Conclusions. In this talk, we have defined an exercise as an item of teaching a foreign language as opposed to a grammatical structure

In this talk, we have defined an exercise as an item of teaching a foreign language as opposed to a grammatical structure, a speech pattern and a language model. We have looked at different approaches to the typology of exercises and singled out main and additional criteria of their classification. According to these criteria, we have described types and kinds of exercises. On these grounds, we have found it possible to define a structure of the system of exercises in teaching a foreign language at the modern stage of methodology development.

Discussion

1. What is, in your opinion, the ‘best definition’ of an exercise? Why?

2. Why do we call an exercise, not a lesson, an item of teaching?

3. What is the difference between the notions of a grammar structure, a speech pattern and a language model? Which of them refers to teaching languages?

4. What is the structure of an exercise?

5. What approaches to the problem of classification of exercises do you know?

6. Describe types of exercises. Explain how types of exercises differ from kinds of exercises. Give as many examples of types and kinds of exercises as you can (either of your own or from an English language textbook).

7. What are the main criteria of classification of exercises?

8. What are the characteristics of the additional criteria of classification of exercises? What other additional characteristics can you suggest? What for?

9. What are the characteristics of the system of exercises?

10. What is a sub-system (complex, series, cycle, group) of exercises? What is each of these aimed in teaching languages at?

11. What are the basic methodological principles of constructing a system of exercises?

12. What can a system of exercises provide for the teacher/ learner?

7.1. Speaking as a skill

7.2. Aims of teaching speaking in a secondary school

7.3. Linguistic peculiarities of dialogic speech

7.3.1. Functional correlation of dialogue replies

7.3.2. Structural correlation of replies

7.3.3. Kinds of dialogical unit

7.3.4. Functional types of dialogue

7.4. Stages of teaching dialogue

7.4.1. Dialogical unit as an item of teaching

7.4.2. Communicative situations

7.4.3. Four faces of a situation

7.4.4. System of exercises in teaching dialogic speech

7.4.4.1. Exercises of group 1

7.4.4.2. Exercises of group 2

7.4.4.3. Exercises of group 3

7.4.4.4. Exercises of group 4

7.5. Psychological and linguistic peculiarities of dialogic and monologic speech

7.5.1. Psychological characteristics of dialogue and monologue

7.5.2. Linguistic characteristics of dialogue and monologue

7.6. Functional types of monologue

7.7. System of exercises in teaching monologic speech

7.7.1. Exercises of group 1

7.7.2. Exercises of group 2

7.7.3. Exercises of group 3

7.8. Conclusion