- •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.
Reading skills:
Skimming – learners read to get an idea of what it is about. Pictures, title help to catch the gist of the text.
Scanning - learners search through a text for a specific details (e.g. looking for the telephone number) and ignore everything else.
Reading for detailed comprehension – learners read more slowly to look for detailed information or to give examples of the language usage (grammar, vocabulary items).
Reading principals:
1. Encourage learners to read as often and as much as possible (support of extensive reading).
2. Learners should be interested in what they are reading (selection of interesting, according to the age, level and interests of learners, up-to-date, real-life, easy enough for comprehension material).
3. Encourage pupils to respond to the content of a text (learners should show their feelings about it), not only concentrate on its construction.
4. Learners should predict in reading (teacher should pay learners’ attention to book covers, headlines, pictures to guess what they are going to read about).
5. Match the task to the topic (when using intensive reading texts)
6. Good teacher uses reading texts to the full (uses integrated tasks based on learners’ level to revise and practice grammar and vocabulary, to develop writing and speaking skills, uses visual aids – pictures, mime, voice, cards with new vocabulary, etc.)
7. Develop learners’ abilities to read accurately and fluently with correct pronunciation, stress, intonation, pause and articulation of voice.
Difficulties in reading:
1. Linguistic - reading in the English language is one of the most difficult things because there are 26 letters and 146 graphemes which represent 46 phonemes. It is necessary that learners should know how this or that vowel, vowel combination, consonant, or consonant combination is read in different positions in the words.
2. Comprehensive - the most difficult thing in learning to read is to get information from a sentence or a paragraph on the basis of the knowledge of structures and meaning of words. Learners often ignore grammar (syntax) and try to understand what they read relying on separate words. It is sometimes difficult for learners to find topical sentences in the text which express the main ideas.
Ways of reading:
1. Aloud - the aim is to improve learners’ reading skills. In reading aloud the teacher uses:
Diagnostic reading (learners read and he can see their weak points in reading).
Instructive reading (learners follow the pattern read by the teacher or the speaker).
Control (test) reading (learners read the text trying to keep as close to the pattern as possible).
2. Silently - the aim is to improve learner’s comprehensive abilities, to develop learners’ abilities of making lexical and grammatical analysis, guessing of new words.
In teaching a foreign language in school both ways should be developed.
Methods of teaching reading
All the methods of teaching reading are divided according to the three approaches: bottom-up approach, top-down approach and intergrated approach.
1. Bottom-up approach implies the process of reading as a process of decoding. Learners learn to read through the development of linguistic skills without connection to the context and their prior knowledge on the topic. Reading is taught here only as a means of sound, letter, word recognition, revision and practice of grammar and vocabulary, as a model of of sentence, paragraph and text construction, but not as the aim in itself (Demonstrative, Audio-lingual method, Situational Language Teaching)
2. Top-down process implies the process of reading as a process of guessing meaning from the context and prior knowledge on the topic. Top-down approach pays less attention on decoding. Reading is taught here only as a means of comprehension of the meaning (Direct method, Suggestopedia, etc.)
3. Intergrated approach implies the process of reading as a process of both decoding and comprehension. Reading is taught here is an aim in itself (Communicative method).