- •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:
Aspects of teaching Grammar have 3 sides:
“form” is the word or part of the word a grammar item is made of (e.g. Present Progressive =verb “to be”+ verb + ing);
“meaning” is the concepts a grammar item expresses (e.g. Present Progressive is an action in progress at the present moment);
“use” is what the grammar item is used to do in a particular context (e.g. giving a comment on a present action (such as sports commentary or talking about future plans).
The minimum of grammar material which is required should be:
1) sufficient for using the language as a means of communication within the limits of the school syllabus;
2) real (realistic) for assimilating under school conditions.
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Under the active minimum of grammar material we understand the grammatical phenomena which are meant for usage in oral speech (speaking and writing).
To the passive minimum of grammar material we refer the grammatical phenomena which pupils can recognize and comprehend in a text (while reading or listening).
The basic principles of selection of grammar material for the active minimum are as follows:
principle of prevalence (wide usage) in oral and written speech;
principle of modeling, that is capability of a grammatical form to serve as a model for constructing other forms by analogy.
principle of excluding synonymic grammatical phenomena (the Pres.Perf.Cont. is not included in the minimum).
In accordance with these principles the active minimum includes the grammatical phenomena which:
can be spread on a considerable part of vocabulary;
most widely used in oral speech;
stylistically neutral.
The principles of selection of the passive minimum of grammar material as follows:
principle of prevalence in the bookish style;
Principle of polysemy. The content of teaching grammar in a secondary school includes:
assimilation of grammatical forms, parts of speech, their meanings and functions (within the limits of the school syllabus);
knowledge of the rules of usage of these 2 forms in dependence with a situation of communication and a context;
development of habits of usage of grammatical material under study in oral and written speech, namely, development of the following habits:
selection of the structure of a speech-pattern adequate to the speaker’s intention and to the situation;
selection of forms of the chosen words to be used in a speech-pattern according to the norms of the target language;
c) choice of form-words and their correct combination with the notional words
Methodological classification of the grammar material of the English language comprises 3 groups:
The grammar phenomena which do not require any explanation since they are similar to those in the mother-tongue of the pupils: e.g. word-order in the sentences.
Grammar phenomena which require corrections, e.g. the family are…
Language phenomena which are strange for Ukrainian-speaking pupils. They require explanations because new habits should be formed in pupils, e.g. articles, tenses, verbal, modal verbs.
The ways of forming grammatical habits:
Lexical approach: within this approach pupils from the very beginning are taught to communicate; grammatical correctness of their speech being of minor importance. In such a way pupils gain some language experience with support of analogy, not abstraction and later on this experience is subconsciously analyzed and turns into grammatical rules.
Structural approach, which presupposes teaching through structural models (sentence speech patterns), is a communicative and situational realization (embodiment) of a language model in a particular situation of communication.
Grammar in action ( communicative grammar) deals with the language in action and uses the language as a system of symbols, abilities and command rather than knowledge.
Text-based approach. New grammar material is concentrated in one text, where it is repeated for many times in different situations (context) and with appropriate formal signs.
Chief stages of formation of grammatical habits.
I stage – (Presentation): the aim is - presentation of the grammatical phenomenon and creation of an orientation basis for further formation of a habit.
Different ways of introducing a grammatical phenomenon to pupils:
- Inductive (practical) - from the partial to the general. From a speech pattern: pupils come to understand it independently, perform grammatical acts by analogy, by means of imitation.
- Deductive (theoretical-practical) – time-line. It implies some theoretical explanation. Explanation can be either very detailed or short. Detailed explanation is given only in some specific cases (if a certain Gr. phenomenon is completely strange to the mother-tongue and, thus, it is impossible to learn how to use it correctly without full understanding
There are exist different kinds of short-formulated rules:
Explanation rules (e.g. the Pr. Ind. Tense is used to denote…..);
Instruction rules (no particle “to” after modal verbs);
Scheme rules:
I, we, they was read + ing
She, he, it were listen+ ing
Operation rules with language units.
e.g. Change the sense by adding Participle One: He does – he is doing.