Features of use of modern children's poetry at lessons RKI

The art text in training of RKI is considered from two points of view: as tutorial and as object of studying. As the tutorial the art text is a sample of how language functions (Akishina, Kogan 2014), shows its lexical filling, grammatical constructions, syntactic links, speech samples, etc., serves as a speech sample for creation of the statement and performs function of linguistic reading. From the point of view of object of studying in the art text the accent is distinguished that is feature of the text, its composite structure, the used means of expressiveness, the hidden sense, the author's line item.

Poetic texts promote discovery of creative potential in children that promotes the best assimilation of the learned language including at children of bilingv. The compact form of the text provides a possibility of reusable repeating of the poem that leads to quick memorization storing of metrical material and helps with work on a pronunciation. The poetic form of the text gives access to images and metaphors of the learned language that leads to enrichment of lexicon of the pupil. Use of the poetic text in work of the teacher leads to increase in authentic material at lesson RKI, stimulates pupils to creativity and raises an emotional spirit in group.

Selection of poetic texts for work at lessons RKI happens by the following principles. The text shan't be difficult from the point of view of lexical and grammatical filling, shan't be long (4-16 lines), the number of new lexicon in the text shall be small (4-10%). The subject line shall be brightly expressed in the text, it shall be fascinating and informative from the point of view of the reading child, to reflect culture of the learned language, to expand general erudition and culture of the pupil. The text for lessons RKI is selected taking into account feasibility, i.e. taking into account accomplishment of the objects set by the teacher and the tasks of a lesson. At the same time the level of proficiency in language in pupils and their age is surely considered.

Let's consider some work types with verses on the example of use of the poem of A. Usachev "Greeting" and R. Mucha "The poem on bad weather".
Text of the poem of A. Usachev "Greeting" following:
For farewell and a meeting
Is various words much:
Good afternoon!" and "Good evening!",
"Good-bye!», «Будь здоров!"
"I am glad to see you very much",
"We didn't see each other hundred years",
"How are you?», «Спокойной ночи!"
"All so long!", "Farewell!», «Привет!"
"I will be glad you to see again!"
"I don't say goodbye!", "Till the morning!"
"All of good luck!", "Be healthy!"
And "Good luck!"

Purpose: expansion of a lexicon, training of a cliche and expressions.
Main accent: use of greetings, farewells in a communication situation.
Level: A1
Operating time: from 15 to 20 minutes.
Preparation: prepare cards with expressions of a greeting (17-20 cards). (To cut the text of a poem printed with a large print according to separate phrases greetings).

After reading by the teacher of the poem are given by the pupil of a card with remarks. The poem is read again by the teacher and pupils find the remark, then change with each other and, thus, learn them. It is possible to group cards of a greeting and farewell. By pronunciation of phrases with the remark phonetic sounding of a remark is studied.

Let's consider option of work with R. Mucha's poem "The poem on bad weather". Text of the poem following:
There was a person around the city
Also ate sandwich without cheese.
There was bad weather,
On the street was damp.
There was a person around the city
Also ate sandwich without bread.
There was bad weather,
Angrily the sky frowned.
There was a person around the city
Also ate sandwich without oil.
There was bad weather,
In the sky moon went out.

Purpose: repetition of lexicon on a subject: "Food" and the use of a genitive case in the speech.
Main accent: combination of the description of a picture of bad weather to the description of food.
Level: A2.
Time of work:15-20 minutes.
Preparation: the text of the poem is cut on pieces on couplets and is distributed the pupil.

Pupils read the couplets consistently each other aloud. At repeated reading of the text they have to guess that it is the poem. If it didn't occur, then the teacher has to tell them about it. For check of a word order the teacher reads the poem aloud. Pupils have to answer a question: "Sad or cheerful this poem?". On the example of this poem it is possible to repeat noun gender, use of a genitive case, lexicon on the subject "Food" (without milk, without cream, without mayonnaise, without sausage, without fish), to find the use of other cases in the text (a prepositional case: where? - in the sky, on the street, a dative case: on what? – around the city). In completion of work on this poem it is possible to deliver to pupils the audio-video version of this poem in musical and choral execution pupils tried to sing it together with chorus too.