The textbooks should contain the tasks, connected with all 4 domains (pers., publ., educ. and occup.)

The textbooks should contain exercises and texts for developing language habits and skills;

The textbooks must be of educational and cultural value;

Each textbook (and each unit) should contain home tasks;

Each unit of the textbook should have a topic or a text which will unite all the material;

The textbook should provide succession of language material, its multiple repetition;

Characteristic features of a textbook.

The modern textbooks for teaching a F.L. should meet the following requirements:

4. the textbooks should correspond to the aims and tasks of teaching a F.L. at school’s specialization according to the grades and stages;

A teacher’s guide includes suggestions for the conduct of the lesson, a summary of all audio and visual materials required, the recorded materials (for auding), some supplementary texts to the topics studied.

******************

The additional teaching materials may be grouped into:

1. traditional (non-mechanical): objects, pictures, drawings, toys, flashcards, sentence-cards, wall-charts, grids, photographs, albums, maps and plans, models, perforation matrix, support signals, crockies, application material for a flannelboard and for a magne-board.

2. technical (mechanical) materials. According to their optical, visual, auditory or auditory-optical effect, teaching materials can be divided into:

· v isual materials ( slides, transparent slides, application materials, schemes, film-strips, crockies );

· audio materials (tapes, records);

· audio-visual materials (sound film loops, sound films, television programs, video fragments).

The advantages of using additional teaching materials are as following:

· They promote intensive development of auding and speaking skills in the target language;

· They intensify the process of education;

· They promote increase of motivation and activity of pupils;

· They contribute to the conduct of the class-period in the target language;

· They stimulate situational aspects of teaching.

Using video in the classroom.

A film-strip is the most widely-used audio-visual material, as it is both of statical character and of dynamic character.

A film-strip may be classified into:

a) object film-strip (demonstration of life objects);

b) situational film-strips (demonstration of simple acts);

c) topical film-strip (containing episodes on a particular topic);

d) intertopical film-strips.

*****************

How to teach using a film-strip in the classroom.

Step one. Preparation.

Step two. A pre-lesson.

Step three. Planning a lesson with demonstration of a film-strip:

1. Introductory talk of the teacher about the aims and tasks of using a film-strip (for the sake of auding or auding+speaking).

2. Presentation. Demonstration of a film-strip with synchronizes tapes.

3. Checking on the degree of pupils’ comprehensi on;

4. From active viewing to personal use of the language,

Step four. Follow-up activities.

***********************

How to teach using a film fragment.

Step one. Preparation:

· see the fragment several times;

· study the vocabulary;

· prepare key-questions for discussion;

Step two. Pre-viewing activities.

· Vocabulary work;

· Talk about the author of the novel, the screened adaptation of which they are going to see, (for senior pupils).

Step three. Active viewing (lasts 5 minutes).

Step four. Past-viewing activities

Lecture # 5

Дата добавления: 2014-01-11