Методика пособие готовый вариант docx
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Методика пособие готовый вариант docx
| 2. How to teach writing
Teaching writing should be based on such methodological principles as a conscious approach to forming and developing this skill, visualization and activity of pupils. Pupils learn to write letters, words, and sentences in the target language more successfully if they understand what they write, have good patterns to follow, and make several attempts in writing a letter (a word, a sentence) until they are satisfied that the work is well done. Training in penmanship should proceed by steps. 1. The teacher shows the learners a letter or both a capital and a small letter, for example, B b . Special cards may be used for the purpose. On one side of the card the letters are written. On the other side there is a word in which this letter occurs. 2. The teacher shows his pupils how to write the letter. He can use the blackboard. For example, V and W are made with one continuous zigzag movement. Q is made without lifting the pen except for the tail, which is an added stroke. L is also made without lifting the pen. The first stroke in N is a down-stroke; the pen is not lifted in making the rest of the letter. Care should be taken that r is not made to look like a v : the branching should occur about two-thirds ( r ) from the bottom of the letter. The same applies to the letters d and b ; g and q ; q and p which are often confused by pupils. Then the teacher writes a word in which the new letter occurs. For example, B b , bed . Whenever the teacher writes on the blackboard he gives some explanations as to how the letter is made, and then how the word is written. His pupils follow the movements of his hand trying to imitate them; they make similar movements with their pens in the air, looking at the blackboard. Much care should be given to the words whose spelling does not follow the rules, for example, daughter , busy , sure , usual , colonel , clerk , soldier , etc. Pupils master the spelling of such words by means of repetitions in writing them. The teacher shows his pupils how to rely on grammar in spelling the words. The more the pupils get acquainted with grammar, the more will they rely on it in their spelling. For example, the pupils have learned the plural of nouns in the English language. Now they know that the ending s is added, though it sounds either [s] as in maps or [z] as in pens ; in both cases they must write s . In the words famous , continuous it is necessary to write ous , as it is an adjective-forming suffix. In the words dislike , disadvantage it is necessary to write i and not e as the negative prefix is dis . Copying applies equally well to the phrase pattern and the sentence pattern with the same purpose to help the memory, for pupils should not be asked to write, at least in the first two years, anything that they do not already know thoroughly through speech and reading. Every new word, phrase or sentence pattern, after it has been thoroughly learnt, should be practised by copying. Copying may be carried out both in class and at home. In copying at home the pupils must be given some additional task preventing them from performing the work mechanically. The following tasks may be suggested: (a) underline a given letter or letter combination for a certain sound; (b) underline a certain grammar item; (c) underline certain words depicting, for example, the names of school things. The additional work the pupil must perform in copying a text or an exercise makes him pay attention to the sound and meaning of the words. This kind of copying is a good way of ensuring the retention of the material. It must be extensively applied in the junior and in the intermediate stages. жүктеу/скачать 0,93 Mb. Достарыңызбен бөлісу:
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