Читать курсовая по английскому: "Class modeling in foreign LTL: traditional and modern approaches" Страница 2

(Назад) (Cкачать работу)

Goal: to consider principles of class modeling in foreign language teaching and learning.

Objectives:

ü to find out traditional and modern methods in foreign language teaching and learning;

ü to consider typology of lesson models;

ü to approbate the theory in the lesson plans.methods: in the course paper we used theoretical and practical methods of research such as analyses of the publication, prediction of the obtainedresults, modeling the work on this course paper, approbation with the help of the lesson plan according the theme of the course paper.mast important reference is the fifth reference - Harmer, J. How to Teach English. (7th ed.) England, Edinburg 2001. research will be used in the teacher’s practice and it will help teacher to make difference, to distinguish positive and negative sides of each approach and how he/she can use them.research consists of introduction, problem, topic, object and subject, hypothesis, goal and objectives and research methods. The first chapter is about traditional and modern approaches of class modeling and its principles. The second refers to different classifications of lessons’ models. Also it shows the approbation of theory of the course paper. Also it concludes scientific basis and sphere of application.

planning is a vital component of the teaching-learning process. Proper classroom planning will keep teachers organized, on track while teaching, thus allowing them to teach more, help students reach objectives more easily, and manage less. The better prepared the teacher is, the more likely she/he will be able to handle whatever unexpectedly happens in the lesson.planning:

provides a coherent framework for smooth efficient teaching.

helps the teacher to be more organized.

gives a sense of direction in relation to the syllabus.

helps the teacher to be more confident when delivering the lesson.

provides a useful basis for future planning.

helps the teacher to plan lessons which cater for different students.

Is a proof that the teacher has taken a considerable amount of effort in his/her teaching. [3]

Decisions involved in planning lessons:is imagining the lesson before it happens. This involves prediction, anticipation, sequencing, organizing and simplifying. When teachers plan a lesson, they have to make different types of decisions, which are related to the following items:

the aims to be achieved;

the content to be taught;

the group to be taught: their background, previous knowledge, age, interests, etc.

the lessons in the book to be included or skipped;

the tasks to be presented;

the resources needed, etc.decisions and results depend on the teaching situation, the learners´ level, needs, interests and the teacher’s understanding of how learners learn best, the time and resources available. [3]

a second or a foreign language is more than learning a description of it. It is developing the ability to use the language on habit level. This is true of not only second language learning but also of first language learning. Moreover, all language learning involves the processes of listening, speaking, reading and writing. These processes involve both linguistic and psychological aspects. This shows that all language learning is based on certain well-defined principles derived from linguistic science as well as psychological science.

The modern approach to all language learning and teaching is the scientific one and is based on sound linguistic principles. The principles are subject to change in the light of new facts exposed by linguists and language users. These principles are general principles and are applicable to English language.1. Give Priority to Sounds: The sounds of English should receive priority. Sounds should be given their due place in the scheme of teaching. Sounds should not be presented in isolation. They should appear in proper expressions and sentences spoken with the intonation and rhythm which would be used by a native speaker. [4]2. Present Language in Basic Sentence Patterns: Present, and have the students memorize, basic sentence patterns used in day to day conversation. From small utterances the students can easily pass on to longer sentences. In case of learning mother-tongue, the student’s memory span can retain much longer sentences than those of a foreign language. The facility thus gained in a foreign language enables the learners expand the grasp of the language material in respect of sounds and vocabulary items.3. Language Patterns as Habits. This principle means that real language ability is at the habit level. It does not just mean knowing about the language. Make language patterns as habit through intensive pattern practice in variety of situations. The students have to be taught to use language patterns and sentence constructions with appropriate vocabulary at normal speed for communication. In fact the habitual use of the most frequently used patterns and items of language, should take precedence over the simple accumulation of words.4. An important principle of language learning is imitation. No leaner by himself ever invented language. Good speech is the result of imitating good models. The model should be intelligible. Imitation followed by intensive practice helps in the mastery of the language system.5. Controlled Vocabulary. Vocabulary should be kept under control. Vocabulary should be taught and practiced only in the context of real situations. This way, meaning will be clarified and reinforced.6. Graded Patterns should be taught gradually, in cumulative graded steps. This means, the teacher should go on adding each new element or pattern to

Похожие работы