- •1.The content of foreign language teaching Components assigned to the teaching of foreign languages in primary schools
- •2. The aims of foreign language teaching;
- •3. Resources for Foreign Language teaching
- •4. The principals of Foreign Language Teaching
- •5. Methods and techniques in Foreign Language Teaching
- •6. The content of teaching phonetics. Teaching phonetics
- •Techniques for teaching phonetics
- •7. Requirements for selection of phonetic material:
- •Types of drill:
- •Types of reproduction exercises:
- •11. Board game
- •10. Methods of teaching vocabulary: translation, synonyms, antonyms.
- •Syns and Ants
- •11. Methods of teaching vocabulary: the use of visibility, word formation.
- •Teaching with flashcards
- •Flash cards are images on cards, used to help to remember new vocabulary in a new language.
- •The benefits of flashcards:
- •Types of
- •12. Methods of teaching vocabulary: a description of a word in English language, context.
- •13. Types of exercises in teaching vocabulary.
- •The learners have to match words/pictures with definitions.
- •The importance of grammar in teaching a foreign language
- •Student's difficulties in learning English grammar
- •1. Word order.
- •Methods of teaching grammar
- •Principles of teaching English grammar
- •Types of exercise for learning English grammar
- •The content of teaching listening. The most common difficulties in listening comprehension
- •Reasons for listening:
- •To get the gist.
- •Purposes for teaching listening:
- •The processes of listening comprehension: bottom-up and top-down
- •Types of listening:
- •Principles of teaching listening:
- •Difficulties in listening comprehension
- •Resources for teaching listening
- •Live speech (teacher’s speech (another teacher or guest’s speech), face–to-face interaction of learners in interviews, dialogues, etc.) Teacher should:
- •3. Video materials:
- •Methods of teaching listening
- •Types of exercises in teaching listening
- •Interviews
- •To train learners’ oral speech:
- •2. To stimulate learners to master English language and culture
- •3. To stimulate learners to think in English.
- •Learners’ difficulties with speaking:
- •Methods of teaching speaking
- •Types of exercises in teaching speaking
- •Problems with speaking activities
- •The content of teaching reading
- •Reasons for reading:
- •Kinds of reading:
- •Types of texts for reading:
- •Reading skills:
- •Reading principals:
- •Difficulties in reading:
- •Ways of reading:
- •Methods of teaching reading
- •There are three stages of the Communicative method in teaching reading:
- •Types of exercises in teaching reading The aims of reading exercises:
- •Types of exercises in teaching reading
- •Some examples of tasks:
- •The content of teaching writing
- •Reasons for writing:
- •The purposes for teaching writing:
- •Learners need to develop writing skills:
- •Writing involves subskills: accuracy and fluency.
- •Problems:
- •Connected penmanship of small letters.
- •Principles of teaching writing:
- •Methods of teaching writing
- •Teaching penmanship and spelling has some stages:
- •Writing compositions have three stages:
- •3. Post writing stage:
- •Types of exercises in teaching writing
- •Skill building exercises: The aims:
- •1. Copying.
- •2. Exercises on penmanship, spelling and punctuation.
- •Guided and Free writing exercises: The aims:
- •A descriptive paragraph about a text, or a number of texts on a certain subject.
- •An annotation on the text read.
- •In testing learners’ skills in writing the teacher should:
- •Tasks of thematic-calendar planning:
- •Lesson planning
- •The reasons of lesson planning: For teachers
- •For learners
- •Problems
- •The content of lesson planning The content of lesson planning includes the solution of the following tasks:
- •Requirements for lesson planning
- •1. Stages of the lesson
- •1. Preparation
- •2. Presentation/Modeling
- •3. Practice
- •4. Evaluation
- •5. Expansion
- •2.Ways to organize English lessons
- •3. How To Prepare a "Successful" Lesson!
- •5. The Plan of analysis of a lesson
- •6. The plan of self-analysis of a lesson.
- •7. The content (содержание) of teaching of primary school pupils
- •8. The content of teaching of preschoolers
- •1 . Sequence.(последовательность) The teacher doesn’t have to hurry to train the child in of spelling and grammar.
- •2 . Naturalness (естественность). The child doesn’t have to feel any excess loading (лишний груз).
- •3 . Persistence (настойчивость). The teacher has to interrupt studies for a while, and then to continue training, but already with other material.
- •1. The content of Foreign Language Teaching.
The content of teaching listening. The most common difficulties in listening comprehension
Listening is a process of reception, identification and comprehension of speech.
Reasons for listening:
For pleasure: music, bird singing.
To take part in conversations: exchange news with friends, make arrangements.
For information: weather forecast, announcements at the airport.
For instructions: know how to do a task.
To understand: someone’s explanations or feelings.
To get the gist.
In Foreign Language Teaching listening is a receptive skill rather than productive skill.
Purposes for teaching listening:
To perceive and understand spoken language.
To understand varieties of language (standard/regional, formal/informal etc.)
To understand different text types (conversational, narrative, informative etc.)
To improve SS’ pronunciation, grammar and vocabulary.
To develop through listening other skills: speaking, reading and writing.
The processes of listening comprehension: bottom-up and top-down
Bottom-up Process |
Top-down Process |
Focuses on linguistic components of speech message. Listening is a process of decoding messages from phonemes to words, phrases, sentences. It includes:
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Focuses on the speaker's purpose and the topic, more on the meaning than phonetic, lexical and grammatical elements. Listening is a process of predicting or activating the listener's own knowledge of the topic for full understanding of the message. It includes:
|
Types of listening:
Extensive listening is listening for pleasure. It takes place outside the classroom (at student’s home, car or MP3 player). In the classroom extensive is listening for the gist.
Active listening is a process (done step by step) to get very accurate information. Active listening is listening for details.
Intensive listening is listening and making tasks. Intensive listening is listening for conclusions. Intensive listening are taped material and material on disk.
Principles of teaching listening:
1. Use of real–life listening material.
2. Use of authentic material.
3. Use of various situations and topics to listen.
4. Use of visual aids, mime and gestures.
5. Choice of materials according to speakers' age, abilities, level.
6. Use of different forms of work: individual, in pairs, in small groups, as a whole class.
7. Relaxed and supportive atmosphere (introduction to new vocabulary, help).
8. Identification of problems with comprehension of language forms and speech.