В настоящее время объектом активного изучения лингводидактики стало

Comparison and contrast: In this pattern the main idea is 
developed through comparison and contrast with other things. Often 
examples are used to illustrate. Definitions and descriptions are 
often included in this pattern. 
Analysis: In this pattern, a topic is broken down into causes, 
effects, reasons, methods, purposes, or other categories that support
the main idea. 
Analogy: In this pattern the main idea is implied by the use of 
analogy. This organizing principle is often used to make complex 
concepts easier to understand by relating them to better known ones. 
Definition: The purpose of the text in this pattern is to define, 
explain, or clarify the meaning of something. It may involve 
analysis, comparison or contrast, description, or even analogy. It 
helps students to become adept at recognizing implied and explicit 
definitions. 
 

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9. Fill in the given gaps of the chart below. Do you think the 
activity is: successful? Fairly successful? Not successful? Why?
What techniques and activities can you suggest instead of 
unsuccessful? 
Learning activity 
done in class 
Skill development 
stage (pre-, while, 
post-) 
Value 
of 
activity 
Level 
of language 
proficiency 
Listening to a text 
Answering questions 
on a text 
Reading aloud 
Silent reading 
Repetition drill 
Substitution drills 
Question/answer 
practice (whole class) 
Oral practice in pair 
Guessing games 
Copying 
words/sentences 
Dictations 
Paragraph writing 
Role-play 
Free discussion 
Correction of each 
other’s work 
10. Eliciting is a useful way of involving the class by focusing 
student’s attention and making them think; it establishes what 
students know and what they do not know; and it encourages 
students to make guesses and to work out rules for themselves. 
At the presentation stage of the lesson, a teacher has two 
alternatives: 
- To preset language or situation directly; a teacher does most of 
the talking, while students listen. 

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- To elicit; a teacher asks students for ideas and suggestions, and 
gets them to guess and to say what they know already. 
Think about efficiency of this activity. Is it new for you or not? 
11. Study the procedure of problem-solving and design your 
own activity referred to the given instruction.
The group needs to develop a clear statement of the problem to 
be solved. Once the problem is defined, the group can begin to 
analyze it. The purpose of this step is to bring out different 
viewpoints and facts so that everyone understands all the factors 
involved in the problem. 
A. Brainstorming solution: Next, members brainstorm ideas to 
develop a list of all possible solutions to the problem, without 
stopping to judge the quality of the ideas. 
B. Choosing the most likely, most effective, or most interesting 
solutions: When the group has finished brainstorming solutions, 
members can choose the one of the most meaningful. 
12. Study the functions of the game-methods and write a report 
describing these functions. 
* educational function; 
* cultural function; 
* entertainment function; 
* communicative function; 
* relaxation function; 
* psychological function; 
* developing function. 
13. Make up a card for each member of your family 
(grandmother, grandfather, mother, father, and sister/brother) with 
their preferences and wishes. These cards can be used for organizing 
the role-play “We are going for a trip to Britain”.
14. Evaluate any the EL textbook “High Fly” in the context of 
using innovative technology and write your suggestions to renew it.