Рифмовки и стихотворения на уроках английского языка

Рифмовки и стихотворения на уроках английского языка

Главное в работе каждого учителя – стремление к тому, чтобы процесс обучения превратился из монотонного воспроизведения материала в творческий поиск. В значительной мере этому способствует работа над поэтическими произведениями, которые развивают ребенка, обогащают его духовный мир, прививают любовь к поэтическому слову, радуют, учат видеть красоту природы. Поэзия дает импульс творческому воображению детей, обладает огромным потенциалом эмоционального воздействия. Чтение стихов, их декламация и перевод делают занятие иностранным языком более содержательным, мотивационно направленным и повышают интерес к изучению предмета. Даже слабые ученики порой способны приятно удивить своими поэтическими переводами.

Подходы к работе над стихами могут быть различными, в зависимости от задач и возраста учащихся. На начальном этапе стихи, рифмовки и скороговорки могут использоваться в качестве фонетической зарядки для отработки отдельных звуков, ударения и интонации. Рифмовка «Be Tidy» позволяет поработать над некоторыми звуками, выработать у детей навыки правильного произношения и беглости речи. Разучивание рифмовок не представляет трудностей, они запоминаются школьниками быстро и легко.

Learn your lessons

As well as you can.

Be tidy like Nick,

Not dirty like Dan.

Данный вид работы применим на разных этапах урока, служит своеобразной разрядкой для учащихся.

Fat Pat had a fat cat.

Pat’s fat cat sat at Pat’s hat.

A black cat sat on a mat

And rapidly ate a fat rat.

Little cat, little cat

Where is your flat?

I am a little cat,

I have no flat.

This is a mouse.

She lives in the house.

This is a cat.

He is very fat

Because he lives in the house

And he likes to eat a mouse.

I love my cat.

It’s warm and fat.

My cat is grey,

It likes to play.

What a big black cat!

What a cat! What a cat!

That’s the man

Who sat on my hat in the tram.

Once there lived a lad,

Who was always very sad

For he hadn’t any mother

And he hadn’t any dad.

If you, Sandy, have two candies,

Give one candy to Andy, Sandy.

If you, Andy, have two candies,

Give one candy to Sandy, Andy.

Where are you going, my little cat?

I’m going to town to buy a hat.

What? A hat for a cat? A cat in a hat?

Who ever saw a cat in a hat?

Half heart is no heart.

He laughs best who laughs last.

The wise old owl sat in an oak.

The more he heard the less he spoke.

Soames never boasts of what he knows.

But Rose never knows of what she boasts.

If many men knew

What many men know,

If many men went

Where many men go,

If many men did

What many men do,

The world would be better

I think so, don’t you?

I am fond of pond,

Of the superfine gloss on its moss.

Polly put a kettle on,

Polly put a kettle on,

Polly put a kettle on,

We’ll all have tea.

Sally, take it off again,

Sally, take it off again,

Sally, take it off again,

They’ve all gone away.

I scream, you scream,

We all scream for ice-cream.

A sailor went to sea

To see what he could see.

But all he could see

Was sea, sea, sea.

If all the seas were one sea,

What a great sea that would be!

Стихи помогают также пополнить запас слов учащихся, усвоить лексический или грамматический материал по теме «Семья», например:

Grandparents, parents, sisters, brothers,

Their wives, husbands, children and others:

Uncle and aunt, their daughter and son –

My cousins loved by everyone,

My parents’ niece and nephew. Clear?

And me myself in the center, here,

Between my Granny and my brother.

We all love dearly one another.

Mother, father, sister, brother

Hand in hand with one another.

Good night, good night, my little child!

Get up gay and bright in the morning light!

At night this side of the house seems quite light.

How is your mother?

She is fine, thanks.

How is your father? He is fine, thanks.

And how are you?

I am fine, too, thank you!

These are three brothers,

These are their father and mother.

This is their other brother.

This is my father,

This is my mother,

This is my brother Paul.

This is my sister,

This is my uncle,

How I love them all.

Good night, mother,

Good night, father.

Kiss your little son.

Good night, sister,

Good night, brother,

Good night everyone.

This is my sister,

Her name is Ann.

She goes to school,

She is already ten.

This is my brother,

His name is Paul,

He plays with his toys,

He is very small.

Pat keeps two pets,

A cat and a rat.

Pat likes his pets,

And his two pets like Pat.

Межзубные звуки уже встречались в некоторых рифмовках, но можно выбрать другие:

The third of Thursday of this month is the 16^th.

The teacher thought and thought

And thought and no one knew the thought

He thought.

“This” is used for one thing here.

“That” means something over there.

“Those” and “these” mean two or more.

“Those” are far and “these” are near.

Wealth is nothing without health.

Health is above wealth.

This fish has a thin fin.

That fish has a thick fin.

This fish is the fish

That has a thinner fin than that fish.

This is my mother,

This is my father,

This is my sister,

This is my brother,

This is my uncle,

This is my aunt Lily,

This is my cousin,

And this is me.

Рифмовки играют важную роль при изучении грамматики, ими можно пользоваться в течение всего учебного года.

Формыглагола to be

I am a mouse,

You are a cat,

One, two, three,

You catch me.

I am Ann,

You are Dan,

He is Peter,

She is Rita.

They are four,

No more.

I am not Ann,

You are not Dan,

He is not Peter,

She is not Rita.

Am I Ann?

Are you Dan?

Is he Peter?

Is she Rita?

How is your mother?

She is fine, thanks.

How is your father?

He is fine, thanks.

And how are you?

I am fine, too, thank you.

How do you do, Hellen?

How do you do?

I hope you are well, Hellen.

I hope you are too.

Present Simple

I live here,

You live near,

Tom lives so far

That he goes in a car.

We live near,

You live here,

Tom and Ray

Live far away.

“In winter we ski and skate,” says little Kate.

“In summer we like to swim,” says little Jim.

“What do you do in spring?”

“In spring we play and sing.”

Why do you cry, Willy?

Why do you cry?

Why, Willy? Why, Willy?

Why, Willy? Why?

Baa, baa, black sheep,

Have you any wool?

Yes, sir, yes, sir,

Three bags full;

One for the master,

And one for the dame,

And one for the little boy

Who lives down the lane.

Ты скажи, барашек наш,

Сколько шерсти ты нам дашь?

- Не стриги меня пока.

Дам я шерсти три мешка:

Один мешок – хозяину,

Другой мешок – хозяйке,

А третий – детям маленьким

На теплые фуфайки.

Present Simple в придаточных времени и условия.

When I am ten,

I’ll get a pen,

Then I shall write

Like brother Ben.

Robin Hood has gone

To the wood,

He’ll come back again

If we are good.

When the weather is wet

We mustn’t fret.

When the weather is cold

We mustn’t scold.

When the weather is warm

We mustn’t storm.

But be thankful together

Whatever the weather.

Past Simple

One, two, three, four, five,

Once I caught a fish alive.

Six, seven, eight, nine, ten,

Then I let it go again.

Why did you let it go?

Because it bit my finger so.

Which finger did it bite?

The little finger on the right.

Little Robin Red breast

Came to visit me;

This is what he whistled,

Thank you for my tea.

Little fishes in a brook,

Father caught them on a hook.

Mother fried them in a pan,

Johnny ate them like a man.

Present Perfect, Past Simple

Little girl, little girl,

Where have you been?

I’ve been to see grandmother

Over the green.

What did she give you?

Milk in a can.

What did you say for it?

Thank you, grandma.

Bird Talk

“Think about people -

The way they grow:

They don’t have feathers

At all, you know.

They don’t eat beetles,

They don’t grow wings,

They don’t like sitting

On wires and thigs.”

“ Think!” said the Robin.

“Think!” said Jay.

“Aren’t people funny

To be that way ?”

Present Continuous

One, two, three,

Look out for me,

For I am coming

And I can see.

I am counting to ten,

You are giving them a pen,

She is looking at the door,

He is sitting on the floor.

All of us are working well,

Waiting, waiting for the bell.

Модальныйглагол can

I love learning English,

I can read,

I can write,

I can speak English too,

I love learning English

And what about you?

Here’s my left hand,

And here’s my right,

I can clap them

With all my might.

Побудительные предложения

Rain, rain, goaway,

Come again another day.

Little Tommy wants to play.

Rain, rain, go to Spain,

Never show your face again!

Rain on the grass,

And rain on the tree.

Rain on the house-top,

But not on me.

Sleep, my babies, don’t cry.

I shall sing a lullaby.

Shut you little eyes and doze

Putting tails upon your nose.

Mind the clock

And keep the rule;

Try to come

On time to school.

Go to bed late,

Stay very small;

Go to bed early,

Grow very tall.

Let us try to be polite

In everything we do.

Remember always to say “Please”.

And don’t forget “Thank you”.

Stop! Look! Listen!

Before you cross the street,

Use your eyes, use your ears,

And then use your feet.

Личные и притяжательные местоимения

Ithinkmiceareverynice.

Their tails are long, their faces are small.

They don’t have any chins at all.

Their ears are pink, their teeth are white.

They run about the house at night.

But I think mice are rather nice.

Стихотворение “Book Look” имеет целью пробудить бережное отношение к книге, напомнить о труде авторов, художников, работников издательств и типографий.

«Book Look» by B. Walker

Since books are friends,

They need much care,

When you are reading them,

Be good to them and fair!

Use book-marks, children,

To hold your place,

And don’t turn a book

Upon its face.

Remember, children, then:

Books are meant to read,

Not cut or colour them –

Not really never indeed.

В старших классах работа над стихами приобретает другой характер. Это в большей степени работа над содержанием. Значительное внимание уделяется художественным изобразительным средствам языка и стилю поэтического произведения.

Основные этапы работы над стихами:

1) знакомство школьников с биографией и творчеством поэта, с некоторыми переводами его произведений;

2) снятие языковых трудностей (новые слова, незнакомые выражения);

3) первичное прослушивание;

4) самостоятельное чтение;

5) проверка понимания содержания, обсуждение и анализ изобразительных средств языка;

6) выразительное чтение;

7) перевод учащимися на русский язык;

8) знакомство с имеющимися переводами данного стихотворения;

9) подбор пословиц, выражающих основную тему стихотворения;

10) задание на дом: подготовить свой перевод (по возможности).

Возьмемдляпримерастихотворение « When I Was one-and-Twenty» by A.

E. Housman

When I was one-and-twenty

I heard a wise man say,

“Give crowns and pounds and guineas

But not your heart away;

Give pearls away and rubies

But keep your fancy free.”

But I was one –and- twenty,

No use to talk to me.

When I was one-and-twenty

I heard him say again,

“The heart out of the bosom

Was never given in vain:

‘Tis paid with sighs a-plenty

And sold for endless rue.”

And I am two-and-twenty,

And oh, ‘tis true, ‘tis true.

Некоторые слова, выражения и архаизмы (‘tis = it is) требуют особого внимания и отработки. В данном случае важным является совершенствование навыков правильного произношения и беглости чтения. Для отработки звуков можно обратиться к скороговорке:

“Tick-tock, tick-tock,”

Ticks Tommy’s clock.

“Tick-tock, tick-a-tock,”

Ticks and ticks his clock.

Аналогичные рифмовки можно подобрать для отработки любого звука. Обсуждение содержания стихотворения помогает ребятам увидеть мир глазами поэта, определить эмоциональную окраску стихотворения, настроение автора. Работа над изобразительными средствами языка помогает подготовиться к выразительному чтению, определить места пауз, ударений, изменения силы голоса, интонации. Тематика стихотворений может быть разная: «Времена года», «Место человека в жизни», «Моя Родина», «Отдых и досуг» и другие.

Who Loves the Trees Best

Who loves the trees best?

“I”, said the Spring,

“Green leaves so beautiful

To them I bring”.

Who loves the trees best?

“I”, Summer said,

“I give them flowers,

White, pink and red.”

Who loves the trees best?

“I”, autumn said,

“I live them ripe fruit,

Golden and red.”

Who loves the trees best?

“I love them best,”

White Winter answered,

“I give them rest.”

A Poem By Masefield

One road leads to London,

One road runs to Wales,

My road leads to seawards

To the white dipping sails.

One road leads to the river

As it goes singing slow,

My road leads to shipping

Where the bronzed sailors go.

My road calls me, lures me

West, east, south and north.

Most roads lead men homewards.

My road leads me forth.

My Heart’s in the Highlands by R. Burns

My heart’s in the Highlands, my heart is not here,

My heart’s in the Highlands, a-chasing a deer,

A-chasing the wild deer and following the roe -

My heart’s in the Highlands, wherever I go.

Farewell to the Highlands, farewell to the North,

The birthplace of valour, the country of worth!

Wherever I wander, wherever I rove,

The Hills of the Highlands forever I love.

My heart’s in the Highlands, my heart is not here,

My heart’s in the Highlands, a-chasing the deer,

A-chasing the wild deer and following the roe -

My heart’s in the Highlands, wherever I go.

Leisure By W. H. Davies

What is this life if, full of care,

We have no time to stand and stare!

No time to see, when woods we pass,

Where squirrels hide their nuts in grass.

No time to see, in broad daylight,

Streams full of stars, like skies at night.

No time to turn at beauty’s glance,

And watch her feet, how they can dance.

No time to wait till her mouth can

Enrich that smile her eyes began.

A poor life this is if, full of care,

We have no time to stand and stare.

Использование рифмовок и поэтических произведений на уроках английского языка совершенствует произносительные навыки учащихся, обеспечивает создание коммуникативной, познавательной и эстетической мотивации. Такой вид работы активизирует мыслительную и речевую деятельности учащихся, развивает их интерес к учебе, формирует художественный вкус, углубляет знание языка, знакомит с новой лексикой. Формируется также так называемый пассивно-потенциальный словарь. Учащиеся получают удовольствие и удовлетворение от такого вида работы.

Библиография: 1) Пригоцкая И.Г., «Стихи и рифмовки на уроках английского языка», ИЯШ №2 – 1998; 2) Гарифулина О.В., «Рифмовки и скороговорки на английском языке», ИЯШ №5 2000; 3) Рачок Т.П. «Работа над стихотворениями на уроках английского языка», ИЯШ №2 1999; 4) EnglishRhymes, ИЯШ №1 – 2003; 5) Верещагина И.Н., Притыкина Т. А. , учебник для 111 класса школ с углубленным изучением английского языка.

Адрес публикации: https://www.prodlenka.org/metodicheskie-razrabotki/451383-rifmovki-i-stihotvorenija-na-urokah-anglijsko