Топик: ОСОБЕННОСТИ РАБОТЫ С АНТОНИМАММИ В ШКОЛЕ
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
AANTONYMS QUIZ............................................................................... 19
AMATCHED PAIRS................................................................................. 20
ADEVELOP CHILDRENS’ UNDRESTANDING OF E MEANINGS.. 21
ACHOOSE 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.
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