Студопедия  
Главная страница | Контакты | Случайная страница

АвтомобилиАстрономияБиологияГеографияДом и садДругие языкиДругоеИнформатика
ИсторияКультураЛитератураЛогикаМатематикаМедицинаМеталлургияМеханика
ОбразованиеОхрана трудаПедагогикаПолитикаПравоПсихологияРелигияРиторика
СоциологияСпортСтроительствоТехнологияТуризмФизикаФилософияФинансы
ХимияЧерчениеЭкологияЭкономикаЭлектроника

Writing exercises

Читайте также:
  1. Additional exercises
  2. Exercises
  3. Exercises
  4. Exercises
  5. Exercises
  6. Writing a Resume

Dictation. This kind of writing exercise is much more difficult than copying. Some methodologists think that it should never be given as a test to young beginners. “It is a means of fixing of what is already known, not a puzzle in which the teacher tries to defeat the pupil” (F. French). Dictation is a valuable exercise because it trains the ear and the hand as well as the eye: it fixes in the pupil’s mind the division of each sentence pattern, because the teacher dictates division by division. For example, Tom and I / go to school / together.

Writing answers to given questions. The question helps the pupil both with the words and with the pattern required for the answer.

The object of every kind of written exercise mentioned above is to develop pupils’ spelling in the target language and to fix the linguistic material in their memory and in this way to provide favourable conditions for developing their skills in writing compositions. By composition in this case we mean pupils’ expression of their own thoughts in a foreign language in connection with a suggested situation or a topic within the linguistic material previously assimilated in speech and reading. Progress in writing a foreign language is possible on condition that pupils have adequate preparation for writing. This preparation should nearly always be carried out orally, except late at the senior stage when it can be done from books independently as at this stage oral questioning need not precede writing. Writing compositions will not help much in the learning of a new language without careful preparation. If pupils have to rack their brains for something to say, or if they try to express something beyond their powers, the writing may be more harmful than helpful.

A spelling test may be given either at the beginning of the lesson, or in the second half of it. Thus, if the teacher handles the class well, it makes no difference when he gives it. If he does not handle the class well enough to hold his pupils’ attention, it is better to administer a test in the second half of the class-period, the first half of the class-period being devoted to some other work. Otherwise he will not succeed in making his pupils work well. They will be excited because of the test.

In conclusion, it should be said that everything a pupil writes as a test must be easy for him because he is asked to write only those things which he already knows thoroughly.

It cannot be stressed strongly enough that none of the above types of tasks can be used as tests if the pupils were not taught to do them in the process of learning the target language.

There is one more problem which deals with writing that is the correction of mistakes in pupils’ exercise-books.

Modern methodologists believe that the essence of correction lies in the fact that a pupil must realize what mistake he had made and how he must correct it. That is why many teachers and methodologists, hot I) in this country and abroad, consider that the teacher should just mark (underline) a wrong letter, or a form, or a word, etc.

In this way he will make the pupil find the mistake and correct it. Learners must acquire the habit of noticing mistakes in their own writing. This habit can be acquired if pupils are properly trained, if teachers will develop these habits in their

pupils. The training that will help pupils to become aware of their mistakes has to be gradual and continuous. When a pupil is made to find his mistakes and correct them he has to apply his knowledge in spelling, vocabulary, and grammar of the target language and this is far more useful for him than the corrections made by the teacher. The effect of the teacher's corrections on the pupils is usually very small. Therefore pupils should be trained to correct mistakes that have been made. The better the teacher trains his pupils, the less work he will have to do in the marking.

 




Дата добавления: 2014-12-15; просмотров: 46 | Поможем написать вашу работу | Нарушение авторских прав




lektsii.net - Лекции.Нет - 2014-2024 год. (0.005 сек.) Все материалы представленные на сайте исключительно с целью ознакомления читателями и не преследуют коммерческих целей или нарушение авторских прав