cess is closely linked with the previous two. The roles and masks in the group to a large extent contribute to the management of communication in the classroom. Teaching communication in an intensive training requires constantly active subjects of communication (all students) are not confined to just the perception of messages and responses to it, and try to express their attitude towards him, that is, I am a Mask always shows personality characteristics. Role play - this is one effective means of establishing the motive for foreign language students to communicate.
The principle of concentration in the organization of educational material and training process is not only qualitative but also quantitative characteristics of the intensive method. Of concentration is manifested in various aspects: academic hours of concentration, concentration of educational material. All this causes high intensity and density of communication, a variety of forms of work. This encourages teachers to work in constant search for new forms of presentation.
The principle of multifunctional exercise reflects the specificity of exercise in intensive teaching methods. Language skills are formed in the non-verbal conditions, fragile. Therefore, the most productive working believe the approach to learning a foreign language, which involves the simultaneous and parallel to the mastery of linguistic material and verbal activity. Polyfunctionality exercises can implement this approach. In a system of intensive training methods use a given grammatical form by a series of exercises, where the changing situation is realized at the same communicative intention. Moreover, for any student activity monofunctional, for the teacher is always multifunctional. In this method strictly required polyfunctionality.five principles discussed intensive language training provides a clear linkage discipline and training activities and thereby contribute to the effective implementation of learning objectives.Based methodology found it possible to use the upper secondary schools, except junior, as the first methodological principle of this technique can be formulated as follows:
The principle of necessity of logical thinking. Based methodology focuses on the conceptual, logical thinking students, but admits the possibility of using the school from the age, it becomes apparent formed a logical thinking. Application of Activity Based methodology would systematize and synthesize available to the students of language and speech experience.
The principle of activity. Activity Based methodology trainee activity is obvious. The need for this lies in its very title. This technique provides greater activity in a preliminary mastery of language means and subsequent mastery of communication on the basis of existing knowledge, training, skills, and use of language in speech.
The principle of the primary master language means. principle arose from the fact that the creators of Activity Based Training techniques consider wrong language means in the process of working with the content as reported. They believe that this makes it almost impossible to fully own language means.
The principle of using communicative units. Activity Based techniques identified a new communicative language unit, which resulted in a need to rethink the problem of language learning content, especially the principles of selection of grammatical knowledge.is evident from all of the above, the activity method has some specific tools inherent one. And if the previous method can be used with children at primary level, then this method is no such possibility. techniques described above can be subsumed under one title: The best learning to communicate - is communication. yet, despite the large number similarities, can not miss differentiation methods, techniques, content of teaching foreign language, depending on the objectives and planned levels of tenure, the characteristics of pupils and the learning environment. Hence are the specific features of the methods of teaching English language.
. 4 Practical aspect of ways of teaching
a theoretical part of this course paper it was spoken about various effective ways of teaching a foreign language. But if teacher wants effectively put them into practice, it is necessary to know how to use these methods at each separate lesson. Therefore, in a practical part of the given course paper the examples of various exercises will be shown for each of the methods, which were listed in a theoretical part. The teacher can adapt and make variations of them for his lessons.three large cards with wide on one, narrow on the second and broad on the third.class
1. Clear as much space as you can in your classro...
