- •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 reading
Reading is one of the main skills of mastering a foreign language at school. Through reading learners enrich their knowledge of the world around them, get acquainted with the countries where the FL language is spoken.Reading develops pupils’ intelligence, memory, will, imagination and critical thinking.
Reasons for reading:
1. reading for pleasure
2. reading for practical usage (reading outside the classroom - reading of letters, signs, e-mails, etc.)
3. reading for study - reading is not only an aim in itself; it is also a means of learning a FL. When reading, learners review sounds and letters, vocabulary and grammar, memorizes the spelling of words, the meaning of words and word combinations. Reading gives models of sentence, paragraph and text construction, it links written and spoken language.
Kinds of reading:
1. Extensive – reading for pleasure. It develops reading skills and increases vocabulary.
2. Intensive – reading and doing study activities (what kind of text it is, details of meaning, vocabulary and grammar, etc.)
Types of texts for reading:
Authentic texts- texts which are not written especially for language learners. Beginners can read only simple authentic texts (menus, signs, timetables, etc.)
Simplified (adapted) texts – texts for graded readers.
Reading skills:
Skimming–learners read to get an idea of what it is about. Pictures, title help to catch the gist of the text.
Scanning -learners search through a text for a specific details (e.g. looking for the telephone number) and ignore everything else.
Reading for detailed comprehension – learners read more slowly to look for detailed information or to give examples of the language usage (grammar, vocabulary items).
Reading principals:
1. Encourage learners to read as often and as much as possible (support of extensive reading).
2. Learners should be interested in what they are reading (selection of interesting, according to the age, level and interests of learners, up-to-date, real-life, easy enough for comprehension material).
3. Encourage pupils to respond to the content of a text (learners should show their feelings about it), not only concentrate on its construction.
4. Learners should predict in reading (teacher should pay learners’ attention to book covers, headlines, pictures to guess what they are going to read about).
5. Match the task to the topic (when using intensive reading texts)
6. Good teacher uses reading texts to the full (uses integrated tasks based on learners’ level to revise and practice grammar and vocabulary, to develop writing and speaking skills, uses visual aids – pictures, mime, voice, cards with new vocabulary, etc.)
7. Develop learners’ abilities to read accurately and fluently with correct pronunciation, stress, intonation, pause and articulation of voice.
Difficulties in reading:
1. Linguistic - reading in the English language is one of the most difficult things because there are 26 letters and 146 graphemes which represent 46 phonemes. It is necessary that learners should know how this or that vowel, vowel combination, consonant, or consonant combination is read in different positions in the words.
2. Comprehensive - the most difficult thing in learning to read is to get information from a sentence or a paragraph on the basis of the knowledge of structures and meaning of words. Learners often ignore grammar (syntax) and try to understand what they read relying on separate words. It is sometimes difficult for learners to find topical sentences in the text which express the main ideas.