# Методические указания по английскому языку для студентов 5-го курса исторического факультета. Коныгина Г.И. - 3 стр.

Составители:

Рубрика:

• ## Иностранный язык

3
The aim of this work is to present the language required by the teacher of English
in the practical day-to-day management of classes. It is intended primarily for graduate
teacher trainees in Russian secondary schools.
seemingly simple task of running a class in the language being taught. Experience
shows that teachers have a very limited repertoire of classroom phrases and make as
little use of the foreign language as possible.
There are recurrent inaccuracies or even an unwillingness to use English for
classroom management purposes. The given work will help students acquire a wide
range of accurate, authentic and idiomatic classroom phrases and attain a certain level of
classroom competence that will be of value throughout their teaching careers.
Foreign language teachers require linguistic training aimed at the classroom
situation since, if they believe in the maximum use of the language being taught, they
are obliged to use it both as the goal of their teaching and as the prime medium of
instruction and classroom management.
Classroom procedures have to be verbalized. In other words, instructions have to
be given, groups formed, time limits set, questions asked, answers confirmed, discipline
maintained and so on. The role of this linguistic interaction is perhaps one of the least
understood aspects of teaching, but it is clearly crucial to the success of the teaching
/
learning event.
Classroom situations and procedures are generally quite concrete, which means
that most classroom phrases have a very clear situational link. This fact allows the
teacher to vary the form of the instructions given as part of the learning process. For
example, given a specific context (repetition after the tape) which is familiar to the
pupils, the teacher should be able to choose from
“All together”, “The whole class”,
“Everybody”, “Boys as well”, “In chorus”
or
“Why don’t you join in?”
and the
pupils should be able to react appropriately. In fact, by varying the phrases used in any
particular situation, the teacher gives the pupils the opportunity to hear new vocabulary
in context and at the same time to develop the important skill of guessing the meaning
of new words on the basis of the context. Similarly, the teacher can deliberately use a
                                             3

The aim of this work is to present the language required by the teacher of English
in the practical day-to-day management of classes. It is intended primarily for graduate
teacher trainees in Russian secondary schools.
seemingly simple task of running a class in the language being taught. Experience
shows that teachers have a very limited repertoire of classroom phrases and make as
little use of the foreign language as possible.
There are recurrent inaccuracies or even an unwillingness to use English for
classroom management purposes. The given work will help students acquire a wide
range of accurate, authentic and idiomatic classroom phrases and attain a certain level of
classroom competence that will be of value throughout their teaching careers.
Foreign language teachers require linguistic training aimed at the classroom
situation since, if they believe in the maximum use of the language being taught, they
are obliged to use it both as the goal of their teaching and as the prime medium of
instruction and classroom management.
Classroom procedures have to be verbalized. In other words, instructions have to
be given, groups formed, time limits set, questions asked, answers confirmed, discipline
maintained and so on. The role of this linguistic interaction is perhaps one of the least
understood aspects of teaching, but it is clearly crucial to the success of the teaching /
learning event.
Classroom situations and procedures are generally quite concrete, which means
that most classroom phrases have a very clear situational link. This fact allows the
teacher to vary the form of the instructions given as part of the learning process. For
example, given a specific context (repetition after the tape) which is familiar to the
pupils, the teacher should be able to choose from “All together”, “The whole class”,
“Everybody”, “Boys as well”, “In chorus” or “Why don’t you join in?” and the
pupils should be able to react appropriately. In fact, by varying the phrases used in any
particular situation, the teacher gives the pupils the opportunity to hear new vocabulary
in context and at the same time to develop the important skill of guessing the meaning
of new words on the basis of the context. Similarly, the teacher can deliberately use a