Домашнее чтение как средство расширения лексического запаса учащихся

Represented speech renders the character's thoughts which were not uttered aloud. It, is a purely literary phenomenon never appearing in oral speech. E. g.: He looked at the distant green wall. It would be a long walk in this rain, and a muddy one . . Anyway, what would they find? Lots of trees.

Antithesis is a structure consisting of two steps, the lexical meanings of which are opposite to

each other. E. g.: In marriage the upkeep of a woman is often the down-, fall of a man.

Inversion is broken word order. E. g.: Into a singularly restricted and indifferent environment Ida Zobel was born.

Rhetorical question is a statement in the form of a question which needs no answer. E. g.: Why do we need refreshment, my friends? Why can we not fly? Is it because we are calculated to walk?

Elliptical sentence is a sentence where one of the main members is omitted. E. g.: "Very windy, isn't it?" — "Very." — "But it's not raining." — "Not yet." — "Better than yesterday."

Repetition is observed when some parts of the sentence or sentences are repeated. It is employed as a means of emphasis. E. g.: A smile would come into Mr. Pickwick's face; the smile extended into a laugh; the laugh into a roar, and the roar became general.

Parallel constructions (or parallelism) present identical structure of two or more successive clauses or sentences. E. g.: Passage after passage did he explore; room after room did he peep into.

Chiasmus is a pattern of two steps where the second repeats the structure of the first in a reversed manner. E. g.: Mr. Boffin looked full at the man, and the man looked full at Mr. Boffin.

Pun is play on words. E. g.: "Did you hit a woman with a child?" — "No, Sir, I hit her with a brick."

Zeugma — the context allows to realize two meanings of the same polysemantic word without the repetition of the word itself. E. g.: Mr. Stiggins . took his hat and his leave.

Oxymoron joins two antonymous words into one syntagma. E. g.: She was a damned nice woman.

Учащиеся выполняют упражнения на поиск стилистических приемов в предложениях, а затем при обсуждении текста, они выясняют на уроке, как тот или иной прием помог автору выразить главную идею. Полученные выводы ученики включают в свои письменные анализы текста.

Для работы с поэтическими произведениями учащимся предлагаются «Правила для анализа поэтических произведений»:

1. What does the poem deal with? What does it describe? What is the main idea?

2. What executive task would you put up while reading the poem?

3. Do any pictures arise in your imagination? What are they?

4. What bright details help you to see the picture meant by the author?

5. What are the artistic means which help to disclose the ideas of the poem? (the author's characteristics; mutual characteristics; portraiture; landscape; thoughts, actions; the character's actions and speech; the role of details)

6. Comment on the use of stylistic devices. Indicate their relevance with the context.

7. Comment on the author's position towards the things described.

8. Speak on your attitude towards the poem.

2.5 Ход и анализ экспериментального обучения.

В этой части работы мы попытаемся представить анализ хода обучения домашнему чтению по сказке: The Little Red Hen

Уроки, посвященные этой теме, были проведены в гимназии 272 с углубленным изучением английского языка во 2-м классе. В классе , в котором проводилось исследование было 22 ребенка: 13 мальчиков и 9 девочек. Уроки проверки домашнего чтения проводятся раз в неделю. С текстом для домашнего чтения учащиеся знакомятся дома, в классе же происходит обсуждение прочитанного и выполнение различных заданий.

The Little Red Hen обсуждалась на двух уроках: первый урок был посвящен выполнению упражнений, образующих констатирующий эксперимент.

Основываясь на полученных результатах работы, учащиеся, выполнили дома так называемый формирующий эксперимент, после чего на втором уроке снова выполнили упражнения для констатирующего эксперимента, что составило контрольный эксперимент.

Материалы и методы исследования:

Сказка

The Little Red Hen

This is the little Red Hen. Her name is Jen, or Jen the Hen.

Jen the Hen has got three little chickens: one son and two daughters. They are little. They are very, very nice. Jen the Hen has got three friends. They are a cat, a dog and a duck.

This is the Cat. His name is Pam, or Pam the cat. He is a big grey cat.

This is the Dog. Her name is Tug, or Tug the Dog. She is black and white. She is very big.

This is the Duck. Her name is Chuck, or Chuck the Duck. She is brown. She is big two.

II

Jen the Hen has got five seeds. She wants to plant the seeds. “Help me to plant the seeds”, she says to her friends.

Pam the Cat says, “ I don’t want to help you. I want to play”

Tug the Dog says “ I don`t want to help you. I want to play too”.

Chuck the Duck says, “ I don`t want to help you. I want to swim”.

“Can you help me to plant the seeds?” Jen the Hen says to her little chickens.

“Yes, we can”. Three little children love their Mother. They want to help her. And they help Jen the Hen to plant the seeds. (They do it very well).

III

Now Jen the Hen has got many seeds. She wants to make bread.

Jen the Hen says to her friends, “ Now I`ve got many seeds. Help me to make bread , please.”

‘I don`t want to help you to make bread,” says Pam the Cat, “ I want to jump.”

“I don`t want to help you to make bread, “ says Tug the Dog, “ I want to run”.

“I don`t want to help you to make bread, “ says Chuck the Duck, “ I want to swim”.

“ What a pity” says Jen the Hen.

“Can you help me to make bread ?” Jen the Hen says to her three little chickens.

“Of course, we can!” they say, “With great pleasure”.

IV

Now Jen the Hen has got bread.

“Do you want to eat the bread?” Jen the Hen asks her friends.

‘Yes, I do!” SaYs Pam the cat. “I`m hungry!”

“Of course, I do”, SaYs Tug the Dog. “I`m very, very hungry!”

‘Yes, I do!” SaYs Chuck the Duck. “I`m hungry too!”

“But now I don`t want to give you the bread!” Jen the Hen says to Pam the Cat, Tug the Dog and Chuck the Duck. “ I want to give the bread to my little children. They are very, very nice. They always help me.

The END!!!

Упражнения для констатирующего/ контрольного эксперимента:

1.Прочитай первую часть сказки и скажи, сколько у курочки друзей и как их зовут.

2.Прочитай вторую часть сказки и ответь на вопросы:

How many seeds has Jen the Hen got.

What does she want to do with her seeds.

Does she ask her friends to help her.

Do her friends want to help her.

What do Tug the Dog and Pam the Cat want to do.

What do Tug the Dog and Pam the Cat want to do.

Who helps Jen the Hen to plant the seeds.

3.Прочитай третью часть сказки и скажи, кто помогает курочке печь хлеб.