Методика пособие готовый вариант docx
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Методика пособие готовый вариант docx
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- Lecture 11 Teaching speaking
| Cycle I.
Class work . After prediction there is a discussion of different predictions. After skimming there is a discussion of global questions. After the second reading there is a discussion of comprehension questions. Cycle II. Homework. Students study the text for full understanding. Cycle III. Class work. Questions to check full comprehension, inference and conclusion and evaluation and /or appreciation are discussed. Cycle IV. Homework (written assignment). Students write a summery or an outline of the text. sometimes they have to transfer the information from a linguistic to a non – linguistic form. We can see that the cycles are not simple repetition but a spiral. With each cycle students’ comprehension of the text deepens. The strength of this approach his in the fact that it can kill two birds (speed and comprehension) with one stone (teaching efficient reading skills), and that enables students to become flexible readers. For our students reading is more useful than the other skills because all of them will have to read in their future work, although only a small percentage will use the other skills. Therefore teaching of EFL reading is more meaningful, and improvement is more urgent and worthwhile. Lecture 11 Teaching speaking 1. Speaking as a communicative activity 2. Strategies for developing speaking skills 3. Speech and oral exercises 1. Speaking as a communicative activity. Speaking a FL is the most difficult part in language learning because learners need ample practice in speaking to be able to say a few words of their own in connection with a situation. This work is time-consuming. The stimuli the teacher can use for developing speaking habits are often feeble and artificial. There must be occasions when the pupils feel the necessity to inform someone of something, to explain something and to prove something to someone (situational and communicative approach). Of all the four skills (listening, speaking, reading and writing), speaking seems intuitively the most important: people who know a language are referred to as 'speakers' of that language, as if speaking included all other kinds of knowing; and many if not most foreign language learners are primarily interested in learning to speak. Classroom activities that develop learners' ability to express themselves through speech would therefore seem an important component of a language course. Yet it is difficult to design and administer such activities; more so, in many ways, than to do so for listening, reading or writing. First let us try to define what is meant by 'an effective speaking activity'. жүктеу/скачать 0,93 Mb. Достарыңызбен бөлісу:
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