Extra- curricular work and its role in language learning at school

Extra- curricular work in foreign language becomes more and more popular. Extra- cur. works used in town and in village schools. The aims of extra-cur. Works are to develop pupils’ ability to speak and read in foreign language. In extra- cur. Works pupils can behave truly. The teacher in extra- curricular works don’t put marks. The teacher should interest pupils for being easier to learn language. In carrying out extra- curricular works the teacher should use various for his to pupils that they could to participate in lessons. Forms of extra- curricular works its: individual, group and mass work.Group work includes: 1) “hobby” groups that works systematically; they are: play and game sections, conversation sections, reading, translate sections and etc.Mass work includes the organization of a plans assembly in the foreign language; talks in that languages; pleasure parties, conferences and etc. The content of extra- cur. work is determined by the tasks set for each form by the syllabus, pupils interests and their age characteristics. The teacher should give the tasks to pupils on their levels. Some teacher believe that extra- cur. work much only consolidate the linguistic material the pupils assimilate during classes and the task is to develop their speech habits on the material covered. Students should learn something new during extra- cur. Work

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Stylistics (stilos (lat.) – meant an instrument made of metal or bone used for writing on waxed tablets, later denoted metonymically also a manner of writing and speaking) – is that part of linguistics which concentrates on investigating the principles or the effect of the choice and use of lexical, grammatical, phonetic and language means at large to express and convey thought and emotion under different conditions of communication.

Stylistics (stilos (lat.) – meant an instrument made of metal or bone used for writing on waxed tablets, later denoted metonymically also a manner of writing and speaking) – is that part of linguistics which concentrates on investigating the principles or the effect of the choice and use of lexical, grammatical, phonetic and language means at large to express and convey thought and emotion under different conditions of communication.

Teachers play vital roles in the lives of the students in their classrooms. Teachers are best known for the role of educating the students that are placed in their care. Teaching Knowledge .The most common role a teacher plays in the classroom is to teach knowledge to children. Teachers are given a curriculum they must follow that meets state guidelines. This curriculum is followed by the teacher so that throughout the year, all pertinent knowledge is dispensed to the students.

Creating Classroom Environment . Teachers also play an important role in the classroom when it comes to the environment. Students often mimic a teacher’s actions. If the teacher prepares a warm, happy environment, students are more likely to be happy. An environment set by the teacher can be either positive or negative. If students sense the teacher is angry, students may react negatively to that and therefore learning can be impaired. Teachers are responsible for the social behavior in their classrooms.

Role Modeling,,,Teachers typically do not think of themselves as role models, however, inadvertently they are. Students spend a great deal of time with their teacher and therefore, the teacher becomes a role model to them. This can be a positive or negative effect depending on the teacher. Teachers are there not only to teach the children, but also to love and care for them. Teachers are typically highly respected by people in the community and therefore become a role model to students and parents. Mentoring,,,,Mentoring is a natural role taken on by teachers, whether it is intentional or not. This again can have positive or negative effects on children. Mentoring is a way a teacher encourages students to strive to be the best they can. This also includes encouraging students to enjoy learning. Part of mentoring consists of listening to students.    Another role played by teachers is a protector role. Teachers are taught to look for signs of trouble in the students. When students’ behaviors change or physical signs of abuse are noticed, teachers are required to look into the problem. Teachers must follow faculty procedures when it comes to following up on all signs of trouble.

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Hyperbole- a SD in which emphasis is achived through deliberate exaggeration,- like epithet relies on the foregrounding of the emotive meaning. The fellings and emotions of the speaker are so ruffled that he recorts in his speech to intensifying the quantitative or the qualitative aspect of the mentioned object. In “I would gladly see the film a hundred times”,-we use trite language hyperboles which, through long and repeated use, have lost their originally and remained signals of the speakers roused emotions. H. may be the final effects of another SD-m-r, simile, irony, as in “The man was like the Rock of Gibraltar” .H is aimed at exaggerating quantity or quality when it is directed the opposite way, when the size, shape, characteristics features of the object are not overrated but intentionally underrated we deal with understatement. F/ex: “The woman was of a pocket size”.

Oxymoron – is the combination of 2 words (adjective+ noun or adjective + adjective) in which the meanings of the two clash being opposite in sense. “Poorest millionaire”, “The peopled desert”, “populous solitude”, “Proud humility” etc.

A euphemism /ˈjuːfəˌmɪzəm/ is a generally innocuous word or expression used in place of one that may be found offensive or suggest something unpleasant. Some euphemisms are intended to amuse, while others use bland, inoffensive terms for things the user wishes to downplay. Euphemisms are used to refer to taboo topics (such as disability, sex, excretion, or death) in a polite way, or to mask profanity.

2) There are many methods of language teaching and a considerable amount of controversy as to the best way of foreign languages teaching abroad at present. However it is possible to group them into: 1) traditional methods which have their origin in the grammar – translation method, and 2) audio-lingual method which are considered to be a further development of the direct method line. The traditional approach to foreign language teaching is characterized by: 1) the use of the native language for explanation retention and checking of grammar; 2) the deductive explanation of grammar exercises; 3) the development of all the language skills, i.e hearing, speaking, reading, writing from the beginning of the course. This approach is called traditional because it has been prevalent in schools for a long time. This methods are often contrasted with audio-lingual methods, and the latter are considered to be contemporary ones, we’ll dwell upon the audio-lingual methods more thoroughly.

receptive stage: the student listens to the conversation 2-3 times and tries to grasp it;

reproductive stage: the student reproduces the phrases and sentences said by the speaker.

In conclusion, it should be said that between the grammar- translation method however modified and the direct method in various modifications there have been mixed or in- between methods. The advocates of the latter methods try to avoid the extremes of the former. “Language Learning” by Peter Hagboldt is an example of such a method

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Climax (gradation) is a syntactic figure of speech in which each next word combination (clause, sentence) is logically more important or emotionally stronger and more explicit.

The negative form of the structures participating in the formation of climax reverses the order in which climax-components are used, e.g.: Not time, not happiness, not fun, not children, not a house, not bathroom, not a clean pair of pajamas, not the morning paper, not to wake up together, not to wake and know she’s there and that you’re not alone.

--Ernest Hemingway

Climax can be logical, emotive or quantitative. The most frequent model of climax is a three-step construction, in which intensification of logical importance, of emotion or quantity (size, dimensions) is gradually rising from step to step, e.g.: “I haven’t a blue dress,” she replied stiffly.

Personification is a figure of speech where human qualities are given to objects or ideas.

In the arts, personification means representing a non-human thing as if it were human.

Personification gives human traits and qualities, such as emotions, desires, sensations, gestures and speech, often by way of a metaphor.

A few more examples of personification in sentences:

1. The stars danced playfully in the moonlit sky.

2. Opportunity was knocking at her door.

3. At precisely 6:30 am my alarm clock sprang in to life

Alliteration is a figure of speech and a stylistic literary device which is identified by the repeated sound of the first or second letter in a series of words, or the repetition of the same letter sounds in stressed syllables of a phrase.
PLANNING A CLASS-PERIOD
The teacher should write his daily plans if he strives for effective and reasonable use of time allotted to his pupils' learning a foreign language. However some teachers, including novice teachers, do not prepare written plans. They claim that they can teach "off the top of their heads", and they really can, but their teaching usually results in poor pupils‘ language skills because in this case we have "teacher dominated" classes when the teacher works hard during the lesson while his pupils remain mere "observers" of the procedure. Indeed, when the teacher is standing in front of pupils he does not have much time to think how to organize his pupils' activity. This should be done before the lesson for the teacher to be able to stimulate and direct pupils' learning the lan­guage.
After the teacher has determined the achievement level of his classes, he sketches out an outline of the year's work. In making up his yearly outline the teacher consults the syllabus, Teacher's Book, Pupil's Book, and other teaching materials and sets what seems to him to be realistic limits to the content to be covered during the course of the year.
Taking into consideration the achievements of his class, he compiles a calendar plan in accordance with the time-table of a given form.
The teacher begins his planning before school opens and during the first week. He should establish the achievement level of his classes. There is a variety of ways in which this may be done. The teacher asks the previous teacher to tell him about each of the pupils. He may also look through the pupils' test-books and the register to find out what mark each of his pupils had the previous year. The teacher may administer pre-tests, either formally or informally, to see how pupils do with them.
One lesson may require a detailed plan. Another lesson a brief outline will suffice. In any case, a workable form for a daily plan should state the objectives, specify the activities (oral practice, reading, writing, etc.), include evaluation techniques, indicate the assignment, and determine teaching aids and teaching materials. The plan itself should be:
brief, but with sufficient detail to be precise;
assign a definite number of minutes to each activity;
indicate exactly what words, phrases, facts, items are to be learnt and how;
make use of a variety of classroom activity for every pupil.
In the organization and conduct of a foreign language lesson there is always a wide range of possibilities. No two teachers will treat the same topic in the same way. There are, however, certain basic principles of teaching and learning which should be observed:
Every lesson should begin with a greeting in the foreign language and a brief talk between the teacher
and the pupils. Through this conversation the lesson may be motivated. The conversation may take place between:
Teacher -Class
Teacher -Pupil on duty Pupil on duty -Class
Two Pupils on duty

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Onomatopoeia

Onomatopoeia is a combination of speech-sounds which aims at imitating sounds produced in nature (wind, sea, thunder, etc.), by things (machines, tools), by people (sighing, laughter, etc.) and by animals (mew, bark, etc.).There are two varieties of onomatopoeia: 1) direct and 2) indirect.

Direct onomatopoeia is contained in words that imitate natural sounds (ding-dong, bang, cuckoo, ping-pong, etc.)Indirect onomatopoeia is a combination of sounds the aim of which is to make the sound of the utterance an echo of its sense. It is sometimes called «echo-writing».

Epithet is not so direct as interjection; it actually conveys the subjective meaning attitude of the writer. E. is based on the interplay of emotive and logical meaning in the attributive word. Epithets can be divided into: a) language epithets (dark forest, dreary night) because they point the feature which is essential to the object described; b) speech epithets. (They characterize the object by adding a feature not inherent in it (sleepless bay).Structurally epithets can be divided into: 1) simple; 2) compound; 3) phrase epithets

Simple are ordinary, logic attributes (green meadow). Compound – ex. mischief-making monkey.

Phrase epithets are placed before the noun they refer to. Sometimes they contain the whole sentence.

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