1. Content of Foreign language teaching?

2. How to teach pronunciation.
Teaching English pronunciation is a challenging task with different objectives at each level. This guide on how to teach pronunciation provides a short overview of the main issues to be addressed at each level, as well as pointing to resources on the site, such as lesson plans and activities, that you can use in class to help your students improve their English pronunciation skills. Following each level are a few suggestions for level appropriate activities. Finally, the best way to help students improve their pronunciation skills is to encourage them to speak English as much as they possibly can.

3. How to teach oral language

Oral language includes speaking and listening. Young children learn about their world as they communicate with others. Oral language skills are an important predictor of later language and literacy development.
Children begin to develop language as they babble and coo. Soon they are repeating sounds such as da da and then they speak their first word. One-word utterances lead to multiple words, followed by more complex sentences. Oral language is a process that is developed by using spoken language.


Variant 21

1. Speak about educational and Cultural aims.

Great care in teaching speaking so that the learner could use the spoken forms as accurately as possible, that is with native like sentence patterns and pronunciation. For this purpose the student should have some adequate model of speech - preferable in the person of a native or near-native speaker of the language or the form of a faithfully recorded voice of such a speaker. This is now quitepossible because of modern teaching equipment such as radio, television, language laboratories and teaching machines.


3. The rejection of translation as the main tool of instruction. All the exercises performed by the student are usually within the target language. The use of the student’s native language is minimized.


4. Teaching grammar through pattern practice. The grammatical exercises usually take the form of drills in which the student is asked to substitute words for other words, or to make changes in sentences, e.g. from singular to plural, from past to present, from active to passive, following the model.


5. Extensive use of “real- life” communication situations for stimulating the student’s language activity. This is done to involve the student in the act of communication in the target language, and in this way to arouse his interest in language learning and increase his motivation. Modern teaching aids and teaching materials make such situations accessible, e.g. a filmstrip with foreign language round track can represent realistic situations and context and “engage” the student in conversation.


6. The development of reading and writing first using the linguistic material and the student has learned orally, and then the material characteristic of written language with the aim of getting information (reading) and sending information (writing).

2. Speak about aims of teaching.

There are three aims which should be achieved in FL teaching: practical, educational, cultural.

A)The practical aim: the acquisition of a FL as a means of communication. Practical aims cover habits and skills which pupils acquire in using a foreign language.

A habit is an automatic response to specific situations, acquired normally as a result of repetition and learning.

A skill is a combination of useful habits serving a definite purpose and requiring application of certain knowledge.

B) The educational aim: through FL study we can develop the pupil’s intellect. Teaching a FL helps the teacher to develop the pupils’ voluntary and involuntary memory, his imaginative abilities and will power.

C) Cultural aims: learning a FL makes the pupil acquainted with the life, customs and traditions of the people whose language he studies through visual material and reading material; with the countries where the target language is spoken.

3. What is the main traditional approach to foreign language teaching.
Vocabulary is taught through bilingual words lists, dictionary study and oral memorization. Grammar is taught deductively. Reading and writing are ther main focus. The mother tongue is used to explain new items.