11. Ways, ways and methods of acquaintance with the new grammatical material.

Stages of work on grammar (act. Grammar. Min.)
1. fl. introductions (Semantization and presentation of a new gram. phenomenon in speeches. sample and primary execution of grammatical actions).
2. fl. speech and language. (open the brackets) workout formulated. gram. speech skills.
3. fl. use of the study. grammatical phenomena in RD. Then the flexibility of skills, transfer to the new. lexical material.
Ways to introduce new. grammar material.
- Chito practical. (lexical) (without rules, rec. sample) - 3 verb forms.
- theoretical and practical. (grammatical) - naib. complicated.
When theory-. the way self familiarization can be done rationally and deductively. Ind. the way - from single examples, PO to the deduction of the rule (degree of comparison), deduction. - from the application of tables to practice with memant. complex phenomena.
The choice of the path depends on:
- the nature of the phenomenon
- level of development
- connection with the lexical. material.
When theory-. track. tricks:
- explained based on RO and rules of instruction
- Comparison with OC and reliance on put. experience in OC (compare-positive. analysis - put the transfer)
- compare. inside the tongue and reliance on the similar. email you previously studied. of the material
- reliance on email grams. analysis
- transfer to OC
Speaking about the role of knowledge, m. Highlight 3 points:
knowledge is needed d /
- Awareness and understanding of gram. of the material
- a strong assimilation of this gram. of the material
- self control.
D \ successful formir. grams skills it is important to perform sufficiently. number of adequate. control
II floor - bring to automatism
Basics types of exercises.
1) prev. control
2) conditional communication. (mouth and letter) situational grammatically directed
3) conditional speech variable, situational and contextual
4) training exercises
- imitative
- transform. (paraphrase)
- wildcard
- Grammar completion. constructions
- answers to ?? teachers.
Given the amount of specific reading in senior. classes, trail. pay attention receptive grammar Gavykam reading.
Receiving grammatical reading skills: active à formir. in pr-sse abundant reading; passive à formir. in res. reading difficult in grams. relation texts.
At th difficult tex isp-Xia email analysis of grams. phenomena. These controls are informational, aimed at awareness of the page.
Disclosure grams phenomena (semantization) d / recipe. mastering can take place both by translation and without translation. Depending on the presence of correspondences in the OC.
Rules of studies. grammars do not have to be described. Har-r, their task is to give educational instructions.
After performing rech. exercises with the aim of using. phenomena in speech and understanding when reading and listening to the need to smatizirovat students' knowledge, after exercise control of its assimilation.
Control m. after listening, speaking.
Errors in avg / el. grades db worked on Ur. skill (automated form).
S-matizatsiya / correction - give the task to find the rules. Reading (translate) grammar. tests - allow you to evaluate how students own the form, value, grammar use. pp.
D / school is typical: open brackets, transformation, appearance of pr-s in the picture, translation.
Gram. skills should be formed and improved. Basics The goal of mastering OI is mastering. students all rech. skills by type of speech. activities
4 WFD: 2 expressive. - speaking, writing; 2 recipe. - audir., Reading.