46. Проблема навчання письма і писемного мовлення. Складання фрагмента уроку з навчання письма на середньому ступені навчання

Since pupils should be taught penmanship, spelling and composition it is necessary to know the difficulties our pupils find in learning to write English.

The writing of the letters does not present trouble because these are a lot of similar letters in both languages: a, o, e, n, p, c, x, M, T, H. only a few letters such as S, r, h, l, f, d, t, j, G, Q, N may be strange for the pupils. Training in penmanship may be made easier if we adopt the scriptwriting suggested by Marion Richardson in which the capital letters in script have the same form as the printed capital letters.

The most difficult thing is English spelling. We are to take into account:

• Historical or conservative principle e.g. busy, drought, daughter;

• Morphological principle e.g. answered, asked;

• Phonetic principle e.g. leg, pot, pen;

The discrepancy that exists in the English language between pronunciation and spelling may be explained by the fact that these are more sounds in the language than these are letters to stand for these sounds.

Teaching writing should be based on such methodological principles as a conscious approach to forming and developing this skill, visualization and activity of pupils. Pupils learn to write letters, words, sentences in the target language more successfully if they understand what they write, have good patterns to follow, and make several attempts in writing a letter until they are satisfied that the work is well done.

Teaching writing includes 3 stages:

4. Mastering penmanship;

5. Acquisition with the patterns , used in oral and written speech;

6. Mastering writing as a means of communication;

The teacher may propose junior pupils:

• To answer the questions on the text;

• To make up questions to the text;

On the middle stage:

• To answer the questions and to makeup questions on the text;

• To make a plan to the text;

• To retell according to the plan;

• To write a letter to a pen - friend, to retell the text;

For the senior pupils:

• To write a letter to a pen - friend;

• To write annotation to an article;

• To describe a picture;

• To make up a dialogue;

• To give the gist of a story;

• To write an article to a newspaper.

47. Урок як основна форма навчально-виховного процесу. Типологія і структура уроків іноземної мови

According to the American methods of teaching you can develop your lesson plans by following these steps:

These are two types of lessons: the first type – lessons aimed at forming speech habits to use the material. The formation of the abilities to use the material in listening, speaking, reading and writing.

The second type – lessons aimed at developing speech habits. The practice of speech activity dominates.

T he structure of lesson is determined by the contents and the place mined by the series of lessons. The lesson consists of stages:

The structure of the lesson

		permanent	charging
I	The beginning of the lesson
	Organization of the class	+
	Speech/phonetic exercises	+
II	The main part
	Presentation of the new material		+
	Speech training		+
	Practice		+
	Systematization		+
	Control (testing)
	Current	+
	Consolidating		+
III	The conclusion
	Home task	+
	Summering up	+