Учебное пособие предназначено для студентов высших учебных заведений, обучающихся по образовательной программе
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Шеттілдік
| 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 students 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 students 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. 3. Exercises for developing writing skills. Dictation. This kind of writing exercise is much more difficult than copying. Some methodologists think that it should never be given as a test to young beginners. “It is a means of fixing of what is already known, not a puzzle in which the teacher tries to defeat the pupil” (F. French). Dictation is a valuable exercise because it trains the ear and the hand as well as the eye: it fixes in the student’s mind the division of each sentence pattern, because the teacher dictates division by division. For example, Tom and I / go to school / together. Dictations can vary in forms and in the way they are conducted: Visual dictation as a type of written work is intermediate between copying and dictation. The teacher writes a word, or a word combination, or a sentence on the 68 blackboard. The students are told to read it and memorize its spelling. Then it is rubbed out and the students write it from memory. Dictation drill aims at consolidating linguistic material and preparing students for spelling tests. The teacher dictates a sentence. A word with a difficult spelling either is written on the blackboard, or is spelt by one of the students. Then the students are told to write the sentence. The teacher walks about the class and watches them writing. He asks one of the students who has written correctly to go to the blackboard and write the sentence for the other students to correct their mistakes if they have any. The dictation drill may be given for 10 – 12 minutes depending on the grade and the language material. Self-dictation. students are given a text (a rhyme) to learn by heart. After they have learned the text at home the teacher asks them to recite it. Then they are told to write it in their exercise-books from memory. So they dictate it to themselves. This type of written work may be given at junior and intermediate stages. Writing sentences on a given pattern. This kind of writing exercise is more difficult because students choose words they are to use themselves. The following exercises may be suggested: (a) Substitution: Nick has a sister. The students should use other words instead of a sister. (b) Completion: How many … are there in the room? He came late because ... . (c) Extension: Ann brought some flowers. (The students are expected to use an adjective before flowers.) Practice of this kind can lead students to long sentences. жүктеу/скачать 1,01 Mb. Достарыңызбен бөлісу:
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