Working With Audio Materials on Practical Classes in Russian as a Foreign Language

2021

AOSRPAP

The article provides a methodological description of a lesson on the discipline "Russian as a foreign language" on socio-cultural topics: "Youth is the future of the planet." This lexical topic is intended for study and discussion by foreign students studying Russian at the basic or first certification level. Depending on the distribution of academic hours for studying the Russian language, this topic can be considered both in the preparatory department and in the 1st or 2nd year. Of course, the topic is fertile enough for discussion at any stage of language learning, however, from the point of view of the socio-cultural adaptation of foreigners, it is advisable to conduct a lesson on such a topic when students acquire sufficient vocabulary, and knowledge of the language reaches a level where the student can ask a question, formulate and argue your point of view. In the methodological development, not only textual material and a system of tasks for the development of speech skills are presented, but also a dictionary of the topic with an optimal set of vocabulary on this topic and a system of grammatical and syntactic exercises. The lexical topic and the entire structure of the lesson allows students not only to exchange opinions, but to look at this problem through the eyes of a Russian-speaking young person, to find common problems for all and ways to solve them.

Sociocultural Knowledge as a Means of Adaptation in a Foreign Language (At the Lessons of Russian Language as a Foreign Language)

2021

AOSRPAP

Lyrics A.S. Pushkin at the Lessons Russian as a Foreign Language

2021

AOSRPAP

Аннотация. В статье даётся методическое описание урока по дисциплине «Русский язык как иностранный» на материале пейзажной лирики А.С.Пушкина. Структура урока включает такие разделы, как фонетико-интонационное оформление речи, предтекстовая, притекстовая, потекстовая (работа с текстом), послетекстовая, продуцирование текста и самостоятельная работа. Каждый из этапов работы вносит свой вклад в подготовку студентов к восприятию и пониманию поэтических текстов на русском языке. Фонетико-интонационное оформление речи как настраивает артикуляционный и дыхательный аппараты студентов, так и создаёт определённый настрой на работу с ритмизованными текстами, требующими особого подхода и подготовки. Предтекстовая работа знакомит с биографией писателя. Притекстовая -обеспечивает расширение активного и пассивного словарного запаса благодаря изучению и усвоению новой лексикой. Рабата с текстами предполагает аудирование, чтение, обсуждение стихотворений, а затем их декламацию. Послетекстовая -предполагает анализ как лексико-грамматического материала, так и поэтических текстов с точки зрения использования автором ху дожественно-изобразительных средств. Продуцирование текста ставит студентов в условия, когда им необходимо предпринять попытку самостоятельного анализа и выражения собственного мнения о прочитанном стихотворении. Самостоятельная работа заключается в подготовке выразительного чтения заданных стихотворений и целевом выборе лирических произведений для домашнего чтения.Ключевые слова: методическое описание урока, пейзажная лирика, картины русской природы, поэтические тексты, выразительное чтение, безэквиалентная лексика, ху дожественно-изобразительных средства.

Work With Artistic Texts When Learning Foreign Students in the RCL System

2021

KSJ

The article provides a methodological description of a lesson on the discipline "Russian as a foreign language" based on the fables of I.A. Krylov. The structure of the lesson includes such sections as phonetic and intonational speech design, pre-text, pre-text, po-text (work with text), post-text, text production and independent work. Each of the stages of the work contributes to the preparation of students for the perception and understanding of poetic texts in Russian. The phonetic and intonational design of speech both adjusts the articulatory and respiratory apparatus of students, and creates a certain mood for working with texts of fables that have a special rhythm, requiring a special approach and preparation. The pre-text work introduces the biography of the fabulist. Near-textual - provides an expansion of active and passive vocabulary, thanks to the study and assimilation of new vocabulary. Rabat with texts involves listening, reading, discussing fables, and then reciting them. Post-textual - involves the analysis of both lexical and grammatical material and poetic texts from the point of view of artistic and visual means used by the author. The production of the text puts students in the conditions when they need to make an attempt to independently analyze and express their own opinion about the literary text they have read. Independent work consists in preparing an expressive reading of given fables and targeting similar works for home reading.