Methods of Foreign Language Teaching

Teacher’s Activities Learner’s Activities

E demonstration comprehension S

V (acquaintance) e

A L

L F

U explanation understanding E

A V

T A

I organizing drill realization (drill) l

O U

N A

organizing speech realization T

practice I

O

N

A teacher should sensibly combine different methods with due regard for:

Objective factors:

• Teaching aims (what skills and habits are to be formed) reflect the choice of ex-ses”;

• a body of pupils (level of mastering the language, whether they learned this phenomenon before their psychological peculiarities;

• Teaching plan (how many lessons per day);

• Material equipment of school (whether there are any mechanical aids, home-reading books, newspaper available).

Subjective factors: personality of a teacher, his personal characteristics (tempo of speech, mobility, liveliness, his devotion to this or that method), as well as age peculiarities of the pupils.

Lecture # 4

Teaching Aids and Teaching Materials

Outline

1. Role of teaching aids and teaching materials in flt.

2. Groups and kinds of teaching aids and teaching materials.

3. How to teach using a filmstrip; taperecording; a sound film fragment/loop, etc.

A system of different teaching aids and teaching materials.

T eaching aids teaching materials

non-mechanical aids basic (fundamental) materials

mechanical aids additional (supplementary) materials

technical non-technical

(traditional)

Visual audio audio-visual

The basic and supplementary materials constitute a uniform teaching complex for secondary school. It is built up according to the following principles:

1. a variety of teaching complexes (Plakhotnik, Sklyarenko, etc.);

2. oral approach;

3. functional approach;

4. communicative and situational approach;

5. interrelated approach to teaching all language activities;

6. interrelated approach to the realization of practical, educational, cultural and developmental aims;

7. intensification of teaching, etc.

Characteristic features of a textbook.

The modern textbooks for teaching a F.L. should meet the following requirements:

1. the textbook should provide succession of language material, its multiple repetition;

2. each unit of the textbook should have a topic or a text which will unite all the material;

3. each textbook (and each unit) should contain home tasks;

4. the textbooks should correspond to the aims and tasks of teaching a F.L. at school’s specialization according to the grades and stages;

5. the textbooks must be of educational and cultural value;

6. the textbooks should contain exercises and texts for developing language habits and skills;

7. the textbooks should contain the tasks, connected with all 4 domains (pers., publ., educ. and occup.).

A teacher’s guide includes suggestions for the conduct of the lesson, a summary of all audio and visual materials required, the recorded materials (for auding), some supplementary texts to the topics studied.

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The additional teaching materials may be grouped into:

1. traditional (non-mechanical): objects, pictures, drawings, toys, flashcards, sentence-cards, wall-charts, grids, photographs, albums, maps and plans, models, perforation matrix, support signals, crockies, application material for a flannelboard and for a magne-board.

2. technical (mechanical) materials. According to their optical, visual, auditory or auditory-optical effect, teaching materials can be divided into:

• visual materials (slides, transparent slides, application materials, schemes, film-strips, crockies);

• audio materials (tapes, records);

• audio-visual materials (sound film loops, sound films, television programs, video fragments).

The advantages of using additional teaching materials are as following:

• They promote intensive development of auding and speaking skills in the target language;

• They intensify the process of education;

• They promote increase of motivation and activity of pupils;

• They contribute to the conduct of the class-period in the target language;

• They stimulate situational aspects of teaching.

Using video in the classroom.

A film-strip is the most widely-used audio-visual material, as it is both of statical character and of dynamic character.

A film-strip may be classified into:

a) object film-strip (demonstration of life objects);

b) situational film-strips (demonstration of simple acts);

c) topical film-strip ( containing episodes on a particular topic);

d) intertopical film-strips.

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How to teach using a film-strip in the classroom.

Step one. Preparation.

Step two. A pre-lesson.

Step three. Planning a lesson with demonstration of a film-strip:

1. Introductory talk of the teacher about the aims and tasks of using a film-strip (for the sake of auding or auding+speaking).

2. Presentation. Demonstration of a film-strip with synchronizes tapes.

3. Checking on the degree of pupils’ comprehension;

4. From active viewing to personal use of the language,

Step four. Follow-up activities.

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