Методика пособие готовый вариант docx
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Методика пособие готовый вариант docx
- Бұл бет үшін навигация:
- Were the pupils speaking
| What is an exercise?
If we analyse the definition given by Salistra we can say that: ✔ Each exercise has its objective. ✔ An exercise is a specially organized activity. ✔ The aim of any exercise is perfection of some activity. ✔ To make the action (activity) perfect and automatic it must be repeated many times. ✔ Each exercise has specific characteristic features. It must have its own place in the system of exercises and do what it can do, that is it must help the development of some habit. That is each exercise must be adequate (sufficient, fully suitable). Naccob gives the following definition of the adequacy of exercises: “Adequacy of an exercise is its potential ability to be the most effective means of achieving a specific purpose. This ability is determined by the specific character and features of the exercise”. Example: “The objective of our today’s class is developing speech skills” says the teacher entering the classroom. The topic is “Travelling”. Then they do exercises: the teacher reads the word, pupils read after the teacher; then the pupils work in pairs: one pupil reads a question about the picture, the other reads the answer. After this lesson the teacher was asked whether it was possible to teach pupils speaking making them read. - Of course, not, said the teacher. - Why did you do it ? - But my pupils were speaking all the time, the teacher was surprised. Were the pupils speaking? So we can say that each exercise must be adequate to the speech skills being developed at the lesson. At the same time the exercise must be adequate to the habit- lexical, grammatical, phonetic, spelling etc. Each of them is specific, so the exercises for their development must be also specific. Besides, we must take into account the conditions of teaching. One and the same exercise can have a different effect in different conditions, at different levels, differently organized. Lapidus says the following about the effectiveness of exercises: “An effective exercise helps achieve its purpose and ensures durability of learners' knowledge and skills in a short amount of time and with minimum repetition”. Lapidus proposes 5 criteria of the effectiveness of exercises: • Pupils’ mental work (while they do the exercise) • The exercise should resemble natural communication. • The extent of pupils’ independent work. • The time each pupil is engaged in doing the exercise (economy of time) • How many pupils are engaged in work at a time. Most part of pupils’ activity must be supervised by the teacher to avoid “drilling” their own mistakes. Such exercises are called “controlled” and can be two types: 1. Individual 2. Frontal A frontal exercise is organized in the following way: stimulus, addressed to the whole group, - pause (when all the pupils do the task) - reproduction by one of the pupils ( the rest correct themselves) – stimulus. An individual exercise- pupils do the task in turn ( each pupil’s speaking time is limited). To start considering typology of exercises we must see what the term ‘’foreign language’’ means. Language is characterized by three aspects: 1. linguistic aspect 2. psychological aspect 3. social aspect Аll these three aspects make it possible for language to carry out its main function of intercommunication among people. As a school subject a ‘’foreign language’’ is a complex of all the three aspects. 1) By the linguistic aspect we mean language material (sounds, lexical units, form words) and speech material (word – combinations, sentences, texts). The linguistic material can be learned by memorizing. In such way knowledge is acquired. 2) The second aspect – psychological – is processional due to this aspect language is viewed as activity and language teaching is considered to be speech development. Thus, the objects of teaching and learning are speech habits and skills. 3) By the third aspect we mean the communicative function of language. In this case language acts as a means of intercommunication. This activity includes speech, habits and skills adequate to natural communication. What happens in reality? There can be a great difference in pupil’s knowledge of the psychological and social aspects of language. A pupil may with confidence make up sentences, retell texts, answer questions, but at the same time is at a loss in some unexpected situation, when it’s necessary to speak. We can represent all the three aspects in the following way: Linguistic material Habits and skills Communication All three aspects are closely connected: you can’t learn to speak, if you don’t know linguistic material; you will not be able to communicate without habits and skills of speaking. At the same time you may have some knowledge of the linguistic material, but lack habits and skills, and more over. You may have speech habits and skills and be unable to communicate. жүктеу/скачать 0,93 Mb. Достарыңызбен бөлісу:
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