Пополнение индивидуального словарного запаса – это исключительно важное занятие при изучении иностранного языка. Чем больше слов и выражений знает учащийся, тем большую степень свободы получает он при общении (в устной или письменной форме).
В процессе овладения иностранным языком опытный изучающий язык в большом объеме использует в самостоятельной работе тексты разных жанров, которые рассматриваются как источник не только содержательной, но и лингвистической информации.
Самостоятельно работая с текстом, учащийся знакомится с лексическими единицами и, как правило, организует удобным для себя образом для последующего усвоения и использования.
Одним из приемов, способствующих повышению эффективности работы с лексическим материалом, является его тематизация.
Тематизация – это процесс формирования собственных тематических списков слов и фраз. Собранные под одной тематической “крышей”, слова будут запоминаться намного легче, чем сами по себе, логически не связанные друг с другом.
Этапы тематизации
1. Подготовительный этап.
Для полноценной работы учащемуся понадобится книга или отдельный текст любого жанра и словари (двуязычный и одноязычный).
2. Определение темы.
Тема/темы определяются исходя из содержания книги/текста. Темы могут быть общебытовыми и узкоспециальными. Например, при чтении книги Дж. Роулинг “Гарри Поттер и философский камень”, учащийся может выделить такие темы, как “Семья”, “Школа”, “Взаимоотношения между подростками”.
3. Формирование стартового списка слов и выражений по теме.
Читая текст, учащийся выписывает из него слова и выражения и распределяет их по выбранным темам, формируя, таким образом, стартовый список слов и выражений.
4. Дополнение списка.
После того, как учащийся сформировал стартовый список тематической лексики, он приступает к его расширению. Его задача состоит в том, чтобы придумать как можно больше слов и выражений на родном языке, относящихся к заданной теме. Для выполнения данной задачи используется метод “мозгового штурма”, который заключается в спонтанном потоковом производстве тематической лексики, то есть записываются все слова и выражения, которые приходят в голову, без всякой сознательной их оценки.
5. Работа со словарями.
На данном этапе происходит активный поиск в двуязычном словаре иностранных эквивалентов для слов и выражений, полученных в результате “мозгового штурма”.
После того, как найдены эквиваленты родному слову, учащийся переходит к работе с одноязычным словарем: находит в нем иностранное слово, исследует словарную статью и выписывает необходимые словосочетания и выражения.
Для данного этапа очень удобно использовать словари в электронном виде (например, Lingvo). Технически процесс убыстряется и становится более комфортным.
6. Оптимизация списка.
После того, как у учащегося сформировался список слов и выражений по конкретной теме, необходимо оптимизировать данный список, с тем, чтобы упростить и облегчить запоминание лексических единиц. Учащийся создает группы слов на основе какого-либо общего признака. Например, можно создать группу существительных или глаголов.
Во всей процедуре создания тематических списков есть один “минус” – для ее осуществления требуется время. Положительным же является то, что учащийся не только самостоятельно добывает нужную ему информацию, но и оптимизирует в соответствии со своими потребностями.
В процессе овладения иностранным языком опытный изучающий язык много читает, в том числе современную художественную литературу. Самостоятельная работа с художественным произведением позволяет учащемуся обогатить свой словарный запас, обратить внимание на особенности употребления той или иной лексической единицы (то есть ее управление, коннотативные значения и типичные коллокации). Упражнения, способствующие самостоятельному пополнению словарного запаса, можно условно разделить на две группы: упражнения, непосредственно связанные с содержанием текста, и упражнения, в которых лексические единицы рассматриваются изолированно от текста.
Если первые направлены в основном на запоминание и удержание в памяти внешней стороны лексических единиц (их написания и звучания), то вторые преимущественно направлены на усвоение внутренней (смысловой) стороны, их сочетаемости и сферы употребления.
Это комплекс постепенно усложняющихся взаимосвязанных и взаимообусловленных упражнений разного типа, которые обеспечивают управляемую активизацию лексических единиц на уровне языковых, условно-речевых упражнений.
В качестве примера приведем систему упражнений при работе с книгой Дж. Роулинг “Гарри Поттер и философский камень” (Глава 6)
HARRY POTTER AND THE SORCERER’S STONE
Chapter six
The Journey from Platform Nine and Three-Quarters
Before reading
1. Do you like to travel? Why? What is your favourite means of transport? Why? What are advantages and disadvantages of it? Describe the best and the worst trip you’ve ever made. Have you ever travelled alone? How did you feel then?
2. Compare the following words: trip, journey, travels, voyage, flight, drive, tour, ride, and outing. What’s the difference between them? Consult a dictionary.
Follow-up activities
1. Who said this? Explain the words and expressions in bold. Describe the
situation in which each sentence was used.
2. Read the following sentences out. Translate them into Russian. Draw your attention to the words and phrases in bold.
- Dudley was now so scared of Harry he wouldn't stay in the same room, while Aunt Petunia and Uncle Vernon didn't shut Harry in his cupboard, force him to do anything, or shout at him – in fact, they didn't speak to him at all.
- Although this was an improvement in many ways, it did become a bit depressing after a while.
- We're going up to London tomorrow anyway, or I wouldn't bother.
- Two hours later, Harry's huge, heavy trunk had been loaded into the Dursleys' car, Aunt Petunia had talked Dudley into sitting next to Harry, and they had set off.
- Getting desperate, Harry asked for the train that left at eleven o'clock, but the guard said there wasn't one.
- The speaker was a plump woman who was talking to four boys, all with flaming red hair.
- His twin called after him to hurry up, and he must have done so, because a second later, he had gone – but how had he done it?
- Harry watched the girl and her mother disappear as the train rounded the corner.
- Fred and George mess around a lot, but they still get really good marks and яeveryone thinks they're really funny.
- Harry didn't think there was anything wrong with not being able to afford an owl. After all, he'd never had any money in his life until a month ago, and he told Ron so, all about having to wear Dudley's old clothes and never getting proper birthday presents. This seemed to cheer Ron up.
- "Hungry, are you?" "Starving," said Harry, taking a large bite out of a pumpkin pasty.
- "Go on, have a pasty," said Harry, who had never had anything to share before or, indeed, anyone to share it with.
- Considered by many the greatest wizard of modern times, Dumbledore is particularly famous for his defeat of the dark wizard Grindelwald in 1945, for the discovery of the twelve uses of dragon's blood, and his work on alchemy with his partner, Nicolas Flamel. Professor Dumbledore enjoys chamber music and tenpin bowling.
- Harry turned the card back over and saw, to his astonishment, that Dumbledore's face had disappeared.
- "He might have died and you wouldn't know the difference," said Ron in disgust.
- Ron looked taken aback.
3. Make collocations by matching the words in the left column with the words in the right. Try to recall the situations they were used in.
|
|
4. Match the words and word combinations with their definitions. Change the sentences using the expressions from the box.
| 1. to give someone a lift 2. to cheer someone up 3. to be taken aback 4. to mess around 5. to afford 6. to hurry up 7. to talk someone into/out of doing sth. 8. loads of 9. it's no big deal 10. plump 11. desperate 12. particularly 13. in disgust 14. by far 15. to his astonishment 16. an air of |
|
5. Insert the appropriate collocations from the previous exercise making changes in the form of the verb if necessary.
1. Stop _____________________– I’m serious about this!
2. She spoke with her usual _____________________authority.
3. I can _____________________into town.
4. I _____________________going to London with me.
5. His remarks were _____________________ helpful.
6. I’m not sure how they are able _____________________such expensive holidays.
7. The missing man’s family are getting increasingly _____________________.
8. _____________________if you can’t pay me back right now.
9. I tried _______him ________, but he just kept staring out of the window.
10. _____________________it was dark when I woke up.
11. Bill was _____________________by his son’s behaviour.
12. The 1989 revolution was _____________________the bloodiest in the country’s history.
13. Try and ________her _______a bit or we’ll be late.
14. He’s making _____________________money.
15. The speaker was a _____________________woman who was talking to four boys, all with flaming red hair.
16. The performance was so awful that half the audience walked out _____________________.
6. Choose the sentences using the appropriate expressions from the previous exercise.
1. Fred and George often behave in a silly way, but they still get really good marks and everyone thinks they're really funny.
2. Uncle Vernon agreed to take Harry to London in his car.
3. Dumbledore is very famous for the discovery of the twelve uses of dragon's blood the discovery of the twelve uses of dragon's blood.
4. Aunt Petunia had persuaded Dudley to sit next to Harry, and they had set off.
5. Harry didn't think there was anything wrong with not having enough money to be able to pay for an owl.
6. You must know a lot of magic already.
7. Everyone expects me to do as well as the others, but if I do, it’s not very important, because they did it first.
8. He told Ron all about having to wear Dudley's old clothes and never getting proper birthday presents to make him feel happier.
9. Ron was very surprised when Harry told him that he’d never played Quidditch.
10. Harry turned the card back over and saw, to his great surprise, that Dumbledore's face had disappeared.
7. Fill in the missing prepositions. Put the sentences into the right order.
1. I've tried a few simple spells just _________ practice and it's all worked _________ me. Nobody _________ my family's magic _________ all, it was ever such a surprise when I got my letter, but I was ever so pleased, _________ course, I mean, it's the very best school _________ witchcraft there is, I've heard – I've learned all our course books _________ heart, _________ course, I just hope it will be enough – I'm Hermione Granger, _________ the way, who are you.
2. Two hours later, Harry's huge, heavy trunk had been loaded _________ the Dursleys' car, Aunt Petunia had talked Dudley _________ sitting next _________ Harry, and they had set _________.
3. Harry's last month _________ the Dursleys wasn't fun. True, Dudley was now so scared _________ Harry he wouldn't stay _________ the same room, while Aunt Petunia and Uncle Vernon didn't shut Harry _________ his cupboard, force him to do anything, or shout _________ him – _________ fact, they didn't speak _________ him _________ all.
4. The guard had never heard _________ Hogwarts and when Harry couldn't even tell him what part _________ the country it was _________, he started to get annoyed, as though Harry was being stupid _________ purpose. Getting desperate, Harry asked _________ the train that left _________ eleven o'clock, but the guard said there wasn't one.
5. _________ the last day _________ August he thought he'd better speak _________ his aunt and uncle _________ getting _________ King's Cross station the next day, so he went _________ to the living room where they were watching a quiz show _________ television.
6. The first few carriages were already packed _________ students, some hanging _________ of the window to talk _________ their families, some fighting _________ seats. Harry pushed his cart off down the platform in search of an empty seat.
7. You'd better hurry _________ and put your robes _________, I've just been up _________ the front to ask the conductor, and he says we're nearly there. You haven't been fighting, have you? You'll be _________ trouble before we even get there!
8. Harry didn't think there was anything wrong _________ not being able to afford an owl. _________ all, he'd never had any money _________ his life _________ a month ago, and he told Ron so, all about having to wear Dudley's old clothes and never getting proper birthday presents. This seemed to cheer Ron _________.
8. Finish up the sentences. Develop the situation.
1. Harry's last month with the Dursleys ….
2. Harry kept to his room, with …
3. On the last day of August Harry …
4. Harry woke at five o'clock in the morning …
5. He stopped a passing guard, …
6. Ron told Harry that he was the sixth in their …
7. Harry didn't think there was anything wrong
8. Harry had never had any money for candy …
9. Hermione Granger had tried a few simple spells just for practice …
10. Three boys entered, and Harry recognized the middle one …
9. Translate the following sentences into English.
- К нашему удивлению, он был принят в лучшую частную школу города.
- Я думаю, что нет ничего плохого в том, что он подвез этого незнакомца на вокзал.
- Боюсь, нам не удастся его уговорить арендовать этот домик на все лето.
- Поторопись, а то мы опоздаем!
- Этот вопрос застиг нас врасплох.
- Не уверен, что мы можем себе позволить такой дорогой отпуск.
- Ты, должно быть, читаешь много книг по (on) истории.
- Я узнал дом по (from) вашему описанию.
- Он всегда шляется со всяким сбродом.
- Между прочим, если Клер придет завтра, она приведет своего друга.
- Поначалу вам покажется здесь шумно, но спустя некоторое время вы привыкните.
- Извините, но, в конце концов, мы решили не приходить.
- Ничего страшного, если ты не сможешь сразу (right now) вернуть мне деньги.
10. Answer the questions.
1. Harry's last month with the Dursleys wasn’t fun, was it? Why?
2. What did he ask his uncle to do?
3. Why was Harry desperate?
4. Did anybody help him to get to platform nine and three-quarters? What did he have to do?
5. How many children did the Weasleys have? What have you learned about the family?
6. Why did the twins laugh at their elder brother?
7. Ron was upset about being the sixth in his family to go to Hogwarts, wasn’t he? What made his so gloomy?
8. What pet did Ron have? Did he like it? Why?
9. Harry shared the sweets he bought with Ron, didn’t he? What was so pleasant about it?
10. What was Hermione Granger like?
11. Why did Draco Malfoy come to Harry’s compartment?
12. How did they get to Hogwarts?
11. Make a short summary of the chapter.