Rules & Procedure:
Learners make a circle and taking turns repeat everything said before and add own information.
Sample: Ann good-looking, Kate – funny, Tom – handsome, etc.
Associations
The teacher writes a word on a board. Divides pupils into 2 commands. The problem of each command to name it is as much as possible words-associations concerning to a word on a board. Who will name that more and has won. It is spent in current of 5 minutes.
For example, Word – SPRING; Associations - warm, sun, grass, green leaves. etc.
Saymon says
It is 5-minute game. The teacher gives a command to pupils. For example, Stand up. If the teacher thus speaks Saymon says trainees should execute a command. If does not speak, pupils remain motionless. Feature of game that the teacher, giving a command, itself too should carry out them in any case. Game on understanding and on concentration of attention.
For example,
1. Anvar, Saymon says – Stand up; (pupil must stand up)
LECTURE 4. METHODS OF FOREIGN LANGUAGE TEACHING METHODOLOGY
Lecture outline:
4.1. Distinction between the main categories of methodology
4.2. Methods of FL teaching and learning
4.3. Age groups for choice of methods in teaching process
4.1. Distinction between the main categories of methodology
Key words: determination of methods, language teaching, approach, method and technique, technology, pedagogical technology, the sources of information, verbal methods, method of working with a book, method of observation, experiment, methods of exercises and practice, practical experience of learners, cognitive process, explanative-illustrative method, reproductive method, problem-recount method, partly-searching method, research.
3. In agreement with specifics of FLT and its action-oriented character there are methods of teaching: 1) demonstration (presentation); 2) explanation; 3) practice (training); 4) feedback and self-control.
4. The methods of interaction
In determination of methods, the distinction between “philosophy of language teaching at the level of theory and principles and a set of derived procedures for teaching a language, is central”1.
E. Antony2 identified three levels of conceptualization and organization, which he named approach, method and technique. According to his model: approach is the level at which assumptions and beliefs about language and language learning are specified; method is the level at which theory is put into practice and at which choices are made about particular skills to be taught, the content to be taught, and the order in which the content will be presented; technique is a level at which classroom procedures are described.
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