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Teaching Aids and Teaching MaterialsOutline 1. Role of teaching aids and teaching materials in FLT. 2. Groups and kinds of teaching aids and teaching materials. 3. How to teach using a filmstrip; taperecording; a sound film fragment/loop, etc.
non-mechanical aids basic (fundamental) materials
(traditional) Visual audio audio-visual
The basic and supplementary materials constitute a uniform teaching complex for secondary school. It is built up according to the following principles: 1)a variety of teaching complexes (Plakhotnik, Sklyarenko, etc.); 2)oral approach; 3)functional approach; 4)communicative and situational approach; 5)interrelated approach to teaching all language activities; 6)interrelated approach to the realization of practical, educational, cultural and developmental aims; 7)intensification of teaching, etc.
Characteristic features of a textbook. The modern textbooks for teaching a F.L. should meet the following requirements: 1. the textbook should provide succession of language material, its multiple repetition; 2. each unit of the textbook should have a topic or a text which will unite all the material; 3. each textbook (and each unit) should contain home tasks; 4. the textbooks should correspond to the aims and tasks of teaching a F.L. at school’s specialization according to the grades and stages; 5. the textbooks must be of educational and cultural value; 6. the textbooks should contain exercises and texts for developing language habits and skills; 7. 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. ******************
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: · visual materials (slides, transparent slides, application materials, schemes, film-strips, crockies); · audio materials (tapes, records); · 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 character and 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. *****************
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. ***********************
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 Date: 2015-02-16; view: 1777
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