- •1. Aims and content of foreign language teaching
- •2. Principles of foreign language teaching
- •3. Traditional and multimedia textbooks. Requirements for textbooks.
- •4. The use of modern technologies in teaching foreign languages
- •5. Problems in teaching pronunciation. Content of teaching pronunciation
- •Intonation
- •6. Pair and group activities. Procedure for role play
- •3. Achievement test
- •4. Diagnostic test
- •7. Types of tests. Error correction strategies
- •2. Proficiency test
- •8. Reading as an aim and means of teaching and learning a foreign language. Ways of reading
- •Intensive reading
- •9. Methodology of working with the text for teaching silent reading
- •2. Main idea activities
- •3. Detailed activities
- •4.Follow up activities
- •10. The importance of teaching listening. Stages in teaching listening
- •11. Methodology of working with the text for listening
- •12. The use of video activities in the language classroom
- •13. Ways of teaching grammar
- •14. Project work at the English lesson
- •15. Organization of self evaluation. Portfolio as a means of self evaluation
- •16. The role of vocabulary in acquiring a foreign language. Ways of presenting vocabulary
- •17. Psychological characteristics of speech. Stages in teaching monolog and dialog
- •1. Receptive
- •2. Reproductive
- •18. The importance of teaching writing. Process oriented approach in teaching creative writing
- •19. Types of foreign language lessons. Requirements for the lessons
- •20. The role and aim of non- traditional lessons in teaching foreign languages. Examples of non-traditional lessons
- •21. The role of the teacher in the language classroom. Classroom management
- •22. Using Interactive Board in flt
- •23. The importance of planning. Types of plans. Items included in a daily plan
- •Items of a daily plan
- •24. The role of the teacher in the profile school
- •25. The use of computer technologies in flt
17. Psychological characteristics of speech. Stages in teaching monolog and dialog
1. Speech must be motivated - the teacher should think over the motives which make learners speak. They should have a necessity to speak and not only a desire to receive a good mark. The teacher should ensure conditions in which a learner will have a desire to say something in a foreign language, to express his thoughts and feelings.
There are two kinds of motivation: intrinsic and extrinsic.
Intrinsic is the motivation that comes from within. Students who have intrinsic motivation see the education as something deeper than just getting good marks or a good job.
Extrinsic motivation is the opposite. It comes from the outside. Students who have extrinsic motivation think only about getting a diploma .
2.Speech is always addressed to an interlocutor - when speaking a learner should address the class, and not the teacher.
3. Speech is always emotionally colored- learners should be taught to express their attitudes, feelings about what they say. That can be done by giving such tasks as: say, why you like the story; prove that…; give your opinion on the episode; solve the problem; agree/disagree; etc.
4. Speech is always situational- To stimulate students’ speech the teacher creates real or imaginary situations.
Stages in teaching dialogue:
1. Receptive
Students receive the dialog by ear first. They listen to the dialog recorded or reproduced by the teacher. The teacher helps students in comprehension of the dialog using pictures. They listen to the dialog a second time and then read it silently for better understanding paying attention to intonation.
2. Reproductive
Students reproduce the dialog in imitation of the speaker or the teacher after they have heard it. The students are asked to learn the dialog by heart for homework. After students have learnt the dialog at home, they enact the dialog in persons. Students can enact the dialog with some changes in content. They change some elements in the dialog. As a result of this work students master the structure of the pattern-dialog and can use it as a model for making up their own dialogs. That’s why pattern- dialogs should be carefully selected.
3. constructive (creative)
Students make up their own dialogs. This is possible if students have mastered the structures of the pattern-dialogs; know a number of phrases for starting and joining the conversation; can make statements and ask questions of different types, can make responses; etc. Audio-visual aids should be extensively used at this stage.
Stages in teaching monolog:
The statement level
Students learn how to make up statements in the foreign language. For example, students are given sentence patterns to assimilate in connection with situations. The sentence pattern is filled with different words. Thus students can express different thoughts. For example:
I can see… S1- I can see a picture S2-I can see a cat S3- I can see a box, etc.
The utterance level
Students are taught how to use different sentence patterns in an utterance about an object or a topic. First they follow the model, then they do it without any help. The utterance involves 2-4 sentences which logically follow one another. At this stage students learn to express their thoughts, their attitude to what they say using various sentence patterns. Thus they learn how to put several sentences together in one utterance.
The discourse level
After students have learned how to say a few sentences in connection with the situation they are prepared for speaking at the discourse level. At this level students are asked to speak on the picture, a set of pictures, a film-strip, a film, comment on a text they have read or heard, make up a story of their own. Of course this should be done within the language material (grammar and vocabulary) students have assimilated.