CHAPTER I THEORETICAL ASPECT OF EFFECTIVE METHODS OF TEACHING 5
1.1 The bases of teaching a foreign language. 5
1.2 Effective ways and techniques of teaching a foreign language. 8
CHAPTER II THE BEST WAYS OF TEACHING HEARING AND SPEAKING ENGLISH LANGUAGE. 16
2.1 Techniques the teacher uses to develop hearing. 16
2.2 Techniques the teacher uses for teaching speaking. 19
CHAPTER I THEORETICAL ASPECT OF EFFECTIVE METHODS OF TEACHING
1.2 Effective ways and techniques of teaching a foreign language.
... There can be one or several role play groups. If the whole class represents one role play group, it is necessary to keep some minor roles which can be taken away if there are less people in class than expected . If the teacher runs out of roles, he/she can assign one role to two students, in which one speaks secret thoughts of the other (Shaw, Corsini, Blake & Mouton, 1980). With several role play groups, when deciding on their composition, both the abilities and the personalities of the students should be taken into consideration. For example, a group consisting only of the shyest students will not be a success. Very often, optimum interaction can be reached by letting the students work in one group with their friends (Horner & McGinley, 1990).
Whether taking any part in the role play or not, the role of the teacher is to be as unobtrusive as possible (Livingstone, 1983). He or she is listening for students' errors making notes. Mistakes noted during the role play will provide the teacher with feedback for further practice and revision. It is recommended that the instructor avoids intervening in a role play with error corrections not to discourage the students.
Step 6 - Follow-up
Once the role play is finished, spend some time on debriefing. This does not mean pointing out and correcting mistakes. After the role play, the students are satisfied with themselves, they feel that they have used their knowledge of the language for something concrete and useful. This feeling of satisfaction will disappear if every mistake is analyzed. It might also make the students less confident and less willing to do the other role plays (Livingstone, 1983).
Follow-up means asking every student's opinion about the role play and welcoming their comments (Milroy, 1982; Horner & McGinley, 1990). The aim is to discuss what has happened in the role play and what they have learned. In addition to group discussion, an evaluation questionnaire can be used.
The methods submitted above are only less part of the whole list of various effective methods of teaching a foreign language. The teacher should remember that each of the submitted methods works more effectively if they are combined and applied together at every lesson. It is impossible to allocate the best and most effective of them, every teacher himself chooses for himself what method approaches for each concrete case better. ...
CHAPTER II THE BEST WAYS OF TEACHING HEARING AND SPEAKING ENGLISH LANGUAGE
2.1 Techniques the teacher uses to develop hearing
... Drill exercises are quite indispensable to developing pupils' skills in listening comprehension.
Speech exercises are designed for developing pupils' skills in auding. Several groups of exercises may be suggested:
1. Exercises which teach pupils to understand texts different in content, form, and type. Pupils are asked to listen to a description or a narration; the text may be a dialogue, it may deal with the life of people whose language the pupils study, or with the pupils' environment.
- Listen to the story. Your task is to define its main idea. You should choose one among those suggested by the teacher.
- Listen to the story. Your task is to grasp as much information as you can. While auding try to put down key words and sentences; they will help you to convey the context of the story.
2. Exercises which develop pupils' skills to understand a text under different conditions. Sound producing aids should be extensively used for developing pupils' auding, as pupils are supposed to understand not only their teacher's speech, but other people speaking the target language, including native speakers. Besides, sound producing aids allow the teacher to supply pupils with recorded speech different in speed and voice.
Before pupils are invited to listen to the text the teacher should ensure that all the words and grammar are familiar to the pupils otherwise language difficulties will prevent them from understanding the story. Thus, if there are some unfamiliar words, the teacher introduces them beforehand; he either puts them down on the blackboard with the mother tongue equivalents in the sequence they appear in the text, or he asks pupils to pronounce the words written on the blackboard if he plans a talk on the text afterwards, and pupils are to use these words in their speech.
Then the teacher should direct his pupils' attention to what they are going to listen to. This is of great importance for experiments prove that if your aim is that your pupils should keep on talking on the text they have heard it stimulates their thinking and facilitates their comprehension of the text.
The following tasks may be suggested to draw pupils’ attention to what they are auding: ...
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