contain choices that are misleading or tricky. For instance, the word

“cede” will remind many people of “succeed,” so they’ll pick (B). But the

test maker will never reward students for making mistakes. (B) can’t be

correct. By the same logic, you could probably eliminate (C) and (D)

because “cede” will remind some people of “recede,” as in “receding tide.”

That leaves you with choice (E) as the right answer. “Cede” actually means

to yield or surrender, which is in fact the opposite of “retain.”

( Note: You will seldom, if ever, be able to eliminate all four

wrong answers to an antonym question just by using these kinds of guessing

strategies. They can help you eliminate a few choices and increase your

guessing odds, but the best way to tackle antonyms is to know what kinds of

words tend to show up on the GRE, make flashcards of them, and improve your

vocabulary.

1. C

Cede is to give up one’s rights or possessions. The most opposite phrase in

meaning is to get ahead of.

2. E

Something that is ACRID is sharp and biting to taste or smell. The

word most opposite in meaning is sweet.

3. B

NOISOME can mean harmful or injurious. The best opposite to this is

therefore healthful.

( ANTONYMS QUIZ

| | |Score |

|FACETS |Handout | |

| |Prefix: | |

|1. What is the prefix that gives the |a) -im b) il- c) in- | |

|opposite meaning of “happy”? |d) ir- e) un- | |

|Write the word | | |

|here:....................................| | |

|................ |2. a) im- b) un- c) | |

|2. What prefix makes the word “possible” |ir- d) il- e) dis- | |

|into something you cannot do? | | |

|Write the word | | |

|here:....................................|3. a) dis- b) im- c) | |

|............... |un- d) ir- e) il- | |

|3. Which prefix creates the antonym for | | |

|“practical”? | | |

|Write the word |4. a) im- b) il- c) | |

|here:....................................|un- d) dis- e) ir- | |

|............... | | |

|4. Choose the prefix that creates the | | |

|antonym for “satisfied”. |5. a) dis- b) ir- c) | |

|Write the word |un- d) im- e) un- | |

|here:....................................| | |

|............... | | |

|5. The prefix that creates the opposite |6. a) ir- b) il- c) | |

|of the word “patient” is... |un- d) dis- e) in- | |

|Write the word | | |

|here:....................................|7. a) dis- b) un- c) | |

|.............. |in- d) im- e) il- | |

|6. What word means the opposite of | | |

|“human”? | | |

|Write the word |8. a) un- b) dis- c) | |

|here:....................................|ir- d) im- e) il- | |

|.............. | | |

|7. And the prefix that creates the |9. a) un- b) ir- c) | |

|antonym for “imaginative” is? |dis- d) im- e) in- | |

|Write the word | | |

|here:....................................|10 a) un- b) dis- c) | |

|.............. |in- d) im- e) ir- | |

|8. What is the antonym of the word | | |

|“legal”? | | |

|Write the word | | |

|here:....................................| | |

|.............. | | |

|9. What is the antonym of “regular”? | | |

|Write the word | | |

|here:....................................| | |

|.............. | | |

|10. The opposite of “responsible” is: | | |

|Write the word | | |

|here:....................................| | |

|.............. | | |

(MATCHED PAIRS.

Purpose: To review vocabulary. Sometimes, new words can be added to

the set, as long as the number of new words s small and not disruptive. A

second purpose, if the game is played as a team activity, is to stimulate

conversation among the team members—“I think 7 matches 23.” “Do you

remember where ____ is?” Finally, the game, like all the card games, is fun

and contributes to group building.

Targeted Skill: vocabulary development

Preparation: Choose a category, e.g. antonyms. Write a word on each of

15 cards and the matching antonym on another 15 cards. Shuffle the cards

well and then turn the over and number them from 1 to 30 on the back.

Because the purpose of this game is to review something that has been

taught rather than teach something new, go over the pairs before the game

begins to be sure everybody knows what the 15 pairs are.

( Procedure:

1. Lay the cards out face down with the numbers showing.

2. Taking turns, the students call out 2 numbers. Turn over the called

cards. If the cards don’t match (chances are they won’t for the first

few turns), the cards are turned back over.

3. When a student makes a match, the matched areas are removed from the

lay-out and that student gets another turn, continuing until the cards

picked don’t match.

4. When all the cards have been matched, the student with the largest pile

wins.

Variations:

1. The game can be played as a team activity. One person from each team is

the spokesperson for the team’s collective effort to remember

locations. Students can take turns being the spokesperson.

2. When a match is made, the player can be required to use the two card

words in a sentence. If the player can’t do this, the cards are retuned

to the layout, and the next player gets he opportunity to match and use

the two words.

Suggestions:

1. adjective synonyms (big-large; next-following; skeptical-doubtful);

2. antonyms (warm-cool; light-heavy);

3. two-word verbs: separable (find out - discover);

4. two-word verbs; inseparable (come back - return);

5. prefixes (un - believable);

6. idioms (by the way - incidentally);

7. proverbs (Time - heals all things.).

(DEVELOP CHILDRENS’ UNDRESTANDING OF E MEANINGS

The following activity develops the children’s understanding of the

meanings of the above two terms, while increasing their range of

vocabulary.

1) Begin by explaining the two terms, giving examples to illustrate the

point.

2) Have a list of words which have lots of synonyms / antonyms. Some are

listed here:

|strong |big |happy |short |soft |fast |easy |

|fat |nice |new |good |quiet |bright |warm |

3) Split the class into an even number of groups. Label half of the groups

“Synonym” and half of the groups “Antonym”.

4) Say one of the words on your word list. Each group then has to think of

as many synonyms and antonyms for that word as possible (depending on the

group’s label given earlier). The children can have a fixed time limit to

do this, or can continue until they run out of words.

5) Now count up the number of words each group has produced and award

points to the group with the longest list.

6) Repeat using different words. You could also swap the groups, so the

“Synonyms” groups now find antonyms and vice versa.

7) This would also be a useful exercise in using a thesaurus, so if there

were enough for one per group, the children could use these to add to their

own lists.

Antonyms: Students fold a piece of construction paper in half. They

look through the newspaper to find and cut out words or pictures that are

antonyms. They write or paste the antonym words or pictures on opposite

sides of the construction paper[3].

( CHOOSE THE CORRECT ANSWER

Please check to see if the question is asking for an antonym or synony

|1|Give the antonym for ‘forward’ (1 pt) |

|.| |

| |[pic][A] advance |

| |[pic][B] ahead |

| |[pic][C] backwards |

| |[pic][D] behind |

|2|Are the following antonyms or synonyms? (FEARLESS/BRAVE) (1 pt) |

|.| |

| | |

| |[pic][A] Synonyms |

| |[pic][B] Antonyms |

|3|What is the antonym of ‘no’ ? (1 pt) |

|.| |

| |[pic][A] yes |

| |[pic][B] forget |

| |[pic][C] eat |

| |[pic][D] know |

|4|True or False: An antonym is a word that has the opposite meaning of |

|.|another word. (1 pt) |

| | |

| |[pic][A] True |

| |[pic][B] False |

CONCLUSION

The process of teaching a foreign language is a complex one: as with

many other subjects, it has necessarily to be broken down into components

for purposes of study: the teaching acts of (1) presenting and explaining

new material; (2) providing practice; and (3) testing.

In principle, the teaching processes of presenting, practicing and

testing correspond to strategies used by many good learners trying to

acquire a foreign language on their own. They make sure they perceive and

understand new language; they make conscious efforts to learn it through;

and they check themselves.

In the class, it is teacher’s job to promote these three learning

processes by the use of appropriate teaching acts. Thus, he or she:

presents and explains new material in order to make it clear,

comprehensible and available for learning; gives practice to consolidate

knowledge; and tests, in order to check what has been mastered and still

needs to be learned and reviewed.

These acts may not occur in this order, and may sometimes be combined

within one activity; nevertheless good teachers are aware which is their

main object at any point in a lesson.

In modern teaching materials now in use the words pupils are to learn

pass through the following stages:

1. Pupils listen to the words in sentences arranged in a structural group.

2. They learn the meaning of the words in various contexts.

3. Pupils learn the forms of the words.

4. They perform various exercises with the words in phrases and structures

to assimilate the usage of the words.

5. Pupils use the words in speaking in various situations.

The rules, techniques, methods and structures mentioned in this paper

are available for teaching any unit of vocabulary and antonyms as well.

Following these learning processes you will achieve a step and will be

successful in teaching antonyms and vocabulary in the whole.

THE LIST OF LITERATURE:

1. Общая методика обучения иностранным языкам в средней школе. М., 1967.

2. Методика преподавания иностранных языков за рубежом. Сост. М. М.

Васильева и Е. В. Синявская. М., Прогресс, 1967.

3. Старков А.. П. Обучение иностранному языку в средней школе. М.,

Просвещение, 1978.

4. Программа по иностранному языку для средней школы. М., Просвещение,

1981.

5. Хэкболдт П. Изучение иностранных языков. М., Просвещение, 1963.

6. Костиникова О. А.. Basic English Lexicology. Сочи, 2000.

7. Flower J. Berman M. Build your vocabulary 2. LTP, London, 1998.

8. Ur P. A Course in Language Teaching: Practice and Theory. Cambridge

University, 1997.

9. The All Nations Dictionary (International Phonetic Alphabet). All

Nations Literature, Colorado Springs, 1992.

-----------------------

[1] See: Общая методика обучения иностранным языкам в средней школе. М.,

1967

[2] LINGUIST List 6.86 p.-32/1995/ Dr. Alex Eulenberg USA Department of

Speech, University of Newcastle upon Tyne, UK

[3] This idea contributed by Mrs. Amada Pйrez

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