Proverbs and sayings are folk art. Lesson "CNT
LESSON-GAMEFolklore. Proverbs and sayings.
Teacher: Our lesson is dedicated to oral folk art. Let's remember what oral folk art is?
Children: Oral folk art is everything that people have passed on from mouth to mouth for centuries.
Teacher: What applies to him?
Children: Riddles, proverbs, sayings, tongue twisters, songs, jokes, sayings, ditties, epics.
As the children answer, daisy petals appear on the board with their answers written on them.
Teacher: Today we will talk about only one direction of oral folk art - about proverbs and sayings. Who will tell you how proverbs and sayings arose?
Children: A proverb is a genre of folklore, a short saying containing a lesson. The proverb advises, instructs, warns. People often use them in speech. This makes speech become bright and figurative.
Teacher: Now listen to the poem:
It’s not for nothing that proverbs say,
There is no way to live without them!
They are great helpers
And true friends in life.
Sometimes they instruct us
The wise give advice
Sometimes they teach something
And they protect us from harm.
The proverb will never break -
After all, there is grief and trouble with her.
And our speech is red with the proverb:
Let's remember them, friends.
Task one
Teacher: Now I will read a poem, and your task is to find proverbs and sayings in it. Count how many of them there will be.
Well, who among you will not agree,
What without labor the dream is dead;
That the master's work is afraid;
That life is given to us for good;
That a friend is not the one who smears honey,
And the one who tells the truth directly;
What a long day until the evening,
If there is nothing to do;
That he will only destroy himself,
Who doesn't love others at all?
Where is the bungler and the grouse?
There is no profit, but loss.
And, of course, without difficulty
You can't even take a fish out of a pond.
Remember! Someone who wants to know a lot
He shouldn't sleep for long.
Agree: laziness and a cheat
It won't come to any good.
How many proverbs did you count? Name the ones you remember. Explain the meaning of one of the proverbs.
Task two
Teacher: Now you need to read the proverbs that are written randomly.
Each row is given its own proverb, each word of the proverb is written on a separate strip of paper. The strips must be laid out so that the proverb can be read.
Assignment to row 1: Make new friends, but don’t forget the old ones.
Assignment to row 2: What you don’t want for yourself, don’t do to others.
Teacher: Explain the meaning of these proverbs.
Task three
Teacher: Guess what saying or proverb is encrypted here.
A poster with paper fish attached is hung on the board. Each of the fish has a word written on it. You need to create a proverb or saying from individual fish words.
Proverb: Who would know a woodpecker if he didn’t knock his nose.
Task four
Teacher: Guess the proverb, which is encrypted in the form of a puzzle.
Each group of children is given an encrypted proverb in the form of a paper accordion, on each strip of which several letters or a syllable are written. If you “play” an accordion, you can read the proverb.
Answer: March - with thunderstorms, April - with water, May - with grass!
Task five
Teacher: This crossword puzzle contains a proverb. But in order to read it, you need to guess the words that make up it.
Name the long-tailed mousetrap.(Cat.)
Name one of the children's entertainment items.(Toy.)
Little gray rogue.(Mouse.)
Traces of sadness on the face. (Tears.)
Answer: For the cat - toys, for the mouse - tears.
Task six
Teacher: And now the next competition. Name as many proverbs and sayings that you know as possible.
Students compete in rows. The results are summed up.
Task seven
Teacher: We have come to the last, seventh task. Give examples of proverbs and sayings where the number 7 appears.
Examples of proverbs and sayings:
Seven times measure cut once.
Seven don't wait for one
Too many cooks spoil the broth.
One with a bipod, and seven with a spoon. and etc.
Teacher: Well done! Today you really showed your knowledge in the field of oral folk art. How nice it is to realize that the culture of the Russian people is alive, that the wise sayings of our ancestors have not been forgotten, they have reached our times, and thanks to them the Russian language has become more expressive and figurative. And people express their attitude towards proverbs in them themselves:
The proverb speaks beautifully. You can't live without a proverb. The proverb is an assistant to all matters. It is not without reason that the proverb is said.
Lesson #2
Topic: Oral folk art. Proverbs and sayings.
Objectives: To continue acquainting students with works of folk art; show the wisdom and value of Russian proverbs. Give the concept of proverbs and sayings, riddles as small folklore genres; to activate and consolidate students’ knowledge about proverbs and sayings; show the literal and figurative meaning of proverbs.
Equipment: blackboard, 6th grade literature textbook. 1 part.
During the classes:
Work on the topic. What is this luxury, what is the meaning, what is the use
in every saying of ours, what gold!
A.S. Pushkin
Topic, goals.
Checking homework.
1) Conversation:
What is a proverb?
What proverbs about proverbs do you remember? (“The proverb of the ages will not break”, “A stump is not a village, stupid speech is not a proverb”, “A proverb is an assistant to all deeds”, “A proverb is a flower, a proverb is a berry”, “Speech cannot be said without a proverb”...)
What other proverbs do you know? (Every student - according to a proverb.)
2) Children read their proverbs, determine their topic, and explain them at the teacher’s discretion.
Teacher's word.
Proverbs and sayings live in the folk speech of the century. They belong to small genres of oral folk art. They reflect life, history, and capture events in a brief, apt and figurative form. They were born in ancient times and reflect all aspects of people's lives.
Some proverbs and sayings have come down to us in the works of ancient Russian literature of the 11th-12th centuries: “The Tale of Igor’s Campaign”, “The Tale of Bygone Years”.
In the 16th century, and perhaps earlier, the collection of proverbs and sayings began, but the records of that time have not reached us.
The first handwritten collections that have reached us date back to the 17th-18th centuries. Most of the compilers of these collections are unknown.
Only from the second half of the 18th century did collections of proverbs and sayings begin to be published. We know the names of such compilers as I.M. Snegirev, F.I. Buslaev, A.N. Afanasyev and others, but the most famous among them, whose work is considered unsurpassed, is V.I. Dal (1801-1872). He devoted his whole life to collecting and systematizing proverbs. V.I. Dal traveled all over Russia. He wrote down proverbs and sayings from peasants, artisans, and soldiers. In these layers, in his opinion, the most profound folk sayings are born. He directly stated that “in an educated and enlightened society there are no proverbs: one comes across weak, crippled echoes of them, transferred to our morals or corrupted by a non-Russian language, and bad translations from foreign languages.” For more than thirty years, he collected and wrote down proverbs and sayings bit by bit everywhere.
In addition to the collection “Proverbs of the Russian People,” V. I. Dal prepared and published a major work - four volumes of the “Explanatory Dictionary of the Living Great Russian Language” (1863-1866), where he cited many proverbs and sayings. V.I. Dal said: “...Examples are taken from everyday life, from simple Russian speech, and tens of three thousand proverbs, sayings and various folk sayings were also included.” Dahl addressed the words of A.S. Pushkin: “What is this luxury, what is the meaning, what is the use of every saying of ours, what is gold!”
Working with a dictionary (if any): We choose topics, for example, Motherland, friendship, family, work, teaching... We find the corresponding proverbs in Dahl’s dictionary, write them down in a notebook, and comment on them.
Task No. 1.
Restore the construction (form) characteristic of proverbs:
If you love currants, then love currants too.
Although it lays down softly, it is hard to sleep on.
If you want to eat rolls, then don’t sit on the stove.
(If you love currants, you also love the soreness.
Lays down softly, sleeps hard. Etc.)
Task No. 2.
Determine whether all proverbs are on a given topic:
About the lazy person:
1. People are plowing, and he is waving his arms.
2. Don’t open your mouth to someone else’s loaf, but get up early and get it yourself.
3. He walks for a day, is sick for two, and has a day off on the third.
4. Words go here and there, but deeds go nowhere.
5. No matter how you feed the wolf, everything looks into the forest.
About the mind, teaching:
1. The root of the teaching is bitter, but the fruit is sweet.
2. The truth does not sink in water, nor does it burn in fire.
3. An unlearned person is like an unsharpened axe.
4. If you don’t know the ford, don’t poke your nose into the water.
5. They meet you by their dress, they send them off by their intelligence.
Task No. 3.
Determine what these proverbs are about. Think about the cases in which they are used:
1. If it weren’t for the frost on the peas, they would have grown over the tine long ago.
2. You can’t erase a word from a song.
3. As it comes back, so will it respond.
4. If you love to ride, you also love to carry sleds.
5. A fisherman sees a fisherman from afar.
6. I'm talking about boots, and he's talking about pies.
7. Prepare a sleigh in summer and a cart in winter.
Question: How is a proverb different from a saying? (A saying is only part of a judgment, it does not contain a conclusion, a conclusion. It is not a whole sentence. A saying rather expresses a person’s attitude towards something, his feelings. For example: “Miracles in a sieve”, “Sewn-covered”, “And ours and yours." No wonder they say: “A saying is a flower, a proverb is a berry.”)
“The saying is very close to a proverb. There is no sharp boundary between them. It is worth adding, according to M. A. Rybnikova, just one word or making a rearrangement, and a proverb will come out of the saying, for example:
Sayings
To rake in the heat with someone else's hands.
Pound the water in a mortar.
Both ours and yours.
Covered up.
Miracles in a sieve.
Proverbs
It’s easy to rake in the heat with someone else’s hands.
Pound water in a mortar and there will be water.
We'll dance for a penny for both ours and yours.
All right, but the knot is here.
Miracles in a sieve: there are many holes, but nowhere to get out.”
Teacher's word.
“Some sayings seem meaningless because they appeared a long time ago. Thus, the saying “It’s all about tobacco” comes from the custom of barge haulers, when entering the water, to tie a pouch to their throat, to their neck. When it became so deep that the water came up to the neck, they shouted: “Tobacco.” Hence the incomprehensible expression “business is tobacco.” Historical information also explains many sayings. So, our ancestors wore long sleeves that covered the palms of their hands, so to work they had to roll up their sleeves, since without picking up the sleeves it was impossible to do this. Hence the expressions: “roll up your sleeves”, “carelessly”.
Many proverbs and sayings have literal and figurative meaning. For example, the proverb “To shoot at a stone is to lose arrows” has never been understood in its literal sense. Or again: “A dry spoon is tearing up your mouth.” But many proverbs and sayings have literal and figurative meaning. For example, the proverb “Strike while the iron is hot” speaks of a blacksmith who deals with iron. It is clear that only hot iron can be forged. If you waste time, nothing will come of it. But on the other hand, this proverb speaks not so much about the physical process itself - forging iron, but about any task that cannot be delayed. Or another example: “Drop by drop and the stone is chiseled.” The meaning of this proverb is that hard and long work will give the desired results.”
Explain the figurative meaning of the proverbs:
I'm talking about boots, and he's talking about pies - lack of mutual understanding.
You can’t hide an awl in a bag - the secret always becomes clear.
What goes around comes around - as you do the work, so will the result.
The forest is being cut down - the chips are flying - ...
I bought a pig in a poke -...
They don't shoot sparrows from a cannon -...
Summarizing.
Homework: page 15, task No. 3 – in writing.
Small folklore genres include works that are small in volume: proverbs, sayings, signs, riddles, jokes, proverbs, tongue twisters, puns. These genres in scientific literature are called proverbs(from Greek paroimia - parable 1).
Proverbs and sayings, as works of folk art, are close to each other in their artistic characteristics.
Define what it is proverbs And sayings, Russian folklorists tried back in the 19th century. F.I. Buslaev considered proverbs and sayings as artistic works of the native word, expressing the life of the people, their common sense and moral interests.
N.V. Gogol saw in them the result of popular ideas about life in its various manifestations.
IN AND. Dahl understood the proverb as “judgment, sentence, teaching.” In his Explanatory Dictionary he gave the following definition:
“A proverb is a short saying, a lesson, more in the form of a parable, an allegory, or in the form of an everyday sentence; a proverb is an individual of the language, of folk speech, it is not composed, but is born on its own; it is the walking mind of the people; it turns into a proverb or a simple figure of speech ". 2
A proverb, as defined by Dahl, is:
“a collapsible short speech, current among the people, but not constituting a complete proverb; teaching, in accepted - current expressions; a conventional figure of speech, a common way of expressing itself.” 3
The general characteristics of proverbs and sayings include brevity, conciseness, stability, and widespread use. Both proverbs and sayings can be defined as poetic, polysemantic, widely used in speech, stable short expressions that have figurative meanings. 4
Proverbs and sayings reflect folk wisdom, a moral set of rules of life. They represent broad layers of life and are educational in orientation. They enshrine the experience of the people. The topics of proverbs and sayings are very diverse. They express an understanding of the foundations of life, historical events, family relationships, love and friendship, condemn human vices and praise virtues (sobriety, modesty, intelligence, hard work) as well as other moral qualities of a person.
It is no coincidence that V.I. Dahl, in his famous collection of proverbs and sayings, arranged the material by topic: work - idleness, yard - house - farming - agriculture, superstition - omens - happiness - luck, good - mercy - evil, etc. 5
Popular proverbs reflect various aspects of human life: mythological ideas (“a prophetic dream will not deceive”); features of serf life (“here’s Yuryev’s day for you, grandma”); events of enemy invasions and wars (“empty, as if Mamai had passed”); courage, courage and heroism of the people (“the city takes courage”, “to be afraid of wolves, don’t go into the forest”). They capture all aspects of the people’s labor activity, love for the homeland, glorify labor (“Idleness only smokes the sky,” “labor feeds, but laziness spoils”), expresses a sense of deep human dignity (“a goal, but not a thief,” “money not a penny, but good fame", "poor, but honest").
Proverbs developed in all segments of the population, but most of all in the peasant environment, as the main bearer of national folk culture. The annual cycle of peasant labor is reflected in the proverbs “for the time being, one does not sow a seed”, “a good seed, a good shoot.”
Proverbs arose both among artisans - “without an ax - not a carpenter, without a needle - not a tailor”, and among barge haulers - “need will teach the rolls to eat”.
In proverbs and sayings, various artistic and visual means and techniques are used: comparisons (“another soul is like a dark forest”), metaphors, personification (“the hops are noisy - the mind is silent”, “putting spokes in the wheels”), antitheses, i.e. oppositions (“the root of the teaching is bitter, but its fruit is sweet”), hyperbole (“to go out of your way”, “to get lost in three pines”). There is also an artistic device in proverbs - tautology 6 (“they do not seek good from good”, “unheard of, unseen”).
According to their composition, proverbs are divided into mononomial, two-nomial and polynomial. Most of them are two-membered (“praise the rye in a haystack, but praise the master in a coffin”).
Proverbs can be based on opposition (“a man and a dog are always in the yard, but a woman and a cat are always in the hut”). In them, as well as in lyrical songs, the technique of parallelism is used (“a worm wears away a tree, sadness crushes a heart”).
Proverbs are rhythmic. They rhyme individual words (“you can’t even take a fish out of a pond without difficulty”), individual parts or the entire proverb (“don’t open your mouth to someone else’s loaf, but get up early and start your own”). They vary in form of expression. They may include a monologue or dialogue (“from a bow we are not, from a squeak we are not, and you can’t find something to drink and dance against us”, “Titus, go thresh!” - My belly hurts. - Titus, go drink wine! - Oh, let me cover myself and somehow drag myself."
Proverbs and sayings are examples of folk eloquence, a source of wisdom, knowledge about life, folk ideas and ideals, and moral principles.
Thus, proverbs and sayings, which arose as a genre of folk poetry in ancient times, have existed for many centuries and play an everyday and literary and artistic role, joining folk culture.
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, then 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.
