ЕКЗАМЕНАЦІЙНИЙ БІЛЕТ № 1

1. Free, semi-free and set expressions. Phraseology as a part of linguistics.

Approaches to English phraseological studies. Features of phraseological units
and classifications of them.
2. Methodological classification of English sounds. Criteria for grouping target
language sounds. Ways of introducing new sounds. The sequence of teacher’s
and learners’ actions. Activities for practising pronunciation of sounds, words
and phrases. Practising intonation patterns, word stress, phrase stress.
Recognition and differentiation. Communicative practice.
1. Depending on the degree of their stability all word combinations are divided
into:
- free (we can substitute for any word without causing any changes in other members
of combination, e.g. to go quickly);
- semi-free (the freedom of substitution is limited to certain semantic groups. e.g. to
go hospital, school);
- fixed word combinations/set expressions (no substitution, word order is fixed.).
Phraseological unit is a word group with a fixed lexical composition and grammatical
structure.
There are different approaches to studying and classifying phraseological units.
1. The classification of V.V. Vinogradov is synchronic and semantic. It is based upon
the type of motivation. He distinguishes:
a) phraseological fusions, e.g. tit for tat. They represent the highest stage of blending,
are not motivated nowadays, are specific for every language and cannot be literally
translated;
b) phraseological unities , e.g. to know where a shoe pinches, to rise to the bait, etc.
They are clearly motivated, some of them are easily translated and even international;
c) phraseological combinations, e.g. to meet the demands, to make friends. They are
not only clearly motivated but also contain one component used in its direct meaning
(demands, friends).
2. Larin’s classification is also semantic but diachronic.
He believes that each unit goes through three stages in its development. First it is a
free word combination, then a motivated metaphoric phrase and then an idiom with
lost motivation, e.g. to give a sack, to give a cold shoulder, to dance attendance on
smb., etc.
Semantic classifications of Vinogradov and Larin are open to criticism since the
degree of motivation may be different for different speakers depending on their
knowledge of history, customs and traditions, level of education, etc. So they are
subjective, not reliable enough.
3. N. Amosova’s approach is contextological. She defines phraseological units as
units of fixed context characterized by a specific word-order and peculiar semantic
relationship between the components. Phraseological units are divided into
phrasemes and idioms. Phrasemes are always binary. One of their components has a
phraseologically-bound meaning, the other serves as the determining context, e.g.
small change, small hours, small talk. In idioms the new meaning is created by the
whole, each element having its own meaning weakened or lost. Idioms may be
motivated and demotivated. 4. Koonin’s classification is functional: depends on the
functions phraseological units fulfil in communication. There may be:
a) nominating (e.g. a man of straw, a bull in a china shop);
b) nominative communicative (verbal), e.g. to go round the bush, to pull one’s leg,
etc.;
c) communicative (sentences by form), e.g. Curiosity killed the cat;
d) interjectional, e.g. Good heavens, a pretty kettle of fish, etc.
Further classification depends on whether the units are changeable or not, what their
structure is, etc.
2. All sounds are divided methodologically into 3 groups:
1) sounds similar in articulation to the sounds of native speech; no additional
explanation and long practice is needed;
2) sounds which only seem similar to the sounds of the native language, but differ
from them in some aspects; explanation of the articulation of these sounds is
necessary, demonstrational practice is needed; most mistakes learners make in
articulating these sounds;
3) sounds that have no analogues in the native language; detailed explanation of the
articulation should be given, long practice is necessary.
Ways of introducing new sounds:
1) imitation;
2) description of articulation;
3) comparison with the native sounds.
Step-by-step procedure:
1) introducing new sound in a stream of speech;
2) pronouncing it clearly in a word (at least 4 times);
3) explaining the articulation of the introduced sound and showing the difference
between this sound;
4) pupils pronounce the sound after the teacher, first in chorus in a low voice, then
individually in a louder voice;
5) pupils pronounce words and phrases with this sound.
The sequence of teacher's and learners' actions in pronunciation activities plays a vital
role in facilitating effective language learning. By following a systematic approach,
teachers can create engaging activities that promote the practice and development of
pronunciation skills. Let's explore the sequence of actions for teaching and practicing
pronunciation, along with specific activities for different aspects such as sounds,
words and phrases, intonation patterns, word stress, phrase stress, and recognition and
differentiation.
Teacher's Actions:
a. Model: As the teacher, you need to provide clear and accurate models of the target
pronunciation. This involves demonstrating the correct pronunciation of sounds,
words, phrases, intonation patterns, and stress.
b. Explanation: Explain the specific features of pronunciation that you want students
to focus on. Clarify any challenging aspects, such as mouth positioning, tongue
placement, or breath control.
c. Guided Practice: Engage students in structured activities that allow them to imitate
and practice the target pronunciation. Provide ample opportunities for students to
listen, repeat, and mimic the sounds, words, and phrases.
d. Feedback and Correction: Offer constructive feedback and correction to students as
they practice. Focus on individual sounds, word stress, intonation, or any specific
areas where students may need improvement.
Now, let's explore some activities for practicing pronunciation in different aspects:
Sounds:
Minimal Pairs: Provide pairs of words that differ in only one sound (e.g., "ship" and
"sheep"). Students should listen and identify the difference between the two sounds.
Tongue Twisters: Present tongue twisters that focus on specific sounds or sound
combinations. Students can practice saying them aloud repeatedly to improve their
pronunciation accuracy and fluency.
Words and Phrases:
Repetition Drills: Have students repeat after you, focusing on individual words or
short phrases. Gradually increase the speed and challenge as students become more
comfortable.
Sentence Stress Practice: Choose sentences with varied word stress patterns. Read
them aloud, emphasizing the stressed words, and ask students to imitate your stress
patterns.
Intonation Patterns:
Dialogue Readings: Provide dialogues or short conversations and model appropriate
intonation patterns. Students should practice reading the dialogues aloud, paying
attention to the rising and falling intonation.
Expressive Reading: Select passages or short texts with different emotional contexts
(e.g., happy, sad, surprised). Students should read the text aloud, using appropriate
intonation to convey the intended emotions.
Word Stress and Phrase Stress:
Sentence Completion: Provide incomplete sentences and ask students to complete
them with the correct word stress or phrase stress. This activity helps students
practice applying stress patterns in context.
Sentence Rhythm: Choose sentences or phrases with varied stress patterns. Students
should repeat them, focusing on reproducing the natural rhythm and stress patterns.
Recognition and Differentiation:
Discrimination Exercises: Play audio recordings of words or phrases that differ by a
particular pronunciation feature (e.g., minimal pairs). Students should listen and
identify the correct pronunciation.
Dictation: Read sentences or short passages aloud, focusing on specific pronunciation
features. Students should write down what they hear, paying attention to the
pronunciation details.
Communicative Practice - The communicative approach is a teaching methodology
that emphasizes communication as the primary goal of language learning. It places a
strong emphasis on developing students' ability to use the target language in authentic
and meaningful ways, rather than solely focusing on grammar rules and vocabulary
memorization. The approach originated in the 1970s as a response to the limitations
of traditional grammar-based methods.
Role-Play: Engage students in role-play activities where they need to use the target
pronunciation in meaningful, real-life scenarios. This helps students integrate
pronunciation practice with communication skills.
Information Gap: Create activities where students exchange information using the
target pronunciation. This can involve interviews, surveys, or discussions, allowing
students to practice pronunciation while engaging in authentic communication.
ЕКЗАМЕНАЦІЙНИЙ БІЛЕТ № 2
1. The article. Functions of articles.
2. Teaching grammar. Types of grammar (descriptive, prescriptive,
pedagogical).Approaches to teaching grammar. Deductive and inductive
approaches. Their advantages and drawbacks. Ways of presenting and
exploring grammar. Stages in the deductive and inductive approaches.
Reproductive and receptive minimums and criteria for their selection.
Grammar practice activities. Receptive, analytical, reproductive and productive
activities. Communicative orientation.
1. The article is a part of speech that functions as a determiner and provides
information about the noun it accompanies. In English, there are three articles: "the,"
"a," and "an." Each article has its own specific functions and usage.
The only features that unite the article into a part of speech are:
- the left-hand combinability Left-hand combinability refers to the grammatical
feature of an article to be able to combine with a noun on its left-hand side. In
English, articles are positioned before nouns to provide information and specify the
reference of the noun. This combinability allows articles to function as noun
specifiers by indicating whether the noun refers to a specific or general entity.
- their function as noun specifiers. they are words or phrases that are used before
nouns to provide additional information or clarify their reference. Noun specifiers
help specify the type, quantity, definiteness, possession, or relationship of the noun to
the rest of the sentence.
The indefinite article has 3 main functions:
1) classifying – refers a noun to a group of similar nouns of the same count; "A cat is
a domestic animal." (referring to any cat as part of the class of domestic animals)
2) generic – implies that the object denoted by the noun is spoken of as a
representative of the class and therefore what is said about one, refers to any; "A dog
is a loyal companion." (referring to any dog as representative of the class of loyal
companions)
3) numerical – retains its original meaning of the cardinal numeral “one”. "I have a
pen in my bag." (referring to one pen)
A noun can be classified by pre- and post-positive attributes, e.g. this is an interesting
book.
Set expressions: at a time, at a glance, as a result, as a whole, at a distance of, at a
depth of, in a hurry, in a low voice, be at a loss.
The definite article has 2 main functions:
1) specifying – singles out an object from a group of similar; "The red car is mine."
(singling out the specific red car from a group of cars)
- a restrictive attribute - a clause, a prepositional phrase, a participial phrase can
function as post-positive restrictive modifiers or attributes, e.g. very, right, left,
wrong, only, last, next, same + ordinal numerals; "She is the only person I trust."
(specifying that she is the only person among others)
- a preceding context – an object or a group of objects can be specified by the
reference to preceding context; "I saw a beautiful bird. The bird had colorful
feathers." (referring back to the previously mentioned bird)
- the situation of communication – specifies the meaning of a noun, e.g. to open the
window; "Please close the window." (specifying a specific window in the current
situation)
- the meaning of the noun – is used with unique objects or notions, e.g. the Sun, the
moon, the horizon, the universe. Figurative use – e.g. the holiday did me a world of
good.
2) generic – refers the noun to the whole class of objects of the same kind. "The lion
is a carnivorous animal." (referring to lions as a whole class of carnivorous animals)
Set expressions: the other day, the day after tomorrow, to count by the score, paid by
the hour, in the morning…, in the singular/plural, in the past/present/future, out of the
question.
Theme-rheme indication.
A man came into the room. (Rheme – the new information); the man came into the
room. (Theme – already known information)
Indefinite Article: "In a hurry," "as a result," "at a glance," "in a low voice."
Definite Article: "The other day," "in the morning," "the day after tomorrow," "out of
the question."
2. Grammar enables pupils to use linguistic forms meaningfully and accurately,
to encode the meaning of a grammar structure used in oral or written speech.
Competence: knowledge, skills, awareness.
Active and passive grammatical minimums are selected. Active minimum is selected
according to frequency of use in oral speech, the ability of the structure to serve as a
model, exclusion of synonymous structures. Passive minimum is selected according
to frequency of use in writing, the ability of an item to perform different functions
and express different meanings.
 Types of Grammar:
Descriptive Grammar: Describes the structures and rules of a language as they are
naturally used by native speakers. For example, studying how English speakers use
word order to form sentences.
Prescriptive Grammar: Provides rules and guidelines for "correct" language usage
based on formal standards and norms. For instance, prescribing the use of subject-
verb agreement in sentences.
Pedagogical Grammar: Focuses on the grammar rules and structures that are relevant
and necessary for language learners. For example, teaching verb tenses and sentence
patterns commonly used in everyday conversations.
Grammar skills – receptive (listening, reading) and productive (writing, speaking).
Approaches:
Approaches to Teaching Grammar:
Deductive Approach: In the deductive approach, the teacher explains the grammar
rule first and provides examples. For instance, explaining the present continuous
tense and its usage and then giving sentences for students to practice.
Inductive Approach: In the inductive approach, students are given examples of
sentences and are guided to discover the grammar rule themselves. For example,
providing a set of sentences using the present continuous tense and asking students to
identify the pattern and form the rule.
1) deductive (PPP: presentation, practice, production);
- advantages: saves time, creates conditions for more exact understanding by all the
learners, it can help to overcome mother-tongue interference;
- disadvantages: learners are usually passive recipients, neither the rule itself nor the
examples are connected with learners’ experience, the rule is easier forgotten than in
the inductive approach;
2) inductive (MMM: meeting the new language, manipulating the new language,
making the new language their own);
- advantages: makes learners active thinkers, makes learners compare a grammar item
with those in their mother-tongue, helps to remember better, helps them understand
their own native language better;
- disadvantages: it takes more time, the teacher can’t be sure that all the students
formulated and understood the rule properly.
Stages in the Deductive and Inductive Approaches:
Deductive Approach:
Presentation: Introduce grammar rules, structures, and their explanations.
Practice: Engage learners in controlled practice activities to reinforce understanding
and accuracy.
Production: Provide opportunities for learners to use the grammar structures in
communicative tasks.
Inductive Approach:

Observation: Present examples of language use without explicit explanations.

Analysis: Encourage learners to identify patterns, make hypotheses, and derive
grammar rules.
Generalization: Guide learners in formulating and articulating the grammar rules they
have discovered.
Practice: Engage learners in controlled and communicative practice activities to
reinforce and apply the rules.
Presenting and Exploring Grammar:
Contextualization: Present grammar in meaningful contexts, such as texts, dialogues,
or real-life situations, to enhance comprehension and application.
Guided Discovery: Engage learners in activities that lead them to discover grammar
rules through analysis and problem-solving.
Contrastive Analysis: Compare and highlight differences between learners' native
language and the target language to Reproductive and Receptive Minimums and
Criteria for Their Selection:
Reproductive Minimums: Basic grammar structures and vocabulary that learners
need to reproduce accurately, such as verb tenses, pronouns, and sentence structures.
Receptive Minimums: Understanding and comprehension of more complex grammar
structures and vocabulary used in authentic texts and contexts.
The selection of reproductive and receptive minimums depends on learners'
proficiency levels, needs, and goals. Criteria for selection include frequency of use,
relevance to learners' communication needs, and the level of difficulty.

Grammar Practice Activities:

Receptive Activities: Engage learners in activities that focus on understanding and
analyzing grammar structures in context, such as reading comprehension tasks or
listening exercises with targeted grammar points.
Analytical Activities: Encourage learners to analyze and manipulate grammar
structures, such as error correction tasks, sentence transformations, or grammatical
analysis exercises.
Reproductive Activities: Provide opportunities for learners to reproduce grammar
structures accurately, such as controlled drills, sentence building exercises, or gap-fill
exercises.
Productive Activities: Promote the use of grammar structures in meaningful
communication, such as role-plays, discussions, debates, or writing tasks.
Communicative Orientation:
Emphasizes the use of grammar in meaningful and authentic communication.
Integrates grammar practice within communicative tasks and activities that simulate
real-life language use.
Focuses on developing learners' ability to use grammar structures accurately and
fluently in various communicative contexts.
The communicative orientation approach ensures that grammar is taught in a way that
enables learners to apply it effectively in real-life situations, fostering their overall
language proficiency and communicative competence. address specific challenges.