The content of Foreign Language Teaching.
Circle the best answer.
At the end of a term, semester or year, we may want to do a final______ to see how well students have learnt everything.
Progress test
Quick test
Proficiency test
Achievement test
The aims of Foreign Language Teaching.
What is the best grouping for these activities, do you think? W= whole class; P=pairwork; G=groupwork; s= solowork
1. Students choose one of three alternatives when faced with an imaginary moral dilemma.
2. Students design website for a school or special interest group.
3. Students listen to an audio recording of a conversation.
4. Students practice saying sentences with the present perfect (‘I’ve lived here for six years’, ‘He’s studied here for six months’).
5. Students prepare a talk / presentation on a subject of their choice.
6. Students repeat words and phrases to make sure they can say them correctly.
7. Students write a dialogue between a traveler and an immigration official.
8. Students write a paragraph about themselves.
9. The teacher explains the rule for the pronunciation of‘s’ plurals (‘pins’, ‘cups’, ‘brushes’)
Resources for Foreign Language Teaching.
Which point is odd for pre-reading activity:
a) focus on new words in context
b) teach sound and letter or word in context
c) match sound and written forms
d) repeat constantly to teach pronunciation
e) practice new vocabulary in speech.
The principals of Foreign Language Teaching
Put listening tips in the right order:
a) answer the questions you missed
b) look at the task
c) answer as many questions as you can
d) try to guess answers to the questions
e) don’t worry if you don’t understand every word.
Methods and techniques in Foreign Language Teaching.
Circle the correct form:
a)You shouldn’t / mustn’t drink that dirty water. It is not safe.
b) We must/ had to wait two hours at security and nearly missed our flight.
The content of teaching phonetics.
Define the third stage of the lesson:
a) warm up
b) checkup homework
c) introduction of new material
d) consolidation of new material
e) homework and assessment
The content of vocabulary teaching.
Points belong to pre- listening of multiple- choice questions:
a) try to answer all the questions
b) listen to get the general idea
c) read the questions
d) predict the most likely answers
e) look at the options and think of possible synonyms
Methods of teaching vocabulary.
Young teacher should have……… lesson plan:
a) any he/she likes
b) extended
c) the copy from Teacher’s Book
d) no plan
e) a short
The content of teaching grammar.
Which exercise doesn’t suit speaking training exercises?
a) Substitute I have a pen (book)
b) extension I have (an interesting) book
c) transformation : I have no interesting book. Do you have an interesting book?
d) multiple choice; choose the written answer
Methods of teaching grammar
Match writing tasks with levels.
1 Elementary a. Email
2 Pre- intermediate b. covering letter
3 Intermediate c. topic
4 Upper intermediate d. Report
The content of teaching listening.
Aural comprehension is developed by:
a) writing
b) reading and writing
c) reading
d) speaking
e) listening
Resources for teaching listening.
Ask special question to the sentence: She looks very tired today.
The content of teaching speaking.
Choose peculiarities of speaking in English.
a) incomplete answers
b) usage of contractions
c) usage of speech phrases: of course, yes, I know, you see etc.
d) full answers
e) not using contractions.
The content of teaching reading.
Complete the sentence with suitable one:
Collaborative writing is……….
a) when students gain a lot from constructing texts together
b) using mother tongue
c) the best way of teaching Speaking
d) individual work
e) brainstorming
The content of teaching writing.
Match writing tasks with levels.
Elementary a. Email
Pre- intermediate b. covering letter
Intermediate c. topic
Upper intermediate d. Report
The content of calendar, thematic planning.
Circle the best answer
_______ can have many advantages: it allows students to work at their own speed, allows them thinking time, and allows them to be individuals
a) Individual / solo work
b) Class-to-class
c) Whole class
d) Pair work
Lesson planning. The content of lesson planning.
What is the best seating arrangement for the following situations?
a) A team game with a class of forty
b) A class discussion with fifteen students
c) Pairwork in a group of thirty students
d) A reading task in a group of ten
e)Students design an advertisement in groups
f) Students all listen to an audio track
j) The teacher explains a grammar point
The structure of an English language lesson.
Can you put the following events in order according to the structure of the lesson?
The teacher is handing out a worksheet and explaining a task.
The students are working individually.
The teacher uses the board to explain vocabulary and then set up groupwork.
The class is having a formal debate.
The teacher asks the students to predict what the title of the lesson means.
Ways to organize English lessons.
Describe the seating arrangements (separate table, horseshoe, round a single big table, orderly
rows, solowork) for the following events and say why:
The teacher is explaining something using the board.
The students are listening to a tape.
The teacher is explaining some pronunciation.
The teacher uses the board to explain vocabulary and then sets up groupwork.
The students are working individually.
Requirements for an English lesson.
Match the student needs on the left with the terms on the right.
-
1. I have to be able to write projects in English.
1. General English
2. I need to learn English so that I can work as a nurse in English-speaking contexts.
2. English for academic Purposes
3. I think English is an important international language and so I’d like to learn it in case I need it.
3. English for Specific Purposes
4. We came to this country as refugees and we want to make a success of our lives here.
4. Business English
5. We are trying to establish commercial links with international trading partners so I need to improve my English.
5. Target-language community interaction
Teacher’s preparation for a lesson.
Rate the following teacher qualities in order of importance (1-10) and why.
They are adaptable.
They are even-handed in their treatment of students.
They are good-looking.
They care about their students.
They dress well.
They give interesting lessons.
They know their subject.
They listen to their students.
They prepare well.
1They use new technology.
The plan of analysis of a lesson.
Which is the odd one out? Why?
a. a role-play a discussion a drill a communication game a questionnaire
b. a letter a speech a poem a grammar exercise a play extract
c. study rehearsal feedback engagement enjoyment
The plan of self-analysis of a lesson.
Which is the odd one out? Why?
a. a role-play a discussion a drill a communication game a questionnaire
b. a letter a speech a poem a grammar exercise a play extract
c. study rehearsal feedback engagement enjoyment
The content of teaching of primary school pupils.
Match the student needs on the left with the terms on the right.
-
1. Students make appointment to talk to the teacher about their progress.
1. assessor
2. The teacher is explaining something to the class.
2. controller
3. The teacher is telling students how correct (or incorrect) their language use is.
3. prompter
4. The teacher makes herself available to answer any questions/ supply information while students are working on a task in groups.
4. resource
5. The teacher wants to help the students along during a fluency activity (where their conversation is faltering a bit).
5.tutor
The content of teaching of preschoolers.
Rate the following teacher qualities in order of importance (1-10) and why.
They are adaptable.
They are even-handed in their treatment of students.
They are good-looking.
They care about their students.
They dress well.
They give interesting lessons.
They know their subject.
They listen to their students.
The content of Foreign Language Teaching. Components assigned to the teaching of foreign languages in primary schools
• Functional and communicative component (developing R/S/W/L) including:
- greeting, saying goodbye, introducing (oneself and others);
- identifying and explaining where you are going / where you are coming from;
- starting and finishing a conversation, giving and requesting information;
- spelling, naming, counting and calculating, correcting oneself;
- accepting, refusing an invitation;
- comparing, locating in time and space;
- giving orders and advice;
- expressing tastes and preferences;
- expressing one's opinion, agreement and disagreement;
- speaking of past events, describing and narrating;
- expressing feelings, reporting questions and so on.
• Linguistic component (phonetic, lexical and semantic, syntactic and textual aspects): for comprehension and expression, oral and written work (i.e. the four skills), taking into account the characteristics of learners at this level and in particular their psychocognitive development. It has been the most frequently and most broadly detailed area.
• Social and intercultural component – expresses the original perspective of the teacher as an "intercultural education manager".
• Thematic and situational component which, at this age level are of essential importance; a short list of what it covers is presented below:
- School, friends and peers
- Home and toys
- Days, work, sport and leisure
- Food and meals
- Clothes and different times of day
- Weather (forecasts) and holidays
- Animals (pets and others)
- Stories and fairy tales, imaginary journeys
- Cartoons, comics and so on
and more general topics such as people's behaviour and habits, traffic, money, customs and traditions, ecology, nature conservation.
• Finally, educational component - last but by no means least! In fact, given the level of education with which we are dealing, such component should even be given priority, since it encompasses all the other aspects. All the factors which help to develop a pupil's metalinguistic consciousness, or which make it easier for him/her to discover a different culture and to assimilate it - which are by definition and in their own right important elements in linguistic and intercultural areas - are also elements of the general educational component which cannot be omitted. To them should be added all the factors which (in terms of the components, activities and procedures) are designed to initiate pupils into independent learning; all in all, learning how to learn.
The aims of Foreign Language Teaching.
Aims are the first and most important consideration in any teaching. Hence the teacher should know exactly what his pupils are expected to achieve in learning his subject, what changes he can bring about in his pupils at the end of the course, at the end of the year, term, month, week, and each particular lesson. The changes the teacher must bring about in his pupils may be threefold: practical —pupils acquire habits and skills in using a foreign language; educational — they develop their mental abilities and intelligence in the process of learning the foreign language; сultural — pupils extend their knowledge of the world in which they live.
Practical aims. Language is a system (for exchanging thoughts and feelings) so that pupils will be able to use it more effectively in oral and written language, the teaching of a foreign language should result in the pupil's gaining one more code for receiving and conveying information; that is, in acquiring a second language for the same purpose as the native language: to use it as a means of communication.
Learning a living language implies using the language of sounds, that is, speaking. Scientific research gives a more profound insight into the problem. It is not so much the ability to speak that is meant here but rather the oral treatment; in other words, the language of sounds, not of graphic signs (which is usually the case when a dead language is studied) should serve as basic means of teaching.
Attention should be given mainly to practice in hearing, speaking, and reading. Thus pupils must achieve a level in their knowledge of the language which will enable them to further develop it at an institute or in their practical work. The achievement of practical aims in foreign language teaching makes possible the achievement of educational and cultural aims.
Educational aims. Learning a foreign language is of great educational value. Through a new language we can gain an insight into the way in which words express thoughts, and so achieve greater clarity and precision in our own communications. Even at the most elementary level learning a foreign language teaches the cognizance of meaning, furnishes a term of comparison that gives us an insight into the quality of language. When learning a foreign language the pupil understands better how language functions and this brings him to a greater awareness of the functioning of his own language.
Since language is connected with thinking, through foreign language study we can develop the pupil's intellect. Teaching a foreign language helps the teacher develop the pupils' voluntary and involuntary memory, his imaginative abilities, and will power. Indeed, in learning a new language the pupil should memorize words, idioms, sentence patterns, structures, and keep them in long-term memory ready to be used whenever he needs them in auding, speaking, reading, and writing. Teaching a foreign language under conditions when this is the only foreign language environment, is practically impossible without appealing to pupils’ imagination. The lack of real communication forces the teacher to create imaginary situations for pupils, to speak about making each pupil determine his language behaviour as if he were in such situations.
Teaching a foreign language contributes to the linguistic education of the pupil, the latter extends his knowledge of phonic, graphic, structural, and semantic aspects of language through contrastive analysis of language phenomena. In teaching a foreign language the teacher is called upon to inculcate in pupils the scientific outlook, to prepare the young people for an active participation in production and other types of useful activities.
Teachers of foreign languages make their contribution to the education of pupils, to their ideological education. Their role in the upbringing of the younger generation cannot be overestimated.
Cultural aims. Learning a foreign language makes the pupil acquainted with the life, customs and traditions of the people whose language he studies through visual material (such as post cards with the views of towns, countryside, and people; filmstrips, for example, "Great Britain", "What Tourists Can See in London", "Disney Land" films) and reading material dealing with the countries where the target language is spoken. Foreign language teaching should promote pupils’' general educational and cultural growth by increasing their knowledge about foreign countries, and by acquainting them with progressive traditions of the people whose language they study. Through learning a foreign language the pupil gains a deeper insight into the nature and functioning of language as a social phenomenon.
It should be said that practical, educational, and cultural aims are intimately related and form an inseparable unity. The leading role belongs to practical aims, for the others can only be achieved through the practical command of the foreign language.