Written exercises of creative nature.

What does a Creative Writing class do? A course in Creative Writing can do many things. It can give students opportunities for self-expression and catharsis. It can allow them to record emotions in words and explore human interactions and the workings of the human psyche. It can also provide nuanced ways of sending messages.

Types of Creative Writing:; Poetry;Plays;Movie and television scripts;Fiction (novels, novellas, and short stories);Songs;Speeches;Memoirs;Personal essays. Principles of Creative Writing: 1. Expert writers must first become expert readersStudents in Creative Writing classes must become aware of the basic techniques of literary expression,including narrative strategies, genres, and aesthetics. 2. Creative writers must become more self-aware, craft conscious, and self-critical. The students must learn to revise. As important as learning how to write is the ability to evaluate and re-write. 3. Students must recognize that creative writing is never simply descriptive or imaginative. Creative writing also involves ideas, themes, questions, and arguments Classroom Tested Teaching Techniques: 1. Imitation or parody 2. Dialogue with a published passage 3. Developing a character 4. A daisy chain in which succeeding students build on preceding students words 5. Small groups.6. Close reading in order to develop a keen sensitivity to a writer’s ideas, themes, language, and approach, as well as the multiple lines of argument within a single text.

Роль планирования в учебном процессе по ИЯ. Моделирование учебного процесса. Требования к составлению поурочного плана.

The role of planning in the educational process by FL. Modeling of the educational process.Requirements for the preparation of lesson plans. The role of planning in the educational process by FL.

Why plan? Planning ahead to identify a course of action that can effectively reach goals and objectives is an important first step in any process, and education is no exception. In education, the planning tool is the lesson plan, which is a detailed description of an instructor’s course of instruction for an individual lesson intended to help learners achieve a particular learning objective. Lesson plans communicate to learners what they will learn and how they will be assessed, and they help instructors organize content, materials, time,instructional strategies, and assistance in the classroom. Lesson planning is a vital component of the teaching-learning process. Proper classroom planning will keep teachers organized and on track while teaching, thus allowing them to teach more, help students reach objectives more easily and manage less. The better prepared the teacher is, the more likely she/he will be able to handle whatever unexpectedly happens in the lesson.

Planning:- provides a coherent framework for smooth efficient teaching.- helps the teacher to be more organized.- gives a sense of direction in relation to the syllabus.;- helps the teacher to be more confident when delivering the lesson.;- provides a useful basis for future planning.;- helps the teacher to plan lessons which cater for different students.;- Is a proof that the teacher has taken a considerable amount of effort in his/her teaching. Decisions involved in planning lessons: Planning is imagining the lesson before it happens. This involves prediction, anticipation, sequencing, organising and simplifying. When teachers plan a lesson, they have to make different types of decisions which are related to the following items:- the aims to be achieved;- the content to be taught;- the group to be taught: their background, previous knowledge, age, interests, etc.

- the lessons in the book to be included or skipped;- the tasks to be presented;- the resources needed, etc.

The decisions and final results depend on the teaching situation, the learners´ level, needs, interests and the teacher’s understanding of how learners learn best, the time and resources available.

Modeling of the educational process. Modeling is an effective instructional strategy in that it allows students to observe the teacher’s thought processes.

18.1)Using this type of instruction, teachers engage students in imitation of particular behaviors that encourage learning. Types of modeling.DISPOSITION MODELING. In disposition modeling, teachers and students convey personal values or ways of thinking. Although teachers must be careful not to offend and to be inclusive when modeling dispositions, this type of modeling is important for facilitating the development of character and community. Teachers can model desired personal characteristics by acting with integrity and empathy and by setting high expectations. “Teachers who are creative, diligent, well-prepared, and organized model the kinds of strategies needed to succeed in the workforce.”3. TASK AND PERFORMANCE MODELING. Task modeling occurs when the teacher demonstrates a task students will be expected to do on their own. This type of modeling generally precedes activities like science experiments, foreign language communication, physical education tasks, and solving mathematical equations. This strategy is used so that students can first observe what is expected of them, and so that they feel more comfortable in engaging in a new assignment. METACOGNITIVE MODELING. etacognitive modeling demonstrates how to think in lessons that focus on interpreting information and data, analyzing statements, and making conclusions about what has been learned. This type of modeling is particularly useful in a math class when teachers go through multiple steps to solve a problem. In this type of modeling teachers talk through their thought process while they do the problem on the board or overhead. “This thinking-out-loud approach, in which the teacher plans and then explicitly articulates the underlying thinking process… should be the focus of teacher talk.”4 This type of modeling can also be done in a reading class while the teacher asks rhetorical questions or makes comments about how to anticipate what is coming next in a story.. MODELING AS A SCAFFOLDING TECHNIQUE. When using modeling as a scaffolding technique, teachers must consider students’ position in the learning process. Teachers first model the task for students, and then students begin the assigned task and work through the task at their own pace. In order to provide a supportive learning environment for students who have learning disabilities or English language learners, teachers will model the task multiple times.5.. STUDENT-CENTERED MODELING. Teachers can often call on students to model expected behaviors or thought processes. In student-centered modeling, teachers engage students who have mastered specific concepts or learning outcomes in the task of modeling for their peers. This type of modeling makes the class less “teacher-centered,” which, in some cases, provides a more supportive learning environment for students.

18.2Requirements for the preparation of lesson plans.A lesson plan is a teacher's detailed description of the course of instruction for one class. A daily lesson plan is developed by a teacher to guide class instruction. Details will vary depending on the preference of the teacher, subject being covered, and the need and/or curiosity of students. There may be requirements mandated by the school system regarding the plan. A lesson plan is the teacher's guide for running a particular lesson, and it includes the goal (what the students are supposed to learn), how the goal will be reached (the method, procedure) and a way of measuring how well the goal was reached (test, worksheet, homework etc). A successful lesson plan addresses and integrates these three key components: Objectives for student learning;Teaching/learning activities;Strategies to check student understanding

Specifying concrete objectives for student learning will help you determine the kinds of teaching and learning activities you will use in class, while those activities will define how you will check whether the learning objectives have been accomplished.

Levels of planning

Course syllabus. Before you can begin to make any detailed plan you need to be familiar with the main goals, general objectives, and content of the syllabus that includes understanding:

- What the learners are expected to know and be able to do in English at the beginning, and at the end of the course.

- What the roles of grammar, functions, topics and skills are. Some syllabus may give more emphasis to language knowledge and others to communication skills. Syllabus units. The unit divisions of a syllabus usually indicate how the content can be grouped together, and how fast the course should move. A unit can have a single theme. Units are also usually related to periods of time. An adequate syllabus allows for the fact that learners will be accumulating knowledge and skills, learning new things without forgetting old ones.

18.3.Work plans Work plans consist of the outlines of a sequence of lessons. They should provide your teaching with continuity and coherence. This is hard to achieve when looking at each lesson in isolation. Work plans can ensure that over each week there is a variety in your teaching, something for every type of learner. They can also ensure that you are achieving the balance between old and new languageitems, accuracy, and fluency practice, and language and skills work, and that you do not lose sight of your main goal communication.

Lesson planning

Lesson planning is not optional it is essential preparation for teaching. To begin your lesson plan decide if the lesson plan fits into your week’s work plan or learning cycle. The activities and materials should be appropriate for your objectives and also for your specific group of learners.

Stages:

1. Warming up

2. Lead up

3. Main activity

4. Follow up

5. Assessment

19) Didactics: subject, category, and tasks. Problems of modern didactics. Pedagogics is the science concerned with the teaching and education of the younger generation. Since Methods also deals with the problems of teaching and education, it is most closely related to pedagogics. To study foreign language teaching one must know pedagogics. One branch of pedagogics is called didactics. Didactics studies general ways of teaching in school. Methods, as compared to didactics, studies the specific ways of teaching of mathematics, history, and other subjects taught in school, general principles of didactics are applied and, in their turn, influence and enrich didactics. For example, the so-called “principle of visualization” was first introduced in teaching foreign languages. Now it has become one of the fundamental principles of didactics and is used in teaching all school subjects without exception. Programmed instruction was first applied to teaching mathematics. Now through didactics it is used in teaching many subjects, including foreign languages. Didactics is a theory of teaching, and in a wider sense, a theory and practical application of teaching and learning. As FLTM also deals with a process of teaching, it is most related to Pedagogy and mainly to the branch which is called Didactics. FLTM may be regarded as a Special Didactics as a branch of Linguodidactics. The link of Pedagogy and Methodology are revealed in the use of the didactic principles: 1) P-l of activity 2) p-l of visuality 3) p-l of durability 4) p-l of consecutiveness 5) p-l of accessability 6) of consciences 7) of systematicness.

20) Extracurricular and extra-curricular activities in FL. The content of extracurricular activities in FL, its types and forms. Educational philosophy states the importance of teaching students to be life long learners. There is much more to education than classrooms and textbooks. Extra curricular activities can provide opportunities for students to express themselves in activities and areas depending on their interests, skills and talents. Extra-curricular work is an important aid in the instruction and education of pupils. It is closely connected with work in class, and it supplements it. It offers numerouspossibilities for instruction and education. The forms of extra-curricular activities:1. Individual work often marks the starting point of mass work. The teacher appoints a pupil to make a short report on an author or a literary work in English, to learn a poem or a prose passage by heart, to translate a literary passage into the mother tongue,2 Group work includes permanent circles as well as temporary groups created for a special task. The mass forms of extra-curricular activities in the field of foreign languages is the result of synthesis of work carried out in different circles and temporary groups. To mass activities belong school festivities and competitions. School festivities require a long and careful preparation and include a great number of pupils. Such festivities may be devoted to the anniversary of a great writer or an important event.

21) Monitoring and evaluation of proficiency FL. Types, forms and methods of control, ways to improve them. 1) Lingua-cultural approach to teaching listening Proficiency. Listening is a significant and essential area of the development of Intercultural communicative competence for “listening is the process of receiving, attending to and assigning meaning to aural stimuli, it is a complex problem-solving task which sharpens thinking and creates interaction.Listening interacts with very powerful non-verbal system (gestures, mimicry, facial expression) For example, “Let’s get gather for lunch sometime” The non-verbal clues can give a very different message that must be interpreted and weighed before the action is taken. The scheme shows the relationship between listening proficiency and each of the elements of Intercultural communicative competence Listening Proficiency: 1. Linguistic competence (grammar, vocabulary, pronunciation-pauses stress, intonation) 2. Strategic competence (using any clues for guessing, background, knowledge etc) 3. Socio-cultural Competence. 4. Discourse competence. All communicative skills including listening skills in FLT should be taught on integrative approach as all skills are integrated. Listening comprehension can be controlled with the help of: flow diagrams, reasoning maps, free diagram, mind, map (It has one central concept in the middle and the surroundings
notions or details linked to the central concept);, visual image: to draw pictures (picture dictations; to label parts of the car from the description you hear. 2) Lingua-cultural approach to teaching speaking Proficiency. Speaking is a complex psychophisiological process. The structure of S. consists of 3 phases: 1 Motivation; 2 Analytical-synthetical p-se; 3 Result. Linguistic competence implies correct use of grammar structures, pronunciation, intonation which contributes to the speaker’s fluency. Strategic competence in Speaking implies the ability to use strategies of turn taking, topic selection and other compensatory skills when you don’t know words to say. Sociolinguistic Competence in Speaking includes abilities to express apologies, compliments, agreement and disagreement and other communicative functions in accordance with the communicative purpose in order to establish social relations, to convey information or complete tasks, how to talk on the telephone or at the meetings how to use hesitation markers (let’s see, um..). Discourse competence in Speaking enables speakers to manage turn-taking in conversation, to begin a conversation and to close it. Speech can be prepared, half prepared and unprepared. Forms of S.:1 Monologue (is more organized, purposeful form of speech, programmed beforehand,logical, emotionally colored, sometimes bookish);

21.1) Types of M: dramatical, lyrical, narration, description,etc. Levels of M: 1) statement level 2) utterance level 3) discourse level. Ways of teaching M: a) top-down (work with the text); b) bottom-up (includes all 3 levels mentioned above) 2 Dialogue. Types of D.: exchange of information, exchange of opinions, on joint plan, enquiring etiquette. Ways of TD: 1) top-down (characterized by the presentation of the pattern); 2) bottom-up (consists of dialogical units: statement-statement, statement-question, Q-S, etc. 3 stages of work with a pattern D.: 1) receptive (listen to the teacher); 2) reproductive (reproduce the pattern D.); 3) Creative (produce their own D.) D. and M. cannot be created without Speech situation. Speech situation- is a complex of circumstances, events, a combination of relations between people. 3) Lingua-cultural approach to teaching Reading Proficiency. Teaching Reading in FL is, of course, not an easy task for teachers and learners. There are different "dilemmas" that FL contexts impose on teaching reading:importance of developing letter - sound correspondences», the technique of reading', necessity of developing large receptive vocabulary;value of extensive reading;need for students to become strategic readers; Reading is a complex communicative and cognitive skill which implies the work of many psychological mechanisms: memory, perception, anticipation, inner speech, thinking and its operations. Reading proficiency as an integral part of speech competence demands linguistic competence, strategic competence, socio-cultural competence (cultural awareness) and discourse competence and integration with other skills. Linguistic competence in regard to Reading involves using grammar, vocabulary and phonetic knowledge to help understand what is being read. In addition, linguistic competence includes knowledge of the alphabet and the punctuation of the language. Strategic competence. In reading strategic competence refers to possessing useful strategies for compensating the missing knowledge (gaps in knowledge). These strategies include the use of clues available, power of guessing, background knowledge, context (content). Socio-cultural competence in Reading refers to cultural awareness that helps to understand what is being read. For this it is important not only to choose culturally appropriate techniques but it is also important to choose culturally appropriate reading material. In teaching students Reading proficiency discourse competence is needed in addition to linguistic and socio-cultural competences. They must recognize markers of discourse indicating coherence in the development, balance, continuity and completeness of the text (then, moreover, therefore), rhetorical organization and other textual features.

21.2. Types of R: R. aloud, silent R., class and home R., control R., analytical, synthetical R., prepared and unprepared R., intensive (short texts) and extensive (long texts) R., narrow R. (one and the same author), Jigsow R. Acc. to Фоломкина 4 functional types of R.: Searching (scanning)- поисковое, skimming- просмотровое, critical, R. with thorough comprehension. 4) Lingua-cultural approach to teaching Writing Proficiency. In Traditional approaches to teaching writing teachers emphasize grammatical correctness, correct sentence structures, phonetic and grammar rules to follow in order to avoid mistakes. Nowadays according to the cognitive lingua-cultural and in integrated skill approach Writing proficiency is regarded both as a means and as the aim of FLT. Writing Proficiency involves language competence, (i.e. grammar and vocabulary), socio-cultural competence and discourse competence which enables them to organize their texts cohesively and coherently with respect to purpose, genre, topic. The 3 stages of Writing prove it: Pre-Writing activities: Idea-gathering, Information-gathering, Journals, Interviews, Brainstorming, Dialogues, Cubing (6 sides of the cube), Peer Reviews. While-Writing activities: Writing a plan, Drafting, Writing paragraphs, One sitting writing (from beginning to end)Letter writing, Leisurely Writing (begun in class, finished at home)Essay, Jigsaw writing, Resumes, Summary. Post-Writing activity: Revision (some formal changes, substitutions, reorganizing), Peer Reviews (in pairs), Editing, Error Corrections, Rewriting.

22) Divergent educational programs in foreign languages in the context of the State Program 2011-2020 (early learning, basic and special school teachers, small schools). Education is acknowledged to be one of the main priorities of “Kazakhstan – 2030” Strategy. The common goal of education reforms in Kazakhstan is to adapt the education system to new socio-economic environment. Increasing the role of preschool education and upbringing is one of the world tendencies. Children attending kindergartens succeed in learning at all levels of education and are more successful in life. As of July 1, 2010 coverage of children with pre-school education and upbringing in Kazakhstan rose by 16.8% compared to the similar period in 2005, and makes only 40%, whereas in developed countries this indicator is 90-100%. Secondary education is a fundamental level of the system of education. The right to free secondary education is guaranteed by the Constitution of the country. Presently, the secondary education system faces a number of problems, linked to insufficient material and technical resources, educational and methodical base, as well as the necessity of updating the content and methods of education. As of July 1, 2010, there were 7,576 public general education schools functioning across the country, teaching 2.5 mln students and subordinated to the local executive bodies and the Ministry of Education and Science of the Republic of Kazakhstan. 64.6% of schools occupy typical buildings, 35.4% of schools use altered buildings and 201 schools are in poor condition. Higher education plays an important role in training of competent and competitive professionals for all sectors of economy in integration of science and industry. Currently, there are 148 universities (9 national, 2 international, 32 state, 12 non-civilian, 93 private, including 16 corporatized ones), which educate more than 595 thousand people. However, most employers are not satisfied with the quality of university education. Educational programs do not always meet the expectations of employers and do not meet the needs of economy. Corruption has been a serious latent factor encompassing the entire system of higher education in Kazakhstan. The higher education policy will remain ineffective until specific measures are taken to eradicate corruption. Negative trends in staffing the universities are observed: there are no systematic measures on faculty training; outside employment is widely practiced. Strong features: priority areas of education development have been clearly defined; the network of preschool and secondary school education has been increased; functioning of national and republican centers at each level of education; compliance of the structure of Kazakhstan education with the International Standard Classification of Education (ISCED);

22.1))restructuring of technical and vocational education; functioning of the NationalQuality Assurance System in Education; high results in TIMSS-2007 international study; joining the European educational space. Weaknesses: insufficient financing of education; low status of the teaching profession; poor quality of teacher training; lack of high quality teaching staff; lack of specialists in children’s rights protection; underdeveloped education management; underdeveloped Public-Private Partnership system (further – PPP) in education; underdeveloped informatization of education; education statistics does not meet international standards and is not available to public; Opportunities: For the state: increasing competitiveness of Kazakhstani education; human capital quality improvement;ensuring social and legal guarantees of children’s life quality; increasing efficiency of manpower use;stabilization of national economy;investment support of education by international organizations and employers;development of new efficient management methods in education; Challenges: failure to achieve the goals and objectives set due to underfunding of education;low motivation of teacher’s labor and low prestige of the teaching profession;low level of qualification of most teachers; lack of desire for self-education and professional development of teachers; low motivation of users to apply the e-learning systems; Goal: increasing competitiveness of education and development of human capital through ensuring access to quality education for sustainable economic growth.

23) Distance learning as a form of organizing the process of mastering a foreign language. Distance learning is a mode of delivering education and instruction, often on an individual basis, to students who are not physically present in a traditional setting such as a classroom. Distance learning provides "access to learning when the source of information and the learners are separated by time and distance, or both."^[ The first distance education course in the modern sense was provided by Sir Isaac Pitman in the 1840s, who taught a system of shorthand by mailing texts transcribed into shorthand on postcards and receiving transcriptions from his students in return for correction. The element of student feedback was a crucial innovation of Pitman's system.^[5] This scheme was made possible by the introduction of uniform postage rates across England in 1840 Distance learning is a set of network, program, information and pedagogical technologies of purposefully organized learning process, by means of students and teachers’ synchronous or non-synchronous interactive team work and work with teaching aids invariant to their location in space and agreed in time (Concept of Open Education System Establishment, CIS, 2006). The open education system assumes getting education through a student’s purposeful, controlled, intensive independent creative work in a convenient tempo. A student is free to choose the curriculum, teachers, schedule and form of study in one or several educational institutions (regardless of their location or the student’s place of residence) and an opportunity of his/her lifelong study following his/her own educational path. At present, many students prefer electronic resources to traditional information sources as they consider Internet search to be an easier way to master a language. Admittedly, the main objective of teaching foreign language in higher education institutions is practical use of foreign language as well as developing a personality capable of communication and aiming at self-education. Participation in various international programs and an opportunity to study abroad assume not only high level of foreign language knowledge but also an individual’s particular features: sociability, absence of language barrier, knowledge of international etiquette norms, broad outlook.

24) Technique of the organization of independent work of students in foreign languages. Kinds and types of independent work. Students’ opinion of independent work developing the skills of applying theoretic knowledge in practice training how to solve future problems and make decisions. Independent work in the study process is an objective, a work form and finally a study method. The results of the questioning show that the students often perceive independent study as developing the skills of applying theoretic knowledge in practice and training how to solve future problems and make decisions. Independent work is a part and parcel of the study process therefore it is important to go deep into the following didactic principles of its methodological background: education scientific character, systematic learning, accessibility of learning, aware and active learning, knowledge consolidation, use of learning means, reflexive learning, creative and developing learning. The above mentioned principles should be followed selecting the content, methods and management of independent work itself, describing the character of students and teachers interaction. Three forms of the education scientific principle in independent work can be singled out. Firstly, recognizing the sense of student constructed knowledge, the principle of education scientific character in independent work involves the analysis of problematic situations where the teacher acts as a tutor. Secondly, it is impossible to approach the learning without awareness of the students’ psychic processes. Thirdly, knowledge can be treated as open-ended, versatile or not conveyable and it is constructed by the learner referring to his/her experience. Thus it allows developing learner’s cognitive powers, liberating his/her intellect and faster mastering the study material. This principle, following the idea of permanent learning, strives to develop students’ skill of independent work using modern study methods.

25. Понятия «коммуникативная компетенция», «межкультурная коммуникативная компетенция», «вторичная языковая личность» и «личность субьекта межкультурной коммуникации».

The concepts of "communicative competence", "intercultural communicative competence", "secondary language personality" and "the subject's personality intercultural communication."

Qualitatively new requirements to the education lead inevitably to the changes in the system of FLT. According to Kunanbaeva S.S. our Methodology of FL education in called Cognitive Lingiiacultural Methodology (2006). According to the state documents and the programs, the FLT is introduced into the new types of schools-gymnasia, lyceums, profile schools and specialized schools as well as international types of schools at different stages.

The new philosophy of Education proclaims pupil-centered approach, that is the main focus, the main figure is the pupil with all his cognitive mechanisms (memory, perception, thinking and its operations).

The final goal in FLT is Intercultural Communicative Competence and its components (Language Competence, Speech Competence, Socio-Cultural Competence, strategic Competence and Discourse Competence) and the development of "language еgо" (Караулов Ю.Н), (личность субъекта межкультурной коммуникации – С.С. Кунанбаева, 2006). Intercultural Communicative Competence implies the ability to communicate, to use the target language as a mean of communication on the intercultural level.

The result of communication between people depend on their communicative competence. Communicative competence (ability to communicate) consists of the following subcompetences:

1) Language competence which implies the knowledge of vocabulary, grammar, phonetics)

2) Speech competence (Listening, Reading, Writing, Speaking);

3) Socio- cultural competence (you should be aware of culture of these people where you communicate);

4) Strategic competence (different strategies: e.g, guess the words or look them up);

5) Discourse competence (the ability to communicate with the help of verbal and non-verbal means)

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