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“An effective exercise helps achieve its purpose and ensures durability of 
learners' knowledge and skills in a short amount of time and with minimum 
repetition”. 
Lapidus proposes 5 criteria of the effectiveness of exercises: 
•
Students’ mental work (while they do the exercise) 
•
The exercise should resemble natural communication. 
•
The extent of students’ independent work. 
•
The time each pupil is engaged in doing the exercise (economy of
time) 
•
How many students are engaged in work at a time. 
Most part of students’ activity must be supervised by the teacher to avoid
“drilling” their own mistakes. Such exercises are called “controlled” and can be two 
types: 
1.
Individual. Students do the task in turn (each pupil’s speaking time is limited). 
2.
Frontal. A frontal exercise is organized in the following way: stimulus,
addressed to the whole group, – pause (when all the students do the task) –
reproduction by one of the students (the rest correct themselves) – stimulus.
To start considering typology of exercises we must see what the term “foreign 
language” means. 
Language is characterized by three aspects: 
1.
linguistic aspect 
2.
psychological aspect 
3.
social aspect 
Аll these three aspects make it possible for language to carry out its main 
function of intercommunication among people. As a school subject a “foreign 
language” is a complex of all the three aspects. 
1) By the linguistic aspect we mean language material (sounds, lexical units, 
form words) and speech material (word – combinations, sentences, texts). The 
linguistic material can be learned by memorizing. In such way knowledge is acquired. 
2) The second aspect – psychological – is processional due to this aspect 
language is viewed as activity and language teaching is considered to be speech 
development. Thus, the objects of teaching and learning are speech habits and skills. 
3) By the third aspect we mean the communicative function of language. In this 
case language acts as a means of intercommunication. This activity includes speech, 
habits and skills adequate to natural communication. 
What happens in reality? There can be a great difference in pupil’s knowledge of 
the psychological and social aspects of language. 
A pupil may with confidence make up sentences, retell texts, answer questions, 
but at the same time is at a loss in some unexpected situation, when it’s necessary to 
speak. 
All three aspects are closely connected: you can’t learn to speak, if you don’t 
know linguistic material; you will not be able to communicate without habits and 
skills of speaking. At the same time you may have some knowledge of the linguistic 
material, but lack habits and skills, and more over you may have speech habits and 
skills and be unable to communicate. 

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2. Different approaches = different exercises 
There are three approaches to foreign language teaching: 
1. linguistic approach (language) 
2. psychological approach 
3. communicative approach. 
Linguistic approach. First language material is learned and organized on the 
topical principle. Then this language material is used in exercises. Then students try 
to speak. 
Psychological approach. The aim is to develop habits and skills while the 
language material is learned in its process. Methodologists prefer to speak about the 
development of phonetic, grammar and lexical habits rather, than about learning of 
the language material. 
The communicative approach. The language is mastered through its function, 
when all the three aspects interact. In this case language is used as the means of 
communication; while the language material is learned and habits and skills are 
developed through communication. This approach requires creation of real-life 
situation, in which learners use the language in its natural function – they establish 
relations with other people, get and give information, express their attitude to 
something, learn to do something, find a way out of some difficult situations, 
convince and dissuade their interlocutors, show their progress etc. 
The communicative approach has been widely used at the end of the XX century. 
The most prominent representatives of this approach are: E.Passov, V. Skalkin, A. 
Klimentenko, G. Rogova and others. 
Each of three approaches proposes its adequate exercises: 
1)
Exercises for learning the language material (language exercises), 
they usually consist of a number of sentences and have instructions as the way of 
doing them: 
•
Fill in the blanks with prepositions 
•
Fill in the necessary form of the verb 
•
Use synonyms instead of the italicized words 
•
Group the words accordingly to their pronunciation etc. 
As a rule, such exercises are done in writing and they are not aimed at the 
development of habits. They help learners to memorize the language material. There 
isn’t any communication in such exercises, but we can’t do without them. 
2)
Exercises for developing speech habits and skills. These exercises are 
aimed at developing students’ ability to use the language material and they represent a 
self of repeated actions. First students learn how to perform an action and then how 
use it in speaking: 
1.
imitation exercises 
2.
substitution exercises 
3.
transformation exercises 
4.
drill exercises to develop phonetic, grammatical and lexical habits. They are 
done according to a model. 

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5.
speech exercises to develop speaking skills (description of pictures, retelling, 
commenting on the film etc. The learner is prompted what to speak about, such 
exercises are aimed at developing prepared speech. 
3)
Communicative exercises. 
While doing such exercises learners are free to choose both the language 
material and the content of speaking. They require such real- life situations that 
would make learners speak. All the three systems of exercises are used in foreign 
language teaching completing each other. 
Lecture 5 
Teaching pronunciation 
1. The importance of teaching pronunciation. Pronunciation and grammar, 
pronunciation 
and 
listening 
comprehension, 
pronunciation 
and 
spelling, 
pronunciation and reading. 
2. Content of teaching pronunciation. 
3. Technique of teaching pronunciation. 
1. The importance of teaching pronunciation. Pronunciation and grammar, 
pronunciation and listening comprehension, pronunciation and spelling, 
pronunciation and reading 
The emergence of new Englishes in many countries and on many continents has 
been accompanied by innumerate deviation from native norms at the levels of 
grammar, vocabulary and pronunciation. Of all the levels, pronunciation exhibits the 
highest number of such deviations. And it happens that of all levels of linguistic 
analysis, pronunciation is the greatest source of intelligibility failure. It has been 
found that lexical and syntactic errors constitute only 8,8% of the causes of
intelligibility failure, while pronunciation accounts for as much as 91,2% subdivided 
as follows: 
rhythmic and stress errors – 38,2 % 
segmental errors – 33 % 
phonetic errors – 20 % 
Consequently it can be suggested that the teacher should stick to dictionary 
forms as much as possible. 
Many students and teachers have myths about what it means to learn and teach 
the pronunciation of English. These are four commonly held ones: 

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