Методика пособие готовый вариант docx
participles and constructions with them
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Методика пособие готовый вариант docx
participles and constructions with them. For example: I saw him run (running). I want you to do it. But the greatest difficulty is the use of the article, as it is quite a new phenomenon for Russian-speaking students. More often student make mistakes in the use of the article or omit them. That’s why Russian-speaking students must learn the article, pronouns and other structural and form words first. For example: This is a pen. The pen is red. This is my pen and that is his pen. Summing up what has been said we can divide all grammar material for teaching purposes into three groups: 1. Grammatical items that don’t require any special explanation, as they are similar to the grammatical items of the mother tongue. Students should be instructed to use the habits acquired in the native language. For example: a table - tables – стол – столы. 2. Grammatical items that require correction. For example: money is, the family are, the moon – she, the sun – he. 3. Grammatical items, that can’t be met in the native language. They require explanation because new grammatical habits must be formed. For example: articles, tense-forms, verbals, modal verbs in the English language. So, teaching grammar, the teacher should think about the character of the item and its difficulties for students. It is impossible to learn all grammatical items at school, but grammatical material must be sufficient for communication: for auding, speaking, reading and writing. At the same time it must be easy for learning in school conditions. Grammatical material is carefully selected for teaching. All grammatical items are divided into active and passive. Active grammar is for speaking and writing and passive grammar is for auding and reading. Passive grammar includes all the active material. Active grammatical material for teaching at school is selected according to the following principles: 1. frequency of its use in oral speech 2. its ability to serve as an example 3. exclusion of synonyms According to the first two principles those grammatical items are selected which are used in oral speech with many lexical units. According to the first principle only one synonym is selected for active grammar. must (act.) – have to (pas.) Passive grammar is for recognition in written speech and auding. Passive grammar is selected to the following principles: 1. its frequency in literary (bookish) style. (Past Perfect) 2. principle of polysemy For example: -ing – Gerund, Participle I, Verbal noun. - ed – Past Ind., Participle II - s (es) – Plural of nouns, 3-d person singular of Present Ind. Success in teaching grammar to a great extent depends on the approach to teaching that is how grammatical material is presented to students. One of the mostly used approaches is the structural approach: grammatical material (and learned) in structural groups. Grammatical structures are typical sentences A structural group can include two structures: Go to the door. Don’t go to the window. Or it can contain all kinds of questions besides affirmative and negative sentences: The book is on the desk. The book isn’t on the chair. Is the book on the desk? – Yes, it is. Is the book on the desk or on the chair? Where is the book? It’s on the desk. Grammatical structures can be used in communicative exercises. In methodology there are other approaches to teaching grammar: lexical (topical, situational) when natural communication is taught from the very beginning of teacher, grammar is learned by students subconsciously. жүктеу/скачать 0,93 Mb. Достарыңызбен бөлісу:
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