- •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
11. Methodology of working with the text for listening
When selecting a text for listening the teacher takes into account the following:
-Will the students find the topic and the text interesting?
-Does the text fit the students’ level?
-Will the text lead to further work (speaking, writing)?
-Will the text be useful for students?
-What kind of text is it: a radio extract, a video, a song, an interview, a real story?
-Is it a recording or a teacher’s voice?
-Isn’t it too difficult for students and how to overcome the difficulties?
-Is the structure of the text simple and straightforward, but not too dense- there is repetition, pausing, etc?
The text is usually listened to two times. The purpose of the first listening is to listen for the main ideas (it is “global” listening or “gist” listening). The purpose of the second listening is to listen for details (it is “listening for details”). Thus the knowledge of the text is built gradually.
12. The use of video activities in the language classroom
Using a video tape is very similar to using an audio tape, however there are some differences:
-Video is easier to understand because students can see the persons they are listening to;
-Monologs are fine on an audio tape; but when there are more than one person is speaking, when there are many dialogs, unfinished sentences, etc video is better;
-Video is more like real life, as a result it is more motivating;
-Video tapes are usually very long. It is advisable to select 10-15 minute segments of viewing material;
-The teacher should watch the video before the class begins and think of pre-viewing, while-viewing and post-viewing activities.
Some technique for using a video as a teaching aid:
silent viewing- students view an extract without the sound playing. Students in groups discuss what they think the characters are saying. Teacher replays the segment with the sound.
freeze frames -students watch an extract. Teacher pauses video before an important event. Students guess what will happen next.
sound only-students only hear what is going on , they cannot see the picture. Students listen to the dialog and try to guess where the scene takes place and to whom the speakers are talking.
jigsaw viewing- the class is divided into two groups: the watchers and the listeners. The listeners sit with their backs to the television. The listeners can hear what is going on by the use of headphones. The watchers face the television but cannot hear anything because the sound has been turned off on the television. The teacher plays the segment, then makes pairs consisting of one watcher and one listener. Pairs discuss to get a full picture of a segment. Then they tell the story in full. This is then followed up by a second viewing where everybody can see and hear what is going on.
13. Ways of teaching grammar
There are two different ways of teaching new grammatical structure: inductively or deductively.
Inductive grammar - indirect grammar teaching, teacher does not provide grammar rules. There is a text where new grammatical structure is introduced. Children read the text and find out the new structure. Children’s attention is not focused on the structure, but on the text. Children work with the text, they practice new language and the focus does not have to be on the grammar. Children play with the words, sentences and they can take the new grammar in incidentally.
Deductive grammar - explanation of the new grammatical rules and structures to children. It is important to keep in mind that children are often not able to think in abstract terms, and are still developing mental concepts. This means they may not be able to analyze language through a grammatical perspective. Teachers should try to avoid using meta-language (e.g. passive verb, subject, object) and focus instead on what grammar can do to achieve communication. The teacher can use the native language to make sure the children understand. At first the children should understand the meaning and the use of the structure, then understand the form. New grammar should be frequently recycled.