; the main/greatest/first advantage…; another/one/one other/a further disadvantage…

VOCABULARY AND GRAMMAR

1. To restore the text punctuate the sentences correctly.

if you are teaching using communicative language teaching methods you may want to adapt the set text book that you and the class has to work with the features of the text book that can be easily adapted are maximizing potential communication exercises that are boring or inappropriate for your class rote learning exercises that have no realistic communication aim changing the skill to be used in a particular exercise and adapting language production exercises to the easier language recognition exercises for example to give a realistic communicative aim to set text book exercises that are purely rote learning you can use several techniques you may simply ask the class to turn over their books and do the exercise with them but slightly change words if they have memorized the answers they will have to really try and communicate you may ask the rest of the class if the answers given are right and they may correct the wrong answers writing exercises can be done in pairs to give everyone lots of guided speaking practice undoubtedly adapting the main course book can be a quick easy and interesting way to put into practice communicative language teaching methodologies

1. Unscramble the words in the brackets and fill in the blanks with them.

1. We saw an ________ letter written by George Washington (ctuaenih).

2. I envy the _____________ of contemporary architects (yecraittvi).

3. Take the machine apart and get an _________ into how it works (hinigts).

4. _________ do not matter and thin spots can be touched up at any time (sopvaerl).

5. There is a travel _________ in the Sunday newspaper (nutpespel).

6. The textbooks of this publishing house are attractive in terms of general ____________ (tuyaol).

7. One needs ______ __________ to become in the class of his own in his/her profession (dexented ripcatec).

8. It goes without saying that sometimes the personal qualities of a teacher _____ _______ _____, though students’ unwillingness to cooperate with the teacher may have the same effect (sopino renilagn stupniotepori).

1. Certainly students writing a research paper and their scientific supervisors work on a ______ _______ (neo-ot-eon abiss).

10. Communicative approach should ________ ________ ________ (geonecaru neeguni tarooninaslopez) of teaching and learning processes.

1. Translate the following sentences into English.

1. Той підручник з історії має додаток, який містить звіт про те, що відбулось з 1970 року.

2. Рольова гра спрямована на те, щоб встановити зв’язок між класом та з тим, що відбувається поза ним, бо вона моделює ситуації з реального життя.

3. Джон дуже енергійний та жвавий вчитель; він завжди привносить щось різноманітне та нове до класу.

4. Я впевнений, що тільки ентузіасти є рушійною силою світового прогресу, але й правда те, що нелегко знайти фахівців, відданих своїй справі.

5. Авторитарний стиль викладання сприяє надзвичайно негативній мотивації під час навчання англійської мови.

6. Екскурсії, туристичні походи та інші види дозвілля спрямовані на те, щоб встановити прямий зв’язок між класом та зовнішнім світом.

7. Чи можеш ти пристосуватися до необхідності змін в повсякденному житті.

8. Викладачі іноземної мови вищих навчальних закладів докладають багато зусиль та часу, щоб виправити вимову студентів.

9. Будь-які товари широкого споживання повинні бути зручними для споживача – це закон ринкової економіки.

10. Ми вивчаємо науку, щоб проникнути в саму суть світу, в якому ми живемо.

WRITING

Look at a piece of material in a student’s coursebook, think of different ways of teaching it and prepare teacher’s notes on how to present it to your prospective students.

UNIT 3