Exercises of group 1

Exercises of the first group are aimed at teaching pupils to use both responsive and stimulating replies, i.e. to react quickly and correctly at the teacher’s or speaker’s reply and to produce initiative replies of their own. The 1^st group exercises are receptive-reproductive and productive simulative communicative activities. They may be imitation, substitution, transformation, question-answer activities, asking for or giving information, inducing certain actions. Exercises of the 1^st group are performed as interaction between: 1) a teacher and a pupil (T – P); in case of imitation activity it is the interaction between a teacher and a class (T – Cl); 2) a pupil and a teacher (P – T); 3) a phonogram and a pupil (Sp – P); 4) a pupil and a phonogram (P - Sp).

Let us have a look at the exercises of the 1^st group taking as an example the sub-topic ‘ At the Department Store ’ of the topic ‘Shopping’ studied in the 7^th form, cycle 3.

Ex.1. Instruction: We’re going to a department store. I’ll tell you what I want to buy there. Say that you want to buy the same thing.

Procedure: - T (addressing a girl): I want to buy a new blouse.

- P₁ : I want to buy a new blouse too.

- T (addressing a boy): I want to buy a new T-shirt.

- P₂: I want to buy a new T-shirt too. Etc.

This is an exercise in imitation, which gives an opportunity to repeat at rapid speed the necessary topical words in the form of a DU ‘informing vs. informing’. In accordance with the instruction, the teachers’ replies are of initiative character. Structural correlation of replies is complete. Minimum volume of a reply is one phrase. Exercises of this kind can also be performed as a Sp – P activity.

Ex.2. Instruction: I’ll tell you what else I want to buy. Tell me what you want to buy at the department store.

T: I want to buy a new coat.

P₁: And I want to buy a new jacket.

T: I want to buy a new hat.

P₂: And I want to buy a new cap. Etc.

This is a clear example of substitution. Though structural correlation of replies is complete, the students are somewhat free in the choice of the words they substitute. This drives the conversation towards the stimulated communication. The students can use cues provided by the textbook or given on the board, wall charts or handed out work cards.

Ex.3. Instruction: Tell me what you’d like to buy. I shall tell you where you can find it.

P₁: I want to buy a new jacket.

T: Then go to the Ladies’ Wear department.

P₂: And I want to buy a new cap.

T: Then go to the Hat department. Etc.

This exercise is aimed at students’ self-dependent use of a speech pattern. Their replies are of initiative character.