Specialised education of uzbekistan the uzbek state world languages university the english teaching methodology department

QUESTIONS:

1. 
   What differences can be pointed out between approach and method? 2.Does technology have the same sense as method or not?
   

3. 
   Why is Comminicative Language Teaching a dominant and effective approach in FLT? How is language viewed?
   
4. 
   What are basic approaches to FLT nowadays?
   
5. 
   What criteria are used for distinguishing methods?
   
6. 
   What kind of methods are used for presenting new material?
   
7. 
   Are the same methods used in all stages of education?
   

DIRECT	COGNITIVE	MIXED	INTENCIVE
Natural	Grammar-	Communicative	Suggestopedia
Direct	translation		Kitaygorodskaya
Audio-lingual	Cognitive-		Ilona Davidova
	practical
	Cognitive-
	comparative

. . , : ’GRAMMAR TRANSLATION
_. METHOD
1840-

Memorization and translation is a prominent feature of the
1940
_today Detailed analysis of grammar
rules -

activities

The student's native language is the medium of instruction.

H.Olendorf^”
England
*vlore emphasis on reading and
_’“. deductively Voeabulary is taught dèpends, on the selected

writing rather than listening and
speaking. _0"

.” . , :

DIRECT METÑOD

teacher-centering

Centrality of spoken language (including a native-like pronunciation)

focus on question- answer patterns

learning process was mostly based on imitation and
Maximilian Berlitz
USA

use of' föreign language in the ” •_

classroom

memorization
teaching grammar by using an inductive approach
¹⁸⁷⁸ no translation between the first
and second
language y°

Audio Lingual Method (ALM)

• 
  Audio-Lingual Method is an oral-based approach.
  
• 
  lt drills students in the use of grammatical sentence patterns.
  

Conditioning —> helping learners to respond correctly to stimuli through shaping and reinforcement.

• 
  The development o/language skills is a matter of habit formulation.
  
• 
  This method is said to result in rapid acquisition of speaking and listening skills.
  

LECTURE 5. TEACHING MEANS AND SYSTEM OF EXERCISES


Lecture outline:

1. 
   TEACHING MEANS
   
2. 
   THE SYSTEM OF EXERCISES
   

Key words: programs, course books, plans, manual, visual aids, handout, system of exercises, teaching means, speech skills, language exercises, communicative orientation, pre-speech exercises, academic communication, imitating speech communication, and academic situation, reproductive and reproductive-productive speech exercises, real life communication, and speech exercises.

REFERENCES

• 
  J.J.Jalalov and others.. English Language Teaching Methodology. T. 2015 pp. 20-57
  
• 
  J.J.Ja1a1ov Chet til o’qitish metodikasi. T. 2012 pp.76-83
  

In the theory of TFLM the system of tasks and exercises are tried as organizing linked actions placed in the order of growing language and operational difficulties and with consideration of sequencing speech skills in different speech activities.
The problem of creating system of tasks and exercises is considered as the most important in TFLM.
Firstly let’s try to understand contradictions as for using terms for different types of tasks. Many foreign and native sources present different classification of the system of exercises. For instance, S. F. Shatilov states that while teaching speech activities it has a sense to differentiate three types of exercises:

1. 
   Language (non communicative) exercises, which don’t have any communicative features or exercises which have some communicative orientation;
   
2. 
   Pre-speech exercises (academic communication), imitating speech communication in academic situation;
   
3. 
   Speech exercises (authentic communication) allowing real life communication through different speech skills.
   

N.I. Gez believes that teaching communicative writing is based on 2 types of exercises 1) training exercises; 2) speech exercises.
N.D. Galskova suggests the following systems of tasks:

2. 
   Reproductive (writing the text basing on samples);
   
3. 
   Reproductive-productive (creating own version of the letter by using different prompts: verbal (key words, logical scheme of the statements, Plan, etc.) and verbal visual (picture, series of pictures, photo and key words, phrases, expressions, etc.);
   
4. 
   Productive (without any help based on verbal or non verbal stimulus). Question: What exercises may be used for teaching English?
   

Teaching means
Different material means used for helping teacher in organization and conducting teaching and upbringing process are called teaching means.
Teaching means include programs, course books, manuals, and different school equipment served for didactic functions.
Teaching means are divided into technical and non technical. Technical means involves:

1. 
   audio/video tape recorder
   
2. 
   TV set
   
3. 
   PC, mobile phone, notebook, etc.
   
4. 
   Lingual room
   
5. 
   CD, DVD.
   

Non technical means are:

1. 
   Programs
   
2. 
   Course books
   
3. 
   Plans
   
4. 
   Manuals
   
5. 
   Visual aids (pictures, tables, posters, etc.)
   
6. 
   Handouts (cards, pictures, etc.)
   

Question: How many technical and non technical means may be used on one lesson?
Method «How»
This method is used for solving problems. Every time one question is asked “How?”
TESTING

• 
  What exercises are used for teaching FL?
  
• 
  What is special in classification of exercises suggested by S.F. Shatilov?
  
• 
  What is special in classification of exercises suggested N.D. Gez?
  
• 
  What is the difference between technical/non technical teaching means?
  
• 
  How many technical/non technical means may be used on one lesson?
  

N.I. Gez believes that teaching communicative writing is based on 2 types of exercises 1) training exercises; 2) speech exercises.
N.D. Galskova suggests the following systems of tasks:

1. 
   reproductive (writing the text basing on samples);
   
2. 
   reproductive-productive (creating own version of the letter by using different prompts: verbal (key words, logical scheme of the statements, Plan, etc.) and verbal visual (picture, series of pictures, photo and key words, phrases, expressions, etc.);
   
3. 
   productive (without any help based on verbal or non verbal stimulus).
   

15

Firstly let’s try to understand contradictions as for using terms for different types of tasks. Many foreign and native sources present different classification of the system of exercises. For instance, S. F. Shatilov states that while teaching speech activities it has a sense to differentiate three types of exorcises: language (non communicative) exercises, which don’t have any communicative features or exercises which have some communicative orientation; pre-speech exercises (academic communication), imitating speech communication in academic situation; speech exercises (authentic comm. unication) allowing real life communication through different speech skills.

V.A. BUHBINDER’S SYSTEM OF EXERISES