Робота з тематичною лексикою на уроках англійської мови

* виконання вправ, як правило із застосуванням комп'ютера, графічних опор, у яких «моделюється певний відрізок реального процесу комунікації» (заповнення пропусків у тексті, підбір визначень термінів з кількох варіантів, завершення речень, співставлення термінів та їх визначення, виявлення одного зайвого слова та інші завдання такого плану);

* моделювання мовленнєвих ситуацій з реального життя, під час програвання яких учні автоматизують вживання певної лексичної одиниці в конкретній ситуації спілкування;

* написання речень для закріплення лексики в писемному мовленні.

Отже, лексика пронизує весь курс англійської мови, і завдання вчителя - знайти такі форми й методи її подачі та опрацювання, які б зробили цей процес приємним і бажаним для учня. Перш за все, цьому сприятиме широке використання сучасних інформаційних технологій, інтерактивних методів навчання, щоб навчити учнів "чітко формулювати і висловлювати свою позицію, спілкуватися, дискутувати, сприймати й оцінювати інформацію". Не менш важливим для ефективного засвоєння лексики є створення вчителем творчої, ділової, дружньої та доброзичливої робочої обстановки на занятті, коли учень працює з творчою наснагою, з "вогником", коли всі його дії вмотивовані та підпорядковані головному - досягнути позитивного результату, показати й проявити себе, розкрити свій мовленнєвий потенціал, отримати моральне й емоційне задоволення від вирішених проблем спілкування.

 

 

Список використаної літератури

 

1. Алхазишвили А.А. Основы овладения устной иностранной речью. - М.: Просвещение, 1988. - 125 с.

2. Ариян М.А. Лингвострановедение в преподавании иностранного языка в старших классах // Иностр. яз. в школе. - 1990. - № 2. - С. 21-25.

3. Артемов В.А. Психология обучения иностранным языкам: Учеб. пособие. - М.: Просвещение, 1969. - 279 с.

4. Бенедиктов Б.А. Психология овладения иностранными языками. - Минск: Вышэйш. школа, 1974. - 335 с.

5. Бех П.О., Биркун Л.В. Концепція викладання іноземних мов в Україні // Іноземні мови. - 1996. - № 2. - С. 3-8.

6. Близнюк О.І., Панова Л.С. Ігри у навчанні іноземних мов: Посібник для вчителів. - К.: Освіта, 1997. - 64 с.

7. Бухбиндер В.А. Работа над лексикой / Основы методики преподавания иностранных языков. - К.: Вища школа, 1986. - С. 159-179.

8. Вишневський О.І. Довідник вчителя іноземної мови. - К.: Радян.школа, 1982. - 152 с.

9. Вишневський О.І. Діяльність учнів на уроці іноземної мови. - К.: Радян. школа, 1989. - 223 с

10. Гапонова С.В. Сучасні методи викладання іноземних мов за рубежем // Іноземні мови. -1998. - № 1. - С. 24-31.

11. Гурвич П.Б. Теория и практика эксперимента в методике преподавания иностранных языков. - Владимир: Владимирск. гос. пед. ин-т, 1980. - 104 с.

12. Давыдова М.А. Деятельностная методика обучения иностранным языкам. - М.: Высш. школа, 1990. - 172 с.

13. Демьяненко М.Я., Лазаренко К.А., Мельник С.В. Основы общей методики обучения иностранным языкам. - К.: Вища школа, 1984. - 255 с.

14. Державний освітній стандарт з іноземної мови (загальна середня освіта) V-IX класи / Керівн. автор. колективу С.Ю. Ніколаєва. - К.: Ленвіт, 1998. - 32 с.

15. Зимняя И.А. Психология обучения иностранным языкам в школе. - М.: Просвещение, 1991. - 220 с.

16. Китайгородская Г.А. Методика интенсивного обучения иностранным языкам. - М.: Изд-во МГУ, 1986. - 100 с.

17. Китайгородская Г.А. Методические основы интенсивного обучения иностранным языкам. - М.: Изд-во МГУ, 1986. - 176 с.

18. Ляховицький М.В. Методика преподавания иностранных языков. - М.: Высш. школа, 1981. - 159 с.

19. Методика викладання іноземних мов у середніх навчальних закладах: Підручник. Вид. 2-е, випр. і перероб. / Колектив авторів під керів. С.Ю. Ніколаєвої. - К.: Ленвіт, 2002. - 328 с.

20. Методика интенсивного обучения иностранным языкам / Под ред. В.А. Бухбиндера и Г.А. Китайгородской. - К.: Вища школа, 1988. - 343 с.

21. Методика обучения иностранным языкам в средней школе: Учебник / Гез Н.И., Ляховицкий М.В., Миролюбов А.А. и др. - М.: Высш. школа, 1982. - 373 с.

22. Плахотник В.М. Навчання іноземних мов у середній школі: концепція та її реалізація // Іноземні мови. - 1995. - № 1. - С. 9 -12.

23. Рабинович Ф.М., Сахарова Т.Е. Методика обучения иностранным языкам в средней школе. - М.: Просвещение, 1991. - 288 с.

24. Теоретические основы методики обучения иностранным языкам в средней школе / Под ред. А.Д. Климентенко, А.А. Миролюбова. - М.: Педагогика, 1981. - 455 с.

 

 

Додатки

 

У СВІТІ ТВАРИН

5^th form Topic: Animals (на матеріалі НМК World Class 2 видавництва Pearson Education)

Objectives:

* to help the students store vocabulary by classification;

* to give a simple description of an animal; ^й to practice intensive listening;

* to practice reading for specific information;

* to revise and practice Present Simple;

* to develop students' creative thinking skills.

I. Warm up. Greeting and guessing the topic of the lesson. There is a list of the proverbs and sayings on the blackboard:

1. Every dog has his day.

2. All cats are grey.

3. When pigs fly.

4. A bird may be known by its song.

5. A little bird told me.

6. One swallow doesn't make a summer.

7. A bird in a hand is worth two in the bush.

8. Let sleeping dog lie.

9. When the cat is away, the mice will play.

10. Don't sell the bear's skin before you have caught the bear.

II. Phonetic drills. Tongue twisters. Repeat many times to improve pronunciation:

Tiny Travon takes twenty-two and two-third of a second To tie two tired tigers to two tall trees.

The black cat sat on a mat and ate a fat rat

The cat catchers can't catch caught cats,

The blue bluebirds blink.

A big black bug bit a big black bear, made the big black bear bleed blood.

Six slippery snails slid slowly seaward.

ІІІ. T: Do you know the animals?

1) game P1 P2 P3...

P1 names an animal and either gives a Ukrainian translation of the word or its definition. P2 has to translate the name of the word or to guess the word according to the definition.

2) guessing the animals.

The students are divided into two groups. If the group knows the animal, a member of this group rushes to the blackboard and writes the word on the blackboard. The group receives bonus -- a happy face -- if the word is guessed and the spelling is correct. The more happy faces, the better.

a) guessing the sounds (cassette, dictation);

b) guessing the animal according to the definition:

* a large grey animal with a long trunk (an elephant);

* an African animal like a monkey but without a tail (a chimpanzee);

* a large bird that kills other creatures for food (a golden eagle);

* an animal that has a hard skin and a long body without legs and may have a dangerous bite (a snake);

* a very large animal which lives in the sea and usually swims about in a group; it is not a fish but it feeds its young with milk (a dolphin);

* a big reptile with strong teeth (a crocodile);

* a very large bird with long legs, which is black and white and cannot fly (an ostrich);

* an animal with 4 legs which has skin like a snake (a lizard);

* a creature with 8 legs which uses threads from its body to catch insects in a web (a spider);

* a large black insect which usually appears at night and likes kitchen (a cockroach);

* a long thin creature with a soft body without bones or legs (a worm);

* a small insect that lives in large groups (an ant).

c) guessing the animal according to the description, (cassette) Tapescripts.

1. This animal eats leaves, fruit and also insects. It lives in the forest. It plays and eats during the day, and builds a nest in the trees to sleep at night. It can build its nest very quickly. It can run quite fast and can climb trees very well. The mother carries the baby on her stomach or on her back. They look like people, {a chimpanzee)

2. This animal lives in houses. It especially likes kitchens. It comes out at night and doesn't like bright lights. It is an insect, (a cockroach)

3. This animal is very intelligent. It can swim very well, but isn't a fish. You often see them in the zoos. People train them to do tricks. For example, they can swim backwards, or someone might ride them like a horse in the water. They are very popular with children and they do shows in the zoo. (a dolphin)

d) guessing the animal according to the students' descriptions. Group 1 -- group 2.

IV. Group work. Matching the words:

to train to check trick team pool to grow cliff to lay eggs

according to their definitions. Group 1: cards with the words; Group 2: cards with the definitions.

V. Text «A day with a dolphin». Pre-reading activity: looking at the picture try to predict what this text is about, a) reading the text;

A DAY IN THE LIFE OF JOE TROUNSON

Joe Trounson trains dolphins. A typical day starts at 8am. Joe checks that the water is clean and the correct temperature, then prepares the dolphins' food. Each dolphin eats about 4.5 kg of fish a day. At 10am Joe starts the training.

'I usually swim with them for a while before the first show,' says Joe. 'I always give them fish if they are good.'

During the show the dolphins do a lot of tricks. They jump out of the water, swim backwards on their tails, and take fish out of Joe's mouth. Joe sometimes rides on a dolphin like a horse!

Joe doesn't work alone. His friend Carol helps him with the training and the shows. 'We work as a team,' says Carol. 'Joe, myself, and the dolphins -- Honey, Lulu, Smartie, Cookie and Snappie.'

Joe and Carol finish work at 7pm, but they don't usually go home until much later. If a dolphin is ill, they stay at the pool and talk to the vet.

'It's hard work, but I enjoy it,' says Joe. 'Dolphins are lovely animals to work with.'

b) questions to the text:

1. When does Joe start work? 4. How many dolphins are there?

2. How much fish do dolphins eat? 5. Does Joe always go home at 7pm?

3. Who does Joe work with?

c) grammar: Present Simple. Copy and complete the tables with words from the text.

 

Affirmative
I		my work.
We		as a team.
Joe		dolphins.
They		at the pool.

 

Negative
Joe	... work	alone.
They		home until later.

 

d) retelling the text.

VI. Poem «Dolphin». Different kinds of work.

1) find the main sentence in the verse:

DOLPHIN

My best friend is a dolphin,

I met him in the sea.

He was beautiful, friendly and clever,

And I know that he really liked me.

2) 1 group: Guess which of these words fits each gap.

sea together me clever

We played and swim ...,

Happy in the ... .

I thought he was wonderful, friendly and .,.,

I was proud that he really liked ....

3) 2 group: Arrange the lines in the correct order:

So this is my holiday picture:

My friend, the dolphin, and me.

І will go back and find him next year,

I know that he'll remember me!

4) reciting the poem.

VII. Relaxation. The task is to make a step and give a word on the topic.

1 group: exotic animals.

2 group: birds.

Teacher: Your task is to give as many words as you can. In other words, you have to go as far as you can. The winner is a student (a group) who can give more words than others.

VIII. Birds. Listen to the cassette and correct the information about birds. Example: 1 85 cm not 95 cm.

BOY: Can I ask you some questions about golden eagles, please?

ZOOKEEPER: Yes, sure.

BOY: How big are they?

ZOOKEEPER: Oh, they grow to about 95 cm.

BOY: And what do they eat?

ZOOKEEPER: ²Large animals like mice and rabbits, and also other animals.

BOY: Where do they make a nest?

ZOOKEEPER: On the Hop of a cliff or in a ^ssmall tree.

BOY: And how many eggs do they lay?

ZOOKEEPER: They usually lay Hen.

BOY: Thank you very much.

Tapescript

BOY: Can I ask you some questions about golden eagles, please?

ZOOKEEPER; Yes, sure.

BOY: HOW big are they?

ZOOKEEPER: Oh, they grow to about 85 cm.

BOY: And what do they eat?

ZOOKEEPER: Small animals like mice and rabbits, and also other birds.

BOY: Where do they make a nest?

ZOOKEEPER: On the side of a cliff or in a tall tree.

BOY: And how many eggs do they lay?

ZOOKEEPER: They usually lay two.

BOY: Thank you very much.

Copy the table. Complete the information for the golden eagle.

 

	Golden eagle	Ostrich	Barn owl
Height
Main food
Nest	Cliff / tree
Number of eggs

 

IX. Speaking. Pairwork. The class is divided into pairs. Student A has to find out information from his\her partner about the barn owl, and student В has to find out about the ostrich. Student A looks at table 1, student В looks at table 2. Students fill in the table and tell their stories about these birds.

Table 1. Answer the questions about the ostrich. Use the information below to help you.

 

Height	2 meters
Main food	small animals, plants
Nest	on the ground
Number of eggs	between 6 and 8

 

Now find out about the barn owl. Ask questions.

 

Height
Main food
Nest
Number of eggs

 

Table 2

Find out about the ostrich. Ask questions.

 

Height
Main food
Nest
Number of eggs

 

Now answer questions about the barn owl. Use the information below to help you.

 

Height	34 cm
Main food	mice, small animals, insects
Nest	in a tree or a building
Number of eggs	between 4 and 7

 

Homework:

1. Stories about golden eagles, ostriches and barn owl.

2. Guess the following similes:

As quiet as.....(a mouse). As greedy as.....(a pig).

As free as.....(a bird). As busy as.....(a bee).

As fat as......(a pig). As dead as.....(a dodo).

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