- •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
- •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:
- •Principles of Methods of Foreign Language Teaching Outline.
- •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:
How to introduce a grammatical structure to pupils:
Step 1. State the subject (in its functional aspect;
Step 2. Introduce a grammar structure in connected speech/ a situation/ a text;
Step 3. Check up understanding of a Gr. structure (by means of translation into the mother-tongue or of laconic answers to the teacher’s questions);
Step 4. Explain the meaning and some peculiarities of formation (preferably with the help of instructions;
Step 5. Phonetic drill of a new gram. Structure which is organized in imitation exercises with a speech task (not a formal one);
Step 6. Summing up: the teacher’s conclusion, remarks about the pupils’ activities.
II stage (focused practice) – formation of speech grammatical habits by means of their automatization in oral speech. It is at this very stage – dynamic stereotype is formed. The basic type of ex. is drill ex-se of communicative character, e.g. combination ex-ses:
Transform the statement into a question;
Make up a sentence using key words;
Enlarge the idea, develop the idea;
Answer the question to the picture;
Complete the sentences/story;
Fill in the crosswords…..
III stage (communicative practice) – adaptation of speech grammatical habits to various language activities. At this stage speech (communicative) ex-ses in R., Wr., Sp. and Aud. are to be used.
Speech ex-ses may be conducted by the teacher or may be not:
Telling a story about….using the language material under study;
Make up a dialogue after the model (text-centered);
A talk/discussion on the basis of the text;
Work with a film-strip;
A topic-centered monologue/dialogue on the topic;
Translation.
Evaluation of pupils’ achievements in grammar can be done through tests.
Tests in grammar may involve:
Filling in the blanks;
Opening the brackets;
Transformation (make it negative, change into the plural);
Extension (if the weather keeps fine….);
Completion;
Making statements on the picture/sentences/words given;
translation
Lecture # 8 Teaching Vocabulary
Outline
Aims and tasks of teaching Vocabulary. Interrelation of vocabulary and other aspects of the target language.
Selection of minimum Voc. Methodological typology of Voc.
How to teach Voc.:
ways and techniques of presenting a new word and conveying its meaning;
drill exercise for teaching active Voc.;
ex-ses for improvement of Voc. habits.
The main practical aim of T.Voc in a secondary school is to form the pupils’ Voc. habits as a basic component of all the language activities.
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Vocabulary work is inseparably connected with all the other aspects of the target language:
a) With pronunciation: lexical meaning are expressed with the help of phonic means of a language: -short and long vowels (fill-feel, knit-neat)
-open and close vowels (beg-bag)
-voiceless and voiced consonants (lad-let)
b) With morphology:
c) With syntax,
d) With spelling: fair tale – fare tail;
e) With stylistics: father, pa, daddy, pop, oldman.
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