Technologies of teaching a foreign language as a second
The bases of teaching a foreign language. Effective methodology of teaching a foreign language as a second. Using project methods in teaching. The method of debate. The advantages of using games. Various effective ways of teaching a foreign language.
| Рубрика | Педагогика |
| Вид | курсовая работа |
| Язык | английский |
| Дата добавления | 21.01.2014 |
| Размер файла | 679,3 K |
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Elicit the fact that A and B are housemates, and then explain the situation in more detail: they are not close friends, but they are living together in order to save money. However, lately B has been quite annoyed by some of A's habits. Write these habits on the blackboard, explaining them at the same time:
A: * plays loud music (all the time!)
* leaves his/her things all over the house (books, clothes, bags, etc on chairs, tables, and even the floor)
* doesn't pass on messages (if one of B's friends calls and leaves a message, A never remembers to pass it on)
* never buys food (when they moved in they agreed that A would buy the food one week, B the next week, and so on)
Ask who probably starts the conversation. B, of course. Suggest a polite conversation starter, such as:
"Could I have a word with you please?"
Then get the students to role play the situation in pairs. Afterwards, get some feedback from a few pairs. Was the conflict resolved, and if so how?
Now introduce and drill some phrases for politely disagreeing:
* No offense, but. (I don't like your music)
* I see your point, but. (I have a bad memory)
* I understand your feelings, but. (I can't concentrate)
Now get the students to swap roles and repeat the activity, making use of the new phrases. It's a good idea to get them to swap partners too-this should help keep the momentum up. At the end, get more feedback on how their conversations turned out.
Notes
If you intend to ask the students to swap roles and also swap partners before the second round, you should plan it carefully to avoid wasting time. In most of my classes, the desks are arranged in three columns which are each two desks wide, so here is the way I managed it: for the first round, I assigned roles so that everybody on the left-hand desk was A and the others were B (check that everybody knows their role by getting them to put their hands up). Then for the second round, I simply asked all the "A" students to stand up and move to the desk in front of them.
Conclusion
From all above-stated it is possible to draw the following conclusions.
The purpose of this work was to discover the most effective ways of teaching a foreign language to children.
For achievement of the purpose the works of home and foreign authors on the given problem have been studied.
In formation of interest to a subject the huge role is played by the person of the teacher. Therefore a pledge of successful mastering a foreign language by the pupils is professionalism of the teacher which should in the work not only take into account the methodical principles underlying teaching, but also to be in constant search of new receptions and means of teaching which will recover a lesson, will make it fascinating, cognitive and remembered.
The most useful for this purpose are the following receptions and methods: methods of constructivism, communicative methods, methods of projects and discussions, games and role games, etc.
One of the primary goals of using constructivist teaching is that students learn how to learn by giving them the training to take initiative for their own learning experiences.
According to Kunanbaeva S. S learning a new language is easier and more enjoyable when it is truly meaningful and that is why communicative method of teaching is really important.
In course work have been analyzed all these methods and the receptions raising quality of training to foreign language on the basis of studying of various techniques of teaching, used in work with children. Many of receptions can be applied with success at teaching children of younger and more advanced age. The resulted techniques are interesting from many points of view, simple in application and can add essentially existing operating time of teachers foreign (including English) language.
While some of the methods are let be omitted by the teacher (like silent way, synthetic or analytic (every teacher choose his own way to work with students) all of these must be included in the learning process. They act like general concepts giving you a full length of techniques to apply within one method. They do not give strict directions of how to apply them but a wide space for creative work.
Bibliography
1. Кривобокова И.Я., Лотарева Т.В. Некоторые приемы обучения английскому языку на начальном этапе // Иностранные языки в школе. - 1989. - № 1. - с.22-23; c.52
2. Негневицкая Е.И., Никитенко З.Н., Артамонова И.А. Книга для учителя.М., Просвещение, 1997.
3. Витт Н.В. Эмоциональное воздействие речи учителя иностранного языка. // Иностранные языки в школе. - 1999. - №6. - c.34
4. Корнаева З.В. Об отборе коммуникативного минимума для начального этапа обучения в средней школе. // Иностранные языки в школе. - 1989. - № 1. - с.36.
5. Бим И.Л., Биболетова М.3. Возможные формы и содержание курсов обучения иностранным языкам в начальной школе. // Иностранные языки в школе. - 2001. - № 2. - с.3.
6. Jonassen, D. H. Constructing learning environments on the web: Engaging students in meaningful learning. EdTech 99: Educational Technology Conference and Exhibition 1999: Thinking Schools, Learning Nation. - 1999 - p.45-46
7. David Nunan.communicative Language Teaching - 2204
8. Shaw, Corsini, Blake & Mouton, 1980; Horner & McGinley, 1998
9. Brown, H. D. (2001). Teaching by principles: An attractive approach to language pedagogy. New York: Longman
10. Scott, W. A., & Ytreberg, L. H. (2000). Teaching English to children. New York: Longman
11. Rodrieguez, R. J. & White, R. N. (2003) From role play to the real world. Rowley, MA: Newbury House Publishers, Inc.
12. Horner & McGinley, 2000
13. Berer, Marge and Frank, Christine and Rinvolucri, Mario. Challenge to think. Oxford University Press, 2002
Internet Key
14. http://en. wikipedia.org/wiki/Constructivist_teaching_methods
15. http://www.sse-franchise.com/soapbox/200703/16/what-is-the-communicative-teaching-method/
16. http://www.yanglish.ru/catalog2/englishlanguage. htm
17. http://search. atomz.com/
18. http://e. usia.gov/forum/vols/vol36/no1/p20. htm-games
19. http://e. usia.gov/forum/vols/vol34/no2/p22. htm-note-taking
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