Реферат: Формирование грамматических навыков на начальном этапе обучения иностранному языку

Introducing new language: examples.

(a) Physical surroundings: prepositions.

The teacher starts by producing some objects. They can be very ordinary, for example a stapler, a pen, a bag, a pencil, a pencil case, etc. The teacher elicits the words for these objects from the students and if they do not know them models the words and leads choral and/or individual repetition.

The teacher gives one of the objects (a book. for example) to one of the better students and then says something like “Put the book on the table.” If the student docs not understand the teacher helps by pointing and by gesture. When the student has put the book on the table the teacher says “Well done” and then chooses another student who is told to “Put the ruler in the box”, etc. As the students gradually do what they are asked they are getting wonderful listening practice.

The teacher now asks the students if they can give instructions thus eliciting the new language. When the students give their instructions the teacher will decide whether it is necessary to interrupt and model some or all of the new language or whether to move straight on to the immediate creativity stage where students are giving whatever instructions they want (within reason!).

As a written stage the teacher can write up some instructions on the board as models. Students can now be asked to write their own instructions which they give to their classmates who then have to do what is written there.

(b) Likes and dislikes

This presentation will consist of two stages. In the first students will learn to

say “Do you like ______?” and in the second they will be presented with “He/she likes/doesn't like ____”.

The teacher starts the sequence by asking students “Do you like coffee?”. With mime and expression he or she will soon convey the meaning of the question and a student will answer “Yes” or “No”. The teacher then gets

choral and individual repetition of the answers (“Yes I do/No, I don't”) if this is necessary. For a very brief period the teacher asks students questions and they give their answers. Then the teacher elicits the question (which the students have heard the teacher using). If necessary the question is explained and the teacher goes through the accurate reproduction stage, cueing students to ask and answer different questions. The students then work in pairs doing the same thing. This is a form of immediate creativity.

While the students are working in pairs the teacher puts the following on the blackboard:

The teacher selects a student, for example, Carlos, and puts his name in the name column. The other students now ask him whether he likes the items on the chart and the teacher puts a tick (V) if he does and a cross (X) if he doesn't. The procedure is now repeated with other students until the chart looks like this: