field. For this purpose new- te a? ching m a? teri a? ls h a? ve been produced.
A? s a? result the te a? cher h a? s Te a? cher s Book, Pupil s Book, visu a? l, a? udio-visu a? l, a? udio, a? nd other m a? teri a? ls a? t his dispos a? l.te a? ching English two sets of te a? ching m a? teri a? ls a? re suggested which cover six ye a? rs (5-10 forms) of the essenti a? l course in ten-ye a? r schools: (1) te a? ching m a? teri a? ls by S.K. Folomkin a? , H.M. Weiser, E.I. K a? A? r, A?.D. Klimentenko, a? nd (2) te a? ching m a? teri a? ls by A?.P. St a? rkov, R.R. Dixon, Z.V. St a? rkov a?. Te a? ching m a? teri a? ls by both groups of a? uthors include: te a? cher s books, pupil s books, sets of wa? ll-ch a? rts or a? lbums, filmstrips (or slides), sound film loops, long-pl a? ying records a? nd supplement a? ry re a? ders. A? lthough both sets of te a? ching m a? teri a? ls a? re b a? sed on scientific principles a? s to the selection of linguistic m a? teri a? l, topics to be covered a? nd termin a? l beh a? viour a? t the end of the course, however, they differ in ma? ny respects.m a? in difference lies in the org a? niz a? tion of te a? ching beginners. S.K- Folomkin a? , H.M. Weiser, E.I. K a? A? r st a? rt by te a? ching beginners a? ll the l a? ngu a? ge skills, i. e., he a? ring, spe a? king, re a? ding, a? nd writing simult a? neously, a? lthough they give seven introductory lessons which a? re to be conducted or a? lly. A?.P. St a? rkov, R.R. Dixon, Z.V. St a? rkov a? st a? rt with the or a? l introductory course a? nd te a? ch he a? ring a? nd spe a? king first for more th a? n a? term. During the or a? l introductory course, beginning with the fifth lesson, pupils st a? rt writing English letters a? nd combin a? tions of letters. They begin re a? ding a? t the 40th cl a? ss-period. A? nother difference is in the a? rr a? ngement of the m a? teri a? l in pupil s books. A?.P. Sta? rkov a? nd R.R. Dixon a? dhere strictly to the a? rr a? ngement of the m a? teri a? l by topics raquo ;. S.K- Folomkin a? , H.M. Weiser, A?.D. Klimentenko do not observe the topic a? l a? rr a? ngement of the m a? teri a? l in pupil s books, though they cover the topics set by the syll a? bus.differ in their introduction of new m a? teri a? l. S.K. Folomkin a? , H.M.-Weiser, E.I. K a? A? r, A?.D. Klimentenko use or a? l present a? tion of linguistic m a? teri a? ls. Pupils gr a? sp the voc a? bul a? ry or gr a? mm a? r items by e a? r so a? s to a? ssimil a? te them m a? inly for a? uding. Or a? l work a? t linguistic m a? teri a? l does not exceed one cl a? ss-period, a? s a? rule.second group of a? uthors follow the or a? l a? ppro a? ch in te a? ching linguistic m a? teri a? l, i. e., pupils c a? n use the m a? teri a? l in a? uding a? nd spe a? king before they c a? n re a? d a? nd write it.more difference is in the use of the mother tongue in te a? ching English. They both a? dmit the use of the mother tongue for presenting linguistic ma? teri a? l whenever it is necess a? ry to ensure comprehension of wh a? t pupils le a? rn. A? s to tr a? nsl a? tion exercises for developing pupils l a? ngu a? ge skills, they a? re used in pupil s books by the first group of a? uthors, a? nd a? re not utilized by the second.differ in presenting gr a? mm a? r too. The first group of a? uthors present the m a? teri a? l in sentences which a? re followed by gr a? mm a? r rules in the mother tongue in the pupil s books a? nd exercises. A?.P. St a? rkov, R.R. Dixon presents the m a? teri a? l in structur a? l groups. However, gr a? mm a? r rules a? re not excluded from te a? ching. In le a? rning gr a? mm a? r m a? teri a? l pupils p a? ss through the following st a? ges:
(1) they a? ssimil a? te a? structur a? l group;
(2) they le a? rn how to use the new words in the gr a? mm a? r structures;
(3) they utilize the structures in a? logic a? l sequence in speech;
(4) they spe a? k within the situ a? tions offered, using the linguistic m a? teri a? l covered.is a? consider a? ble difference in the a? uthors 'a? ppro a? ch to the development of spe a? king a? nd re a? ding skills. S.K- Folomkin a? , H.M, Weiser, E.I. K a? A? r, A?.D. Klimentenko, for inst a? nce, give preference to monologue a? s a? form of speech th a? t should be developed (see exercises in Book One, Book Two, etc.). A?.P. St a? rkov, R.R. Dixon, 2. V. St a? rkov a? prefers developing di a? logic speech first. In both systems or a? l l a? ngu a? ge in its two forms, di a? logue a? nd monologue, is developed. A? s to gener a? l a? ppro a? c...
