Использование мелкой моторики рук для развития памяти, внимания, мышления младших школьников при изучении иностранного языка
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Начальная школа выступает в качестве первой ступени в реализации стратегической цели учебного предмета «Иностранный язык». На данной ступени закладываются основы коммуникативной компетенции, позволяющие осуществлять иноязычное общение и взаимодействие детей, в том числе и с носителями языка, на элементарном уровне.
Общей задачей начальной школы является преодоление психологического барьера в использовании иностранного языка, формирование элементарной грамотности, освоение элементарных средств учебно-познавательной деятельности и применение их в коммуникативно-игровой и практической деятельности в ситуациях семейного и школьного общения.
Ученые, которые изучают деятельность детского мозга, психику детей, отмечают большое стимулирующее значение функции руки. Сотрудники Института физиологии детей и подростков
АПН установили, что уровень развития речи детей находится в прямой зависимости от степени сформированности тонких движений пальцев рук. (М.М.Кольцова).
На основе проведенных опытов была выявлена следующая закономерность: если развитие движения пальцев соответствует возрасту, то и речевое развитие находится в пределах нормы. Если же развитие пальцев отстает, то задерживается и речевое развитие. (Л.В. Фомина)
М.М. Кольцова пришла к заключению, что формирование речевых областей совершается под влиянием кинетических импульсов от рук, а точнее, от пальцев.
Младшие школьники, которые привыкли, что с ними играют в детском саду, попадают в необычную и тяжелую для них ситуацию. Поэтому использование игр, рифмовок и песен на начальном этапе обучения очень важно. Необходимо стимулировать речевое развитие детей путем тренировки движения пальцев рук.
На своих уроках в начальной школе я очень часто использую “Finger plays and action poems” в качестве фонетической зарядки и в середине урока, когда дети уже устали.
Привожу некоторые из них:
При изучении алфавита используется песня “Building Blocks”
Building Blocks, Building Blocks (one fist on another)
What can I do?
Building Blocks, Building Blocks
What can I do?
I can build an English town (changing fingers of left hand to right hands)
English town, English town (большой палец правой руки и указательные
I can build an English Town палец левой перебирать, поднимаясь вверх)
Come and help me, please.
Несколько зарядок для отдыха, которые сопровождаются движениями:
Raise your hands above your head,
Clap them one, two, three;
Rest them now upon your hips,
Slowly bend your knees.
Up again and stand erect,
Put your right foot out;
Shake your fingers, nod your head,
And twist yourself about.
Clap, clap, clap your hands
Clap your hands together.
***************
Stamp, stamp, stamp your feet.
Stamp your feet together.
Nod, nod, nod your heads.
Nod your heads together.
Dance, dance, dance a dance.
Dance a dance together.
****************
Hands up. (Do the actions suggested by the words.)
Hands down.
Hands on hips.
Sit down.
Hands up.
To the sides.
Bend left.
Bend right.
One, two, three - Hop!
One, two, three – Stop!
При изучении частей тела использую следующие песни-зарядки:
I HAVE TWO EYES
I have two eyes to see with (Point to eyes)
I have two feet to run. (Run)
I have two hands to wave with (Wave)
And a nose, I have but one. (Point to nose)
I have two ears to hear with, (Point to ears)
A tongue to say, “Good day”.
Two fat cheeks for you to pinch (Pinch cheeks)
And now I’ll run away.
TO CATCH A BALL
I use my hands to catch a ball
I use my legs to walk. ( Pantomime the actions described)
I use my arms to reach for things
I use my mouth to talk.
I use my head for thinking things
I use my eyes to see.
I’m glad I have these different parts
That do so much for me!
EYE WINKER
Eye Winker, (Point to eyes)
Tom Tinker, (Point to ears)
Nose Smeller, (Point to nose)
Mouth Eater, (Point to mouth)
Chin Chopper, Chin Chopper, (Tap chin)
Chin Chopper, Chin.
PARTS OF YOUR BODY
There are two little eyes to open and close; (Point to appropriate body parts)
There are two little lips and one little nose;
There are two little cheeks and a tongue shut in.
There are two little ears and one little chin.
There are two little arms and elbows neat.
There are two little shoes on two little feet
There are two little shoulders stout and strong.
There are two little hands busy all day long.
HOW TALL AM I?
I am small (Crouch down)
But I am tall. (Stand on tiptoes and reach for ceiling)
I am so little. (Crouch to floor and hug body)
I am nothing at all.
See me grow and grow and grow. (Stretch)
New I’m a giant with a Ho! Ho! Ho! (Hand on stomach)
ANIMALS
I HAVE A CAT
I have a cat (Fingers beside nose to resemble whiskers)
My cat is fat. (Arms rounded in front)
I have a cat
My cat wears a hat. (Hands on head)
I have a cat
My cat caught a bat. (Hands crossed in front to form wings; wiggle fingers)
I have a cat
Meow, meow. ( Hands to cheek)
TWO LITTLE BLACKBIRDS
There were two little blackbirds sitting on a hill. (Hold up both hands, thumbs erect, fingers bent)
The one named Jack (Wiggle right thumb)
The other named Jill (Wiggle left thumb)
Fly away, Jack. (Bend right thumb down)
Fly away, Jill. (Bend left thumb down)
Come, back, Jack. (Raise right thumb)
Come back, Jill. (Raise left thumb)
ALLIGATOR
Here is the alligator. (Right hand forms it)
Sitting on a log. (Right hand on left forearm)
Down in the pool. (Make circle of arms)
He sees a little frog. (Circle eyes with finger)
In goes the alligator. (Diving motion with hands)
Round goes the log. (Forearms go round each other)
Splash! goes the water. (Hands go up in air)
Away swims the frog! (Breast stroke motion with hands)
THE ITSY BITSY SPIDER
The itsy bitsy spider (Index fingers touching the thumbs of the opposite hands;
Climbed up the water spout. “climb” by separating the bottom thumb and finger and
bringing them together again above the other pair of fingers)
Down came the rain (Hands move down, with fingers spread to show rain.)
And washed the spider out. (Hands whisk away spider.)
Out came the sun and (Hands frame face, fingers show rays of sun)
Dried up all the rain. (Big smile)
And the itsy bitsy spider (Repeat first action)
Walked up the spout again.
Hickory Dickory Dock
Hickory Dickory Dock (Index fingers touching the thumbs of the opposite hands;
The mouse runs up the clock. “climb” by separating the bottom thumb and finger and
The clock strikes one bringing them together again above the other pair of fingers
The mouse falls down. And clap one, two, three, four according to the clock)
Hickory Dickory Dock
The mouse runs up the clock
The clock strikes two
The mouse says “Woo!”
Hickory Dickory Dock
The mouse runs up the clock
The clock strikes three
The mouse says “Wee!”
Hickory Dickory Dock
The mouse runs up the clock
The clock strikes four
The mouse says “No more!”
Когда ввожу цвета я использую следующие рифмовки, одновременно повторяя с детьми правила дорожного движения:
Traffic lights we see ahead
Sometimes green and sometimes red.
Red on top (Hands up)
And green below. (Hands down)
The red means stop
And green means go
Green below- go…go…go.
Red above- stop…stop…stop.
*******************
I stop on the corner
I watch for the light.
I look to the left.
I look to the right.
If nothing is coming,
I start and don’t talk.
I go straight across.
I am careful to walk.
The Policeman
The traffic policeman holds up his hand. (Hold up hand)
H blows his whistle. (Pretend to blow)
He gives a command.
When the cars are stopped,
He waves at me. (Wave)
Then I may cross the street, you see. (March in place)
При подготовке и праздновании праздников:
Christmas:
My Christmas Tree is nice and bright. (Shaking bells motion)
With bells and balls and Christmas lights. (Make circle with hands for ball)
I hope that Santa will see. (Hands up over eyes, looking)
The cake and cookies and remember me. (Point to self)
Falling snow
The white snow falls down, down, (Arms and hands move down,
Down, down, down, fingers wiggle)
Down, down, down,
The white snow falls down, down, down ( Move the whole body to floor)
All on the ground.
Snowflakes
We are ten snowflakes (Hands in sprinkling motion)
Floating to the ground. (Point to the ground)
“Sh” says the fairy (Finger to lip)
“Do not make a sound,”
Children are sleeping – but (Hands clasped behind head)
When they open their eyes (Point to eyes)
The lovely white snow (Spread hands as in making a blanket)
Will be such a surprise!
Autumn
Two little leaves
Here is a leaf, it is yellow and brown (Hold up one finger)
Here is a leaf that Johnny found (Hold up one finger on other hand)
Put them together (Put fingers side by side)
And you’ll have two
One for me (Point to self)
And one for you. (Point to another child)
Thanksgiving
I’m a turkey
I’m a turkey, very fat. (Hands out)
I’m a turkey, skinny like that. (Hands close together)
I’m a turkey, very small (Bend down)
I’m a turkey, very tall. (Stand tall)
I’m the very best turkey of all! (Point to self)
My first day at school
[pic]
Here’s the little schoolhouse
Where I’ll go today.
[pic]
Here are many children
Marching on their way.
[pic]
Here’s my little desk
Where I’ll sit up tall.
[pic]
Here are flowers hanging
In a vase up on the wall.
[pic]
Here’s a sheet of paper
Neat and clean and white.
Here’s my pretty pencil
Which I’ll use to write.
[pic]
Here’s the book I’ll open
When I learn to read.
[pic]
Here’s the teacher, saying,
“Very good, indeed!”
“Без осмысления языковых явлений невозможны образование языковых навыков и развитие элементарных речевых умений, являющихся основным условием успешного овладения речевой деятельностью на иностранном языке”. (Негневицкая Е.И.)
Знаки, движения, жесты, мимика – все это помогает осознать лексические и грамматические значения средств изучаемого языка.
Ястребова Ольга Николаевна
Адрес: Санкт Петербург ГОУ №457 с углубленным изучением английского языка,
учитель английского языка.
Телефон: 812 6832091, +79062520697
Школа: 812 5921551
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