Анализ структуры лексического значения глаголов с общей семой "кричать" (to cry)

Contents
Introduction
1. Structure of lexical meaning……………………………………………………..6
1.1 Problems of word definition in English language (denotation, connotation, etc)
1.2 English lexicon
1.3 Synonyms in English language (types and history)
1.4. Analysis of lexical meaning of the verbs with common seme “to cry”.
1.5. Resume
2.Lessons and exercises……………………………………………….………....23
2.1 Verbs with common seme “to cry” on the English lessons
2.2 Exercises with verbs which have common seme “to cry”
Conclusion
Literature
Vocabularies

разг. пьющая компания
5. полигр. профес. вослицательный знак
6. кричать; громко говорить Ex: to shout loudly кричать громко Ex: to shout at the top of one's lungs кричать во все горло Ex: to shout with delight визжать от восторга Ex: to shout at smb. кричать на кого-либо Ex: to shout for help звать на помощь; взывать о помощи Ex: to shout for a candidate ам. громко выкрикивать имя (своего)кандидата
7. выкрикивать, громко произносить (тж. shout out) Ex: to shout one's orders выкрикивать приказания Ex: to shout approval шумно высказывать свое одобрение Ex: to shout oneself hoarse кричать до хрипоты; охрипнуть от крика
8. звать, окликать (тж. shout out) Ex: to shout for smb. криком звать кого-либо Ex: to shout for smb. to come криком подзывать кого-либо Ex: to shout out to smb. громко звать, окликать кого-либо Ex: they shouted out to each other across thr river они перекликались через реку
9. австрал. разг. заказывать выпивку для всей компании, угощать всех присутствующих; платить за выпивку, сигареты
Id: to shout the odds сл. объявлять ставку (на скачках); сл. хвастаться, бахвалиться (Новый Большой Англо-Русский словарь).
Analyze of these meanings.
Example of text:
U. D. O. - Shout It Out
Why are you so frightened - were getting in the mood
Body breaking volume - we are loud and rude
Laser piercing lighting - megasonic sound
The first day of your lesson - upheaval in the ground
Were forging straight ahead now - its not a dream
Never ever lose the power - were as hard as steel
Dont you feel the fire - the burning in your soul
Just come and join the fantasy - it will make you free
So cut the crap out - its for you
Feel so damn proud - of this rocking crew
Well break the world down - tear up all the rules
Reality is clear now - the future is for you
So shout it out - just let it out
So shout it out - as loud as you can
So shout it out - just let it out
So shout it out - as loud as we all can
Nows the final showdown - its time to be released
Our weapons are so deadly - were armed up to the teeth
Electrostatic soundwaves - you cannot hide
Gonna execute our metal shock - straight between the eyes
Bridge
Chorus
Shout - shout - shout - shout
Shout - shout - shout - shout
Chorus
I've been with my boyfriend for 4 years, and this happens all the time... I used to get more emotional and angry when I would talk to him about stuff, so he would get mad... but now I remain cool, calm, and collected. I find it so unfair that it's something I have the right to be angry about and yell and scream and throw a temper tantrum, but I'm not, instead he is, and calling me every name in the book, and I have to calm him down.
Teacher asks to make the comparison of these two verbs.
Teacher asks to make the dialogues which show the differences and resemblance of two verbs.
Lesson 2.
Home task will be to find the definitions of words: scream, yell.
The text (From Inside Out):
The question of the source for the cry used in Johnny's Tarzan films has been argued at length over the past several decades. Up until the mid-60s, Johnny claimed that it was his own, derived from a yodelling contest he had won as a boy. The cry had been recorded to save his voice. A reference by the American Film Institute states that a certain J. D. Jewkes was engaged to voice double the Tarzan cry for Weissmuller. Johnny Sheffield, who did not join the Tarzan family until 1939, does not recall Weissmuller's ever mentioning yodelling to him from his boyhood. What he does remember is being on a sound stage at Metro with Fritz Steinkamp from the sound department and a piano. A note was hit on the piano and Sheffield gave it. From the voice sampling, an enhanced yell was created. He believes that both Weissmuller and O'Sullivan went through the same process, but is not certain. Yet another source claims that the cry was a combination of the voices of studio technicians.
Tom Held, an MGM film editor, claimed that the cry was a combination of things: Johnny's voice, the bleat of a camel, the growl of a dog, the howl of a hyжna, and a pick of a violin G-string. They supposedly laid four or five different sound tracks the one over the other, using these different sounds and timing it so that each of them played a fraction of a second after the preceding one. The soundmen, from these reports, did not perfect the cry until 1934. Yet, there is no appreciable difference between the cry heard in Tarzan, the Ape Man and Tarzan and His Mate. Buster Crabbe, who married Held's daughter, always supported his father-in-law's story. Others, like Maureen O'Sullivan, sided with Johnny. Lately, Brendan Fraser, star of George of the Jungle, claims to have done his own “research.”
According to him, two singers voices were heard and interspersed with sundry other sounds.
Samuel Marx, in his book on Mayer and Thalberg, came closest to the truth when he wrote that the cry was contrived by Douglas Shearer, who recorded a shout that was electronically enhanced and run backwards. A little experimenting on the computer proves that the yell is palindrome, sounding identical whether played forwards or backwards, which means that the second half of the cry is the first half in reverse, thus supporting Marx's explanation.
One should also bear in mind that Johnny recorded a completely different version when he moved over to RKO, and Sheffield is certain that this yell was Weissmuller's.
Teacher asks to make the comparisons of their definitions.
Speaking about synonyms of English lexicon.
Teacher says:
In English language also there are synonyms. What is it?
Exercises (look the item 2.1. of this work) and test.
Test
1) He ______ barley.
1. shouts
2. cries
3. screams
4. yells
2) We _____ halt to this.
1. cry
2. scream
3. shouts
4. shout
3) They _______halves from us.
1. yell
2.scream
3.cry
4.shouts
4) I _____ shares from them.
1. shouts
2. cry
3. screaming
4.crying
5) They ______ at the top of one's lungs.
1. shout
2. cry
3. shouts
4. say
6) He ______ his orders.
1. do
2. shouts
3. thinking
4. yells
7) She ______ approval.
1.shouts
2. does
3. cries
4. yells
8) We ______ with laughter.
1.shout
2.scream
3.go
4.say
9) He was so funny, he made us ______.
1.do
2.scream
3.cry
4. shout
10) The wind _______.
1.yell
2.cry
3.screamed
4.said
The right answers:
1).2 2).1 3).3 4).2 5).1 6).2 7).1 8).2 9).2 10). 3
So words denoting concrete things, such as book, street, sky, actions, such as walk, dance, read, and qualities, such as long, big, good are easier to learn than words denoting abstract notions, such as world, home, believe, promise, honest. And structural words are the most difficult for Russian-speaking pupils.
In teaching pupils vocabulary both the ear and the organs of speech should take an active part in the assimilation of words. Pupils should have ample practice in hearing words and pronouncing them not only as isolated units but in various sentences in which they occur (Rogova, 1983, 139).
The third level – intermediate need some more difficult exercises and methods of teaching.
Lesson 1.
Home task for this lesson will be: to find the definitions in English vocabulary without Russian equivalents, and to analyze the differences: shout, cry, scream, yell.
Teacher says the definition of the verb scream:
Scream
1. пронзительный крик, вопль, визг Ex: a scream of terror крик ужаса Ex:to utter screams of pain вопить от боли Ex: (to cause) screams of laughter (вызвать) взрыв смеха
2. резкий, пронзительный звук Ex: the scream of a peacock крик павлина Ex: the engine agave a shrill scream as it entered the tunnelпри входе в туннель паровоз дал резкий свисток (гудок)
3. разг. умора, уморительно смешной человек, случай, анекдоти т. п. Ex: it was a perfect scream! это было просто уморительно!; мы умирали со смеху!Ex: in that part he is a perfect (a regular) scream в этойкомической роли он неподражаем
4. пренебр. нечто переходящее допустимые границы Ex: a scream of a bunch ам. кучка бездельников
5. пронзительно кричать вопить, визжать Ex: the baby screamed all night ребенок кричал всю ночь Ex: to scream with pain кричать от боли Ex: to scream with delight визжать от восторга Ex: to scream oneself hoarse охрипнуть о крика Ex: to scream for help вопить о помощи
6. издавать резкие, пронзительные звуки, свистеть, гудеть, реветь Ex: the brakes screamed тормоза завизжали Ex: cars scream автомобили дают резкие гудки Ex: the whistle screamed раздался резкий свист Ex: the wind screamed ветер завывал
7. разг. неудержимо смеяться, хохотать; умирать со смеху Ex: he was so funny, he made us scream он был так смешон, что мы покатывались со смеху Ex: to scream with laughter неудержимо хохотать, умирать со смеху
8. выкрикивать (что-л.; тж. scream out) Ex : to scream in anger кричать (выкрикивать) (что-л.) в гневе Ex: to scream out orders пронзительно выкрикивать приказания Ex: to scream a song горланить песню
9. разг. резать глаз Ex: this colour scheme screams это сочетание цветов режет глаз (слишком кричащее)
Teacher checks the home task.
Teacher asks to make the dialogues which can show the differences and resemblance of the verbs.
Reading the texts. Such as:
She...
She screams in silence A sullen riot penetrating through her mind We... Wait for a sign To smash the silence with the brick of self-control Are you locked up in a world That’s been planned out for you? Are you feeling like a social tool without a use? Scream at me until my ears bleed I'm taking heed just for you She... She's figured out All her doubts were someone else's point of view We... Walking up this time To smash the silence with the brick of self-control Are you locked up in a world Thats been planned out for you? Are you feeling like a social tool without a use? Scream at me until my ears bleed I'm taking heed just for you Are you locked up in a world Thats been planned out for you? Are you feeling like a social tool without a use? Scream at me until my ears bleed I'm taking heed just for you
From this lyric pupils have to formulate the definition of the verb “scream”. The answer: 8. выкрикивать (что-л.; тж. scream out) Ex : to scream in anger кричать (выкрикивать) (что-л.) в гневе Ex: to scream out orders пронзительно выкрикивать приказания Ex: to scream a song горланить песню
Text 2.
Screaming Heartbeat
(By Andreas Roomy)
Crying, shouting, screaming, yellingYou must feel sights of vanished spiritsDon't stop here my fellowMake yourself at home
Screaming heartbeat in the silenceSomething moving in the darknessAs if you were being watched
Your hand is on the handle,Step across the thresholdCome step one step higherMeet the last empireSoftly, creaky planks Softly creaky stepsDusty footprints before youSilent darkness behind you
Screaming heartbeat in the silenceSomething moving in the darknessAs if you were being watched
There's only space around youNow you hear something newYou think they're speaking to youBut only the old floor crackles under your solesScreaming heartbeat...
As if you were being watchedCrying, shouting, screaming, yellingYou must feel sights of vanished spiritsDon't stop here my fellowMake yourself at homeNow look at here! You'll see the deathYou'll see over the doorThe faces in the wallI'll give you immortalityHelp me to build our city!
Learn the text by heart.
Text 3.
(By Ange Stian).
I Shouted. He Screamed. We Cried.I thought I could help so I blundered straight in.But he took it all wrong and thundered away.Screaming and shouting we both had our say.Banging and slamming all the doors on the way.He ran to the bedroom and slammed closed the door. So I ran right in after and shouted some more. Then the mist cleared and I seen my sons fear. I saw on his face ever so clear.Shaking and trembling and hiding in tears.I couldn’t believe I had caused so much fear.As to make him feel scared and drive him to tears.So I went over and held him till he looked up at me.And said I was sorry for making him cry.He said he was sorry for stomping away.And for shouting and bawling into the night.He said Dad I Love You and in tears all I could say.Is son I will love you for the rest of my years. I Shouted. He Screamed. We Cried.
Teacher ask to find the same synonyms in English vocabulary.
To cry, to scream, to shout out, to yell, to squall, to shout, to holler, to hollo, to call – to utter a sudden loud cry.
After all lessons it may be control tests with the tasks same as there were the exercises during the lessons.
As a test it may be to put the needed verbs:
Test:
Put the right verb form:
I ______. He ______. We _____.I thought I could help so I blundered straight in.But he took it all wrong and thundered away.________ and________ we both had our ______.Banging and slamming all the doors on the way.He ran to the bedroom and slammed closed the door. So I ran right in after and ______ some more. Then the mist cleared and I seen my sons fear. 
Conclusion
Learning the words of a foreign language is not easy business since every word has its form, meaning, and usage and each of these aspects of the word may have its difficulties. Indeed, some words are difficult in form and easy in usage, other words are easy in form and difficult in usage. Consequently, words may be classified according to the difficulties pupils find in assimilation. In methodology some attempts have been made to approach the problem.
So the word-meaning is viewed as closely connected but not identical with either the sound-form of the word or with its referent.
Proceeding from the basic assumption of the objectivity of language and from the understanding of linguistic units as two-facet entities we regard meaning as the inner facet of the word, inseparable from its outer facet which is indispensable to the existence of meaning and to intercommunication.
The two main types of word-meaning are the grammatical and the lexical meanings found in all words. The interrelation of these two types of meaning may be different in different groups of words. Lexical meaning is viewed as possessing denotational and connotational components.
The denotational component is actually what makes communication possible. The connotational component comprises the stylistic reference and the emotive charge proper to the word as a linguistic unit in the given language system.
The subjective emotive implications acquired by words in speech lie outside the semantic structure of words as they may vary from speaker to speaker but are not proper to words as units of language.
Lexical units may also be classified by the criterion of semantic similarity and semantic contrasts. The terms generally used to denote these two types of semantic relatedness are synonymy and antonyms.
It is suggested that the term synonyms should be used to describe words different in sound-form but similar in their denotational meaning (or meanings) and interchangeable at least in some contexts.
The denotations of the verbs with common seme “to cry” are different, but all of them have the connotational meaning “to cry”, which express as using of a loud voice in the speaking process. So the structure of lexical meaning of such groups of verbs is very intensive. The using of each verb depends on the communicative situation. The intensive expression needs the available verb.
In modern teaching materials now in use the words pupils are to learn pass through the following stages:
Pupils listen to the words in sentences arranged in a structural group.
Pupils learn the meaning of the words in various contexts.
Pupils learn all possible forms of the words.
Pupils learn the system of verbal connections, such as synonymy, antonyms and so on.
Pupils make different exercises and tasks with the words in phrases and structures to assimilate the usage of the words.
Pupils use the words in speaking in various situations.
According the teacher’s role in this process is: to furnish explanation, i.e. to present the word, to get his pupils to identify the concept correctly, to get them to recall or recognize the word by means of different exercises, to stimulate pupils to use the words in speech.
Also on the lessons it is possible to use computers, video and audio techniques which help to learn the verbs too.
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Vocabularies
Cambridge Advanced Learner's Dictionary. Cambridge University Press 2009 // Электронный ресурс, режим доступа: http://dictionary.cambridge.org/results.asp?searchword=cry
Merriam-Webster Online Dictionary. 2009 // Электронный ресурс, режим доступа http://www.merriam-webster.com/dictionary/cry
Oxford English Dictionary. Oxford University Press, 2009 // Электронный ресурс, режим доступа: http://www.askoxford.com/results/?view=searchresults&branch=&textsearchtype=exact&freesearch=cry
Новый Большой Англо-Русский словарь // Ред. Ю.Д. Апресян // Электронный ресурс: Мультилекс 3.5 НБАРС: 2000
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