HOW TO PRESENT A NEW SOUND

Speech pattern This is a pen.

Word pen

Sound /e/

3 main groups of ex-ses for T.Pr.:

Stage I. Ex-ses in listening (reception ex-ses), which are aimed at developing phonemic hearing and at establishing differential features of the phonetic studied.

Stage II. (drill stage) – ex-ses in reproduction. They are aimed at forming pronunciation habits properly. These are articulation ex-ses, which are aimed at practicing this or that particular sound and are based on multiple reproduction of one and the same sound;

Stage III. Speech ex-ses, which are aimed at developing habits of pronouncing the sounds in various combinations, e.g. habits of correct pronunciation of the sounds in the process of communication.

How to organize a phonetic drill:

How to work at a verse/poem/

Model reading of a verse, preferably recorded

Reciting the whole poem

The benefits of using audio materials in teaching pronunciation:

Ø they provide stable and multiple reception and reproduction of the phonic material;

Ø they provide correction of the pupils’ pronunciation habits following the model;

Ø comprehension of speech of different speakers;

Ø regulating the tempo of speech (normal from the very beginning);

Ø to record the pupils’ speech for correction.

Lecture # 7

Teaching Grammar

Outline.

1. Aims and tasks of teaching Grammar in a secondary school;

2. Selection of the active and passive grammar material for secondary schools;

3. Chief stages of formation of grammatical habits:

a) ways and techniques of presenting Gr. Material;

b) automatization of grammatical habits;

c) adaptation of speech Gr. Habits to various kinds of language activities.

The main aim of teaching Gr. in a secondary school is to have pupils form their grammatical habits as one of the basic components of speech skills of Sp., Aud., R., and Wr.

Aspects of teaching Grammar have 3 sides:

“form” is the word or part of the word a grammar item is made of (e.g. Present Progressive =verb “to be”+ verb + ing);

“meaning” is the concepts a grammar item expresses (e.g. Present Progressive is an action in progress at the present moment);

“use” is what the grammar item is used to do in a particular context (e.g. giving a comment on a present action (such as sports commentary or talking about future plans).

The minimum of grammar material which is required should be:

1) sufficient for usingthe language as a means of communication within the limits of the school syllabus;

2) real (realistic) for assimilating under school conditions.

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Under the active minimumof grammar material we understand the grammatical phenomena which are meant for usage in oral speech (speaking and writing).

To the passive minimum of grammar material we refer the grammatical phenomena which pupils can recognize and comprehend in a text (while reading or listening).

The basic principles of selection of grammar material for the active minimum are as follows:

1) principle of prevalence(wide usage) in oral and written speech;

2) principle of modeling,that is capability of a grammatical form to serve as a model for constructing other forms by analogy.

3) principle of excluding synonymic grammatical phenomena(the Pres.Perf.Cont. is not included in the minimum).

In accordance with these principles the active minimum includes the grammatical phenomena which:

§ can be spread on a considerable part of vocabulary;

§ most widely used in oral speech;

§ stylistically neutral.

The principles of selection of the passive minimum of grammar material as follows:

1. principle of prevalencein the bookish style;

Date: 2016-01-14; view: 588