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The tale is a cartoon – a method of learning english

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THE TALE IS A CARTOON – A METHOD OF LEARNING ENGLISH

Maxmudova   Munisa  Ilxamjanovna,

an English teacher of Namangan region,

                                                          Namangan region, school 39

Annotation

The purpose of this article is to demonstrate a communicative method in the form of developing a set of lessons based on fairy tales, cartoons  when learning English.

Keywords: cartoon, fairy-tale, method, communicative, attention, active

            English is an unusual and amazing subject, because in the lessons children draw, learn about the traditions and customs of English-speaking countries, get acquainted with games played by English-speaking schoolchildren, with English-language fairy tales, and learn English poems and songs, put on performances in English. They also take part in various quizzes, competitions, Olympiads, which are integral elements of the communicative method, which is given special attention in the modern pedagogical practice of learning English.

        Currently, the communicative method is the most progressive approach to language learning, allowing students to master the subtleties of the English language entertainingly and unobtrusively. According to E. I. Passov, author of the communicative method, "communication involves the verbal orientation of the educational process, which is not as that punishable speech practical purpose (in essence, all directions of past and present put the goal), but in the fact that the path to this goal is the very practical use of the language. Practical speech orientation is not only an end but also a means, where both are dialectically mutually conditioned."

        Today we will focus on one of the elements of the communicative method – a fairy tale and cartoons. There are 6 main goals of using fairy tales and cartoons in teaching a foreign language: building certain skills; development of speech skills; learning to communicate; development of necessary abilities and mental functions; knowledge; memorizing of verbal material.  The undoubted advantages of fairy tales are their: authenticity; informative saturation; concentration of language resources; emotional impact on students, etc. As part of the communicative method, techniques for using fairy tales-cartoons in English lessons have been developed. Methodist Passov writes " lessons in language are Legitimate, not about language. The path "from grammar to language" is flawed. Learn to speak only by speaking, listening – listening, reading – reading this is especially true of exercises: the exercise more like a real dialogue, it is more effective".

        One of the production methods that contribute to the active introduction of students to knowledge is the study of fairy tales and cartoons in English lessons. This article discusses the features of teaching a foreign language in high school with the use of fairy tales with an international character as didactic material. Studying fairy tales and cartoons  in English lessons helps to combine elements of literary and language analysis. The introduction of a fairy tale in a foreign language lesson allows you to analyze various types of speech activities that should be practised in English lessons. As an example watching cartoons in English will be useful for children with different types of memory. Also, it should be remembered that cartoons are primarily aimed at children's audiences, as a result, when voicing cartoons in English, the rules of pronunciation of the classic version of English are observed. Watching cartoons will be useful at the initial stages of learning the language as cartoons in English do not contain slang, complex grammatical turns, and the pace of speech in cartoons is measured and will not cause difficulties in understanding, in combination with clear diction. Also, these tales will help solve one of the main problems when learning a foreign language-the perception of English speech by ear. Also, children easily learn intonation and pronunciation and, of course, add to their vocabulary and remember it better. Songs from cartoons are also easily remembered by children since the melodies and lyrics are simple. It is no secret that modern children often prefer to watch a filmed version of a fairy tale, instead of reading a book. More than one generation of children grew up on Walt Disney cartoons. All children loved the characters of such fairy tales as Cinderella, Snow White, Aladdin and his friends, the Lion King, more modern cartoons like "Up", "Ratatouille" and so on. The fact that children are familiar with the characters and plot of the fairy tale allows them to easily perceive the text in English since the main task of the child is not to understand each word, but to understand the meaning of the work as a whole. The undeniable advantage of using fairy tales as a method of teaching English is the impression and emotional lift from the information received. It is necessary to strive to ensure that students get satisfaction from a fairy tale through understanding the language, and not only through an interesting and entertaining story.

          Therefore, the main attention should be directed to the formation of students' attitude to what they read. The effectiveness of using stories in teaching speaking does not only depend on accurate determination of its place in the system of education, but also on how efficiently organized lesson structure, as agreed upon educational opportunities the objectives of the study. There are four stages in the structure of the oral language training class: preparatory-the stage of preliminary removal of language and linguistic-cultural difficulties; perception of a fairy tale in the first reading-development of information perception skills; monitoring the understanding of the main content; development of language skills and oral speech skills. The fourth stage may be preceded by a second reading. As a material for such lessons, books in the penguin Kids series published by Pearson can be used. This series of books is intended for children of primary school age and is a summary of Walt Disney cartoons.

        According to this structure, a set of lessons based on the fairy tale "Aladdin" series of Penguin Kids has been developed. The key vocabulary of the fairy tale is highlighted and the translation and pronunciation of the reference words of the text are worked out. Since students have long been familiar with the fairy tale, before reading the text, you can arrange a small quiz on the knowledge of the characters and plot. A project Board can be used for the quiz, where images of the characters are presented in turn. The task of childhood is to answer the question "Who's this?" using the key vocabulary.

The next stage of the quiz can be the game "Do you know that.?"

a) The story takes place in the Arabian desert.

What do you know about this part of the world?

b) The story is based on Aladdin and the Magic Lamp from One Thousand and One Nights.

Do you know of any other stories from this collection?

c) Aladdin and Jafar both ask the Genie to make their wishes come true.

Can you remember your wishes?

          Quiz questions help students to be smart, strengthen inter-subject connections with subjects such as literary reading, the world around them, etc. Working directly with the text. Working with a book begins with listening to the entire text (recording lasts 30 minutes). Students listen to the recording, following the text in the book. Then the teacher and the children divide the text into logically complete parts. This is followed by listening to each part, followed by reading and literary translation. In the course of familiarization with the text, students practice their passive vocabulary. The stage of reading a fairy tale may take 2-3 lessons, depending on the pace of work and reading techniques of students. In the communicative approach, reading is not the main activity, but only support for activating spoken speech.

        However, the ability to read fluently and correctly is an essential criterion for successful English language learning. In this regard, in my opinion, reading should be given special attention and no time should be spared for it. This is especially true at the initial stage of learning a foreign language. The production will help to enliven the songs that no Disney cartoon can do without. For example, with the song "Arabian night" ("Arabian night"), which begins the cartoon about Aladdin, you can start the production. The work on the fairy tale ends with the production of a mini-play. The script is worked out in a lesson with a teacher, at home children learn their roles. The performance will be an interesting and instructive event that can be held both inside the class, and in the presence of guests (primary school children), or as an addition to one of the intra-class holidays.

        Thus, I believe that the use of fairy tales and cartoons in English lessons expands the General Outlook and communicative culture of primary school children, develops language guesswork, a sense of language, increases the interest of students in the language, and, consequently, the motivation to learn, allows you to make a variety in the content of lessons.

 

References:

1.Digital storytelling: an active learning tool for improving students’ language skills Article (PDF Available) · March 2018

2.Emotional Language in Fairy Tales A contrastive analysis of the expressive means used in fairy tales in English, Russian and Bulgarian (PDF Available) · January 2013

3.Using Teaching Proficiency Through Reading and Storytelling (TPRS) in Teaching English for Young Learners (PDF Available) · November 2018

4.Ellis, G. & Brewster, J. (1991). The Storytelling Handbook for Primary Teachers. London: Penguin Books

5.Wright, A. 2004. Storytelling with Children: Resource Books for Teachers. Oxford:OxfordUniversity Press

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«The tale is a cartoon – a method of learning english»

THE TALE IS A CARTOON – A METHOD OF LEARNING ENGLISH

Maxmudova Munisa Ilxamjanovna,

an English teacher of Namangan region,

Namangan region, school 39

Annotation

The purpose of this article is to demonstrate a communicative method in the form of developing a set of lessons based on fairy tales, cartoons when learning English.

Keywords: cartoon, fairy-tale, method, communicative, attention, active

English is an unusual and amazing subject, because in the lessons children draw, learn about the traditions and customs of English-speaking countries, get acquainted with games played by English-speaking schoolchildren, with English-language fairy tales, and learn English poems and songs, put on performances in English. They also take part in various quizzes, competitions, Olympiads, which are integral elements of the communicative method, which is given special attention in the modern pedagogical practice of learning English.

Currently, the communicative method is the most progressive approach to language learning, allowing students to master the subtleties of the English language entertainingly and unobtrusively. According to E. I. Passov, author of the communicative method, "communication involves the verbal orientation of the educational process, which is not as that punishable speech practical purpose (in essence, all directions of past and present put the goal), but in the fact that the path to this goal is the very practical use of the language. Practical speech orientation is not only an end but also a means, where both are dialectically mutually conditioned."

Today we will focus on one of the elements of the communicative method – a fairy tale and cartoons. There are 6 main goals of using fairy tales and cartoons in teaching a foreign language: building certain skills; development of speech skills; learning to communicate; development of necessary abilities and mental functions; knowledge; memorizing of verbal material. The undoubted advantages of fairy tales are their: authenticity; informative saturation; concentration of language resources; emotional impact on students, etc. As part of the communicative method, techniques for using fairy tales-cartoons in English lessons have been developed. Methodist Passov writes " lessons in language are Legitimate, not about language. The path "from grammar to language" is flawed. Learn to speak only by speaking, listening – listening, reading – reading this is especially true of exercises: the exercise more like a real dialogue, it is more effective".

One of the production methods that contribute to the active introduction of students to knowledge is the study of fairy tales and cartoons in English lessons. This article discusses the features of teaching a foreign language in high school with the use of fairy tales with an international character as didactic material. Studying fairy tales and cartoons in English lessons helps to combine elements of literary and language analysis. The introduction of a fairy tale in a foreign language lesson allows you to analyze various types of speech activities that should be practised in English lessons. As an example watching cartoons in English will be useful for children with different types of memory. Also, it should be remembered that cartoons are primarily aimed at children's audiences, as a result, when voicing cartoons in English, the rules of pronunciation of the classic version of English are observed. Watching cartoons will be useful at the initial stages of learning the language as cartoons in English do not contain slang, complex grammatical turns, and the pace of speech in cartoons is measured and will not cause difficulties in understanding, in combination with clear diction. Also, these tales will help solve one of the main problems when learning a foreign language-the perception of English speech by ear. Also, children easily learn intonation and pronunciation and, of course, add to their vocabulary and remember it better. Songs from cartoons are also easily remembered by children since the melodies and lyrics are simple. It is no secret that modern children often prefer to watch a filmed version of a fairy tale, instead of reading a book. More than one generation of children grew up on Walt Disney cartoons. All children loved the characters of such fairy tales as Cinderella, Snow White, Aladdin and his friends, the Lion King, more modern cartoons like "Up", "Ratatouille" and so on. The fact that children are familiar with the characters and plot of the fairy tale allows them to easily perceive the text in English since the main task of the child is not to understand each word, but to understand the meaning of the work as a whole. The undeniable advantage of using fairy tales as a method of teaching English is the impression and emotional lift from the information received. It is necessary to strive to ensure that students get satisfaction from a fairy tale through understanding the language, and not only through an interesting and entertaining story.

Therefore, the main attention should be directed to the formation of students' attitude to what they read. The effectiveness of using stories in teaching speaking does not only depend on accurate determination of its place in the system of education, but also on how efficiently organized lesson structure, as agreed upon educational opportunities the objectives of the study. There are four stages in the structure of the oral language training class: preparatory-the stage of preliminary removal of language and linguistic-cultural difficulties; perception of a fairy tale in the first reading-development of information perception skills; monitoring the understanding of the main content; development of language skills and oral speech skills. The fourth stage may be preceded by a second reading. As a material for such lessons, books in the penguin Kids series published by Pearson can be used. This series of books is intended for children of primary school age and is a summary of Walt Disney cartoons.

According to this structure, a set of lessons based on the fairy tale "Aladdin" series of Penguin Kids has been developed. The key vocabulary of the fairy tale is highlighted and the translation and pronunciation of the reference words of the text are worked out. Since students have long been familiar with the fairy tale, before reading the text, you can arrange a small quiz on the knowledge of the characters and plot. A project Board can be used for the quiz, where images of the characters are presented in turn. The task of childhood is to answer the question "Who's this?" using the key vocabulary.

The next stage of the quiz can be the game "Do you know that...?"

a) The story takes place in the Arabian desert.

What do you know about this part of the world?

b) The story is based on Aladdin and the Magic Lamp from One Thousand and One Nights.

Do you know of any other stories from this collection?

c) Aladdin and Jafar both ask the Genie to make their wishes come true.

Can you remember your wishes?

Quiz questions help students to be smart, strengthen inter-subject connections with subjects such as literary reading, the world around them, etc. Working directly with the text. Working with a book begins with listening to the entire text (recording lasts 30 minutes). Students listen to the recording, following the text in the book. Then the teacher and the children divide the text into logically complete parts. This is followed by listening to each part, followed by reading and literary translation. In the course of familiarization with the text, students practice their passive vocabulary. The stage of reading a fairy tale may take 2-3 lessons, depending on the pace of work and reading techniques of students. In the communicative approach, reading is not the main activity, but only support for activating spoken speech.

However, the ability to read fluently and correctly is an essential criterion for successful English language learning. In this regard, in my opinion, reading should be given special attention and no time should be spared for it. This is especially true at the initial stage of learning a foreign language. The production will help to enliven the songs that no Disney cartoon can do without. For example, with the song "Arabian night" ("Arabian night"), which begins the cartoon about Aladdin, you can start the production. The work on the fairy tale ends with the production of a mini-play. The script is worked out in a lesson with a teacher, at home children learn their roles. The performance will be an interesting and instructive event that can be held both inside the class, and in the presence of guests (primary school children), or as an addition to one of the intra-class holidays.

Thus, I believe that the use of fairy tales and cartoons in English lessons expands the General Outlook and communicative culture of primary school children, develops language guesswork, a sense of language, increases the interest of students in the language, and, consequently, the motivation to learn, allows you to make a variety in the content of lessons.



References:

1.Digital storytelling: an active learning tool for improving students’ language skills Article (PDF Available) · March 2018

2.Emotional Language in Fairy Tales A contrastive analysis of the expressive means used in fairy tales in English, Russian and Bulgarian (PDF Available) · January 2013

3.Using Teaching Proficiency Through Reading and Storytelling (TPRS) in Teaching English for Young Learners (PDF Available) · November 2018

4.Ellis, G. & Brewster, J. (1991). The Storytelling Handbook for Primary Teachers. London: Penguin Books

5.Wright, A. 2004. Storytelling with Children: Resource Books for Teachers. Oxford:OxfordUniversity Press


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Предмет: Английский язык

Категория: Планирование

Целевая аудитория: 4 класс

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The tale is a cartoon – a method of learning english

Автор: Maxmudova Munisa Ilxamjanovna, an English teacher of Namangan region, Namangan region, school № 39

Дата: 28.04.2020

Номер свидетельства: 548307

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