В результате работы нами был составлен комплекс упражнений, направленный на обучение лексическому аспекту иноязычного общения, который можно использовать как дополнительный материал к различным УМК по английском языку для начальных классов. Предлагаемые упражнения направлены на формирование коммуникативной компетенции. В них мы хотим обратить внимание на функциональное значение: эмоционально-волевое развитие, развитие словесно-логического мышления, обогащение и активизация словаря, развитие познавательной активности, расширение представлений о предметах и явлениях окружающего мира, развитие воображения, творческих способностей, игровой деятельности, памяти, навыков общения, восприятия, абстрактного мышления.

В основу содержания упражнений положены знакомые детям сказки на английском языке. Тематика и лингвистическое содержание предложенного комплекса упражнений совпадает с программными требованиями начального этапа обучения иностранному языку в школе.

Сюжетная организация заданий помогла добиться требуемого эмоционального настроя, на фоне которого освоение лексического материала осуществляется детьми легко, с увлечением.

В ситуативно-обусловленных речевых упражнениях ключевым является содержание и форма речевой задачи, от которой зависит уровень мотивации высказывания.

При разработке комплекса упражнений, целью которого является обучение лексическому аспекту английского языка и формирование коммуникативной компетенции, мы учитывали, особенности младшего школьного возраста и использовали сказки.

Речевой материал мы отбирали так, чтобы он обеспечивал функциональное содержание обучения.

The Story of the Three Bears

Once upon a time three Bears lived together in a little house in the middle of a wood. One of them was a Little, Small, Wee Bear; one was a Middle-Sized Bear; and the other was a Great, Huge Bear.

They each had a bowl for their porridge; a little bowl for the little, Small Wee, Bear; a middle-sized bowl for the Middle-Sized Bear; and a great, big bowl for the Great, Huge Bear.

They each had a chair; a little chair for the Little Small Wee, Bear; a middle-sized chair for the Middle-Sized Bear and a great, big chair for the Great, Huge Bear.

They each had a bed to sleep in: a little bed for the little, Small Wee, Bear; a middle-sized -bed for the Middle-Sized Bear; and a great, big bed for the Great, Huge Bear.

One day they made the porridge for their breakfast, poured it into their bowls and then went out into the wood for a walk while it was cooling.

While they were out walking a little girl, named Goldilocks, came to the house in the wood.

First she peeped through the keyhole; then through the window. She lifted the latch, peeped through the doorway, and seeing nobody in the house, came in.

When she saw the porridge cooling on the table she was pleased for she was hungry.

First she tried the porridge of the Great, Huge Bear; but that was too hot. Then she tried the porridge of the Middle-Sized Bear; but that was too cool. Then she tasted the porridge of the little, Small Wee, Bear; and that was just right and she liked it so much that she ate it all up!

Activities

1. Complete the sentences. Use the words from the box.

bowl Wee chair Bears bed porridge

1. Once upon a time three__________ lived together in a little house in the middle of a wood.
2. One of them was a Little, Small, __________ Bear.
3. They each had a__________ for their porridge.
4. They each had a__________ .
5. They each had a__________ to sleep in.
6. One day they made__________ the for their breakfast.
7. Complete the sentences.
8. Once upon a time three Bears lived together in a little house in the middle of a__________.
9. a) city
10. b) wood

с) village

2. They each had a bowl for their porridge; a__________ bowl for the little, Small Wee, Bear;
3. a) little
4. b) huge

с) black

3. They each had a chair; a little chair for the Little Small Wee, Bear; a__________ chair for the Middle-Sized Bear.
4. a) little
5. b) middle-sized

с) small

4. One day they made the porridge for their__________ .
5. a) supper
6. b) friends

с) breakfast

5. While they were out walking a little girl, named __________, came to the house in the wood.
6. a) Goldilocks
7. b) Thumbelina

с) Sleeping Beauty

6. First she tried the porridge of the Great, Huge Bear; but that was too__________.
7. a) salty
8. b) hot

с) cold

3. Match the antonyms. (antonym – a word having the opposite meaning)

1) high a) soft

2) hard b) big

3) hot с) cold

4) small d) low

Thumbelina

Once upon a time there was a woman who wanted to have a child very much. Every day she prayed, “Please, give me a baby.”

One day a fairy appeared and gave her a magic barleycorn. The woman planted it in a flowerpot and took good care of it. Soon a sprout came up, then leaves and ten a fine flower which looked just like a tulip. The flower petals opened and right in the middle of it was a delicate and lovely little girl.

“Hello, Mother,” said the tiny girl.

The girl was only as tall as her mother’s thumb, so the woman called her Thumbelina.

A walnut shell filled with violets served as her bed and a rose petal was her coverlet.

One night, as she lay in her little bed, there came a big, fat toad hopping in at the window.

“What a pretty girl! She would make a lovely wife for my son,” thought the toad.

With the thought, the toad picked up the walnut shell where Thumbelina lay sleeping and hopped out into the garden!

Early next morning poor Thumbelina awoke to find herself on the leaf of a waterlily, floating in the middle of a pond.

Then she heard the croaking voice of the of toad saying, “This girl is to be your bride, my son.”

When Thumbelina began to cry in fear, the toad and his son thought she was delighted and jumped for joy, for toads only cry when they are happy.

Activities

1. Fill in the prepositions from the box.

of in the middle of in with up

1. Once __________a time there was a woman who wanted to have a child very much.
2. The woman planted it in a flowerpot and took good care __________ it.
3. The flower petals opened and right __________ it was a delicate and lovely little girl.
4. A walnut shell filled __________violets served as her bed and a rose petal was her coverlet.
5. With the thought, the toad picked __________ the walnut shell where Thumbelina lay sleeping and hopped out into the garden!
6. When Thumbelina began to cry __________ fear, the toad and his son thought she was delighted and jumped for joy, for toads only cry when they are happy.
7. Fill in the gaps with the given letters from the box.

ea ou ay oo(2) oa

pr__ed; f__ry; t__к; s__n; l__ves; t__d; th__ght.

3. Unscramble these letters to find words.

AMGIC ORPTUS

ARBLYENROC LITIP

TOPWEROLF LUNTAW

4. Fill in the words it, your, my, her, his.
5. One day a fairy appeared and gave ___a magic barleycorn.
6. The woman planted it in a flowerpot and took good care of___.
7. What a pretty girl! She would make a lovely wife for ___son.
8. This girl is to be___bride, my son.
9. When Thumbelina began to cry in fear, the toad and___ son thought she was delighted and jumped for joy.

The Ugly Duckling

One delightful summer day, near a pool, a duck sat on her nest, waiting for her eggs to hatch.

A shell cracked. Then one after another, the sweet creatures hatched. When the largest egg did not break, the mother duck became worried.

A nosy old duck paid her a visit and said,

“This one must be a turkey’s egg. Just leave it. ”

At last, the largest egg cracked and out jumped a large duckling.

“How ugly! No doubt this is a turkey’s child. If you put it in the water, it will never learn to swim,” the old duck said.

As it was such a sunny day, the mother duck decided to take her family for a swim.

She jumped into the water and the little ducklings followed her, splashing about. The ugly duckling also jumped in and paddled along happily with his family.

“Oh,” said the mother, relieved, “this is my child.” She took the children to show the animals in the farmyard.

“See children, spread your legs wide apart like this and say ‘quack’ ” she instructed.

T little birds did as they were told, but the other ducks and chickens spotted the odd-looking duckling and pecked at his neck.

“Go away, you ugly duckling!” Even his brothers and sisters made fun of him and said, “We do not want you, you ugly thing!”

Activities

Match English words with their Russian equivalents.

delightful вылупиться

nest оболочка

hatch восхитительный

shell живое существо

cracked любопытный

creature брызги

nosy плескаться

splash треснувший

paddle гнездо

2. Correct the mistakes using given words.

swim duck turkey sunny old ugly

1. One delightful summer day, near a pool, a hen duck sat on her nest, waiting for her eggs to hatch.
2. A nosy young duck paid her a visit.
3. This one must be an ostrich’s egg.
4. If you put it in the water, it will never learn to fly.
5. As it was such a cloudy day, the mother duck decided to take her family for a swim.
6. Go away, you beautiful duckling!” Even his brothers and sisters made fun of him.
7. Fill in the missing letters.

“H_w _gly! N_ do_bt this is a t_rkey’s child. If you p_t it in the w_ter, it will n_ver le_rn to sw_м,” the _ld d_ck said.

4. Match the adjectives from the left column with the nouns from the right column.

adjectives nouns

delightful creatures

sweet day

nosy ducklings

sunny duckling

little duck

ugly summer

На данный момент одной из наиболее важных проблем обучения иностранному языку является проблема формирования лексических навыков. Лексические навыки представляют лексический аспект речи и являются компонентами речевых умений, предоставляя возможность использовать иностранный язык как средство общения.

На начальном этапе обучения у детей младшего школьного возраста интенсивно развиваются познавательные процессы, следовательно, отобранный нами материал помогает развитию и удовлетворяет интересы ребенка.

В процесс обучения иностранному языку необходимым является включение сказки в содержание обучения, так как, оказывая помощь героям сказки, ребенок не только усваивает необходимый лексический материал, но и учится поступать адекватно в различных ситуациях. В процессе работы со сказкой важно использовать аутентичный материал.

С методической точки зрения, по сравнению с другими литературными жанрами, сказка является более ценной, так как в ней присутствует вымысел и фантастичность. По своей содержательной основе сказка всегда вызывает огромный интерес у детей, мотивирует их к овладению иностранным языком.

Сказка является культурным наследием страны, она предоставляет широкие возможности ребенку, являясь богатейшим источником знаний.

Опираясь на содержательную основу сказки, могут быть построены различные ситуации ролевого общения. Как показывает практика, упражнения, которые используются в ходе урока для совершенствования лексических навыков, должны носить речевую направленность. В силу небольшого языкового запаса детей младшего школьного возраста, возникает трудность обучения в ограниченности речевых ситуаций. Более того, при отработке грамматических структур и лексических единиц присутствуют монотонные многократные повторения. На начальном этапе избежать этих трудностей помогают сказки, имеющие лексическую направленность.

Для того чтобы эффективно использовать сказку в процессе обучения речи, необходимо рационально организовать занятия, определить, насколько согласованно сопоставлены задачи обучения с учебными возможности сказки. В рамках занятия, направленного на обучение устной речи, где важно знания лексики можно выделить четыре этапа:

1) подготовительный – этап. На котором происходит предварительное снятие лингвострановедческих и языковых трудностей;

2) восприятие сказки при первичном прочтении – развитие умений восприятия информации;

3) контроль понимания основного содержания;

4) развитие языковых навыков и умений устной речи.

Работа над сказкой обычно проводится в три этапа:

1. предтекстовый,
2. текстовый
3. послетекстовый.