Замяткин Н. Ф. - Вас невозможно научить иностранному языку [2006, FB2/EPUB/PDF, RUS]

70544384А вот когда известно каждое слово в предложении, нет никаких "устойчивых словосочетаний", построение фразы понятно, а смысл неведом

Пример в студию!

70545962ну Вам оно будет понятно, и что?

70543529Разочаровал меня Замяткин. То, что он рекомендует, просто непродуктивно. Не нужно на начальном этапе тратить столько часов на прослушивание непонятных текстов. Мистический "резонанс" - фикция, потеря времени.

70546888не совсем очевидна простая совершенно идея, что надо не слова зубрить или даже добиваться понимания текста, а тренировать мышцы речевого аппарата и слух, уподобившись попугаю

70547734Она реализована на факультетах иностранных языков в виде курса практической фонетики.

70547734Идея тренировать речевой аппарат и фонематический слух в самом начале - замечательна.

70549485самоучитель, рассчитанный на Васю из Урюпинска

70549485Нет, начинают с нуля. Изучавший в школе немецкий имеет полное право поступать на романскую филологию и наоборот.

70549859Успех гарантирован - через несколько лет упорного труда.

70516712Только тестов много разных, может кто подкинет ссылку на наиболее адекватный и который сам проходил, что бы было с чем сравнить?.

Когда матрица будет отработана, вся необходимая для перехода на последующий этап – «марафонское» чтение – грамматика будет неизгладимо запечатлена в вашем мозгу, сдавшемуся на милость победителя!

12. Зачем использовать матрицу обратного резонанса?
... Для усвоения базовой грамматики.

Продолжайте начитку полной матрицы месяц-два-три – после этого вы должны быть готовы к переходу на интенсивное чтение с минимальным использованием словаря.

используйте словарь как можно реже — уберите его подальше и открывайте не чаще двух раз в день

старайтесь читать 100 страниц в день — сначала вам покажется, что это невозможно, но потом вы обнаружите, что это возможно, и вы сможете читать даже больше 100 страниц в день

* ONE
LUCY LOOKS INTO A *
ONCE there were four children whose names were Peter, Susan, Edmund and Lucy. This story is about something that happened to them when they were sent away from London * the war because of the *s. They were sent to the house of an old Professor who lived in the * of the country, ten miles from the nearest * * and two miles from the nearest * *. He had no wife and he lived in a very large house with a *er called Mrs Macready and three *s. (Their names were Ivy, Margaret and Betty, but they do not come into the story much.) He himself was a very old man with * white hair which * over most of his face as well as on his head, and they liked him almost at once; but on the first * when he came out to meet them at the front door he was so * that Lucy (who was the youngest) was a little afraid of him, and Edmund (who was the next youngest) wanted to laugh and had to keep on *ing he was *ing his nose to hide it.
As soon as they had said good night to the Professor and gone * on the first night, the boys came into the girls' room and they all talked it over.
"We've fallen on our feet and no *," said Peter. "This is going to be *ly *. That old * will let us do anything we like."
"I think he's an old *," said Susan.
"Oh, come off it!" said Edmund, who was *ed and *ing not to be *ed, which always made him bad-tempered. "Don't go on talking like that."
"Like what?" said Susan; "and anyway, it's time you were in bed."
"Trying to talk like Mother," said Edmund. "And who are you to say when I'm to go to bed? Go to bed yourself."
"Hadn't we all better go to bed?" said Lucy. "There's sure to be a * if we're heard talking here."
"No there won't," said Peter. "I tell you this is the * of house where no one's going to mind what we do. Anyway, they won't hear us. It's about ten minutes' walk from here down to that *, and any * of * and *s in *."
"What's that *?" said Lucy suddenly. It was a far *er house than she had ever been in before and the thought of all those long *s and *s of doors *ing into * rooms was *ing to make her feel a little *.
"It's only a *, silly," said Edmund.
"It's an *," said Peter. "This is going to be a wonderful place for *s. I shall go to bed now. I say, let's go and * tomorrow. You might find anything in a place like this.
Did you see those *s as we came along? And the *s? There might be *s.
There might be *s. There'll be hawks."
"*s!" said Lucy.
"*s!" said Edmund.
"*s!" said Susan.

Вы можете, естественно, начать с адаптированной литературы. Большой беды в этом не будет, но чтение такой литературы вам очень скоро наскучит – смею вас в этом уверить. Тем более что адаптированная литература – это не что иное, как в какой-то мере упрощенная литература, из которой удалены слова, не абсолютно необходимые для понимания простейшей фабулы, элементарной сюжетной канвы данного произведения.
...
Так что чтение адаптированной литературы не является таким уж необходимым – смело приступайте к оригиналам, не забывая, конечно, моих рекомендаций по чтению. Неадаптированная литература принесет вам больше пользы и удовлетворения.

70551303вам будут знакомы только 80% слов в книге (.....) - это очень и очень мало

70551688Мало??

* ONE
LUCY LOOKS INTO A *
ONCE there were four children whose names were Peter, Susan, Edmund and Lucy. This story is about something that happened to them when they were sent away from London * the war because of the *. They were sent to the house of an old Professor who lived in the * of the country, ten miles from the nearest * * and two miles from the nearest * *. He had no wife and he lived in a very large house with a * called Mrs Macready and three *. (Their names were Ivy, Margaret and Betty, but they do not come into the story much.) He himself was a very old man with * white hair which * over most of his face as well as on his head, and they liked him almost at once; but on the first * when he came out to meet them at the front door he was so * that Lucy (who was the youngest) was a little afraid of him, and Edmund (who was the next youngest) wanted to laugh and had to keep on * he was * his nose to hide it.
As soon as they had said good night to the Professor and gone * on the first night, the boys came into the girls' room and they all talked it over.
"We've fallen on our feet and no *," said Peter. "This is going to be * *. That old * will let us do anything we like."
"I think he's an old *," said Susan.
"Oh, come off it!" said Edmund, who was * and * not to be *, which always made him bad-tempered. "Don't go on talking like that."
"Like what?" said Susan; "and anyway, it's time you were in bed."
"Trying to talk like Mother," said Edmund. "And who are you to say when I'm to go to bed? Go to bed yourself."
"Hadn't we all better go to bed?" said Lucy. "There's sure to be a * if we're heard talking here."
"No there won't," said Peter. "I tell you this is the * of house where no one's going to mind what we do. Anyway, they won't hear us. It's about ten minutes' walk from here down to that *, and any * of * and * in *."
"What's that *?" said Lucy suddenly. It was a far * house than she had ever been in before and the thought of all those long * and * of doors * into * rooms was * to make her feel a little *.
"It's only a *, silly," said Edmund.
"It's an *," said Peter. "This is going to be a wonderful place for *. I shall go to bed now. I say, let's go and * tomorrow. You might find anything in a place like this.
Did you see those * as we came along? And the *? There might be *.
There might be *. There'll be hawks."
"*!" said Lucy.
"*!" said Edmund.
"*!" said Susan.
But when next morning came there was a * rain falling, so * that when you looked out of the * you could see * the * nor the * nor even the * in the *.
"Of course it would be raining!" said Edmund. They had just finished their breakfast with the Professor and were * in the room he had set apart for them - a long, * room with two * looking out in one * and two in another.
"Do stop *, Ed," said Susan. "Ten to one it'll clear up in an hour or so. And in the * we're pretty well off. There's a * and lots of books."
"Not for me" said Peter; "I'm going to * in the house."
* * to this and that was how the * *. It was the * of house that you never seem to come to the end of, and it was full of * places. The first few doors they tried * only into * *, as * had * that they would; but soon they came to a very long room full of pictures and there they found a suit of *; and after that was a room all * with *, with a * in one corner; and then came three * down and five * up, and then a kind of little * * and a door that * out on to a *, and then a whole * of rooms that * into each other and were lined with books - most of them very old books and some bigger than a Bible in a *. And shortly after that they looked into a room that was quite * * for one big *; the * that has a looking-glass in the door. There was nothing else in the room at all * a dead * on the *.
"Nothing there!" said Peter, and they all * out again - all * Lucy. She stayed behind because she thought it would be worth while trying the door of the *, even though she felt almost sure that it would be *. To her * it * quite *, and two * * out.
Looking into the *, she saw * * * up - mostly long * *. There was nothing Lucy liked so much as the * and feel of *. She * * into the * and got in * the * and * her face against them, * the door *, of course, because she knew that it is very * to shut oneself into any *. Soon she went further in and found that there was a second * of * * up behind the first one. It was almost quite * in there and she kept her * * out in front of her so as not to * her face into the back of the *. She took a * further in - then two or three * always * to feel * against the * of her fingers. But she could not feel it.
"This must be a simply * *!" thought Lucy, going still further in and * the * * of the * * to make room for her. Then she noticed that there was something * under her feet. "I wonder is that more *?" she thought, * down to feel it with her *. But * of feeling the hard, * * of the * of the *, she felt something * and * and * cold. "This is very *," she said, and went on a step or two further.
Next * she found that what was * against her face and * was no longer * * but something hard and * and even *. "Why, it is just like * of trees!" * Lucy. And then she saw that there was a light ahead of her; not a few * away where the back of the * * to have been, but a long way off. Something cold and * was falling on her. A * later she found that she was standing in the middle of a * at night-time with * under her feet and * falling through the *.
Lucy felt a little *, but she felt very * and excited as well. She looked back over her * and there, between the * tree *; she could still see the * doorway of the * and even catch a * of the * room from which she had set out. (She had, of course, left the door *, for she knew that it is a very silly thing to shut oneself into a *.) It seemed to be still daylight there. "I can always get back if anything goes wrong," thought Lucy. She began to walk *, * over the * and through the * * the other light. In about ten minutes she * it and found it was a *. As she stood looking at it, wondering why there was a * in the middle of a * and wondering what to do next, she heard a * * of feet coming * her. And soon after that a very * person * out from * the trees into the light of the *.
He was only a little * than Lucy herself and he * over his head an *, * with *. From the * * he was like a man, but his * were shaped like a * (the hair on them was * *) and * of feet he had * *. He also had a *, but Lucy did not notice this at first because it was neatly caught up over the * that * the * so as to keep it from trailing in the *. He had a red * * round his * and his * was * reddish too. He had a *, but * little face, with a short pointed * and * hair, and out of the hair there * two *, one on each side of his *. One of his *, as I have said, held the *: in the other * he * * brown-paper *. What with the * and the * it looked just as if he had been doing his Christmas shopping. He was a Faun. And when he saw Lucy he gave such a start of * that he * all his *.
"* gracious me!" * the Faun.

70554321О произношении слов я тоже должен догадаться из контекста?

Agnette was being rushed along tile and concrete corridors on a gurney pushed by an orderly who did his best to control the wayward wheels

70555843есть два вида чтения

70555843Во время интенсивного (марафонского) чтения ваша цель ломиться вперед без словаря и как можно быстрее. Не забывайте, что базовую лексику в 3 тысячи слов вы к этому времени уже освоили

70555843Второй вид чтения - это вдумчивая проработка параллельного текста или текста с полным списком слов к каждому отрывку.

70546315 я вам покажу причину - ПОЧЕМУ вы не поняли. А убрав эту причину ваш прогресс в чтении улучшится.

70551303 http://testyourvocab.com

Теперь возьмем, например, неадаптированную книгу "The Lion, the Witch, and the Wardrobe" из серии Хроники Нарнии (одна из самых простых среди неадаптированной литературы).

и не имея ни малейшего понятия о Past Perfect (кроме как, что это "прошедшее совершенное время")? .

70556791Я и про "кроме как" не знаю. И не узнаю никогда, пробовал открывать учебники грамматики, бррр!

Я и про "кроме как" не знаю.

70541809Позвольте попытаюсь озвучить общий вердикт.
1. "Учение" и книга Н. Ф. Замяткина интересны и многим дают неплохую мотивацию для изучения ИЯ. Первый -- "матричный" -- этап полезен, его методика легка для понимания, чётко указано с какой стороны и как "пилить гирю". После "матрицы" изучающий научиться слышать речь на ИЯ как ребёнок -- слова вроде бы все понятны и знакомы, но вот понять смысл, кроме простейших фраз, невозможно. Наверное, "матрица" неплохо ставит произношение.
2. Полезность и вообще возможность этапа "марафонского чтения" крайне сомнительна. Ученик после "матрицы" к нему не готов. И "пробежать" этот "марафон" просто поверив в методику и читая, практически не понимая текста, мало кто выдержит. А если выдержит вряд ли будет доволен результатами.

70559018Я уверен только в Сименоне для французского.

70559397Агата Кристи

Агата Кристи для английского?

70559668нет, нет - это кошмар - мне пытались её еще в школе подсунуть, когда я все адаптированные перечитала

70559778А сейчас всё больше убеждаюсь, что начинать нужно с адаптированных.

70558511И вот такими шажочками продвигаюсь вперед.

70547184Как бы это сказать повежливее - насколько я поняла из этой темы, метод отлично срабатывает у людей, имеющие мозговые характеристики попугая и кучу времени в клетке. Если мозг устроен чуть по-другому, от метода начинает тошнить. Лично для меня более эффективен метод, который дает понимание слышимых звуков без жуткого количества повторов и ежедневную порцию нового.

70535445Тогда, возможно, Вам подойдет метод "проявляющего" чтения. Это моё собственное название для себя лично. Слышала о нем еще в студенческие годы от одного переводчика, но тогда не интересовалась методиками. А несколько лет назад в жж была возникла группа, где студентка пересказывала наставления преподавателя и образно назвала метод "улыбка чеширского кота". Я присоединилась тогда поздно, старалась нагнать за новогодние праздники, но после экзаменов и каникул интузиазм у студентов иссяк Мне очень понравилось, что я достаточно быстро при почти нулевом знании языка начала "читать" оригинальный текст, и уже к середине книги (фантастика для подростков) смогла понимать ключевые моменты с первого знакомства с текстом. Есть огромный недостаток - затягивает и требует много времени, хотя студентка предлагала облегченный вариант - без возвратных чтений.
В поисковиках я сегодня ничего не нашла Однако где-то метод я себе записывала в блокнот, и даже одну страничку с (заданиями на 2 недели) нашла. У меня появилось время и собираюсь по этому методу читать по-японски и параллельно по-английски. Но можно читать на любом языке, хотя для иероглифических языков придется немного модифицировать. Не хочет ли кто ко мне присоединиться? Интересно? Мне искать дальше свои записи?

70559018Nickliverpool, а не пытались ли вы прогнать тексты популярных писателей через считалку сотнями, чтобы оценить, какие авторы лучше подходят для начала марафонского забега? Если да, опубликуйте, пожалуйста, результаты. Это многим помогло бы правильно выбрать начальную книгу. ...