Using of fairy tales on English lessons in primary school

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Using of fairy tales on English lessons in primary school

Dandelion Irina

Abstract

Анотація

Використання казок на уроках англійської мови в початковій школі

Кульбаба Ірина

Key words: fairy tales, creative methods, communicative approach, lexical competence

In secondary school, the main task of the teacher is to study the material at a high level and in an interesting form, to form a high level lexical competence of a foreign language, to promote the forming communication skills according to motives and social norms of speech behavior in typical situations, to form skills and abilities of monologue and dialogue speech. The aim of the article is to determine the peculiarities of fairy tales usage on English lessons in primary school.

Today, the use of fairy tales on English lessons is quite popular and effective while learning foreign languages. This provides an opportunity to diversify foreign language lessons, increase students' motivation to learn English. Students can gain knowledge of world culture, using new lexical material, interesting grammatical structures in their activities [3].

Using a fairy tale on the lesson is an interesting and creative method that leads to the development of creative attention and personality, the child begins to learn about the world, it accompanies its throughout childhood. After using the fairy tale, the child begins to understand such categories as good and evil, light and dark, justice, not only learns the objects of the world around him, but masters the eternal human truths. A fairy tale helps to build a child's relationship with everything around and people in this world, to enrich the student's vocabulary, that is, to form communicative competence first from the native language, and later from a foreign language.

Today the teaching of English is carried out in such a way that the use of communicative approach has a leading position, and all forms and methods should be aimed at its effective development.

Learning should be in research manner, even if it is primary school students. It requires independent decision-making, critical evaluation of the results obtained and forecasting the development of events, which is possible only with the formation of creative thinking, the development of its abstract-logical and visual forms. Fairy tales play an important role in learning a foreign language, helping to increase lexical material and motivation of junior students, as well as to develop skills of processing condensed information, to form creative and critical styles of thinking and speaking. In the explanatory dictionary, the fairy tale “... is interpreted as a narrative folk-poetic or written-literary work about fictional events, fictional characters, sometimes with the participation of fantastic forces” [2, p. 19].

In the linguistic encyclopedia dictionary “... a fairy tale is defined as an oral folk work that was created in the direct communication of the narrator with the listeners; coherent text of narrative nature, with fictional, often fantastic content, which has all the features of coherent text: thematic unity, the presence of the title, semantic completeness, informative presentation, purposefulness, integration, structural organization, connection between parts, practiced speech according to the conversational style of language” [7, p. 64].

It is clear that a fairy tale is a product and process of both speech activity of the narrator and the listener (listeners).

Fairy tales have many features that make them more interesting and easier to understand than other types of literary works, because folk tales originally existed and were transmitted orally. These features include a chronological sequence of events, repetitions, predictability, relatively simple grammar, rich common vocabulary, specific ideas, illustrations that are put into context, and a unique relationship between reader and narrator (author). Many fairy tales have rhythmic qualities that can be used in processing accent, rhythm and intonation when learning pronunciation. fairy tale learning english

Especially fairy tales are recommended to use in teaching foreign language vocabulary. It is known that words and phraseological expressions training require their repetition, reduces the interest in learning the language through monotony. Therefore, fairy tales increase the motivation to learn English and make boring and monotonous work more interesting and exciting [3].

The use of fairy tales in English lessons helps:

• increase motivation, development of cognitive interests and optimization of the educational process;

• grammatical skills in children are developed through different models of sentence construction in an interesting way, while reading fairy tales; phonetic skills are developed during listening, also through the introduction of new rhythmic and intonation models, sounds, sound combinations available in fairy tales; lexical - due to the enriching the vocabulary;

• a fairy tale plays a very important role at the beginning of learning a foreign language, when the motivation to learning is very high, it is a great means of maintaining interest in the subject in learning the phonetic, lexical or grammatical aspect of a foreign language;

• the fairy tale in its best images reveals to the child the world, the essence of human relations, human feelings - kindness, respect, compassion, society, justice, sensitivity, mutual understanding, and thus carries a rich moral potential; gives children a bright, diverse image of the world, developing the child's outlook;

• the effectiveness of the use of fairy tales in teaching speech depends on the rational organization of the lesson structure;

• a fairy tale contributes to the formation of linguistic, socio-cultural and general educational competence of students;

• a fairy tale can be used at different stages of an English lesson, carefully choosing ways to work with it so that the lesson achieves its goal.

Gumovska T. Yu. suggested the following stages of working with a fairy tale on an English lesson:

1. Initial - introduction of new lexical material and overcoming language and linguistic difficulties;

2. Acquaintance with the text - reading the text of a fairy tale, work on receiving the necessary information;

3. Control of text comprehension;

4. Formation of foreign language communicative competence.

Before the fourth stage, it is recommended to get acquainted with the text of the fairy tale [5].

We considered different approaches of scientists and methodologists to the development of a system of exercises for the formation of lexical competence. Strelchenko K. offered certain types of exercises with the use of fairy tales:

1) receptive tasks (choose a picture that best describes our fairy tale; make a picture in the correct sequence, corresponding to the story line);

2) receptive- (re)productive tasks (listening or reviewing the beginning of the tale, predictions by key phrases and comparison of predictions with the original work; suggest a continuation of the plot line; drawing up a plan of the tale; in the correct order, translation on behalf of one of the characters, speaking a monologue from a fairy-tale hero, acting out dialogues between fairy-tale characters, comparing English folk tales with Ukrainian and folk tales of other nationalities).

3) (re)productive exercises (translation and interpretation of national fairy tales in English; writing your own fairy tales on a given topic) [8].

Scientist Galushka G. M. recommends that during the selection of a fairy tale it is necessary to choose one that is full of local material, various interesting lexical units and easy grammatical material; the ability of the work to interest children from the first sentence; small text, because they are younger students [4]. Thus, the teacher can use a fairy tale at different stages of the lesson, but he must choose the right methods and forms of working with a fairy tale so that the lesson achieves its goal.

One of the effective motivational means is theatrical lessons, containing fragments of fairy tales, fairy tale plot. This requires creating conditions for the development of children's creative activity in theatrical activities. Elements of dramatization can be included not only in English lessons, but in educational activities. In this way, you can solve both the exercises for speaking and exercises for the comprehensive development of the younger student. Role dialogue in the process of theatrical activity makes language interaction personality-oriented, addressed, stimulates the activity of each partner, which promotes the development of the child's speaking and listening skills. The child in dialogue communication can not only perceive sounds, but also understand the meaning of spoken words. This strengthens her interest in a foreign language, intensifies interest in deeper mastery [1]. Thus, the use of fairy tales in the study of English provides many opportunities: the creation of stimulating situations in English lessons; use of visualization tools; implementation of the principle of individual approach to each student; ensuring conditions of control; creating conditions for the development of self-control skills; mobilization of internal resources and students' abilities; performing different types of exercises with all students simultaneously. A fairy tale on English lessons can be a powerful lever for forming a harmoniously developed personality, an experienced student, able to use a foreign language skillfully, successfully, to achieve the goal of communication and build relationships with people and the world.

References

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