Особенности работы с антонимамми в школе

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Plan: TOC \o "1-3" \h \z INTRODUCTION........................................................................................... PAGEREF _Toc501732454 \h 3 THE AIMS OF FOREIGN LANGUAGE TEACHING................................ PAGEREF _Toc501732455 \h 4 THE IMPORTANCE OF TEACHING VOCABULARY............................ PAGEREF _Toc501732456 \h 5 HOW TO TEACH VOCABULARY IN SCHOOL....................................... PAGEREF _Toc501732457 \h 7 GUIDELINES ON GIVING EFFACTIVE EXPLANATIONS.................... PAGEREF _Toc501732458 \h 9 WHAT IS ANTONYMY............................................................................... PAGEREF _Toc501732459 \h 10 WORDS THAT ARE THEIR OWN OPPOSITES..................................... PAGEREF _Toc501732460 \h 12 HOW TO TEACH

ANTONYMS................................................................. PAGEREF _Toc501732461 \h 13 ANTONYM QUESTIONS TEST KNOWLEDGE OF VOCABULARY.. PAGEREF _Toc501732462 \h 14 WORD RETRIEVAL ACTIVITIES FOR CHILDREN............................. PAGEREF _Toc501732463 \h 16 ABOUT THE ACTIVITIES......................................................................... PAGEREF _Toc501732464 \h 16 PLAYING GAMES INVOLVING ANTONYMS....................................... PAGEREF _Toc501732465 \h 17 A ANTONYMS QUIZ............................................................................... PAGEREF _Toc501732466 \h 19 AMATCHED PAIRS................................................................................ PAGEREF _Toc501732467 \h 20 ADEVELOP CHILDRENS’ UNDRESTANDING OF E

MEANINGS.. PAGEREF _Toc501732468 \h 21 A CHOOSE THE CORRECT ANSWER............................................... PAGEREF _Toc501732469 \h 23 CONCLUSION............................................................................................. PAGEREF _Toc501732470 \h 24 THE LIST OF LITERATURE:................................................................... PAGEREF _Toc501732471 \h 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,