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Methods of teaching a Foreign Language at Basic and High Schools (The main…
Methods of teaching a Foreign Language at Basic and High Schools
The main aim of FLT at basic school is ICC and its subcompetences:
speech and language competence (linguistic competence),
lingua-cultural competence
social-cultural competence
cognitive competence
In the result of FLL at this stage:
pupils must be able to understand:
the meaning of words and how to use them in speech as well as the main means of word-formation (suffixes, prefixes, word-combinations and conversion= 1200 words (active) and 1300w (passive);
the peculiarities of simple and complex sentences;
intonation of different communicative types of sentences;
Cultural backgrounds (history, traditions, customs of the people whose language is studied);
pupils must be able to speak on the theme of the PROGRAMME:
to initiate and support a dialogues in standard communicative situations (types of dialogues: a dialogue on exchange of information, an exchange of opinion);
ask and answer questions, express agreement or disagreement, your likings or dislikings;
to speak about his/her family, friends, hobbies and plans, towns and cities of the target language;
Content of FLT in basic School
In the context of Cognitive lingua-cultural Methodology of FL Education these are 2 components in the Content of FLT at basic school;
Subject matter of the content (spheres, themes, situations)
Procedural matter (skills and competences; communicative skills in S, L, W, R, language material, socio-cultural knowledge and skills);
The pre-profile stage has certain characteristics:
It introduces pupils into the world of future profession;
It helps to diagnose pupils’ interests and abilities as well as their parents and their teachers’ opinions on this problem.
There are 3 groups of communicative situations:
Real situation e.g. during the lesson limited by the roles of teacher and pupils they can be such as late comings of the pupils, their home task making, their requested, etc
Problematic situations happen when there are different points of view on one problem which cause the discussion
Unreal situation. This situation should model the real communicative situation, it should enclose different types of com-ve behavior, enrich social experience of the pupils because of the extension of com-ve roles which pupils play. It is very difficult to create conditional situations during the lesson.