Развитие лексической компетенции учащихся средней школы на уроках английского языка

I.Упражнения на развитие лексической компетенции учащихся на уровне слова.

1.Rearrange the words to put things where they should be, according to the head-words in the boxes.

nature

parts of the body

2.Grouping words…by stress pattern

mysterious, suppose, broken, funny, little, frightened, excitement, delightedly, excitedly, anxious, instead, because, possible, brightened.

3.Word switch

In each line, circle the two words that need to switch places for all the words to be in alphabetical order.

1. take, tell, think, trespassers, tracks.
2. happen, home, house, hostile, hunting.
3. little, lick, live, look, lost.
4. branches, brightened, brought, broken, brushing.

4. Jumbled letters. Put the letters in the correct order to get the names of the main characters. Write them down.

1. I G P E T L
2. IWEINN-EHT-HOOP
3. WLLIAIM
4. CIHRTSERPHO
5. BNIOR
6. PASRESSTRES

5. All but one of these words can be paired with another one that has the similar meaning. Which word is on its own?

secretive
grand
little
anxious
ruined
magnificent
different
mysterious
various
small
broken

II. Упражнения на развитие лексической компетенции учащихся на уровне словосочетаний.

1. Remove the spaces between the letters. Reverse the order of the letters, so that you can read them from left to right. Divide the letters into word combinations.

1. Emitg nol a rof
2. Elcrica nidn ou
3. gniklawno tn ew
4. mihret fa nar
5. emohffo de ttort

Each number represents a letter of the alphabet. Can you break the code to complete word combination.

3. Make up as many combination as possible.Translate them

turn
go
catch
sit
brighten
stand
down
up
out
up with
on

hunting
on a chair
wild animal
suddenly
quckly

III. Упражнения на развитие лексической компетенции учащихся на уровне предложения.

1.Give Russian equivalents.

1. I shall have to wait.
2. It may be.
3. You never can tell with paw-marks.
4. It is either two Woozles and one, as it might be, Wizzle.
5. I really ought to go back and do it now.
6. It isn’t the sort of thing you can do in the afternoon.
7. He trotted off the home as quickly as he could.
8. He thought in the most thoughtful way he could think.

2.Find in the text some facts to prove that:

1. The Piglet couldn’t read.
2. The Winnie-the- Pooh was a very curious bear.
3. The piglet was afraid of unexpected incidents.
4. Christopher Robin liked the bear so much.

3.Study the vocabulary and make your own sentences with the words and phrases given below.

to live in a grand house
a piece of broken board
grandfather’s name
to brush away the snow
to hunt
paw marks
to give a squeak of excitement
to be frightened
to join smb
tracks of four sets of paws
to forget to do something
to go round together
to say hopefully

4.Give a one-minute talk on one of the aspects:

1. What was the house where the Piglet lived;
2. Winnie-the-Pooh’s reaction to the unknown tracks and his behaviour;
3. What Robin thought about the situation which he had seen.

5. Act out the talk between Robin and Winnie-the-Pooh with the help of this disappearing dialogue.

1)

-Silly old Bear. What were you doing?
-I was hunting and tracking something.
-OK. First you went round the spinney by yourself
- Yes, and then I did it again with the Piglet together.
-Were you just going round a fourth time?
-Wait a moment. I see now. I have been Foolish!
-You are the best Bear in the World!
-Am I? Thank you. Let’s go home for dinner.

2)

-Silly Bear. What doing?
-I was and something.
-OK. you went round yourself
- Yes, and then I did it together.
- you just round a fourth time?
-Wait a. I see now. I have been!
-You are in the World!
I? Thank you. Let’s for dinner.

3)

-Silly . What ?
-I was and .
-OK. you round yourself
- Yes, and I did it .
- you just round a ?
-Wait a. I see. I !
-You are in the!
I? Thank you. for dinner.

Заключение: Отличительная особенность формирования лексической компетенции состоит в том, что необходимо формировать все составляющие лексической компетенции, опираясь на комплекс заданий. В результате внедренного комплекса заданий учащиеся смогут продемонстрировать сформированную лексическую компетентность как способность:

• определять контекстуальное значение слова;
• решать задачи, связанные с усвоением иноязычного слова при практическом использовании в речи;
• подбирать нужную лексическую единицу в соответствии с ситуацией общения