The main rules in
developing the ways of using authentic song and verse in foreign language
teaching process
In this case,
prompt for students to become personal pronouns. Arrange them in the correct
sequence for person and number, you can quickly get your job done.
Students
translate a poem into Russian, and formulate a rule for constructing negative
sentences with the verb must.
If the groups
with high levels of language training to ask students to expand on these
statements expansion, explaining why you cannot do anything, for example, I
must not eat much chocolate because it is bad for my teeth. You must not smoke
cigars because it is harmful. She must not feed the fish because mother has
just done it. It will be a transition to the formation of productive grammar
skills of speaking, so, the ability to combine new material with the previously
studied structures [35, 38].
If the teachers
are in the arsenal of color illustrations and drawings in the style of sketches
depicting the different steps in this long time, you can invite students to
select pictures to the poem, and arrange them as they appear in the text
grouping.
Singular:
Jane is
sweeping the floor.
Kate is washing
the door.
Ann is feeding
her cat.
Mag is brushing
her hat.
Plural:
The cats are
sleeping,
The mice are
eating,
The birds are
singing,
The ducks are
swimming.
Students heard
the answers to the questions: he is not at home. I thought you knew. He bought
a pie. I do not know. He said all right! He ate a sweet. Hearing the question,
students must correctly answer and read it matching.
You can ask
students to select all the irregular verbs in these sentences as be, know,
think, eat, buy, say and call all the main forms like the Infinitive, Past
Simple, Past Participle, Present Participle.
Students are
given the task to recreate the text of the poem, building in a logical sequence
of data words randomly in each row so as to obtain the rhyme jumbling.
Word Order in
Questions:
you, have,
tonsils, had, out, your;
school, you,
do, to, go;
by the Willow
Pool, you, that, there, know, frogs, down, do, are;
at, are, you,
cricket, good;
a, cat, got,
you, have;
to feed, do,
the, white, proper, know, a, rat, you, way;
apple, there,
apples, on, are, your, tree, any;
ask, mother,
do, your, will, you, me, in, to tea, think.
The recovery in
the group is always an exercise in which students will be based on the actions
of identifying, comparing, to realize grammatical language units belonging to a
class, select and remove an extra element not belonging to this class Odd One Out
or Misfits.
In the study of
the degrees of comparison of adjectives can offer the following poem:
Honey is
sweeter than sugar,
Coffee is
stronger than tea.
Juice is better
than water,
You cannot be
smarter than me.
Juice is better
than water too much: in all other proposals to use the comparative degree of
adjectives formed by adding the suffix “-er”, better word exception; the same
line with the word better, some students may be deleted and a different basis:
all other adjectives beginning with “s”.
Incidentally,
this poem can be used as a reception at the beginning of the game tutorial, and
then it will be an introduction to the theme of the lesson, bridge to get
acquainted with the exceptions, adjectives as good – better – the best, which
form the degrees of comparison are not the rule.
Rehearsing the
past indefinite period following the example of a poem, you can remove the two
different elements: I did not miss my chance is a negative sentence, all the rest
is the affirmative; last month I went to Rome is used the wrong verb to go,
then while all the rest are regular verbs.
I did not miss
my chance,
Last year I
visited France,
Last month I
went to Rome,
Last week I
stayed at home.
The board hung
a poster with the expression, there is nothing to do. All students hand out
cards with rhyming verbs, for example, in the following sequence: walk, talk,
think, drink, ride, hide, choose, use, lend, send, stay, and pay. The teacher
explains that students will make their own proposals, using the expression on
the board, adding to its but and the corresponding verb.
There is
nothing to do but walk.
There is
nothing to do but choose.
There is
nothing to do but talk.
There is
nothing to do but use.
There is
nothing to do but think.
There is
nothing to do but lend.
There is
nothing to do but drink.
There is
nothing to do but send.
There is
nothing to do but ride.
There is
nothing to do but stay.
There is
nothing to do but hide.
There is
nothing to do but pay.
After composing
a poem the teacher should explain how such proposals are translated into Kazakh
language. You can then ask the students:
1) to give the
so called reverse translation when the statements are presented to students in
their native language;
2) to read a
poem from memory;
3) in the next
lesson you can organize a competition for teams as the rows, suggesting the
students themselves choose rhyming words of those who call the opposing team.
Repeated
pronunciation of the structure of students, there is nothing to do but,
definitely, it will provide a lasting memory, and students will continue to
easily incorporate it into their own utterances or expansion, for example,
there is nothing to do but go to the shop, because the fridge is empty. There
is nothing to do but sleep, because the weather is nasty. It has been raining
since morning.
Exercise
recovery as reconstruction or restoration is reconstruction of the text is
deliberately deformed.
Correction of
errors: students are trying to find in the poetic text deliberate mistakes in
spelling, grammar, vocabulary, and eliminating them in accordance with the
rules of the English language, recreate the text of the poem in its original
form.
If I have a
crocodil,
I would taught
it to play guitar.
I will give it
jeens and sandals,
And we had
travell in a car!
Transformational exercises: students are invited to replace the pronouns in the
proposed poem, and, accordingly, conjugate verb “to be”.
I am afraid of
dogs,
I am afraid of
frogs,
I am afraid of
tigers.
I am afraid of
spiders.
Question and
response work: the content of the poem can be the basis for a question answer
work, and how questions can be directed to test reading comprehension, or
heard, and affect the life experiences of students and their interests.
For example,
for testing this uncertain time, you can offer the following poem:
I have a cat,
his name is Pit.
And by the fire
he likes to sit.
Each day I
bring him a dish of milk.
And smooth his
coat that shines like silk.
And on my knee
he likes to sit.
For Pit loves
me and I love Pit.
Possible
questions:
1) what pet has
the girl got?
2) what is the
cat’s name?
3) where does
the cat like to sit? Why?
4) what does
Pit like to drink?
5) how does the
girl take care of Pit?
6) do they
spend much time together? Why do you think so?
7) what pets
have you got? How old is it? How did it join in your family and when?
8) would you
like to have any pets? Why?
9) what does
your pet like to do? Is there anything he hates?
10) who looks
after your pet? What are you responsible for?
So, with the
help of gaming devices can be attached a new language material, but you can
have fun and relaxed again traveled. Repeated pronunciation of the same type of
grammatical structures in the game does not cause fatigue in students. However,
the teacher is important to observe two basic rules for the use of games.
First, before proposing any game, ask yourself: why this game is that it gives
students. The game for the game waste your study time. The teacher should
always be clearly set itself didactic purpose. Second, not one game try to
solve two tasks: to work out a new grammar and learn new words. If you want to
work out a new grammatical structure, the entire vocabulary used in the poem
should be familiar to students, strict adherence to the principle of one [36,
27].
Described gaming exercises
with rhymed structures, selected on the principle of grammar, in fact,
represent divergent situational exercises, which creates an opportunity for the
frequent repetition of the students of the same speech sample. They can be
widely used in the classroom in English both in the classroom and in
extracurricular activities to the psychological impact on students: to raise
their emotional state and the increased activity and efficiency
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