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TEACHING ENGLISH IN SLOVAK SCHOOLS OBJECTIVES AND CONTENT SECONDARY TECHNICAL SCHOOLS (anglicka_didaktika[1].doc)

TEACHING ENGLISH IN SLOVAK SCHOOLS

OBJECTIVES AND CONTENT

SECONDARY TECHNICAL SCHOOLS

OBJECTIVES

Objectives are basic didactic category. They are stable and express social needs. The elementary objective of the language learning in Secondary Technical Schools is the communication. That means adoption of the linguistic competence with the aim of developing communicative skills. Another objective is to broaden the intercultural communicative skills for the better comprehension and for toleration between different cultures in the world. The important part of learning English language is shaping of the critical thinking of the student and his intellectual creativity and also the students social and personal qualities.

CONTENT

The content of learning English in Secondary Technical Schools is systematic development and elaboration of knowledge focused on the:

1. Speaking skills
2. Linguistic functions
3. Topical circles
4. Linguistic means

Students are supposed to broaden the basic facts and learn more technical terminology.

1. Speaking skills:

Are the basic needs which include listening with comprehension, reading with comprehension, speaking, writing, and translation skills.

LISTENING for the first and second grade is characterized as an ability to comprehend simply formulated sentences, basic information from the written text, to define the main idea of the text and to understand its content. For the third and fourth grade is listening characterized as using the strategies of effective listening, for instance to comprehend the written text in global and also identify the specific information and key words. Other characteristics are to get logic structure of the text, catch the idea of the speaker or compare and analyze gathered information.  

READING for the first and second grade is characterized as an ability to get information from the simple text, to get the main idea of this text and to catch the content even without the knowledge of some words. Students of the third and fourth grade should use the effective reading with getting to know the consecution of the facts in short literary work. Student should be able to get information from texts used in every day life (prospects, newspaper...), to have own attitude and own opinions on what he read.

SPEAKING is a device for the first and second grade characterized as an ability to know how to present own opinion, to get into dialog, to describe people, animals, things, wishes, hobbies..... For the other two grades is speaking characterized as capability of active conversation, and also to lead this conversation or to present a project in the students’ brunch.

WRITING for the first and second grade is defined as competence of using lexical, grammatical and syntactical units in the written text, writing notes during the course, to know how to make a concept  and to describe the environment in which the student lives, to create a simple story, formal letter or describe a friend. For the higher grades writing is when the students get improved in the specific speech, in writing descriptions about family, school, hobbies etc. Student should be able to create short synopsis of the technical object and briefly unfold each point of the synopsis. There is a recommendation to write two essays during a year, one essay per semester.

TRANSLATION SKILLS are important for comprehension of texts written in foreign language.

2. Linguistic functions:

Contact speech functions mean that student can greed suitably, introduce him and other friends, offer and accept an invitation, apologize and formulate congratulation.

Regulatory speech functions are the basic functions when students can thank, ask nicely for something, ask for help, advice, and formulate command and requirement.

Evaluative speech functions mean that students are able to express their own opinion, attitude, joy, hope, disappointment, amazement etc...

Informative speech functions are functions when students are able to express space layout, time relations, and qualitative phenomena and give information to other people.

3. Topical circles:

Themes are focused on daily basic requirements where the communication is the most important. Themes are mainly of situational character where the students can improve their speaking skills. Topical circles can be divided into two levels: Level B (the basic level) of which content is to achieve basic facts from the student. And Level A (the upper level) which is broadened of more specific facts, for instance about the students’ future job, about his living or family etc… Topical circles embody 25 themes, which are at the end of the study, the fundamental supplement of each student’s communication.

Themes: family, culture and art, sport, housing, shopping, health care, traveling, education, occupation, interpersonal relations, human and nature, scientific and technical progress, human and society, communication and its forms, mass media, youth and its world, food, hobbies, multicultural society, cities, fashion, books, models and ideals, the country of which language I study, Slovakia – my homeland.

4. Linguistic means:

Linguistic means are the linguistic brunches which all together form language. These are lexicology, morphology, syntax, pronunciation, and spelling.  

LEXICOLOGY – contains an active portfolio of words, which is in range of 2000 words and passive portfolio of 400 words. Use of synonyms, homonyms (head – head), antonyms (hard-working – lazy) and homophones (where-were) is important in lexicology as well as the use of dictionary or distinction between British and American English.

MORPHOLOGY – in morphology is important word division into 8 groups: noun, adjective, pronoun, numeral, adverb, verb, preposition, and conjuction.

SYNTAX – in syntax we have to emphasize the word order, modal sentences, negation, and communicative functions of tenses in the sentence.

PRONUNCIATION – we emphasize the phonetic transcription, pronunciation itself and intonation in English language.

SPELLING – in spelling part is very important the distinction in British and American English (for example colour-color, traveling-traveling, centre-center…)