Introduction theoretical aspect of technologies of teaching a foreign language as a second

3) Principle of differentiation and integration:

• Rule 1. The account of specificity of each kind of speaking activity.

  
  

• Rule 2. Use of teacher’s speech and sound recording for listening.

  
  

• Rule 3. Teaching monologic speech, proceeding from features of each form.

  
  

• Rule 4. Teaching reading aloud and silently in view of features of each form.

  
  

• Rule 5. Mastering of aspects of language in speech units.

  
  

• Rule 6. Use semi-typed font in teaching writing.

  
  

In a basis of teaching any subject at school including foreign language, there are general didactic principles. Such principles are: scientific character, availability, presentation in teaching, an individual approach in conditions of collective work and others.

Specific and general didactic principles express typical, main, essential, that should characterize teaching a foreign language at school and, first of all at the beginning stage where bases of mastering are pawned by this subject. The understanding of action of principles of teaching and direct use of rules will allow the teacher to carry out teaching effectively.
The learning is the active process which is carried out through involving pupils in a various activities, thus making it active participant in reception of education. In this bilateral process it is possible to allocate the basic functions which are carried out by each the parts. The teacher carries out organizational, teaching and supervising functions. Functions of the pupil include acquaintance with a teaching material, the training which is necessary for formation of language skills and speaking skills, and application of investigated language in the solving of communicative problems.
The organization of acquaintance with "portion" of a teaching material includes:
First, display I. L. Bim marks, that display is addressed to sensual perception of pupils - acoustical, visual, and motor. The teacher can accompany display by some explanatory;
Second, an explanation inducing pupil to reflection is necessary and enough for understanding and realizing of a perceived material with a view of the subsequent intelligent training and application. The teacher can involve various means of presentation.
Due to training memory of the pupil is enriched with new units of language and automatism in their use is developed. At application of new vocabulary organizing function of the teacher is shown most precisely. He should create favorable conditions, benevolent atmosphere for normal course of the speech act. He should make such conditions in which each pupil would like to participate in work of group, in which children aspired to understand the contents and sense of the text, they have read or listened to, and were not afraid to make a mistake. At application of new vocabulary it is supervised formulation of speaking skills, it is established, how the pupil can use each of them in the practical purposes.
The considered methods reflect essence of pedagogical process in which the teacher and pupils cooperate. These methods are used in teaching a foreign language at school, open specificity of a subject and are directed on achievement of the practical, educational and developing purposes.
Each of the considered methods is realized in system of the modes used by the teacher in the organization of teaching pupils, carried out by the latter through the decision of set of the specific targets which are bound up with cogitative operations and perception by sense organs. Modes as well as methods are structural-functional components of mutual action of teacher and pupil. But if the method names the basic, dominating activity mode is bound up with the concrete action making essence of formed speech activity.
It is very important, that modes which are applied by the teacher, let pupils solve tasks, and not just demand simple storing. And also it is necessary, that the pupil not only reproduces speech unit, but also creates his own "speech product", i. e. he can construct the statement in connection with a communicative problem facing to him, using units of language.