- •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.
Types of exercises in teaching speaking
1. Drills – reproductive exercises which help to practice accuracy in speech: pronunciation of sounds, phrases, grammatical structures (learners listen to words, phrases, sentences, songs, poems and repeat, substitute, transform). Drills usually require teacher’s control.
2. Interactive and speech exercises –exercises which help to practice fluency more than accuracy.
1. Ask and answering questions.
2. Show-and-Tell.
2. Role-playing.
3. Speaking on a topic.
4. Interviewing.
5. Storytelling.
6. Discussion.
7. Problem solving activity.
Problems with speaking activities
1. Fears to speak. Fears to make mistakes, fears of criticism or losing face, or because of shyness. Solution: Teacher should use group work.
2. Nothing to say. Solution: Teacher should base the activity on easy language. It is a good idea to teach or review necessary vocabulary before the activity starts.
3. Low participation. Sometimes learners don’t speak because they are not interested in topic. Also speaking in a large group may be a problem because each learner has only very little talking time. Some learners may dominate, while others speak very little or not at all. Solution: Teacher should choose the topic and tasks carefully to stimulate interest. If the task is based on group discussion then teacher should include instructions about participation when introduces it. For example, teacher may tell learners that everybody takes part in the discussion; appoint a chairperson to each group who will regulate participation.
4. Mother-tongue use. In classes learners often use mother-tongue because it is easier. Solution: in teaching speaking the teacher should stimulate his learners’ speech by giving them the subject, grammar, words, structures they need to speak about the topic or situation.
The content of teaching reading
Reading is one of the main skills of mastering a foreign language at school. Through reading learners enrich their knowledge of the world around them, get acquainted with the countries where the FL language is spoken. Reading develops pupils’ intelligence, memory, will, imagination and critical thinking.
Reasons for reading:
1. reading for pleasure
2. reading for practical usage (reading outside the classroom - reading of letters, signs, e-mails, etc.)
3. reading for study - reading is not only an aim in itself; it is also a means of learning a FL. When reading, learners review sounds and letters, vocabulary and grammar, memorizes the spelling of words, the meaning of words and word combinations. Reading gives models of sentence, paragraph and text construction, it links written and spoken language.
Kinds of reading:
1. Extensive – reading for pleasure. It develops reading skills and increases vocabulary.
2. Intensive – reading and doing study activities (what kind of text it is, details of meaning, vocabulary and grammar, etc.)
Types of texts for reading:
Authentic texts - texts which are not written especially for language learners. Beginners can read only simple authentic texts (menus, signs, timetables, etc.)
Simplified (adapted) texts – texts for graded readers.