The way students are introduced into a speech (description of the lesson)
Introductory stage. Speech as action
Students are asked to make a robot from figures (triangle, square and circle) large and small. A sample of the picture is hung on the board.
During the lesson from the proposed figures on the model of a teacher and a student or other teacher who speaks Tatar, it is necessary to assemble a robot. Figures are in the teacher and student, who owns the speech, which create a language environment through their communication. They communicate about drawing a picture, since speech is not so much communication during work , as communication for labor. Speech is one of the means constituting this activity.
In the lesson, this happens like this:
Teacher . Give, please, me a square.
Pupil (who owns the Tatar language). Take the square.
Teacher . Please give me a triangle.
Pupil . Which triangle do you need, large or small?
Teacher . The Big Triangle.
Pupil . Take it.
A pupil who also speaks, asks to give him the same figures and begins to compose his robot. The first 5-7 minutes there is an exchange of figures with clear progovorom and unostentatious demonstration of figures. The teacher, naming figures, glues them on his sheet (demo), makes up the robot. United States speech sounds small and only with auxiliary operations.
Later on the student, who owns the Tatar speech, joins the level of a simple repetition ("Give me a square"). The teacher transmits and says: "Take the square."
The next stage includes other children, asking their questions in the form of a repeat sample. So there are several lessons without complicating the tasks, but with the change of images (the shape of the figures is preserved).
At the next stage, the material (robot) becomes more complicated, the size and color characteristics are introduced.
The second stage. Speech about the organization of activities
It introduces interference in the work, which consists in the fact that the teacher intentionally gives not those figures that the student asks for. Due to this, there is a transition from direct action to a level of understanding (not for action, but for organizing an action). For example:
Pupil . Please give me a large square.
(The teacher will give a large triangle.)
There is a difficulty in the activity of the student, which can be eliminated only by speech actions (external motive).
Pupil . Pet, please give another one.
Teacher . What? Please specify.
Pupil . Give a large triangle.
Next, this activity is organized in a group of children, while the image is not collected, but drawn by drawing color samples with colored pencils. All samples are from the students (one each). To complete the assignment, you must ask for missing pieces from other students. The teacher participates in this activity on a par with schoolchildren. For example:
Pupil 1 . Give me a square.
Pupil 2. Which square?
Pupil 1. Small.
Pupil 2. What color?
Pupil 1. Red.
Later, at a more complex stage, a situation is introduced that does not allow the task to be performed (the figure is missing or the children see each other's figures).
So from the lesson to the lesson the process becomes more complicated: the topics, material, ways of organizing group activities change. For one academic year, 9-10 topics are studied for social and everyday subjects with a total of 300-350 words. Already at the end of the 1st grade, students could communicate at the level of understanding on this topic.
It is important that during the pilot training course the teacher organized communication of students with people in the Tatar language in a natural setting. So, for example, children came to the store and had to communicate with the seller in the Tatar language: to explain what they need to buy, to find out the price of the goods, to pay off. Of course, the seller knew the United States language, but intentionally, at the request of the teacher, he spoke with children only in Tatar. Other similar situations were organized. Due to the fact that there were children in the class who knew the Tatar language, then soon the students began to talk among themselves in Tatar. At first it was a game, and then a common thing.
This experience shows how natural and artificial forms of learning can be combined.
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