- •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.
6. The content of teaching phonetics. Teaching phonetics
The aim is to develop in learners phonetic competence - the knowledge of the English phonetic means such as speech sounds (phonemes – is the smallest unit of sounds that has meaning in a language – books, sock/ shock), articulation, syllable formation, word stress, tone-patterns and intonation. Phonetic competence includes the knowledge of how speech sounds (phonemes) are used in actual speech production. We can say about “modification of phonemes in connected speech”. (e.g. elisions (absence of sounds as in “Chris/t/mas”)). One of the reasons that the phonemes merge together in oral speech is that it saves articulation efforts in speakers.
Techniques for teaching phonetics
The traditional approach to teaching phonetics is the “pronunciation drill”
(drill in recognition and reproduction new material to get pronunciation habits)
The material used for pronunciation drills may be sounds, words, word combinations, phrases, sentences, rhymes, poems, songs and dialogues. Proverbs, tongue-twisters and some useful expressions can be used as material for pronunciation drills. The usage of audio-tracks is important.
It can be done by the whole class, individually in the fixed order, slow tempo and fast tempo, repetition in small groups etc.
7. Requirements for selection of phonetic material:
The phonetic material should be matched with the theme and programme;
The phonetic material should be matched with age of children;
The variety of practical exercises: for developing articulation – drill exercises, for developing auditory skills – using audio-lingual and audio-visual exercises;
The presence of the game method – songs, poems etc.
The presence of cards with sounds – remembering sounds;
Compulsory using phonetic games – saying with a different speed, force of voice, emotions, using movements and clapping;
The material can be demonstrative – pictures, posters, cards, charts ;
Abundant listening;
Differentiated approach;
Systemic warm-ups;
Connection phonetics with other aspects of speech (reading, speaking, writing);
principle accounting of mother tongue - t explains the articulation and compare with mother language [ʃ] [ш];
The principle of consistency – from easy to difficult;
Using the sounds in speech – children emphasize the new sound in the words, or find the words which contain such sound;
Imitative exercises – children repeat after a recording or a teacher;
8. Types of exercises in teaching phonetics.
The traditional approach to teaching phonetics is the “pronunciation drill” (drill in recognition and reproduction new material to get pronunciation habits)
The material used for pronunciation drills may be sounds, words, word combinations, phrases, sentences, rhymes, poems, songs and dialogues. Proverbs, tongue-twisters and some useful expressions can be used as material for pronunciation drills. The usage of audio-tracks is important.
It can be done by the whole class, individually in the fixed order, slow tempo and fast tempo, repetition in small groups etc.