Introduction into the course of “Methodology of teaching disciplines of specialty

Introduction into the course of “Methodology of teaching disciplines of specialty.
№1. Theme: the importance of th subject and its influence.
The concept of “Modern education”.
Concept - it is a notion, one comes to it at the result of conscious activity.
“Modern education – it stands in opposition of old, historical education and includes all types and forms of education which exist at present.
The subject “Methodology of teaching disciplines of specialty”:
The role of the subject in training English language teachers and improving their qualification.
It deals with the problems of:

• 
  The structure of professional competence of English teachers;
  
• 
  Assessment and preparing teaching materials;
  
• 
  Methodology of teaching theoretical and practical course on specialty;
  
• 
  Specific features of teaching practical English at non-philological faculties.
  

The goal/ aim of the subject:

• 
  To introduce magistracy course students with modern trends, approaches and principles of methodology relating to teaching special subjects at the faculty of FL;
  
• 
  Teaching theoretical and practical courses
  
• 
  Developing the further scientific research activity of the magistracy course students.
  

The task of the subject “methodology of teaching disciplines on specialty”:

• 
  Developing and improving the methodological competence of the MCS (magistracy course students)
  
• 
  Introducing the M.C.S. with the modern methodology of teaching theoretical and practical course at the faculties of FL and non-philological faculties;
  
• 
  To study different methods of pedagogical research and criteria of analysis, teaching methodological complexes and lessons on language teaching;
  
• 
  To study principles of selection language materials and adaptation;
  
• 
  To acquire modern requirement to organizing different forms of lessons on language teaching and also new system of control the MCS’ activity;
  
• 
  To acquire the professional skills of organizing lessons at the philological and non-philological faculties.
  

The requirements to the knowledge, skill and sub-skills
MCS should be aware of…:

1. 
   About the subject, its aim and tasks;
   
2. 
   The modern requirements to the teachers of FL;
   
3. 
   The structure and content of the professional competence of an English teacher;
   
4. 
   The theoretical basis of this subject.
   

MCS should know…:

• 
  The forms and peculiarities of organizing lessons at the faculties of FL and non-philological faculties;
  
• 
  The main principles and methodology of research in the fields of lingua-didactics;
  
• 
  The criteria of analysis and objective evaluating methodological system of teaching English s a specialty;
  
• 
  Requirement and principles of projecting the methodological complexes on theoretical and practical discipline;
  
• 
  Pedagogical conditions of organizing teaching process.
  

MCS should have the following skills and sub skills:

• 
  To e able to select and adapt teaching materials for organizing different types of lessons;
  
• 
  Projecting theoretical and practical courses on to target language i.d. the language of specialty by raising innovative technologies;
  
• 
  To compile methodological teaching complexes, didactic materials, innovative technologies;
  
• 
  To be able to implement new innovative technologies into practice in organizing different forms of lessons and in controlling the knowledge and professional skills of the MCS-s;
  
• 
  Organizing independent work of the students and out of class activities;
  
• 
  To carry out pedagogical experiment;
  
• 
  To be able to use the gained knowledge skills and knowledge in carrying out scientific research and in professional activities.
  

№2. Theme: The aim and functions of the methodology of teaching English as a specialty (professional oriented English).

Plan

1. 
   The aim and tasks of the subject.
   
2. 
   Requirements to the knowledge, speech skills and sub skills.
   
3. 
   The relations of the subject with other subjects on the curriculum.
   
4. 
   Classification of the branches of methodology i.d. lingua-didactics.
   

The subject of “Methodology of teaching English as a specialty” deals with the problems of training teachers at the magistracy course. It studies the methods on organizing teaching and including bot theoretical and practical problems in this field.
The aim of teaching this subject is creating professional skills ad sub skills of organizing lessons on theoretical ad practical was of teaching English.
At present there exist different branches of methodology as:

1. 
   General methodology of teaching foreign language
   
2. 
   Comparative methodology of teaching FL
   
3. 
   Methodology of teaching special subjects (i. d. POE)
   

While learning the subject “Methodology of teaching English as a specialty” the lessons should be able to

1. 
   To know the differences between such branches of methodology as
   

1. 
   General methodology:
   
2. 
   Private methodology i.d. methodology teaching a FL in a different nation auditorium or classes.
   
3. 
   Comparative methodology
   
4. 
   Methodology of teaching special subject (ESP or POE)
   

2. 
   To acquire knowledge on language theory and language practice. This means that the magistracy course students should be aware f the methods of teaching language theory on the one hand and the other hand they should be able to conduct practical lessons.
   
3. 
   To have professional skills of teaching the course of methodology and be able to conduct lectures, seminars and practical lessons on the subject.
   
4. 
   To acquire knowledge on the methodology of teaching English at different education establishments
   
5. 
   To be able to us language experience
   
6. 
   To be aware of the content of teaching a FL and other types of exercises.
   

Magistracy course students should be able to use the modern pedagogical and educational technologies in organizing teaching process and also be able to get the information from different foreign literature relating to the specialty.
The subject ‘methodology of teaching English as a specialty” in solving its theoretical and practical problems dealing with such subjects as linguistics, lingua-didactics, pedagogics, psycho-linguistics and others.
The classification of the branches of lingua-didactics.

1. 
   General methodology of teaching FL.
   

It deals with general principles of teaching foreign languages. These principles can be used in teaching different languages. Ex ..

1. 
   The lending role of oral presentation;
   
2. 
   The roe of exercises
   
3. 
   Communicative approach
   

2. 
   private methodology or the methodology of teaching a foreign language in a definite national classes.
   

Here we have to deals with the characteristics features of a target language and a native language i.d. a mother tongue of the learners.

3. 
   Comparative methodology deals with the problems of teaching a foreign language in different teaching establishments (at school, academic lyceum, colleges of different types etc.)
   
4. 
   Methodology of teaching English at different teaching establishments studies the objective subjective factors of teaching EFL, clarifies the aims, contents, methods and aids of teaching.
   
5. 
   The methodology of teaching special subjects deals with the problems of training foreign language teachers who can work at the faculties of foreign language and collages. This methodology will help the magistracy course students to acquire knowledge and form professional skills of organizing lectures, seminars, practical lessons on the special subjects including linguistics, history of the language, theoretical grammar (phonetics) lexicology, methodology, country learning in teaching English at the high school.
   

Question:

1. 
   What s the aim of subjects “methodology of teaching Engsh as a specialty?”
   
2. 
   What branches of methodology exist?
   
3. 
   What professional skills should be the magistracy course student acquire/
   
4. 
   What subject do this methodology deals with?
   
5. 
   What does General methodology study?
   
6. 
   what is the aim of comparative methodology?
   
7. 
   How is teaching process of special subjects organized? i.d. What are the forms of organizing teaching process?
   

№3. Theme: Professional competence of a teacher

Linguacultural competence

Psychological competence

Professional competence and many others.

Communicative competence

Linguistic competence

Competence

It is studies by
G.K. Selevko,
I.A. Zimnyaya,
A.V. Hurtorskey and others

First used by N.Chomskey

Competitive approach

Competence include:

• 
  Deep knowledge
  
• 
  Experience
  
• 
  Ability right to make decisions on solving problems relating to this or other fields of science and social life.
  

Pedagogic competence

Didactic competence

Linguacultural competence

Methodological competence

Communicative competence

Psychologic competence

Linguistic competence

Professional competence of an English teacher

An English teacher should also be able:

• 
  To feel ones’s ability i.d. the learners ability;
  
• 
  To realize the other person’s knowledge and skills;
  
• 
  To feel and understand the learners’ aim.
  

Teachers activity

• 
  To deepen knowledge according to educational aim
  
• 
  To able to overcome difficulties existing in the learning process
  
• 
  To improve the skills of independent learning.
  

• 
  To impart knowledge
  
• 
  To have experience in teaching FL
  
• 
  To improve this experience and knowledge
  
• 
  To deepen professional knowledge and skill
  

Learner’s activity

Teaching process contains of

The following factors are also essential for improving teacher’s professional competence

• 
  Personality
  
• 
  Adaptability
  
• 
  Rapport ( relationship between teacher and earners)
  
• 
  Recognizing students
  
• 
  Listening to students
  
• 
  Resecting students
  
• 
  Being even handed. It means treating all students equally.
  

Being aware of the teachers role in teaching:

• 
  A controller (everything should be on teachers attention)
  
• 
  A prompter (encourage students)
  
• 
  An assessor (help the students to evaluate their performance)
  
• 
  A resource (i.d. for language information)
  
• 
  A tutor (an advisor)
  

Teacher’s skill:

• 
  Managing classes
  
• 
  Matching tasks (students enjoy the activities if they are interested the tasks(the topic))
  
• 
  The problem of grouping (some groups creative the others are not)
  
• 
  Variety (teacher should be able to vary activities. Don’t rely on only one activity no matter how it is useful
  
• 
  Students should be informed about the learning outcome.
  

Teacher’s tasks and skills for improving their professional competence.

Teacher’s tasks

• 
  Well preparation for lessons
  
• 
  Record keeping is necessary
  
• 
  Being reliable (about timekeeping
  

and homework)

Teacher’s knowledge

Being knowledge is one of the

criterion of professional competence .
Teacher knowledge includes the following:

• 
  Knowledge on the language system;(grammar, lexical and phonetic system)
  
• 
  Having teaching materials and resources relating to the subject;
  
• 
  Classroom equipment (Now teacher has different modern classroom equipments at his/her disposal; the variety of educational technology is great now in comparison wih the past)
  
• 
  Keeping up to date. (It means that teacher’s need to be finding out new, more effective ways of teaching)
  

Think and answer: is the teaching an art or science

Task: search some information to answer the question.

Teacher’s professional activity and

Teacher’s pedagogical competence:

• 
  Linguistic
  
• 
  Psycholinguistic
  
• 
  Sociolinguistic
  
• 
  Communicative
  
• 
  Linguacultural
  
• 
  

the documents needed for the teaching

Personality of a teacher (lecturer):

1. 
   An organizer
   
2. 
   Counsellor
   
3. 
   Controller
   
4. 
   Assessor
   
5. 
   Prompter
   

6.