- •1. Aims and content of foreign language teaching
- •2. Principles of foreign language teaching
- •3. Traditional and multimedia textbooks. Requirements for textbooks.
- •4. The use of modern technologies in teaching foreign languages
- •5. Problems in teaching pronunciation. Content of teaching pronunciation
- •Intonation
- •6. Pair and group activities. Procedure for role play
- •7. Types of tests. Error correction strategies
- •2. Proficiency test
- •3. Achievement test
- •4. Diagnostic test
- •8. Reading as an aim and means of teaching and learning a foreign language. Ways of reading
- •Intensive reading
- •9. Methodology of working with the text for teaching silent reading
- •2. Main idea activities
- •3. Detailed activities
- •4.Follow up activities
- •10. The importance of teaching listening. Stages in teaching listening
- •11. Methodology of working with the text for listening
- •12. The use of video activities in the language classroom
- •13. Ways of teaching grammar
- •14. Project work at the English lesson
- •15. Organization of self evaluation. Portfolio as a means of self evaluation
- •16. The role of vocabulary in acquiring a foreign language. Ways of presenting vocabulary
- •17. Psychological characteristics of speech. Stages in teaching monolog and dialog
- •1. Receptive
- •2. Reproductive
- •18. The importance of teaching writing. Process oriented approach in teaching creative writing
- •19. Types of foreign language lessons. Requirements for the lessons
- •20. The role and aim of non- traditional lessons in teaching foreign languages. Examples of non-traditional lessons
- •21. The role of the teacher in the language classroom. Classroom management
- •22. Using Interactive Board in flt
- •23. The importance of planning. Types of plans. Items included in a daily plan
- •Items of a daily plan
- •24. The role of the teacher in the profile school
- •25. The use of computer technologies in flt
5. Problems in teaching pronunciation. Content of teaching pronunciation
Work on pronunciation is important for two main reasons: to help the students understand the spoken English they hear, and to help them make their own speech more comprehensible and meaningful to others. Whenever possible pronunciation work should be integrated into the lessons and held throughout the whole period of language teaching and learning. In our schools students study English literary pronunciation which constitutes received (общепринятый) pronunciation. This is the language of radio, TV, theatres, Universities, schools. Literary pronunciation is characterized by: clear stress in all the rhythmic groups, clear pronunciation of the sounds, typical abbreviations in auxiliary words ( can’t, doesn’t).
The teacher faces the following problems in teaching pronunciation to the students:
-discrimination- the students must be taught to hear differences between phonemes which are not distinguished or used in their native language, between falling and rising tones.
-articulation- students must be taught to learn to make proper lip and tongue movements to produce English sounds. Very often the students’ first language interferes with articulation. For example, p is aspirated in English, but not in Russian.
-intonation - students should be taught to make right stresses, pauses and use appropriate patterns.
-integration- students should learn to connect the sounds, for example in the, months.
-automacity- students should learn to produce correct sounds without thinking.
The content of teaching pronunciation includes: teaching sounds, stress, intonation.
Sounds
There are 44 English phonemes. Sounds differ depending on how they are formed in the mouth, throat and nose and whether they are “voiced” or “voiceless”. All vowels are voiced; some consonants are voiced and some are voiceless. The most common sound in English is / /- the “schwa” or “weak” sound. There are short and long vowels, diphthongs.
In spoken sentences or utterances some sounds change as words are said at normal speed and linked together to make connected speech:
-the “weak” forms of words are used: was becomes / w z/, not /w z/; of becomes / v/, not/ v/.
-some sounds are often not pronounced, for example the or in comfortable ,the d in handkerchief; the t at the end of first in first thing. This is known as elision.
-when the missing letters are replaced by apostrophes they are known as contractions: for example, I’m, could’ve.
-in order to make linking of words easier sometimes another sound is inserted. For example, a banana / / and two / / apples and three / / oranges. These are called intrusive sounds.
-sometimes when words are linked one sound is changed into another sound. For example, Great Britain sounds like Grapebritain. This process is known as assimilation.
Stress
In words of two or more syllables, one syllable is stressed more than other(s). This is the primary stress. In utterances the stress is usually on the “content” words or those tha carry information( nouns and main verbs). For example, Throw the ball to Ben. However, sometimes the speaker can choose to stress “non-content” words as in the utterance: Throw it to him, not at him.