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purposeful
online
learning. The ideas are also all child-
friendly and help make the online
learning English experience enjoyable
for children and teachers alike.
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Innovative language
teaching methods.
l.Suggestopedia.
Principles o f suggestopedia
The learning environment is relaxed,
with low lighting and soft music in the
background. Students choose a name
and character in the target language
and culture, and imagine being that
person. Students are encouraged to be
as “childlike as possible” . Thus, they
become “suggestible”.
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Traditional language
teaching:
Audio lingual method
Principles o f Audio-lingual method
The Audio-Lingual method in some
way represents a return to the direct
method, as its main goal is to develop
nativelike speaking ability in its
learners.
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Communicative
language teaching
methods.
Communicative
approach.
Principles of communicative approach
1 .The major characteristics o f this
method are: • Meaning is paramount. •
Dialogs, if used, center on
communicative functions and are not
normally memorized. • Language
learning is learning no
communicative.
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Innovative language
teaching:
Silent way
Principles o f silent way The theory of
learning behind the Silent Way can be
summarized in the following: 1.
Learning is facilitated if the learner
discovers or creates rather than
remembers and repeats what is to be
learned. .
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1 Innovative language
Principles of Community language
3
teaching:
Community language
learning
learning. In this method, teachers
consider students as “whole persons”,
with intellect, feelings, instincts,
physical responses, and desire to
learn. Tcachers also recognize that
learning can be threatening
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Communicative
language teaching:
Total-physical response
Principles o f Total-physical response
This approach begins by primary
importance on listening
comprehension emulating the early
stages o f mother tongue acquisition,
and then moving to speaking, reading,
and writing.
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Communicative
language teaching:
Com petency-based
approach
Principles o f competency based
approach
This approach argues that merely
knowing how to produce a
grammatically correct sentence is not
enough. A communicatively
competent person must also know
how to produce an appropriate,
natural, and socially acceptable
utterance in all contexts o f
communication
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Four-Part them atic
lesson plan:
M otivation
Presentation-
information
Practice
Application
Design a lesson plan
Sound film loops and films, are
examples o f visual
materials. The teacher must keep in
mind that one activity should fl ow
from the other. Orientation to the task
begins each activity. It may be a
question or a statement or anything to
spark the interest to the activity
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Giving feedback:
Content
Positive
Negative
Advice
To conduct a lesson and giving
feedback .Ask your colleagues to
come and observe some o f your
lessons,
and
do
an
exchange
observation with them on a regular
basis.
The
purpose
o f
these
observations will be not to judge each
other but to learn from each other.
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Teaching pronunciation
Difficulties in teaching
pronunciation: sounds,
stress and intonation
Design a lesson plan for teaching
pronunciation The material used for
reproduction exercises or drills should
be connected with the topic or unit o f
lesson pupils study. For example, to
teach students the correct
pronunciation o f [w] the rhyme can be
used: “ Why do you cry Willy? Why?
Why, Willy, why?
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Great ESL( ESL is
"English as Second
Prepare materials for pronunciation
They
ensure
pupils
activity
in
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Language)" Listening
Activities & Games
speaking, reading and w riting, i.e.,
they
must correspond to the aim s o f foreign
language teaching in schools
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Technical aids: films,
cartoons, songs
Tongue twisters
Proverbs
Poems
Conduct a lesson
O utline for a lesson plan
• Date, class. • Subject o f the lesson. •
O bjectives. • A ids/m aterials.
Procedures 1. Phonetic warm -up. 2.
Lexical warm -up. 3. Listening
com prehension 4. Presenting and
practicing new m aterial/R eading
com prehension 5. C om m unicative
activities. 6. Hom ew ork check-up. 7.
W riting activities/Revision. 8. Home
task setting.
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How to teach
vocabulary:
Exercises, activities and
games
Prepare portfolio for family m em bers
N ot all vocabulary can be learned
through interaction and discovery
techniques. Such techniques are
possible, but they are not alw ays the
m ost effective. There are m any
occasions when some form o f
presentation and/or explanation is the
best way to bring new w ords into the
classroom. We will look at some
examples.
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How to teach pre and
prim ary school children
•
Exercises,
activities and
games
•
The role o f fairy
tales, cartoons
and films
•
Design a lesson plan
-Fairy-tales and cartoons
Students are given a situation and
alternative suggestions for acting in
such a situation. The following is an
example. Stage 1. Students are told
that they are watching over an
important university exam. They see a
student cheating with notes he or she
has illegally brought into the exam
room.
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Teaching Four Skills.
......... Speaking
........... Listening
Design a lesson plan for teaching
speaking. There are many other
occasions when we will ask students
in groups to come to a consensus on
things they are learning. Reading tasks
might involve this kind o f agreement
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Teaching Four Skills
........... Reading
............ Writing
Design a lesson plan for reading . A
reading text moves at the speed o f the
reader. In other words, it is up to the
reader to decide how fast he or she
wants to (or can) read a text, whereas
listeners often have to do their best
with a text whose speed is chosen by
1 the speaker.
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Teaching V ocabulary
Approaches, techniques
and m ethods in
teaching vocabulary
Types o f w ords
-Exercises and activities
They should have illustrations to help
pupils in com prehension and in
speaking.
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Out o f class work
Types o f o u t-o f class
work
To organize o u t-o f class
work
Conduct a lesson
He instructs and educated pupils.
3) He provides the evaluation and
checking o f pupils’ learning
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Для характеристики уровня освоения учебного материала используются следующие обозначения:
1. - ознакомительны й (узнавание ранее изученных объектов, свойств);
2. - репродуктивны й (выполнение деятельности по образцу, инструкции или под
руководством)
3. - продуктивный (планирование и самостоятельное выполнение деятельности, решение
проблемных задач)
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