# Home Reading Aid on the Book "The Secret Diary of Adrian Mole Aged 13 3/4" by Sue Townsend. Костенко Н.В - 3 стр.

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• ## Иностранный язык

3
Introduction
The focus of these Home Reading study materials is to test the ability of second
year students of the language department to understand authentic reading materials
used for purposes of intensive home reading. Therefore, the goal of these training
materials is to help students organize their work to achieve successful reading
comprehension of the book "The Secret Diary of Adrian Mole Aged 13 3/4" written
by a modern English writer Sue Townsend, as well as to teach them specific reading
skills that are required for this purpose.
The study materials that follow are organized around seven assignments, each
containing task-based activities related to three basic areas: Vocabulary Practice,
Talking Points and Dialogues/Sketches.
Vocabulary Practice focuses on utilizing the vocabulary identified in the
chapters of the book covered by the particular assignment. Special attention is paid to
those words and phrases that students must master if they are to be able to express
essential concepts discussed in the book and express their attitude about them. These
lexical units are listed under the heading "Active Vocabulary", which the students are
encouraged to work through with a dictionary. Such practice exposes them to the
exciting world of semantics and encourages them to acquire knowledge about
synonyms, opposites, collocations, etc.
There are several exercises designed to focus on and expand vocabulary areas
and exercises to practice the skill of deducing the meaning of words from their
context, thus increasing the students' confidence in reading books in the original.
Particular emphasis is on the use of phrasal verbs and idioms which students
should make a special point of learning.
Talking Points covers both ideas and vocabulary from the text to be utilized to
construct the student's own oral presentation. To that end, this portion of the study
materials includes exercises which develop such skills as reading for the essential
meaning, or for specific information, making accurate and informed guesses,
interpreting various allusions and abbreviations, understanding cross-cultural
differences and other skills.
Developing such skills requires the ability to analyse and synthesize so as to
form one's own opinions and judgements. In fact, the Talking Points item acts as a
round-off to every assignment. Particular attention should be paid to final discussion
of the book. A proper selection of comprehension questions and topics will enable the
students to refer to varied concepts and express their ideas and discoveries in
connection with the book.
Dialogues/Sketches are designed to reinforce the material learned in class. The
purpose of these activities is to provide the students with an opportunity for more
creative use of language, with particular emphasis on communication. A dialogue or
a sketch (that is, a dramatization prepared and performed by the students in small
groups) may be handled in different ways. It does not really matter too much, but
what does matter is that they are amusing items to round off the class with a smile.
                                             3
Introduction

The focus of these Home Reading study materials is to test the ability of second
year students of the language department to understand authentic reading materials
used for purposes of intensive home reading. Therefore, the goal of these training
materials is to help students organize their work to achieve successful reading
comprehension of the book "The Secret Diary of Adrian Mole Aged 13 3/4" written
by a modern English writer Sue Townsend, as well as to teach them specific reading
skills that are required for this purpose.
The study materials that follow are organized around seven assignments, each
containing task-based activities related to three basic areas: Vocabulary Practice,
Talking Points and Dialogues/Sketches.
Vocabulary Practice focuses on utilizing the vocabulary identified in the
chapters of the book covered by the particular assignment. Special attention is paid to
those words and phrases that students must master if they are to be able to express
essential concepts discussed in the book and express their attitude about them. These
lexical units are listed under the heading "Active Vocabulary", which the students are
encouraged to work through with a dictionary. Such practice exposes them to the
exciting world of semantics and encourages them to acquire knowledge about
synonyms, opposites, collocations, etc.
There are several exercises designed to focus on and expand vocabulary areas
and exercises to practice the skill of deducing the meaning of words from their
context, thus increasing the students' confidence in reading books in the original.
Particular emphasis is on the use of phrasal verbs and idioms which students
should make a special point of learning.
Talking Points covers both ideas and vocabulary from the text to be utilized to
construct the student's own oral presentation. To that end, this portion of the study
materials includes exercises which develop such skills as reading for the essential
meaning, or for specific information, making accurate and informed guesses,
interpreting various allusions and abbreviations, understanding cross-cultural
differences and other skills.
Developing such skills requires the ability to analyse and synthesize so as to
form one's own opinions and judgements. In fact, the Talking Points item acts as a
round-off to every assignment. Particular attention should be paid to final discussion
of the book. A proper selection of comprehension questions and topics will enable the
students to refer to varied concepts and express their ideas and discoveries in
connection with the book.
Dialogues/Sketches are designed to reinforce the material learned in class. The
purpose of these activities is to provide the students with an opportunity for more
creative use of language, with particular emphasis on communication. A dialogue or
a sketch (that is, a dramatization prepared and performed by the students in small
groups) may be handled in different ways. It does not really matter too much, but
what does matter is that they are amusing items to round off the class with a smile.