- •1.The content of foreign language teaching Components assigned to the teaching of foreign languages in primary schools
- •2. The aims of foreign language teaching;
- •3. Resources for Foreign Language teaching
- •4. The principals of Foreign Language Teaching
- •5. Methods and techniques in Foreign Language Teaching
- •6. The content of teaching phonetics. Teaching phonetics
- •Techniques for teaching phonetics
- •7. Requirements for selection of phonetic material:
- •Types of reproduction exercises:
- •Types of drill:
- •11. Board game
- •10. Methods of teaching vocabulary: translation, synonyms, antonyms.
- •Syns and Ants
- •11. Methods of teaching vocabulary: the use of visibility, word formation.
- •Teaching with flashcards
- •Flash cards are images on cards, used to help to remember new vocabulary in a new language.
- •The benefits of flashcards:
- •Types of
- •12. Methods of teaching vocabulary: a description of a word in English language, context.
- •13. Types of exercises in teaching vocabulary.
- •The learners have to match words/pictures with definitions.
- •The importance of grammar in teaching a foreign language
- •Student's difficulties in learning English grammar
- •1. Word order.
- •Methods of teaching grammar
- •Principles of teaching English grammar
- •Types of exercise for learning English grammar
- •The content of teaching listening. The most common difficulties in listening comprehension
- •Reasons for listening:
- •To get the gist.
- •Purposes for teaching listening:
- •The processes of listening comprehension: bottom-up and top-down
- •Types of listening:
- •Principles of teaching listening:
- •Difficulties in listening comprehension
- •Resources for teaching listening
- •Live speech (teacher’s speech (another teacher or guest’s speech), face–to-face interaction of learners in interviews, dialogues, etc.) Teacher should:
- •3. Video materials:
- •Methods of teaching listening
- •Types of exercises in teaching listening
- •Interviews
- •To train learners’ oral speech:
- •2. To stimulate learners to master English language and culture
- •3. To stimulate learners to think in English.
- •Learners’ difficulties with speaking:
- •Methods of teaching speaking
- •Types of exercises in teaching speaking
- •Problems with speaking activities
- •The content of teaching reading
- •Reasons for reading:
- •Kinds of reading:
- •Types of texts for reading:
- •Reading skills:
- •Reading principals:
- •Difficulties in reading:
- •Ways of reading:
- •Methods of teaching reading
- •There are three stages of the Communicative method in teaching reading:
- •Types of exercises in teaching reading The aims of reading exercises:
- •Types of exercises in teaching reading
- •Some examples of tasks:
- •The content of teaching writing
- •Reasons for writing:
- •The purposes for teaching writing:
- •Learners need to develop writing skills:
- •Writing involves subskills: accuracy and fluency.
- •Problems:
- •Connected penmanship of small letters.
- •Principles of teaching writing:
- •Methods of teaching writing
- •Teaching penmanship and spelling has some stages:
- •Writing compositions have three stages:
- •3. Post writing stage:
- •Types of exercises in teaching writing
- •Skill building exercises: The aims:
- •1. Copying.
- •2. Exercises on penmanship, spelling and punctuation.
- •Guided and Free writing exercises: The aims:
- •A descriptive paragraph about a text, or a number of texts on a certain subject.
- •An annotation on the text read.
- •In testing learners’ skills in writing the teacher should:
- •Tasks of thematic-calendar planning:
- •Lesson planning
- •The reasons of lesson planning: For teachers
- •For learners
- •Problems
- •The content of lesson planning The content of lesson planning includes the solution of the following tasks:
- •Requirements for lesson planning
- •1. Stages of the lesson
- •1. Preparation
- •2. Presentation/Modeling
- •3. Practice
- •4. Evaluation
- •5. Expansion
- •2.Ways to organize English lessons
- •3. How To Prepare a "Successful" Lesson!
- •5. The Plan of analysis of a lesson
- •6. The plan of self-analysis of a lesson.
- •7. The content (содержание) of teaching of primary school pupils
- •8. The content of teaching of preschoolers
- •1 . Sequence.(последовательность) The teacher doesn’t have to hurry to train the child in of spelling and grammar.
- •2 . Naturalness (естественность). The child doesn’t have to feel any excess loading (лишний груз).
- •3 . Persistence (настойчивость). The teacher has to interrupt studies for a while, and then to continue training, but already with other material.
- •1. The content of Foreign Language Teaching.
Methods of teaching grammar
There are many approaches, methods and technique of teaching grammar. We’ll study some of the most important. All the methods below are divided according to two ways of presenting grammar – deductive and inductive.
Approaches |
Methods |
Brief description |
Techniques |
Traditional (classical) approach |
Grammar translation method |
It focuses on deductive presentation of grammar: grammar is presented by rules with grammatical forms and their detailed analysis with no relation to real communication.
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It is realized in four steps: Presentation - teacher presents grammar rules. Illustration - teacher illustrates rules with examples in L2. Application - teacher explains the rules. Learners learn the rules. Practice – learners practice grammatical forms in drills and translation. Teacher controls the process. |
Structural approach |
Audio-lingual method
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They focus on inductive presentation of grammar: grammar is presented by grammatical structures (from simple to more complex) in sentence patterns, dialogues or situations. There is a little or no grammatical explanation and there are no abstract grammar terms. Learners often have to discover the rules by themselves after practicing many examples.
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Teacher gives grammar structures with translating them in L1 or without. Learners memorize them in imitations, repetitions, substitutions, drills, reading aloud and practice them automatically in dialogues and situations. Grammar explanation of a structure may be given or discovered after drills or at the end of the lesson. Grammar structure: There is/ are Teacher: There is a girl. She is dancing. Learners: There is a girl. She is dancing. Teacher: what are there? There are three boys. They are singing. Learners: what are there? There are three boys. They are singing. |
Oral approach |
Situational language teaching |
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Natural approach
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Direct method
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Humanistic approach |
The Silent Way |
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Total Physical Response (TPR) |
Grammar is taught in imperative sentence-patterns through teacher’s commands. Learners repeat the commands afterwards and practice them in drill games and role-plays.
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Suggestopedia
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The teacher gives grammar material in “a playful manner”. Learners memorize grammar structures and forms by listening to the teacher’s reading dialogues, texts with the accompaniment of music, repeating after teacher and practice them in dialogues, games, puzzles, etc. |
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Cognitive approach |
Cognitive method |
It focuses both on deductive presentation of grammar: rules first, practice later and inductive, rules can be given after practice. It focuses also on learners’ ability to analyze grammatical forms and their usage. |
Teacher gives unlimited correct examples of sentences in L2 with a limited number of rules or learners may take rules out of communicative practice. After practice learners analyze grammatical forms and their usage. |
Communicative approach |
Communicative language teaching (Task-based language teaching) |
It focuses on inductive presentation of grammar: grammar is presented only as a tool for correct real-life communication through practice it in integrated tasks. It is widely-used nowadays in teaching grammar. |
It is realized in five steps: Presentation – teacher presents grammatical forms in a context through reading, listening, brainstorming, checks if the forms are clear to learners. Learners repeat them. Analysis of grammatical forms – teacher presents more examples on the blackboard and explains them or helps learners to form a rule from the examples. Practice – learners do a lot of mechanical written exercises to train accurate usage of grammatical forms (fill-in exercises). Production – learners do a lot of communicative exercises on fluent usage of grammatical forms (games, interviews, dialogues, problem-solving, etc.) Feedback – Teacher checks learners’ grammar knowledge:draws learners’ attention to grammatical problems and discuss. |