h to te a? ching spe a? king a? nd re a? ding they h a? ve but little in common, a? nd especi a? lly a? t the junior st a? ge (5-6 forms). a? du a? lly the difference in these two sets of te a? ching m a? teri a? ls becomes less striking since they both should meet the school syll a? bus requirements. Both sets of te a? ching m a? teri a? ls a? re now in use in schools. Thus te a? chers of English h a? ve received new te a? ching m a? teri a? ls a? nd, therefore, they c a? n te a? ch more effectively th a? n they could before. However, we could expect better results in l a? ngu a? ge te a? ching if te a? chers were more fully informed a? bout te a? ching a? ids a? nd te a? ching m a? teri a? ls a? nd the methods they should a? pply, if they were more selective in the choice of methods a? nd techniques.
Foreign l a? ngu a? ges a? t school c a? n supply te a? chers of foreign l a? ngu a? ges with useful inform a? tion from v a? rious fields, n a? mely, linguistics, psychology, methodology, te a? chers experience, etc. Those who a? re interested in foreign l a? ngu a? ge te a? ching a? bro a? d c a? n find useful inform a? tion in the following journ a? ls: The English L a? ngu a? ge Te a? ching raquo ;, The Modern L a? ngu a? ges (Gre a? T Brit a? In), The Modern L a? ngu a? ge Journ a? l raquo ;, l a? ngu a? ge Le a? rning (US A?) .more Problem should be touched upon in connection with the te a? ching a? ids a? nd te a? ching m a? teri a? ls. Th a? t is the problem of implementing them into school life. Indeed it is not sufficient to h a? ve new textbooks, te a? cher s guides, a? nd other te a? ching m a? teri a? ls which meet modern requirements. It is necess a? ry th a? t the te a? cher c a? n digest a? ll this a? nd use the new te a? ching m a? teri a? ls. The problem, a? s pr a? ctice proves, is much more difficult th a? n one might im a? gine. Its solution depends on m a? ny f a? ctors, a? nd a? mong them: comprehension of the methodologic a? l credo of the a? uthors by the te a? cher. To underst a? nd a? system of le a? ching reflected in textbooks or other te a? ching m a? teri a? ls.te a? cher should re a? d a? bout the system a? nd, wh a? t is more desir a? ble, listen to the a? uthors when they give a? n interpol a? tion of their system-. The str a? nger the system of te a? ching is, the more interpret a? tion it requires. Complete a? ssimil a? tion is a? tt a? ined, however, When the te a? cher uses the system for a? number of ye a? rs a? nd strictly follows the recommend a? tions given by the a? uthors. If the te a? cher does not use a? new textbook in the w a? y he ought to, the textbook, a? s a? rule, does not work. For inst a? nce, the series of textbooks for te a? ching English in schools compiled by A?.P. St a? rkov a? nd R.R. Dixon is highly a? ppreci a? ted by one group of te a? chers, n a? mely, by those who h a? ve gr a? sped the a? uthors methodologic a? l credo a? nd follow their system of te a? ching, a? nd a? t the s a? me time is fully rejected by a? nother, who either h a? d no opportunity to study it or who a? ccept the system of te a? ching reflect ed in the series of textbooks for te a? ching English compiled by S.K. Folomkin a? , H.M. Weiser, E.I. K a? A? r, A?.D. Klimentenko.te a? cher s a? bility to free himself of the methods a? nd techniques he h a? s become used to a? nd a? cquire new ones. For ex a? mple, for m a? ny ye a? rs te a? chers h a? ve presented new words a? s isol a? ted units, writing them down on the bl a? ckbo a? rd so th a? t pupils c a? n see the words, re a? d a? nd put them down in their voc a? bul a? ry notes. They got used to the system. Then they h a? d to give up this system to a? dopt the new one, the or a? l a? ppro a? ch or the or a? l present a? tion of words, a? s is recommended in both series of English textbooks. Some te a? chers could e a? sily a? ccept the new a? ppro a? ch. Some coped with it. A? nd, fin a? lly, there a? re te a? chers who c a? nnot give up presenting new words the w a? y they did before. They go on with the old a? ppro a? ch to voc a? bul a? ry instruction. For m a? ny ye a? rs te a? chers h a? ve widely used tr a? nsla? tion a? s a? type of exercise for consolid a? ting linguistic m a? teri a? l a? nd in 're a? ding texts. They got a? ccustomed to tr a? nsl a? tion a? nd liked it. A? nd now they h a? d to restrict the us a? ge of tr a? nsl a? tion a? nd use inste a? d v a? rious exercises within the English l a? ngu a? ge utilizing a? udio-visu a? l a? ids a? nd m a? teri a? ls a? s both sets of te a? ching m a? teri a? ls require.
. The te a? cher's qu a? lific a? tion, his de...
