Developing speech on teaching English language слайд,презентация
Chapter I. Theoretical foundations of teaching speaking pupils of junior form.
1.1 The most common difficulties in auding and speaking.
1.2 Mistakes and how to correct them.
Chapter II. Speaking in teaching practice
2.1 Speech and oral exercises.
2.2 Techniques the teacher uses to develop hearing.
2.3 Techniques the teacher uses for teaching speaking.
List of literature
Pupils need practice in listening and
comprehension in the target language to be able
to overcome three kinds of difficulties:
The topic of communication: whether it is within the
ability of the pupils to understand and what difficulties
pupils will come across (proper names, geographical
names, terminology, etc).
The type of communication: whether it is a description or
narration. Description as a type of communication is less
emotional and interesting, that is why it is difficult for the teacher
to arouse pupils' interest in auding such a text. Narration is more
interesting for auding. Consequently, this type of
communication should be used for listening comprehension.
The context and pupils' readiness (intellectual and situational)
to understand it. The way the narrative progresses: whether the
passage is taken from the beginning of a story, the nucleus of the
story, the progress of the action or, finally, the end of the story.
The title of the story may be helpful in comprehending the main
idea of the text. The simpler the narrative progresses, the better
it is for developing pupils' skills in auding.
The form of communication: whether the text is a dialogue or a
monologue. Monologic speech is easier for the learners,
therefore, it is preferable for developing pupils' ability to aud.
Рахмет ретінде астында тұрған жарнамалардың біреуін басуды сұраймын!