Педагогические науки/5. Современные методы преподавания

Y.P. Pakhomenko, I.V. Shishkina

E.A.Buketov Karaganda State university, Kazakhstan

USAGE OF DIFFERENT METHODS & DIFFERENT LITERARY DEVICES WHILE TEACHING THE WRITING SPEECH OF A LANGUAGE

Writing speech differs from the other types of speech activity not only with its specificity, but with the prevalence degree of use in life. Transformation & receiving of information with the help of human language is carried out by the means of oral speech (speaking, listening) or reading. Using writing speech is more limited.

Here you can see the list of devices for the development of the techniques and style of writing speech on different stages of teaching a foreign language.

1. Improving the style. A teacher offers several topics for a short brief essay or active situation. The time is limited. When everything is done the students exchange their papers & they are supposed to improve the style of a written composition (for example. “adorn” it with extended adjectives, clauses or different locutions).

2. A teacher reads a poem or a short descriptive situation, the students are supposed to broaden the topic in the form of a story, tale, article, letter to a friend, diary, song, announcement or advertisement.

3. Correspondence.

a) writing a letter on the relevant topic for the German newspaper

b) writing a letter to one favourite character (from the fairy-tale, play, drama or movie) in which the students are supposed to give questions to their character. Then the letters are collected & again given out for responding them. Afterwards all the letters are read aloud.

c) writing different letters to each other.

d) writing congratulations, invitations and responses for them.

e) writing a business letter and a response for it.

4. 5-minute texts. The students are given 5 minutes to write a short text on the definite topic. The topics can be various (“The best thing that ever happened to me”, ”The place which I know”).

5. Language of colors. The students are supposed to describe a person, situation, country or a city only with the help of colors.

6. The language of freedom. Students are offered to write a poem at any theme just without grammar and the rules of poetic style.

7. Writing the horoscope for today, tomorrow or a week forward.

8. My problem. Students are offered to write about own big problem, the problem of own family or country. The others are offered to write the decision of this problem.

9. Fairy tale. Somebody reads only the beginning of the fairy tale and students should continue its content during the 30 minutes. After that the compositions are given in and then given out again. And the other students finish these compositions.

10. Writing the script for soap opera. Students are offered to write a soap opera for certain time to the fiction movie. This exercise can be used for consolidating such themes like “The family”, “Related relationship”, “Appearance”, “Personality”.

11. Long-term relationship. Students are offered to buy a copybook for the whole group and to write a novel during two or three months. All the students participate. Daily they write down a little plots in the copybooks.

12. Writing and music. Students are offered to listen several musical composition and describe own feelings or to write the situation.

13. Writing the composition according to three temporary plans “Remembering childhood”. The first remembering - is murky (simple temporary tenses are suggested being used here). The second remembering is more clear, the third one is clear remembering (here the complicated temporary forms are suggested being used).

14. Instructions. The students are offered to write the instructions or directions for different situations (for example: How do you behave during an earthquake? How do you determine the direction of the light? How do you behave if you meet a bear? "How do you react for a declaration of love if you are not interested in this person?)

15. Associograms. The students are suggested writing an associogram on a certain subject (e.g.: Friendship, family, love, my dreams).

16. Poems. Writing a poem with the rhyme and without it.

a) The students are suggested writing a poem. They have a beginning of the poem, for example: To be young means…, If I could…, without you… .

b) The students are suggested writing a similar poem on an other subject, for example: Childhood & first school years, Shopping, My workingday.

c) The students are read a poem and suggested writing a similar poem to a given example helpful for making up rhyme words.

d) Students should use only nouns, adjectives, infinitives or interrogative sentences writing a poem on a certain subject.

e) Students read some poems, where some lines are missing. Then they suggest to complement them.

17. Writing e-mail to friends, acquaintants, relatives.

18. Writing amusing stories to the caricatures.

19. Students are suggested writing an advertisement on a certain subject, pictures, things or an object.

20. Writing a restricted story to statistics or graphics.

21. Writing a diary. A group of students start a separate copybook and events happened in the group daily writing down in this diary.

22. Execution of a written retelling of the Russian texts in a foreign language. Here can be used classical works of foreign authors.

23. Making of annotation of Russian texts in a foreign language. As a preliminary work serve the explanation the rules of the annotation text for students.

24. Students are suggested to listen to the text and make a written arrangement of listening by memory.

25. Students are suggested to rewrite the text, excluding from it the secondary words and sentences. The task focuses on the reduction of the text.

26. Making a written, representational, differentiated, oriental, brief retelling of the main content of the text.