- •Lecture 1 Methods of Foreign Language as a Science Outline
- •General Characteristics of Ways of Research used in Methods of flt
- •Main methodological categories
- •Aims and Content of f.L.Teaching in secondary schools
- •The content of teaching a f.L.
- •1) Young children (8-12) –a1 level;
- •2) Adolescents (12-16) – a2 level;
- •T he communicative language competence
- •Principles of Methods of Foreign Language Teaching Outline.
- •The Fundamental didactic principles
- •Individualization
- •Visualization;
- •Principles Specific for Methods of f.L.T.
- •5 Aspects of communication at a lesson (by prof. Passov):
- •Requirements to exercises:
- •Methods of Foreign Language Teaching
- •V (acquaintance) e
- •I organizing drill realization (drill) l
- •Role of teaching aids and teaching materials in flt.
- •Groups and kinds of teaching aids and teaching materials.
- •How to teach using a filmstrip; taperecording; a sound film fragment/loop, etc.
- •Visual audio audio-visual
- •Characteristic features of a textbook.
- •How to teach using a film fragment.
- •Lecture # 5 Planning in Foreign languages Teaching. Outline
- •The merits of the unit plan:
- •G roups of English phonemes
- •How to present a new sound
- •3 Main groups of ex-ses for t.Pr.:
- •Individual reading by a pupil
- •Lecture # 7 Teaching Grammar Outline.
- •Aspects of teaching Grammar have 3 sides:
- •The basic principles of selection of grammar material for the active minimum are as follows:
- •The principles of selection of the passive minimum of grammar material as follows:
- •Principle of polysemy. The content of teaching grammar in a secondary school includes:
- •Methodological classification of the grammar material of the English language comprises 3 groups:
- •How to introduce a grammatical structure to pupils:
- •Lecture # 8 Teaching Vocabulary
- •By vocabulary habits we mean the ability:
- •Different approaches to recognition of lexical (vocabulary) complexity:
- •The basic principles of selection of the active minimum Voc.:
- •The criteria of selection of the passive minimum Voc.:
- •The main stages of formation of the vocabulary habits.
- •How to work at a new word?
- •In a context
- •Lecture 9 Teaching Listening Comprehension
- •And skills in a an effective means of developing habits foreign language;
- •The psychological mechanisms of auditory perception of the living speech:
- •Difficulties of listening and comprehension of the living speech and factors influencing the success of lc
- •Inner factors : (interest, level of attention and concentration,
- •Individual peculiarities of pupils’ quick-wittidness, reaction and quick transfer from one intellectual operation to another, etc) which are strictly personal;
- •I. To the extra aural (linguistic) difficulties we refer:
- •Is interesting to the pupils of a particular age-group from the point of view of emotional colouring;
- •Is logically characterized by the development of events;
- •Is free from too many details;
- •C hief stages of teaching lc are:
- •How to organize lc of a text presented by a teacher or a tape recorder in steps.
- •The requirements to the speech ex-ses for t.Lc are as follows:
- •They should provide the formation of auding skills step by step in accordance with the level of pupils’ command of the target language, the character of the text etc.
- •Stages of formation of Listening Comprehension:
- •Ways of checking up understanding
- •Orally and in writing;
- •In the mother tongue or in the target language if the pupils’ level of mastering the target language is enough to convey the information;
- •Extralinguistic and linguistic ways - draw, underline, perform an action. Pupils are supposed to know the requirements to auding a particular text (e.G. The number of details).
- •Teaching Speaking
- •C ommunication
- •Interacted with other
- •The main features of any skill are as follows:
- •Speaking is closely connected with all other language activities:
- •Writing appeared as a means of fixation of the sounds for presenting and reproducing sound speech;
- •Reading is a transitional stage between Sp and Wr. And it has some features of both of them.
- •An impromptu speech is based on:
- •A situation is characterized by the following features:
- •The most effective are the following props:
- •It is difficult … (to work in bad weather).
- •Lecture 12 Teaching Dialogue
- •It is used for practicing the speech materials under supervision of a teacher;
- •It is used in a question-answer form (the teacher’s questions and the pupils’ answers).
- •The psychological features of d:
- •Linguistic characteristics of d
- •The communicative function in a d:
- •Stages and Techniques of td
- •It is aimed at developing the skills of producing microdialogues with the help of different props:
- •1) Props to be used here:
- •4) Stripped dialogues:
- •Indirect transformation: listen to the text and discuss it in pairs.
- •How to work at the model-dialogue:
- •Values of Reading
- •It presupposes:
- •The Requirements to texts for synthetical reading:
- •2) Understandable for this or that particular age group of pupils;
- •3) Logical and clear-cut composition; simple, laconic style of literary speech.
- •The requirements to texts for home-reading:
- •Analytical reading presupposes:
- •How to work at a text with the aim of grasping its general content.
- •Before-you-read activities:
- •How to evaluate the pupils’ utterances:
- •Rule for the teacher:
Lecture 12 Teaching Dialogue
Plan:
Communicative and psychological characteristics of D.
Linguistic characteristics of D.
Stages of teaching D. ex-ses for TD.
The dialogue as a form of speaking which is realized in the immediate exchange of replies between 2 and more persons.
Separate replies are interrelated in a D. and are called lines of a dialogue. By a line of a dialogue in linguistics we mean an utterance limited by a change of a speaker.
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Two (or more) adjoining lines of a dialogue interrelated in meaning and often with the help of the same lexico-grammatical and rhythmic-intonational means are called a dialogical unit (or a lead-response unit), and the mechanism of their interrelation is called an exchange of remarks.
The minimal structural unit of a dialogue is a dialogical unit.
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The aim of teaching D. in the secondary school is the development of the skills of arranging a talk or a discussion according to some real or teaching situation, as well as in connection with the content of what has been read or heard.
D is of double nature.
The tasks for TD should comprise 2 kinds of dialogical skills:
the skill of initiating a conversation (or of taking the initiative in striking the conversation);
the skill of comprehending and adequately responding to the partner remarks, and, in his turn, of prompting the partner to continue the talk.
Dialogue is also a means of teaching when:
It is used for practicing the speech materials under supervision of a teacher;
It is used in a question-answer form (the teacher’s questions and the pupils’ answers).
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The psychological and linguistic features of dialogue are predetermined by:
bilateral activity of partners;
presence of immediate contact and
the common character of a situation and a subject of the conversation.
The psychological mechanisms of generating D:
Level One - motivational: it is of singular importance that the perception of smb’s speaking is synchronized with one’s own speaking.
The first line of a dialogue, the so-called lead is generated on the basis of one’s own motive; the 2d line – the response- is generated as a sort of the second-signal reflex to the motive perceived.
Level Two – analytical-synthetical level: its content is inner speech.
Level Three – realizational.
The psychological features of d:
its situational character, i.e. correlation of an utterance with a particular situation;
being addressed to the particular partner,
its economical character, i.e. usage of the most important parts of sentences and words which may serve as reference points for comprehension;
redundancy of wording of speech, caused by its spontaneous character, which finds its reflection in extended replies, repetitions, conjunctions etc;
its expressive character which is achieved by usage of logical and emotional words.
Linguistic characteristics of d
Structural correlation of responses in a dialogical unit:
full, when a response is based on a lead:
Have you a family?
Yes, I have (a big) family.
b) partial: a response contains an additional word or a certain alteration:
- do you like the play?
- Yes, I like the play, but the acting leaves much to be desired.
c) zero: a response has an evaluative character (the most difficult type):
- we have only one basic school system.
- I don’t believe it’s as easy as that.
2. The number of responses: two-member – three-member units;