Учебное пособие предназначено для студентов высших учебных заведений, обучающихся по образовательной программе
particularly useful for non-native speakers. Often in such situations few native
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particularly useful for non-native speakers. Often in such situations few native speaker models are available, and teachers sometimes lack confidence in their ability to teach pronunciation. Besides building pronunciation and grammar proficiency they also help to improve students’ listening. Songs. There are several ways to proceed, depending on the students proficiency levels, the amount of time available, and any other circumstances. The following is one set of steps: • Have the song playing as students enter the classroom and/ or play it through once as a warm-up before beginning the activity. • Distribute typed copies of the text to the students. • Have students working in pairs or small groups, mark features (stresses, sounds, melody etc.) • You may also begin with a close listening activity. Before distributing the complete text, give students an edited version and let them fill in key words as they listen to the song. Play the song again and let the students check their answers. • Allow the students to read in their text, comparing what they have marked with what they actually hear. • Have students practice some of the words and phrases and put them into longer phrases and sentences. • Play the recording one more time, asking the class to speak along. • Have students create their own short dialogues and conversations using words and expressions from the song. • Bring grammar into the activity. Video. Soap operas are good sources for language skill activities, because the scenes are often short, the acting and action are simple, yet the language is authentic. Like songs video clips may be used in different ways. The following set of activities is based on a two-minute scene. Before beginning teachers will prepare a transcript of the segment they want to use. • Play the segment once to allow the students to get the general idea of the scene. Make sure that everyone understands the main idea. • Distribute the transcript and have students mark for what ever features have been selected for review and practice. Any feature, including individual sounds, could be the focus. • When the students have finished, make them read aloud in the way they think they should sound. • Play the segment again while students watch. As with the song recording, any other activities are possible, depending on class proficiency level, teacher goals, and other circumstances. • Play the tape as students read aloud, then ask them in groups to compare their earlier expectations with what they marked. • Choose activities for practicing grammar. 35 ▪ As a final activity several students may present the entire script or they can write their own short dialogues. These activities address students’ needs and desires to improve their listening proficiency and pronunciation in four ways: They expose students to hearing connected speech in an entertaining and useful manner. They help students learn how to listen to connected speech. By listening then comparing what they hear with a script they improve their oral and visual habits. They learn to listen to meaningful word groups and phrases, instead of listening to separate words. Lecture 6 Teaching vocabulary 1. The lexical system of the English language. 2. The content of teaching vocabulary. The aims of teaching vocabulary. 3. The difficulties in vocabulary. 4. Presentation of new lexical units. 5. The system of lexical exercises. 1. The lexical system of the English language. In modern methodology much attention is devoted to vocabulary acquisition in its close connection with speech habits formation. The most important problems of teaching vocabulary are: 1) Selection of lexical units for teaching purposes. 2) Ways of presentation new lexical unit. 3) Exercises for fixing lexical units in students’ memory and developing lexical habits. Any word is a very complex phenomenon as each word has its meaning, form and usage. By the form of a word we mean its sound form (pronunciation), spelling, structure and grammatical forms. Both pronunciation and spelling of foreign words are new for students (learners) and their acquisition presents some difficulties. The meaning of new words is rather difficult to learn too, as the words of the foreign language can be polysemantic, the volume of meaning can be different, their ability to combine with other words and their usage. The main characteristic features of English words are homonyms and polysemy. Many words were borrowed from other languages. In many cases the volume of meaning of foreign words does not coincide with the meaning of words in mother tongue: For example “идти” – to go , to come. Or one and the same notion can be expressed by words of different semantic structure: “крепкий бульон” – “thick broth”. 36 That is why we must take into account all the specific features of the language in teaching it. The usage of words in the target language is greatly influenced by the mother tongue. This influence can be both positive and negative, and we call it “transfer of habits” and “interference”. “Interference” can be of two kinds: between the foreign and the native languages and within the foreign language (man – men, mans). It is impossible to count all the words of a language and consequently it’s impossible for learners to learn all the words. We use a different amount of lexical units in different kinds of language activity: auding, speaking, reading and writing. In oral communication and in auding we understand and recognize more words than we use in our speech, as auding speech of other people we cannot change it and it may contain words unknown to us. While reading we recognize more words than while auding. At the same time the number of words used in writing is rather less than in reading or oral speech or auding. We can represent this in the following way: I – words used in reading II – words used in auding III – words used in speaking IV – words used in writing Not all the words that are recognized in reading are used in speaking and not all the words that are recognized in auding and speakig are used in writing. This fact must be taken into account in teaching students to speak and to write and treat them in different ways. 2. The content of teaching vocabulary. The aims of teaching vocabulary. For the purposes of teaching at school the words are divided into two groups (parts): 1. 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