Language as a complex sign system, naturally or artificially created and relate conceptual content and standard sound. When to teach pronunciation. Pronunciation teaching and its importance in the development of students listening and speech skills. Development of system of study of foreign language in the field of speaking skills. Rogova "Methods of teaching English" and J.
|Published (Last):||26 November 2012|
|PDF File Size:||6.54 Mb|
|ePub File Size:||14.95 Mb|
|Price:||Free* [*Free Regsitration Required]|
Chapter 1. Teaching Pronunciation Teaching Vocabulary. Teaching Grammar. Chapter 6. Teaching the Receptive Skills Teaching Listening Comprehension Teaching Reading Teaching Across Age Levels The Role of the Teacher Chapter Teaching the Productive Skills Teaching Writing: Examples of Activities Student Groupings Classroom Management Integrating Culture into Foreign Language Teaching Reflective Approach for English Language Teaching Internet Resources Ten Things Teachers should not Think About Taxonomy of Language-Teaching Techniques Good Language-Teaching Characteristics Foreign Language Teacher Observation Guide Effective Praise versus Ineffective Praise The Way We Learn Study Habits of Successful Students My Philosophy of Education It also contains descriptions of some activities, techniques, and tasks that have proved their efficiency.
Many ideas and examples of techniques have been borrowed and adapted from books Teaching by Principles by Douglas H. Our aim in preparing the book has been not only to deliver knowledge to students but mainly to arouse their interest in methodology, stimulate their critical thinking about teaching, encourage them to reflect on their own strategies of learning foreign languages, and develop an interest in further reading.
We strongly recommend students to study the following books in Ukrainian and Russian languages. Nikolaeva, Methodology in Tables by S. Nikolayeva, and Teaching Foreign Languages theory and practice by A. While reading books or publications in Ukrainian or Russian, students are recommended to make notes. In English language teaching methodology there can be no recipes. Besides, it is a well-known fact that each teacher in each classroom develops his or her own philosophical foundation and ways of doing things.
The text of the book is intended to be learned in four modules and completed in two semesters. Module 1 presents information about language teaching methods and principles of teaching English as a foreign language.
Various theoretical and practical foundations for teaching pronunciation, vocabulary, and grammar are given in the module. A general methodological model for teaching new grammar material is described in Chapter 4.
Module 2 deals with teaching two receptive skills — listening and reading. A general methodological model for teaching receptive skills is described in Chapter 6. Chapter 10 is devoted to the issue of the role of the teacher. Module 3 deals with teaching two productive skills — speaking and writing. Examples of both oral and written communicative activities are given in Chapters 12 and All the examples comply with the six characteristics of communicative activities described in Chapter Chapter 14 serves as a guide for student groupings and Chapter 15 discusses issues of classroom management.
Sample lesson plans are provided in Chapter Chapter 17 looks at the issue of testing; different types of tests are described. Chapter 18 treats teaching of culture, including various models for choosing cultural topics and materials and activities that integrate the teaching of language and culture.
Chapter 19 highlights purposes of reflective teaching and topics explored by English language teachers. Chapter 20 introduces pathways for long-term professional growth.
After students have answered the questions or not they will have some expectations about what they will read in the chapter. Some questions are open-ended which means there can be several answers to them.
The chapter outline will tell readers what issues, questions or problems will be looked at in the chapter. Chapter goals will tell students what exactly they are supposed to know, explain, define, or describe after they have completed the chapter.
Key phrases will be given in each chapter. Students are supposed to understand the meaning of these terms before they start reading. Chapters are intended to be read, studied, and hopefully enjoyed.
Of course, students may want to reread them several times. General glossary gives some basic acquaintance with linguistic and methodological concepts. The book ends with 10 appendices: A contains internet resources which might be useful for both teachers and students. C gives taxonomy of common techniques for language teaching. Notice that three broad categories are used in the taxonomy: controlled, semi controlled, and free.
D offers a checklist of good language-teaching characteristics adapted from Brown, You may try rating yourself for each item on a scale of 1 poor to 5 excellent and see how you come out. E is a checklist for observing other teachers and reflecting on your own teaching. You may wish to use the checklist after you have studied Chapter F shows the contrast between effective praise and ineffective praise adapted from Brophy, G gives examples of what you can say when you wish to praise your pupils.
You might want to read appendices F and G after you have completed chapter H is just a small reminder of how we learn. I describes study habits of successful pupils adapted from the Internet. Pupils may apply these habits to all of their classes.
You may want to develop any study habit you think you do not have. J is an example of how teachers can present their teaching philosophy. After you have studied Chapter 19 you might want to put on paper your personal educational philosophy. Acknowledgements I would like to express my sincere thanks to Ms. Susan Atkinson, M. Her helpful comments, support, proofreading, and encouragement were very valuable to me in the preparation of this book.
I am also grateful to Nataliya Ponevchinskaya, M. In this chapter we will look at ten different methods. Are you puzzled by the variety of methods? Do you know anything about methods of teaching foreign languages? Think about your own experiences while studying English. To what extent did the following help or hinder your success? Recall a time when you studied English at school. To what extent were you involved physically in learning it?
Do you wish you had been involved to a greater or a lesser extent with such activities? Have you ever thought of what methods of teaching English your teacher at school or university instructor was using in the classroom?
'Methods of Teaching English' - Rogova G.V.
Methods of teaching english
Use old embed code. Hide old embed code. This results in misunderstanding or a complete failure of understanding. In teaching dialogue in schools it is necessary to take into account these peculiarities and give pupils pattern dialogues to show what real dialogues look like. There is a great deal of auding in all the points of the lesson. Pupils can easily and naturally do this in their own language and they cannot do this in a foreign language when they start learning the language.
Rogova methods of teaching english скачать бесплатно he