Methods of teaching

1. TPR (total physical response – метод полного физического реагирования) - was founded by James Asher. In this method, both language and body movements are synchronized through action responses and use of the imperative (direct commands): “Stand up”, “Go to the door”, "Sit down", etc. TPR is very effective in teaching temporal states, personal pronouns, and other deep grammatical structures.

2. Method of problem teaching (метод проблемного обучения) – teacher sets a problem in front of children, which they should solve;

3. Method of searching (поисковой метод) – children have to search some information;

4. Audio-lingual (аудио-лингвальный) method suggests listening; teacher develops children’s auditory skills ;

5. Audio-visual (аудио-визуальный) method suggests listening relying on pictures/videos;

6. Game method-( игровой метод) includes didactic games – through a game teacher teaches children методдидактическихигр (обучающих игр);

7. Demonstrative (наглядный) method– the main aim of this method that children perceive information visually through pictures, realias, toys;

8. Personally-centered (личностно-ориентированный) method is directed to revealing each child’s identity;

9. Method of projects (проектный метод) children make own mini-projects;

10. Situational method (ситуационный метод) – children are involved in the situation or imagine it;

11. explanatory and illustrative (объяснительно-иллюстративный) – a teacher explains something using illustrations/pictures/posters ;

12. multilevel teaching (разноуровневое обучение) a teacher should consider the level of children’s knowledge and prepare different tasks: for gifted and lagging pupils;

13. method of practical exercises (метод практическихупражнений) – a teacher should use practical exercises for consideration or revision new material;

14. oral presentation method (метод устногообъяснения) a teacher explains material orally ;

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.

The content of vocabulary teaching.

Methods of teaching vocabulary.

Methods of teaching vocabulary: translation, synonyms, antonyms.

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:

- bring images of reality

- interesting and funny activity

- helps SS to remember new vocabulary in a new language instead of simply reading the definition in a dictionary, as the student can SEE what the word means.

- motivate and draw learners’ attention

- involve SS producing and revising vocabulary quickly

- useful for various types of activities (drilling, comparing, etc.)

- develop speaking, writing and other skills

- flexibility ( flashcards are easily kept)

-- come in a variety of formats and styles. When the collection of pictures is once made, it can serve for a long time.

- It is important to combine them with other techniques and different types of stimuli (movement, verbal stimuli, sound, etc). Moreover, pictures used for demonstration of the meaning should be repeatedly connected with the spoken and subsequently also written form of the word.

- The presentation of vocabulary with flashcards can be done in lots of various ways, for example in telling a story or just simply based on a set of vocabulary for a particular topic.

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