- •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.
In testing learners’ skills in writing the teacher should:
1. Use kinds of work learners get used to.
2. Use tasks according to the learners’ abilities and knowledge.
3. Prepare learners, for example, to the test.
4. Set limit of time for doing the task.
Tests which result in mistakes are very dangerous, because learners lose interest in the subject. Indeed, if the results of the test are low, it shows both poor assimilation of the material by the learners, and poor work of the teacher.
The content of calendar, thematic planning. Requirements for calendar-thematic planning
The foreign language teacher plans all kinds of work he must do: he plans the essential course (lessons), the optional course (if any), and the extra-curricular work.
Educational work in English in each grade is planned in the form of a blueprint for the whole academic year. A blueprint is a sample theme (calendar) plan.
Thematic (Calendar) Planning is prepared in summer during the holiday. Calendar plan is an educational and methodical document based on the course programme, which is worked out in accordance with the typical educational programme including State educational standards, a course plan, educational aids and a calendar training schedule. Thematic (Calendar) Plan is an obligatory form of teacher’s activity for the whole year. Themes and the number of hours of lesson plans must correspond thematic - calendar plan. It is worked out at the methodological association and approved by the Deputy Director annually in advance of the academic year. Only then it is allowed to be used in the educational process.
Tasks of thematic-calendar planning:
distribution of the content of the educational material provided by the program in lessons;
determination of the sequence and the relationship between the individual units and themes of the program;
distribution of time on units and themes of the discipline;
definition of types of lessons, educational materials, learners’ independent work.
Thematic plan is a table with some columns, amount of which can vary. The obligatory of them are:
lesson number
lesson theme
the number of hours
the date of lesson
the type of lesson
visual aids and equipment
independent (classroom, home) work of learners
There can be some additional columns as, for example:
methods, techniques and technologies
goals and objectives of the lesson on the formation of competencies: informative, communicative and problem-solving.
Inclusion of the last column in thematic-calendar plans of many educational institutions of Kazakhstan is due to the modernization of Kazakhstan's educational system. Convincing evidence of the dynamic development of Kazakhstan's education is the adoption and realization of the Law "On Education", the introduction of new educational state standards , update of the content and structure of the system of education on the basis of traditions of national and world culture and contemporary experience.
According to this fact, this column determines the goals and objectives of each lesson to build competencies - generalized methods of action to ensure productive use of the acquired knowledge into practice. Formation of necessary competencies in a broad sense is to prepare learners of even primary school to life in a rapidly changing informative and technological world, the development of ICT skills and work with information , the development of cognitive , creative, individual abilities of learners, logical and critical thinking , problem-solving abilities, as well as teamwork.
Formation of competences is realized by means of appropriate techniques and technologies, such as informative and communicative, learner-centered, active technologies, gaming, communicative and demonstrative methods.