D) an idea of the principles of the methodological organization of teaching at different stages.

2) The textbook

3) School conditions.

4) The level of the language acquisition in a particular form.

5) Pupil’s attitude to the subject.

6) Knowledge of age group peculiarities of pupils.

7) Knowledge of the aims of teaching and the requirements to practical habits and skills for each form and for different types of school.

8) Knowledge of basic stages of assimilating language habits and skills.

9) Knowledge of major methodological requirements to a contemporary lesson.

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The requirements to planning:

· Each plan should have a definite aim;

· Each plan should be real, “fulfillable”, feasible (you can neither exceed, nor lower the syllabus requirements);

· Each plan should be concrete.

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Unit planningis done in the following way:

Name of a teacher:…………………..

Form:………………………………..

Topic:……………………………….

Number of lesson: ………………..

Aim:…………………………………

Accompanying tasks:……………….

The merits of the unit plan:

· it enables the teacher to see the clear-act perspective and sequential line of work;

· it helps to follow the succession in forming habits and skills;

· it helps to correctly distribute language activities;

· it helps to provide a balance between class work and homework;

· it helps to solve the educational and cultural tasks

· it helps to define the role and place of each lesson in the system of lessons;

· it develops the teacher’s imaginative approach and initiative;

· it provides effective revision;

· it is flexible.

The requirements to a F.L. lesson:

1) Following the general didactic requirements: scientific character of a lesson, being based on the data of age-group psychology;

2) A F.L. lesson must promote the combined realization of the three-fold objectives: practical. Educational and cultural.

3) The complex character of a lesson;

4) Ex-ses should be adequate to the aim of a lesson;

5) Sequential character of ex-ses in accordance with the stages of habit formation (no diamond field);

6) Communicative orientation, e.g. language teaching which will prepare pupils to the real process of communication. It is manifested in the fact, that the F.L. lesson should be conducted in a foreign language.

Basic lesson classification (by prof. Passov -It is text-centered,

Stage 1 – pre-text activities (aimed at removing all the difficulties):

Step 1 – formation of lexical habits (presentation and drill);

Step 2 – formation of grammatical habits;

Step 3 – formation of lexical-grammatical habits.

Stage 2 – text work:

Step 1 – work at the text with all the difficulties relieved (junior stage);

Step 2 – work at the text with a definite number of difficulties (senior stage).

Stage 3 - post-reading activities(aimed at the development of speech skills):

Step 1 – formation of monological skills;

Step 2 – formation of dialogical skills.

Components of a lesson:

CompulsoryOptional

Date: 2016-01-14; view: 597