- •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.
3. Video materials:
- without sound: learners discuss what they see and what the characters are saying, then listen and check
- audio without the picture: learners listen, imagine what they listen, listen again with picture and check
- freeze frame: teacher freeze picture, learners predict what will happen then listen and check
Methods of teaching listening
There are many approaches, methods and technique of teaching listening. We’ll study some of the most important.
Approaches |
Methods |
Brief description |
Techniques |
Traditional (classical) approach |
Grammar translation method |
It focuses more on presentation and analysis of grammar than formation of receptive and comprehensive learners’ abilities. |
Listening consists only of reception and comprehension of grammar rules, oral translations and grammar exercises.
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Structural approach |
Audio-lingual method
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They focus on formation of receptive and recognizing learners’ abilities of language forms and structures in speech. |
Teacher uses speech drills and audio tasks to train automatic reception and recognition of language forms and structures in sentence patterns in dialogues and situations. Learners listen, imitate, repeat and reproduce them.
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Oral approach |
Situational language teaching |
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Natural approach
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Direct method
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They focus on formation of comprehensive learners’ abilities of speech units more than reception and recognition of language forms and structures. They help to reduce stress and overcome psychological barriers in listening. |
Listening starts from the beginning. Language is taught in L2 only. Learners receive and understand language forms and speech units directly through the language because there is no translation. To simplify listening teacher uses actions and pictures. After listening learners communicate as if in real situations. |
Humanistic approach |
Total Physical Response (TPR) |
Learners receive and understand teacher’s commands to react physically and verbally. |
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Suggestopedia
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Listening consists of comprehension of teacher’s speech, oral texts and dialogues with the music background. After listening learners sing classical songs and play games. |
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The Silent Way |
Listening is necessary for learners to receive and understand speech of each other in interaction. |
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Cognitive approach |
Cognitive method |
It focuses on learners’ ability to receive and understand speech to analyze and evaluate the language that they or others produce. |
Learners receive and understand speech of each other in interaction and analyze it. |
Communicative approach |
Communicative language teaching (Task-based language teaching) |
They focus on simultaneous development of listening, writing, reading and speaking skills through doing integrated tasks. Listening is taught as a process of reception, recognition of language forms and structures and comprehension of real-life speech. |
They consist of 4 stages: Presentation (pre-listening stage) - teacher introduces a topic for listening with visual aids, explains new vocabulary, gives instructions. Learners brainstorm pictures, words, discuss the title of the topic, answer the questions, predict what they will listen to. Practice (while-listening stage) - what learners do while listening. It can be listening for the main ideas, listening for details (complete a chart or gaps in the text, tick off the right answer, choose T / F sentences, order pictures, etc.), listening for reception and recognition of language forms (define the tense form of verbs in the text, etc.) Production (Post-listening stage)- what learners do after listening: express personal opinions on the topic. do problem solving activities, etc. Feedback – teacher checks learners’ abilities of reception, recognition and comprehension: draws learners’ attention to lexical, phonetic and grammatical problems in listening, problems to catch the gist of the topic, etc. and discuss.
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