Контрольная работа: Reculiarites of Teaching English

a pigeon? It …………………...

a skyscraper? ………………….

Earth? Mars? Venus? Jupiter? They ………………

the Rhine? the Nile? the Mississippi?......................

Give answers to the questions.

A friend of yours is in hospital. Where would you go to visit him? ………….

A friend of yours is in prison. Where would you go to visit him? ………….

A friend of yours is at church. If you wanted to meet him immediately after the service, where would you go?.....................................................

It is understood, of course, that the pupil is not expected to rack his brains for something to say even in the simplest of exercises. Suggestions for answers should be implicit in the context or when necessary should be made overly by the teacher.

Teachers should pay their attention to such activity as asking questions. There are several reasons why questions are important: they stimulate and maintain pupils’ interest; they encourage pupils to think and focus on the content of the lesson; they enable teachers to check pupils’ understanding; the questions helps the pupil both with the words and with pattern required for the answer.

Many textbooks and methodology manuals writers argued that games are not just time-filling activities but have a great educational value. Most games make learners use the language instead of thinking about learning the correct forms. In the easy, relaxed atmosphere which is created by using games, students remember things faster and better. That is why games are important part in the process of teaching articles and I try to use them in all possible ways. At the same time teachers should be very careful about choosing games if they want to have any results. They must correspond to the pupils’ level, age, to the material that is to be introduced or practiced. Here is the example of the game which can help teachers to combine teaching articles and vocabulary.

What’s in the picnic basket?

The teacher asks pupils to look at the picture. Make sure that they know the English names of everything in the basket. Pupils write the words in the correct column with a or an. The teacher can add some additional tasks to this game. Such as: make a list of foods you can take on a picnic.

What are they?

Review nationality adjectives with the aid of a map of the world. Pupils look at the pictures and say the correct nationality adjective for the objects with a or an. For example: an American, a Greek, a Spanish, an English, an American, an Italian, etc.

Another important point is dialogues. As while using games the teacher with the help of dialogues can combine teaching grammar and vocabulary (see Appendix 2). I suggest using the following activity.

Dialogue: Lady: Would you like … apple?

Guest: Oh, yes, please! I love … apples.

L: Well, there’s … big one and … small ones.

G: Oh, I’ll have … small one please.

L: Are you sure you won’t have … big one?

G: Yes, thanks. Mmm! What… tasty apple!

Work in pairs and act out similar conversations about some other fruit. Make general statement about your likes and dislikes of the things to eat listed below.

My investigation showed that combining all this activities helps to explain the material and it is easier for the students to understand it better.

2.4 Testing using articles.

Presenting the rules of using articles and doing different exercises are only primary activities. At the output phase every teacher needs information about the learners’ grammar skills. For assessing learners’ knowledge and ability to use the articles appropriately different testing techniques can be used. Such as:

1) Multiple-choice tests. In this type of exercise the pupils are asked to select from the forms given the one that makes the sentence correct from the forms they have studied the one required for a given context.

Multiple choice exercises can be used on all grade levels with increasing difficulty of content and form. Some sample exercises follow.

The learners have to select the correct variant.