Plan:

1. learning objectives.

3. methodology for working on pronunciation

4. exercise.

1. It is possible to single out the practical, developmental, educational and educational goals of teaching phonetics.

Practical Goals teaching pronunciation skills involves:

1) the development of phonemic hearing of students, that is, the ability to listen and hear, distinguish between phrases, words, sounds

2) development of pronunciation skills, that is, automated possession of the articulatory base German language.

3) The development of internal pronunciation as the psychophysiological basis of external speech.

Development goals involves the development of attention, speech apparatus, auditory memory.

educational goal involves the aesthetic education of students on the basis of samples, standards of German-speaking speech.

With regard to school pronunciation standards, the principle of approximation applies (pronunciation standards are close to the standard). The main share of teaching pronunciation skills is given in the first year of study. Here, students master the pronunciation of all German sounds and the basic intonation patterns of a German sentence. First of all, this is an affirmative sentence with a decrease in intonation and an interrogative sentence without an interrogative word with an increase in intonation, including expressing doubt and surprise. Questions with an interrogative word, pronunciation with a decrease in intonation, already with the aim of requesting information.

2. It is generally considered that mastering German pronunciation does not cause difficulties for students. Nevertheless, work on pronunciation should be carried out constantly, throughout the entire course of study: through phonetic exercises, phonetic exercises, including the use of technical teaching aids. The content of teaching German pronunciation includes, first of all, sounds German language. For educational purposes German sounds and others phonetic phenomena share into three groups:

1) sounds similar to the native language (relatively similar). For example, a, d, m, n.

2) Sounds that have some differences (o, t, l).

3) Sounds that are very different from the sounds of the native language (s, R, η, labialized vowels that are absent in Russian (ü, ö), a hard attack).

In this regard, the problem of the phonetic minimum arises. At school, as a rule, there is no division into an active or passive phonetic minimum (as in teaching vocabulary and grammar).

The phonetic minimum includes:

1) All the sounds of the German language that are studied in the first year of study;

2) Phonetic phenomena that cause difficulties for students:

Longitude and shortness of vowels, because it has a semantic difference;

· Closed and open vowels, especially e, ε;

Stability of articulation of long vowels;

· Solid attack;

· Breathing voiceless vowels;

Muffled voiced consonants and muting at the end (Buch, ausgeben);

Reduction (or lack of it);

Lack of palatalization;

Phrasal stress, unstressed articulation of service words, denials;

· Stress in words with separable and inseparable prefixes;

· Emphasis on compound words

Intonation models of sentences.

3. Pronunciation work is often done in the form of phonetic exercises (Die Mundgymnastik). Rhymed material is most often presented at the beginning of the lesson in order to adjust the speech apparatus to a new pronunciation, and an attempt is also made to create a foreign language environment. Phonetic exercises can also be carried out in the middle of the lesson, using a technique called “error collection”.

Work on a poem. We can suggest such a sequence.

1) presentation of a poem (teacher or cassette), preferably with visual support;

2) give presentation of unfamiliar vocabulary;

3) translation (frontal, individually, with the help of a teacher);

4) phonetic practice after a sample, the teacher has the right to stop to practice individual sounds;

5) collective reading;

6) individual reading.

Principles of working on pronunciation. I.L. Beam identifies the following principles:

1. A communicative orientation should be ensured when teaching pronunciation. This means that teaching pronunciation should not be perceived as an end in itself, but should be subject to the requirements of verbal communication. That is why (c) is given to students already in the first lesson, so that they learn to say hello and so on. Many exercises, therefore, are given a conditionally communicative character, rhymes, songs, etc. are used.

2. It is necessary to ensure the situational and thematic conditionality of the phonetic material;

3. It is necessary to combine consciousness and intuition. This means that only those sounds that are not difficult for students should be imitated. In other cases, you need to go analytically, i.e. explain the pronunciation of a sound, or combine explanation and imitation.

4. It is necessary to ensure the visibility of the presented sound or phonetic phenomenon. For example, "conducting technique", exemplary presentation of phonetic material by the teacher and the use of technical teaching aids;

5. A prerequisite for learning German pronunciation is activity students, therefore it is very important, especially during frontal work, to monitor the vigorous activity of each student;

6. An individual approach is needed to the formation of the pronunciation side of students' speech in the context of collective learning. Mastering pronunciation is not the same for everyone, so it is important to take into account the individual characteristics of each student: the mobility of the speech apparatus, the development of phonemic hearing, timidity and other character traits.

7. It is advisable to correct phonetic errors without interrupting the student's speech, but by giving a sample after the answer or by doing this with the help of a repeat question. The most typical mistakes should be fixed in order to give additional exercises on these sounds.

4. There are preparatory exercises and speech exercises. A speech exercise in phonetics is speech itself in compliance with phonetic rules. Preparatory exercises vary by levels:

but. at the level of sound (imitation, differentiation or juxtaposition)

b. at the word level

c. at the level of a phrase;

d. at the offer level.

Correct pronunciation presupposes the formation of skills in articulating sounds and sound combinations, possession of intonation, as well as the ability to place stress in accordance with the norms of the language being studied.

The formation of auditory pronunciation skills is an indispensable condition for an adequate understanding of a speech message, the accuracy of expressing thoughts and the performance of any communicative function by the language.

All analyzers participate in teaching pronunciation: speech-motor, auditory and visual. The executive function is assigned to the motor speech analyzer, and the control function is assigned to the auditory analyzer. These parsers are interdependent. Psychologists say that we definitely hear only those sounds that we know how to reproduce. As for the visual analyzer, on the one hand, it also participates in control, on the other hand, this analyzer performs the function of a support, since oral communication is accompanied and supplemented by facial expressions, gestures, lip movements, etc.

Thus, auditory and pronunciation skills, existing inextricably linked, rely on strong connections with the visual analyzer.

From a brief psychological analysis of various forms of verbal communication (see Chapters V-VIII) it follows that all of them are accompanied, with varying degrees of curtailment, by internal pronunciation. It is most evident in speaking, writing and reading aloud. At the stage of a sufficiently high level of learning, internal pronunciation is reduced, but in case of difficulty, it is activated again and takes on expanded forms. The main difficulty in teaching pronunciation lies in interlingual interference.

Getting Started foreign language, students, even second-graders, have stable skills in hearing and pronouncing the sounds of their native language, they also know the basic intotones. Interference occurs due to the fact that the auditory pronunciation skills of the native language are transferred to a foreign language, i.e. the sounds of a foreign language are likened to the sounds of the native (see: Shcherba L.V., 1957). The teacher is obliged to predict the occurrence of such errors and, if possible, prevent them. At the same time, the focus should be on those phenomena that make up the specifics of the articulatory base of the language being studied.

Material for teaching pronunciation is studied mainly at the initial stage. With interconnected teaching of all forms of communication in which pronunciation is used in one form or another, this task is quite feasible. The sequence of formation of auditory pronunciation skills is rather arbitrary and depends on textbooks, in which sounds and sound-letter correspondences are introduced in a certain sequence. However, no matter what order the authors of textbooks adhere to, the introduction of phonetic material occurs with strict observance of the principle of consistency and feasibility: from easy to more complex, from known to unfamiliar, from phenomena similar to the native language to phenomena that have no analogues in the native language.

At advanced stages, phonetic knowledge is consolidated and normative pronunciation skills are improved. Work on the pronunciation side of speech is carried out in close connection with work on other aspects of the language - vocabulary, grammar - and is integrated into the communicative activity of students.

MINISTRY OF EDUCATION Nizhny Novgorod Region

State budgetary educational institution

secondary vocational education

"Lukoyanovsky College of Education them. A.M. Gorky"

(GBOU SPO LPK)

Methodical development

TECHNOLOGY OF TEACHING PHONETIC SKILLS IN FOREIGN LANGUAGE LESSONS

IN BASIC SCHOOL

Completed:

Sychev Vadim Vladimirovich

Specialty 050303

Foreign language

course 4, group 401

Supervisor:_________________

Chechenkova Marina Valentinovna,

foreign language teacher

Lukoyanov 2013

Introduction

Teaching phonetic skills at foreign language lessons in basic school

The concept of "phonetics", "hearing - pronunciation skill" "rhythmic-

intonation skill"

2. The use of small folklore genres for the formation of auditory

pronunciation and rhythmic intonation skills in the classroom

foreign language

2.1. Methods of working on poetry in German lessons and

in extracurricular activities

2.2. The use of folk tales in teaching German

2.3. Proverbs and sayings

2.4.Using tongue twisters in German lessons

Conclusion

List of used literature

INTRODUCTION

At present, the issue of the technology of teaching phonetic skills in basic school is acute. Phonetic skills allow students to correctly perceive an audible sound pattern, associate it with meaning and adequately reproduce it in oral speech. In this way, relevance topics of this methodological development due to insufficient coverage of the problem of the formation of phonetic skills of foreign language oral speech activity among students in basic school and

undetected factors that impede the process of speech communication, due to the presence of phonetic and phonemic errors.

Object of study: the process of teaching phonetic skills in foreign language lessons in basic school.

Subject of study: features of the use of small folklore genres for the formation of auditory-pronunciation and rhythmic-intonation skills in foreign language lessons in primary school.

Purpose of the study: to consider and analyze the teaching of phonetic skills in foreign language lessons in primary school.

Research objectives:

1. Expand the concept of "phonetics", "hearing - pronunciation skill", "rhythmic-intonation skill".

2. Analyze the content of teaching phonetics in basic school.

3. Consider the use of small folklore genres for the formation of auditory pronunciation and rhythmic intonation skills in foreign language lessons.

To solve the tasks set, the following research methods:

1.Analytical (analysis of literature on the research problem)

2. Descriptive (the content of the work of teaching foreign languages ​​in grade 5)

Working hypothesis: Starting the study, we assume that when studying a foreign language in primary school, it is necessary to allocate a place in the lesson to work on the use of various methods and techniques aimed at developing hearing-pronunciation skills, rhythmic-intonation skills.

The structure of the methodological development: The work consists of an introduction, 2 chapters, a conclusion and a list of references.

TEACHING PHONETIC SKILLS IN FOREIGN LANGUAGE LESSONS IN BASIC SCHOOL

1.1 The concept of "phonetics", "hearing - pronunciation skill" "rhythmic-intonation skill"

Phonetics as an aspect of learning is understood as the sound structure of a language, the totality of all sound means that make up its material side (sounds, sound combinations, stress, rhythm, melody, intonation, pauses), regardless of their meaningful functions.

Language as a means of communication arose and exists, first of all, as a sound language, and mastering its sound system is a prerequisite for communication in any form.

The main goal of teaching phonetics at school is the formation of auditory-pronunciation and rhythmic-intonation skills.

Phonetic skills are:

Under speech listening and pronunciation skills(SPN) refers to the skills of phonemically correct pronunciation of all studied sounds in the speech stream, understanding these sounds in the speech of others.

Under the rhythmic intonation skills(RIN) refers to the skills of intonational and rhythmically correct speech design and, accordingly, understanding the speech of others.

In the conditions of a general education basic school, it is impossible to achieve an absolutely correct pronunciation that is close to speech. Therefore, it becomes a task to achieve from schoolchildren relatively correct pronunciation. Work on it should be based on the principle of approximation, i.e. approaching the correct pronunciation of a native speaker.

For this purpose: a) the volume of phonetic material is limited; b) some decrease in the quality of pronunciation of individual sounds is allowed. Both take place within limits that do not disturb the process of communication. At the same time, in specialized educational institutions, as well as in the presence of favorable specific conditions (the presence of carriers, the presence of a large number of audio and audiovisual teaching aids, etc.), the principle of approximation can be minimized. And the range of tasks of a teacher in teaching the phonetic side of speech can be expanded, namely: the task is to approach the normative pronunciation of native speakers.

The linguistic component of the content of teaching phonetics offers:

a) phonetic minimum; b) features of vowels and consonants of the studied language in comparison with native ones; c) phonetic rules.

The phonetic minimum of the basic school includes: a) sounds (phonemes); b) intoonemes (intonation patterns) of the most common types of simple and complex sentences.

A phoneme is “an elementary unit of a sound language that makes it possible, alone or in combination with other phonemes, to distinguish units of oral speech” (R.K. Minyar-Beloruchev). Intonema is “an example of authentic intonation of various types of sentences - interrogative, imperative, affirmative” (R.K. Minyar-Beloruchev).

The phonetic minimum is selected in accordance with two principles: 1. The principle of meeting the needs of communication 2. The stylistic principle.

In accordance with the first principle, sounds and intoonemes that have a meaningful function are included in the minimum. The number of intonemes in the minimum is determined by the structural types of sentences and their syntactic (logical) meaning.

Based on the second principle, the object of instruction is the complete style of exemplary literary pronunciation. Dialectal deviations, as well as an incomplete (colloquial) pronunciation style, are not studied at school.

The sequence of studying the selected phonetic material is determined by the tasks of developing oral speech and reading. In different textbooks, even for the same class, depending on the sequence of studying speech samples, there will be a different sequence of studying phonetic material.

Comparing the phonemes of the native and studied languages, we can distinguish: a) phonemes that coincide in the two languages; b) phonemes that have similarities, but do not completely coincide in two languages; c) phonemes absent in one of the languages.

The first group of phonemes is the easiest. When teaching these phonemes, one can expect to transfer the skill of their pronunciation from the native language.

The second group of phonemes presents certain difficulties. There may be not only a transfer of skills, but interference may occur.

The third group of phonemes is the most difficult for students to master.

When working on individual sounds (vowels and consonants), the teacher can give elementary phonetic rules, for example, about the position of the tongue, lips, the degree of tension of the speech organs, etc.

Explanations of the teacher should be in the nature of practical instructions. They can be constructed deductively and inductively.

The psychological component in the content of teaching the phonetic side of speech includes: a) taking into account the interests and formation of a motive for students to master this side of speech (phonetic competitions); b) development of special abilities (phonetic and intonation hearing), i.e. the ability of the human mind to analyze and synthesize speech sounds based on various phonemes of a language and to distinguish between different types; c) phonetic skills of two types; d) the nature of the interaction of phonetic skills with others, for example, lexical and grammatical.

Phonetic skills go through the following stages in their development: a) approximately - preparatory; b) stereotyping - situational; c) varying - situational;

Each stage has its own purpose and content. Having passed these stages in their development, phonetic skills must acquire certain qualities inherent in speech skills. This is “automation and consciousness”, “strength and flexibility” (S. F. Shatilov).

The methodological component of teaching phonetics includes skills independent work on the phonetic side of speech, for example, in the laboratory; skills in working with phonetic reference books; the use of various schemes (for example, the articulatory apparatus), other possible supports and samples of foreign speech.

When organizing pronunciation training in the corresponding language, it is necessary to be guided by the following provisions: 1. Communicative orientation in teaching pronunciation. 2. Situational - thematic conditionality of phonetic material. 3. A rational combination of consciousness with imitation when working on pronunciation. 4. Ensuring visibility when presenting sounds and intotones. 5. Broad reliance on the activity and purposefulness of students' actions. 6. An individual approach to the formation of the pronunciation side of students' speech in the context of collective learning. 7. Correction of phonetic errors occurs based on exemplary pronunciation (teacher's speech, speaker's speech) (I. L. Bim).

In the work on pronunciation, two stages can be distinguished: stage 1 - the formation of the basics of pronunciation (2-3 grades or 5-6 grades); Stage 2 - improvement and maintenance of auditory-pronunciation and rhythmic-intonational foundations (4-11th grade or 7-11th grade).

Work on phonetics is carried out on the basis of typical phrases in the following sequence: a) perception of the phrase by ear; b) its comprehension; c) the teacher's selection of the word to be phonetically worked out; d) pronunciation of the word by students; e) isolation by the teacher of a sound in a word; f) an explanation of its articulation; g) repeated reproduction of sound by students; h) pronunciation of the word and phrase as a whole.

When working on pronunciation within the framework of a typical phrase, two ways are possible: 1st way - imitative (1st group of phonemes); 2nd way - analytical and imitative (2nd and 3rd group of phonemes).

When explaining phonetic material, the teacher can use the following methods: a) imitation of sound in the flow of speech; b) comparison of sound with a similar phenomenon in the native language; c) comparison of the phonetic phenomenon within the studied language; d) analysis of the phonetic phenomenon; e) explanation of the phonetic phenomenon (commentary); f) visual representation of a phonetic phenomenon.

The formation of auditory-pronunciation and rhythmic-intonation skills is a long and complex process. For these purposes, the following types of phonetic pre-speech, preparatory exercises can be recommended.

Exercises for the perception of sound by ear: a) in the flow of speech; b) in a separate word, isolated, in combination with the teacher's explanation; c) followed by repeated reproduction: first in a separate word, and then in a speech sample.

Exercises for the reproduction of a phonetic phenomenon (language phonetically directed exercise): a) reproduction of a phonetic phenomenon by individual students; b) choral reproduction together with the teacher; c) choral reproduction without a teacher; d) individual reproduction for control purposes.

Exercises to automate the pronunciation speech skill in conditionally speech phonetically directed exercises: a) work on rhymes; b) work on rhymes; c) work on songs; d) work on a poem; e) reading and pronunciation of speech patterns of a dialogic and monologue nature; f) reading aloud excerpts from educational and authentic texts.

Phonetic exercises can serve as a good exercise for maintaining and correcting phonetic skills. In it, the teacher includes the most phonetically difficult material from the upcoming lesson.

When teaching phonetics, it is considered appropriate to use technical means. TCOs provide students with a model for good pronunciation. Students imitate this pattern of speech and strive for it.

The control of hearing and pronunciation skills is carried out when performing speech exercises in the classroom, in speaking or reading aloud. Only in this case it is possible to objectively judge the degree of practical knowledge of the phonetic side of foreign speech.

When assessing the correctness of speech, one should distinguish between phonetic and phonological errors. The former distort the sound quality, but do not violate the meaning of the statement; the second - distort the content of the statement. Errors of the first type in students' speech are acceptable, and therefore, as a rule, they are not taken into account when evaluating answers. Phonological errors are regarded as a violation of the correctness of speech. They must be corrected by the teacher.

USE OF SMALL FOLKLORE GENRES FOR FORMATION OF AUDIO-PRONUTIOUS AND RHYTHMIC-INTONATION SKILLS IN FOREIGN LANGUAGE LESSONS

2.1 Methods of working on poetry in German lessons and extracurricular activities

The methodological methods of working on poetry are as follows: you can write a poem in advance on a blackboard or on pieces of paper and distribute them to students. Unfamiliar words and expressions with Russian equivalents are given in the margins. You can read a poem or (use a magnetic recording), then the class repeats after the teacher in chorus and makes a phonetic markup of the poem. The teacher, together with the students, translates a poem or difficult-to-understand lines into Russian.

In subsequent lessons, students read the poem in its entirety, having previously listened to it again. Poems help to bring up high moral qualities in children.

At the middle and senior stages of education, it becomes more difficult to find time for poetry in the classroom. Circle and extracurricular activities provide an opportunity to continue this work. So, in the classroom, the guys read poems, and carry out further work outside of school hours.

For work in the upper grades, poems that are valuable in terms of content are already being selected. An important factor in this work is the selection of poems that correspond to the age interests of students. While translating poetry, students work a lot with the dictionary at school and at home. Students read their translations in the classroom and extracurricular activities. Acquaintance with German poetry, all types of work with poetry help to stimulate the interest of schoolchildren in subject and support him throughout the years of schooling

Neue Liebe, Neues Leben

[Johann Wolfgang von Goethe]

Herz, mein Herz, was soll das geben?
Was bedranget dich so sehr?
Welch ein fremdes, neues Leben!
Ich erkenne dich nicht mehr.
Weg ist alles, was du liebtest,
Weg, warum du dich betrübtest,
Weg dein Fleiß und deine Ruh" -
Ah, wie kamst du nur dazu!

Fesselt dich die Jugendblüte,
diese liebliche gestalt,
Dieser Blick voll Treu" und Güte
Mit unendlicher Gewalt?
Will ich rasch mich ihr entziehen,
Michermannen, ihr entfliehen,
Führet mich im Augenblick,
Ach, mein Weg zu ihr zurück!

Und an diem Zauberfädchen,
Das sich nicht zerreißen läßt,
Hält das liebe lose Mädchen
Mich so wider Willen fest;
Muß in ihrem Zauberkreise
Leben nun auf ihre Weise.
Die Verändrung, ach, wie groß!
Liebe! Liebe! laß mich los!
1775

TRANSLATIONS:

New love - new life

[IN. A. Zhukovsky]

What happened to you suddenly, my heart?
What are you whining? What now
Boiled, blazed?
How to unravel you?
Everything has disappeared, what you lived for,
What is so sweetly sad!
Where is the carelessness? where is peace?
Oh, what happened to you?

Blooming youth,
Words full of soul
Look at the fiery sweetness
Have you been so possessed?
Do I want to cheer up
Break away, get away -
Throw a languid, languid look!
Oh! I'm flying back to her!

I am unwilling, fascinated!
I'm golden to captivity
Weakened, chained
Silk one!
And run enchantment
There is neither strength nor desire!
Happy longing! I want to love!
It can be seen, the heart, still be!

Mitten in der Nacht

Keine Ahnung, wo ich bin.
Nichts als Dunkel um mich her
Wie im Bauch von einem Fisch
meilentief im Schwarzen Meer.

Lebt noch jemand au?er mir?
Oder bin ich ganz allein!
Diese Stille. Dieses Dunkel.
Gleich beginne ich zu schrein.

Da entdeck ich in der Schwörze
einenschmalen Strich aus Licht.
Das ist meine Zimmert?re!
Allesklar, ichschreienicht

Mein Vater heisstHanz.

Mein Opa heisst Franz.

Meine Mutter heisst Renate.

Meine Schwester heisst Beate.

Meine Oma heisst Ottilie.

Das ist meine family.

Ich heisse Fritz.

Und mein Hund heisst Spitz

Poems in a foreign language have a positive impact on the moral and aesthetic education of the individual. In addition, the use of poetic texts helps to solve practical problems in teaching a foreign language. They are addressed to work out pronunciation, lexical and grammatical material, speech development, teaching expressive reading. The repeated repetition of the same linguistic phenomena in a poem, the rhythmic pattern, the melody of the poem help to achieve the set goals. The analysis of the poem, the idea of ​​which is expressed in poetic form, develops the creative abilities of students, teaches them observation, reasoning, encourages them to express their thoughts. As you know, memorizing poetry also develops memory.

When selecting poems in a foreign language, one should be guided by the following requirements: they must be accessible - do not contain a large amount of new vocabulary; do not include unfamiliar grammatical phenomena; be small in volume (their recording should not take much time); be of educational value and include topics for conversation.

Poems are used at all levels of teaching a foreign language, and work on them takes place in several stages.

The main stages of work on a poem

Removal of language difficulties.

Expressive reading of the poem by the teacher.

Paraphrasing and translation of the poem.

Copying the text of the poem from the board.

Analysis of the poem - clarification of the difficulties encountered: composition, images, ideas, style, etc.

Re-reading by the teacher in order to place students in pauses, stresses in the text.

Choral reading of the poem following the teacher along the completed lines.

Reading of the poem by individual students.

Discussion and evaluation of the poem: why you didn’t like it, what images, thoughts, feelings it evokes.

Comparison of existing literary translations, discussion of translations made by students.

Of course, the recommended working method is not required for every poem. Everything will depend on the task that the teacher sets. If the goal is not to teach expressive reading of a poem, you can omit paragraphs 5, 7, 8, 9. Not every poem is suitable for stylistic analysis, not always the teacher can implement paragraph 1. Naturally, if the poem does not contain language difficulties, there is no need to paragraph 2, and if it is not intended to be memorized, paragraph 5 is omitted.

We will show below how the conversation is based on the poem. It can be a conversation on any topic. For example, after studying several poems on the topic “Autumn”, the teacher invites students to answer the following questions: “Welches Gedichtzum Thema “Herbst” kenntihr? Was meint ihr: Welchen Monat zeigt das Gedicht "Herbstlied", "Herbstgold"? Welches Wort wiederholt sich im Gedicht "Herbstgold"? Warum? Welches Bild eines großen russischen Malers passt zu diesem Bild?". The teacher can also bring a reproduction of the painting "Golden Autumn" by Levitan and ask: "WelchesGedichtpasstzudiesemBild?". The conversation can also concern only one poem.

Around each poem, you need to create a certain atmosphere, a "big context" that contributes to the correct perception and its subsequent reproduction. At the senior stage of education, acquaintance plays an important role in this regard. FROM the life and work of the poet. Here's how the class works SO students over a poem by the famous German poet Theodor Storm "Weihnachtsabend".

Weihnachtsabend

Die fremde Stadt durchschritt ich sorgenvoll,

der Kinderdenkend, die ich ließ zu Haus.

Weihnachten war "s; durch alle Gassen scholl

Der Kinderjubel und der Markts Gebraus-

Und wie der Menschenström mich fortgespüllt,

drang mir ein heisser Stimmlein an das Ohr:

"Kauft, lieber Herr!" Ein mag "res Händchen hielt

feilbietend mir ein ärmlich Spielzeug vor.

Ich schrak empor, und beim Latemenschein

sah ich ein bleiches Kinderangesicht;

wes Alters und Geschlechts es möchte sein,

erkannt" ich im Vorübertreiben nicht.

Nur vor dem Treppenstein, darauf es saß,

noch immer hört "ich, mühsam, wie es schien:

"Kauf, lieber Herr!" den Ruf ohn" Unterlass;

Doch hat wohl keiner ihm Gehör verlieh "n.

And ich? - War's Ungeschick, war es die Scham,

am Weg zu handeln mit dem Bettelkind?

Eh" meine Hand zu meiner Borse kam.

verscholl das Stimmlein hinter mir im Wind.

Doch als ich endlich war mit mir allein,

erfasste mich die Angst im Herzen so.

als saß mein eignes Kind auf jenem Stein

und schrie nach Brot, indessen ich entfloh

As a result of working with poetic texts, students increase their interest in learning a foreign language, enrich their vocabulary, acquire a taste for creativity, and activate cognitive activity. Approximate theme of poems

2.2 The use of folk tales in teaching German

Folk tales are widely used not only in the lessons of the native language, but also in

teaching a foreign language Usually work on fairy tales goes as follows: the class is divided into three groups. Particular attention is drawn to the title of the tale. By the title, the children determine what the story will be about. Then they read the story. The teacher highlights some words from the text that are difficult. After removing these difficulties, the students answer questions about the content of the tale. Then they write out the key words from the fairy tale on special sheets of paper that are hung on the board. To control the completeness and adequacy of understanding the content and meaning of the tale, it is proposed to complete a number of tasks:

The beginning of the sentence is given, the children must find the ending;

The teacher calls several sentences, the students must say which of them correspond to the content of the tale;

Students determine which character the words named by the teacher belong to;

Pupils fill in the gaps in the dialogues with the appropriate sentences from the fairy tale, then read the dialogue by roles, stage it.

The teacher can invite the children to make drawings on the content of this fairy tale and characterize the characters depicted in these drawings. Based on key words and drawings, a representative of each group conveys the content of the tale in German. The use of fairy tales in the classroom helps to develop and improve the communication skills of students.

The children learn to convince, express their opinion about good and evil, characterize positive and negative characters. Fairy tales are also an excellent source of maintaining a good emotional microclimate in the classroom in the formation of foreign language teaching and speech activity.

Katze und Maus in Gesellschaft

Eine Katze hatte Bekanntschaft mit einer Maus gemacht und ihr soviel von grosser Liebe und Freundschaft vorgesagt, die sie zu ihr trüge, dass die Maus endlich einwilligte, mit ihr zusammen in einem Haus zu wohnen und gemeinschaftliche Wirtschaft zu führen. "Aber für den Winter müssen wir Vorsorge tragen, sonst leiden wir Hunger," sagte die Katze. "Du, Mäuschen, kannst dich nicht überallhin wagen und gerätst mir am Ende in eine Falle." Der gute Rat wurde also befolgt und ein Töpfchen mit Fett angekauft. Sie wussten aber nicht, wohin sie es stellen sollten. Endlich, nach langer Überlegung, sprach die Katze: “Ich weiss keinen Ort, wo es besser aufgehoben wäre, als die Kirche; da getraut sich niemand etwas wegzunehmen. Wir stellen es unter den Altar und rühren es nicht eher an, als bis wir es nötig haben.” Das Töpfchen wurde also in Sicherheit gebracht. Aber es dauerte nicht lange, so trug die Katze Gelüste danach und sprach zur Maus: “Was ich dir sagen wollte, Mäuschen, ich bin von meiner Base zum Gevatter gebeten. Sie hat ein Söhnchen zur Welt gebracht, weiss mit braunen Flecken, das soll ich über die Taufe halten. Lass mich heute ausgehen und besorge du das Haus allein!” - "Ja, ja," antwortete die Maus, "geh in Gottes Namen! Wenn du was Gutes isst, so denk an mich! Von dem süssen roten Festweintränk ich auch gern ein Tröpfchen!” Es war aber alles nicht wahr. Die Katze hatte keine Base und war nicht zum Gevatter gebeten. Sie ging geradewegs nach der Kirche, schlich zu dem Fettöpfchen und leckte die fette Haut ab. Dann machte sie einen Spaziergang auf den Dächern der Stadt, streckte sich hernach in der Sonne aus und wischte sich den Bart, sooft sie an das Fettöpfchen dachte. Erst als es Abend war, kam sie wieder nach Hause. "Nun, da bist du ja wieder!" sagte die Maus. "Du hast gewiss einen lustigen Tag gehabt." - "Es ging an," antwortete die Katze. "Was hat denn das Kind für einen Namen bekommen?" fragte die Maus. "Hautab," sagte die Katze ganz trocken. "Hautab," rief die Maus, "das ist ja ein seltsamer Name! Ist der in eurer Familie gebräuchlich?” - "Was ist da weiter!" sagte die Katze. "Er ist nicht schlechter als Bröseldieb, wie deine Paten heissen."

Nicht lange danach überkam die Katze wieder ein Gelüste. Sie sprach zur Maus: “Du musst mir den Gefallen tun und nochmals das Hauswesen allein besorgen; ich bin zum zweitenmal zum Gevatter gebeten, und da das Kind einen weissen Ring um den Hals hat, so kann ich’s nicht abschlagen.” Die gute Maus willigte ein, die Katze aber schlich hinter der Stadtmauer zu der Kirche und frass den Fettopf halb aus. "Es schmeckt nichts besser," sagte sie, "als was man selber isst," und war mit ihrem Tagewerk ganz zufrieden. Als sie heimkam, fragte die Maus: "Wie ist denn dieses Kind getauft worden?" - "Halbaus," antwortete die Katze. Halbaus! Was du sagst! Den Namen habe ich mein Lebtag noch nicht gehört. Ichwette, derstehtnichtimKalender.

2.3 Proverbs and sayings

The language material given here and in SAYINGS 1 and 2 can be used both at the beginning of the lesson in the form of a speech warm-up, as a phonetic warm-up, and as material for consolidating vocabulary, listening and reading skills.

Der Appetit kommt beim Essen.	Appetite comes with eating.
Allessuseiner Zeit.	Everything has its turn.
Alle Wege führen nach Rom.	All roads lead to Rome.
Auch die Wände haben Ohren.	And the walls have ears.
AusnahmenbestätigendieRegel.	Exception proves the rule.
Auch die Sonne hat ihre Flecken.	There are lees to every wine.
AllerAnfangistschwer.	Down and Out trouble started.
Alte Lieberostetnicht.	Old love doesn't rust.
AndereLander, andereSitten.	Whatever the city, then burrows.
Der Apfel fallt nicht weit vom Stamm.	The apple never falls far from the tree.
Auf den ersten Schuss fallt keine Festung.	The first pancake is lumpy.
Besser ein Sperling / ein Spatz in der Hand als eine Taube auf dem Dach.	Better a sparrow / titmouse in the hands than a crane in the sky.
Baldgesagt, schwergetan.	The promised three years are waiting.
Besserspätalsnie.	Better late than never.
Bitten und bieten steht frei.	An attempt is not torture, but demand is not a problem.
Böse Beispiele verderben die Sitten.	A bad example is contagious.
BlinderEiferschadetnur.	A helpful fool is more dangerous than an enemy.
Das bose Gewissen verrät sich selbst.	On the thief and the hat is on fire.
Disteln sind dem Esel lieber als die Rosen.	Every man to his own taste.
Durch Schaden wird man klug.	Learn from mistakes.
Der Dümmste hat das meiste Gluck.	Fools are lucky.
Daheimist'sambesten.	Being a guest is good, but being at home is better.
Daheim ist der Himmel blauer und grüner sind die Bäume.	On the other side, and the spring is not red.
Eigene Last ist nothing schwer.	It does not carry its own burden.
Das Ei will klüger sein als die Henne.	Teach your grandmother to suck eggs.
Einmalistkeinmal.	Once doesn't count.
Einmal sehen ist besser als zehnmal hören.	Seeing once is better than hearing a hundred times.
Endegut, allesgut.	All is well that ends well.
Eng, abergemütlich.	In crowded but not mad.
	There is safety in numbers.
Das Ende kront das Werk.	The end is the crown.
Er fragt nach Äpfeln, und du antwortest von Birnen.	I'm talking about boots, and he's talking about pies

2.4 Using tongue twisters in German lessons

Tongue twisters are widely used at different stages of learning the German language, attracting various illustrations when working with them.

At the initial stage, tongue twisters are used to process the sound side of speech. They help to put the pronunciation of individual difficult consonants, especially those that are absent in the Russian language.

At the middle and senior stages, learning tongue twisters can be used for speech charging. You can use the following phrases:

This provides a logical transition to the main stage, to the topic of the lesson.

When working on a tongue twister, the following stages can be distinguished:

1.Presentation

2. Work on the content. If necessary, remove lexical difficulties. The meaning of some words can be revealed with the help of comments, translation or synonyms.

3. Work on pronunciation. First, difficult sounds are pronounced, then words with these sounds, phrases, sentences. At first, hard work is carried out, then individual work.

Each new tongue twister is introduced after repeating those already learned. From lesson to lesson, the stock of learned tongue twisters grows.

Who will remember more tongue twisters in which the letter named by the teacher occurs.

Who will speak the chosen tongue twister faster.

Students take turns calling a tongue twister, the student who cannot remember any more tongue twisters is out of the game, the student who is the last one wins.

The teacher pronounces the beginning of the tongue twister, and the students complete it in unison.

Group competition. It is called alternately by one tongue twister. The group that names the tongue twister last wins.

The teacher or one of the students makes up a tongue twister and names one word from it - the rest of the students must guess the tongue twister.

The teacher mixes the words from the previously studied tongue twisters, and the students make up a tongue twister from them and pronounce it. This task is suitable for pair work.

Arrange the suggested tongue twisters in alphabetical order.

Thus, tongue twisters can be used both at the initial stage of teaching the German language, when students develop pronunciation skills, and at the middle senior stages of learning, when the use of tongue twisters not only helps to maintain and improve pronunciation skills, but also stimulates students' speech activity.

Assignments for high school students become more difficult:

Express agreement or disagreement with the proposed tongue twister.

Make up a situation that would confirm the proposed tongue twister. (This could be a written or oral assignment prepared at home or in class)

Listen to the dialogue (story) and say what tongue twister you can finish everything with.

The following is a list of tongue twisters that can be used at different stages of the lesson (phonetic exercises, speech warm-up, repetition of lexical material, consolidation of grammatical skills, etc.).

Thus, the use of tongue twisters in German lessons not only develops the creative initiative of students. Working with tongue twisters helps to solve a number of problems. Memorizing tongue twisters develops the memory of students, allows them to learn how to adequately select lexical units and develops the emotional expressiveness of speech.

The use of tongue twisters in the classroom contributes to a better mastery of the German language, expands knowledge about the language and the features of its functioning. Introduction to the culture of the language being studied through the element of folklore gives students a sense of belonging to the culture of the country of the language being studied.

Als wir noch in der Wiege lagen, gab's noch keine Liegewaagen.

Jetzt kann man in den Waagen liegen und sich in allen Lagen wiegen.

Am zehnten zehnten zehn Uhr zehn zogen zehn zahme Ziegen zehn Zentner Zucker zum Zoo.

Am Knusperhäuschen kaut Kurt knackige Körner und Kerne. Knackige Körner und Kerne kaut Kurt am Knusperhäuschen.

Bierbrauer Bauer braut braunes Bier. Braunes Bier braut Bierbrauer Bauer.

Bürsten mit weißen Borsten bürsten besser, als Bürsten mit schwarzen Borsten bürsten.

Blaukraut bleibt Blaukraut und Brautkleid bleibt Brautkleid.

CONCLUSION

The problem of organizing teaching foreign pronunciation in basic school is quite fully disclosed in domestic and foreign literature. This allowed us to conduct a thorough analysis of the literature on this issue and draw the following conclusions: the formation and development of pronunciation skills in primary school play an important role in teaching a foreign language, since violation of the phonemic correctness of speech and its intonation by the speakers leads to misunderstanding and misunderstanding on the part listener.

Phonetic skills are automated components in the ability to speak, listen, read aloud. Due to the fact that the formation of hearing-pronunciation skills in a foreign language is carried out in conditions where students already have automated hearing-pronunciation skills in their native language.

Phonetic exercise has a very important role in teaching a foreign language, since a sufficient level of development of hearing and pronunciation skills in students is an indispensable condition for the successful formation different types speech activity: oral speech (speaking and listening comprehension), reading (out loud and to yourself)

Therefore, in this methodological development, the content of teaching phonetics at foreign language lessons in primary school is considered and analyzed; pronunciation and rhythmic intonation skills in foreign language lessons.

All goals and objectives of the methodological development were fulfilled. It has been proved that when studying a foreign language in a primary school, it is necessary to pay great attention and allocate space in the classroom to work on the use of various methods and techniques aimed at developing auditory-pronunciation and rhythmic-intonation skills, since without teaching the phonetic side of foreign speech, it is impossible for students to communicate. in a foreign language.

LIST OF USED LITERATURE

Vasiliev V. A. Teaching English pronunciation in high school. M: Enlightenment, 1978.

Nork O. A., Milyukova N. A. Phonetics of the German language. - M .: Education, 1977.

Pavlova S. V. Teaching foreign pronunciation on a communicative basis // Foreign languages ​​at school. - 1990. - No. 1.

Ariyan M.A., Oberemko O.G., Shamov A.N. Methods of teaching foreign languages. General course. - Nizhny Novgorod., 2006.-321p.

Bayer H., Bayer A. German proverbs and sayings: Collection. - M.: Higher School, 1989.

Lobacheva N.P. Fairy tales at the German lesson // Foreign languages ​​at school., 2000.-№6.-36s

Zviling M.Ya. Russian-German dictionary of proverbs and sayings. M.: Russian language.-Media., 2006.-214p.

Bim, I. L. Steps 2 [Text]: German textbook for grade 6 general education. institutions / I. L. Bim, L. V. Sannikova. - M. : Enlightenment, 2001. - 352 p.

Bim I.L. German. Basic course. Concept, program. –M.: New school, 1995.

Galskova, N. D. Theory and practice of teaching foreign languages.

The system of the teacher's work on the use of effective methods and techniques for teaching the phonetics of the German language, ways to integrate phonetic exercises into the lesson

Exercises aimed at introducing new phonetic material

According to the technology of teaching the phonetic side of foreign language speech, work on phonetics should be of a “hidden” nature, therefore, at the initial stage of mastering a foreign language, when new phonetic phenomena are being introduced, settings like: “We are working on phonetics” or “Today we are getting to know each other” are unacceptable. with a new sound. For students, working on a particular language phenomenon is a natural act of communication. And only at the end of the initial stage of teaching a foreign language is a gradual transition to the systematization of phonetic knowledge in a form acceptable to a student of primary school age

It is desirable to give phonetic exercises a playful character:

a) with the help of onomatopoeic games. For example, the sound [∫] - (die Schlange) - a snake hisses, [h] - (derHof) - we blow on a frozen palm, etc .;

b) speaking at different speeds, different voice strengths, different emotional coloring of the voice;

c) pronunciation accompanied by movement, clapping, etc.

Phonetic exercises are not recommended to be performed based solely on the textbook. The child must not only pronounce correctly, but also recognize this or that phonetic phenomenon in the sounding speech of other people, since in elementary school the task is to form the phonemically correct pronunciation of sounds in the flow of speech both intonationally and rhythmically correct. Therefore, it is possible, for example, to conduct the game “Catch the word”, when the student listens to the words spoken by the teacher with long and short vowels and “catches” the “long / short” word with the corresponding movement. With the help of gestures and facial expressions, one can also explain the individual sounds of the language being studied, resorting, as already mentioned, to an analysis that is simple and understandable for a given age.

The phonemes of the second group are the most complex, since interlingual interference is especially manifested here. When getting acquainted with the sounds of this group, simple descriptions of articulation, comparison with the sounds of the native language, auditory differentiation of similar sounds in a foreign language, facial expressions and gestures are used. For example, the sound [e:] is pronounced like [e] in the word “these”, the sound [e] is like an unstressed Russian [e] after [g] and [w], for example, in the word “cough”.

Among the sounds of the third group, which have no analogues in the native language, there are those whose articulation is easy to show, for example, the sounds [d], [x], [s], and such sounds that are almost impossible to show [œ], [ç] and etc.

When teaching the phonetic side of foreign speech, each teacher should have at hand manual on practical phonetics corresponding language. The analysis of phonemes contained in it cannot always be used at various stages of teaching the phonetic side of foreign speech, since in most cases it is addressed to the teacher, and not to students. However, repeating the basics of phonetic theory will allow a more correct approach to the formation of auditory articulation skills by predicting possible difficulties and determining ways to eliminate them.

Teaching the phonetic side of foreign speech implies, as mentioned above, teaching students the intonational structures of both individual words and entire sentences. Intonation reflects the semantic and emotional-volitional side of the statement and is manifested in successive changes in pitch, in the rhythm and tempo of speech, as well as in the overall timbre of sound.

The form of motivation for a response speech action with the receipt of the required information generates an interrogative intonation. The expression of communicative intention in incentive sentences (requirement, order, request, etc.) is carried out using exclamatory intonation.

Thus, intonation is the main representative of the speaker's communicative intention and an indicator of the communicative types of sentences.

Intonation training is carried out on phrases as the smallest units of information perception, dialogic units and semantic pieces (mini-texts).

At the initial stage, mainly question-answer unities are used, at advanced stages other types of dialogic unities are also connected: a question-counterquestion, a message and a question evoked by it, a question and a message evoked by it, a message and a message evoked by it.

Summing up the above, we can conclude: for the effectiveness of the work on the introduction of new phonetic material in the lessons of a foreign language, the teacher must adhere to the following guidelines:

· in the modeling of training phonetic exercises to provide for the interaction of reception and reproduction;

Pronounce sentences at a slightly slower pace;

Include verbal and non-verbal supports in exercises
(phonograms, conducting, phonetic markings, tables,
hand movement, rhythm tapping, etc.);

allow double presentation of new phonetic material;

Conduct exercises on phrases, dialogic units
and semantic pieces;

use exercises in the classroom using authentic phonetic material that is accessible to children's understanding and develops regional motivation.

Listening exercises

The number of types of proper phonetic exercises in listening is relatively small (the development of auditory skills is carried out when performing exercises in listening), and all of them are aimed mainly at developing phonetic hearing and establishing differential features, studied or repeated (at the middle and senior levels) phonemes and intotones.

Listening should be active, so it should always be accompanied by a task that focuses the student's voluntary attention on a certain characteristic of a phoneme or intooneme.

Exercises can only be performed by ear and using graphic support (printed text).

As an example of the first exercises, the following tasks can be given:

· listen to a series of sounds/words, raise your hand when you hear the sound [...]; listen to pairs of sounds and raise your hand when both sounds of the pair are the same; listen to the sentence and say how many times the sound [...] occurs in it; listen to the sentences, raise your hand when you hear an interrogative (narrative, incomplete, etc.) sentence; listen to the sentences and determine how many syntagmas (bars, stresses) are in each; etc.

Exercises performed with a graphical support may look like this:

In a row of words (phrases, sentences), underline the one that the teacher/announcer pronounces, only one word/sentence is pronounced from each row; underline in the sentence/text the words that are stressed in the speech of the teacher/announcer; mark pauses in the sentences / text that you hear with dashes; underline the words at which the voice of the teacher/announcer rises, etc.

As you can see from the examples given, many exercises can be performed with a tape recorder. The advantage of using a tape recorder is that it can be used to control the pace of work; thus, the natural conditions for the perception of sounding speech are reproduced (according to most methodologists, all recordings from the very beginning should be given at a normal pace of oral speech).

However, it should be remembered that each new type of task is first performed on the basis of the perception of the teacher's speech, and only after the students have successfully completed it, can one proceed to similar exercises using phonograms.

Playback exercises

The effectiveness of this group of exercises included in the system of special training exercises used in teaching the phonetic side of foreign speech in secondary educational institutions increases significantly if playback is preceded by listening to a sample, regardless of whether new material is being trained or previously studied is repeated.

The material of these exercises are individual sounds, syllables, words, phrases, sentences. In our opinion, the following types of tasks performed by ear (without reliance on printed text) are relevant:

Pronounce sounds (syllables / words / combinations / sentences), paying attention to ... (a sign is indicated) after the teacher / speaker; remember the words containing the sound [...];

Repeat the sentence, adding to it the word prompted by the teacher.

The same exercises can be performed with visual support. In addition, the following can be mentioned:

Arrange accents / pauses in sentences and read them aloud;

Read the sentences aloud, changing intonation (logical stresses);

Read several sentences using the substitution table, keeping a single rhythmic and intonation pattern in them.

In addition to special exercises for setting, maintaining and improving the pronunciation of students, memorizing tongue twisters, rhymes, poems, dialogues, excerpts from prose and reading aloud excerpts from texts studied from the textbook are widely used. These types of work have two goals: to achieve, firstly, the maximum correctness of pronunciation and, secondly, its fluency. After that, the corresponding dialogue / passage or poem is set for memorization, but if the material was intended only for reading aloud, then the work is considered completed.

Reading aloud and memorizing by heart will give tangible results only if at the same time the most correct pronunciation is achieved every time. Therefore, it is recommended to select small excerpts (up to 10 - 12 lines), the work with which must necessarily go through both stages.

A special place for the formation and development of skills to reproduce phonetic phenomena in speech is occupied by phonetic charging. It may include several tasks of the above types, which are performed by students in chorus or individually at the teacher's command: "Repeat after me, paying attention to sound / stress / intonation" in turn. The duration of phonetic charging is 3-5 minutes. Its content can be:

● individual sounds, words, phrases (selected in such a way that they are related to the lesson material);

● individual sounds, words and phrases that are the most difficult to reproduce and have no analogues in the native language;

● dialogues, poems, rhymes, tongue twisters and songs that are learned in whole or in part and repeated synchronously or after the speaker on a phonogram recorded on audio media or by a teacher.

Phonetic exercises, as a rule, are carried out before reading a text or before performing exercises in oral speech in order to remove phonetic difficulties and prevent phonetic errors.

The control of hearing and pronunciation skills is carried out when students perform speech exercises - in listening and when speaking or reading aloud unprepared in advance, as soon as in this case it is possible to objectively judge the degree of practical possession of them.

In conclusion, we can state the following:

a solid foundation for the phonetic base of the German language should be actively formed with the help of a methodically well-constructed system of special training exercises;

For the effectiveness of the process of forming phonetic skills, a foreign language teacher needs to use phonetic exercises, the purpose of which is to remove the appearance of possible phonetic difficulties (auditory, pronunciation, rhythmic-intonation) and neutralize the influence of the sound environment in the native language;

use in educational process exercises for the restructuring of the articulation apparatus from the Russian way of life to a foreign one allows you to create and strengthen the images of words, according to which self-correction of students is carried out as by standards;

The use of a variety of exercises and interactive teaching methods in the teaching activity of the teacher not only allows you to optimize the pedagogical process, but also has a positive impact on the formation and further development of phonetic skills and knowledge about the rules of articulation and intonation of foreign speech, contributes to the development of normative pronunciation and the practical use of the acquired knowledge and skills in the educational foreign language communicative activity of students, provided that these exercises are used at each foreign language lesson in secondary educational institutions.

German language teacher

GUO "UPK Nachsky nursery-kindergarten-secondary school" Spetelun M.I.

Attachment 1

Phonetic exercises in German lessons:

When teaching a foreign language, games, proverbs, sayings, counting rhymes are very often used.

Rhymes - a very valuable material for instilling the correct pronunciation. At school age, students have a highly developed imitative ability. Students imitate well, easily catch by ear, correctly produce sounds, intonation. Rhymes are usually used as speech phonetic exercises (Abzählreime).

1) Eins, zwei, drei, undubistfrei.

2) Eins, zwei, drei, Butter in den Brei.

3) Eins, zwei, drei, alt ist nicht neu, neu ist nicht alt, warm ist nicht kalt.

4) Eins, zwei, drei, vier in die Schule gehen wir, in die Schule gehen wir, und bekommen "Fünf" und "Vier".

Tongue Twisters help in a relaxed way to work out the pronunciation of individual consonants, especially those that are absent in the Russian language (Zungenbrecher).

Fischer Fritz fischt frische Fische.

Kurze Kleider, kleine Kappen kleiden kleinekrausköpfige Kinder. Zwischen zwei Steinen liegen zwei Schlangen und zischen dazwischen.

Die Katze tritt die Treppe herunter.

Esel fressen Nesseln nicht, Nesseln fressen Esel nicht.

Hans hackt heute Holz hinter Hoffmanns Haus.

Kritze - kratzi macht die Katze mit der Tatze.

Zehn Ziegen ziehen zehn Zentner Zucker zum Zug.

Selten esse ich Essig, ich esse Essig im Salat.

Riddles memorization in poetic form is no less useful than memorizing poetry. Riddles provide memorization for long time, enrich our speech (RÄTSEL)

1. Im Garten steht ein schönes Haus,

die Kindergehen ein und aus,

sie lernen, singen, turnen hier.

Wie heist das Haus? Wer sagt mir? (die Schule)

2. Ich habe vier Füße und kann nicht gehen, ich werde niemals müde und werde immer stehen. (der Tisch)

3. Beine habe ich und kann nicht gehen,

viele Menschen muss ich tragen in jedem Zimmer kannst du mich sehen? (der Stuhl)

4. Weich und rund, glatt und bunt, es springt hin, es springt her, dieses Rätsel ist nicht schwer! (Der Ball)

1) Eins, zwei, drei, und du bist frei.

2) Eins, zwei, drei, Butter in den Brei.

3) Eins, zwei, drei, alt ist nicht neu, neu ist nicht alt, warm ist nicht kalt.

4) Eins, zwei, drei, vier in die Schule gehen wir, in die Schule gehen wir, und bekommen "Fünf" und "Vier"

Fischer Fritz fischt frische Fische.

Die Katze tritt die Treppe herunter.

Esel fressen Nesseln nicht, Nesseln fressen Esel nicht.

Hans hackt heute Holz hinter Hoffmanns Haus.

Kritze - kratzi macht die Katze mit der Tatze.

Zehn Ziegen ziehen zehn Zentner Zucker zum Zug.

Pinke pank, die Puppe ist krank,

Sie liegt auf der Bank

pinkie, panke, pu,

raus bist du.

Paul packt pausenlos Pakete.

Pakt Paul pausenlos Pakete.

Bis, Suppe, sagen, Maus, nass, Sommer, Hase, bist, Nase, heißen, gießen, Sand.

2.1 Stages of improving phonetic skills

It is known that any psychological and methodological plan for constructing a scheme for the formation of activities, and in particular the skills of foreign language speaking, is based, first of all, on the general didactic principle of sequence. In a concrete refraction to the development of speech skills, this principle is realized in the requirement for a phased, gradual course of their development (see, for example, the works of L.G. Voronin and I.I. Bogdanova). R. Lado expresses this position quite clearly when describing the principles that characterize the scientific approach to teaching foreign languages. R. Lado notes that “language should be taught gradually, leading the student through a system of cumulative graduated steps ... In teaching the structure, there are certain strategically advantageous parts from which it is convenient to start learning, and a certain sequence.” It can also be said that the solution of this issue depends on the choice of language material, on the basis of which the mechanism of speech is worked out. Secondly, the speech statement must have a communicative value, and, thirdly, the development of the speech mechanism must be carried out on the elements of the sentence, not on its entire structure. In other words, the task is to find such forms of speech utterance that, having an independent communicative significance, could at the same time be considered as elements of the main semantic unit of speaking - a sentence.

In the work “Some psychological prerequisites for modeling speech activity in teaching a foreign language”, an attempt was made to describe speech activity in the process of speaking as a hierarchical structure, the levels of which are arranged as the psychological difficulties associated with the performance of various mental operations increase. These levels can be considered as certain stages in the purposeful formation of the speech mechanism. The main criteria for their selection are also associated with the possibility of dividing the syntactic structure of the phrase, which is the main speech unit, into elementary components and working out each of the latter in various, increasingly complex types of speaking (short answer, full answer, narrative, etc.). At the same time, this approach provides element-by-element development of the phrase structure of a detailed sentence in speaking acts that have full communicative value.

The following four first stages of the formation of the skill of speaking in a foreign language were singled out: I. Listening (mostly the comparison operation is being worked out). II. A short answer to a general question (the reaction time, the operation of comparison, replacement are being worked out). III. Short answer: a) to an alternative question (all the above operations and the operation of selection and construction by analogy are worked out); b) to a special question (the selection operation is being worked out). IV. A complete answer to all types of questions (the operations of construction by analogy, transformation, combination and a set of a whole from elements are worked out sequentially).

As you can see, the first stage is associated with reception and correlates with the work of the identifying memory level. The subsequent stages are connected with reception, on the one hand, and with reproduction and production, on the other. They are carried out on the basis of the work of both the identifying and reproducing levels of memory, and the speaker's task of expressing thoughts is psychologically becoming more complicated all the time. The listening stage was singled out as an independent stage of learning so that the student could formulate sound and verbal standards - stereotypes, could learn to establish semantic connections and retain in memory the foreign-language sound of the statement. In general pedagogical terms, it is important that at the stage of listening, students, as if not revealing their own language weaknesses, nevertheless participate in speech activity. It is also important that the stage of forced silence stimulates the emergence of the communicative need for speaking.

When highlighting the stage of listening, it was also taken into account that recognition, as an easier type of activity, should precede reproduction. Recognition is easier, since it is enough for it to know a few features of the structure, while reproduction requires not only its knowledge, but also the ability to realize all its features; that is why the stage of reception is first singled out. When developing speaking skills, the development of elements must precede the development of the whole, since otherwise attention is distributed between several objects and does not focus on difficulties, the specifics of this particular phenomenon; that is why stages II and III are singled out. At the same time, any production of the whole must first be based on a model of its semantic and grammatical design.

Obviously, in the process of learning to speak a foreign language, a rather difficult psychological problem arises, taking into account the peculiarities of the formation of each of the links in the internal structure of this type of activity, and in particular, foreign language speech skills. At the same time, another big problem arises of working out each link in the structure of speech activity in a foreign language and bringing it to the appropriate level of perfection: actions to skills, and operations included in the action to automatism. It is here that the basic general didactic principles and psychological patterns of developing skills should be observed: purposefulness, meaningfulness, distribution of exercises in time, continuity of training, motivation, communicativeness of each speech action, etc. At the same time, the criteria for its formation should be taken into account.

There are no questions that teaching pronunciation as a whole is subordinated to the development of speech activity. But it was not always clear to the methodologists whether it was worth concentrating work on pronunciation at the initial stage or gradually improving skills over the entire period of study.

At a certain stage, it was believed that the first option was the most acceptable. A reflection of this point of view was the emergence of the so-called "introductory phonetic courses". However, this approach had a number of significant drawbacks:

• - being a primary task, the development of pronunciation at the initial stage prevented the formation of skills and, as a result, the skills of practical use of the language, since the possibility of working in this direction was sharply reduced due to the small amount of time that a school teacher has at his disposal;
• - at the middle and senior stages of education, work on pronunciation was stopped, since it was believed that the skills were formed at the initial stage; although it is this type of skills that can be considered the most susceptible to deautomatization;
• - attempts to immediately deliver impeccable pronunciation were directly related to detailed explanations of articulation, which leads to excessive theorization of the educational process.

Currently, methodologists believe that work on improving pronunciation should be carried out throughout the entire period of study, although the role of this work and its nature change at different stages.

At the initial stage, the formation of auditory pronunciation skills takes place, which includes: familiarization with sounds, training students in their pronunciation to form skills, applying the acquired skills in oral speech and when reading out loud.

At this stage, the material sound shell has not yet organically merged with the thoughts contained in the sample. It also grabs the attention of the students. Therefore, the task of the first stage is to automate the listening skills, directing the efforts of students to an elementary exchange of thoughts.

Oral forms of work on linguistic material prevail here. However, in the process of reading and writing, the nature of work on pronunciation does not change. Loud reading - typical for this stage - creates additional opportunities for the development of auditory pronunciation skills. Writing is also often accompanied by speaking aloud, during which the necessary attention is paid to listening skills.

Acquaintance with a phonetic phenomenon occurs through a visual, somewhat exaggerated demonstration of its features in a sounding text. The sequence of presentation of phonetic material is dictated by its needs for communication. Therefore, from the first steps, it is sometimes necessary to introduce sounds that are the most difficult, which have no analogue in the native language.

In teaching pronunciation, the analytical-imitative approach justified itself. Given that the learning unit is a phrase, students repeat the example after the teacher or record. If the students did not make mistakes in pronunciation, they move on to work on the following examples. If the teacher noticed any shortcomings, the sounds that are subject to special training are isolated from a coherent whole and explained on the basis of the articulation rule. This is the analytical part of the work. Then these sounds are again included in the whole, which is organized gradually: syllables, words, phrases, phrases, and are pronounced by students after the sample. This is the imitation part.

This approach to teaching phonetic skills at the initial stage ensures the simultaneous assimilation by students of the phonetic, grammatical, lexical, and intonational features of the English language in an undivided form. With such a formulation of training, it turns out that training an isolated sound is simply unnecessary, since sounds almost never function in an isolated form.

Articulatory rules are approximate (close to correct) in nature. In fact, these are rules-instructions that tell students which organs of speech (lips, tongue) are involved in pronouncing the sound. For example, to pronounce the sound [e], you need to pronounce the Russian “e”, stretch your lips into a smile, almost close your mouth, tighten your lips.

It has been noticed that unusually formulated rules-instructions are remembered by students for life; often the sounds and everything else have long been lost, and the teacher's apt explanation remains in the memory ten years after graduation. However, it is most rational to use psychological feature elementary school students - excellent imitation abilities - and more widely use effective reception learning - imitation.

2.2 Features of the formation of phonetic skills

Phonetics is a branch of linguistics that studies how the sounds of human speech are formed. The material of phonetics is the totality of all sound means (phonemes and intotones).

Language, as a means of communication, arose as a sound language. The listener will not understand the speech if he himself does not have pronunciation skills. The presence of solid pronunciation skills ensures the normal functioning of all types of speech activity. Phonetics is not studied at school, as an independent section and the mastery of pronunciation skills is carried out in the course of teaching oral speech and reading. Requirements for pronunciation skills are determined based on the principle of approximation, that is, approximation to the correct pronunciation.

Basic requirements for pronunciation skill:

• 1) phonemic - implies a degree of correctness for the phonetic design of speech, sufficient for easy understanding by her interlocutor.
• 2) Fluency - the degree of automation of the pronunciation skill, allowing students to speak at the correct pace of speech. (110 - 130 characters per minute).

Students should master the intonation structure for the most common types of sentences. The selection of material takes place according to the following principles:

• 1) compliance with the needs of communication (sense-distinctive function);
• 2) stylistic principle (literary language or dialect).

In the initial stage of training, the focus is on automating pronunciation skills, and in the last stage, general patterns pronunciation skills in native and foreign languages.

It is necessary to find out the degree of similarity and difference in the phonetic phenomena of the German and Russian languages ​​and thereby determine the nature of the difficulties that students overcome in mastering the auditory pronunciation skills of the German language, and the nature of typical mistakes.

When comparing German and Russian languages, 3 main groups of phonemes are distinguished:

• 1. phonemes that match in the native and foreign languages;
• - the easiest phonemes, when learning, the skill of their pronunciation is transferred from the native language to a foreign one, by imitation and display;
• 2. phonemes that have similarities, but do not completely coincide in two languages. When teaching the pronunciation of these phonemes, one can neglect the inaccuracy in pronouncing similar phonemes. By imitation, display, comparison, description of articulation;
• 3. phonemes that are absent in one of the two languages ​​- the most difficult phonemes, since they are absent in the native language, the formation of the skill goes through the creation of a non-existent articulation base, description of articulation, display, imitation.

Comparison of Russian and German languages:

• 1) the length and brevity of the vowels of the German language has a semantic difference;
• 2) German vowels are superior to Russian long vowels in longitude, and short ones in brevity;
• 3) a hard attack of German vowels, which plays an important role in syllabic and word emphasis in German.

Consonants:

• 1) the lack of palatalization of consonants before vowels in German, unlike Russian. Therefore, the greatest difficulty for Russian students is the non-palatalized pronunciation of consonants before front vowels: , [i], , [y];
• 2) aspiration of German voiceless consonant phonemes [p], [t], [k];
• 3) tension of active organs when pronouncing consonants. The most difficult consonants include [n], , [h], [l];
• 4) aspiration of consonants at the end of words: Arbeit, at the beginning of words: Tafel.

stress:

1) the stress in German falls on the first syllable, the ending of the word is usually unstressed.

Speech auditory pronunciation skills are understood as the skills of phonemically correct pronunciation of all sounds in a speech stream, understanding of all sounds when listening to speech.

Rhythmic-intonational skills mean the skills of intonationally and rhythmically correct formulation of speech and, accordingly, understanding the speech of others.

When teaching phonetics at school, we are talking about the formation of phonemic-articulation and rhythmic-intonation stereotypes. The program provides for students to master the sounds of the German language, the intonation of declarative (affirmative and negative), imperative and interrogative sentences (grade 5), the intonation of a sentence with a frame structure (grade 6) and the intonation of complex sentences (grade 7).

The sequence of studying sounds in the practical nature of teaching foreign languages ​​in secondary school is determined primarily by two provisions: 1) the need to form oral-speech skills at the very beginning, already in the introductory course; 2) the need to take into account phonetic difficulties. The leading method of mastering pronunciation is repeated listening and the most accurate imitative reproduction of the sound and its subsequent use in the speech stream.

The decisive factor in the creation of pronunciation skills, like any other, are exercises, in this case phonetic.

• 1. Exercises for the perception of a new sound by ear:
• 1) in the flow of speech - in a speech sample, first in the teacher's speech, then in a mechanical recording;
• 2) in a separate word, in isolation, in combination with the teacher's explanations, if this phoneme belongs to the second group;
• 3) followed by repeated reproduction, first in a separate word, then in a speech sample.
• 2. Exercises to reproduce the phonetic phenomenon. Collective and individual forms of work are used.
• 1) reproduction by individual students and correction by the teacher of possible errors;
• 2) choral reproduction together with the teacher;
• 3) choral reproduction without a teacher;
• 4) individual reproduction by individual students in order to control the formation of the correct auditory-speech-motor sample.
• 3. Training exercises to automate the pronunciation speech skill in conditionally speech phonetic directed exercises (for example, counting rhymes). The same type of exercises include conditional speech exercises of a dialogic and monologue nature, in which the studied phonemes are trained in conditional speech communication, in educational speech.

Exercises for the development of phonetic and intonational hearing:

• 1) verbally divide the word into sounds and name them. Determine the number of syllables in the words you hear;
• 2) set the number of short or long vowels in the words heard;
• 3) find in the columns and mark the words in the order in which they sounded;
• 4) select words with a trained sound from a connected text by ear and write them down in spelling;
• 5) determine the number of words in the listened sentences;
• 6) determine by ear and write down the last word of each sentence of the listened segment.

Formation of pronunciation skills:

• 1) listen to a series of sounds and raise your hand when you hear a given sound;
• 2) listen to a couple of sounds and raise your hand when you hear a new sound;
• 3) raise your hand when you hear an interrogative, declarative, negative sentence;
• 4) underline the word in the sentence that is stressed;
• 5) name the word containing a certain sound;
• 6) say a couple of words after the speaker, paying attention to the differences in the pronunciation of sounds;
• 7) say a proverb, a tongue twister, first slowly then quickly (quietly - loudly).
• 8) make a phonetic markup of the text based on the voice of the teacher or speaker, read the text aloud.
• 2.3 Methodological features of working with poems in German lessons

Acquaintance with the best examples of foreign poetry contributes to the comprehensive holistic development of the student's personality, improving his culture at the same time as improving foreign language skills and abilities.

The essential characteristics of the study of poetry are:

• - personal orientation, that is, all content is built in such a way as to create opportunities for identifying individual inclinations and creative uniqueness of a teenager;
• - openness, which means that teaching foreign poetry is not a self-sufficient closed system. The student should always see the prospect of a deeper knowledge of the literature of the language being studied at all levels (content, stylistic, etc.);
• - unregulated, which means the possibility of making the necessary changes to the course, depending on the level of competence of students, as well as passions, artistic taste, and methodological views of the teacher himself.

Acquaintance with foreign poetry does not lead to a simple accumulation of knowledge, but to the comprehension of the spirit, culture, psychology, way of thinking of the people, and this is an important cultural significance.

In general, the study of foreign poetry forms students' ability to participate in the dialogue of cultures. This implies a certain level of formation of all types of competence: communicative, linguistic and cultural, general educational.

Thus, the formation of communicative competence consists in the ability to understand and generate foreign language statements precisely on the basis of and in connection with the content and form of the poem in different situations of communication (conversation, discussion, exchange of opinions, etc.).

Linguistic and regional orientation consists of the relevant background knowledge (that is, knowledge that is potentially present in the minds of the people, without which acquaintance with the artistic culture of the country of the language being studied would be impossible, as well as the possession of the relevant language units with national-cultural semantics inherent in this national culture).

General educational competence implies that the student has the skills of intellectual cooperation with a book, another person, a group, a team, as well as the possession of mental operations for the analysis, synthesis and creative rethinking of artistic information.

The study of poetry is the formation of a person by entering a culture; through its appropriation, he becomes its subject. And the product of the study of poetry is what a person acquired, appropriated as a result of knowledge, development, education and teaching.

The study of German poetry in the process of teaching the German language allows students to take a different look at the problems of their peers in the country of the language being studied, get acquainted with the peculiarities of culture, understand the national-specific features of culture, understand the national-specific features in the mentality of the people, compare the lifestyle, customs and the customs of one's own country and the country of the language being studied.

Reading German poetry provides an opportunity to compare and identify one's actions with the actions of the characters, expands the students' understanding of the world around them and their own place in this world, has an impact on their emotional sphere, awakens a sense of belonging and empathy.

In addition to special exercises for setting, maintaining and improving the pronunciation of students, memorization of tongue twisters, rhymes, and poems is widely used. Although I will make a reservation that this does not have to be memorization by heart. Sometimes it is enough just to train, for example, a poem, looking at the text. These types of work have two goals: to achieve, firstly, the maximum correctness of pronunciation and, secondly, its fluency.

Accordingly, two stages of work are distinguished. At the first stage, the text is learned under the guidance of a teacher and in a language laboratory (with a tape recorder). As a result, students receive a mark for correct reading. Only after this does the second stage of work begin, aimed at speeding up the reading of an already learned poem: the student is required not only correct, but also fluent pronunciation. The student is told the time that should take reading aloud the corresponding text, and he trains either on his own or in a language laboratory (where he reads the text aloud after the speaker in pauses strictly limited in duration). The student receives a positive mark for reading if he meets the given time, while maintaining the correct pronunciation.

After that, the corresponding poem is given for memorization, but if the material was intended only for reading aloud, then the work is considered completed.

Reading aloud and memorizing by heart will give tangible results only if at the same time the most correct pronunciation is achieved every time. Therefore, it is recommended to select small excerpts (up to 10 - 12 lines), the work with which must necessarily go through both stages.

The exercises listed above and similar to them are used at all levels of education, although their purpose is somewhat different: elementary school their purpose is to form the auditory pronunciation skills of students, and therefore their share among other exercises is quite significant; at the middle and senior levels, they are aimed at maintaining and improving these skills, as well as at preventing mistakes. Therefore, they should be performed when mastering new language material, before the corresponding exercises in oral speech and before reading texts. For the same purposes, at the beginning of each lesson, it is recommended to conduct so-called phonetic exercises, in which the teacher includes the most phonetically difficult material from the upcoming lesson: one or another rhythmic-intonation model, a group of sounds, etc. Charging may include one or two tasks of the above types, which are performed by students and the choir, and in turn.

2.4 Subsystem of exercises for working with poems

In order for speech to be clear, legible and understandable, work with poems can play an invaluable role. They are the best means of achieving clarity of speech.

Take for example the following poem for practicing sound [m]

Komm aus dem Loch heraus.

Komm in my Katzenhaus!

Miau, miau, miau.

The general strategy for teaching pronunciation (meaning, first of all, the sequence of work with poems) can be represented as follows:

Listening to the poem by the students, its comprehension, the teacher isolating the word to be phonetically processed (in our case: Mi-Ma-Mausemaus), pronouncing it by the students, repeating the sound by the students, repeating the word and the phrase as a whole.

1) It is necessary to provide a communicative orientation. This means that teaching pronunciation should not be perceived as an end in itself, but should be subordinated to the needs of speech.

For example:

Unsre Katze heisst Kritzekratze.

Kritzerkratze heisst die Mieze,

Und ihr Kind heisst Kratzekritze

Kratzekritzes Vater heisst Kater.

In this poem, we not only practice the sound [k], but also solve such a communicative task as “acquaintance” (Unsre Katze heisst…, Kritzerkratze heisst… and so on).

2) It is necessary to provide for the situational and thematic conditionality of phonetic material, which should, if possible, be woven into the fabric of the lesson, correlating with it in terms of content.

For example:

Wie geht es Ihnen,

Und Ihnen, Fraulein Krause?

Oh, danke schon

Es geht uns gut!

Wirgehen jetzt nach Hause.

This poem can be used not only for practicing different types of intonation (in a declarative sentence, in an exclamatory sentence and in an interrogative one), but also is a good material for a lesson on the topic “Wie geht es?”

• 3) It is important to combine consciousness with intuition. This means that only sounds that do not present any particular difficulties for students should be imitated on the basis of intuitive adjustment of the organs of speech. If the phonetic phenomenon is relatively difficult, then the teacher needs explanations that help students consciously overcome this difficulty.
• 4) It is necessary to ensure the visibility of the presentation of a sound, a phonetic phenomenon. So, for example, visual clarity takes place if the teacher specifically shows the articulation of sound, uses a gesture to indicate stress, rising melody, and so on.
• 5) The activity of students is a prerequisite for the strength of mastering German pronunciation. Therefore, it is very important, especially during frontal work, to monitor the activity and purposefulness of the actions of each student.
• 6) An individual approach is needed to the formation of the pronunciation side of students' speech in the context of collective learning. It is well known that students are not equally easy to master pronunciation. It is important to take into account their individual characteristics (the mobility of the speech apparatus, the development of phonetic hearing, and so on). And therefore it is advisable to ask students to learn poems by heart. This will help to identify the level of formation of the pronunciation side of each student's speech and show what phonetic phenomenon should be worked on with this student.

So, teaching the pronunciation side of speaking and reading occupies a particularly significant place at the initial stage of education. Further, it is carried out, as a rule, within the framework of the so-called phonetic exercises.

Let us give examples of possible exercises during the lesson when working with poems at the initial stage of education.

During the classes:

Guten Tag Kinder! Gewiss Kennt ihr S.J. Marschaks Gedicht "Katzenhaus". In diesem schonen Gedicht gibt es Zeilen: "Tili-bom, tili-bom, the cat's house caught fire..." "Ding-dong, bomm, bumm, bams..."

1. Wisst ihr, wie die Glocken in Deutschland klingen? Hort ein Gedicht aufmerksam zu!

Alle Glocken: kling - klang - klong

Have you noticed how the sound of bells is transmitted? That's right, sound. Is there such a sound in Russian?

The German consonant is pronounced like this: the back of the tongue is connected to the soft palate, forms a bow, the tip of the tongue touches the front lower teeth. The sound [?] should not be pronounced as two separate sounds n and k or n and g at the end of a word.

2. Bitte, blickt zur Tafel, hort mir zu und antwortet auf die Frage: Welche Buchstaben bezeichnet den - Laut?

Kling, Engel, Enkel, singen, sinken.

Das bezeichnen die Buchstaben "n" vor "k" und "ng".

• (The teacher pronounces the words written on the board, clearly articulating the sounds. If students make phonetic errors while reading, it is necessary to correct the errors and then fix the correct option in memory).
• 3. Versucht Jetzt wie Glockchen zu klingen: - - .
• 4. Lassen wir wie kleine Glockchen zu klingen!

Glockchen klingen: kling - kling - kling

Lassen wir wie Glocken klingen! Sprecht mir nach!

Glocken klingen: klang-klang-klang

Und Jetzt grosse Glocken!

Grosse Glocken: klong-klong-klong

Und jetzt alle Glocken!

Alle Glocken: kling - klang - klong.

• 5. Wollen wir jetzt ein konzert machen. Versucht jetzt wie Glockchen zuklingen. Sehen wir mal, wer das beste Glockchen ist.
• (In exercise 3, students pronounce the sound being trained in separate words, and in exercise 4 - in whole phrases. At the end of work on poems, you can hold a competition for the best reader of exercise 5)
• 6. Solche gute Glockchen habe ich noch nie gehort. Ihr klinget sehr gut. Sagt, singt ihr gern? Fragt eure Freunde!
• - Singst du gern Peter?
• - Ja, ich singe gern. (Nein, ich singe nicht gern).
• (Exercise 6 consolidates the pronunciation of the sound being trained in speech. Students like to work in pairs. You need to write a verbal support for answers on the board. If students make mistakes in exercise 6, you need to ask the student to name the correct option again so that it is fixed in memory).
• 7. Wollen wir nach ein lustiges Gedicht lernen! Wisst ihr nicht, wie man die Finger auf Deutsch nennt (Do you know the names of fingers in German?) Hort mal zu!

der Mitelfinger

der kleine Finger

Zeigt eure Finger und nennt sie!

• (In exercise 7, the teacher clearly names the names of the fingers in a foreign language and shows them, opening the palm in the way that is typical for Germans when counting).
• 8. Wollt ihr ein wenig spielen? Ich werde meine Finger zeigen und ihr sagt auf Deutsch: welche Finger zeige ich?
• (In exercise 8, fingers can be unbent in order from the thumb to the little finger, vice versa and alternately)
• 9. Hort Jetzt ein gedicht zu:

Wir spielen, wir spielen und fangen lustig an.

Und wenn der Daumen nicht mehr kann,

Dann kommt der Zeigefinger dran

Jetst sprecht mit und nennt alle Finger!

Hat euch dieses Gedicht gefallen?

Wer mochtet dieses Gedicht allein rezititieren?

(In exercise 9, the verse can be accompanied by the movement of the hands and fingers. The names are called in order.)

We have given one of the possible options for using poetic texts in a German lesson, although there may be an infinite number of them.

2.5 Criteria for assessing students

The object of control in a foreign language lesson is speech skills and abilities, i.e. the degree of ownership of various types of speech activity. For example, in speaking - the level of development of dialogic and monologue skills, in listening - the volume, duration of sound, completeness and accuracy of understanding monologue and dialogic speech with one-time perception in mechanical recording and in live communication, while reading - the ability to extract the necessary information of a read text of a certain nature at the certain time.

The methodological literature highlights the main and additional criteria for assessing the practical knowledge of various types of speech activity. The main criteria below allow you to determine the minimum level of knowledge of this activity, additional indicators serve to determine a higher quality level.

• - Qualitative indicators of speaking: the degree of compliance of students' statements on the topic and the completeness of its disclosure; the level of speech creativity and, finally, the nature of the correct use of linguistic material, i.e. compliance (or inconsistency) with the grammatical, phonetic and lexical norms of the language being studied.
• - A quantitative indicator of speaking - the volume of the statement, i.e. the number of speech units used in speech.

The control of listening skills is carried out when students perform speech exercises - in listening and when speaking or reading aloud unprepared in advance, since only in this case it is possible to objectively judge the degree of practical possession of them.

When evaluating the correctness of a student's speech, one should distinguish between phonetic and phonological errors. The former distort the sound quality, but do not violate the meaning of the statement; the second - distort the content of the statement and thereby make the speech incomprehensible to the interlocutor. In accordance with the accepted approximation, the presence of errors of the first type is allowed in the student's speech and is not taken into account when evaluating the answer, while phonological errors are regarded as a violation of the correctness of speech.

The most adequate form of control of skills and abilities of speaking is the oral form, since it allows you to identify the most important qualities for this type of speech activity: speech reaction, speech automatisms, the nature of stops, the situational nature of speech. As for the content side of speech and its correctness, these sides can also be checked using a written form of verification.

In the oral form of verification, some difficulties may arise in fixing the volume of the statement and errors, which may be accidental due to the spontaneity of speech. Therefore, it is advisable to use sound recording means.

Oral control of speaking skills and abilities can be frontal, individual and group. Frontal oral verification is most convenient for current monitoring and for identifying the degree of assimilation or automation of the material, identifying the overall picture of academic performance. This test is purposeful, conducted under the guidance of the teacher and is carried out in the form of a question-answer exercise in which the teacher plays the leading role, except when dialogic skills to start and maintain a dialogue are tested. In group control, a group of students is involved in the conversation. To identify the level of proficiency in monologue speech by individual students, individual types of control are used, for example: 1) answers to communicative questions on supports, on the text; 2) monologue statement on the same supports. Individual forms of control are the only possible ones when testing monologue skills, while it is necessary, however, to combine individual forms of testing with frontal ones in order to avoid class passivity during a long survey of individual students.

The object of control of speaking can also be written works of a speech nature. However, it should be borne in mind that written forms of verification for students are more difficult than oral ones. In addition, these forms do not allow recording such important qualities of oral speech as the degree of spontaneity, speech reaction and speech tempo.

All these forms of control are monolingual.

Thus, we can conclude that the exercises in reproduction are aimed at the formation of proper pronunciation skills. The material of these exercises can be sounds, syllables, words, phrases, sentences. Tasks can be performed both with visual support and without it.

Learning tongue twisters, rhymes, and poems can be considered especially effective for staging, maintaining and improving the pronunciation of students.

Obviously, it is necessary to exercise control over the exercise. When evaluating speech, phonetic and phonological errors are distinguished. When evaluating the answer, only errors of the second type are taken into account.

If all of the above exercises are completed and systematically monitored, work on listening skills can be considered effective.