Page 406 - Štemberger Tina, Čotar Konrad Sonja, Rutar Sonja, Žakelj Amalija. Ur. 2022. Oblikovanje inovativnih učnih okolij. Koper: Založba Univerze na Primorskem
P. 406
ja M. Maričić, Jasna M. Maksimović, and Mirjana M. Stakić
entire depiction is an illustration placed in a real context, students are now
introduced to the process of observing and identifying unit sets in their sur-
roundings. This way, the picture book helps students connect mathematical
ideas to their personal experiences (Murphy 2000).
From the aspect of speech development, in addition to syntactic devel-
opment which can be encouraged through discussion about the retold fairy
tale, envisaging and describing how the creatures in the tale look like, i.e. by
portraying (the girl, grandmother, big bad wolf ) of the landscape (forest), ex-
teriors (exterior of the grandmother’s cottage), interiors (interior of the cot-
tage), etc. whereby students will mostly use descriptive adjectives in the con-
text of a sentence where they need to correctly implement the desired noun
form of the word, but they will also spontaneously exercise and repeat sen-
tences, and unobtrusively correct linguistic errors. If a student makes an error,
the teacher can create a context in which the student will be able to correctly
repeat the syntactic unit he/she pronounced incorrectly the first time.
From the aspect of phonological development and the development of
correct articulation, the given illustration is suitable for exercising the pro-
nunciation of sound C which precedes reading and writing of this letter. The
given sound belongs to the so-called affricates or semi plosives in Serbian,
because the airflow must overcome the obstruction in the form of speech
organs (ridge), i.e. the narrowing of the mouth passage. Because of this, ar-
ticulation of affricates comprises two elements: a fricative and a stop (plo-
sive) consonant T and S. (Stevanović 1989). A pronounced difficulty in the
articulation of sound C involves its instability, because this sound ‘is omit-
ted somewhat more often than other affricates’ in speech, which can be ex-
plained by the short duration of the sound T which represents its integral
element (Vasić 1981, 79). Therefore, it is recommended to practice the artic-
ulation of this sound in three positions within a word: 1. at the beginning of
the word; 2. in the middle of the word and 3. at the end of the word. In a page
from the Little Red Riding Hood picture book the sound C can be found in al-
most all words which name images depicting living and non-living objects:
Little Red Riding Hood, flower, bird, basket (Crvenkapa, cvet, ptica, korpica).
By pronouncing these words in the context of the story narrated, children si-
multaneously exercise articulation of unstable affricates at the beginning, in
the middle and at the end of a word in the Serbian language. Other words
in which the sound C is at the end, and which are related to the thematic
context of the fairy tale, may be introduced into the story as well, such as the
word hunter (lovac), or we could create a dramatisation in which children
will imitate the wolf knocking on grandmother’s door and repeat the sound
of knocking – knock, knock, knock (Kuc, kuc, kuc!).
406
entire depiction is an illustration placed in a real context, students are now
introduced to the process of observing and identifying unit sets in their sur-
roundings. This way, the picture book helps students connect mathematical
ideas to their personal experiences (Murphy 2000).
From the aspect of speech development, in addition to syntactic devel-
opment which can be encouraged through discussion about the retold fairy
tale, envisaging and describing how the creatures in the tale look like, i.e. by
portraying (the girl, grandmother, big bad wolf ) of the landscape (forest), ex-
teriors (exterior of the grandmother’s cottage), interiors (interior of the cot-
tage), etc. whereby students will mostly use descriptive adjectives in the con-
text of a sentence where they need to correctly implement the desired noun
form of the word, but they will also spontaneously exercise and repeat sen-
tences, and unobtrusively correct linguistic errors. If a student makes an error,
the teacher can create a context in which the student will be able to correctly
repeat the syntactic unit he/she pronounced incorrectly the first time.
From the aspect of phonological development and the development of
correct articulation, the given illustration is suitable for exercising the pro-
nunciation of sound C which precedes reading and writing of this letter. The
given sound belongs to the so-called affricates or semi plosives in Serbian,
because the airflow must overcome the obstruction in the form of speech
organs (ridge), i.e. the narrowing of the mouth passage. Because of this, ar-
ticulation of affricates comprises two elements: a fricative and a stop (plo-
sive) consonant T and S. (Stevanović 1989). A pronounced difficulty in the
articulation of sound C involves its instability, because this sound ‘is omit-
ted somewhat more often than other affricates’ in speech, which can be ex-
plained by the short duration of the sound T which represents its integral
element (Vasić 1981, 79). Therefore, it is recommended to practice the artic-
ulation of this sound in three positions within a word: 1. at the beginning of
the word; 2. in the middle of the word and 3. at the end of the word. In a page
from the Little Red Riding Hood picture book the sound C can be found in al-
most all words which name images depicting living and non-living objects:
Little Red Riding Hood, flower, bird, basket (Crvenkapa, cvet, ptica, korpica).
By pronouncing these words in the context of the story narrated, children si-
multaneously exercise articulation of unstable affricates at the beginning, in
the middle and at the end of a word in the Serbian language. Other words
in which the sound C is at the end, and which are related to the thematic
context of the fairy tale, may be introduced into the story as well, such as the
word hunter (lovac), or we could create a dramatisation in which children
will imitate the wolf knocking on grandmother’s door and repeat the sound
of knocking – knock, knock, knock (Kuc, kuc, kuc!).
406
