У Рекомендаціях Ради Європи, на основі яких створена шкільна програма з іноземної мови, окреслюється актуальність практичного оволодіння іншомовним мовленням, що передбачає комунікативне спрямування навчання іноземної мови на рівні, достатньому для спілкування певною мовою.
Як відомо, однією зі складових іншомовної компетенції є мовна компетенція, яка насамперед передбачає формування фонетичної компетенції як необхідного її компонента. Основи формування фонетичної компетенції учнів закладаються на початковому ступені навчання загальноосвітньої школи з подальшим удосконаленням на середньому та старшому ступенях. Вікові та психологічні характеристики молодших школярів дозволяють використовувати короткі автентичні аудитивні тексти для опрацювання фонетичного матеріалу з метою формування слухо-вимовних та інтонаційних навичок на уроці англійської мови уже на початковому ступені навчання.
Застосування сучасних форм і методів у навчанні іноземної мови дає можливість інтегрувати фонетичний матеріал, представлений в автентичних іншомовних текстах, не тільки у структуру та тематику уроку з англійської мови, а й у процес спілкування.
Використання таких зразків автентичного мовлення, як пісня, вірш, римівка, ситуативний діалог, скоромовка, джазовий наспів, казка у стилі джазового наспіву, дає змогу вчителеві іноземної мови компенсувати певною мірою відсутність природного мовного середовища та одночасно забезпечити формування й удосконалення фонетичної компетенції учнів початкової школи.
Враховуючи психологічні та вікові особливості молодших школярів, вимоги програми з іноземних мов до оволодіння фонетичною компетенцією та ефективність комунікативного підходу до навчання фонетики використання скоромовок на уроці іноземної мови дає можливість учителю не тільки удосконалювати фонетичну та лексичну компетенцію учнів, але й розвивати їхню соціокультурну компетенцію, збагачуючи їх історичним та соціальним досвідом народу, мову якого вони вивчають.
На кожному уроці англійської мови, особливо в початкових класах, я провожу роботу над вдосконаленням вимови та використовую скоромовки, вірші, пісні та рисівки для фонетичної розминки.
Ось деякі з віршів, які можна використовувати для навчання фонетики:
[a] An apple
It is very red and sweet and it is so good to eat.
[e] An elephant lives in the Zoo,
In the zoo, in the zoo
a zebra lives there, too
In the zoo, in the zoo.
[i] “Tell me, little Pete
What you like to cat?”
“Well I like to eat
What is good and sweet”.
[o] Give me an orange, orange, orange
I don’t like to eat porridge, porridge.
[u] In the streets the busses run
Two by two or one by one.
[k] key, acorn, make, sky, doctor kite, fact, lock, book-case.
1. Come back as quick as you can.
2. Keep quite quiet.
3. Care killed a cat, not work.
4. There was an old man
Who when little Fell casually into a kettle.
But growing too stout.
He could never get out.
So he spent all his life in that kettle.
[g] go, begin, egg, begged get, bag, big man
1. I’ve got to be going.
2. We agreed to go there together.
3. A good dog deserves a good bone.
4. I like to go out into the garden.
I like to get up the wall.
I like to do anything really,
But I hate to do nothing at all.
[v] velvet, vase, vote of, love, live never, river, over
As I was going to St. Ives
I met a man with seven wives.
Every sack had seven cats,
Every cat had had seven kits.
Kits, cats, sacks and wives.
How many of them were going to St. Ives?
[j] you, your, yes year, young, yard suit, few, tube pure, cure, human
1. You are young yet, aren’t you?
2. Did you sell your old piano?
3. You are young for your years.
4. Which is the yellowest month of the year?
Guess, guess.
April’s the yellowest month of the year?
Yes, yes!
The farm (By Archibald Madeish)
Who do you listen, trees?
Why do you wait?
Why do you fumble at the breeze –
Gesticulate With hopeless fluttering hands –
Stare down the vanished road beyond the gate
That no longer stands?
[ ] measure, pleasure, leisure vision, decision, invasion mirage, garage, rouge
1. His pleasure and joy knew no measure.
2. After much persuasion she took a decision.
3. A mirage is an illusion.
On the Sand (By Alfred H.Miles)
Digging for treasure? Hay, not a bit of it.
Digging for pleasure? Aye, there’s a wilt of it.
Digging for treasure, We dig all day.
With never a measure For labour day. Digging for pleasure,
We surely earn
A spadeful of treasure
At every turn.
[s] see, say, sit miss, pass, class sweet, swim, switch
1. It makes no sence.
2. I can’t accept such a poor excuse.
3. Pete’s numerous absences from school must be stopped.
4. A sailor went to sea, sea, sea
To see what he could see, see, see,
But all that he could see, see, see
Was the bottom of the deep blue sea, sea, sea.
[ ] these, those, they either, neither, rather with, bathe, booth
1. The less men think, the more they talk.
2. They couldn’t tell one brother from another.
3. You never know with the weather.
4. The more we study, the more we know,
The more we know, the more we forget.
The more we forget, the less we know.
The less we know, the less we forget.
The less we forget, the more we know. We study?
[l] let, look, life, little help, health, clever, clean people, shall, tell.
1. All is well that ends well.
2. The girl doesn’t feet well.
3. The child is old enough to go to school.
4. Little Lady Lily lost her lovely locket.
Lucky little Lucy found the lovely locket.
Lovely little locket lay in Lucy’s pocket.
Lazy little Lily lost her lovely locket.
[p] peace, happy, lip, speak part, poppy, top, spell
1. Present company excepted.
2. Stop playing Pantaloon.
3. Pat’s as proud as a peacock.
4. Peter Piper picked a peck of pickled peppers.
A peck of pickled peppers Peter Piper picked.
If Peter Piper picked a peck of pickled peppers,
Where’s the peck of pickled peppers Peter Piper picked?
A Dialogue A. How do you do? I’m Parker…
B. How do you do? Barker.
A. Parker.
B. Oh, Parker with a “P”.
A. With a “P”, yes.
B. Er… I’m Barker.
A. Barker with a “B”, of course.
B. A “B”, yes.
A. Ah.
B. Mm.
A. Er… well, good bye, Barker,
B. Good – bye, Parker.
[b] boy, cab, about, obtain, cabman ball, sob, hobby, sobbed
1. Barbara is as busy as a bee.
2. Bob lives at the back of beyond.
3. Bob is a big bug.
4. Betty bought a bit of butter,
But the butter was bitter.
When she put it in her batter.
And the batter became bitter.
And the batter became bitter.
Then she bought some better butter,
Better butter, oh, dear.
5. Betty Botter bought some butter,
But she said “The butter’s bitter!
And a bit of better butter
Will make my butter better!”
A Dialogue
A. Seven days old! She’s a lovely baby!
B. She’s a beautiful baby!
A. And she is a clever baby!
B. She is a very clever baby!
A. However her vocabulary isn’t so big.
B. It isn’t very big, no.
A. Not very big.
B. But it’s big for a baby of her age.
[t] take, kettle, best, tail minute, forty, table, blunt
1. I gave him lit for tat.
2. It’s a pity he is so timid.
3. That will take time.
4. The train is twenty minutes behind the time.
5. I don’t want to take this toast.
6. Two tired teachers were trying to turn their attention to the time-table.
7. Timothy Trotter trots to town.
To shop for his pet rabbit.
Lettuce he buys and carrot tops.
For that’s his weekly habbit.
[d] dog, said, ready, couldn’t date, bad, leader, bad, dog, hidden
1. The kid’s as good as gold.
2. A friend in need is a friend indeed.
3. Dumb dogs are dangerous.
The Time – Table of Lazy-Bones Grundy
Lazy – bones Grundy
Must do sums on Monday,
“And today it is Tuesday,
Says Lazy-bones Grundy,
“So I’ll do it on Wednesday,
If not, then on Thursday,
Or even on Friday”.
Says Lazy – bones Grundy.
Now, very soon comes Friday
And Saturday comes,
But Lazy-bones Grundy
Has no time for sums.
“Never mind”, says Grundy,
“I’ll do it on Sunday”.
A Dialogue
A. Many we play in the mud, Mother?
B. Don’t you dare play there!
A. Father doesn’t mind we play in the mud, Mother.
B. Father doesn’t wash your dirty clothes, dear.
[m], [n] me, my, miss him, sum, some seems, times, rooms
1. Many men, many minds.
2. Time what may.
3. The name slipped my memory.
no, nor, near in, on, sun, son since, aunt, sent, went ninth, tenth, in the
1. No sooner said than done.
2. In need men know their friends.
3. Money spent on the brain is never spent in vain.
4. If many men knew what many men know,
If many men went where many men go,
If many men did what many men do,
The world would be better, I think so, don’t you?
[ ] sing, sang, song singing, longing, learing think, ankle, monkey.
1. Thanks for calling.
2. Everything’s going wrong.
3. Anything’s better than going on doing nothing.
4. I was going along, along, along,
Singing a comical song, song, song.
The lane that I went was so long
And the song that I sang was so long
And so I want singing along.
[r]
1. There was a rat, his tail was long,
But he stole some bread
Which was certainly wrong.
2. Row, row, row your boat
Gently down the stream.
Merrily, merrily, merrily, merrily
Life is but a dream.
[h] Baby Hedgehogs – good as gold!
Who knows why they’re not too bold?
Mother keeps the ones she loves
Well in hand with hedgehog gloves.
[ ] She sells sea-shells on the sea-shore.
The shells she sells are sea-shells, I’m sure.
So, if she sells sea-shells on the sea-shore
Then I’m sure she sells sea-shore shells.
[ z ] It’s cold and still, the wind is away,
And little Jack Frost is busy today.
He nips my cheeks, he nips my nose,
And before I can catch him away he goes.
[f] I’m a scary little hare, with floppy, ears,
One here, one there.
My feet are bare.
Poor little hare – always full of fears!
The Baby Hare, you should not cry.
Bare fect are fleet fect,
Long cars help you hear.
But it’s bad and very sad to be so full of fear”.
[v] As I was going to St.- Ives
She met a man with seven wives.
Every wife had seven sacks,
Every sack had seven cats
Every cat had seven kits.
Kits, cats, sacks and wives,
How many of them were going to St. - Ives.
[ ] Thomas thinks of terrible things
And to the troubled teacher brings
Things that sing and things that sting,
Things that ping and ring and fling
And of all these things he thinks nothing.
[ ] How much wood would a woodchuck chuck
If a wood-chuck could chuck wood?
He would chuck as much wood
As a wood-chuck would chuck
If a wood-chuck could chuck wood.
[ ] Jack and Jill went up the hill
To fetch a pail of water.
Jack fell down and broke his crown
And Jill came tumbling after.
[w] Why do you cry, Willy?
Why do you cry?
Why, Willy? Why, Willy? Why, Willy? Why?
Whenever we meet you,
You always cry.
Why, Willy? Why, Willy? Why, Willy? Why?
СПИСОК ВИКОРИСТАНОЇ ЛІТЕРАТУРИ
- Березенська Л.І., Вінярська Г.В. (2005) Використання автентичних скоромовок як засобу формування іншомовної фонетичної компетенції учнів початкової школи. ВІСНИК Житомирського державного університету імені Івана Франка (22). с. 67-70.
- http://vrschool2.ks.ua/workinschool/metodychna-robota.html
- http://uadocs.exdat.com/docs/index-152812.html
- http://www.slideboom.com/presentations/465610
- 5.http://uk.wiktionary.org/wiki
- 6.http://vseslova.com.ua
- 7.http://www.ukrainref.com.ua/index.php?go=Files&file=print&id=4753
- http://www.ukrainref.com.ua/index.php?go=Files&file=print&id=4753
|