- •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:
Ways of reading:
1. Aloud - the aim is to improve learners’ reading skills.In reading aloud the teacher uses:
Diagnostic reading (learners read and he can see their weak points in reading).
Instructive reading (learners follow the pattern read by the teacher or the speaker).
Control (test) reading (learners read the text trying to keep as close to the pattern as possible).
2. Silently -the aim is toimprove learner’s comprehensive abilities, to develop learners’ abilities of making lexical and grammatical analysis, guessing of new words.
In teaching a foreign language in school both ways should be developed.
The content of teaching writing
Writing is a productive skill to send and keep messages with the help of written symbols. We write a variety of things: letters, e-mails, notes, postcards, lists, diaries, application forms, etc. When we write we should think about the reader/s: who they are, what our relation with them is. So we should choose the right content, language, style, layout, conventions.
In the classroom writing helps learners to assimilate letters and sounds of the English language, to combine letters in words, word combinations, sentences, paragraphs and texts, to assimilate its vocabulary and grammar, and to develop habits and skills in pronunciation, speaking and reading. Writing is a less stressful activity than speaking (for many learners who can’t speak in front of the class it is a way out). Writing includes penmanship (handwriting), spelling and composition. The latter is the aim of learning to write. It is important to differentiate between writing-for-learning (writing is a practice tool to work with the language: for practice grammar, vocabulary) and wring-for-writing (writing is the development ofthe learners’ skills as writers). The choice of the necessary kind of writing depends on learners’ age, level, styles of learning and interests.
Reasons for writing:
To pass information and opinions, ask questions, request or offer something, entertain, keep a record, organize our thoughts, assess, fill in an application form, so on.
The purposes for teaching writing:
To practice the language in written form: spelling, grammar, punctuation, word combinations, sentence, paragraph and text constructions. Writing gives learners more time to think over language than speaking does.
To reinforce the language learners have learnt
To improve penmanship (handwriting or script)
To help memorization
To record language
To be assessed (written work is more concrete than speaking task, so it fits to examination and correction).
Learners need to develop writing skills:
Penmanship: forming letters (capital and small), connected script.
Spelling: converting of speech sounds into their symbols – letters and letter combinations and the correctness of writing
Use of punctuation (capital letters for the beginning of a sentence, place names and so on; full stops – at the end of a sentence; commas -to mark the ends of phrases, clauses; question marks – to signal a question; apostrophe – to show an abbreviation or possessive.
Forming sentences: word order, endings, relationships.
Writing longer texts: coherence (parts fit together) and cohesion (the text has sense).
Using the appropriate layout (the layouts of letters, e-mails, and memo are very different. Learners need to know various elements that make up these types of texts).
Using the appropriate level of formality (formal, informal). Levels depend on relationships between people (friends, relatives, colleagues).
Study skills: making notes, keeping records.