Педагогика / Реферат: Формирование грамматических навыков на начальном этапе обучения иностранному языку

Реферат: Формирование грамматических навыков на начальном этапе обучения иностранному языку

Sometimes, however, the teacher may not have to distort the isolated feature (where it is only a one syllable word).

Where there is more than one item that needs isolating the teacher goes through the procedure in Figure. with the first item to be isolated and then repeats the sequence with the second item.

The following example clearly shows the procedure in action. The teacher wishes to isolate both the verb form and the pronunciation

T: Listen … she goes to school … she goes to school … listen …goes … goes … go … /z/ …go … /z/ … goes … she goes to school … listen … she goes to school.

The teacher may back up this oral explanation by writing the following on the blackboard:

She goes to school.

The use of a box to highlight the main grammar points helps to focus the students' attention on that point.

(e) Explaining question forms

When we have to do the same kind of explanation for a question form we may follow the same procedure as for (a) above. However, particularly where a question form is taught after the affirmative version of the same grammar point has already been the subject of practice, some extra techniques may help the students to understand the form of the question.

Unlike many languages English uses inversion to signal a question. Thus if we take an affirmative sentence such as "He is running" we find that the equivalent question form has the subject and the auxiliary in a different order, e.g. 'Is he running?'. Even where we put a question word (such as ‘which’, ’what’, ‘how’, ‘when’, etc.) at the beginning of the question this inversion is still used. Students of English frequently find this confusing.

When introducing a question teachers will follow the same procedure as for (a) above. They will, however, isolate and distort in a slightly different way, and it will be advisable to use the blackboard and/or gesture to make the inversion clear.

Suppose we wished to 'explain' the question model 'Is he running?' We might do it in the following way:

T: Listen ... Is he running? Is he running? ... listen ... he is running? ... no (teacher shakes head and crosses arms in un 'inversion' gesture} ... Is he running? ... Is he running?

We can write the following on the blackboard at the same time: