Рецензия на «Учая английскому. The ways of OURS. 1» (Артем Ферье)
Very interesting, I should say! An intereting approach to teaching technology. Even speaking our native language, we can come across some special terms, the meaning of which is unknown to us. Sometimes we can't understgand the whole speech, the whole text because of this. Or visa versa - we dohn't know the exact term, but explain it by other words. Like this in your essay - "formation for lactation"... oh, I appreciate this! And I appreciate how he said: "философИя, as I call it" - because he didn't remember "philosophy" - these two examples are real hits! I remember our teacher, she asked a question, we tried to answer as close to the real situation as possible, and she said: well, you are not obliged to tell the truth and nothing but truth, you don't put your hand on a Bible - but try to make your story short and picturesque! Well, at school, I remembered, that we use "to" before "do", but never use it with such modal verbs, as, for example, "can". But I didn't know, that there is some logical explanation. (or, may be, there should be "was" instead of "is" according to the rules of sequence of tences). So, it would be interesting to get to know about it. And why future tences are not real future tences. I'll be waiting for your article to be continued, and, as I think, I'll read the next part with an unflagging interest Афонин Вячеслав 17.06.2013 21:44 • Заявить о нарушении
Greetings!
Your teacher must have been a really good one to instruct the students this way, like, kids, you are welcome to make your stories up whatever you wish, to tell tall tales of any kind, and nobody cares about the actual truth or credibility in them, but only about the language and the artistic properties of the story. It reminds me of my own teachers who tolerated whatever tales we used to tell at the board. Say, once in the 3rd grade, having just read "The Prince and the Pauper" by Twain, I, speaking of my family, assured the audience that my father is a drunkard and a dangerous rogue who forced me to do the begging for the sake of my skin, and when the teacher asked how my Dad could possibly combine this kind of lifestyle with being a professor at the University, I said: "You just don't know, how cunning he is! Yeah, he can pretend being anyone, including a professor. But, please, don't believe him! It's all disguise!" The truth is, I loved my Oldman (and no less love him now). But it was he who taught me the language, in the first place, and he wouldn't blame me for using it for kidding like this. And neither would anybody in the school. We all understood it was just chattering, just bullshit, just for fun, just a practice in English, and nothing more. The very case of, as the Russian saying goes, "For a word big and red - no pity even for your Dad" :-) Well, the best way of learning anything vivid and colorful, as any language usually is, - is by learning it vividly and colorfully, "humorously" and "impersonating-ly". As to my further articles on the sublect, well, I keep writing them, I've just published the one dedicated to the "to be" thing in English, and hope to make some more while I have some time. Best regards, Artyom Артем Ферье 17.06.2013 22:06 Заявить о нарушении
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