ОСОБЕННОСТИ РАБОТЫ С АНТОНИМАММИ В ШКОЛЕ

[pic]

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

about a new word, its form, meaning and usage; in drill and transformation

to form lexical habits; in making use of the lexical habits in hearing,

speaking and reading, or in language skills. Various techniques are used to

attain the goal- to fix the words in pupils’ memory ready to be used

whenever they need them[1].

Presentation of new words. Since every word has its form, meaning and

usage to present a word means to introduce to pupils its forms (phonetic,

graphic, structural and grammatical) and to explain its meaning and usage.

The techniques of teaching pupils the punctuation and spelling of a

word are as follows:

1. pure orcoscious imitation;

2. analogy;

3. transcription;

4. rules of reading.

Since a word consists of sounds if heard or spoken and letters if read

or written the teacher shows the pupils how to pronounce, to read and write

it. However the approach may vary depending on the task set (the latter

depends on the age of pupils, their progress in the language, the type of

words, etc.). For example, if the teacher wants his pupils to learn the

word orally first, he instructs them to recognize it when hearing and to

articulate the word as an isolated element (a book) and in a sentence

pattern or sentence patterns alongside with other words. (This is a book.

Give me the book. Take the book. Put the book on the table.).

As far as the form concerned the pupils have but two difficulties to

overcome: to lean how to pronounce the word both separately and in the

speech; and to recognize it in sentence patterns pronounced by the teacher,

by his classmates, or by a speaker in case the tape- recorder is used.

If the teacher wants his pupils to learn the word during the same

lesson not only for hearing and speaking but for reading and writing as

well, he shows them how to write and read it after they perform oral

exercises and can recognize and pronounce the word. The teacher writes down

the word on the blackboard (let it be spoon) and invites some pupils to

read it (they already know all the letters and the rule of reading). The

pupils read the word and put it down in their notebooks. In this case the

pupils have two more difficulties to overcome: to learn how to write and to

read the word; the letter is connected with their ability to associate

letters with sounds in a proper way.

There are two ways of conveying the meaning of words: direct way and

translation. The direct way of presenting the words of a foreign language

brings the learner into direct contact with them, the mother tongue does

not come in between, and it establishes links between a foreign word and

the thing or the concept directly. The direct way of conveying the meaning

of foreign words is usually used when the words denote things, objects,

their qualities, sometimes gestures and movements, which can be shown to

and seen by pupils, for example: a book, a table, red, big, take, stand up,

etc.

The teacher should connect the English word he presents with the

objects, the notion it denotes directly, without the use of pupils’ mother

tongue.

The teacher uses various techniques for this purpose.

It is possible to group them into (1) visual and (2) verbal. The first

group involves the use of visual aids to convey the meaning of unfamiliar

words. These may be: besides, the teacher may use movements and gestures.

E. g., the teacher uses objects. He takes a pencil and looking at it

says: a pencil. This is a pencil. What is this? It is a pencil. Is it a

pencil? Yes, it is. Is it a pen? No, it is not. Is it a pen or a pencil? It

is a pencil. The pupils do not only grasp the meaning of the word pencil,

but they observe the use of the word in familiar sentence patterns.

GUIDELINES ON GIVING EFFACTIVE EXPLANATIONS

1. Prepare

You may feel perfectly clear in your own mind about what needs

clarifying, and therefore think that you can improvise a clear explanation.

But experience shows that teachers’ explanations are often not as clear to

their pupils as they are to themselves! It is worth preparing: thinking for

a while about the words you will use, the illustrations you will provide,

and so on; possibly even writing these out.

2. Make sure you have the class’s attention

One of the implications of this when giving the instructions for a

group-working task is that it is advisable to give the instructions before

you divide the class into groups or give out materials, not after!

3. Present the information more than once

A repetition of the necessary information may make all the difference:

learners’ attention wanders occasionally, and it is important to give them

more than one chance to understand what they have to do. Also, it helps to

represent the information in a different mode: foe example, say it and also

write it up on the board.

4. Be brief

Learners-in fact, all of us-have only a limited attention span; they

cannot listen to you for along time with maximum concentration. Make your

explanation as brief as you can, compatible with clarity. In some

Страницы: 1, 2, 3