PROJECT WORK

The theme:

Using of English fairy tales on the English lessons

Content:

INTRODUCTION

1. Give a general information about English fairy tales…………………

MAIN PART

1. Basic methods of working with English fairy tales in the education of children……………………………………….......................................

2. Types of fairy tales: phonetic, lexical and grammatical tales...............

Conclusion ......................................................................................................

References………………………....................................................................

"Using of English fairy tales on the English lessons"

Comment

Currently, trilingual education is the most popular need today, allowing the younger generation to move freely in the educational space, to navigate the mysteries of world science and to show their abilities. The student fully disclosed and confirmed the research work on "Using of English fairy tales on the English lessons."

Learning three languages is a requirement of the time. The main goal: the formation and development of a cultural personality who speaks several languages, able to determine the social and professional personality. About three languages, the President of the Republic of Kazakhstan N. B. Nazarbayev In his speech at the III Congress of workers of education and science, noted: "the need of the English language is a necessity, peculiar to the world, the requirement of the day. In his 2007 Message" New Kazakhstan in the new world ", the Head of state noted that" Kazakhstan should become a highly educated country, whose population uses three languages. These are: Kazakh-the state language, Russian-the language of international relations and English-the language of successful integration into the global economy."

In the process of writing this research work, the student showed a great search. The pupil searched a lot for this project in the summer, after hours sat on a personal computer, looked through the articles, looked for some information from the Newspapers. The work consists of introduction, main part, conclusion and references. The questions presented in the work were selected for each topic, enough examples, experience.

I hope that in the future our scholarship will be a worthy citizen of the country, who has a great knowledge to become an example for other teenagers who will fully protect and defend their nature and environment, their native land and country. In General, the work has been done at the proper level. Taking into account the content and significance of the research work, I recommend to evaluate it at a high level.

Андатпа

Болашақтың бүгінгіден нұрлы болуына ықпал етіп, адамзат қоғамын алға апаратын күш тек білімде ғана. « Ұрпағы білімді халықтың тілін үйрену. Жасыратыны жоқ, бүгінгі таңда ағылшын тілін меңгеру болашағы бұлыңғыр болмайды» дегендей, жас ұрпаққа сапалы, мән — мағыналы білім беру – бүгінгі күннің басты талабы.

Тұңғыш Елбасының 2006 жылдың қазанында өткен Қазақстан халқы ассамблеясының XII құрылтайында «Үш тұғырлы тіл» туралы идеяны жария етті. Ал 2007 Жолдауында “Тілдердің үштұғырлылығы” атты мәдени жобаны кезең — кезеңмен іске асыруды ұсынды.

“Үш тұғырлы тіл” идеясының үшінші құрамдас бөлігі – ағылшын дегеніміз – ғаламдық ақпараттар мен инновациялардың ағынына ілесу деген сөз. Сол себепті тіл танудағы Ағылшын тілі сабағында оқушыларды ағылшын халық ертегілері арқылы тәрбиелеу, зерттеу нысаны ретінде алынды

Зерттеу жұмысының негізгі мақсаты ағылшын тілі сабағында ағылшын халық ертегісінің бала тәрбиесінде жақсы әсерінің басым болуын дәлелдеу, Ағылшын халық ертегісінің бала тәрбиесіндегі рөлін және ықпалын анықтау және оның балаға жақсы әсер ету әдістерін анықтау, Ағылшын тілі сабағы барысында ағылшын халық ертегілерін қолдану әдістерін анықтау.

Ғылыми жұмыста Жас жеткiншектердің алғашқы тәрбиесiне үлкен әсер ететін бұл халық ертегілері және оның кейіпкерлері болып есептеледі. Ертегiлер ерте замандағы салт-дәстүрлер, тәрбие әдістері және баланың ой-өрістерін дамытатын қасиеттерді өз кейіпкерлерінде сақтаған.

Аннотация

Светлое будущее-это умное подростающее поколение. «Изучение языка народа с образованным поколением. Всем очень хорошо ясно что в наше время надо изучать, знать языки, в особенности английский язык. Потому что английский язык это путь в светлое будущее, его даже изучают с маленьких возрастов.»

Первый Елбасы Казахстана на XII съезде Ассамблеи народа в октябре 2006 года провозгласил идею «трехъязычия». А в Послании 2007 года было предложено поэтапно реализовать культурный проект” Триединство языков".

Основная цель исследовательской работы заключается в том, чтобы на уроках английского языка было доказано, что английская народная сказка на уроках английского языка имеет превосходное влияние на воспитание ребенка, определить роль и влияние английской народной сказки в воспитании ребенка и определить методы его лучшего воздействия на ребенка, определить методы использования английских народных сказок в ходе урока английского языка.

Annotation

Yesterday held contributes to the emergence of the future, in the education of human society, only forward, only to strength. "The study of the language of the people with an educated generation. It is not secret that today the future of English language proficiency will be without blurred", high-quality, meaningful education for the younger generation is the main requirement of today.

The first head of state at the XII Congress of the Assembly of people of Kazakhstan in October 2006 proclaimed the idea of "trilingualism". And in the Message of 2007 it was proposed to gradually implement the cultural project” Trinity of languages".

The third component of the idea of "trilingual language" – English-is what is meant by the flow of global information and innovation. Therefore, the lessons of the English language in the knowledge of the language as an object of research, education of students through English folk tales.

The main goal of the study of the influence of folk tales in the English language priority English evidence of good in the upbringing of the child, determining its role and influence of folk tales in English and determination of methods of influence on the child in the child's upbringing, in the course of application of methods of definition of folk tales in the English lesson the English language.

A great influence on the education of the Younger generation in scientific work it is believed that the first folk tales and its characters. Tales from ancient times the traditions, methods of child rearing and educational horizons apperience its qualities during storage. The purpose of my work is research of influence of folk tales in the English language English well-priority evidence of the presence in the child's upbringing.

The relevance of research work: the relevance of this study is due to the need to teach children a foreign language from primary school. Very great benefit from English fairy tales, which help the earliest possible overcoming of the language barrier of the child and instill in the awakening of love for a foreign language, bringing the effectiveness of learning English from an early age to the highest level.

Education of competent and educated youth is the first goal of teachers. In society, it is necessary to prepare skills for life, starting with the younger generation. In the process of education of teenagers, it is necessary to master cultural and competent relations with society, as the level of achievement of youth development is the mastery of creative knowledge.

The purpose of the research: to prove that on English lessons using English fairy tales has a great influence on the education of children.

Tasks:

• General analysis of fairy tales in English;

* Determining the role and influence of the English fairy tale in the upbringing of the child and determining the methods of its best impact on the child;

* Determination of methods of using English fairy tales on English lessons;

* The formation of dialogical speech; communication training;

* The ability to talk about understanding, memorize speech materials.

Material values:photos, slide.

Value of research: the theoretical concepts of the study.

Methods of research: monitoring, analysis, comparison, examination, synthesis.

Sources of research information: scientific literature, archival materials, Internet, printed materials.

INTRODUCTION

In educational work at school special attention is paid to the development of children speech, the development of vocabulary resources, learning to freely use in everyday life the words studied, the ability to use them in speech communication in daily activities.

Work on conducting dictionary work with children of school age is one of the main tasks of speech development.

At English lessons we study vocabulary work, introduce them to the surrounding objects, teach them to name, distinguish between properties and quality, color and shape, develop the concept, the concept of various phenomena in life, the environment, actively communicate with language communication.

Vocabulary work at school in the development of funds:

- development of children vocabulary resources;

- learn new words;

- the main task is to consolidate, clarify and enrich the received words.

These tasks help for children must constantly follow the conduct of vocabulary work. For children the development of the vocabulary a special place is a game, tasks, exercises, the use of fairy tales. At the English lesson, including through training, reading, staging English fairy tales, to form the child's outlook, consciousness, speech skills. Pupil formed the desire for knowledge, speech in the classroom.

Our society is developing rapidly and communication is an integral part of our life, so special attention is paid to the study of foreign languages. The younger generation not only learns the skills of speech and grammar, but also gets an idea of the history, culture, traditions and daily life of English-speaking countries.

English is a very difficult subject for children, as it is not similar to Russian. Pupils have many difficulties in grammar and vocabulary. Difficulties in grammar mainly understand the structure of the language, and due to the lack of vocabulary there are problems of communication. Another problem of learning a foreign language is that the pupil does not teach this subject. In this regard, the main task of the teacher is to encourage pupils to learn a foreign language. Not enough to report to the teacher training material. It should constantly interest for pupil through the story, interesting and readable story, examples from life, a variety of non-standard tasks, so the choice of topics was natural.

1. Give a general information about English fairy tales

In some cases, it is difficult to conduct an English subject for primary school children. They quickly get tired, worried. The style of research work is not suitable here. It is very difficult to draw children attention to text tasks, it is better to conduct classes in a playful way. Here to teacher can come a fairy tale. The fairy tale starts active imagination of children , and through imagination his memory, thinking is activated. At the same time, logical thinking is gradually developing.

From generation to generation remains a folk legend of wisdom, accumulated over the centuries. Taking into account the psychological characteristics of children and adolescents, the genre of fairy tales is interesting for children in grades 2-5. Their magical world forgets the child for 45 minutes with brave heroes, beautiful princesses and evil.

Using of fairy tales in the classroom contributes to the individualization of motivation of children. When using fairy tales in foreign language lessons develop two types of motivation: introspection, motivation, showing that the child can understand, that you can learn the language, then the tale will be interesting.

Compared with Russia, Germany and France in England started work on the Assembly and writing of fairy tales. The collection of the first collections of English fairy tales began in the late XIX century. In the years 1854-1916 was founded two volumes, collected the first English fairy tales, owned by Joseph Jacobs. President of the English folklore circle Joseph Jacobs is very difficult to collect English folk tales, as many of the tales have been forgotten.

The German brothers of Grimm, the French Charles Perrault or the Russian M. P. Afanasyev as well as Joseph Jacobs didn't bypass literary processing of fairy tales. He set himself the goal is to transfer the tale to his listeners the way he created people. What satisfies many prose writers, poets and playwrights has become a popular English folk tale in England in a very rich domestic folklore. In XIX-XX centuries the Albanians who have passed their poetic inspiration for this genre were: Charles Dickens,William Makepeace Thackeray, Lewis Carroll, Edward Lear, Oscar Wilde, Rudyard Kipling, Beatrix Potter and Pamela Travers, James Barrie, Alan Milne, J. R. R. Tolkien, Donald Biset. From Alice, Mary Poppins, who happened to be behind the mirror .The basis for the birth of the images of the Prince and Peter pan, Winnie the Pooh and benevolent become beautiful imagination of people minds. Interest in fairy tales in England, as in other countries, has developed since the time of romanticism in different ways.

In one formation with writers scientists-philologists who resisted the images created by the people worked, but preferred the worlds created by them imagination.They collected memories and the first works of British folklore,studied their dialectics and ethnographic features, so as not to recognize the first born heroes. Thus, in the center of the works subjected to processing and first born, there was another fine stylistic treatment. That is, fairy tales that preserved the first characters were recorded again. The biggest work this year fell out of print translator. The people liked the works of translators very much. Because in translation for the purpose of easy reading of fairy tales was used English language

The formation and development of fairy tales in the British Isles accounted for the most difficult historical period. During this period people believed and developed fairy tales, myths and religious ceremonies executed in it. This formed the beginning of the worldview of Christians. Heroes, legends, enemies, virtuous people, wizards, angels, water angels, fictional animals continued to live among the population. In the struggle against enemies in English fairy tales lived giant heroes, good-natured animals, gods or just heroes in the form of peasants. For example: in the English fairy tale character, a fighter against food and black forces, was presented as the son of an ordinary peasant Jack. Since Jack is very energetic, hardworking, friendly, honest , among the population of such people called folk heroes. In the tale" Adventures of Jack the Giant-Killer " Jack becomes a revolutionary fighting for the freedom of his homeland .

Characters from English fairy tales at all times get acquainted with such heroes, but sometimes they are introduced in the form of capitalists, not leaving indifferent. Such characters are equated with the capitalists of the first stage of development of bourgeois capitalism in England. For example: the girl Molly and Jack in the fairy tale "Jack and the Beanstalk" will give their close relatives, friends, as well as all the surrounding people the happiness of their hero.

In these tales you can find funny characters typical of the English people, that is, humor. English folk tale at all times, when you notice, ends very happy and happy. Sometimes at the end of the fairy tale characters can avoid tragedy. At the end of a fairy tale never use bad motives. All this has a positive effect on the education of fairy-tale. Dream to achieve such purposes, like characters from a fairy tale.

English fairy tales are different from the tales of other Nations. Philologists and culturologists believe that the signs of national mentality are clearly visible in fairy tales. Let us determine what features of English fairy tales and how they are related to the English character. In the magical fairy tales of England are especially characters. Rare scenes in which the characters wish to reach heights, to beat somebody, to possess riches, to have some skills inherent in the Russian fairy tale. On the contrary, the characters of English fairy tales often influence the external conditions – for example, to avoid a sense of duty or failure. On the one hand, these stories look homogeneous.

In the famous English fairy tale "Three little pigs" (Three little pigs) the attitude of piglets to the house looks very good: My house is my castle (my house is my fortress). And if you look at the original poetic initiative of this fairy tale, you will see eccentricity.

The British peoples loves the facts. It is also depicted in English fairy tales. Their stories are filled with facts and details, sometimes dry and too detailed. Sometimes the whole tale is based on facts and descriptions of the situation, and there are no exceptions. Unexpected plot twists and emotional places are rare. Even fairy tales are read from ordinary people's lives as ordinary stories, as everything is described in detail as it really.

English fairy tales do not always end successfully. And some events are sad and even hard to end. For example, in the folk tale " Magic ointment "(Fairy Ointment) the protagonist at the end did not see a single eye. At the end of fairy tales, compared to the Russian fairy tales, the usual points less.

We recommend reading English fairy tales in English (original) and listening. First, it enriches your vocabulary and will be a good exercise in language practice. Secondly, you have a good understanding of the English character, because the tale-the image of the national mentality.

2. Basic methods of working with English fairy tales in the education of children.

Head of state in his address to the people of Kazakhstan "New Kazakhstan in the new world" the head of state noted: "The people of Kazakhstan should be recognized as a highly educated country using three languages around the world. These are: Kazakh-state language, Russian-the language of international relations and English-the language of successful integration into the global economy.” In the address to the people of Kazakhstan" improving the welfare of citizens of Kazakhstan — the main goal of state policy "the government set a task to accelerate the implementation of the cultural project "Trinity of languages".

Today, as a civilized country, every year our relations with many foreign countries are strengthened. This requires improvement, in-depth study of a foreign language. In our opinion, the increase of children interest in the subject. The goal set for the teacher of a foreign language - the teacher analyzes various methods of teaching a foreign language and knows that they are the most effective, is one of the main tasks facing the teacher of a foreign language. However, it is known that there are many difficulties in learning a foreign language. One of them is the presentation of the content of the text or the expression of one's own opinion in a foreign language.

Most people get used to treat fairy tales as their customs and traditions. One of the tasks of the teacher is to acquaint the child with the content of the fairy tale, to tell about the fairy tale, to bring important information into the child's consciousness, which is in the fairy tale, to show on the stage in a playful way, penetrating as heroes. This method is called the traditional method of working with fairy tales. But this method is called unconventional, because children can not only listen to a fairy tale, but also to infuriate the end of the fairy tale, mix a few ideas and change some of the actions in the fairy tale. Here another traditional method is used question-answer methods. First of all, the child should understand why he needs unconventional lessons, rich in such spiritual education. Non-traditional relationships between teacher and student allow to distinguish which fairytale character did wrong, to determine where he made a mistake, how to fix the error how to overcome error. For example, pay attention to the proverb" By stranger hands well to rake up a heat "in the English fairy tale" The Cat booted". The cat in this story may serve as an example of an impersonation. Because a cat cheats on innocent people to achieve its goal. You can not in any case emulate this cat, which suicide manifests itself. In conclusion, based on this example, we can understand the meaning of the article above, how to "make your use of other hands." And Jack in the fairy tale "Adventures of Jack the Giant-Killer", the son of a peasant, when entering the fight against fairy tale comedies, initially thought only about the award, and at the end of the tale, he becomes a real folk hero, fighting for freedom. Children who taught a fairy tale, the main character surprises, begins to correctly evaluate his actions, and the child receives a good and proper education necessary for him. The child is convinced that evil and good, evil and violence, lies and reality, love and hatred will never b.

Another property that requires the next viewing in the fairy tale is the education of friendly feelings. Nurturing a sense of humanism leading to a fairy tale never plays a role in the latter's work. Therefore, the child who taught him, loves and imitates the fairy-tale characters of both their relatives and the closest person to him. The goal of the teacher here is to convey the child's feelings and guides correctly.

We know that the development of elements of linguistic education in the child begins at an early age. Therefore, we need to be guided not only by listening, reading, writing, but also writing new tales with friends. The simplest way to do this is by writing sms, writing telegrams, and now discussing with sms or discussing different online networks. To develop a child's vocabulary, we teach them to invent fairy tales without distorting the fairy tale. Working with fairy tales is certainly included in non-traditional lessons. After all, it takes a lot of effort to develop the child's interest in fairy tales and develop their thinking skills. In order to change the behavior of some fairy-tale characters or to give a new look to the character, we use the same "old-fashioned nouns, verbs, and words."

For example, playing game: "Children during the reading of the tales ran to us shame some of the words or letters. And let's think and find these words. "On – up – a – tme - hre - was – a – little - grl" what letters are missing from these words? Children try to re-read the fairy tale, find the words or come up with them. Someone writes fabulous words, and someone writes funny words. And now one game will find in these sentences how many vowels and consonants, in the next game children will find extra words in a sentence. For example: read the words fox, hare, house, dog, cock, it is recommended to group the extra words or wild and domestic animals.To do this, you need to get acquainted with the tales of Mickey mouse or Winnie the Pooh. First of all, the student will be given a mutual conversation. To do this, students are divided into two groups. Among the students, two of the most active students are awarded the roles of Mickey mouse and Winnie the Pooh.They help their groups communicate with each other. Job are: Mickey mouse breathing in front of his house, over the green herbs. Winnie the Pooh, coming to him, talking to him. Mickey mouse and Winnie the Pooh, that is between the two groups will be about the following dialogue.Винни-Пух: Hello! I’m a little brown bear. My name is Winnie-the-Pooh. And who are you?

Mickey: Hello! I’m a little grey mouse. My name is Micky. I live in this big house. Nice to meet you!

Winnie-the-Pooh: Have you got a family?

Мickey: Yes, I have. I've got a father, I've got a mother and I've got a pretty little sister. I love my family very much. Have you got a brother?

Winnie-the-Pooh: No, I haven't. But I've got a friend.

Mickey : I love my friend very much too. Look, I've got a long tail. Have you got a long tail?

During the game, children should ask questions and help them to answer.

In the next game we aimed to develop student thinking. To do this, she is asked to write two stories from a small talk, to change the fairy tale characters or occasions she has already heard and read. Of course, this task is not easy. In this way, we develop the child's speech, writing and thinking skills. Encrypting by another method of thinking ability. The student uses the encryption numbers and needs to remember it. Or the funny words in fairy tales to give that fairy tale a new name. We are doing the encryption in thousands ways: ("duck" - "kcud"); ("pork" - "big") ...

The teacher will prepare the plan for the tasks that will give to children. Each task must be done in a specific direction. In one fairy tale mathematical abilities, but in another fairy tale, there is a lack of environmental awareness. By doing so, the teacher carries out his assignments. The child focuses on the task easily and correctly. All of this pushes the student to pursue a geographical journey, to look at the historical past, to love the Homeland, and to respect traditions. The goal of the teacher is to develop the creative abilities of the child through these techniques with fairy tales.

Using a fairy tale to stimulate and motivate the children at school, which in turn influences the child's intention to improve their English language.

Getting acquainted with English fairy tales will help children not only to improve the beauty and poetics of the language, but also to develop their cognitive interest, to understand the features of the national English character. Fairy tales also have educational functions. Through reading fairy tales, the child recognizes the world and recognizes the peculiarities of relationships between people, and is a kind of love, affection, respect, mutual help, and so on as well as human qualities.

Only fair use of fairy tales in the learning process is possible only when there is a specific lesson. Typically, oral lessons are taught in several stages:

Predicting the story, describing illustrations, discussing the topic, acquaintance with new lexicon, etc.

Control the knowledge, skills and abilities of pupils on different tasks.

In the 5th class, "Reading Home" children will get acquainted with English folk tales. Fairy Tales from the British Fairy Tales Collection. B. A. Verkhoglyad; exercises, words. I. P. Tverdochlebova. - M .: "Iris-press", 2008. From this collection, students will get acquainted with two things: "Lazy Jack" and "Tom Tit Tot".

The quiz "In the world of English fairytales" consisted of 24 questions. You can create a special presentation for your convenience. The peculiarity of this quiz is the answer to each question that allows the pupils to quickly memorize what they have read. If necessary, the teacher will ask additional questions. For each correct answer, the student will be successful (1 point). All pupils participate in the game. The correct answer to the gamers is that the pupil raises his hand and correctly answers the question, not the clash. The winner of the quiz "In the world of English fairytales" is determined by the number of the winners.

For example:
1. What was the nickname of Jack?
A) Pride.
B) Clever.
C) Funny.

D) Lazy.
Жауабы: lazy

2. What did Jack's mother to earn money?
A) She baked the pies.
B) She made her living by spinning.
C) She was selling the flowers.
D) She sewed the clothes. 
Жауабы: she made her living by spinning.

3. What a song was singing by mother?
A) A mice have eaten five pies.
B) My dog has eaten five pies. 
C) The king has eaten five pies.
D) My daughter has eaten five pies. 
Жауабы: my daughter has eaten five pies. 

4. What conditions were put by the king?
The young girl will change her surname.
She will work.
C) She will cook.
D) She will have to spin 5 skeins a day.
Жауабы: she will have to spin 5 skeins a day.

5. What was the name of the stranger? 
A) Ferdinand.
B) Tom Tit Tot. 
C) David. 
D) Marmaduke. 
Жауабы: Tom Tit Tot.

This quiz will allow you to repeat previous topics, master new material and consolidate vocabulary you've read earlier. During the quiz, pupils will improve their skills of work, establish causal relationships, summarize, prove and defend their attitude, and increase the opponent's culture of tolerant communication. The aforesaid reflects the pedagogical effectiveness of the methods employed as a result of learning material. These methods will encourage students to focus on self-employment and active participation.

Thus, using English fairy tales will be interesting. From the text, learners can learn new information and broaden their minds. Language outcomes and communicative skills of school children develop and most importantly, children interest in English and their desire to learn.

3. Types of fairy tales: phonetic, lexical and grammatical tales

The fairy tale is perceived as a game, and it develops not only creative possibilities, but also language skills and abilities. In this case, it is divided into linguistic fairy tales, in particular phonetic, lexical, grammatical.

It promotes the development of creative talents of fairy tales and creates favorable conditions for communication. At the early stages of English language learning, there are some limitations in language behaviors due to the lack of language skills. During the lesson it is necessary to develop speech activity, which means that the understanding of lowercase pupils' words by hearing means that they need to express their views on what's going on.

On the English language lesson can be used the story of a fairy tale, one or a fragment of fairy tales intermixed with several pieces, and sometimes children have their fairy tale. At the same time, observed emotional activity is to monitor the development of the child's intellectual and speech abilities. Speaking of language behavior, it should be noted that the initial stage of learning a foreign language may have some restrictions on the lack of language . The following fairy tales give the children the ability to stimulate speech, to develop their speaking skills. Below are examples of games and tasks used on English lessons.

Phonetic fairy tales

"The Tale of the Language Master".

Here is a fairy tale about language mystics that many children have to say about speaking the English language correctly.

1) Early was lived the language, it was very long. (mouthpiece, tongue mouth and gradually inserted);

2) He lived behind the fence, that is, teeth. Show the teeth with a flat casing (open the mouth like "i" sound and close the tooth tightly);

3) Early in the morning, the tongue woke up and dropped out of the enclosure (you have to look up the tongue);

4) And started exercising (moving the language to the left or to the right)

A fairy tale about the language mystery may turn into a real fairy tale - the main character - Language - is a traveler to the country of sounds.

This phonetic tale [ð] is aimed at analyzing this sound.

"Once traveling to a magic land, Tilmash met an Englishman, Guza, and he liked the [ð - ð - ð] sounds, and he also tried to spit, but his voice was in Russian. "Place the end of the tongue between your teeth and sound [your] voice, and the English sound will be heard [ð - ð - ð]. In addition, the language will be friendly. The bees fly: near [ð - ð - ðis], sometimes far [ð - ð - ðt]. Language honey invites you to your home to get acquainted with the family. Then he said, "This is my mother. This is my father. This is my sister. This is my brother. This is my grandmother. And this is my grandfather. Mother, Father, Sister, Brother, Grandmother, Grandfather. "Zhuzha's family was so fun and friendly. After all, they held their hands and sang: Mother, father, sister, brother. Hand in hand. With one another. Use the fragrance "Mr. Language" in the classroom:

1) Phonetic exercises.

Teacher: A journalist comes today. Let's look at him.

"[T], [t], [t], [t]"; small: "[d], [d], [d]".

Teacher: Our correspondents and our friends (bees, branches, butterflies, planes).

Another flight departs: "[z, z, z, z]." We were all set to say "[ð, ð, ð]"

Filin sings: "[w, w, w]". "What? What? What? "

"Where? Where? Where? »

Philin was tired: "How? How? How? "

Butler sings: "Do you like to jump?"

Airplane: «Can you run?» «Can you jump?» - Our languages are ready for work.

Lexical fairy tales

 It is appropriate to introduce new lexical units using the fairy tales and their native language in primary school. With text, I suggest the following options:

«Mouse and bear».

A Bear Sleeps. Suddenly A Mouse ran his body. The Bear caught the mouse and was prepared to eat it, the mouse said to her: "Excuse me, Bear! I am a mouse. I am little and harmless. Please, let me go. I can help you hard times ". The Bear smiled: "I am a bear. I am a big one. You are a mouse and you are little. How can a little mouse help a big Bear? You can`t help me "/ The Bear thought slightly, pulling back her back:" All right. Mouse, go! "He sent a mouse. He said," Thank you! Good-bye! "

After a while, the Bear fell into the hunter's grid, and did not succeed. A Mouse jumped up and shouted, "I must help you," whispered the whole thread. "Thank you! - said the bear. Now that I understand, a little Mouse can help. The Bear and the Mouse became friends.

A fairy tale for the stage
«Mouse wants to have a Friend»

There lived a mouse. He was small and didn’t have anyone to play with. So he decided to find a friend. And one day the mouse left his small, small house and walked down the road.

Soon the mouse met a cow.

“Hallo, Cow. Would you like to be my friend?” said the mouse.

“Yes, of course”, answered the cow.

“Then, sing me a song, please”, asked the mouse.

And the cow began to sing: “Moo, moo, moo!”

“Oh, no, no!” said the mouse. “I don’t like your song! Good-bye!”

And he ran away.

Soon after that the mouse met a duck.

“Hallo, Duck. Would you like to be my friend?” said the mouse.

“Yes, of course”, answered the duck.

“Then, sing me a song, please”, asked the mouse.

And the duck began to sing: “Quack, quack, quack!”

“Oh, no, no!” said the mouse. “I don’t like your song! Good-bye!”

And he ran away.

Soon after that the mouse met a cock.

“Hallo, Cock. Would you like to be my friend?” said the mouse.

“Yes, of course”, answered the cock.

“Then, sing me a song, please”, asked the mouse.

And the cock began to sing: “Cock-a-doodl-doo!”

“Oh, no, no!” said the mouse. “I don’t like your song! Good-bye!”

And he ran away.

Soon after that the mouse met a pig.

“Hallo, Pig. Would you like to be my friend?” said the mouse.

“Yes, of course”, answered the pig.

“Then, sing me a song, please”, asked the mouse.

And the pig began to sing: “Oink, oink, oink!”

“Oh, no, no!” said the mouse. “I don’t like your song! Good-bye!”

And he ran away.

Soon after that the mouse met a frog.

“Hallo, Frog. Would you like to be my friend?” said the mouse.

“Yes, of course”, answered the frog.

“Then, sing me a song, please”, asked the mouse.

And the frog began to sing: “Gung, gung, gung”

“Oh, no, no!” said the mouse. “I don’t like your song! Good-bye!”

«Fairy tales about colours»

Жап-жасыл жусан шөп. It's green.
Жап-жасыл шөптің арасында қызыл гүл өсіп тұр It's red.
Қызғылт гүл It's pink.
Қоңыр сиыр далада жүр. It's brown

Жасыл шөптің үстінде көк аспан. It's blue.
Аспанда сап-сары күн жайқалып тұр. It's yellow.
Кенеттен қара бұлт пайда болды. It's black.
Жан-жақтың бәрі сұр болды. It's grey.
Филинды біз көмекке шақырдық. Филин: «[w][w][w]» деді.
солайша барлық жер аппақ болды  It's white.

Grammatical fairy tales

What are the requirements for a grammar fairy tale? A. A. Pligin summarizes them as follows:

- The grammar fairy tale should be written in simple language, taking into account the sensory system;

- It should be built on the basis of objects and models that are understandable for children of this age;

- implementation of the principle of consistency;

- It should be rich in important didactic elements on the subject story.

Also, the grammar fairy tale should be short. This is required to maintain the pace of the lessons. In grammatical fairy tales, students should not be overly disturbed by the learning phenomenon, and must comply with specific learning requirements.

When creating a fairy-tale and exercise complex, the following topics are a challenge for pupils:

- unknown article;

- a known article;

- combination of verbs at the moment;

- negative form of verb (grunto form);

- verbal questionnaire;

- plural form of nouns;

- general and specific questions.

To insert a verb To be, you need to place three slides on the slide. In the first house - "I", in the second house - "he, she, it", in the third house - "we, you, they". The pictures depict heroes of fairy tales, "be", "am", "is", "are". And you can say the fairy tale. Talking emotionally requires involvement of children in fairy tales."

In one kingdom there was a small town with three houses with very interesting inhabitants. In the first house I lived, was very selfish and courageous: he lived his life without being the only one to write his name only in large letters. Two loyal friends came to the neighbor house: he and she, the favorite dog toy. In the third house we, you, they lived. The city was headed by clever magician Grammar. One day a verbal verbal sentence came to the city. He did not know anyone here and wanted to be a friend of the people. He went to the house where I lived, and he was very polite. "Hello, my name is a friend!" But I said, "Go away, you do not like me!" Be very glad. Be did not know what to do, he was left alone. At age he came to the wizard of grammar and told about his suffering. He listened and decided to help. He said, "It's a pity that my goddesses have turned your back on you, and we are just a little cheated on them, you see, raise your chest." Be immigrants and am. Then he came to I and they were glad to welcome him. She was dressed two times in this way and went to the is and are verb and became friends with all the inhabitants of the city. "These fairy-tale children can be explained by the verbs of AM, IS, ARE, and are the same verbal and" floating ".

This is another way to get to the verb "to be".

There were two houses in the forest. In one house the verb is to be, and in the other, his assistants are am, is, are. The verb to be very lazy and his work is accomplished by his assistants. Once in the forest I, he, she, it, we, you, they came. They decided to harvest berries. When I went north, he, she, decided to go south, and we, you, they went west. Suddenly there was a storm and the nickname went astray. They scream and call for help. Together they send their helpers. Am rushing to the north, is south, and are - run to the west. They bring them to themselves. Since then, they will not break. We are always, I am, He is, She is, It is, We are, You are, They are. "

The undoubted advantages of fairy tales:

1) accuracy;

2) informational saturation;

3) concentration of language instruments;

4) emotional impact on students.

Thus, with the help of fairy tales, the teacher develops the language skills of children, as well as their speech skills, and develops their language prognosis.

Folk tales are one of the major parts of folklore. They have upbringing,  cultural and historical role in people’s life? When  I  started  compare  the tales of both  countries  I found out that both  peoples  showed  their  dream of  happy life in  the  fairy  tales.
Tales are divided in several parts according their origin and structure:
a) Fairy tales;
b) Tales about animals;
c) Real tales and so on.
As charaсters of English tales the Kazakh tale characters also show the truth,  reality of life and vivid colour of human behavior. Unlike from our  real  life the truth the kindness always wins the lie and cruelty.
As I found out, English tales were first written down by Joseph Jacobs and Kazakh tales were explored by Mukhtar Auezov and  by some other writers.
The ordinary people wanted to have a brave and clever hero who could protect  them from rich, mean  and cruel man. In most of Kazakh tales we can meet the  clever  man AldarKose who could play tricks on the mean and rich men and  take their money or horses, sheep and give them to poor people.
In comparison with Aldar Kose we can see Robin Hood in English tales, who lived in Sherwood Forest with his brave men he used to catch the merchants, sheriffs and received them as a guest. After the meal he asked them to pay for the meal with a lot of money and he always gave this money to needed people.
So, comparing both heroes we can see that they both wanted to help the poor, but their difference is that Aldar Kose never used any power and he lived by himself among ordinary people, he was clever and cunning and used to play tricks on rich  and giving to the poor.

Another similar fairy tale " Alice in Wonderland "and a fairy tale in the Kazakh language" makta Kyz", the content , the plot of the tale than it is similar to each other. It describes the human attitude to people, animals, animals, nature, as well as friendship, responsiveness, help each other.

A lot of similarities were found in English fairy tale “Nobody-Nothing” and Kazakh fairy tale “The beautiful princess Kunikey under the sun ”.The both heroes are saved by the cleverness of their lovers-beautiful princess and the daughter of the giant. In both languages various stylistic devices such as repetition, metaphor, metonymy, etc are used to enrich the colour of description. Both English and Kazakh fairy tale bring up the listeners to dream high, to look up, to look forward to something wonderful and majestic.

Animal tales of both countries have the same negative characters as wolf and fox. Wolf is described as a mean, cruel and fool animal, whereas fox is a cunning and sly animal. But rabbits and hares are timid, weak animal afraid of everything, whereas in English tales they show the personality of farmer’s wife or mother.

Kazakh people equalize the bad people to ravens; whereas English symbolize the raven as a protector of the Tower.

CONCLUSION

The fairy tale plays an important role in the child's life. The fairy tale strengthens the spiritual world of the child, patriotic education, respect for the past of his people, moral education and love for the society. Fairy tale influences the proper development of the child's language. The role of fairy tales in the development of imagination, attitude towards society, and art. Through fairy tales, we can delve into the minds, proverbs, traditions, and customs inherited from the father.

Getting acquainted with the valuable information stored in history by means of fairy tales. No piece of work can place a fairy tale in the education of a young, educated, cultured and well-developed younger generation. Of course, there is no other way of working in the upbringing of children, but there are other important methods. These techniques I've talked to are helping to learn about the lesson or out of the classroom and get valuable information from it. A student learns not only to read, tell, but also to write a story.

Folk tales help to develop children’s dream, imagination, outlook and they bring up them to grow honest and kind, help poor and needed people, respect the parents and love the motherland.

Among the Kazakh and English fairy tales can be found a lot of similarities, and that the tales of both sides educate morality, love, care. Of course, when writing each fairy tale has its own peculiarity, but by studying a little fairy tales, doing negligence, I came to this decision. Of course, in the English lessons among children staged and research tales. Because every day in a quiet learning activity, students lose their interests, so during classes should use non-traditional methods, allowing children to communicate, share, open up, explore.

Though written about different events and in various countries, all folk tales have the same aim: to help the child to choose the right way in the life, so we mustn’t choose between the tales, but must read every nationality’s, every country’s folk tales and learn something good from them!!!

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