Page 403 - Štemberger Tina, Čotar Konrad Sonja, Rutar Sonja, Žakelj Amalija. Ur. 2022. Oblikovanje inovativnih učnih okolij. Koper: Založba Univerze na Primorskem
P. 403
Use of the Picture Book in Teaching Mathematics and Serbian Language
Figure 1
The Fox and the Raven
(Marković and
Jovanović 2016, 6–11)
exercise in the correct articulation of voices. During the process of naming
the reality depicted on the pictures, the teacher also observes how students
articulate sounds, if they make any errors in pronunciation or discrimination
of sounds similar by place or manner of articulation. The conclusion we can
draw from all this is that the picture book may be implemented as a didactic
device in tests that precede the learning of reading and writing. Early detec-
tion of errors in sound articulation is important so we could prescribe exer-
cises for articulation and sound discrimination in time, and eliminate speech
errors before they grow into speech disorders or impediments. The teacher
can associate the repetition of the onomatopoeic exclamation Kraa! (Grak!)
with the formation of the morphologically motivated verb which gives the
name to the sound produced by the bird. The morphologically motivated
verb to caw (graktati) in Serbian language was derived from the sound made
by the raven, and the students of the first grade are not familiar with its mean-
ing. In addition, we can assume that children are not familiar with the name
of the bird raven (gavran) either, so they will be introduced to a new word
through the aforementioned procedure of working on the picture book. The
word is introduced not as an abstract and isolated lexeme, but in the context
of the picture book and an interesting story about a cunning fox and a bird
403
Figure 1
The Fox and the Raven
(Marković and
Jovanović 2016, 6–11)
exercise in the correct articulation of voices. During the process of naming
the reality depicted on the pictures, the teacher also observes how students
articulate sounds, if they make any errors in pronunciation or discrimination
of sounds similar by place or manner of articulation. The conclusion we can
draw from all this is that the picture book may be implemented as a didactic
device in tests that precede the learning of reading and writing. Early detec-
tion of errors in sound articulation is important so we could prescribe exer-
cises for articulation and sound discrimination in time, and eliminate speech
errors before they grow into speech disorders or impediments. The teacher
can associate the repetition of the onomatopoeic exclamation Kraa! (Grak!)
with the formation of the morphologically motivated verb which gives the
name to the sound produced by the bird. The morphologically motivated
verb to caw (graktati) in Serbian language was derived from the sound made
by the raven, and the students of the first grade are not familiar with its mean-
ing. In addition, we can assume that children are not familiar with the name
of the bird raven (gavran) either, so they will be introduced to a new word
through the aforementioned procedure of working on the picture book. The
word is introduced not as an abstract and isolated lexeme, but in the context
of the picture book and an interesting story about a cunning fox and a bird
403
