Формирование коммуникативных
навыков на уроках английского языка при помощи джазовых рифмовок
Пристальное
внимание многих ученых, методистов и учителей привлекает поиск эффективных
способов и приемов обучения иностранному языку. Использование стихотворных и
песенных материалов на уроках иностранного языка является одним из таких
эффективных приемов обучения.
Актуальность этой проблемы и необходимость её решения
возросли в последние десятилетие, после того как, с внедрением ФГОС , «цель
обучения ИЯ стала рассматриваться как формирование «коммуникативной
компетенции в единстве таких ее составляющих как речевые
умения, языковые навыки, социокультурная, компенсаторная и познавательная
компетенции…. Таким образом, был признан статус иностранного
языка как средства межличностного и межкультурного общения.» [8, с. 32]
Использование элементов песен, музыки и стихотворных форм в
преподавании английского языка не является по сути новой. Однако многогранность
этой области искусств позволяет каждому преподавателю найти свои подходы и
приемы работы. Использование на уроках музыки и стихотворных форм является
важным стимулом лингвистического и эмоционального развития школьника.
Взаимосвязь музыки и речи проявляется в наличии звуков, чередовании
волнообразных подъемов и спусков голосового диапазона.
Jazz chants - рифмованный текст под джазовые
композиции. Для работы с подростками за основу были выбраны дидактические
песни/рифмовки, написанные талантливым американским педагогом-энтузиастом,
композитором, поэтом и джазовой певицей в одном лице Каролиной Грэхем.
Виды Jazz
chants:
* Грамматические;
* Лексические, фонетические, для развития речевой
компетенции;
* для развития социокультурной компетенции.
Все джазовые рифмовки способствуют развитию
навыков разговорной речи, а именно помогают учащимся быстро и легко запомнить
фразы повседневного обихода. По сути это зубрёжка, только весёлая и
увлекательная. Рифмовки остроумны, задорны, сочинены с чувством юмора и любовью
к языку. Поэтому работать с ними просто и чрезвычайно приятно. А великолепное
музыкальное оформление создаёт творческую атмосферу в классе, располагает ребят
к общению, расслабляет, поднимает настроение. Использование Jazz Chants
разнообразно, довольно забавно и весело. Можно отрабатывать ударение в словах,
ритм и интонацию, чтобы помочь ученикам говорить по-английски как можно более
правильно и без акцента. Кроме того, содержание каждого Jazz Chants
сосредоточено на различной лексике и грамматике, что также помогает при
повторении лексических единиц и грамматических структур.
Порядок работы с Jazz
Chants следующий:
1.
Учитель представляет функциональный контекст музыкальной рифмовки,
используя упрощённый английский язык. С учётом современных тенденций в
преподавании ИЯ, возможно обыгрывание повседневной ситуации с последующим
угадыванием обучающимися ситуативного контекста.
2.
Чант воспроизводится в первый раз.
3.
Отрабатываются наиболее сложные звуки или слова.
4.
Чант повторяется построчно в режиме Teacher – Class. При этом
крайне важно задавать обучающимся определённый ритм.
5.
Чант воспроизводится во второй раз.
6.
Чант повторяется в группах, каждая группа работает со своей частью
диалога.
7.
Диалог отрабатывается в режиме Teacher – Group; учитель выбирает
одну из ролей в диалоге.
8.
Класс отрабатывает чант в режиме Group – Group, следуя ритму,
который задаётся учителем.
9.
Чант отрабатывается в парах, учитель выполняет контролирующую
функцию.
Например:
Big
Mouth John Brown
Who did_you see?
I saw John.
John who?
John Brown.
I can't hear you.
I said_John Brown.
I can't hear you.
I said John Brown.
I can't hear you.
I said John Brown.
I said John Brown.
John Brown.
John Brown.
What did_he say?
Who?
John Brown.
John Brown?
Yes. What did_he say?
He didn’t say anything.
Nothing?
Not a word.
I don't_believe it.
I don't_believe it.
Big Mouth John Brown didn't say a word?
Not a word.
I don't believe it. I don't believe it.
Big Mouth John Brown didn't say a word?
Big Mouth John Brown didn't say a word.
Sally Speaks
Spanish, But Not Very Well
Sally speaks_Spanish, but not very well.
When she tries to speak Spanish,
you really can't tell
what language she's_speaking
or trying to speak.
The first time I heard_her,
I thought it was Greek.
How's His
English?
His English is wonderful,
he speaks very well.
His accent is perfect.
You really can't_tell
That_he isn't a native of the U.S.A.
There's only one problem,
he has nothing to say.
6. It's Got
to be Somewhere
Where is it? Where is it?
Where is it? Where is it?
I can't find it!
She can't find it!
It's got_to be here, it's got to be here!
It has to be here! It must be here!
It's gone! It's gone!
It's gone! It's gone!
Take it(d) easy! Take it easy!
It has to be here.
It must be here.
It can't_be lost.
It can't be lost.
It's got to be here.
It's got to be here.
Try to remember.
Try to remember.
I can't remember. [or]
Try to remember.
I can't remember.
Think back!
I can't think.
Think back!
I can't think.
hwere
Where did you put it?
Where did you put it?
I can’t remember.
I can't remember.
Oh, here it is, here it is!
Thank heavens!
Thank heavens!
I found it.
She found it!
Here it
is! Here it is!
Whew! [Hwu]
Selfish
This is mine!
That's yours!
Don't_touch mine!
Get_your_own!
This is mine!
That's yours!
This is mine!
That's yours!
This is mine!
That's_yours!
That's_yours!
That's yours!
Hey, what are you doing?
What are you doing with that?
That's mine!
Hey, what are you doing?
What are you doing with_that?
That's his!
Hey, what are you doing?
What are you doing with that?
That's hers!
What's mine is mine.
What's_yours is_yours.
What's his is his.
What's_hers is_hers.
What's ours is ours.
What's theirs is theirs.
What Are You
Going to Do at Two?
What are you going to do at_two?
What are you going to do?
Hwea
Where are you going to be at three?
Where are you going to be?
Who are you going to see?
What are you going to say?
How are you going to go?
Where are you going to stay?
What are you going to do?
Who are you going to see?
When are you going to leave?
Where are you going to be?
Meet Me in
the Morning
Meet me in_the morning.
Meet me at noon.
Meet me in September, of the middle of June.
Meet me at midnight.
Meet me in the hall.
Meet me in the summer.
Meet me in the fall.
Meet me in the evening.
Meet me at eight.
I'll meet_you anytime you want but please don't be late.
Taking Credit
Здесь "H" произносится
Whose book is this?
It's mine. It's mine.
Are you sure it's not his?
No, No, it's mine!
Whose work is this?
This beautiful work!
It's mine! It's mine!
It's mine! It's mine!
Whose work is this?
This awful work!
It's_his! It's_his!
It's_his!It's_his!
Are you sure it's not yours?
Of course it's not mine!
It's certainly not mine!
Not mine, not mine!
Not yours?
Not mine!
Are you sure?
I'm sure!
It's_his! It's_his!
Not yours?
Not mine!
A Bad Day
I overslept_and missed my train,
slipped on the sidewalk in_the pouring rain,
sprained my ankle, skinned my knees,
broke my glasses, lost my keys,
got stuck in the_elevator,
it wouldn't go,
kicked it twice and stubbed my toe,
bought a pen | that didn't write,
took it back and had a fight,
went home_angry,
locked_the door,
crawled into bed,
couldn't_take any more.
13. More Bad
Luck
The bread was stale, it_was four days old.
The milk was sour. [сауэр ]
The coffee was cold.
The butter was rancid.
The steak was tough.
The service was dreadful.
The waiter was rough.
My bill was huge.
His tip was small.
I'm sorry I went_ to that place at_all. эрол
Personal
Questions
Where were you born?
I'd rather not say.
Where are you from?
I'd rather not say.
How tall_are you?
How old are you?
How much do you_weigh?
I'd rather not say.
How much rent do you pay:
I'd rather not say.
How much do you make?
I'd rather not say.
Why aren't you married?
I'd rather not say.
Why don't_you have children?
I'd rather not say.
Where were_you lasеt_night?
Why weren't you home?
Did you stay out_late?
Did you come home alone?
Did you have a good time?
Did you see a good play?
Did you go to a concert?
I'd rather not say.
Do You Know
Mary?
Do you know Mary?
Mary who?
Mary McDonald.
Of course I do.
Do you know-her little brother?
Yes, of course I do.
I know-Ker brother, and_her mother
and_her father too.
Do you know her_older sister?
Yes, of course I do.
I know her_older sister, Betty
and_her younger sister, Sue.
Do you know her_Aunt Esther?
Yes, of course I do.
I know her aunts and_her uncles
and her cousins_too.
Do you know her husband Bobby?
Yes, of course I do.
I know her husband and_his brother (or)
and his father too.
Departure and Return Home
Have a wonderful trip!
Have a wonderful trip!
Don't forget to call me when you get back.
Have a wonderful trip!
Have a wonderful trip!
Don't forget to call me when you get back.
Have a wonderful trip!
Don't_worry, I will.
Have a wonderful trip!
Don't_worry, I will.
Don't forget-to call me.
Don't_worry, I won't.
Don't forget to call me.
Don't_worry, I won't.
17. Return
Gee, it's good_to_ see you
You look wonderful!
So do you!
It's been a long time!
It sure. has.
It's been a long time!
It sure has. чью
I missed you terribly.
Me too!
I'm so glad (j) you're back!
So am I.
Джазовые
рифмовки способствуют развитию навыков разговорной речи, помогают учащимся
быстро и легко запомнить фразы повседневного обихода. Таким образом,
использование чантов можно рекомендовать, как один из важных инструментов
формирования коммуникативной компетенции. Использование рифмовок особенно
полезно на начальном этапе изучения английского языка, когда
монологическая и диалогическая речь школьников довольно проста.
аудиоформат
Оставьте свой комментарий
Авторизуйтесь, чтобы задавать вопросы.