- •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:
Principles of Methods of Foreign Language Teaching Outline.
The Notion of Principles of Teaching.
Fundamental Didactic Principles and Their Aspect in Methods of F.L.Teaching.
Principles Characteristics of Methods of F.L.Teaching
Methods in F.L.Teaching.
The term “principle” introduces the notion of the leading basis thesis (propositions), regulating the process of teaching and educating the young generation.
****************
The Fundamental didactic principles
Conscious approach;
Activity;
Individualization
Visualization;
Systematic approach.
****************
Principles Specific for Methods of f.L.T.
General Methodological Principles:
of involving the pupils in the act of communication.
of differentiation in teaching approach
of coping with the mother-tongue of the pupils
of dominating role of exercises
of complex approach to organization of the language and speech material
of all possible intensification of the teaching procedure.
Special Methodological Principles:
Principle of Teaching on the Basis of Speech Patterns.
Principle of Combination of Language Drill and Speech Practice.
Principle of Interrelation of All Language Activities.
The Principle Approximation in a Foreign Language Activity.
The Principle of Oral Approach.
5 Aspects of communication at a lesson (by prof. Passov):
“Learn to speak by speaking” (M.West);
There is a lot of difference between oral exercises and oral speech exercises. The latter being characterized by implying speech task (motive) and communication partner. Communicational task can be real and conditional;
Thinking-in-words activity is a major requisite of initiative in speech;
Communicative value of the material studied;
Speech character of a class-period, which is manifested:
In setting a communicative task;
In organizational form of a lesson (a short conversation at the beginning of a lesson, setting the class to work, etc);
In the teacher’s conduct, speech conduct including (as a communication partner).
*****************
A “teaching method” may be defined as a way of a teacher’s activity (work) and a corresponding way of the pupil’s activity aimed at solving a particular teaching task.
*****************
Methods of teaching: a) demonstration;
b) explanation;
c) organizing speech practice (exercises).
Requirements to exercises:
Ex. should always be in key with the aim of the lesson. If we aim at teaching dialogue, all the ex-ses must be directed at developing dialogue skills;
Ex-ses must correspond to the stage of forming a habit, (no mish-mash);
Each ex-se must be repeated 6-7 times’
Before doing the ex-se a teacher must give a direction (instruction and example of how to do it), because there is hardly a better way of disclosing the mechanisms necessary for doing an ex-se.
Communicative character of ex-ses. Every lesson should be full of ex-ses. If they are but few, the lesson loses its effect, the pupils lack interest.