Методические приемы, направленные на устранение трудностей в употреблении видовременных форм английского глагола в речи

Robert Frost

• Read the text and comment on the grammatical form made use of. Review your knowledge of the Passive Voice. Give your opinion of the poem; try to use the Passive Voice in your speech.

To Think of Time

(fragment)

It is to diffuse you that you were born of your mother

and father, it is to identify you,

It is not that you should be undecided, but that you

      should be decided,

Something long preparing and formless is arrived and

     formed in you,

You are henceforth secure, whatever comes or goes,

The threads that were spun are gathered, the weft

crosses the warp, the pattern is systematic.

The preparations have every one been justified,

The orchestra have sufficiently tuned their instruments,

the baton has given the signal.

The guest that was coming, he waited long, he is now housed,

He is one of those who are beautiful and happy, he is

one of those that to look upon and be with is enough.

The law of the past cannot be eluded.

The law of the present and future cannot be eluded,

The law of the living cannot be eluded, it is eternal.

The law of promotion and transformation cannot be eluded,

The law of heroes and good-doers cannot be eluded,

The law of drunkards, informers, mean persons, not

one iota thereof can be eluded.

Walt Whitman

      Стихи вводят учащихся в культуру стран  английского языка, знакомят с английской поэзией, способствуют непроизвольному  усвоению учебного материала и выработке  автоматизированных навыков владения языком [Гоумовская 2006:26]. 

2.4. Использование приемов для идентификации и сравнения видовременных форм английского глагола и исправления ошибок 

      Повышенный  интерес среди учащихся всегда вызывают упражнения, в которых учащиеся должны, опираясь на действия идентификации, сравнения, осознать принадлежность грамматических языковых единиц к определенному классу, выбрать и удалить один лишний элемент, не относящийся к классу – Odd one out or Misfits. Отрабатывая Past Simple  на примере следующего стихотворения, можно удалить два разных элемента: I didn’t miss my chance – отрицательное предложение, все остальные - утвердительные; Last month I went to Rome – использован неправильный глагол “to go”, в то время как все остальные являются правильными:

•  I didn’t miss my chance:

      Last year I visited France,

      Last month I went to Rome,

       Last week I stayed at home.

      При этом учитель проверяет, насколько  хорошо учащиеся усвоили формы неправильных и правильных глаголов.

      Упражнения, направленные на исправление ошибок, являются также наиболее эффективными. В данном случае учитель проверяет внимательность учащихся, понимание о формах видовременной системы английских глаголов, одновременно отрабатывая эти структуры и закрепляя их. Например:

• Correct the mistakes.

A deaf and a dumb girl

      A young man were a stranger in the town, and had being brought to a dance at the local Deaf and Dumb Hospital by his old friend, the doctor.

"How can 1 ask a deaf and dumb girl to dance?" he asked a little anxiously.

"Just smile and bow to her," answered the doctor, who had did it many times.

      So the young man picked out a beautiful girl, bowed and smiled, and away they danced.

      They danced not only one dance that evening, but even three, and he was go to asked her for another  when a  stranger comed up to the girl and said, "When is we going to have another dance? It almost an hour since I haved one with you.” "I know, dear," answered the girl, "but I don't know how to get away from this deaf and dumb young man."

• Find the extra word in each line.

Wedding disaster

1. ___ My wedding had been being arranged for months. I knew exactly what I
2. ___ wanted for that special day. I had the caterers to give me a menu and
3. ___ have got them to provide me with samples so that I could be sure we
4. ___ would have the best food. I also wanted to have us a string quartet play
5. ___ classical music and I arranged that, too. My dress was been being made
6. ___ specially and I had told the dressmaker put silver thread in it. Finally, the
7. ___ big day got arrived. My dress was being delivered in the morning, but by
8. ___ ten it still hadn't arrived. They called me and said it had been being
9. ___ damaged! I was furious! I had my best friend quickly to pop out and get

10___ a new dress. I had got my lawyer to call to get my money back [Mann Malcolm, Taylore-Knowles Stieve 2006: 128].

      Описанные приемы значительно облегчают учебную задачу. Коммуникативно-ориентированное обучение грамматике позволяет повысить мотивацию и эффективность овладению, расширяет экспрессивные возможности речи и придает естественность высказываниям учащихся в учебных условиях. 

2.5. Использование фабульных  текстов как прием  для усиления мотивации  в тренировке и  закрепления видовременных  форм английского  глагола 

      Усвоению  грамматического материала, а также  повышению мотивации при этом, способствует тренировка и закрепление материала через увлекательные фабульные тексты. Например:

• Fill in the Past Simple forms of the verbs. All the verbs are irregular (except one).

Slattern

      Once a young girl (come) to her girl-friend who (be, not) at home. She (be) going  to leave the room, but (see) the piano.  She (find) that the piano (be) dusty and  (write) on it with her finger: "Slattern." Then she (leave) the room. The next day they (meet) and the lady (say): "I (call) on you yesterday." "Yes, I (see) your name on the piano," she (say).

• Participle or Gerund? Read the text Find the participles and gerunds. Translate them into Russian.

Fishing

      Mr. Brown was fond of fishing. He went fishing every Saturday. Once he was sitting on the bank of a river all day long, holding a pole and staring at the water.

     One man was sitting behind Mr. Brown all that time, watching him. Mr. Brown didn't like it. But the man was sitting without moving, gazing at Mr. Brown. "Why don't you try to do some fishing yourself?" asked Mr. Brown at last.

"I'm not good at catching fish. Besides, I have no patience for it," said the man.

• Infinitive with or without "to"? Put in "to" where it is required.

A New Trick

      Once a conjuror was arranging a new trick. He asked his young son ___ help him during the performance.

      "When I ask for somebody ____ come on the stage, you must __ come at once. But don't do or say anything that will make the audience ____ think that you know me," said the conjuror.

      During the performance the conjuror invited some one ____ assist him on the stage. The boy came ____ help his father.

"What's your name?" asked the conjuror loudly.

"Bobby," said the boy.

"Let me ____ introduce Bobby," shouted the conjuror. "He has never seen me

before, have you, my friend?"

"No, father," replied the boy.

• Past Simple, Past Perfect or Future in the Past? Fill in the verbs in the required form.

What a Test!

      One rich lady ___ (ask) an artist to paint her portrait.  The artist ___ (do) his best to make a good picture. When he ____ (finish)  the portrait, he ____ (show) it to the lady's friends. Some of them ___ (think) it  (be) too realistic. They ___ (be) afraid that the lady ____ (like, not) the picture. But  the painter ___ (feel) that he ____ (be) successful, he ____ (want, not) to  change anything. Then one of his friends ____ (suggest) that they ____ (leave) it to  the lady's dog. The dog ____ (decide) whether the picture ____ (be) good or bad.

      The next day the painter ____ (send) the picture to the lady's house where her friends ____ (gather) to see the result of the test.

      As soon as the dog ____ (come) to the portrait, it ____ (begin) to lick the picture all over.

Everybody _____ (congratulate) the artist. Nobody_____ (know) that the painter's friend _____ (rub) some bacon all over the picture.

• . Future Simple or Present Simple? Fill in the verbs in the required forms.

High Hopes

      One day a young girl was going to town with a bucket of milk on her head. She said to herself: "When I  ____ (come) to the market, I ____ (sell) the milk and ____ (buy) twenty eggs with the money. Out of these eggs I ___ (get) twenty chickens. As soon as the chickens ____  (be) large enough, I ___ (sell) them and ___ (buy) a  new dress for myself. It ___ (be) a yellow dress to match my hair. On May Day, if  the weather ___ (be) fine, if it ____ (rain, not) I ___ (put on) the yellow dress and  go to the town. Everybody _____ (look) at me and ___ (say): “What a beautiful  girl!” But I ___ (pass) by without looking at them. I only ____ (shake) my head  like that. Without noticing it she ___ (shoot) her head and down ____ (come) the  milk, the eggs, the chickens and the yellow dress.

      Учащиеся  в данном случае хорошо запоминают использование данной видовременной  формы и форм неправильных глаголов и меньше допускают ошибок. В тоже время данные упражнения способствуют эмоциональной разгрузки с психологической точки зрения, что также приводит к эффективному запоминанию грамматических структур. 
 
 
 
 
 

2.6. Использование пословиц  и поговорок как  прием для автоматизации  и активации видовременных форм английского глагола 

      Использование пословиц и поговорок на разных этапах обучения также является одним из эффективных приемов обеспечение  интереса у учащихся. Пословицы и  поговорки являются средством выражения мысли, реализуют изучаемые формы или конструкции  в речи и способствуют автоматизации и активизации данных грамматических форм и конструкций.

• Use The Present Simple in the active or passive voice to complete the sentences. Give The Russian equivalents to these proverbs.

1. A bad beginning (make) a bad ending.

2. An ox (take) by the horns, and a man by the tongue.
3. An ill wound (cure), not an ill name.
4. He that (promise) too much (mean) nothing.
5. A tree (know) by its fruit.
6. Bad news (have) wings.

• Complete the sentences. Use The Future Simple of the words in parentheses,

give the Russian equivalents to these proverbs.

1. A drowning man (catch) at a straw.
2. A small leak (sink) a great ship.
3. Ask no questions and you (tell) no lies. (Passive Voice).
4. Claw me, and I (claw) you.

5. Death when it comes (have) no denial.

6. Follow the river and you (get) to the sea.

• Conditional sentences. Complete the proverbs with the verbs in parentheses,

give the Russian equivalents to these proverbs.

1. If the sky (fall), we shall catch larks.

2. If my aunt (be) a man, she would have been my uncle.

3. If there (be) no clouds, we should not enjoy the sun.
4. If you agree to carry the calf, they (make) you carry the cow.
5. If you (laugh) before breakfast you will cry before supper.

6. If you try to please all you (please) none.

• Use a Gerund or an Infinitive to complete each sentence. Match the English

proverbs with the Russian equivalents.

1. There is no use (cry) over spilt milk.

2. Be slow (promise) and quick (perform).

3. Early to bed and early (rise) makes a man healthy, wealthy and wise.
4. Appetite comes with (eat).
5. Between two evils it's not worth (choose).
6. Fools grow without (water).
7. If you agree (carry) the calf, they will make you (carry) the cow
8. Live not (eat), but eat (live).

• Use The Past Simple to complete the sentences. Translate the proverbs and

give Russian equivalents to them.

1. Curiosity (kill) the cat.
2. Faint heart never (win) fair lady.
3. He jests at scars that never (feel) a wound.
4. He that never (climb) never (fall).

5. He who (please) everybody (die) before he (be) born.

• Use The Present Perfect of the verbs in parentheses. Match the English

proverbs with Russian equivalents.

1. Bacchus (drown) more men than Neptune.

2. He knows best what good is that (endure) evil.

3. The mountain (bring) forth a mouse.
4. When children stand quiet, they (do) some harm.
1. He отведав горького, не узнаешь и сладкого.
2. Из пустяков да много шума.
3. Если дети притихли, значит, они что-то натворили.
4. Кто вино любит, тот сам себя губит [Кельман 2008:20-21].

      Таким образом, использование пословиц и поговорок на занятиях английского языка способствует лучшему овладению грамматики, в частности видовременным формам, расширяя знания о языке.