Teaching adjectives to 3rd graders

5 Fun Activities for Teaching Adjectives in the Primary Grades

Need some fun ideas for teaching adjectives to your Kindergarten, 1st, or 2nd grade students?

Keep reading for some engaging activities!

Activity #1: Have students use adjectives to describe a real object.

When I first begin teaching about adjectives, I like to point out that kids already know a lot of describing words!

I have them practice describing an interesting object (preferably, something related to a science or social studies unit).

Sometimes I give them a checklist for help (like this one from my Kindergarten Grammar Alive pack):

Partners or small groups can share their describing words with the class, and we make a big chart of adjectives that we add onto during future lessons.

Activity #2: Have younger students explore opposite adjectives and what they mean.

With my Kindergarteners, I don’t go too far in-depth with teaching about adjectives.

But I do teach them about describing words that are opposites! We think of real-life examples of things that can be described as hot or cold, large or small, etc.

I also read aloud this “opposites” book to them to reinforce the opposites vocabulary:

Activity #3: Have students sort adjectives vs. non-adjectives.

Once students are beginning to understand the concept of adjectives, I have them practice differentiating between words that are adjectives and words that are not adjectives.

A simple word sort is a great way to practice this:

(An adjectives vs. non-adjectives sort is included in my First Grade Grammar Alive resource.)

Activity #4: Work with adjective shades of meaning.

Once students understand adjectives, we begin to explore shades of meaning. In this ice pops activity, students put together puzzles by looking for adjectives that mean something similar:

This ice pops adjectives activity comes from my Second Grade Grammar Alive resource!

Activity #5: Have students add adjectives to their writing!

One of the main reasons we teach students about adjectives is so that they can use them to add details to their writing!

Once students understand what adjectives are and can come up with some examples, I model how to use describing words in writing.

If we’re writing narratives, I model how to add adjectives to describe…

A character
The setting
An important object in the story

If we’re writing informational / nonfiction pieces, I model how to add adjectives to describe…

An animal or plant’s appearance
Ingredients or materials needed for a how-to piece

If we’re writing opinion pieces, I model how to add adjectives to…

Convey an opinion
Describe a food, toy, restaurant, movie, etc. that I’m writing about

Once I’ve modeled, I ask the kids to take a piece of writing that’s finished or nearly finished. With a partner, they try to add at least 2 adjectives.

Then, in future writing lessons where we talk about adding more details, I remind them that they can use adjectives to add more detail to their writing.

More Adjectives Activities and Other Grammar Resources for K-2

For these and other adjectives activities (and lots of other grammar materials!), check out my Grammar Alive! bundles for Kindergarten, first grade, and second grade.

I designed these resources to follow best practices for grammar instruction – but also be full of fun, active learning experiences for my kids!

Or if you already have a grammar curriculum but you need independent practice activities, check out my BoomCards^TMGrammar Games! These are digital grammar activities that your students can use on any computer, chromebook, or tablet with internet.

My students love BoomCards, and the audio explanations are great for providing support even when students are working independently!

Happy teaching!

8 Adjective Activities for Elementary Students

This blog post is all about teaching adjectives in your elementary classroom. Adjectives are important in reading, writing, and language. They are going to be present across all content areas and are important for students to understand. In addition to understanding their function, students will also need to form and use different types of adjectives, modify adjectives, and correctly order adjectives. I have always found that with adjective activities, it is best to keep it simple. Students will need repeated exposure and practice, but the activity, itself does not need to be complicated. In this post, I will talk about 8 adjective activities that are going to help your students master this descriptive skill!

Common Core Standards for adjectives will build at each grade level. The specific skills needed for each grade level are listed below.

1st Grade: L.1.1f- Use frequently occurring adjectives.
2nd Grade: L.2.1.e- Use adjectives and adverbs, and choose between them depending on what is to be modified.
3rd Grade: L.3.1.g- Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
4th Grade: L.4.1.d- Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

Introduce Adjectives with a Video

First, engage students with a video. BrainPop is always a great place to start when introducing a language skill. Not only is there a simple and engaging video describing the skill, but there are also interactive elements that follow. After showing your students the video, the quiz, graphic organizers, worksheets, games, and challenges can be added to your independent, partner, and small group activities.

Here are links to the BrainPop videos!

BrainPop, Jr. Adjectives and Adverbs
BrainPop Adjectives

Anchor Chart Ideas

Additionally, a descriptive anchor chart, like this printable/projectable one, can be displayed as a reinforcement for students as they are learning about adjectives. In younger grades, it is beneficial to remind students about the types of descriptions and where adjectives can be found.

This anchor chart can be made interactive by simply using it as call and answer prompts. Have students think of a noun. Ask each of the questions to the group and have them call back adjectives to describe their noun.

Create your own anchor chart for continuous adjective practice. Using a simple header and large white space can allow you and your students to add adjectives throughout the learning process. Keep markers or sticky notes nearby and anytime your students use adjectives, they can add them to the chart! In the anchor chart above, a 4th-grade class is able to rearrange the adjectives to put them in the correct order!

Use Mentor Texts to Show Adjectives in Action

An important addition to adjective activities will be mentor texts. Students will need repeated exposure to adjectives in action so that they can develop experience with the language. There are many adjective-focused mentor texts out there, but many of the picture books you already have will be perfect for this!

Each of the book links below are affiliate Amazon links!

Many Luscious Lollipops
Fun Dog, Sun Dog
Hairy Scary Ordinary
Lilly’s Purple Plastic Purse

Try a Simple Fold and Go Paper Adjective Activities

These simple paper-folding organizers can be great adjective activities. They can be used in several different ways and all you need is a sheet of paper! The activity above is called a “Shutterfold.” Students will fold their paper inward like a book and snip the font flaps in half. Have students describe nouns on the inner flap using multiple adjectives. Or, you can have students track adjectives from their reading!

Another paper-folding activity is this “Fold and Snip!” Students will simply fold their paper in half and snip to create as many tabs as they need. For younger students, they may want to write adjectives that fall under the 5 senses. For older students, they may want to use the 9 adjective categories so that they can work on adjective order!

Show Pictures and Have Students Brainstorm Lists

Google images can be used to practice adjectives, as well! For example, search for an image that can be described using adjectives. Print or display the image and have students create a list of adjectives to describe the photo. Add this activity to partner or small group centers, independent work, or even homework!

Go on a Book Hunt

One of my favorite adjective activities is a Book Hunt. Students can grab books from the shelves and find as many adjectives as they can! Moreover, this activity can be modified for any type of learner and can be repeated over and over! As you can see in the activity above, students could either create a continuous list of all adjectives used or track adjective phrases on sticky notes.

Using digital activities will allow you to measure students’ understanding. These adjective activities will be found in Google Slides, which means that you can quickly and easily check and address misunderstandings. I love that these Google Slides activities allow you to simply reset answers that students may have gotten wrong so that they can try again. I also love that they eliminate paper copying and grading! First, download the unit. Then, you can assign them to your students! They come ready-made for you.

1st Grade Adjective Digital Activities
2nd Grade Adjective Digital Activities
3rd Grade Adjective/Parts of Speech Digital Activities
4th Grade Adjective Digital Adjectives (coming soon)

Participate in a Partner Activity

Finally, partner adjective activities will be a great addition to your independent work time or centers. Students can work together on a printable activity, like the one above, and build on each others’ understanding. Even after instruction, be sure to mix-in adjective activities for students to work together on. Don’t forget to continue to add these activities back into student practice throughout the year!

Suggested Resources for Adjective Activities

1st Grade L.1.1.f
2nd Grade L.2.1.e
3rd Grade L.3.1.a
4th Grade L.4.1.d
1st Grade Adjective Digital Activities
2nd Grade Adjective Digital Activities
3rd Grade Adjective & Parts of Speech Digital Activities
4th Grade Adjective Digital Adjectives (coming soon)

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Difficulties in studying the topic "adjective" by students of the Tuvan elementary school Text of a scientific article on the specialty "Linguistics and Literary Studies"

why not go with you? Grandma groaned and groaned. They contain a question of possibility, complicated by advice or affirmation.

In repetitions, the question of possibility is combined with an emotional reaction (indignation, indignation, approval/disapproval, objections, disagreements): areer mynda prizes tanyssar, che mim chalgyzan artyspassyts, neke? — And the leg of the artyspaskha? (N. Tin.) 'Here you are all familiar, but you probably won't leave me alone? - Why not leave?

16. Sentences like Heidi (za) /di? 'How (is it) so?' means a reaction to something. It could be:

a) disappointment: Chokh, olgannar ayazyi sizYmipYrler. - Heidi / Di? Prai choohtalgan polgan (L.Cheb.) 'No, the children didn't notice that. - How so? Everything has been said';

b) bewilderment: Putogys idshbin haltyr, Pacaya. - Heidi / Dee, huh? Choohtaskhan polbaabys na pu tuskha? Heidi / Di? Pgl polbiicham (S Char.) 'This work remains unfinished, Pacaya. - How so, huh? Didn't we agree by this time? How so? Can not understand';

c) unexpected surprise: Argystar, puui olgannar ailancha. Udurlatsar. - Heidi 1di? Amoh pa? - Eeyore, olgannar ailanchalar (V Shul.) 'Comrades, today the children are returning. Meet. -

How so? Now? Yes, the kids are coming back.

17. Sentences like S'hrer \ oi sanapchazar? 'Do you think so?', arer / di korcheser? 'Do you look like that? S1per / di itcheser? 'Are you doing this?', arer / di polchazar? 'Do you act like that?' contain a question expressing unexpected, enthusiastic surprise associated with joy.

18. Sustainable formations Mynzy nimé? 'What is this?', Poo nime? 'What is this' contain a question as a direct reaction to something: Tura kisttde nime de tohli tusken. - What about the nimes? - surgan Paskir, olarzar ailanyp (I. Kost.) 'Something banged behind the house. - What is it? Pasquir asked, turning to them.

The proposed review of phraseologized formations of the Khakass language with accenting pronominal words in its structure cannot be considered complete, but it shows how rich and original the circle of constructions in Khakass colloquial speech is, which are built not according to active grammatical rules, but according to stable and fixed in the language of idiomatic models.

Literature:

Grammar of the Khakas language. - M., 1975.

DIFFICULTIES OF STUDYING THE THEME "ADJECTIVE" BY STUDENTS OF THE TUVA PRIMARY SCHOOL

F.M. Bartan, S. V. Kechil-ool

Tuva State University, Kyzyl

THE STUDENTS' DIFFICULTIES IN STUDYING THE TOPIC OF "NAME ADJECTIVE" IN TUVAN NATIONAL ELEMENTARY SCHOOL

F. Barton, S. Kechil-ool

Tuvan state university, Kyzyl

The article discusses issues related to the study of the topic "Adjective name" in elementary school with native (Tuvan) language of instruction.

Tuva State University

Key words adjective, difficulties, practical goals, lexical combinations, formal characteristics of gender, attribute of objects.

The article discusses issues related to the study of the topic "Name adjective" in elementary school with native (Tuvan) language learning

Key words: adjective, difficulties, practical goals, lexical combinations, formal signs kind of gender, signs of objects.

The adjective as a teaching material on grammar in the curriculum and textbooks of elementary schools with native (Tuvan) language of instruction occupies a significant place.

The study of the topic "Adjective name" in the first and second grades pursues purely practical goals, namely, instilling the skills of matching adjectives with nouns in gender and number, practical assimilation of the most common combinations of adjectives with nouns in oblique cases. In the program and textbooks, the most accessible qualitative adjectives are introduced in the lexical plan with nouns, answering the questions “what? which? which? what kind?"

During the preliminary oral course and teaching literacy, by answering these questions and repeatedly repeating the forms of adjectives and lexical combinations, students learn not only the lexical meaning of individual adjectives, but also the practical use of their generic forms in combination with nouns without understanding the grammatical essence.

In the third grade, the terms "masculine, feminine and neuter", formal signs of gender and number are introduced. To enrich the vocabulary, expand and develop speech skills in grades 1-4, the practical assimilation of the most common adjectives in indirect cases in combination with adjectives begins.

In the fourth grade, a grammatical concept of an adjective as a part of speech is given, a definition is given (with the translation of the term “demdek

iOy>>). Also, the skills of matching adjectives with singular nouns in all oblique cases are being expanded and consolidated.

In the absence of strong skills of living Russian speech among Tuvan students, formal signs (generic and case endings) are the only means by which they can distinguish adjectives by gender and case. Therefore, we believe that even at the earliest stage of learning, one should single out endings and strive to memorize them. But it is necessary to give an ending not to a single word, but to a group of words, so that students can imagine that in Russian the endings of adjectives are grouped by gender: first masculine and feminine, then the neuter gender as a less common form. 9

In both works, it is noted that adjectives designate a feature of objects directly (by their lexical meaning) or indicate the relationship of objects to each other. On this basis, adjectives are divided into two categories: qualitative and relative. Both in Russian and in Tuvan, adjectives play the role of a definition and a predicate, for example: sook kysh - cold winter, su g sook - cold water. Among the relative attributes of an object, with the help of linguistic means, the relation of belonging to an object to a person (less often to an animal) stands out, i.e. possessive relationship. The opposition of qualitative, relative and possessive features of an object underlies the allocation of three lexical and grammatical categories of adjectives, in Russian - qualitative, relative and possessive.

There are no possessive adjectives in the Tuvan language. They are transmitted into the Tuvan language by nominal phrases with a possessive connection (Turkic izafet), for example: fox tail - dilginia kuduruu, fathers gift - achazyyyi belee, sister book - ugbazynyn nomu, crow's nest - kaargaiyi uyazi, fish scales - balyktyi kazyry [5].

Thus, in both languages "the semantic basis of the name

of adjectives is the concept of quality" [1]. However, according to their formal grammatical features, the adjectives of the Russian language differ sharply from the adjectives of the Tuvan language in that they cause great difficulty in the study of adjectives by Tuvan students. Below we will dwell on the main formal-grammatical differences between adjectives in both languages.

Although adjectives are related to nouns in Tuvan, they do not formally agree with them either in number or in case. There are no full and short forms in Tuvan

. The degrees of comparison of adjectives in the Tuvan language are formed analytically. Comparative and superlative meanings in the Tuvan language can be expressed descriptively, for example: the strongest - dyka, aae / juice kushtug, the highest mountain - dyka bedik dag.

A simple form of the formation of comparative degrees of the Russian language is distinguished not only by its usage, but also by phonetic changes in the base, for example: smooth - smoother (d / / w), dry - dry (x / / w), steep - steeper (t / / h). These phonetic changes make it difficult for Tuvan students to master the forms of the comparative degree of adjectives in the Russian language.

The topic "Adjective" in the program is the most difficult section of grammar for Tuvan students to learn. Mistakes made by students are very stable and numerous.

In the written and oral speech of students, the vast majority of errors occur in the agreement of adjectives with nouns, for example: the student bought a new book. Cloudy weather today. Jet planes fly in the blue sky. The explanation for this can only be found in the discrepancies in the formal grammatical features of adjectives that we have named.

In Russian, the endings of adjectives are purely formal and do not reflect "the inner shades of qualitative meanings" [1]. If in nouns the ending of a number or case expresses a certain lexical meaning, then the gender, number and case forms of adjectives indicate only their formal grammatical connection with nouns. You can compare the following examples: skirt and skirts, black and black. In the first case, the endings express "one object" and "many objects", and the endings of adjectives - black and black - do not express quality in a quantitative sense.

Tuva State University -

Thus. the grammatical forms of the adjective - in contrast to the forms of the noun - do not express any additional lexical meanings, except for the meanings of the agreed attribute. ...and are therefore more abstract [1]. For elementary school students, who are distinguished by the concreteness of their thinking, it is apparently difficult to assimilate the forms of adjectives that do not have lexical meaning through concrete logic. As a result, students have to memorize numerous generic and case endings. Besides. Tuvan students, having

a certain skill in the use of adjectives in their native speech and writing transfer their features to their Russian speech. Therefore, at first, students tend to use Russian adjectives only in the masculine gender, for example: new book, interesting book, old notebook.

Students, having an idea of childbirth, changing adjectives in Russian, without sufficient skill in adjective agreement, begin to use adjectives in the feminine and neuter with errors, for example: red apple, fast horse, deep lake. Since qualitative adjectives in both languages have a semantic correspondence and are quite definite and clear in meaning, then the study of adjectives should begin with them.

Initially, it is essential to give adjectives in combination with nouns, using visualization as much as possible. The exercises in the textbook of the first grade of the Tuvan school are focused on such a presentation of the material. Such drawings make it possible to visualize the sign of an object, its connection with the name of the object, and to some extent indicate the presence of forms in the same word, for example: large and large.

To understand adjectives, it is important to send 9 from the first grade0003

students' attention to establishing the dependence of an adjective on a noun. In the first grade, this is concretely expressed in the fact that students, firstly, select a sign for the subject (based on visualization) and, secondly. develop the ability to establish, with the help of questions, the connection of words in phrases and sentences, i.e. highlight phrases consisting of an adjective and a noun with almost no term. Later, in the third and fourth grades, this dependence is more and more concretized: in what number, gender, case is the noun, in the same gender, number, case the adjective is used.

Thus, the semantic-grammatical properties of adjectives determine the following methodological requirement: work on adjectives should go both in terms of vocabulary, and in terms of morphology and syntax.

One of the most important tasks in the study of adjectives is the development of students' coherent speech. Work on the development of speech is an integral part of every Russian lesson. In each educational topic there are lessons in the development of speech, the place of which is determined by the teacher, taking into account the possibilities and conditions of working with the class. The speech of students develops in unity with the development of their thinking, the expansion of the volume of knowledge. The first and second classes are the initial stage of studying parts of speech (without terms).

Teaching is aimed at ensuring that students perceive the word as a unit of speech, which is the name of the feature. The amount of knowledge about the part of speech is minimal: (questions what? what? what? what?), generalized lexical meaning (what do they mean?). Students develop the ability to put a question to a word, to recognize a word by question and meaning.

The students' attention is constantly drawn to the lexical meaning of the word and

its use in a sentence and text, observation of words that are close in meaning and opposite, over use in a figurative sense.

Recognition of words among themselves, answers to questions what? which? which? essentially connected with the understanding of the gender of the noun and the syntactic dependence of the adjective on the noun. The gender of the noun and adjective is studied in Grade 3 (with terms). The third grade represents an important stage in the system of language education and speech development of younger students. Morphological material is studied on the basis of syntactic material.

In order to enhance the cognitive activity of students, theoretical material is most often presented in a textbook as a result of a task that was proposed to be performed, as a conclusion obtained in the course of observations of speech. The tasks in the exercises of the textbooks are divided into a series of operations that students must sequentially perform.

The second part of the tasks is constructive, the third part of the tasks in the exercises requires comparison, the fourth - elementary generalization. In order to interest students in studying the material and organize their search activities, textbooks for grades 3-4 contain questions and tasks for reflection. New for grade 4 students is the declension of adjectives and the spelling of case endings

. The material of most exercises is represented by connected texts, which are examples of the use of adjectives in artistic speech. Tuvan students experience great difficulties when writing unstressed endings of adjectives.

At the lessons of the Russian language, it is necessary to strive for the implementation of the leading linguo-methodological principle that determines the content of the initial course of the Russian language - this is an interconnected study of all its aspects: lexical, phonetic, grammatical and syntactic. Such a study of the language as a holistic phenomenon creates an opportunity for students to understand it as a means of communication between people.

In the process of studying any topic, the subject of constant attention should be the development of students' conscious and accurate use of the material being studied, and the topic "Adjective" presents unlimited possibilities for this.

References:

1. VV Vinogradov. Russian language. The grammatical doctrine of the word V.V. Vinogradov. - M.. 1986.

2. Iskhakov F.G., Palmbakh A.A. Grammar of the Tuvan language /F.G. Iskhakov. A.A. Palmbach. - M.. 1%1

3. Lvov M.R. et al. Methods of teaching the Russian language in primary classes / M.R. Lvov and others. -M., 2004.

4. Russian grammar / Ed. N.Yu Shvedova et al.-M., 1980.

5. Salzynmaa E.B. Comparative grammar of the Russian and Tuvan languages / E.B. Salzynmaa. - Kyzyl. 2008.

90,000 Features of teaching the Russian language and literature in classes with the multi -ethnic composition of the students in the scientific article in the specialty “Linguistics and literary criticism”

Ryabchenko Natalya Nikolaevna

Features of teaching the Russian language and literature in classes with the multi -ethnic staff of students

The article considers the specifics of teaching Russian language and literature in polyethnic classes of a secondary school based on the principle of a dialogue of cultures. .agato1a.ne1/ta1epa18/2/2016/7-1/5£Sht1

Source

Philological sciences. Questions of theory and practice

Tambov: Diploma, 2016. No. 7(61): in 3 parts. Part 1. C. 195-198. ISSN 1997-2911.

Address of the journal: www.gramota.net/editions/2.html

Contents of this issue of the journal: www.gramota.net/mate rials/2/2016/7-1/

Information about the possibility of publishing articles in the journal is posted on the website of the publisher: www.gramota.net Questions related to the publication of scientific materials, the editors ask to send to the address: [email protected]

3. Zimnyaya IA Key competencies - a new paradigm of the result of education // Higher education today. 2003. No. 5. S. 34-42.

4. Key competencies and educational standards [Electronic resource]. URL: http://www.eidos.ru/joumal/2002/0423.htm (date of access: 04/14/2016).

5. Krasilnikova EV Foreign language communicative competence in the studies of domestic and foreign scientists [Electronic resource]. URL: http://vestnik.yspu.org/releases/2009_1g/41.pdf (accessed 04/14/2016).

6. Malikova IA, Ulitina LE Interpretation of communicative competence in the practice of modern intercultural communication [Electronic resource]. URL: http://www.sziu.ru/media/uploads/%D0%BD%D0%BC%D0%BA_2013.pdf (date of access: 04/14/2016).

7. Matveeva NM Competence approach in foreign language training of students of non-linguistic universities [Electronic resource]. URL: http://www.sziu.ru/media/uploads/%D0%BD%D0%BC%D0%BA_2013.pdf (date of access: 04/14/2016).

8. Common European Framework of Reference for Languages: learning, teaching, assessment. Strasbourg -M.: Council of Europe, Department of Language Policy; Moscow State Linguistic University, 2001-2003. 259With.

9. Passov EI Methodology of methodology: theory and application experience. Lipetsk: RIC LGPU, 2002. 228 p.

10. Shuman EV Possibilities and prospects of intercultural communication in German at school // Uchenye zapiski Rossiiskoi gosudarstvennogo sotsial'nogo universiteta. 2007. No. 3. S. 12-19.

11. Yasarevskaya ON Communicative competence - the basis of foreign language communicative competence // XXI century: results of the past and problems of the present: periodical scientific publication. Penza: Penza. state technol. un-t, 2015. No. 6 (28). T. 1. S. 178-183.

IMPORTANCE OF LANGUAGE COMPETENCE IN THE CONTEXT OF THE PROFESSIONAL COMPETENCE OF A FUTURE SPECIALIST

Mikhailova Galina Ivanovna

Novosibirsk State University of Architecture and Civil Engineering (Sibstrin) [email protected]

The article deals with a new conception of language teaching, raises an urgent issue of using the competence approach in teaching a foreign language, proves a necessity of the formation of students' foreign language communicative competence, proposes an analysis of the strategies aimed at the activation of language competence, confirms the special importance of language competence in the context of the professional competence of a future specialist.

Key words and phrases: language competence; foreign language communicative competence; competence approach; professionally oriented education.

UDC 372.881.161.1

The article examines the specifics of teaching the Russian language and literature in polyethnic classes of a secondary general education school based on the principle of a dialogue of cultures. The author focuses on the description of techniques and forms that carry out the dialogue between Russian and native cultures in the study of the disciplines of the philological cycle. Tasks focused on comparative analysis of ethnocultures and acquaintance with ethnocultural realities are presented.

Key words and phrases: national culture; polyethnic class; dialogue of cultures; ethnocultural vocabulary; comparative analysis of ethnic cultures.

Ryabchenko Natalya Nikolaevna, Ph.D. n.

Stavropol State Pedagogical Institute natascha. nazarenko@yandex. t

PECULIARITIES OF TEACHING THE RUSSIAN LANGUAGE AND LITERATURE IN CLASSES WITH POLYETHNIUS COMPOSITION OF STUDENTS

The recent changes in our country are particularly acute in the system of school education. The growing influx of population significantly affects the degree of multi-ethnicity of the Russian school, which is becoming a space for active intercultural dialogue. This leads to the growth of classes with a multi-ethnic composition of students in general education organizations, which pose a number of complex tasks for the language teacher. The most significant ones include teaching the Russian language to non-Russian students, without losing the relationship with their native language, and familiarizing children with a national culture that differs from their native culture. 9WOULD 1997-2911. No. 7 (61) 2016. Part 1

The implementation of the principle of the dialogue of cultures in the lessons of the Russian language and literature will make it possible to acquaint students with the values of national culture, form a respectful attitude towards various ethnic groups, and expand the cultural horizons of schoolchildren. According to E. A. Bystrova, at the “meeting” of cultures, students will more vividly and clearly see the originality of their native culture and the common thing that unites these cultures [1].

The implementation of the principle of the dialogue of cultures can find a place in the process of teaching all sections of the school course of the Russian language. For example, when studying lexicology and phraseology in grade 6, a comparative analysis of similarities and differences in ethnic cultures using proverbs as an example will be quite effective. When considering the Russian proverb “Work feeds a person, but laziness spoils”, schoolchildren should pay attention to the presence of expressions of similar meaning in the languages of other peoples, for example, among the peoples of the North Caucasus: in Abaza - “The diligent one’s blood plays, and the lazy one gets cold”; in Dargin - "Whoever loves business, that master will be"; in Chechen - "On the one who does not work in the summer, winter comes with his foot"; in Karachai - “Without working, dreams cannot be achieved”; in Armenian - “Whoever works, he will not remain hungry”, etc.

A language teacher needs to focus the attention of students on the fact that these sayings contain the wisdom of the people, which has evolved over the centuries, they reflect the mentality of their creators and are instructive. Proverbs in the lessons of the Russian language can be used as an effective means of forming ethno-cultural values among students of different nationalities.

The implementation of the principle of the dialogue of cultures in teaching morphology may involve the use of such a technique as acquaintance with the ethno-cultural realities reflected in the text. For example, when studying parts of speech in grade 5, you can analyze the following text: Home is the most valuable thing for every person. It was considered by our ancestors as the human body. If you look closely, you can really reveal this commonality: the head is the roof, the facade of the house is the face, the windows are the eyes. Depending on the specifics of the climate, people build cold or warm dwellings, permanent or temporary houses. Houses of different nationalities differ from each other. For example, the saklya is a monumental stone structure of the peoples of the North Caucasus. It is usually a small house made of clay, wood, adobe or ceramic bricks with a flat roof. Glkhatun is an Armenian folk dwelling. It is a stone dwelling with a wooden stepped ceiling supported by pillars. In the center of the vault there is a light-smoke hole, under it there is an open hearth. Izba is a wooden residential house of the Slavs. The hut was a log building, partially (up to a third) going into the ground. The construction of a residential building for each nationality has always been filled with deep meaning.

Teaching Russian in the context of different cultures contributes to the introduction of new words into the active vocabulary of students. Through the text of ethnocultural content, students are introduced to national and cultural values, to the achievements of world science and culture.

Activation of the process of teaching the Russian language is facilitated by the creation of game situations in the lessons. In order to get acquainted with the ethnopsychological characteristics of a particular people, we can recommend the 6th grade students the game "Ethnic portrait". This game is aimed at identifying, according to the given characteristics, belonging to certain national groups. The object of language study within this task is short forms and degrees of comparison of qualitative adjectives.

The content of the task can be represented as follows:

Determine what nationality is being discussed. Form from qualitative adjectives a) full and short forms; b) degrees of comparison: simple and complex forms of the comparative degree, simple and complex forms of the superlative degree.

1. Ingenuous, patient, generous, fair (the answer is Russians).

2. Proud, independent, hospitable, emotional (the answer is the peoples of the Northern Caucasus).

3. Sociable, witty, resourceful, ambitious (the answer is Armenians).

In the process of completing this task, the teacher needs to draw the attention of schoolchildren to the fact that in the process of interethnic interaction, taking into account the psychological characteristics of a particular people that affect their perception and reflection of the phenomena of reality is the key to productive communication.

When studying the course of syntax, effective teaching methods are acquaintance with ethnocultural vocabulary and a comparative analysis of ethnocultures on the example of texts or individual sentences. For example, within the framework of the topic “Dash between the subject and the predicate” (grade 8), students can be offered the following tasks: explain the setting of the dash in the sentences given, find the grammatical basis of the sentence; identify common features in the national clothes of various peoples.

1. Cherkeska - outerwear for men in the form of a caftan, common among the peoples of the North Caucasus.

2. Zipun - the name of the Russian old national dress - a caftan without a collar, sewn from a fabric of bright color.

3. Arkhaluk - a body-fitting caftan with a high standing collar among Armenians and many peoples of the North Caucasus.

You can complicate this kind of tasks a little. When studying the topic “Simple Complicated Sentence” (grade 8), students should be asked to explain the punctuation marks and the meaning of the highlighted words in such sentences:

1. Here is a human face, painted with rouge and white, under a huge kokoshnik in the form of a comb, embroidered with precious stones.

2. The old gentleman stood at the porch, dressed in a fur coat and a yellowed astrakhan hat.

3. Riders, resembling shaggy dark birds, rode, stooped chillily in their saddles, covered their faces with hoods.

When completing this task, the teacher needs to summarize the statements of schoolchildren, pointing out that the papakha, hood and kokoshnik are national headdresses. Papakha is a male fur (sheepskin or astrakhan) headdress, common among Armenians and the peoples of the North Caucasus. Bashlyk is a traditional men's headdress among the peoples of the North Caucasus, which is a hood with long ends. Kokoshnik is a female Russian headdress in the form of a crest around the head.

Appeal to sentences of ethno-cultural content ensures the formation of the ethno-cultural lexicon of students. Through analysis, students will be able to come to the conclusion that there is much in common in the culture of different nationalities.

Literature teaching in polyethnic classes is also focused on learning in the mode of dialogue of cultures.

School lessons of literature often serve as the basis on which the understanding and comparative analysis of works is built, capable of revealing the characteristics of each culture equally. The study of samples of various national literatures contributes to the development of knowledge about the ethnic culture of each individual student, provides an opportunity to understand and accept the culture of another people.

Oral folk art at literature lessons creates great opportunities for introducing students to the national culture. In the process of studying folklore, it is important to draw the attention of students to the similarity of the themes of the works of oral folk art of many ethnic groups. It is advisable to point out the genre similarity of Russian fairy tales with the fairy tales of other Slavic peoples (Ukrainian, Belarusian) and the almost complete coincidence of the plot lines of many folklore works among the peoples of the North Caucasus [2, p. 36].

Reflection of the dialogue of cultures in the process of studying folklore can manifest itself in various forms. For example, the exercise "Storytellers" will allow you to identify discrepancies in the national images of the world among different peoples using the example of fairy tales created by representatives of different cultures. The content of the exercise is as follows: write a fairy tale based on a foreign culture, the representatives of which study in the class. In cases where students are not familiar enough with a foreign culture, it is necessary to confine themselves to writing “their own” fairy tales. The exercise "Storytellers" provides an opportunity to expand your understanding of national cultures.

The main means of creating opportunities for communication in a multi-ethnic environment is the widespread use of communication exercises. The exercise "Ethnic picture of the world in folklore" will not only acquaint schoolchildren with the facts of the material and spiritual culture of both the native people and other peoples, with their religious ideas, philosophy and morality, but will also contribute to the development of intercultural interaction skills. During the discussion, students are invited to remember and write down five proverbs of their ethnic group and develop a common opinion on a number of issues:

- create a single list of the most common proverbs of your people and reveal the semantics of each of them;

- to determine what features of the mentality of the ethnic group native to the participants are reflected in the presented proverbs (“Not rich, but rich, glad to see guests” (Russian) - generosity; “If a person wants, he will put a mountain on a mountain” (Armenian) - purposefulness).

As a result of the exercise “Ethnic picture of the world in folklore”, students should come to the realization that the fundamental norms and values of all ethnic groups are universal, therefore the meaning of most proverbs is the same, moreover, folklorists have found many absolutely identical proverbs [3, p. 126-128].

In order to study the heritage of various peoples in depth, it is necessary to use various forms of extracurricular activities in schools that study national folklore, organize meetings with representatives of other nationalities, hold anniversaries of prominent literary figures, competitions in knowledge of national traditions, customs and literature, etc.

So, the lessons of the Russian language and literature in multi-ethnic classes should contain information that forms students not only philological competencies, but also contains an ethno-cultural component, which is reflected in the principle of dialogue of cultures. The teaching of the Russian language and literature in the context of a dialogue of cultures can be carried out through a comparative analysis of ethnic cultures and familiarity with ethno-cultural realities. The implementation of the principle of the dialogue of cultures will help students of different nationalities perceive the disciplines they study not as a “dry”, boring subject, but as a history of a great spiritual culture created over the centuries.

References

1. Bystrova EA Dialogue of cultures in the lessons of the Russian language: a guide to the development of speech of students in grades 7-9 of educational institutions. St. Petersburg: Education, 2002. 144 p.

2. Sabatkoev RB The use of ethno-cultural traditions in the study of subjects of the philological cycle at school //

Pedagogy in the ethno-cultural traditions of the people. M., 2003. Issue 7. S. 33-37.

3. Stefanenko T. G. Ethnopsychology. Moscow: IP RAS, Academic Project; Yekaterinburg: Business book, 2000. 320 p.

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ISSN 1997-2911. No. 7 (61) 2016. Part 1

PECULIARITIES OF TEACHING THE RUSSIAN LANGUAGE AND LITERATURE IN CLASSES WITH POLYETHNIC COMPOSITION OF PUPILS

Ryabchenko Natal'ya Nikolaevna, Ph. D. in Pedagogy Stavropol State Pedagogical Institute natascha.nazarenko@yandex. en

The article examines the specificity of teaching the Russian language and literature in polyethnic classes of a secondary comprehensive school on the basis of the principle of the dialogue of cultures. Special attention is paid to the description of techniques and forms carrying out the dialogue of the Russian and native cultures while studying the subjects of the philological cycle. The tasks focused on the contrastive analysis of ethnocultures and acquaintance with ethnocultural realities are presented.

Key words and phrases: national culture; polyethnic class; dialogue of cultures; ethnocultural vocabulary; contrastive analysis of ethnocultures.

UDC 1174

The article is devoted to summarizing the experience of organizing control and evaluation activities in teaching Tatar as a non-native language. A characteristic is given of the level tests developed by the authors in the Tatar language, which allow to determine how much the students have developed communicative competence. The test results allow us to identify the most typical errors.

Key words and phrases: control; testing; Tatar language; level of language proficiency; communicative competence.

Fatkhullova Kadriya Sungatovna, Ph.D. in Philology, Associate Professor Denmukhametova Elvira Nikolaevna, Candidate of Philology PhD, Associate Professor

Kazan (Volga Region) Federal University kadria. kgu@mail. ru; denmukhametova@gmail. com

MODERN DIAGNOSIS METHODS IN TEACHING THE TATAR LANGUAGE

Implementation of the State program "Preservation, study and development of the state languages of the Republic of Tatarstan and other languages in the Republic of Tatarstan for 2014-2020" provides for various activities. One of them is the creation and maintenance of the Center for Language Certification in the Tatar language [1]. The purpose of this project is to increase the social significance of the Tatar language, to ensure the linguistic rights of citizens living in the Republic of Tatarstan, the Russian Federation and abroad, to receive a certificate of passing state testing in the Tatar language. This should also contribute to the popularization of the Tatar language among residents of different regions of Russia and foreign countries [9; ten].

The use of international language tests has firmly entered the practice of modern education and is the most optimal way to measure the level of proficiency in a particular language. A unified technology for the development of control and measuring materials and a testing procedure make it possible to consider the dynamics of the development of students' communication skills, as well as to summarize the most successful teaching methods of teachers conducting classes in groups with different levels of language proficiency.

It seems appropriate to introduce into the practice of teaching the Tatar language a modern system for diagnosing the formation of the level of proficiency in it, i.e. communicative competence of students. Despite the fact that many aspects of teaching the Tatar language have been the object of research more than once [2; 3; four; 7; 8], the problem of learning control and measuring the level of proficiency in a given language remained out of sight.

Investigating the above problem, we adhered to the normative documents of the Council of Europe on language policy and education, studied the experience of organizations involved in the development and conduct of testing according to the European standards for assessing foreign language skills [5]. The creation of a system of language certification in the Tatar language was carried out in several stages. At the first stage, advanced training courses were organized for teachers of the Institute of Philology and Intercultural Communication.