- •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:
How to teach using a film fragment.
Step one. Preparation:
see the fragment several times;
study the vocabulary;
prepare key-questions for discussion;
Step two. Pre-viewing activities.
Vocabulary work;
Talk about the author of the novel, the screened adaptation of which they are going to see, (for senior pupils).
Step three. Active viewing (lasts 5 minutes).
Step four. Past-viewing activities
Lecture # 5 Planning in Foreign languages Teaching. Outline
The aims and requirements to planning. Kinds of plans.
A foreign language lesson. The requirements to a contemporary lesson.
Typology of foreign lessons.
Planning a lesson.
Planning presupposes a step-by-step assimilation of the language material with regard of major didactic, psychological and methodological regularities of the development of proper habits and skills.
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The indispensable conditions of effective planning:
1) Planning is based on the school syllabus. The syllabus contains:
a) the practical, educational and cultural goals;
b) the selected factual material in form of topics;
c) the selected language material;
d) an idea of the principles of the methodological organization of teaching at different stages.
2) The textbook
3) School conditions.
4) The level of the language acquisition in a particular form.
5) Pupil’s attitude to the subject.
6) Knowledge of age group peculiarities of pupils.
7) Knowledge of the aims of teaching and the requirements to practical habits and skills for each form and for different types of school.
8) Knowledge of basic stages of assimilating language habits and skills.
9) Knowledge of major methodological requirements to a contemporary lesson.
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The requirements to planning:
Each plan should have a definite aim;
Each plan should be real, “fulfillable”, feasible (you can neither exceed, nor lower the syllabus requirements);
Each plan should be concrete.
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Unit planning is done in the following way:
Name of a teacher:…………………..
Form:………………………………..
Topic:……………………………….
Number of lesson: ………………..
Aim:…………………………………
Accompanying tasks:……………….
# lesson |
Main content |
Practical aims |
Language material |
requisite |
Home- task |
Notes |
||
habits |
skills |
new |
revision |
The merits of the unit plan:
it enables the teacher to see the clear-act perspective and sequential line of work;
it helps to follow the succession in forming habits and skills;
it helps to correctly distribute language activities;
it helps to provide a balance between class work and homework;
it helps to solve the educational and cultural tasks
it helps to define the role and place of each lesson in the system of lessons;
it develops the teacher’s imaginative approach and initiative;
it provides effective revision;
it is flexible.
The requirements to a F.L. lesson:
Following the general didactic requirements: scientific character of a lesson, being based on the data of age-group psychology;
A F.L. lesson must promote the combined realization of the three-fold objectives: practical. Educational and cultural.
The complex character of a lesson;
Ex-ses should be adequate to the aim of a lesson;
Sequential character of ex-ses in accordance with the stages of habit formation (no diamond field);
Communicative orientation, e.g. language teaching which will prepare pupils to the real process of communication. It is manifested in the fact, that the F.L. lesson should be conducted in a foreign language.
Basic lesson classification (by prof. Passov - It is text-centered,
Stage 1 – pre-text activities (aimed at removing all the difficulties):
Step 1 – formation of lexical habits (presentation and drill);
Step 2 – formation of grammatical habits;
Step 3 – formation of lexical-grammatical habits.
Stage 2 – text work:
Step 1 – work at the text with all the difficulties relieved (junior stage);
Step 2 – work at the text with a definite number of difficulties (senior stage).
Stage 3 - post-reading activities (aimed at the development of speech skills):
Step 1 – formation of monological skills;
Step 2 – formation of dialogical skills.
C omponents of a lesson:
Compulsory Optional
Natural beginning of a lesson (warming up) explanation
Phonetic drill revision
Conversation drill testing/control
Presentation of new material
Home task (before the bell)
Evaluation
Model lesson plan.
Topic: Great Britain.
Practical aim: Formation of the skills of listening comprehension.
Accompanying tasks: Formation of pronunciation habits.
Cultural aim: to introduce pupils to English traditions.
Educational aim: To contribute to the formation of pupils’ respect to the culture of other people, using the text.
Equipment: a textbook, a filmstrip, a series of pictures.
Structure:
An original beginning – 5 min.
Phonetic drill – 4 min.
Speech drill – 10 min.
reading the text - 6 min.
Listening comprehension – 11 min.
home task – 4 min.
Evaluation - 1 min.
Lecture # 6
Teaching Pronunciation
Outline
1. Role of correct pronunciation in language learning. Aims, tasks and content of T.Pr.
2. Brief characteristics of the phonic system of the English language as compared with that of the mother tongue.
3. Techniques of T.Pr and intonation.
4. Typology of phonetic exercises.
T he main aim of T.Pr in a secondary school is to form the phonological competence, i.e. pronunciation and intonation habits. The English pronunciation norm is called received pronunciation (RP)
Components of Phonological competence
Sounds
Stress Rhyme Rhythm Intonation
T.Pr in a secondary school is centered on the idea of approximation, which means
reducing the amount of phonetic material (6 types of English intonation are not studied);
admittance of some deterioration of pronouncing particular sounds (t,d,l,n,th,r), which does not disrupt communication between speakers.
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In its syntactical function intonation serves:
to differentiate between the communicative types of sentences;
in its emotional function – it contributes to conveying the speaker’s conversation, to the interlocutor;
in the function of separation it can promote differentiation of essential information from insignificant one.
The criteria to the selection of minimum pronunciation for a secondary school:
adequateness to the needs of communication: The minimum intonation comprises 4 types of intonation patterns corresponding to 4 communicative types of sentences: statements, imperatives, questions, exclamations.
Styles of speech.
Normal/standard pronunciation: it means excluding jargonisms, elliptical forms (‘cause, gimme, it aint gonna happen, wanna).