Appendices

Appendix 1. Vocabulary map

Are you able to gather ‘vocabulary items’ on the topic?

To speak effectively on any topic, it`s necessary to learn how to do it. So you need to speak on some topic. What is your first step? Start with thinking about the topic in terms of (1) the subject of communication (‘What is it about?’) and (2) the communicative situation (‘What are you in this communication and what is your audience, plus time circumstances, motive, goal; otherwise – who with whom, when, where why and for what ‘are’ communication. We use here “are communicating” to underline that both are active, important and involved). Only after this holistic vision you are to think about vocabulary items to choose?

Look for the language resources in terms of nouns for defining people, objects and ideas, adjectives for their characteristics, verbs for activities presentation, and adverbs for activity characteristics. Mind that adverb is a universal part of any text content. You have a set of adverbs of manner, place, time and they are suitable for any topic. New adverbs can be formed with the help of topical adjectives. For example, purposeful – purposefully, academic - academically.

Build a map that can help you to see all parts of speech systematically and at one glance. Then behind the words you’ll see reality as it is.

This vocabulary map helps you in building up your own mini-thesaurus – a set of necessary words (it’s your choice to list them alphabetically or otherwise). It`s possible to combine it with difficult word forms, phrases and stated expressions. The map is aimed at helping you recollect, systematize and direct further search for necessary words. This thesaurus is your future capital.

Appendix 2. Roget’s Thesaurus of English words and phrases (Penguin books, 2000)

539 School

N. academy, institute, educational i.; college,

lycee, gymnasium, senior secondary school;

conservatoire, ballet school, art s., academy of

dramatic art; finishing school; correspondence

college; university, campus; Open University;

redbrick university, Oxbridge, varsity; sixth-

form college, FE c., college of further or higher

education; polytechnic, poly; alma mater, old

school, groves of academe.

school, nursery s., creche, playgroup, kinder­-

garten; infant school; private school, indepen-

dent s., public s., state-aided s., state s.;

preparatory school, prep s., crammer; primary

school, middle s., secondary s., high s., second-

ary modern s., grammar s., senior secondary s;

comprehensive s., sixth form college, FE c.;

boarding school, day s.; night s., evening

classes; Sunday s.; special s.; approved school,

List D s.; reform s., Borstal; remand home,

detention centre; catchment area, parent’s

charter.

В данной словарной статье обратите внимание на следующее:

• жирным курсивом в начале статьи представлено слово, организующее словарную статью, – лексико-семантическое поле данного исходного слова;

• курсивом представлены тематические (темообразующие, а в каких-то случаях и полеобразующие) для данного словаря слова (цифра подсказывает, где можно найти ту или иную тематическую или полевую группу слов);

• абзац в словарной статье означает начало новой тематической группы внутри поля;

• жирная буква в начале некоторых абзацев указывает на часть речи, в которой представлена тематическая группа;

• в рамках абзаца через запятую помещены более близкие по значению слова, а через точку с запятой – менее близкие.

Appendix 3. Cognitive Map

Cognitive map is a kind of “shpargalka” which you built in order to ease your further retelling of the text. Otherwise, it is a kind of a content skeleton of the text. It presents all important themes and gives idea how each of them is being developed by the author. It may show three dimensions of the text content organization: (1) a hierarchy one – what is most important), (2) a structural dimension – how this “what” is structured), (3) a systemic dimension (what vocabulary the author uses to present the themes and to develop them). If we want to add a third dimension (that is to separate our vocabulary with which we want to present main ideas of the text from the vocabulary of the author (how s\he names the ideas), we need to make the words of the author somehow, for example with italics or bald letter (this is up to you). If you have this third dimension, then while retelling, you can add the specific author’s vision of the idea. If not, than you present the idea as it is without this nuance.