КОР_КИ Современные методы преподавания иностранного языка

Chapter 1 Methodologies in Foreign Language Teaching
1.1. The concepts of approach, method and technique and the major problems in modern FLT
1.2. Methods of teaching foreign languages
1. The Grammar-translation Method (1870s -1920s)
2. The Direct Method (1970s)
3. The Total Physical Response/TPR (1960s-2000s)
4. The Audio-lingual Method (1950s-1960s)
5. The Silent Way (1960s-2000s)
6. The Community Language Learning/CLL: (1960s-2000s)
7. The Suggestopedia (1960s-2000s)
8. The Natural/Communicative Approach (1960s-2000s)
Chapter 2 Practical application of language teaching methods
The Grammar-translation Method
The Direct Method
The Total Physical Response
The Audio-lingual Method
The Silent Way
The Community Language Learning
The Suggestopedia
The Communicative Approach
Conclusion
Bibliography

Миша: It’s difficult to drive long distance.Миша: Dasha, what is the most difficult in your job?Даша: The most difficult is work at night when you want to sleep.Дети продолжают выполнять до конца цепочки.Саша: I want another job because I need more money for a living.Саша: Dasha, are you always tired at work or do you feel ok at the end of the day?Даша: Well I often tired at the end of the day because I have much to do.Дети продолжают выполнять до конца цепочки.Дети вспоминают, у кого какая работа была.The Total Physical ResponseIn this method the teacher introduces the verbs first and then adds nouns, starting with objects in the classroom. Only then they turn to pictures and abstract notions. At the end of the lesson they always do revision. Level: elementaryTopic: homeTimeTeacherPupils10 minWell, what can we do about the house? Stand up, please. Look at me and repeat. -Iwashup. (берет кружку или стакан и показывает, как моет посуду)-Iwashthefloor. (берет швабру и ведро показывает, как моет пол)-Idust. (берет тряпку и вытирает пыть)- I iron. (имитируетглажку)- Ivacuum. (имитирует работу пылесосом)Now once again. (показывает и проговаривает все пять действий ещё раз)Now I tell you what to do. -Wash up! Wash the floor! Dust! Iron! Vacuum! (втомжепорядке, потомвразнобой, поканеостанетсяодногостудента). Ok, now I will give a command to each of you, Show and repeat the command after me.Now divide into pairs and give commands to each other.Дети встают и повторяют за учителем все действия.Дети снова повторяют все движения, не проговаривая их.Дети показывают, что учитель просит. Учитель обращается индивидуально к каждому учащемуся, предлагая выполнить определенную команду. Затем они вместе проговаривают её.Дети делятся на пары, уже сами проговаривают команды.The Audio-lingual MethodIn audio-lingualism, the lessons are built on static drills. Lessons often begin with a sample dialogue to be recited and memorized. This is followed up with substitution pattern and saturation drills in which the grammatical structure previously introduced is reinforced, with emphasis given to rapid fire student response. Repetition, substitution, transformation, and translation became the order of the day. The teacher pays attention to pronunciationand and fluency. Correction is immediate.Level: elementaryTopic: people and placesLanguage material: Dialogue from “Cutting edge” CB, elementary, page8: Emily: Hi,Carla. Carla: Hi, how are you?Emily: Fine, thanks. Carla, this is Ben. Ben, this is Carla, from my class. She’s from Milan.Ben: Nice to meet you, Carla.Carla: Hello, Ben. Nice to meet you. This is my friend Ariel.Ben: Hello, Ariel. Where are you from? Are you from Italy, too?Ariel: I’m from Buenos Aires.Emily: Well, nice to meet you.Ariel: Nice to meet you, too.Carla: Emily and Ben are from Manchester.Ariel: Manchester’s a fantastic city.Emily: Thank you.TimeTeacherPupils20 minListen to the dialogue very carefully.Now repeat the following structures:1. I’m from Buenos Aires.2. She’s from Milan.3. Where are you from?4. How are you?5. Nice to meet you.Nice to meet you, too.4. Manchester’s a fantastic city.Now tell me about yourself. Read and correct the sentences. Answer the question where necessary.That’s good. Thank you.Nastya, how are you?Ask someone else.Tim, go on…Once again listen to the dialogue and act it out.Now make the dialogues about yourself. Now close the book and act the dialogue out.Первое прослушивание.Учащиеся повторяют за учителем вслух несколько раз, быстрее и быстрее. Сначала в группе, потом индивидуально. Потом со зрительной опорой.Миша: I’m from Buenos Aires. – NO, I’m not from Buenos Aires. I’mfromMoskwa, Russia. (ещё два учащиехя то же самое)Настя: I’m fine thank you.Настя: Tim, how are you?Тимур: I’mfine, thanks.Дети продолжают повторять фразы по кругу до последнего учащегося.Учащиеся делятся на группы по 4 человека и воспроизводят диалог по ролям.Со зрительной опорой дети читают диалог, трансформируя предложения.В группах, произвольно выбранных учителем, дети воспроизводят диалог.The Silent WayThe teacher remains silent; so much can be done with gestures, mime, and illustrative material.Level: beginnerTopic: home, prepositions of placeTimeTeacherPupils10 min1.(молча, показывает карточки со звуками) [t], [ei], [b], [l], затем указывает на стол и жестами просит произнести слово; точно так же с другими предметами мебели (по одному слову на каждого учащегося)2. (показывает два предмета вместе, просит произнести)3. (ставит стул на стол, задвигает за стол, пододвигает к окну, к двери и т.д. со всеми предметами; предлоги вводит с помощью звуковых картинок)4. (то самое индивидуально для каждого учащегося, помогают другие, если тот в затруднительности)Дети произносят звуки, складывают из них слова “table”, “chair”, “door”, “floor”, “ceiling”, “window”.A: Table and chair.B: Floor and ceiling.C: Door and window.A: on the tableB: at the tableC: near the windowD: by the door etc.A: on the tableB: at the tableC: near the windowD: by the door etc.The Community Language LearningIn a CLL class students determine content. They sit in a circle with the teacher/counselor on the outside of the circle. Learners start a conversation and speak in their native language. The counselor provides translations and explanations. Learners repeat the utterances as accurately as they can. The conversation goes on and may be taped for later use.Level: intermediateTopic: conservationTimeTeacherPupils25minHello! Let’s sit down and think a little what worries you about the conservation in the world. Then tell me your ideas – I will put hem on the board for you to remember. You can use Russian if you don’t know some words.- That’s deforestation. Ok.- Air and water pollution. Go on.(учитель всё записывает на доске и затем ставит магнитофон на запись; он останавливает запись после того, как один учащийся высказался до тех пор, пока следующий учащийся не захочет высказаться.)Well, let’s start the discussion. (уходит за круг, за спины учащимся)- Trees have been cut down.- Forbid.Поокончаниюдискуссии:- Now I will play the record. Listen to the tape and transcribe the conversation. I only intervene when you ask for help.Учащиесясадятсявкруг.Саша: Вырубкалесов.Катя: Загрязнение of water and air.Высказываютсявсе.Саша: I think that the most important problem for Russia is deforestation. Lots of trees have been - каксказатьвырубаются?Саша: Thank you. Lots of trees have been cut down. As a result we have strong winds, lack of oxygen and animals don’t have place to live.Таня: Do you know how we can help?Саша: Yes, of course, we can plant more trees and … запретить???Саша: And forbid to cut down trees……The SuggestopediaIn this method the teacher should make the students feel comfortable and confident". Various techniques, including art and music, are used by the trained teachers. The lesson of Suggestopedia consists of four phases: Introduction: The teacher teaches the material in “a playful manner”.Concert session: The teacher reads with intoning as selected music is played. Occasionally, the students read the text together with the teacher, and listen only to the music as the teacher pauses in particular moments.Elaboration: The students sing classical songs and play games while “the teacher acts more like a consultant”.Production: The students spontaneously speak and interact in the target language without interruption or correction.Level: upper intermediateTopic: verb preposition, adjective preposition combinationsPhase: concert sessionLanguage material: text by Judith Ruskin [13]Once upon a time there was a young man who was addicted to chocolate. He ate it for breakfast in the morning, at lunch and dinner - it seemed that he was never tired of eating it. Chocolate with cornflakes, chocolate on toast, chocolate and beer - he even boasted of eating chocolate and steak. He was married to a beautiful woman whom he had met when he was recovering from flu. She was a nurse, responsible for all the patients in the area and very content with her job. In fact the only problem these two had was his dependence on chocolate. One day the young wife decided on a plan to make her husband allergic to chocolate forever. She confided in her best friend and asked her to cooperate with her in playing a trick on her husband. She was aware of the fact that her friend suffered from rats and she asked if she could borrow some of her rat poison. Her friend was a little surprised at the request but agreed to it and gave her the poison. The young wife hurried home and started work in the kitchen, very satisfied with herself. An hour later she emerged from the kitchen proudly carrying a large chocolate cake and the empty tin of rat poison. "Darling - I've made a lovely chocolate cake for you!" she called fondly. Down the stairs the greedy husband ran and in short time he had polished it off, right down to the last crumb.He was released from hospital after only two weeks. He never accused his wife of poisoning him, but he was always slightly suspicious of her. Needless to say, he never again touched chocolate.TimeTeacherPupils25min- I will sing this concert for you. Listen and enjoy the music. (звучит приятная классическая музыка, учитель протяжно читает или напевает текст)- Divide into teams. I will read the concert back with pauses, and you should fill in the gaps. Just shut out the answer. Eachcorrectanswergetsapoint. (предложения с пробелами раздаются учащимся)-“She confided __ her best friend and asked her to cooperate __ her in playing a trick __ her husband.”-"Her friend was a little surprised ____ the request but agreed ___ it". - Now we play the game in pairs. One of you has cards with adjectives or verbs, the other - with prepositions. Match them up as quickly as possible. Let’s see who thу winner will be!Дети слушают.Дети кричат “in”, “with” and “on” и набирают баллы.Дети кричат “at” и “to” и набирают баллы. И т.д.Саша: surpised!Маша: at!Саша: Ok, confide!Маша: Mmm, perhaps, in?Саша: That’s it!И тд.The Communicative ApproachSo most of the tasks of this approach demand that pupils work in pairs or in groups and discuss different aspects of their lives (free-time activities, likes/dislikes, have you ever done this or that). Another common task in the communicative approach is games like guessing as students have to ask and answer questions among themselves to do them. Grammar points are introduced to support the learning of the structure in question. Level: pre intermediateTopic: personal information, present tensesTimeTeacherPupils10min- Choose a famous Russian person. Your class mates have to guess who you are. Sasha, will you start, please?- Tanya, please, ask questions to guess who Sasha is. He can answer only “yes” or “no”.Well done! Next, please….Саша: Ok.Таня: Sasha, are you old?Саша: No, I’m not.Катя: Are you a sportsman?Саша: Yes, I am.Миша: Oh, do you play football?Саша: Yes, I do.Егор: Are you Arshavin?Саша: YES.ConclusionModern methods of teaching foreign languages ​​offer a wide range of teaching concepts, methods and techniques - both traditional and innovative. Curriculum developers and teachers prefer one method or another, depending on the learning objectives, a contingent of students, duration and intensity of the course and other conditions. With each of the training methods have their advantages and disadvantages, and the success of their application depends on the specific objectives and the learning environment.The choice of methods and techniques of teaching foreign language in high school must take into account the psychological characteristics of students, that is, age-related psychological characteristics of people of college age.The above-described methods and techniques of teaching a foreign language, though not traditional for the Russian technique, but becoming more and more supporters, especially among high school teachers. Obviously, their use will be most effective in teaching students of the university, because the thinking and creative activity, claimed in the work of these methods appropriate to the direction of personal development of people of adolescents, with their desire to socialize, determination of the self from others in the process of group work. In addition, the identification, modeling and problem solving in the professional field on the communicative level in the teaching meets cognitive installation of modern pedagogy and principles of developmental education and visibility, and the accumulation and tracking the results of learning a foreign language is fully consistent with the principles of consciousness, systematic, and individualization progression.BibliographyАбрамова Г.С. Возрастная психология: Учебное пособие для студ. вузов. - 4-е изд., стереотип. - М.: Академия, 1999. – 672 с. Европейский языковой портфель [Электронный ресурс]// Режим доступа: http://methods.ucoz.ru/publ/12-1-0-29Козлова, В.М. Применение проблемного метода в обучении иностранному языку [Электронный ресурс]/ В. М. Козлова// Режим доступа: http://www.fan-nauka.narod.ru/2007-2.htmlМильруд Р.П. Методика преподавания английского язык. English Teaching Methodology. 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