- •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.
Requirements for lesson planning
Teacher should think over a lesson in advance, not at the lesson.
Teacher should think over every lesson daily because the content of foreign language teaching is not constant. It changes continuously as well as the methods, techniques, teaching aids and teaching materials. Also a particular class with its own unique learners requires its own plans.
Teacher should coordinate planning a lesson with calendar-thematic planning and other lessons.
Teacher should have some idea of what the learners are going to achieve in the lesson (outcomes).
Teacher should choose the type and shape of the lesson in accordance with the theme of the lesson, aims, the knowledge, level, individual characteristics, interests of learners and class size.
Teacher should think over the structure of the lesson. The teacher should bear in mind that learners lose all interest in a language that is presented to them by means of endless repetitions, pattern practices, substitutions, and so on without speaking, listening and reading activities. That’s why teacher needs carefully select teaching aids and materials to stimulate and motivate learners and define their sequence.
Teacher should know in advance how to organize class work (what methods and techniques to use, how to organize time on the activities, how to engage learners (pair work, group work, etc.), how to organize classroom space, what instructions to give, what questions to ask, how to appear to the learners, etc.).
Teacher should think over homework.
Teacher should predict in advance possible problems and unforeseen situations.
Teacher must reflect the main steps (selection, structure and organization) of lesson planning in the written form of the lesson plan. He should read the whole plan before going to teach.
Teacher should psychologically prepare for the lesson (support, help).
Teacher should look back at the previous lessons and try not to make mistakes he had done.
Ответы по методике преподавания ия 4 курс
1. Stages of the lesson
An effective lesson has five parts:
Preparation
Presentation
Practice
Evaluation
Expansion
The lesson plan should outline (иметь набросок) who will do what in each part of the lesson.
The time for preparation, presentation, and evaluation activities should be no more than 8-10 minutes.
Communication practice activities may run a little longer.
1. Preparation
Give students an outline of the activities so they know what to expect.
Help them focus by eliciting (выявить) their existing knowledge of the day’s topics.
Use discussion or homework review to elicit knowledge related to the grammar and language
Use comparison with the native language to elicit that that students may already be using
Use discussion of what students do and/or like to do to elicit their knowledge of the topic they will address in communication activities