- •The content of Foreign Language Teaching. Components assigned to the teaching of foreign languages in primary schools
- •The aims of Foreign Language Teaching.
- •Resources for Foreign Language Teaching.
- •The principals of Foreign Language Teaching
- •Methods of teaching
- •The content of teaching phonetics Teaching phonetics
- •Techniques for teaching phonetics
- •Methods of teaching vocabulary: a description of a word in English language, context.
- •The content of teaching grammar.
- •Student's difficulties in learning English grammar
- •1. Word order.
- •Methods of teaching grammar
- •The content of teaching listening.
- •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:
- •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:
- •The content of teaching speaking
- •Reasons for speaking:
- •The purposes for teaching speaking:
- •To train learners’ oral speech:
- •2. To stimulate learners to master English language and culture
- •3. To stimulate learners to think in English.
- •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:
- •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:
- •The content of calendar, thematic planning.
- •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:
- •2. Presentation
- •3. Practice
- •4. Evaluation and reflection
- •5. Expansion
- •For effective teaching is important:
- •1. In speaking:
- •2. In listening:
- •3. In reading:
- •4. In writing:
- •Training methods and techniques for children:
Writing involves subskills: accuracy and fluency.
Accuracy is the using of the correct forms of language (correct spelling, formation of letters, punctuation, the appropriate vocabulary, correct usage of grammar, construction of paragraphs and texts). It is how the learners write. Fluency is a free writing (content is very important). It is what the learners write.
Problems:
Handwriting (script). Handwriting is a very personal matter. It is said to reflect character. Some people have easily readable writing. Some people have ugly handwriting. There are some reasons for poor handwriting: learners don’t know Arabic penmanship, little amount of writing in pen because of often usage of computers.
Penmanship of letters s, r, I, h, l, f, b, t, j, q, G, Q, N. Penmanship of the other lettersfor Russian learners are familiar: a, o, e, n, m, x, T, M, H.
Connected penmanship of small letters.
Spelling: different lettersin different wordsmay be read in the same way – right –write, I – eye; written letters in some words may be pronounced and in other may be silent.
Punctuation and format conventions. They are particular in different languages.
Writing a composition or a letter where learners should write their own thoughts. Learners have problems in finding the right words, vocabulary, grammar forms and structures in their memory.
Learners can’t or don’t want to write because of the lack of confidence, imagination, vocabulary or because of boring material.
Writing takes a lot of time and rarely incorporated into a lesson. It is usually left for homework. As a result writing loses the communicative function.
Principles of teaching writing:
Learners should know exactly what the teacher wants: what writing skills he is trying to develop. Teacher should remember that at the beginner level he must start teaching writing from skill building.
Teacher should decide what means he is going to reach the aims (tasks on structure, tense usage, creative writing).
Tasks should be meaningful, realistic, relevant to learners’ needs, interests.
Teacher should design individual tasks based on what individual learners need to write.
Teacher should decide what topic he is going to focus to involve every learner in doing tasks.
Teacher should supply necessary layouts for doing tasks (a formal letter, an application form, etc.)
Teacher should develop communicative and creative writing.
For development of communicative writing skills teacher should use tasks connecting the real audience (teacher, learners, groups of learners to respond).
Teacher should integrate writing with other skills for making it more interesting.
Teacher should talk about writing with learners, how they write well, why they write and who they write and what makes it difficult. It gives the support and motivation.
Teacher should evaluate and correct learners, on the one hand, accurately and truthfully, on the other, sensitively and sympathetically. There are some ways of correction: to underline the mistakes instead of crossing out with red pen; to write symbols of what mistakes the learners have with punctuation, grammar or spelling. Learners will concentrate on particular aspect, understand the mistake and correct them. The teacher should react to what the learners write not only to the level of language.