content of teaching english the questions

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1702751035.docx content of teaching english the questions p lan : 1. theoretical problems of flt content. 2. content components of teaching english. 3. content of teaching language material. 4. the content of elt at schools, lyceums, colleges. /docprops/thumbnail.emf content of teaching english the questions plan: 1. theoretical problems of flt content. 2. content components of teaching english. 3. content of teaching language material. 4. the content of elt at schools, lyceums, colleges. content of teaching english the questions plan: 1. theoretical problems of flt content. 2. content components of teaching english. 3. content of teaching language material. 4. the content of elt at schools, lyceums, colleges. theoretical problems of elt content one of the essential categories of flt is the content or what to teach. in the teaching process there are different ideas of training specialists on the problem what to teach and mostly they are opposite to each other[footnoteref:1]. …

eas, suggestions, explanations, demonstrations and examples of learning strategies which are consistent with current achievements in the field of flt. discussion of problematic matters gives us an evidence to say it is impossible to determine the content of flt without referring to linguistics –– a science that deals with the study of languages as a definite system of codes. thus, linguistics describes the standard use of the language, a set of rules, which covers this use. it also studies the usage, i.e. the way people use words and expressions in speaking and writing, as well as stylistic means, phonological, morphological, syntactical and lexical items. consequently, the dichotomy between language and speech plays an important role in flt. language is a system of signs and speech is a manifestation of this language system in concrete communicative acts. both language and speech make up two sides of the same phenomenon, one whole, …

while the text describes the theme. the theme is the cause and the text is the result, in its turn the text is the cause and information is the result. content components are connected with the goal of elt. the goal determines the content because the content is acquired during the lessons and the result of each lesson depends on the predefined goal. the practical goal of teaching english clarifies how to use some particular language materials in communication, i.e. within which borders and in what capacity. so, the area (topic) of speech is defined. there are three phenomena such as, themes of speech (subjective side of the speech), language sub-skills and skills (procedural side) and language materials (objective side of learning) played a major role for improving the content of teaching english which must be discussed. some training specialists think that the content of flt includes: a) exercises of …

unicative activity, so a teacher does not conduct a lecture about language. at the same time knowledge in the content of flt can take a role of, for example, socio-cultural knowledge. the assimilation and assessment of the achieved results connected with the skills and experience. content of flt includes knowledge and skills as well as experience. it is mentioned that, the skill is a step for experience that’s why experience is considered the final. the aforementioned makes it possible to conclude that in flt at school it is necessary to proceed from speech to language sequence, i.e. to teach the language via speech in real life situations. the final purpose of elt is development of abilities for usage and using language in different situations of communication. on the assumption of this the content of elt from the subjective and procedural sides of speech activity can be presented in a following …

nt lengths) to be used in real acts of communication. the selection of linguistic material, the so-called minimum vocabulary, minimum grammar is circumscribed by the syllabus for secondary schools. for organization of successive intercultural communication we should single out linguo-cultural material which integrates cultural content and cultural learning components[footnoteref:4] as domains: [4: cortazzi m., jin l. cultural mirrors. materials and methods in the efl classrooms. // in: e. hinkel ed. culture in second language teaching and learning. –cambridge: cup, 2007. –p. 196-219. ] · cultural knowledge. culturally marked lexical units (proverbs, sayings, tongue twisters, nursery rhymes, idioms, aphorisms and etc.) · cultural values. the ‘psyche’ of the country, what people think is important; it includes things like family, hospitality, patriotism, fairness etc. · cultural behavior. the knowledge of daily routines and behavior. · cultural skills. the development of intercultural sensitivity and awareness, using the english language as themedium of interaction. …

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1702751035.docx content of teaching english the questions p lan : 1. theoretical problems of flt content. 2. content components of teaching english. 3. content of teaching language material. 4. the content of elt at schools, lyceums, colleges. /docprops/thumbnail.emf content of teaching english the questions plan: 1. theoretical problems of flt content. 2. content components of teaching english. 3. content of teaching language material. 4. the content of elt at schools, lyceums, colleges. content of teaching english the questions plan: 1. theoretical problems of flt content. 2. content components of teaching english. 3. content of teaching language material. 4. the content of elt at schools, lyceums, colleges. theoretical problems of elt content one of the essential categories of flt is th...

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