Учебное пособие предназначено для студентов высших учебных заведений, обучающихся по образовательной программе
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Шеттілдік
| busy, daughter, language, beautiful, foreign, and others, must be assimilated through
manifold repetition in their writing and spelling. In conclusion it should be said that it is impossible to master accurate spelling without understanding some laws governing it. Students should know: (1) how to add: 1) -s to words ending in y: day - days, stay - he stays, but city - cities, study - he studies; 2) -ed to verbs: play - played; carry - carried; 3) -ing to verbs: write - writing; play - playing; stand - standing; 4) -er, -est to adjectives in the comparative and the superlative degrees: clean – cleaner - cleanest; large – larger - largest; (2) when the consonant should be doubled: sit - sitting; thin - thinner; swim - swimming; (3) the main word-building suffixes: -ful: use - useful; -less: use - useless; and others. Writing a composition or a letter, which is a kind of a composition where the pupil has to write down his own thoughts, is another problem to be solved. The pupil comes across a lot of difficulties in finding the right words, grammar forms and structures among the limited material stored up in his memory. The pupil often does not know what to write; he wants good and plentiful ideas which will be within his vocabulary and grammar. 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 students. Students 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 students 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 67 confused by students. 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 students 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. Students master the spelling of such words by means of repetitions in writing them. The teacher shows his students how to rely on grammar in spelling the words. The more the students get acquainted with grammar, the more will they rely on it in their spelling. For example, the students 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 жүктеу/скачать 1,01 Mb. Достарыңызбен бөлісу:
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