ОСОБЕННОСТИ РАБОТЫ С АНТОНИМАММИ В ШКОЛЕ
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Plan:
INTRODUCTION 3
THE AIMS OF FOREIGN LANGUAGE TEACHING 4
THE IMPORTANCE OF TEACHING VOCABULARY 5
HOW TO TEACH VOCABULARY IN SCHOOL 7
GUIDELINES ON GIVING EFFACTIVE EXPLANATIONS 9
WHAT IS ANTONYMY 10
WORDS THAT ARE THEIR OWN OPPOSITES 12
HOW TO TEACH ANTONYMS 13
ANTONYM QUESTIONS TEST KNOWLEDGE OF VOCABULARY 14
WORD RETRIEVAL ACTIVITIES FOR CHILDREN 16
ABOUT THE ACTIVITIES 16
PLAYING GAMES INVOLVING ANTONYMS 17
( ANTONYMS QUIZ 19
(MATCHED PAIRS. 20
(DEVELOP CHILDRENS’ UNDRESTANDING OF E MEANINGS 21
( CHOOSE THE CORRECT ANSWER 23
CONCLUSION 24
THE LIST OF LITERATURE: 26
INTRODUCTION
It is generally known that school leavers’ vocabulary is poor. They
have troubles with hearing, speaking, reading and writing. One of the
reasons is poor teaching of vocabulary.
At all stages of teaching vocabulary the teacher should constantly use
all kinds of vocabulary testing to see how his pupils assimilate the form,
the meaning, and the usage of the words. For testing the retention if the
written form dictations may be suggested. For testing the meaning special
tests may be recommended such as writing synonyms, antonyms, derivatives,
identification, and some others. For testing the usage of the words the
teacher may administer such tests as composing sentences using the words
given, composing a story on a picture or a set of pictures, and some
others. The teacher should bear in mind that most of the exercises offered
for the stages of presentation and retention may be fruitfully utilized for
vocabulary testing.
Learning may take place without conscious teaching, but teaching is
intended to result in personal learning for students, and is worthless if
it does not do so. In other words, the concept of teaching is understood as
a process that is intrinsically and inseparably bound up with learning.
There is no separate discussion of language learning; instead, both content
and process of the various modules consistently require the teacher to
study learners’ problems, needs and strategies as a necessary basis for the
formulation of effective teaching practice and theory.
It is necessary to distinguish between “teaching” and “methodology”.
Foreign language teaching methodology can be defined as ‘the activities,
tasks and learning experiences used by the teacher within the language
teaching and learning process’. Any particular methodology usually has a
theoretical underpinning that should cause coherence and consistency in the
choice of teaching procedures. ‘Foreign language teaching’, on the other
hand, though it naturally includes methodology, has further important
components such as lesson planning, classroom discipline, the provision of
interest – topics.
THE AIMS OF FOREIGN LANGUAGE TEACHING
The aims of foreign language teaching are threefold: practical,
educational and cultural.
Its practical aims are consequent on the basic function of language,
which is, to serve as a means of communication.
International intercourse is realized directly, through the spoken
language, or indirectly, trough the written language, that is through
printed, or hand-or type-written, texts. Therefore the school programmes
set forth the following practical requirements: the instruction must be
such as ensure that the graduates can observe on the foreign language on
simple every day subjects, using the speech material dealt with in the
course, cab read and understand without a dictionary an easy text in the
foreign language, and with the occasional help of a dictionary a text
presenting moderate difficulties, and can express in written form simple
thoughts (write a short letter).
The educational aims of foreign language teaching in schools consist
in inculculating in the children through instruction in the foreign
language the principles of morality.
The cultural aims mentioned on school programme of foreign languages
imply the following tasks: widening the pupils’ general outlook, developing
their powers abstract thinking, cultivating their sense of beauty and their
appreciation of art. The reading of English texts acquainting the pupils
with the life and culture of the English-speaking nations, and with their
manner and customs, will contribute to the mental growth of the pupils.
Later the ability of reading English and American authors in the
original and texts in the English language reflecting the culture of the
countries where that language is spoken will likewise serve the pupils as a
mean of attaining a higher general education level.
Reading good authors in the foreign language will develop in the
children a feeling of beauty.
A widening of their philological outlook will result from the
unconscious and conscious comparison of the foreign with the native
language.
THE IMPORTANCE OF TEACHING VOCABULARY
To know a language means to master its structure and words. Thus,
vocabulary is one of the aspects of the language to be taught at school.
The problem is what words and idioms pupils should retain. It is evident
that the number of words should be limited because pupils have only 2-4
periods a week; the size of the group is not small enough to provide each
pupil with practice in speaking; schools are not fully equipped with
special laboratories for individual language learning. The number of words
pupil should acquire in school depends wholly on the syllabus requirement.
The latter are determined by the conditions and methods used. For example,
experiments have proved that the use of programmed instructions for
vocabulary learning allows us to increase the number of words to be learned
since pupils are able to assimilate them while working independently with
the program.
The vocabulary, therefore, must be carefully selected in accordance
with the principle of selecting linguistic material, the conditions of
teaching and learning a foreign language in school.
Scientific principles of selecting vocabulary have been worked out.
The words selected should be:
1. frequently used in the language;
2. easily combined (nice room, nice girl, nice weather);
3. unlimited from the point of view of style (oral, written);
4. included in the topics the syllabus sets;
5. valuable from the point of view of word-building (use, used, useful,
useless, usefully, user, usage).
The first principle, word frequency, is an example of purely
linguistic approach to word selection. It is claimed to be the soundest
criterion because it is completely objective. It is derived by counting the
number of occurrences of words appearing in representative printed material
comprising novels, essays, plays, newspapers, textbooks and magazines.
Modern tendency is to apply this principles depending on the language
activities to be developed. For developing reading skills pupils need
“reading vocabulary”, thus various printed texts are analyzed from the
point of view of word frequency. For developing speaking skills pupils need
“speaking vocabulary”. In this case the material for analysis is the spoken
language recorded. The occurrences of words are counted in it and the words
more frequently used in speaking are selected.
The other principles are of didactic value, they serve teaching aims.
The words selected may be grouped under the following two classes (M.
West):
1. Words that we talk with or form (structural) words which make up the
form (structure) of the language.
2. Words that we talk about or content words.
In teaching vocabulary for practical needs both structural words and
content words are of great importance. That is why they are included in the
vocabulary minimum.
The number of words and phraseological units the syllabus sets for a
pupil to assimilate is 800 words.
The selection of the vocabulary although important is not the
teacher’s chief concern. It is only the “what” of teaching and is usually
prescribed for him by textbooks and study - guides he uses. The teacher’s
concern is “how” to get his pupils to assimilate the vocabulary prescribed.
This is a difficult problem and it is still in the process of being solved.
The teacher should bear in mind that a word is considered to be
learned when:
1. it is spontaneously recognized while auding and reading;
2. it is correctly used in speech, the right word in the right place.
HOW TO TEACH VOCABULARY IN SCHOOL
The process of learning a word means to the pupil:
1. identification of concepts, that is learning what the word means;
2. pupil’s activity for the purpose of retaining the word;
3.pupil’s activity in using this word in the process of communication in
different situations.
Accordingly, the teacher’s role in this process is:
1. to furnish the explanation, that is to present the word, to get his
pupils to identify the concept correctly;
2. to get them to recall or recognize the word by means of different
exercises;
3. to stimulate pupils to use the words in speech.
Teaching and learning words are carried on through methods you are
familiar with; the teacher organizes learning and pupils are involved in
the very process of learning, that is in the acquisition of information
