Конспект на тему The main rules in developing the ways of using authentic song and verse in foreign language teaching process

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