The procedure of work with the poem.

Listening to the poem, produced by the teacher or tape. It is a receptive stage. Tasks for it: 1) Listen to the poem and try to understand what it is about.2) Listen and read (2 analyses are at work at the same time: visual and audial).

ü Checking up the pupils’ comprehension

ü Words (introduce new words)

ü Reproductive stage. Learning of the poem is done concentrically through repetition.

ü Recitation in chain one by one or individually.

ü Dramatization- role play.

Цель и задачи по овладению лексическим аспектом иноязычного общения в СШ. Требования программы. Проблема отбора лексического материала для устной и письменной форм общения. Характеристика активной, рецептивной и потенциальной лексики. (aims and objectives of teaaching voc.requirements of programs. problems of selecting lex-l materials for oral speech and reading. characteristics of active, receptive and potention lexics).

Considerable attention has always been paid to the problem of Voc. selection, Voc. minimum. The number of words that pupil should acquire at school depends on the program requirements which are determined by the state documents. It is admitted that V. must be carefully selected acc. to the principles of selecting linguistic materials, the conditions of teaching and learning.

The first selection of V.was made by Ян Амос Каменский in the 17^th c. He chose 8000 words for his Latin Text Book He thought that this stock of words is enough for getting acquinted with the world. His V. was too numerous and it consisted of special words which are not frequently used in life. The problem of Voc. selection became exceedingly important at the end of 19^th c. H. Palmer and M. West made a great contribution. Their leading principle was the ability of words to agree with other words. The linguistic material for their V. was taken from Bible, which was not quite suitable for teaching purposes. M. West in 1960 published his general service list of English words (1200w) which he divided into 2 groups: 1 form or structural w-s (words that we talk with); 2 content w-s (words that we talk about).

The first attempt to select V. on scientific principles was made by Л.В. Щерба. The lexical minimum was meant for receptive and reproductive knowledge. It was too specious and numerous, it didn’t include phraseology. Another attempt was made by Рахманов and his colleagues.

They distinguish 3 types of V: 1) Active V. (1000)for reproductive usage; 2) Passive V.( 3000) for receptive usage; 3) Potential V. (free and individual). By Potential V. we understand the knowledge of Word Formation (suffixes, prefixes, conversion, power of guessing). Potential V. is open and dynamic, it suggests how well you know WF and intonation. We can definitely say what is our Active and Passive V, but we don’t know our Potential V.

The leading principle for selection of lexical minimum is 1) the pr-l of combinability- the ability to agree with other words; 2) the ability to be semantically valuable; 3) the ability to be of polysemantic value; 4) the pr-l of frequency of use.

9) презентация и семантизация новых лексических единиц, типология упражнений для формирования и совершенствования лексических навыков в самостоятельной работе учащихся (СРУ). Виды наглядности в обучении лексическому аспекту общения. (presentation and semantization of new lex-l elements,typology.ex for formation and perfection of lex-l skills. types of visual aids in lex-l aspect of the speech). Words can be introduced and explained before reading, while reading, independently at homework. There are 2 dif. ways of conveying the meaning of words:1) direct (non-translational);2) translational. Within the groups of direct ways we single out the following: a) verbal (synonyms, antonyms, definition, context, etymology of word, word-building elements) b) non-verbal(mimes, gestures). Within the groups of translational ways we distinguish 2 groups: a) translation-proper the meanings are coincide b) translation- interpretation.

American specialists Hunt and Beglar discuss 3 main approaches to V. Teaching and Learning: 1^st appr-ch - incidental or indirect learning; 2^nd – direct or explicit learning; 3^rd – independent strategy development.

V. strategies:

1. guessing from the context.

The procedure is as follows: 1 you determine what part of speech it is 2. you look at the immediate context and try to simplify it if necessary 3. you guess the meaning of the word and check it.

2. the use of dif. dictionaries: bilingual, electronic, monolingual, phraseological, picture dic-ries, dic-ry of synonyms, antonyms,etc.

Brainstorming

fruit

root Tree leaf

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