Oral folk art, proverbs with phraseological units. Proverbs and sayings
CNT. Proverbs and sayings as a small genre of folklore, their folk wisdom
Lesson objectives: reveal the wisdom, instructive meaning and perfection of the form of proverbs and sayings, the similarities and differences between two genre forms of folklore.
Lesson objectives:
learning the ability to analyze the meaning of proverbs and sayings;
development of students' speech;
nurturing love for the Motherland, nature, one’s family;
promoting a healthy lifestyle.
Vocabulary work: laconicism, aphorism, perfection of form.
Equipment: proverbs and sayings of writers written on the board.
During the classes
What kind of luxury, what kind of meaning?
what's the point of every saying
ours! What gold!
A. S. Pushkin.
I.Introduction to the genre of proverbs and sayings
1. Introductory conversation
Proverbs are gold mines in our language.
A person’s life takes place among a huge number of news, events and incidents. It is almost impossible to comprehend everything that is happening with a single human mind. Folk culture has created special oral memory mechanisms. The experience of many generations was passed on in the form of short sayings - proverbs and sayings. They are widely used in everyday speech. They appear in the mind suddenly, by the way, and allow you to express your thoughts more clearly.
The proverb vividly names and depicts some phenomenon, for example: “Goal is like a falcon”, “Like a cheese rolls in butter”, “Puffed up like a mouse on cereal”, “Softly lays down, but sleeps hard”, “Found a scythe on a stone” .
The proverb expresses a certain judgment and moral in connection with a life situation: “If you love to ride, love to carry a sleigh,” “If you chase two hares, you won’t catch either,” “There is no smoke without fire,” “A bad world is better than a good quarrel.”
Proverbs and sayings are able to so succinctly designate the phenomena of the surrounding world because they are applicable not to one case, but to all similar events.
“The apple doesn’t fall far from the tree,” they say about a specific person who imitates his parents or mentors, and about all people whose character is similar to their parents.
The capacity of folk proverbs, each of which contains a potential plot for an entire drama, was used by A. N. Ostrovsky, who placed folklore sayings in the titles of his plays: “There wasn’t a penny, but suddenly it was Altyn,” “Poverty is not a vice,” “My own people.” “We’ll be reckoned with”...
Proverbs preserve popular ideas about harm and benefit, intelligence and stupidity. About spiritual beauty and ugliness in the form of short sayings. They help us understand the history of our people, teach us to love our Motherland, be honest and hardworking, love and respect our parents, and lead a healthy lifestyle. They condemn laziness, ignorance and other negative human qualities. Using proverbs and sayings in speech, we make it figurative, colorful, and expressive.
Guys, let's remember the proverbs that you use in your speech. What proverbs and sayings do you hear from people around you?
(at school, at home)?
2. Reading and discussing proverbs about proverbs .
“You can’t escape the proverb”
“The proverb is not said in vain”
“The proverb will never break”
“A stupid speech is not a proverb”
“Speech is beautiful with a proverb”
3 . Discussion of statements about proverbs.
“That’s how well men write. It’s simple, there are few words, but a lot of feelings.”
L. Tolstoy
"Who came up with them so neatly..."
A. Pushkin
What fascinated Russian writers about proverbs?
4. Write in a notebook:
PROVERB - a genre of folklore, an aphoristically condensed, figurative, grammatically and logically complete saying with an instructive meaning in a rhythmically organized form (“What you sow, so shall you reap”).
PROVERB - a figurative expression, a figure of speech that aptly defines any phenomenon of life; in contrast to the proverb, it is devoid of a general instructive meaning (“Seven Fridays in a week”, “Put your teeth on the shelf”).
II . Working with proverbs from different thematic groups.
There are a lot of proverbs. Already in 1500, Erasmus of Rotterdam compiled a collection of ancient sayings and proverbs. From the end of the 17th century, collections of proverbs and sayings began to be published in Russia. The study of this layer of folk art began with M.V. Lomonosov. V. Dal, a contemporary of A. Pushkin, collected proverbs and sayings for fifty years.
Guys, please read and comment on the proverbs and sayings that you prepared for the lesson.
1. Work in groups.
1st group: proverbs about the Motherland.
Every person - sooner or later, whether he realizes it or not - is necessarily connected with his Fatherland. The life and fate of a person to a certain extent depend on the fate of the Fatherland, which leaves a certain imprint on the formation of its civic traits. Fatherland is a social system to which a person belongs by birth. Our homeland is Russia. Our ancestors have always rightfully been proud of it, as evidenced by the following proverbs:
“Everyone has his own side.”
“The Holy Russian land is great, and the sun is everywhere”
“Seek goodness on the side, but love home the old fashioned way”
“On the other side, even spring is not red”
“On the other side, even a falcon is called a crow”
“From your native land - die, don’t leave!” and other proverbs.
“Whoever fights hard for his homeland is a true hero”
“In a foreign land, even kalach is not a joy, but in the Motherland, black bread is a sweetness.”
“On the other side, the Motherland is twice as dear”
“Be not only the son of your father - be also the son of your people”
“Take care of your homeland like the apple of your eye”
“To live is to serve the Motherland”
Yes, we love our Motherland for its glorious past, for the fact that it has repeatedly defended its independence in the fight against numerous invaders, for the fact that it provides equal rights to all nations of the country, for the fact that this is our past and future, for its majestic and diverse nature; for its heroic and hardworking people. A sense of national dignity presupposes responsibility for the fate of the people, which has developed over centuries. To be a worthy son of your people means to worthily represent your people among other nations.
2nd group: about nature
For example: “Forest and water – the beauty of nature”
“Forest and plants are the salvation of the beast”
“In a strong wind, the forest is quiet, but the field is wild”
“The enemy of nature is the one who does not protect the forest”
“A lot of forest - take care of it, a little forest - don’t cut it down, no forest - plant it”
“Plant a forest in a field - there will be more bread”
“It takes a second to break a tree, but it takes years to grow it”
“The green outfit is pleasing to the eye”
“Plants are the salvation of the shores”
"Forest and water - brother and sister"
Let's talk about the beauty of nature. “Beauty is the joy of our life. Man became Man because he saw the depth of the azure sky, the twinkling of stars, the pink spill of the evening dawn, the transparent haze of the steppe expanses, the crimson sunset before a windy day, the fluttering haze over the horizon, blue shadows in the snowdrifts of March snow, a flock of cranes in the blue sky, the reflection of the sun in myriads of drops of morning dew, gray threads of rain on a cloudy day, a purple cloud on a lilac bush, a delicate stalk and a blue bell of a snowdrop - I saw and, amazed, walked along the earth, creating new beauty. Stop in amazement before beauty - and nobility will bloom in your heart. The joy of life was revealed to man because he heard the whisper of leaves and the song of a grasshopper, the murmur of a spring stream and the play of silver bells of a lark in the hot summer sky, the rustling of snowflakes and the groan of a blizzard, the gentle splashing of waves and the solemn silence of the night - he heard and, holding his breath, listens hundreds and thousands of years of wonderful music of life. Know how to listen to this music too. Cherish beauty, take care of it,” wrote V. A. Sukhomlinsky.
The first snow, the first drops, the first rain and the first thunderstorm, the first leaves - nothing should pass our attention. Let everyone discover something important for themselves in nature. And everyone else will rejoice with him at his discovery.
3rd group: about a healthy lifestyle
We are all different, each of us has our own life, with our own interests, problems, plans. But we are united by one common desire - we all want to be happy. It is unlikely that any sage will be able to give a recipe for happiness, and few of us like other people's advice, preferring our own path of trial and error. And everyone has their own concept of happiness. But no matter how much they argue about what happiness is, without any doubt, everyone would agree that being a healthy person is already happiness. Hiking in the forest, to the river, bonfires on the seashore, playing sports, getting involved in your favorite job, your favorite activity - so many interesting things in the world. Is it worth spending precious years, days, minutes on bad and sometimes very dangerous habits?
Smoking and drinking are ugly habits. They destroy the most important systems of the human body. The idea of drunkenness as a Russian custom is, to put it mildly, exaggerated. In Rus' there were strict wine drinking traditions. Beer, mash, mead - this is what our ancestors drank, and the strength of these drinks did not exceed 15 degrees. It was customary to drink alcoholic beverages only on certain holidays. The use of alcohol by young people was condemned, and drunkards were subjected to public flogging.
Tobacco, which originated in America, came to the Old World at least 500 years ago. In Russia in the 15th century, those caught smoking were punished for the first time with 60 blows of sticks on their feet, and for the second time, their nose or ears were cut off. Smoking was found to be the cause of a fire in Moscow in 1634, after which smoking was banned under penalty of death. In the 17th century, both smokers (they were tortured and whipped) and tobacco traders (they were flogged and exiled to distant cities) were severely punished.
Proverbs also say that our ancestors valued health and a healthy lifestyle. For example:
"Health is more important than wealth"
“Mind and health are more valuable than anything else”
" In a healthy body healthy mind"
“Clean water is a disaster for illness”
“Don’t be afraid of the cold, wash yourself up to your waist”
“Smoking is harmful to health”
“If you ruin your health, you can’t buy new ones”
“I lost money - I lost nothing, I lost time - I lost a lot, I lost my health - I lost everything.”
“You’ll be toughened up from a young age, it’ll be useful for the rest of your life”
“It takes one day to get sick, but seven weeks to get better.”
4th group: about family
Man is the connector of at least three centuries. In that century, grandparents lived with their parents, we remember them, in this century we live with our parents and children, but in the next century our grandchildren will live with their parents and children. They will remember us.
Family is what is close and understandable to every person. In the family, the child receives his first life guidelines, first beliefs and first worldviews, which depend, of course, on the spiritual and cultural atmosphere prevailing in it. Much depends on the relationships that develop in the family; they largely determine the future of the child. Happy is the one who has a mother and father, grandparents, brothers and sisters. After all, who better than a grandmother will leisurely and sincerely tell a grandson or granddaughter about the good Ivanushka, the evil Koshchei, about the hardworking Cinderella... These fairy tales will not be forgotten if no, no, and the grandmother says: “You are as hardworking as Cinderella, resourceful as Alyonushka.” , beautiful, like Vasilisa.” Happy are the mother and father who are told about their child: “Goodness itself,” “They raised a kind person.” This is not just praise for parents, but a tribute to sincere respect for their child. Goodness and kindness have always been highly valued and are valued by every nation, just like good family relationships.
Proverbs:
“He who honors his parents never perishes”
"Glory to the son - joy to the father"
"Father and mother are sacred words"
“You can buy everything, but you can’t buy your father and mother.”
"It's warm in the sun, but good in mother's presence"
“There is no relative dearer than a mother”
“A mother’s anger is like spring snow: a lot of it falls but soon melts”
“The bird is happy about spring, and the child is happy about its mother”
“There is no friend closer to mother”
"A mother's affection has no end"
"Family quarrel before first sight"
“What is treasure for when there is harmony in the family”
How beautiful, how accurate! After all, family is an island of understanding, love, warmth and reliability. Here we draw strength, gain confidence, adopt doubts, find forgiveness for our mistakes...
Look at the parents who come home from work, how tired they are, how they are tormented by problems. Smile at them, let them receive the warmth and affection of your heart. Don’t conflict with your parents, remember: no one will understand you better than them, because they gave you the most valuable thing - life. Love and respect them. And the grandparents who live by your visits, you must support and help them with all your might. Remember, it’s not scary, but people are leaving the Earth. And along with them, all the insults and grief caused to them by you go away. Think about yourself and your family!
5th group: about time
In one of the philosophical stories of the famous Voltaire, Zadig, or Fate, the great magician asks questions to the main character. The first question was: “What in the world is longest and shortest, fastest and slowest, what is most easily divided into infinitely small quantities and reaches infinitely large quantities, what is most neglected and what is most regretted, without which nothing can be done?” to accomplish what devours all that is insignificant and resurrects all that is great?” It took Zadig a little time to answer this question. You probably guessed what the great magician meant.
Let's listen to the answer from Zadig, who said that the riddle talks about time. “Because,” he added, “there is nothing longer in the world, for it is the measure of eternity, and there is nothing shorter, for it is not enough to fulfill our intentions; there is nothing slower for one who comes to life, nothing faster for one who tastes pleasure; it reaches infinity in the great and infinitely divides in the small; people neglect it, and when they lose it, they regret it; everything happens in time; it destroys what is unworthy in the memory of posterity and bestows immortality on the great.”
There are things that we talk about often, that we know well, but which we have never seen or touched. Air, for example, is invisible, and you cannot grasp it with your hands. But we simply cannot live without him! So is the time! It is invisible, odorless, colorless. And you can’t touch it with your hands. And you won’t be able to hide it and you won’t be able to give it to a friend! But you can lose! And elusive time is very expensive. After all, there is no way to turn back wasted time. Time is the highest arbiter of all our affairs. And also, note that we all equally, without exception, obey the dictates of the clock hands. Time is probably the only thing that is incorruptible and impartial. That's why people say:
"Time is the best judge"
"Time will judge"
"Time is more valuable than money"
“If you miss a minute, you’ll lose hours”
“Know the value of minutes, the count of seconds”
“If you fall behind by an hour, you won’t catch up in a day”
“The day is passing - you can’t tie it by the fence”
“Time is not a bird - you can’t catch it by the tail”
“Years are like water: they will pass and you will not see”
2. Game for attention
Guys, on your tables there are cards on which the second part of the proverb is written. I will read the first part of the proverb, and whoever has the second part will finish it. Be careful! (or working with an interactive whiteboard)
For example: “Everyone is cute...” (own side)
“To protect nature means...” (to protect the Motherland)
“The whole family is together...” (soul in place)
“Who lied yesterday...” (they won’t believe that tomorrow)
“A tree is valued by its fruits... (and a person by his deeds)
III.Conclusion
Proverbs and sayings are included in folk culture as the purest and most precious source of folk wisdom. They are deeply rooted in history. Proverbs and sayings accompany a person from early childhood. Most of them are related to the attitude towards work, the Motherland, parents, friends, nature, health, a healthy lifestyle... Precision of thought and conciseness of presentation make it possible to quickly assimilate them from an early age, to perceive them not as wishes, but as a life norm. Proverbs and sayings have always been a kind of guide to life, which adults have been guided by, introducing children to them. They have not lost their educational significance for moral education today.
Proverbs and sayings decorate and enrich a person’s speech, expand their vocabulary, and develop their imagination. After all, in order to use the simplest proverbs or sayings, you must quickly assess the situation, apply it to the proverb, compare their correspondence again, and only then express your judgment.
VI . Homework:
Write an essay on the proverb you like.
Sections: Foreign languages
1.1 Problems of definition of proverbs and sayings:
Proverbs and sayings are a widespread genre of oral folk art. The time of the origin of proverbs and sayings is unknown, but one thing is indisputable: both proverbs and sayings arose in distant antiquity, and since then they have accompanied the people throughout their history. Those expressive means with the help of which the persistence or memorability of proverbs and sayings are achieved are worthy of attention. One of these means is exact or assonant rhyme:
Little strokes fell oaks
A stitch in time saves nine.
The simple balanced form of proverbs and sayings is the most commonly used technique, for example:
More haste, less speed
Easy come, easy go
Like father, like son
Brevity is an essential aspect of memorable statements. Only very few proverbs and sayings are verbose, most of them contain no more than five words:
Boys will be boys.
Dead men tell no tales.
Better late then never.
Practice makes perfect.
The science of language has not yet developed a generally accepted view of proverbs and sayings.
Most often, proverbs and sayings were understood as apt figurative sayings (usually of a common noun nature), typifying a wide variety of life phenomena and having the form of a complete sentence. A proverb expresses a complete judgment.
A proverb is a short figurative saying that differs from a proverb in the incompleteness of its conclusion.
A similar definition can be found in all explanatory dictionaries, as well as in many special articles and studies.
In some works on phraseology, the main difference between a proverb and a saying is seen in the fact that a proverb expresses a general judgment, and a proverb is seen in the fact that a proverb expresses a general judgment, and a proverb expresses a partial judgment. According to these linguists, not only proverbs, but also sayings can take the form of a complete sentence.
A proverb is a stable sentence with the same structure as a proverb, but devoid of didactic content.
Usually the following expressions are used as sayings:
When pigs can fly.
The Dutch have taken Holland!
When two Sundays come together.
When hell freezes over.
Proverbs and sayings should be considered those statements that are popular among the public. It follows that these are usually ancient sayings, because in a short time they could not become part of the social creation. Of course, there are exceptions, and some proverbs and sayings burst into folklore with extraordinary speed, but they should be excluded from such throwaway phrases as “I couldn’t care less” or “What’s the odds?”
Sometimes it is very difficult to distinguish a proverb from a saying or to draw a clear line between these genres. A saying borders on a proverb, and if one word is added to it or the order of words is changed, the saying becomes a proverb. In oral speech, sayings often become proverbs, and proverbs often become sayings.
1.2. Primary sources of English proverbs and sayings
The sources of proverbs and sayings are very diverse. To become a proverb, a saying must be accepted and internalized by ordinary people. In this case, the original source of the statement is often forgotten.
Having turned into a proverb, it becomes part of the public consciousness; It doesn’t matter to the speaker of the proverb who invented it. It is safe to assume that any proverb was created by a certain person in certain circumstances, but for many old proverbs the source of their origin is completely lost. Therefore, it would be more correct to say that proverbs and sayings are of folk origin, that their primary source is in the collective mind of the people. In a variety of statements summarizing everyday experience, the meaning of words seems to have ceased to be in the form of a proverb gradually, without any words or explicit announcement. The phrase “Make hay whine the sun shines,” which originates from field work, is an example of such a proverb. Any farmer feels the truth of this thought, not necessarily expressed in these exact words. But after many hundreds of people expressed this thought in many different ways, after much trial and error, the thought finally acquired its memorable form and began its life as a proverb. Likewise, the saying “Don’t’ put all your eggs in one basket” arose from practical experience in trading relationships.
On the other hand, it is also obvious that many proverbs were created by definitely smart people. If this happened to smart people orally, then, of course, there would be no evidence left, but if it happened to an intelligent person who had the habit of writing down his thoughts, then in some cases you can find the original source of the proverb. In general, it would be fair to assume that most proverbs of an abstract nature began their life in this way. For example, “The end justifies the means”, stemming from the theological doctrine of the seventeenth century, or the golden thought “The wish is father to the thought”, which was first expressed by Julius Caesar, or the saying “A soft answer turns away wrath”, undoubtedly, borrowed in its completed form from the Bible.
But who can say that these proverbs did not become part of the oral tradition long before they found their written form. The use of proverbs reached its peak in Shakespeare's time, and it is more than likely that many of them attributed to Shakespeare existed before, albeit in a less memorable form. It's the same with the Bible. The wisdom of her proverbs is certainly not original.
In any case, both sources, folk and literary, turn out to be merged together. Thanks to the spread of the printed word, the sayings of smart people increasingly began to reach ordinary people, who, if these thoughts were to their liking, turned them into proverbs.
Another important source of English proverbs is proverbs and sayings in other languages. Here again it is difficult to be sure of the original source. If a proverb existed in Latin, French or Spanish before it became English, it is not certain that it was not previously borrowed from some other language. It is quite possible that it was originally English, but was not written down.
Some of our borrowed proverbs were completely assimilated into England, but many of them failed to do so. We don't have to think much about the Latin proverb that formed the basis of our “He gives twice who gives quickly,” but the proverb “Through hardship to the stars” sounds somehow alien and less proverb-like than the Latin “Per” aspera ad astra.” a large number of borrowed proverbs remained in the original. Among them:
Noblesse oblige
In vino veritas.
Proverbs taken from the Bible are another type of borrowing, since the Bible is translated from Hebrew, and its wise sayings reflect the consciousness of Hebrew society.
In the old days, the Bible was widely read, so that many of its sayings became part of the public consciousness to such an extent that few people now realize the biblical origin of certain proverbs. However, many English proverbs are taken entirely from Scripture, for example:
You cannot serve God and mammon.
The spirit is willing, but the flesh is weak.
Even more proverbs have their origins in Holy Scripture, although some words have been changed:
Spare the rod and spoil the child.
You cannon make bricks without straw.
Shakespeare is undoubtedly second only to the Bible in the number of quotations used as English proverbs. No one, however, can be sure which of the proverbs attributed to Shakespeare are actually his creations, and which are taken in one form or another from oral tradition. Scientists still continue to find proverbs that existed even before Shakespeare, which then became lines of his works. Many “Shakespearean” proverbs in English have retained their original form, for example:
Brevity is the soul of wit.
Sweet are the uses of adversity.
Others are adaptations of his sayings, for example:
A rose by any other name would smell as sweet.
Many statements from literary works are used from time to time as proverbs, but never become so, remaining halfway between a quotation and a proverb. These include, for example, the following:
The wages of sin is death (Romans).
No man but a blockhead ever wrote expert for money (Samuel Johnson).
Thus, proverbs have mobility and are in constant motion. Outdated ones are constantly being added to them.
Frequently used idiomatic expressions similar to proverbs should be separated from the proverbs themselves. “To cry for the moon” is one of these phrases. By itself, it does not give any advice or contain a warning, and therefore is not a proverb. But it can easily be turned into a proverb, given the form of advice, for example: “Don’t’ cry for the moon” or “Only fools cry for the moon.”
The use of proverbs and sayings in teaching English in secondary schools.
2.1. Using proverbs and sayings to develop pronunciation skills.
Proverbs and sayings are valuable material that is not used in teaching. It is difficult to find an English course that would do without their help. It is known that back in the tenth century, proverbs were used in England as one of the means of teaching Latin.
Proverbs and sayings, as a whole, cover most of human experience. Due to the generalized nature of proverbs and sayings, they can be used in all classes, teaching the art of allegory, namely to illustrate your thought and summarize it in a concise form.
The use of proverbs and sayings in the practice of an English teacher will undoubtedly contribute to better mastery of this subject, expanding knowledge about the language, vocabulary and features of its functioning. On the other hand, their study represents an additional source of regional knowledge.
The formation of pronunciation skills from the first lessons should take place in real communication conditions or imitate these conditions as accurately as possible. In other words, students should “not prepare for speech as prescribed in oral introductory courses, but begin learning immediately.”
Proverbs and sayings will help create a real atmosphere in the lesson and introduce an element of play into the process of mastering the sound side of foreign language speech. In addition, proverbs and sayings remain firmly in the memory. Their memorization is facilitated by various consonances, rhymes, and rhythms. Proverbs and sayings can be used when introducing a new phonetic phenomenon, when performing exercises to consolidate new phonetic material and when repeating it, during phonetic exercises.
The experience of teachers shows that one of the effective methods of ensuring children’s interest in the teacher, their activity and performance is the use of proverbs and sayings in English lessons at different stages of learning.
At the initial stage, you can turn to proverbs and sayings to process the sound side of speech. They help determine the pronunciation of individual difficult consonants, especially those that are absent in the Russian language. Instead of individual words and phrases containing one sound or another, you can offer the class specially selected proverbs and sayings. Then, over the course of two or three lessons, the proverb or saying is repeated, and the pronunciation of the sound is corrected. This type of work can be included in the lesson at different stages; it serves as a kind of relaxation for children. You need to select a proverb or saying depending on what sound is being practiced. You can suggest, for example, the following proverbs and sayings for processing sound [w]:
Where there is a will there is a way.
Watch which way the cat jumps.
Which way the wind blows;
So many men, so many minds.
To make a mountain our of a molehill.
One man’s meat is another man’s poison;
To run with the hare, and hunt with the hounds
Handsome is as handsome does;
Don’t’ burn your bridges behind you;
Business before pleasure;
combinations of sounds [t] and [r]:
Don’t’ trouble trouble until trouble troubles you.
Treat others as you want to be treated yourself.
Proverbs and sayings can be used not only at the initial stage of teaching English, when children are developing pronunciation skills, but also at the middle stage of learning, when their use not only helps to maintain and improve students’ pronunciation skills, but also stimulates speech activity.
Very often, at higher levels of learning, the passion for accumulating vocabulary leads to irregularities in the articulation of sounds. Experience shows that even in high school, students work enthusiastically on pronunciation. Learning them is not difficult, and students remember them easily and quickly.
The use of proverbs and sayings is all the more justified because Here, the improvement of auditory-pronunciation and rhythmic-intonation skills is ideally combined. On the one hand, pronunciation skills are automated, and on the other hand, students learn to divide sentences into syntagms, determine logical stress, etc. Therefore, the use of proverbs and sayings in teaching pronunciation is extremely appropriate and effective.
2.2. Using proverbs and sayings when teaching grammar.
Proverbs and sayings can also be used when teaching grammar.
The communicative method involves teaching grammar on a functional and interactive basis. This means that grammatical phenomena are studied not as “forms” and “structures,” but as means of expressing certain thoughts, relationships, and communicative intentions.
Proponents of direct methods take the position of an implicit approach to teaching grammar, believing that repeated repetition of the same phrases in appropriate situations ultimately develops the ability not to make grammatical errors in speech. Therefore, being, on the one hand, a means of expressing thoughts, and on the other hand, implementing the studied forms or constructions in speech, proverbs and sayings contribute in the best possible way to the automation and activation of these grammatical forms and constructions. Thus, the imperative mood performs an incentive function in communication, and with its help one can express requests, advice, suggestions, wishes, permissions, prohibitions, warnings, which are contained in proverbs. For example:
Don’t’ burn your bridges behind you.
Don’t’ throw out your dirty water before you get in flesh.
Newer say die.
Do as you would be done by.
Don’t’ teach your grandmother to suck eggs.
You can also use proverbs and sayings when studying irregular verbs in English. This includes the following proverbs.
What is done can’t be done
One link broken, the whole chain is broken.
If one claw is caught, the bird is lost.
Ill gotten, ill spent.
Practice shows that the process of mastering degrees of comparison of adjectives is not difficult if the material is offered, if possible, in the form of proverbs and sayings. For example:
Better late than never.
The best fish swim at the bottom.
The least said, the soonest mended.
You can also use proverbs and sayings when studying modal verbs:
Never put off till tomorrow what you can do today.
When pigs can fly.
You can’t eat your cake and have it;
articles:
An apple a day keeps a doctor away.
A man can die but once.
A friend in need is a friend indeed.
The devil is not so black as he is painted.
A wise man changes his mind, a fool never will.
It is hardly possible to build grammar teaching entirely on the material of proverbs and sayings, but it seems advisable to use them to illustrate grammatical phenomena and consolidate them in speech.
2.3. Using proverbs and sayings to teach vocabulary.
The lexical and grammatical richness of proverbs and sayings allows them to be used not only to explain and activate many grammatical phenomena, but also to enrich the vocabulary. Proverbs and sayings can be used in speech development exercises in which they are used as a stimulus. The same proverb or saying can be interpreted in different ways.
Therefore, on the basis of this proverb or saying, students learn to express their own thoughts, feelings, experiences, i.e. demonstrate different ways of placing them in speech. Therefore, the use of proverbs and sayings in foreign language lessons develops the creative initiative of students through prepared and unprepared speech.
Knowledge of English proverbs and sayings enriches students' vocabulary, helps them master the figurative structure of the language, develops memory, and introduces them to folk wisdom. In some figurative sentences containing a complete thought, new words are usually easier to remember.
For example, you can make it easier to memorize numbers, which usually causes difficulty for the student, by calling for help with proverbs and sayings that include numbers:
A bird in the hand is worth two in the bush.
Two is company, three is none.
If two man ride on a horse, one must ride behind.
Rain before seven, fine before eleven.
The sound of proverbs and sayings not only develops the student’s memory, but also allows them to learn how to adequately select lexical units and develop the emotional expressiveness of speech.
Conclusion.
An important educational and motivational factor is work with proverbs and sayings, which can be carried out both in the classroom and used in the form of various knowledge in extracurricular work, in competitions, and quizzes.
The use of proverbs and sayings in English lessons contributes to better mastery of this subject, expanding knowledge about the language and the features of its functioning. Introducing the culture of the country of the language being studied through elements of folklore gives students a sense of belonging to another people.
Bibliography.
- Dal V.I. Proverbs of the Russian people. M., Russian book. 1993.
- Dubrovin M.I. English and Russian proverbs and sayings in illustrations. M., Enlightenment. 1995.
- Zhukov V.P. Dictionary of Russian proverbs and sayings. M., Soviet Encyclopedia. 1966.
- Kuzmin S.S., Shadrin N.L. Russian-English dictionary of proverbs and sayings. M., Russian language. 1989.
- Kunin A.V. English-Russian phraseological dictionary. M., Enlightenment. 1984.
- Mezenina M.V. Let's talk about sayings. // Foreign languages at school. 1993 No. 2 p. 51-52.
- Paley O.I. Working with proverbs and sayings in an English lesson in grade IX. // Foreign languages at school. 2000 No. 1 p. 40-42.
- Pomerantseva T.A. Using sayings and tongue twisters in a German lesson // Foreign languages at school. 2001 No. 2 p. 50-52.
- Reidout R., Whitting K. Explanatory dictionary of English proverbs. St. Petersburg, Lan. 1997.
- Rybnikova M.A. Russian proverbs and sayings. M., Publishing House Academy of Sciences of the USSR. 1961.
- Stefanovich T.A., Shvydkaya L.I. and others. English language in proverbs and sayings. A collection of exercises for students in grades 8-10 of secondary school. M. Enlightenment. 1980.
If you don’t want kulesh, don’t eat anything
If you hurry, you will make people laugh.
A woman with a cart makes it easier for a mare.
There will be day - there will be food
I look at the book and see nothing
A new broom sweeps in a new way
What's in the forehead, what's on the forehead
Don't wake up while it's quiet
Measure seven times - cut once
As it came, so it went
The bug is small and stinky!
There will be day - there will be food
You can't spoil porridge with oil
Fight fire with fire
The belly is full, but the eyes are hungry
Contents [Show]
Folklore - Proverbs and sayings, the most ancient folk art
For your Motherland, do not spare your strength and your life.
Murder will out.
Folk wisdom
Oral folk art is diverse and inexhaustible, introducing modern man to the world of artistic thinking, social consciousness of people from the most distant eras and times close to us. Magic tales, ritual songs, conspiracies, and fortune telling are rooted in the thousand-year depths of history. Compared to them, epics that preserved the memory of Kievan Rus, historical songs and ballads telling about the fight against the Tatar-Mongol yoke are relatively young. Among the most ancient genres of oral creativity in origin are proverbs and sayings: “At one meeting, but not only speeches,” “The bowstring is pulled, but the arrow does not fly.”
For many centuries, aphoristic sayings and figurative expressions have accumulated in the language of the people, these, in the words of M. Sholokhov, “clumps of reason and knowledge of life.”
The differences between proverbs and sayings are in their grammatical and logical form. The first ones are constructed as complete sentences, complete judgments: “The braid is a maiden beauty.” A proverb is something that is not “ripe,” but has the ability to go into its final form: “You can hit your forehead against a wall,” but “You can’t break through a wall with your forehead.”
There are also sayings that do not have a didactic meaning: “Start and finish”, “Wash for all your pennies!”, “Wasn’t there”, “Eat rolls, but don’t talk too much.”
Many sayings and sayings have a humorous or satirical connotation: “Go forward, where the broom lives,” “You will be in heaven, where the pots are fired,” “Your fun is a nuisance to people.”
Among the sayings that originated among the people are aphorisms of book origin. In their structure, they differ little from proverbs, but are based on literary concepts: “The exception confirms the rule”, “Language is given to man to hide his thoughts.”
Proverbs and sayings are a source of knowledge about views and ideas, how they were formed in the minds of people of different eras. This is the history of social thought. Only savagery and ignorance, according to Pushkin, “do not respect the past, groveling before the present alone.” They are not only a monument to folk thought and folk language (like, say, “The Tale of Igor’s Campaign”), but also a living heritage that is part of our speech. They are constantly developing, improving, acquiring new contexts and new meanings. And they have unquestioned authority.
Introduction 3
Chapter 1. Proverbs and sayings as a genre of oral folk art 6
1.1. Comparative and comparative analysis of the concepts “proverb” and “saying”, their similarities and differences from phraseological units 6
1.2. The structure of proverbs and sayings in the German language, and the features of their functioning in the language 13
1.3 The image of a person in proverbs and sayings 24
1.4 Features of the translation of proverbs and sayings 26
Chapter 2. Classification of German proverbs and sayings with their Russian equivalents 36
2.1 German proverbs and sayings with complete agreement with their Russian variants 36
2.2 German proverbs and sayings with partial overlap with their Russian variants 43
2.3 German proverbs and sayings with different translations into Russian 47
Conclusion 57
References 59
Applications 63
Introduction
For many centuries, the image of man has been the object of study in various sciences. At all times, man has tried to understand himself, express his essence, convey accumulated experience and knowledge, attitudes towards various phenomena of reality to subsequent generations. The simplest and most accessible way to convey this experience at all times has been language. The most striking manifestation of language is, of course, folk art, which has its roots in the distant past and is designed to characterize not only the flavor of the original culture of a certain people, its centuries-old history, but also the culture, traditions and history of the people. Within the framework of folk art, proverbs and sayings play a special role, since, passing from generation to generation, they supported the way of life of the people and strengthened the spiritual and moral image of the people. These are like the commandments of the people, regulating the life of every common person. This is an expression of thoughts that people have come to through centuries of experience. In any case, they generalize the experience of the people, derived from their social practice, at the center of which is man. Since the subject matter of German proverbs is quite large, the basis of our classification was the image of a person in proverbs and sayings. This is the relevance of this thesis.
New proverbs and sayings often appear in an unusual form. Sometimes they can be found as interesting reworkings of old ones, and sometimes they appear as if out of nowhere. I hope that you know new wisdom that will delight other lovers of beauty.
From a filthy sheep - even a tuft of wool
If you don’t want kulesh, don’t eat anything
If you hurry, you will make people laugh.
A woman with a cart makes it easier for a mare.
Two are plowing, and seven are waving their arms
Beat your own so that strangers will be afraid
There will be day - there will be food
I look at the book and see nothing
Rotten apple injures its neighbors
A new broom sweeps in a new way
Take care of the dress again, and honor from a young age
They say they milk the chickens, but they went and didn’t find titek
Lascivious as a cat, cowardly Two plow, and seven wave their arms
Beat your own so that strangers are afraid like a hare
Needed where was born
The child does not cry - the mother does not understand
The wife pleases - she plans evil things
If you have patience, there will be skill.
Don't spit in the well - you'll have to drink
Gruzdev called himself get in the body
The apple never falls far from the tree
What's in the forehead, what's on the forehead
Don't wake up while it's quiet
March has arrived, put on two trousers
Measure seven times - cut once
If you pull out your tail, your head will get stuck
Who is talking about what, and the lousy one is talking about the bathhouse
If you don’t like it, don’t listen, and don’t bother lying
As it came, so it went
The bug is small and stinky!
Don't put off until tomorrow what you can do today
All that glitters is not gold
There will be day - there will be food
If you know a lot, you will soon grow old
You can't spoil porridge with oil
Fight fire with fire
The belly is full, but the eyes are hungry
The chatterbox is talkative, but his hands are not clean
Subject
Folklore. Proverbs.
Pedagogical goal
Create conditions for students to become familiar with works of oral folk art: proverbs.
Lesson type
Combined
Planned results (subject)
They master initial ideas about the unity and diversity of the linguistic and cultural space of Russia, about language as the basis of national identity. They will learn to retell a text based on a picture; will own the concept of “actor”.
Personal results
Adopt the image of a “good student.” Be attentive to your own experiences and the experiences of other people; moral content of actions. Show a feeling of pride for one's homeland.
Universal learning activities (meta-subject)
Regulatory: accept and save the learning task.
Cognitive : - navigate in the textbook (on the double page, in the table of contents, in the legend); studyplan, control and evaluate educational activities in accordance with the task and the conditions for its implementation, determine the most effective ways to achieve results.
Communication :
Observe the simplest norms of speech etiquette: say hello, say goodbye, thank you.
Engage in dialogue (answer questions, ask questions, clarify anything unclear).
Cooperate with comrades when performing tasks in pairs: establish and follow the order of actions, correctly report errors to a comrade.
Main content of the topic, concepts and terms
Expand knowledge about nursery rhymes and rhymes based on personal life experience. Literary language and speech, their meaning in people's lives. Native language, its meaning in people's lives. The role of folklore in people's lives.Create a short oral text on a given topic.
Educational Resources
Literary reading. Textbook. L.F. Klimanova, V.G. Goretsky, L. A. Vinogradskaya.
Textbook. 2nd grade. Part 1, 2. Klimanova L.F. Reading. Workbook. 2nd grade.
Equipment for the lesson
Multimedia projector (if possible), presentation, multi-colored chips for evaluating performance results (red - the work was done very well, at a high level, green - there are minor shortcomings in the work, purple - you need to catch up), a graphic model “Ladders of Achievements”. Dictionaries. Exhibition of books on the topic. Sayings cut into words for compilation.
Lesson script
Forms, methods, methodological techniques
Teacher activities
Student activities
Form
control
Actions taken
Developed skills
I . Motivation for educational activities. (Organizing time)
Frontal. Verbal. Teacher's word
Greeting students.
The lesson begins
It will be useful for the guys.
I'll try to understand everything
I want to know a lot.
Greetings from the teachers. Organize their workplace, check the availability of individual educational supplies on the table.
Show emotional responsiveness to the teacher’s words.
Readiness for the lesson is assessed with multi-colored chips.
Emotional state of students.
II . Preparation for the main stage of the lesson
Work in groups, pairs. Verbal, visual. Teacher's story, conversation.
Look at the exhibition of books, tell me what books you see. Read their names
Find the word “folklore” in the dictionary, what does it mean?
Make up a saying from the cut words. Read it. Remember when we say it.
Similar work with a proverb. Explanation.
The teachers are listening.
Work with a dictionary.
They make sayings from cut words.
Explain the meaning of the proverb.
They get acquainted with the new word “folklore” They express their assumptions, opinions, listen to the opinions of others. They comprehend the teacher’s questions by ear and construct answers to them correctly. Master the skills of working with additional literature.
Working with a dictionary and textbook. Conversation on issues
III . Setting a learning task
Verbal. Teacher message, conversation, reading
What we will learn about in the lesson.
We are beginning to study oral folk art.
Why are they called oral folk art? (Annex 1)
The teachers are listening. They read and explain.
Every word is explained.
Accept the learning task formulated together with the teacher.
Express their opinion and support it with examples.
The specific meaning of each word.
IV . Assimilation of new knowledge and methods of action
(textbook, pp. 14 - 15)
Frontal. Verbal, visual. Reading, conversation. Work in pairs and groups.
Read the text. What have you learned?
Have your thoughts been confirmed?
Look at the pictures and make up your own story based on them.
Remember your life situation, for which you can make a proverb (you can draw it)
They look at the drawings and make up a story based on them. Read the text and answer questions about it.
Drawing.
Explain the meaning and, if possible, origin.
They use the ability to compose a story using a picture to solve a learning problem. Analyze the pictures and correlate them with the text. Express their opinion and support it with examples. Read the text consciously. Build answers to questions, following logic. Participate in the discussion, give and justify a moral assessment of actions.
Conversation on questions, working with pictures, writing a story.
Physical education minute
Collective. Practical
Once - rise, stretch,
Three - three claps of your hands,
Three nods of the head.
Four - arms wider,
Wave five hands,
Six - sit quietly at your desk.
Perform movements according to the text under the guidance of the teacher
Prevent fatigue. Focus on a healthy lifestyle, adhere to a healthy daily routine, and actively participate in physical education
V
Work in groups.
Verbal. Dialogue.
Tell us the sayings you know.
For what purpose are you saying this?
Where have you heard them?
For what purpose are they pronounced in speech?
Teachers answer questions and work in groups.
Demonstrate.
Participate in dialogue in class and in life situations. Ability to negotiate the distribution of roles in joint activities.
Understand questions and construct correct answers to them.
They play with faces.
Exercise mutual control in joint activities.
Conversation on issues
VI . Reflection on learning activities in the lesson (result)
Frontal. Verbal. Conversation
Work in pairs.
What question needed to be answered?
What type of work did you like best?
What would you like to know more about?
Answer the teacher's questions.
Openly reflect on and evaluate their activities in the classroom
Conversation on issues. Self-regulation
Physical education minute
Collective. Practical
Once - rise, stretch,
Two - bend over, straighten up,
Three - three claps of your hands,
Three nods of the head.
Four - arms wider,
Wave five hands,
Six - sit quietly at your desk.
Perform movements according to the text independently.
Prevent fatigue
Correct execution of movements
VI . Consolidation of knowledge and methods of action
Practical. Work in pairs, in groups.
Distribute proverbs, with unfinished words, cut words.
Make it meaningful. Explain and prove the correctness of your decision.
Mastering the logical actions of comparison, analysis, synthesis, generalization.
Recognize different points of view and the right of everyone to have and express their opinion and argue their point of view and assessment of events.
ABOUTdetermine the skills that will be formed based on the study of datano topic.
Personal achievements and their assessment.
VIII . Homework
The concept of oral folk art.
Find out from your parents what counting rhymes they used in the game. What proverbs do you remember from childhood?
Memorize.
Frontal. Verbal. Teacher's explanation.
Explains the content and methods of completing homework. Checks relevant entries
Listen to the teacher's explanation. Make appropriate notes.
Accept learning tasks in accordance with their level of development
Draw on the ladder
achievements of the little man.
Annex 1.
Oral - means the transmission of text from mouth to mouth, i.e. without recording the text, the retelling is carried out from one person to another (the common people did not know how to read and write). For example, from mother to daughter, from grandmother to granddaughter. The text was not written down, so the narrator could add his own changes to the text, because we tell the story as we remember it, but in our own words.
Creation - from the word create, create.
Folk - what the people created - since there is no one author, oral - since these works were not written down, but were told, that is, passed on from mouth to mouth. The teacher draws the children's attention to the word of the mouth - mouth, lips. We don’t know who first told the tale “Teremok”, so we call it a Russian folk tale.
