Методика работы с новой лексикой на уроках английского языка в средней школе

Over the four days of the competition 151 entrants from 24 nations clashed in 277 bouts with nine nations picking up awards. ABCD4321Упражнение № 4Употребить вместо выделенных слов синонимы в тексте.Jim Thorpe was possiblythesupremeathlete America has had at any time. James Thorpe was Native American. At first he started school for Indians near his house. In 1904 he entered the Carlisle Indian school. He had no money to research full-time and he had to break off his education a few times as he had to gain his maintenance. The manager of track and field eventat Carlisle was Glenn Warner, a celebratedathletic trainer. Warner decided to train Thorpe for football games and athletics. Jim became the best soccerplayer in the United States. He also contended in baseball game, basketball game, lawn tennis and swimming. In 1912 the Olympiad were taken in Stockholm. Previously in the history of the modern Olympic Gamesno one man rivaled in both the pentathlon and decathlon at one match of the Olympics. Thorpe performed this heconquered two gold medals. In accordance with the regulations only dilettante athletes can participate in the Olympic Games. One of the correspondence find out that Thorpe had gainedtwenty-five dollarsa calendar month playing baseball for the period of two summer holidays several years earlier. He was not consequentlya dilettanteathlete and he must have given backhis gold medals. The man who ran number twoin the pentathlon and decathlon rejected to assume gold medals stating that they rightfullybelonged to James. Thorpe resolved to renouncean amateur track and field events. He decidedto work as anoccupationalbaseball and football player. Since 1929 Thorpe had occasional jobs: he worked as a workman in California, from time to time he played a role of anIndian in motion pictures about the Wild West. In 1953 Thorpe died in the settlement of Lomita, anindigent solitary man quite 65 years old. Списоксинонимов: possibly – perhaps: supreme - greatest; Native American – American Indian; a few – several; track and field event – athletics; celebrated – famous; trainer – coach; soccer – football;player –competitor;the Olympiad – the Olympic Games; regulations – rules; rivaled –compete; conquered – win; holidays – vocations; earlier – before; consequently –therefore; dilettante - amateur; given back – return; number two - second;rightfully– really; renounce – give up; occupational – professional.Приведем список упражнений второй категории.Упражнение № 1Соотнести существительные, представленные в первой колонке с глаголами во второй колонке, чтобы получились правильные сочетания.the scoreto keepa tournamentto followa goalto scorea prizeto wina gameto drawa recordto set upa ballto kickfootballto playa whistleto blowthe courtto come ontofor a teamto loose seatto take one’sa basketball teamto be onУпражнение № 2Закончить эти диалоги.Bob: How did you like the game, John?Mike: …Bob: Yes, it certainly did. Don’t their switch tactics were more effective?Mike: ….Bob: Itwasveryimportant. He is an excellent player.Mike: ……Bob: Would you like to go to the stadium next week?Mike:Bob: Thankyou. Goodbuy. ЗаключениеПроцесс изучения новой лексики имеет решающее значение в ходе обучения английского языка. Именно от того насколько профессионально будет изложен лексический материал по теме, будет зависеть войдут ли изученные слова и словосочетания в активную речь учащихся и будет ли правильным использование слов на письме. Использование различных способов семантизации и активация лексического материала способствует наиболее устойчивому усвоению. Проведение учебных занятий необходимо осуществлять с учетом возрастных, индивидуальных особенностей учащихся и уровня подготовленности по иностранному языку. В ходе рассмотрения методик работы по обучению новой лексики, предоставленных Г.В. Роговой, Ф.М. Рабинович, Т.Е. Сахаровой, существует две категории упражнений, направленных на освоение изученных слов. Первая категория упражнений предназначена для фиксирования слов в памяти учащихся, а вторая – для моделирования словосочетаний в зависимости от содержания предложений или текста.СписоклитературыПассовЕ.И. Основыкоммуникативнойметодикиобучения иноязычному общению, - М.: Рус.яз., 1989, - 276 с. РоговаГ.В., РабиновичФ.М., СахароваТ.Е. Методика обучения иностранным языкам в средней школе, - М.: Просвещение, 1991, - 287 с.Соловова Е.Н. Методика обучения иностранным языкам: Базовый курс лекций, - М.: Просвещение, 2002, - 239 с.