The textbooks should contain the tasks, connected with all 4 domains (pers., publ., educ. and occup.).
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.
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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:
· 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 characterand 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.
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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’ comprehension;
4. From active viewing to personal use of the language,
Step four. Follow-up activities.
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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
Planning in Foreign languages Teaching.
Outline
The aims and requirements to planning. Kinds of plans.
A foreign language lesson. The requirements to a contemporary lesson.
Typology of foreign lessons.
Planning a lesson.
Planning presupposes a step-by-step assimilation of the language material with regard of major didactic, psychological and methodological regularities of the development of proper habits and skills.
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The indispensable conditions of effective planning:
1) Planning is based on the school syllabus. The syllabus contains: