- •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:
The content of teaching listening.
Listening is a process of reception, identification and comprehension of speech.
Reasons for listening:
For pleasure: music, bird singing.
To take part in conversations: exchange news with friends, make arrangements.
For information: weather forecast, announcements at the airport.
For instructions: know how to do a task.
To understand: someone’s explanations or feelings.
To get the gist.
In Foreign Language Teaching listening is a receptive skill rather than productive skill.
Purposes for teaching listening:
To perceive and understand spoken language.
To understand varieties of language (standard/regional, formal/informal etc.)
To understand different text types (conversational, narrative, informative etc.)
To improve SS’ pronunciation, grammar and vocabulary.
To develop through listening other skills: speaking, reading and writing.
The processes of listening comprehension: bottom-up and top-down
Bottom-upProcess |
Top-downProcess |
Focuses on linguistic components of speech message. Listening is a process of decoding messages from phonemes to words, phrases, sentences. It includes:
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Focuses on the speaker's purpose and the topic, more on the meaning than phonetic, lexical and grammatical elements. Listening is a process of predicting or activating the listener's own knowledge of the topic for full understanding of the message. It includes:
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Types of listening:
Extensive listening is listening for pleasure. It takes place outside the classroom (at student’s home, car or MP3 player). In the classroom extensive is listening for the gist.
Active listening is a process (done step by step) to get very accurate information. Active listening is listening for details.
Intensive listening is listening and making tasks. Intensive listening is listening for conclusions. Intensive listening are taped material and material on disk.
Principles of teaching listening:
1. Use of real–life listening material.
2. Use of authentic material.
3. Use of various situations and topics to listen.
4. Use of visual aids, mime and gestures.
5. Choice of materials according to speakers' age, abilities, level.
6. Use of different forms of work: individual, in pairs, in small groups, as a whole class.
7. Relaxed and supportive atmosphere (introduction to new vocabulary, help).
8. Identification of problems with comprehension of language forms and speech.