Билет № 3. С.Бәйішев атындағы Ақтөбе Университеті

С.Бәйішев атындағы Ақтөбе Университеті

Филология және аударма кафедрасы

«Шет тілі: екі шетел тілі» мамандығының 3 курс студенттеріне арналған

«Шетел тілдерін оқыту әдістемесі» пәнінен

Билет № 1

Answer the following questions:

1. Contemporary method

2. Recognition exercises

Кафедра отырысында бекітілді

20.11.2014 №4 Хаттама

Кафедра меңгерушісі ______________п.ғ.к. доцент А.А. Ергазина

С.Бәйішев атындағы Ақтөбе Университеті

Филология және аударма кафедрасы

«Шет тілі: екі шетел тілі» мамандығының 3 курс студенттеріне арналған

«Шетел тілдерін оқыту әдістемесі» пәнінен

Билет № 2

Answer the following questions:

1. The direct method.

The direct method of teaching, which is sometimes called the natural method, and is often (but not exclusively) used in teaching foreign languages, refrains from using the learners' native language and uses only the target language. It was established in Germany and France around 1900 and contrasts with the Grammar translation method and other traditional approaches, as well as with C.J.Dodson's bilingual method. It was adopted by key international language schools such as Berlitz and Inlingua in the 1970s and many of the language departments of the Foreign Service Institute of the U.S. State Department in 2012.^[1]

In general, teaching focuses on the development of oral skills.^[2] Characteristic features of the direct method are:

· teaching concepts and vocabulary through pantomiming, real-life objects and other visual materials

· teaching grammar by using an inductive approach (i.e. having learners find out rules through the presentation of adequate linguistic forms in the target language)

· centrality of spoken language (including a native-like pronunciation)

· focus on question-answer patterns

2. Reproduction exercises.

Кафедра отырысында бекітілді

20.11.2014 №4 Хаттама

Кафедра меңгерушісі ______________п.ғ.к. доцент А.А. Ергазина

С.Бәйішев атындағы Ақтөбе Университеті

Филология және аударма кафедрасы

«Шет тілі: екі шетел тілі» мамандығының 3 курс студенттеріне арналған

«Шетел тілдерін оқыту әдістемесі» пәнінен

Билет № 3

Answer the following questions:

1. Teaching pronunciation

• TeaVoicing
  Voiced sounds will make the throat vibrate. For example, /g/ is a voiced sound while /k/ is not, even though the mouth is in the same position for both sounds. Have your students touch their throats while pronouncing voiced and voiceless sounds. They should feel vibration with the voiced sounds only.
• Aspiration
  Aspiration refers to a puff of air when a sound is produced. Many languages have far fewer aspirated sounds than English, and students may have trouble hearing the aspiration. The English /p/, /t/, /k/, and /ch/ are some of the more commonly aspirated sounds. Although these are not always aspirated, at the beginning of a word they usually are. To illustrate aspiration, have your students hold up a piece of facial tissue a few inches away from their mouths and push it with a puff of air while pronouncing a word containing the target sound.
• Mouth Position
  Draw simple diagrams of tongue and lip positions. Make sure all students can clearly see your mouth while you model sounds. Have students use a mirror to see their mouth, lips, and tongue while they imitate you.
• Intonation
  Word or sentence intonation can be mimicked with a kazoo, or alternatively by humming. This will take the students' attention off of the meaning of a word or sentence and help them focus on the intonation.
• Linking
  We pronounce phrases and even whole sentences as one smooth sound instead of a series of separate words. 'Will Amy go away,' is rendered 'Willaymeegowaway.' To help learners link words, try starting at the end of a sentence and have them repeat a phrase, adding more of the sentence as they can master it. For example, 'gowaway,' then 'aymeegowaway,' and finally 'Willaymeegowaway' without any pauses between words.
• Vowel Length
  You can demonstrate varying vowel lengths within a word by stretching rubber bands on the longer vowels and letting them contract on shorter ones. Then let the students try it. For example, the word 'fifteen' would have the rubber band stretched for the 'ee' vowel, but the word 'fifty' would not have the band stretched because both of its vowels are spoken quickly.
• Syllables
• Have students count syllables in a word and hold up the correct number of fingers, or place objects on table to represent each syllable.
• Illustrate syllable stress by clapping softly and loudly corresponding to the syllables of a word. For example, the word 'beautiful' would be loud-soft-soft. Practice with short lists of words with the same syllabic stress pattern ('beautiful,' 'telephone,' 'Florida') and then see if your learners can list other words with that pattern.
• Specific Sounds
• Minimal pairs, or words such as 'bit/bat' that differ by only one sound, are useful for helping students distinguish similar sounds. They can be used to illustrate voicing ('curl/girl') or commonly confused sounds ('play/pray'). Remember that it's the sound and not the spelling you are focusing on.
• Tongue twisters are useful for practicing specific target sounds, plus they're fun. Make sure the vocabulary isn't too difficult.
• The Sounds of English, American Accent Training, and EnglishClub.com websites below offer guidelines for describing how to produce various English sounds.

1. ching Grammar

Кафедра отырысында бекітілді

20.11.2014 №4 Хаттама

Кафедра меңгерушісі ______________п.ғ.к. доцент А.А. Ергазина