The ministry of higher education, science and innovations of the republic of uzbekistan
Exercises aimed at the formation
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2.2. Exercises aimed at the formation
grammar skills, in the system of English lessons The system of exercises for the formation of grammatical skills set the main goal of mastering the oral speech of the English language. It was aimed at mastering those operations with speech material that are necessary for understanding and expressing thoughts in a foreign language. It is known that the main difficulty in teaching grammatical skills and abilities is not in memorizing individual facts of the language, but in mastering actions with them. Therefore, the main purpose of grammatical exercises was to provide students with mastery of actions with grammatical material, both in receptive and reproductive terms. Grammar exercises in this system met the following basic requirements: - taught actions with grammatical material; - reflected the psychophysiological and linguistic patterns of the developed types of speech activity; - had a communicative orientation; - arranged in order from easier to more difficult; - intensified the mental activity of students (set problematic tasks); - contained a variety of tasks. Language exercises were aimed at developing the student's primary skills and abilities in using individual elements of the language being studied, and their goal was to prepare the student for further speech activity.Language exercises are carried out throughout the entire course of teaching a foreign language, since it is easier to master a certain skill separately.Our methodology was based on the exercises from the textbook “Spotlight” (“English in focus”) for the 5th grade of educational institutions, the authors of which are Yu.E. Vaulina, J. Dooley, O.E. Podolyako,W. Evans. It is known that a skill developed on a conscious basis is particularly durable and flexible. Therefore, the exercises used in teaching helped the student to understand well the features of the language material being worked out. In this regard, a characteristic feature of language exercises was the repeated presentation of a speech sample and the variety of types and types of these exercises. Within the framework of the classification "training - practice" in the language exercises used in the lessons, one can distinguish in terms of the development of the process of formation of speech skills:Primary exercises , which immediately follow the explanation and aim to develop primary skills, and then skills.By the nature of operations with speech material carried out by students, one can distinguishElementary-receptive exercises . They consist in the recognition of units of speech that were in the experience of students when listening and reading. It is necessary to adhere to the following sequence in methodological actions when familiarizing students with receptive grammatical material: 1. Presentation of a new grammatical phenomenon on the board (card, codogram, multimedia) 2. Establishing the meaning of a new grammatical phenomenon based on the analysis of several written contexts. 3. The formulation of the rule, including indications of the formal and semantic features of the new grammatical phenomenon. Elementary-receptive exercises were accompanied by the opposition of the assimilated material to the already assimilated one, in order to distinguish between what could be erroneously identified.Reproductive exercises consist in oral and written (or only oral) reproduction of the units of material for speech that were in our experience or their complexes. The students were given dialogues by heart. For example, the dialogue for the topic "A visit to the vet":
As can be seen, elementary receptive operations here are closely related to reproductive ones and vice versa. Secondary pre-speech exercises. These exercises were designed to further automate primary skills by applying emerging skills to secondary skills.The main efforts of students and their voluntary attention and thinking were focused on overcoming certain difficulties, due to which these exercises still belonged to the field of training, and not speech practice. For example, p. 67 exercise 7: Write the third person singular. 1) I hide - he ... 2) We hunt - she ... 3) They live - he ... 4) You eat - she ... 5) I walk - she ... 6) You use - she ... 7) They carry - he ... 8) We wash - he ... Combinatorial-receptive exercises consist in correlating the identified elements and signs of speech with each other and with the situation when listening and reading in order to understand the statements. The training of the receptive grammatical material involved the performance of a number of imitation, substitution and transformational exercises. Imitation exercises were built on a single-structural or oppositional (contrasting) grammatical material. The grammatical structure in them is given, it should be repeated without change. The exercises can be performed in the form of listening and repeating the forms according to the model; contrasting repetition of various forms after the teacher, while adjusting the organs of speech to the pronunciation of new grammatical phenomena in a small context; writing off the text or part of it with underlining grammatical landmarks. For example: Find verbs in Present Simple Tense in the text and under them: “I've got a cat. Her name is Stripes. She is 5 years old with big ears and bright green eyes. Stripes plays in the garden all day and at night she sleeps on my bed. Cats are great! What do you think?” Substitution exercises were used to reinforce the grammatical material, to develop automaticity in the use of the grammatical structure in similar situations; this type of exercises is especially responsible for the formation of the flexibility of the skill, here the whole variety of forms inherent in this grammatical phenomenon is mastered, due to various transformations, paraphrase, addition and expansion. For example, p. 69, exercise 7 a): Fill in do, does, don't or doesn't. 1. A: ………. do you like peacocks? B: Yes, I………. . 2. A: ………… your friend eat fruits? B: No, she ……………… . 3. A: ………… they live in Brazil? B: No, they ………… . 4. A: ………… Bob sleep a lot? B: Yes, he…………. Transformational exercises made it possible to form the skills of combining, replacing, reducing or expanding given grammatical structures in speech. Here, the method of training actually merges with the method of applying the acquired grammatical material in speech. When performing these exercises, two interrelated tasks were taken into account: ensuring the memorization of grammatical material, developing the relevant skills, and at the same time opening up a clear speech perspective for students to use these skills.Productive exercises consisted of reproducing and combining, in accordance with the speech situation, the learned units of speech for oral or written communication.Speech exercises - were aimed at developing a new complex skill in the student - the ability to mobilize the acquired language material in order to implement language communication.The exercises gradually became more creative and more and more approached the natural act of speech.Combinatorial-receptive exercises consisted in direct (without analysis and translation) understanding of oral and written statements built on familiar structures and containing mostly familiar vocabulary.Productive exercises consisted in oral and written expression of thoughts using the learned material for speech in speech situations accessible to the student.When teaching, first of all, the ratio of the specific weight of training and speech practice is very dynamic. In the middle stage of education, speech practice begins to dominate, which is why a lot of attention is paid to the development of speech and grammar skills, as well as listening skills.It should be noted that the division of exercises into language and speech is conditional and valuable only in a purely methodological sense. The same exercises can act either as language or as speech, depending on the stage of training.Now we will bring all the exercises into the system of lessons, which will contribute to the effective development of literate oral speech.When teaching a new section (Module 5), a new grammatical topic “Present Simple Tense” was introduced and practiced.At the beginning of the lesson “ Amazing creatures ” , the necessary vocabulary was given for mastering the grammatical material, followed by an explanation of the Present Simple Tense topic in affirmative sentences and spelling rules for verbs in the 3rd person singular. numbers. After that, exercises were given to consolidate the new material. 1. Write the person third singular. 1) I hide - he ... 2) We hunt - she ... 3) They live - he ... 4) You eat - she ... 5) I walk - she ... 6) You use - she ... 7) They carry - he ... 8) We wash - he ... 2. Put the verbs in brackets into the correct form. 1) Rhinos …………….(eat) plants. 2) The Bengal tiger ……………… (live) in India. 3) A lion …………………… (sleep) during the day. 4) Crocodiles ……………………(swim) in rivers. 5) Elephants……………………. (like) bananas. 6) A cobra sometimes ……………….(bite) humans. The peculiarities of the pronunciation of the ending -s were practiced with the help of the exercise, to which the audio material was attached (track 29): Listen and tick ( ):
The rules and exercises (1,2) from the workbook were given for homework to consolidate and repeat grammatical material and vocabulary, because. For the development of literate oral speech, not only knowledge of grammar, but also vocabulary is necessary. It should be noted that during the lesson, multimedia support was used, which stimulated the work of students and contributed to better assimilation of the material.Next lesson " At the Zoo " began with a homework check, during which students were identified who completed the tasks without making a single mistake, and those who made mistakes. Homework was checked with comments and explanation. The purpose of the lesson is to expand vocabulary, develop grammatical skills, as well as listening, speaking and pronunciation skills. New vocabulary was introduced on a new topic, there were tasks for listening, the topic Present Simple Tense was fixed in affirmative sentences. To consolidate the grammatical material, an exercise was given where the students had to write down and comment on their answer: (Workbook p .41, Ex . 3 ): Put the verbs in brackets into the correct present simple form. 1) A cheetah…….(run) very fast. 2) Frog ………….(live) on all continents except Antarctica. 3) Hippos ………(give) birth underwater. 4) The blue whale …………..(weigh) 50 tons at birth. 5) Dolphins …………….(sleep) with one eye open. 6) The black and white rhino ………..(have) two horns. 7) Butterflies ………….(taste) with their feet. 8) A crocodile …………(move) fast with its tail. 9) A deer………….(eat) grass. 10) Leopard ………..(keep) moving. They never stay in the same place. Homework: memorize dialogue and spelling rules -s, -es, -ies at the end of a 3-string verb. units The next lesson continued the previous topic, but the emphasis was on grammar. The explanation of the Present Simple Tense topic was continued in interrogative and sentences and in negation. But before continuing the explanation of the topic, the dialogue given at home was checked, thereby checking the level of development of speech skillsThe slides explained the rule, which was analyzed using the Brainstorming method. Questions ( Interrogative)
Negative _ _
Short answers ( Short answer )
The explained rule was consolidated through a series of exercises, which, according to the methodology, gradually became more complicated from substitution to productive ones. p. 69, Ex. 7 a) Fill in do, does, don't or doesn't. 1. A: ………. do you like peacocks? B: Yes, I………. . 2. A: ………… your friend eat fruits? B: No, she ……………… . 3. A: ………… they live in Brazil? B: No, they ………… . 4. A: ………… Bob sleep a lot? B: Yes, he…………. After parsing and checking the exercise, the task became more difficult. p. 69, Ex.7 b) Ask and answer. Do you play football? — Yes, I do. 1. ……..your mum work? 2. ……… your friend walk to school? 3. ………you live in a flat? 4. ……….you swim well? 5. ……….you like elephants? 6. ………..your dad eat fish? After this exercise was also tested, a team game followed, which contributed to the activation of vocabulary and grammar, as well as the development of thinking and cooperation. A sample was given. Game: Play in teams. Think of an animal. The teams ask five questions each to find which animals it is. Team A S1: Has it got wings? / Can it (run)? Is it (big)? Leader: No, it hasn't. / Yes, it can. / No, it isn't.Based on this exercise, the level of development of students' speech skills, their ability to competently ask questions and answer them was visible. Weaker students were also identified, which were worth paying attention to. Thus, the control of speaking skills was carried out. The homework was creative ( p. 69, Ex. 10 Portfolio : Write a paragraph about a wild animal. Write: its name; what it looks like; color. Find a picture for your project), as one of the objectives of the lesson was to develop outlook and cognitive interest in the language and the world aroundThe next lesson " My pet ", like the previous ones, was built according to the main stages of the lesson, and the main activity was aimed at listening, working with text, introducing new vocabulary. So, through audio material, multimedia, speech skills developed.To consolidate and work out the grammatical material, the students performed a simulation exercise, which made it possible to conclude how students see the forms of the verb and can isolate them from the text.p.70 , Ex . 3 . Underline all the present simple verb forms. Explain their meaning .“Hey guys! I've got a dog. His name is Nelson and he's 3 years old. He is very big with golden fur. I take him for walks in the part every day. Does anyone else like dogs? ”As homework, the introduced vocabulary and repetition of spelling rules were offered, as well as preparation for a test work on the studied grammatical topic “Present Simple Tense”. The next lesson began with the organizational and motivational stage. Next came the preparatory stage, during which the students activated the vocabulary of past lessons and the studied grammatical topic, preparing for the test work.The verification work contained a number of tasks aimed at identifying the level of assimilation of the material covered. (Appendix A)At the beginning of the next lesson " Culture Corner . Furry Friends » with the students, work on the mistakes was carried out, during which each mistake was individually considered, the studied grammatical material was repeated and consolidated. Also during the lesson, tasks were given to develop listening, reading and speaking skills ( p . 71, Ex . 1,2 ). Exercises 1, 2, 3 from the workbook (Workbook) for repetition and grammar were given at home: 1. Write the person third singular of the following verbs. 1) I speak - he ... 2) I carry - he ... 3) I go - he ... 4) I wash - he ... 5) I eat - he ... 6) I play - he ... 7) I write - he ... 8) I teach - he ... 9) I live - he ... Before considering the new topic " A visit to the vet " , the homework was checked. Then there were tasks aimed at activating vocabulary, developing phonetic and listening skills, the dialogue was analyzed, the expressions used in it were worked out, and work was also carried out to develop speech skills based on dialogue: Ex. 4 p. 72 . Answer the questions. 1. What pet has John got? 2. What problems does his pet have? 3. How old is he? Homework consisted of doing exercises 4, 5 from the workbook (Workbook) on page 45, which were aimed at developing grammatical skills and oral speech.At the last lesson ( Extensive Reading . Across the curriculum : Science ), before the test, new vocabulary was introduced and worked out. Work with the text was also carried out - the students listened, read, translated the text and answered the questions posed. Work on the development of speech was carried out through discussion of the text. The song offered in the textbook was used as a dynamic pausePreparation for the control work was carried out, during which such exercises were considered and the necessary rules were repeated. Ex. 7 p. 46 (Workbook): Fill in do, does, have, has, can, is, are and answer the questions. 1. …… you play the guitar? ………………… 2. ……… you got a pet? ………………… 3. ……… your parents work in the morning? …………………. 4. ………. your friends English? …………………. 5. ………. your teacher got long hair? ………………….. 6. ………… your best friend like football? ………………….. At the next lesson, a test was carried out ( Progress Check 5 ), offered in the textbook on page 74. (Appendix B)Thus , by applying all types of grammatical exercises, arranged in the order “from simple to complex”, from elementary receptive to productive, we helped the student to understand well the features of the language material being worked out. In this regard, the multiple presentation of a speech sample and a variety of types and types of exercises are associated, which also contributed to the development of literate oral speech. Download 173.18 Kb. Do'stlaringiz bilan baham: 
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