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Listening poetic speech on Russian lessons in the 5th grade

Annotation

The relevant problems of harmonization of types of speech activity during Russian language lessons and integration of classroom discipline “Russian language” and “Literature” are decided. A detailed analysis of the exercises from the textbook “Russian language. Practice. Grade 5” under the editorship of A.Yu. Kupalova, based on the poetic material is provided. It is based on poetic material, some problems are revealed, connected with the consideration of poems at the lessons of Russian language. During the analysis the problem of the fragmentation of the poetic material used on the lessons of the Russian language is revealed; the problem of a unified approach to prose and poetic works, leveling each type of organization of artistic speech; the problem of mismatch of oral and written forms of the verse in connection with the emphasis on the poetry's graphical side. The main part is a description of the auditive tasks and exercises aimed at solving the above problems. While doing such tasks and exercises students recognize poetry among the lines with different rhythm, turn poetry into prose, write poetry they hear in “column” and “ladder”, work with strophes and rhyme. Rich illustrative materials are presented. Points of contact are found, approach with the methodology reflected in teaching materials is proposed, under the editorship of V.V. Babaytseva starts out from the methodological ideas, implemented in the academic and methodological complex, the exercises of the textbook “Russian language. Practice. Grade 5” under the editorship of A.Yu. Kupalova are varied and modified. In addition, the conditions contributing to the management of the auditive exercises, based on the poetic material are formulated.

Keywords

listening, poetic speech, auditive tasks and exercises; auditive skills, audio-visual training aids

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DOI

10.20310/1810-0201-2017-22-6(170)-131-137

UDC

373.31+811.161.1

Pages

131-137

References

1. Lvov M.R. Slovar'-spravochnik po metodike russkogo yazyka [Dictionary Guide for Russian Language Teaching Methods]. Moscow, Prosveshchenie Publ., 1988. (In Russian). 2. Azimov E.G., Shchukin A.N. Novyy slovar' metodicheskikh terminov i ponyatiy (teoriya i praktika obucheniya yazykam) [New Dictionary of Methodological Terms and Notions (Theory and Practice of Language Teaching)]. Moscow, IKAR Publ., 2009. (In Russian). 3. Zhirmunskiy V.M. Teoriya stikha [Poem Theory]. Leningrad, “Sovetskiy pisatel” Publ. Department in Leningrad, 1975. (In Russian). 4. Kupalova A.Y., Eremeeva A.P., Lidman-Orlo-va G.K., Molodtsova S.N., Pakhnova T.M., Pimenova S.N., Pichugov Y.S., Talalaeva L.F. Russkiy yazyk. Praktika. 5 klass [Russian Language. Practice. 5th grade]. Moscow, Drofa Publ., 2015. (In Russian). 5. Pushkin A.S. Polnoe sobranie sochineniy: v 10 t. [Complete Set of Works: in 10 vols.]. Leningrad, “Nauka” Publ. Department in Leningrad, 1978, vol. 5, pp. 80-81. (In Russian). 6. Sistema Stanislavskogo. Rabota aktera nad soboy. Protsess voploshcheniya [Stanislavsky’s System. Self-Improvement. The Process of Implementation]. Moscow, Eksmo Publ., 2013, 448 p. (In Russian). 7. Paustovskiy K.G. Blistayushchie oblaka: roman, povesti [Shining Clouds: Novel, Narratives]. Moscow, Eksmo Publ., 2012. (In Russian). 8. Akhmanova O.S. Slovar' lingvisticheskikh terminov [Linguistic Terminology Dictionary]. Moscow, “Sovetskaya entsiklopediya” Publ., 1966. (In Russian). 9. Mayakovskiy V.V. Kak delat' stikhi? [How to create poems?]. In: Mayakovskiy V.V. Polnoe sobranie sochineniy: v 13 t. T. 12. Stat'i, zametki i vystupleniya: (Noyabr' 1917–1930) [Complete Set of Works: in 13 vols. Vol. 12. Articles, notes, speeches (November 1917–1930)]. Moscow, Publishing House “Khudozhestvennaya Literatura”, 1959, pp. 81-117. (In Russian).

Received

2016-12-04

Section of issue

Theory and methods of russian language teaching

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