Ways to work with new lexical material in a foreign language lesson.
1. Text material is an important component of the content of teaching a foreign language, since in the process of working with texts the following are formed:
1.lexical, phonetic, grammatical skills, speech skills;
2. communicative, intercultural and other competencies.
The use of text material allows
Form and improve phonetic, lexical and grammatical skills;
Expand words knowledge;
Develop linguistic and contextual insight;
Activate familiar vocabulary in new speech situations;
Develop and improve speech skills in reading and speaking;
In my work I use the following methods of working with lexical material.
The 5P keyword method was developed by American psychologists. The essence of the method is this.
1P – skim the text;
2P – mark keywords;
3P – come up with questions for keywords;
4P – review the text again;
5P - retell the text based on key words and questions.
2. Mastery of words is the most important prerequisite for speaking. In reproductive speech activity, knowledge of just one word is not enough; it is important that children master word connections and form word combinations based on them.
To use words in reproductive types of speech activity it is necessary:
1. find the word in memory
2. pronounce it
3. include in a combination based on meaning and in accordance with grammar
4. include the combination in a sentence or text.
Students should constantly feel the need to know words to express their thoughts, i.e. feel the tension of the communicative task. This is the speech need. The teacher must try to ensure that the word is “embedded” in the student’s memory. Only then will he be able to “extract” it from his memory when the need arises. To successfully memorize vocabulary, you can use the following technique:
Vocabulary Memorization Game. On the board, the teacher draws 3-4 circles in which he writes words already known to the children. The guys read them in chorus, after which the words are erased. Then the teacher asks one of the students to fill in the circles with the words that were written (the word must be written by the student exactly in the circle where it was before it was erased!). After the task has been completed, you can complicate the task by drawing a few more circles with words. Since the game seems simple, it goes off with a bang! Advantages: easy to use in any class of any level of learning, takes little time during the lesson, develops students’ visual memory and writing skills, can be used both at the stage of consolidating new vocabulary and and to check the material already studied; you can diversify and complicate the game to suit every taste and level of difficulty of the material (instead of individual words, write phrases or sentences, etc.)
To prevent memorizing vocabulary from turning into ordinary cramming, I suggest students complete the following tasks:
1. Words should be taught only by playing out their meaning or visually demonstrating it. It could be a sentence, a small text, even a drawing. After introducing new LEs, I ask students to compose 7-10 sentences or a short story with new words in the language at home, and describe the picture. In the next lesson we will check orally.
2. We make crossword puzzles based on the vocabulary we have covered. We solve the best ones together in class.
3. After introducing vocabulary and initial consolidation, we use the game “Lesson Dictionary”: the alphabet is written down in a column on a sheet of paper, you need to write words on a new topic for each letter of the alphabet (students can work individually or in pairs).
4. Game “Associations”: the group is divided into two teams, with one participant from each. The teacher writes a word on a piece of paper; those participants who came to the board do not see this word. The remaining team members explain this word (descriptively), but do not name it, forms of this word or cognates.
Learning words and practicing them should take place in real dialogue. Teaching English vocabulary should in no case turn into empty memorization of words, out of context and without analyzing the specific situation where this or that word is used.
3. Lexical dictations in their classical form have long lost their relevance in the light of modern requirements of the Federal State Educational Standard. However, there are many ways to conduct dictations in a modern foreign language lesson. Such dictations have a number of advantages:
Students are active during dictation,
Dictations are the way to oral communication activities,
They are useful in groups of students with different abilities,
Can be done in groups with different numbers of students,
(even in large groups!)
A reliable method of using only a foreign language (if the teacher sets such a goal)
Material for dictations is easily adaptable to different stages of the lesson, lexical or grammatical material, etc.
Both the teacher and the student can dictate,
The length of the dictation text varies - one word, a group of words, a passage of text, a statement, etc.
The teacher and students can check completed work (self-control, mutual control).
Types of dictations
1. Walking Dictation - "Walking dictation"
A) The teacher hangs several copies of the dictation on the board in different places. Pupils work in pairs. One student writes, the other walks around and reads from the board to the one who writes. Halfway through the dictation, students can change roles.
B) The class is divided into groups. The teacher hangs several copies of the dictation in different places in the office. The dictation is printed on colored sheets (all copies are of different colors). Each dictation sentence should contain as many words as there are people in the group. Groups sit in different rows. Each group will be named in a color in accordance with the sheets on which the dictation is written. Each child in the group receives a word number to look at on their group's colored sheet. At the signal, all the first numbers run to their sheet, read the word, return to their group, dictate the word. After everyone in the group has written down this word, child number two runs, etc., until the entire text is dictated and written down. Whose group finishes writing the dictation first and without errors receives a good mark.
2. Picture Dictation
The teacher dictates words such as “corner, left, right, upper, low, center”, etc. Students draw diagrammatically what the teacher dictates.
3.Shadow Dictation
Work in pairs. The teacher dictates, one student writes, the other just listens. When the teacher finishes dictating, the student-listeners check what their partners have written.
4. Song Dictation
The teacher distributes pieces of paper on which the words of the song are mixed. Then he reads the song himself (you can turn on the recording of the song), the children place pieces of paper with the words of the song in accordance with its content (sequence!)
5. Card Dictation
The teacher shows a picture, the children write down the word.
6. Visual dictation
The teacher writes a quatrain or short text on the board. We read in chorus, analyzing the most difficult words to spell. Then the children record it under the dictation of the teacher. The text is first erased from the board.
7. Self-dictation
A) We learn a quatrain with new words, previously written down on the board, all together in chorus. The teacher erases the lines of the poem one by one, starting with the last one when reciting the poem. Thus, the children recreate each “disappeared” line from memory each time. Then you are asked to write down the poem from memory.
B) The teacher assigns a piece of text or a poem to learn at home. For the next lesson, the children, dictating to themselves, write on pieces of paper the text they learned at home.
8. Paired creative dictation
For each student in a pair, I offer illustrations of one of two stories in random order. He arranges the pictures in a logical sequence, writes a story, dictates it to his partner, after which the partners restore the order of each other’s pictures and check the correctness of the written dictation.
9. Spelling Dictation
The teacher shows a card with a word to one student, he dictates the word spelled out to the class, and everyone writes it down. So the teacher asks each student to dictate a word, and then the teacher checks what he has written.
10. “Stop, go back” dictation is intended to develop a complete understanding of the listening text. Unlike traditional listening using audio recordings, students have the opportunity to control the speed of the dictation, since the teacher himself acts as a tape recorder.
Draw signs on the board indicating “Go”, “Stop”, “Play”, “Rewind” and explain to students that they can stop the “cassette” at any time and start listening again.
At the students’ command “Play,” the teacher begins to read the text. Students try to write down the text as accurately as possible. When one of the students begins to have difficulty writing down the text for the teacher, he says “Stop”, “Rewind”, “Play”. The students really like the ability to control the course of the lesson and the actions of the teacher, and therefore even if the weakest students ask the teacher to repeat the text over and over again, this usually does not raise objections from stronger students. In addition, they have the opportunity to check the text they have written down again.
Students who have completed the dictation hand over their work to the teacher. The first student to complete the text receives the maximum number of points and is recognized as the winner of the first stage.
The following is the procedure for checking texts. The teacher can do this himself or distribute the work to the students, handing them copies of the audit text and asking them to check each other's work. For inaccuracies and errors, the number of points initially scored by the student is reduced, after which the winners are determined and grades are assigned.
11. Another interesting form of working with text is “Gap” dictation.
Select a short text from your textbook. Prepare a version of this text with gaps and write it on the board.
Start dictating the text. Dictate slowly and ask students to write down only the words that are missing on the board.
For those words written on the board, students must leave blanks. Once you have finished reading the text, erase the text from the board and ask students to fill in the gaps in their texts. After finishing their work, students open their textbooks and check their texts.
12. Text reconstruction dictation develops students’ skills in taking notes based on the text they are listening to. The text can be a short story or dialogue.
During the first reading of the text, students do not write anything down, but only listen to the text, trying to understand the main meaning.
When reading the text a second time, ask students to write down not all the words, but only those that, in their opinion, are key. Students can work individually or in pairs. You can make the task easier for students by emphasizing significant words in the text with intonation or gesture.
After the second reading, students begin to reconstruct the text they read, composing a story or dialogue using key words. This type of exercise is useful for developing the skills of both basic and complete understanding of the listening text, as well as the lexical and grammatical components of language competence.
13. Scrambled dictation is very useful for developing dialogic speech skills and requires virtually no preparation for its implementation.
Take any dialogue from the textbook and dictate it, but the order of the sentences in the dialogue must be changed. After students have written down all the sentences, ask them to rewrite the dialogue using the written phrases in the correct order.
When finished, ask students to open their textbooks and check their work in the textbook themselves.
The characteristic features of the scientific and technical style are its information content, logic, accuracy and objectivity. Individual texts of a given style have the indicated properties to a greater or lesser extent, but in all texts of a scientific and technical style, a predominant use of linguistic means is found that helps meet the needs of this sphere of communication.
In the field of vocabulary, this is primarily the use of scientific and technical terminology and special vocabulary. Thus, terms are understood as words and phrases that denote certain objects and concepts of any special field of science, technology, or art. Both words used exclusively within a given style and special meanings of common words can be used as terms. For example, such lexical units of the English language as BIOS , byte , desktop , hard disk , hard drive , macro , motherboard , operating system , software etc., widely used in the field of information technology, are difficult to find outside scientific and technical materials. At the same time, in this field, words that have well-known common meanings can also be used as terms, for example, bit , browse , crash , density , icon , list , memory , menu , mouse , save , window , wizard and etc..
To a large extent, the mutual understanding of specialists is facilitated by the widespread use of the so-called special general technical vocabulary, which includes all kinds of derivatives of terms, as well as words used in describing the connections and relationships between terminologically designated concepts and objects, their properties and features, and a number of common words , used however in strictly defined combinations and thereby specialized (in the field of telecommunications, for example, power distribution system ( PDS ) design – design power distribution systems, thebasicprinciplesof bypass or decoupling capacitors – basic provisions on decoupling capacitors ; in computer technology – configuration file – configuration file, peer - to - peer protocols – peer-to-peer protocols, wildcard character – wildcard character ; in physics – thevoltageis applied - voltage served ,the magnetic fieldis set up – a magnetic field is created and etc.). Such vocabulary is not always recorded in terminological dictionaries, but it is no less characteristic of the scientific and technical style than terms.
The desire to indicate real objects leads to the predominance of nominal structures in the scientific and technical style of the English language, to its characteristic nominativity. Since the function of real description of the action is transferred to the name, the predicate in the sentence becomes only a general designation of process, a kind of “operator” for the name. In English scientific and technical texts there is a widespread use of such operator verbs as effect , assure , perform , obtain , provide , give , involve , entail , imply , result in , lead to , to be ascribed to , to be attributed to , etc ., the meaning and translation of which entirely depends on the nouns that carry the main semantic load in the sentence. For example, By using multiple neurons simultaneously, the brain canperform its functions (work, function) much faster than the fastest computers in existence today. Inspired by the mechanism for learning in biological neurons, artificial neurons and artificial neural networks canperform arithmetic functions (count, fulfill calculations), with cells corresponding to neurons…. However, neural networks are far too simple to serve as realistic brain models on the cell level, but they might serve as very good models forthe essential information processing tasks that organismsperform (performs).
The desire for nominativity also leads to the replacement of adverbs with prepositional-nominal combinations. So, accurately becomes with accuracy, very easily – with the greatest ease or the easy way, etc. Only intensifying adverbs, which act in scientific and technical texts as the main modal-expressive means, stubbornly resist this trend. These are the adverbs: clearly, completely, considerably, efficiently, essentially, fairly, greatly, significantly, markedly, materially, perfectly, positively, reasonably, uniquely, etc. The message contains an address whichuniquely identifies the slave for which it is intended. Since parasitic inductance for capacitors in a given package isessentially fixed, the inductance curve remains fixed. By comparison, a quantum computer couldefficiently solve this problem using Shor’s algorithm to find its factors. Several physical implementations which approximate two-level systems to various degrees weresuccessfully realized.
Of course, the nominative nature of the scientific and technical style does not mean that the materials under consideration in English completely lack full-valued verbs in finite forms. Research has shown that in this style there is a predominance of passive forms and forms of the simple present tense, which is undoubtedly associated with the main characteristics and goals of scientific presentation. For example, In the context of neural networks, learningis defined as a process by which the free parameters of a neural networkare adapted through a continuous process of stimulation by the environment. The type of learningis determined by the manner in which the parameter changestake place . The above definitionimplies that (1) the networkis stimulated by the environment; (2) the networkchanges as a result of stimulation; and (3) the networkresponds to the environment in a new way after the occurrence of change. The widespread use of transitive verbs in intransitive form with a passive meaning in special texts deserves special attention: The steel forges well.
In English scientific and technical texts there is also a widespread use of simple two-part sentences with a compound predicate consisting of a linking verb and a nominal part (predicative): The network is two or more computers connected together. A Local Area Network (LAN)is a network in which the computers are connected directly…Computersare an essential feature of most instrumentation systems… An adjective or prepositional phrase often acts as a predicate: Commercial packagesare readilyavailable to support PC/workstation-based instrumentation systems. The nonrandom fractals’ essential failing is that theyare not symmetric enough. A first failing, stated in the vocabularies of different sciences, is that itis inconceivable for a nonrandom fractal to be translationally invariant…The software component of any computerized instrumentation system can form a significant percentage of its total cost. This is especially true of on- off systems…
In the pursuit of brevity and compactness of presentation, the widespread use of elliptical structures contributes. Incorrect understanding of these constructions leads to ridiculous errors in translation, for example, combinations a liquid rocket , a web server , a web application - these are elliptical forms of combinations a liquid - fuelled rocket , a web - based server , a web - based application .
This tendency is reflected in a number of other grammatical features. The scientific and technical style is characterized, for example, by the replacement of attributive clauses with adjectives in postposition (especially with suffixes – -ible, -able, -ive and etc.): different concepts of controllabilityavailable in the literature; the set of problemssolvable with a polynomial-time algorithm; problemsdifficult with ordinary equipment ; concepts are represented as a collection of the simplest elementsavailable surface-mount chip capacitors are the smallest capacitorsavailable etc. The same goal can be achieved by using the infinitive forms in the function of determining: the propertiesto be expected, promising cooperative and cognitive strategiesto be applied within and across the layers of wireless networks, the productto be cooled, etc.
The scientific and technical style in English is also characterized by the widespread use of the plural of real nouns ( fats , oils , steels , wools , etc . ), plural in instrument names ( clippers , jointers , compasses , etc . ), the prevalence of attributive combinations with words type , design , pattern , grade , etc . There is also an increased use of cause-and-effect conjunctions and logical connectives like since , therefore , it follows that , so , thus , it implies , involves , leads to , results in , etc . For example: Each stand-alone instrument and add-on card requires a piece of code called a device driverso that the operating system can access the hardware resources of the card and the instrument.Therefore , the development of device drivers requires an intimate knowledge of both the hardware and the operating system.
Let us note that some features of the scientific and technical style noted in the English language are also observed in scientific and technical materials in Russian. First of all, this relates to the information content of the texts, and therefore the high frequency of use of special general technical vocabulary, terms and their definitions. In Russian, as in English, words that are used exclusively within the framework of scientific and technical style are used as terms ( domain, interpreter, compiler, configuration, hacker etc.) and special meanings of popular words ( memory, program, network, language and etc.). At the same time, we note that rigor in the use of terms and customary formulations, in general, is more characteristic of the Russian scientific and technical style than the English one.
It should also be noted that although in both languages the scientific and technical style is characterized by an objective descriptive manner of presentation, devoid of emotionality, unlike Russian, in English scientific texts the use of emotional epithets, rhetorical questions, figurative expressions and similar stylistic devices is still found.
As for such characteristics of the scientific and technical style as logic and consistency, in this case there is a slight difference. Thus, in the English language, logical connections between individual statements are often found only in their very content and sometimes are not particularly expressed, whereas in the Russian language special words and introductory phrases are almost always used, indicating one or another type of connection. For example: “Remarks. 2. This definition is also of a general nature, i.e., as above, by the difference scheme (12), (13), we mean not only the difference scheme (14), (15), but also as a differential problem (7) , (8) not only problem (1), (2) may appear.Besides , the grid norm used in formula (28), can be determined in a different way than in accordance with (3).However, it should be kept in mind that the presence of convergence in the sense of (28) when refining the mesh depends on the properties of the solution and the original problem.....” (209)
Let us also note that if scientific and technical materials in the English language are characterized by a predominance of simple sentences, then this phenomenon is not characteristic of the corresponding style in the Russian language, where complex sentences predominate.
In the scientific and technical style of the Russian language, isolated members of the sentence are also widely used, especially participial and participial phrases such as: this video card,related to the category “enthusiast”; touch keys,responding for the most frequent operations when working with multimedia content; new server models,built onXeon5500; error,emerging due to rounding,called computational error is at least several times less than the error of the method;comparing, on the one hand, differential equation (1), and on the other hand, difference equations (8) and (10), we see...;using relations (2.3),considering in this case (2.2), we derive...;substituting (1.4) into equations (2.1), we obtain...;deciding system (4) under selected boundary conditions, we find....
To denote both temporary and permanent characteristics of objects in Russian scientific and technical texts, short adjectives are often used, for example: Music scene severalnarrowed horizontally and vertically, but overall it’s not toonoticeably .; Theyequipped automatic voltage regulation function (AVR), to ensure nominal output parameters in case of significant deviations in the characteristics of the electrical network, without switching to autonomous operation. Of course, everything that has been saidfair and for the new modelR.S.1100.
As another example, we can point to the widespread use of abstract nouns here, especially the neuter gender ( movement, relation, measurement, phenomenon, state, property, set and etc.), chains of several nouns in the genitive case ( to the numerical method, exceptachievement requirements givenaccuracy ; with the aim ofreducing the impact of rounding errors for approximate numbers, etc.), verbs in –xia(anodic curvesshift ; in literatureis being considered concept; consequence of whichis poor knowledge, etc.) and the so-called “ copyright we ” (Consideredus the system has a complex structure of restrictions; Thus, the receivedus experimental data...;We Let's start with the assumption... and so on.).
In scientific and technical materials of the Russian language, one should also highlight the prevalence of nominative frame constructions with a word order in which a group of words explaining a participle or adjective acts together with it as a prepositive definition, for example: Pre-crushed to a particle size of 1-2 mm, an accurate sample of raw materials ; particles released during nuclear decay and so on.
Literature
Volkov E.A. Numerical methods: Textbook. 4th ed., erased. / E.A. Volkov. – St. Petersburg: Lan Publishing House, 2007. – 256 p.
Komissarov V.N. Translation theory (linguistic aspects): Proc. for institutes and faculties. foreign language / V.N. Commissioners. – M.: “Higher School”, 1990. – 253 p.
1.5 Formation of lexical and grammatical skills
When studying a foreign language, it is necessary to launch the mechanism of stereotypy on the basis of the selected grammatical minimum, that is, to create an intuitive grammar that would facilitate the organization of speech in a foreign language.
At the same time, one must keep in mind the following significant differences in the conditions of mastering one’s native and foreign languages, which affect the approach to teaching the grammar of a foreign language.
1) The native language is the primary vital means of communication, the acquisition of which is naturally motivated, because the native language is acquired in childhood in parallel with the child’s adaptation to the environment. A foreign language is a secondary means of communication, the use of which is not dictated by vital necessity; mastering a foreign language begins at school age, when the main means of communication - the native language - has already been established; therefore, special efforts are required to induce motivation to learn a foreign language.
2) The native language is mastered in a natural and abundant language environment, from which the child without special effort, i.e. involuntarily and in a short time, identifies patterns. The acquisition of a foreign language occurs in educational conditions in an environment alien to it. There is no sufficient basis for involuntary identification of patterns. Therefore, when mastering grammar in a school course of a foreign language, special attention should be paid to theory and its optimal combination with speech practice, as well as the relationship between the voluntary and involuntary forms of attention, i.e., the consistent implementation of the principle of consciousness.
The role of this principle in mastering grammar is especially great. This is determined by the generalizing properties of grammar, the patterns of which extend to entire series of words, due to which it introduces many homogeneous units into the speech experience of students at once, which shortens the path to language mastery.
The number of grammatical patterns in each language is different, but in all languages it is visible, and, therefore, it is not difficult to master them, since human memory stores generalized phenomena better than individual ones.
The principle of consciousness underlies all methods used in mastering grammar; Within each method, its own relationship between theory and practice is established. It is only important to keep in mind the following: the use of “pure” theory without its confirmation by specific facts of the functioning of a grammatical phenomenon, as well as “pure” practice without its comprehension, are not accepted when mastering grammar in a school course of a foreign language.
Any word introduced must, firstly, be communicatively significant for the child; secondly, to enter into semantic and grammatical connections with other words. As E.I. Negnevitskaya states, “immediately after the introduction of a word, a transition to action with it is necessary,” while “speech action means constructing a statement.” The construction of a statement lies already in the field of grammar. Consequently, mastering lexical material in isolation from grammar is impossible.
Associative connections play a huge role in the introduction of lexical units, therefore, when presenting new vocabulary “... it is necessary to give not words isolated in meaning, scattered in the text, not words in a rhyme or song, but to immediately acquaint the student with a group of words denoting some piece of reality ...”, as well as “... a pair of words connected by a proven association (enemy - friend, table - chair, etc.) is remembered much better than a pair of unrelated words, and, what is very important, better than the same words data in isolation."
I. L. Sholpo offers some rules that should be followed when introducing new vocabulary:
1) You should not enter more than 10 words at once.
2) Among the entered words there must be several pairs connected by a stable associative connection.
The introduction of vocabulary of this particular semantic group should be motivated and caused by the communicative needs of children. If a semantic group includes words of the same part of speech, their study should be associated with the repetition of words of another group belonging to a different part of speech, so that it is possible to compose combinations subject - subject, subject - sign, subject - action. It is necessary to think over the order of mastering words within a group: some words become reference words, others “catch on” to them associatively.
You cannot ask children to “learn words.” New vocabulary should be established in the child’s mind gradually, through a thoughtful step-by-step system of exercises (Appendix 6).
Thus, when selecting texts for a lesson, it is necessary to take into account children’s love for onomatopoeic and sound-depicting words and, based on this property of age, instill in children a taste for a foreign language and introduce them to its atmosphere.
To successfully master lexical material you must:
a) familiarizing children not with isolated words, but with groups of words connected by semantic or phonetic association;
b) formation of a motive for becoming familiar with the words of a given semantic group;
c) internalization of vocabulary through a system of games, rather than mechanical memorization of words from a list;
d) the inclusion of new words into the system of relations that have already developed between words and their groups known to children;
e) coordinated familiarity with lexical material and those grammatical operations that allow it to be introduced into speech activity.
When selecting lexical material, it is necessary to take into account: its communicative significance for children, objective complexity.
When teaching preschoolers, you need to pay great attention to the use of visual and illustrative material, however, when it comes to organizing role-playing games, imitating actions when performing commands or illustrating poems and songs, it is better that the objects are imaginary.
In the living act of speech, lexical and grammatical are inseparable: grammar organizes the dictionary, as a result of which units of meaning are formed - the basis of all speech activity; when teaching language, these aspects are organically connected. It is important to pay tribute to the specificity of each aspect, to identify and use its special contribution to a holistic communicative-oriented learning system. The role of vocabulary in mastering a foreign language is no less significant than grammar. It is vocabulary that conveys the immediate subject of thought due to its nominative function; therefore, it penetrates into all spheres of life, helping to reflect not only real reality, but also imaginary reality. This idea is accurately expressed by N.I. Zhinkin: “Words are the names of things, phenomena, events, the names of everything that exists and can exist in reality... If the name is not clear to the listener, it is empty - there is no such object. Any thing, even imaginary, no matter what area of sensory it belongs to, can become noticeable if it has a name.”
Any coherent text contains thematic vocabulary, the meaning of which is the key to understanding the meaning.
Mastery of the word is the most important prerequisite for speaking, but in reproductive types of speech activity, knowing only the meaning of the word is not enough; here, an equally important role is played by mastery of word connections and the formation of word combinations based on them.
To use words in reproductive types of speech activity it is necessary:
Find a word in memory, and therefore it must first be stored in memory;
Pronounce it, which presupposes mastery of its phonetic form;
Include in a combination, in a sentence, in a text.
For receptive types of speech activity you need:
Associate a graphic or appropriately sounding image of a word with its lexical meaning; in this case, analyzing the word by composition can help;
Determine the grammatical form of the word, connections with other words, which will lead to insight into the meaning.
It is necessary to teach the vocabulary side of speech activities in such a way that students constantly feel the tension of the communicative task, i.e., that they need words to express thoughts and recognize them. Only a clear speech perspective determines motivation and success in mastering the dictionary.
Working on expanding your vocabulary accompanies the entire learning process. Almost every second lesson involves introducing a new portion of words and working on assimilating them. Ensuring vocabulary mastery is the primary duty of every teacher. And students should be awakened to an interest in carefully working on words and constantly expanding their vocabulary. It is possible to develop special tests that would allow one to periodically determine the volume of an individual dictionary (thesaurus) and see one’s progress in filling the dictionary. Of course, the most convincing evidence of vocabulary knowledge in the eyes of teachers and students is the ability to participate in oral and reading communication.
The choice of semantization technique in each individual case is determined by the nature of the word, the stage of learning and the level of training of students. Preference is mainly given to monolingual methods of semantization, and translation is regarded only as a way out when monolingual methods fail.
The experience of introducing large arrays of words in dialogic texts in a foreign language with parallel translation into the native language in intensive courses has proven itself well. The authors of a number of teaching aids have come to the conclusion that if, during familiarization, we allow simultaneous translation and interpretation in the native language, these are the most economical and reliable methods of semantization, then it will be possible to quickly move on to training and practicing speech exclusively in a foreign language.
Students encounter a new word based on the text. The source text, intended for familiarization with the dictionary, can be told by the teacher, and students perceive it by ear; it may be contained in a textbook, and then students read it. In the first case, already while listening to the text, you can start working on the pronunciation of new words. To do this, the teacher should use a special sign to attract students to pronounce those parts of the text that contain new words. This technique (it is also used when familiarizing with grammatical material) increases the activity of perception. As a result, exercises in imitation begin already at the stage of familiarization with a new word: “language testing” of new words occurs at the moment of their presentation.
The volume of the text and its nature depend on the stage of learning. In some cases, it may be necessary to create multiple microtexts to cover all new words.
If students cannot determine the meaning of a word from the text, then they are offered a translation into their native language. Along with semantization, carried out with the help of the teacher, students should increasingly be encouraged to independently become familiar with the word. Students should be provided with rational methods of work: first they need to exhaust all the indicated possibilities of the text, use analysis of the word according to its composition, and if the meaning does not become clear, then turn to the dictionary.
Familiarization with words based on the text is completed by isolating them from the text. Any text, no matter how vividly it presents a word, introduces only its contextual meaning and one way of communication. To expand the range of information about a word, designed to construct “your own” texts, you need to extract the word from the text and consider it as an independent unit. The recommended approach is the same as when working on grammatical material: presenting the material as a coherent whole, then isolating it for close examination and practice.
Training students in mastering new words is carried out with the help of exercises that strengthen the semantics of new words and phrases formed on the basis of semantic compatibility. All lexical exercises are accordingly divided into two categories, aimed at: 1) memorizing the word, its semantics in unity with the pronunciation and grammatical form; 2) the formation of combinations of words of a semantic nature. (Appendix 5).
In connection with reading at the senior stage of simple original texts of different functional styles - popular science, socio-political and artistic - students must master a passive vocabulary, i.e. they must develop receptive lexical skills - recognize a word by some supports in its graph and based on syntactic form and synchronously related to meaning.
Students should be more encouraged to independently familiarize themselves with the vocabulary of the active minimum; this is relevant in connection with the passive vocabulary. Reading silently is an independent process that takes place in conditions when the reader is alone with the book. Familiarization with unfamiliar words should not change the essence of this process. Based on the form of the word in the text, the student identifies it and gives it a dictionary form. If a word does not have supporting elements, then the student looks up its meaning in the dictionary. At the same time, he selects one meaning from several if the word is ambiguous, checking himself against the text according to the feedback principle.
Next comes training under the guidance of a teacher. Its goal is to ensure the emergence of a skill, i.e., automatic recognition of a new word and its correlation with the meaning during further reading. All training exercises must be adequate to reading as a process and contribute to the development of some reading mechanism. In order for verbal stereotypes to arise and the auditory-sound-motor image of a word to be firmly imprinted, facilitating its automatic recognition when reading, these exercises are performed out loud, which does not change their receptive nature. To develop receptive vocabulary skills, the following types of exercises are used:
Loud reading and subsequent translation of a new word in various syntagmas and sentences. When performing this exercise, the meaning of this word is enriched.
Filling in the gaps in the text while reading. This exercise is aimed at developing forecasting ability.
Selection of words and phrases from the text based on semantic commonality. This exercise also aims to develop forecasting ability, as it produces a “thematic grid” that suggests a topic and reduces the measure of uncertainty. For example: künstlerisches Wirken, Bilder und Grafiken, Schaffen, Porträts, Präsident des Verbandes Bilder Künstler. These words suggest the content of the text: we are talking about the German artist Leigh Grundig.
Fill in the gaps with words of different meanings, the images of which students confuse. For example: liegen - legen, senden - senken, sehen - sehnen. This exercise trains attention.
All exercises in recognizing new words create the prerequisites for solving semantic problems when reading. They are built on a passive vocabulary minimum selected for reading, the careful development of which is just as mandatory as the development of an active vocabulary minimum.
In addition to these clearly limited “closed” vocabulary minimums, it is also important to develop students’ potential vocabulary. The potential vocabulary is “open” and individual in nature. It arises on the basis of students’ independent semantization of unstudied vocabulary at the time of reading. The volume of a potential vocabulary and the lexical skill developing on the basis of this volume is directly dependent on the degree of mastery of each student’s active and passive minimums.
The potential vocabulary is formed: on the basis of words consisting of familiar word-formation elements, and words whose meaning is inferred by conversion, using an understanding of international vocabulary. These points are the basis for deducing the meaning of unfamiliar words. Deducibility is understood as a psycholinguistic property of a word, “which provides the reader with the opportunity to routinely discover the meaning of an unfamiliar derivative (complex) word based on the meanings of its components.”
A prerequisite for deducibility is knowledge of the methods of word formation in a given language and the meaning of affixes, as well as knowledge of the ways of forming internationalisms in a given language.
There are different types of inferential exercises that influence the development of potential vocabulary. Define:
The meaning of derived words formed from known roots and with the help of known affixes;
The meaning of international words;
The meaning of unfamiliar compound words according to the composition of their components;
The meaning of unfamiliar words, starting from the known meaning; check it in context;
The meaning of unfamiliar words formed by conversion.
A special source of potential vocabulary is linguistic guesswork, a very important component of independent word semantization. The researchers derived three groups of language guessing clues: intralingual, interlingual, and extralingual.
An intralingual hint follows from assigning a word to a certain grammatical category and identifying its function in a sentence. Word-forming elements also play an important role.
Interlingual clues are contained in words formed as a result of borrowing from language to language, in internationalisms, Sovietisms, as well as in full and partial tracing papers, i.e. in words and phrases formed according to a general word-formation, syntactic and semantic model. Interlingual cueing comes from the coincidence of individual semantic parts of words.
Extra-linguistic clues arise from knowledge of the factors and phenomena of reality reflected in the text and giving it an indicative character.
A linguistic guess - all intuition is related to it - does not appear out of nowhere, it integrates life and linguistic experience.
Linguistic intuition is thus the result of all learning and life influences, and therefore it manifests itself differently in different students, that is, it is subjective. One student may see a clue in a given word or context, while another may not. However, special exercises in linguistic guesswork can make it more manageable and, therefore, objective.
Teaching a foreign language is based on strictly limited language material, hence the need for careful work on it, including checking the measure and quality of its assimilation, i.e. control.
Control of language knowledge is built on an arbitrary basis; it should be of a “tracking” nature, i.e., accompany the entire process of knowledge acquisition, without consuming much time. These can be written “flights” and oral control exercises, covering all students in a class (group) in a few minutes, as well as various forms of tests. At the same time, the basis of control is not isolated linguistic material, but elements of speech, particles of a coherent whole.
Control of phonetic skills can be carried out with the help of phonetic exercises, prerequisites for oral speech; Before dialogue, in particular, it makes sense to check the pronunciation of various types of interrogative sentences. At the same time, in the task for phonetic exercises, the teacher concentrates attention on the current difficulty: “Now let’s check how you pronounce interrogative sentences without a question word. Notice the rising tone in the phrase.”
It is also advisable to offer students as a control task associative tests that recall words and phrases of a certain subject area from memory. To do this, a “source” word(s) is proposed, and students select their own words, for example:
buy products …
buy clothes …
pay...
Control of language material should also be a prerequisite for receptive types of speech activity - reading and listening. Orienting students toward understanding when the language form is not yet clear often leads to an approximate understanding. At the same time, targeted control, which helps highlight the desired form, leads to accurate and correct understanding and has a positive effect on forecasting.
Analyze the exercises used in the formation of reading skills at the initial stage of learning. The object of my study is teaching English in primary schools. The subject is the study of the process of developing reading skills at the initial stage of teaching English. The work consists of an introduction, two chapters, a conclusion and a list of references. 1.1 The concept of...
... . (see Appendix) 2.1. Analysis of the study. The hypothesis of my research was that the use of an interactive approach in teaching foreign languages effectively affects the level of speaking. After conducting observations, I identified 2 classes in which I will use interactive teaching methods, and in the remaining three parallels, I will use traditional teaching. And look at the result of knowledge...
Regularities for any audience and for different learning conditions. The results of the experimental section allow us to make certain recommendations regarding the organization of teaching listening at the initial stage (5th grade of a general education school and 3-4 grades of a school where a number of subjects are taught in foreign languages). In addition to the initial stage tasks listed above, which...
Educational games in English lessons as one of the means of expanding the lexical and grammatical capabilities of students when summarizing the material studied.
In a brief psychological dictionary edited by A. V. Petrovsky and M. Ya. Yaroshevsky, the concept of “game” is defined as follows: “Game is the main activity of a child. A game is a form of activity in conditional situations aimed at recreating and assimilating social experience, fixed in socially fixed ways of carrying out objective actions, in the subjects of science and culture,”
Even Plato, understanding children’s play as imitation of the activities of adults, believed that it is through play that a child should gain knowledge, believing that play is a preparation for life. Many psychologists and teachers, such as L. S. Vygotsky, A. S. Makarenko, D. B. Elkonin and others, clarified its social meaning, internal structure, and importance for the development of the child. A. S. Makarenko in his work “On Education in the Family” wrote: “...what a child is like in play, so in many ways he will be in work and in life when he grows up... In a good game there is a working effort and an effort of thought.”
Games, and especially educational and educational games, have great potential, which is important to use in the educational process in order to give students the opportunity to reveal their abilities, to show what they have learned, what they can and are able to do within the topic or course they have studied. After all, a game always involves a decision - what to do, what to say, how to win. The desire to solve these questions sharpens the mental activity of students. What if it’s also a game in a foreign language?..
Children don't think about it. For them, the game is, first of all, an exciting activity. In addition, a story-based game is more attractive to students than simply performing similar exercises, or rounds, stages of the game, carried out fragmentarily in the lesson.
Since often, due to a number of reasons, grammatical and lexical material are taught somewhat in isolation from each other, or partially combined, children can, having mastered one, lose sight of the other. Therefore, I considered it appropriate to combine these two components into a single whole in order to enable students, firstly, to consolidate in their memory the very process of summarizing the studied material in the form of a game, and, secondly, to stimulate the game, teach children to see and isolate from what is proposed the material they need, concentrate their attention and memory, and also psychologically prepare children for verbal communication.
Educational games in English lessons are one of the forms of increasing students' educational motivation and positive attitude towards the subject. They help children practice a whole range of techniques aimed at concentrating their attention: the spirit of competition forces them to train themselves, to be more attentive and collected. They also serve as a form of monitoring students’ knowledge, repeating and summarizing the material studied, and form a positive attitude towards learning English. And, what is especially important, the game method is simply necessary to relieve mental overload during the educational process and is almost the only, perhaps, way to motivate the educational process.
Basing the games I offer on my own experience, I still cannot but agree with the author of the textbook “Teach, play, enjoy!”, a teacher from St. Petersburg E. P. Vaks, that the game method involves determining an algorithm of sequential actions when carrying out games. According to the proposed algorithm in the above manual, it consists of three stages:
1 Preparation: a).teacher’s algorithm and b). learner algorithm.
2. Game process.
3. Summing up.
A). Algorithm for a teacher’s work at the initial stage:
- organization of play space;
Preparing material for the game;
- determination of lesson objectives;
Determining the time for the game;
- a story about the game, its rules;
B). Trainee's work algorithm:
Prepare gaming material or tools;
Listen to the lesson objectives, game rules;
Clarify what is unclear or not entirely clear.
2. Game process:
Carrying out the game in stages;
Summing up or rewarding players based on the results of each round;
Change of materials for each round or stage of the game.
3, Summing up:
Calculation of final points;
Comparison of results;
Rewarding.
According to the above material, I have developed algorithms for conducting each specific game.
Rules of the game "Finest Hour".
At the beginning of the game, students who want to earn a star must either congratulate someone on a holiday (any), or recite a poem or sing a song in English.
In order to give an answer, children raise a sign with a number from 0 to 6.
If the required answer is not on the board, you should raise the plate number 0.
For each correct answer, the student receives a star.
Before the semi-final, the number of stars earned by students is calculated and the results are summed up.
The students with the most stars advance to the semi-finals. There can be 2, 3, 4, 5, etc. participants.
In the semi-finals, participants solve puzzles. The two participants who guessed correctly and wrote them down on a piece of paper the fastest advance to the finals.
In the final, the participant who completes the crossword puzzle with the keyword correctly and faster than his opponent wins.
The teacher explains the tasks of each round immediately before the start of the round.
GAME "THE FINEST HOUR". 7th grade.
On topic 3 “Celebrate” (lexico-grammatical material of the textbook topic
T. B. Klementyeva and B. Monk “Happy English ‘2”: Holidays, Horoscope,
types of tense forms of the English verb).
The task of the lesson-game is to summarize the topic material, repeat vocabulary on the topics “Holidays”, “Horoscope”, tenses of the English verb.
Equipment: holiday emblems,
Zodiac signs,
tablets with working formulas of English verb tenses,
signs with the names of the zodiac signs,
plates with numbers from 0 to 6,
stars,
LESSON PLAN - GAME
1. Introduction to the plot of the lesson. Familiarization with the rules of the game.
Holiday emblems are attached to a board lined with squares:
St. Patrick's Day | St. Valentine's Day |
|
Independence Dow |
Round 1 questions:
1. This is a holiday when people buy a tree and decorate it with ornaments, toys, lights and sweets. (0) (Christmas)
2.Everything and everyone is Irish on that day.
(1) (St. Patrick's Day)
3.This holiday is celebrated on the 4th of July. It is a national American holiday.
(6) (Independence day)
4. Friends & relatives come to you on that day and bring you presents.
5. Ghosts and witches come on that day. The traditional colors of that holiday are orange & black.
6. This holiday is celebrated in April. And the Bunny brings a basket of candy to children.
7. Red heart is the emblem of this day.
(3) (St. Valentine’s Day)
8. We begin to celebrate this holiday in December & the end of this holiday in January is the beginning of the year.
Cards with keywords for some holidays are attached to the board:
Jack-o-lantern |
||
The teacher shows pictures of holiday emblems:
St. Valentine's day (5)
1st of September (0)
St. Patrick's Day (0)
Zodiac signs are attached to the board:
The teacher reads the assignments:
1.The Twins, two, twice – are the synonyms to the name of this Birth sign. (2)
2.It is the 12th sign of the Zodiac. (0)
5. People of this sign are very eccentric, they are good friends. They like water
8. Girl (or maiden) is a synonym to this name of the sign. The 6th sign (August 23- September 22) (0)
9. The name of this sign is the name of a wild animal. But the people of this sign
are good friends. (0)
10. The people of this sign like hunting and sports. (0)
There are signs on the board with formulas for the tenses of the English verb:
will have Vз (Ved) |
||
The teacher reads the assignments:
1. This time denotes an action that has completed, and its result is obvious.
2.Regular action that occurs always, often or sometimes. (5)
3. The action lasts at the present moment in time. (0)
4. The action will take place in the future. (4)
5. The action will end at some point in the future. (3)
6. The action lasted at some point or period of time in the past.
7. She is reading now. (0)
8. She had been reading for 2 hours when I came home (1)
9. She read this book last month. (2)
10. Future Perfect Progressive (0)
11. Present Perfect Progressive (0)
12. Future Simple (4)
13. Past Perfect Progressive (1)
14. Present Perfect (6)
P O L U F I N A L
Semi-final tasks: solve puzzles:
T h e ’ + O I L + D E A R’+ 25th letter of the alphabet (HOLIDAY)
S SY N + U P + I R O N + 7th letter of the alphabet (S PR I N G)
2 students reach the finals
Finalists must create a crossword puzzle with the following keyword:
The participant who completes the crossword puzzle the fastest wins.
GAME "STARRY HOUR" for 3rd grade
Lesson Plan
Introduction to the lesson plot. Explanation of the rules.
I round Family theme
The words of the 1st round are located on the board:
Suggestions for completing round 1:
She is a daughter of my sister or brother (5)
She or he is a daughter or a son of your aunt or uncle (6)
They are my mother and father (1)
He is my father. And my mother’s… (2)
She is my mother and my father’s (3)
He is a son of my brother or a sister (4)
He is a father of my mother (0)
8. She is a mother of my father (0)
She is my mother's sister (0)
III. II Round Time Present continuous.
I am playing now
He is cleaning his teeth
We are doing exercises
They are washing faces
You are taking a shower
She is going to school
Proposals - tasks of the 2nd round:
She's playing now (0)
They wash their faces (4)
Do you take a shower (5)
We do exercises (3)
You brush your teeth (0)
We're going to school (0)
I'm playing now (1)
He brushes his teeth (2)
She goes to school (6)
We are playing (0)
IV. III Round: theme “What time is it”
It's four o'clock
it's seven o'clock
It's eleven o'clock
It's three o'clock
It's eight o'clock
It's ten o'clock
Show on watch:
10 hours (6)
7 hours (2)
11 hours (3)
12 hours (0)
5 hours (0)
8 hours (5)
V. IV round. Thematic words.
Lion, Crocodile
2. Aunt, Uncle, Grandmother
3. Morning, Afternoon, Evening
4. Chess, Tennis, Hopscotch
5. Breakfast, Dinner, Supper
6. Teacher, Pilot, Driver
The teacher names the topic:
home/ home (0)
Professions / professions (6)
Family (2)
Day/ time of day (3)
meals/ food (5)
VI. Semi-final
Semi-final participants must “collect” the words:
children = hidden
A) Create a crossword puzzle with the word “hand”
B) solve the puzzles:
Run’+sh’e’+ sw’im’ + 1st letter of English. alphabet
5 letter + no’ + gi’r’l + she’
Rules of the game "Oh Lucky"
The entire class participates in the qualifying round.
The one who quickly, and most importantly, correctly completes the task of the round, becomes a participant in the game;
If two or three students complete a task at the same time, they are offered another one.
Participants in the game must answer a maximum of 15, minimum 10 questions.
Players have three tips at their disposal: - “50 to 50” (fifty-fifty)
"class help" (SOS)
textbook consultation (look into book)
During the game, the player sits with his back to the class. If he cannot answer a question, he uses hints.
If he answers incorrectly, then other students are involved in the game. They can show signs with the correct answer
A student who answers a question correctly receives a point, which can help him when summing up the lesson-game.
Quiz "Oh, lucky guy!"
in 9th grade on the topic “Famous Americans” (Great Americans)
Qualifying round questions:
1. Arrange the countries of the United Kingdom in order of increasing territory:
1.England 2.Scotland
3. Wales 4. Northern Ireland
2Arrange the letters of the English alphabet in the appropriate order:
3. Arrange the colors in order of their “lightness”:
1.Purple 2.Yellow
3. Orange 4. White
4. Arrange the numbers in descending order:
3. Twelve 4. Twenty
5. Arrange relatives in descending order of relationship:
1.Cousin 2.Mother
3. Uncle 4. Nephew
6. Arrange foods according to their “tastierness”:
3. Sugar 4. Cheese
7. Arrange modal verbs in order of increasing “obligatory”:
1.Should 2.Have to
3.To be to 4Must
8. Arrange the products in decreasing order of size:
1.Rice 2.Grapes
9. Arrange the tenses of the English verb in the order in which the action occurs, starting with the earliest:
1.Past Simple 2.Present Perfect
3.Past Perfect 4.Future Perfect
10. Arrange the circumstances of the place in order of their recency, starting with the earliest:
1.yesterday 2.tomorrow
3.last year 4.now
11.Rank the English holidays, starting from the very first of the New Year:
1.St. Valentine's Day 2.Halloween
3.Christmas 4.Easter
12. Arrange the days of the week in the appropriate order (according to English rules):
1.Thursday 2.Tuesday
13. Arrange American monetary units, starting with the smallest:
3.Quarter 4.Nickel
14. Arrange items in order of decreasing period of their decomposition over time
3.Cans 4.Banana peel
15.Rank the names of people according to the dates of their lives, starting with the earliest:
1. M. Twain 2.St. Spielberg
3. Thomas Jefferson 4. B. Franklin
16. Arrange US cities in order of decreasing number of their inhabitants:
1.Atlanta 2.New York
3.Boston 4.Washington
Questions from the main round of the game.
The name of great American writer London was:
3.Joey 4.Jim (2)
On the American flag there are:
1 . Five stars 2.Fifteen stars
3.Fifty stars 4.Thirteen stars (3)
"The Adventures of Huckleberry Finn" was written by:
1. Ray Bradbury 2. Lous Stevenson
4.Stephen Spielberg is the most successful:
1.Director 2.Writer
3.Artist 4.Actor (1)
5.The husband of Eleonor Rooswelt was:
1. The first president 2.The second president
3. The thirty second president 4. The twenty second president (3)
6. Elvis Presley was born in
1. Memphis 2. Mississippi
3. New Orleans 4. Boston (2)
7. Brothers Orville and Willbur Wright invented the first
1. Telephone 2. Car
3. Computer 4. Airplane (4)
8. Ernest Hemingway wrote
3. "The Call of the Wild" 4. "Othello" (1)
9. The Charles River separates Boston from
1. Boston 2. Cambridge
3. Chicago 4. Atlanta (2)
10. The name of the Boston basketball team is
1. The Boston Bruins 2. The Boston Celtics
3. The Red Sox 4. The Black Dogs (2)
11. Thomas Jefferson, the third president of the USA was born in:
1. Virginia 2. Georgia
3.Washington 4.Alabama (1)
12.The US Capitol building was designed by
1. Frank Lloyd Wright 2. Sir Christopher Wren
3. Thomas Jefferson 4. John C. Portman Jr. (3)
13.The career of Louis Armstrong began in the streets of
1.Chicago 2.New Orleans
3.Hollywood 4.Washington (2)
14.Abraham Lincoln, the 16th president of the USA was elected the president in
3. 1816 4.1860 (4)
15.Harriet Tubman was fighting for the equal rights of
1. The black slaves 2. Women
3.White farmers 4.Children (1)
I G R A No. 2.
1.The stripes of the American flag are
1.White and red 2.Blue and white
3.Red and blue 4.Black and red (1)
2. The first president of the USA was
1. Thomas Jefferson 2. Abraham Lincoln
3.George Washington 4.Franklin Rooswelt (3)
3 The Capital of Georgia is:
1. Atlanta 2. Roswell
3. Alaska 4. Alabama (1)
4. Walt Disney was great
1. Actor 2. Architect
3. Film Producer 4. Illustrator (3)
5.Paintings of Georgia O’Keefe can be found at the…
1. British Museum 2. Metropolitan Museum
3. Smithsonian Museum 4. Children’s Museum (2)
6. Henry Ford established the Ford
1. Air American Company 2. Navy Company
3. Motor Company 4. Telephone Company (3)
7. Barbra Streisand became a major star after film
1 "Funny Baby" 2 "Funny Boy"
3. "Funny Daddy" 4. "Funny Girl" (4)
8. Louis Armstrong, ‘The King of Jazz’ played
1. The Piano 2. The Trumpet
3. The Violin 4. The saxophone (2)
9. Elvis Presley died in
3.1977 4.1987 (3)
10. Benjamin Franklin was a son of
1. Book maker 2. Candle maker
3. Worker 4. Writer (2)
11. American remember and love Abraham Lincoln for his
1.Friendship 2.Attention
3. Honesty 4. Kindness (3)
12. Eleanor Roosevelt was appointed delegate to
1. The Soviet Union 2. The United Nations
3. The United States 4. The Intelligence Service (2)
13. Frank Lloyd Wright was the greatest American
1. Architect 2. Actor
3. Artist 4. Ambassador (1)
14 John C. Portman designed one thing for Skyscrapers. It was:
1. Glass Television 2. Glass Bottle
3. Glass Elevator 4. Glass cars (3)
1. Missouri 2. Mississippi
3. Memphis 4. Minnesota (1)
Boston there is:
1. A jazz Orchestra 2. A violin Orchestra
3. A Symphony Orchestra 4. A Piano orchestra (3)
2. There is a Monument to a national hero in Boston. This is a monument to:
1. Paul Revere 2. Peter Smithsonion
3. David Copperfield 4. Paul Peterson (1)
3. Robert Lee Frost was:
1. A painter 2. A writer
3. A poet 4. An inventor (3)
4. Ernest Hemingway is the author of:
1. "The Old Man and the Sea" 2. "Moby Dick"
3. "The Pioneer" 4. "Winnie-The-Pooh"
5. Chuck Jones was a popular American:
1. Illustrator 2. Animator
3. Photographer 4. Actor (2)
6. Georgia O'Keefe was a popular American:
1. Writer 2. Architect
3. Painter 4. Inventor (3)
7. Norman Rockwell illustrated the books of:
1. J. London 2. M. Twain
3. E. Hemingway 4. R. Bradbury (2)
8. ‘The Martian Chronicles’ was written by:
1. Robert Lee Frost 2. Emily Dickinson
9. Emily Dickinson was one of the greatest poets of:
1. 20 th century 2. 18 th century
3. 17th century 4. 19th century (4)
10.Elvis Presley appeared in…
1. 33 films 2.23 films
3. 43 films 4. 67 films (1)
11. Benjamin Franklin invented the Franklin
3. Stove 4. Minser (3)
12. The Wright Brothers invented their first airplane in
1. North Dakota 2. New Mexico
3.New Jersey 4 North Carolina (4)
13. The work of Chuck Jones was mostly influenced by:
3. Norman Rockwell 4. Emily Dickinson (1)
14. Robert Lee Frost spent most of his life in
1. San Francisco. 2.California
3. Massachusetts 4. New England (4)
15. The Massachusetts Institute of Technology is located:
1. In Boston 2. In Cambridge
3. In Washington 4. In New Jersey (2)
To play the game “Field of Miracles” the following procedure is applied:
1. Prepare the field for the game by drawing cells for letters on the board.
2. Determine the players in threes and the participants in the game with spectators.
3.Explain the rules of the game
The presenter speaks only English for all tasks.
If the player names the letter correctly, he has the right to name another one.
For three correctly named letters the player earns extra points.
which will be useful to him when calculating points and possibly reaching the final or super game.
The teacher records the letters called by the game participants on the board.
If a player names a letter incorrectly (for example, he names an English letter in Russian), then the turn goes to the next player.
If a player knows the words, but spells it incorrectly, then the turn goes to another player, and that player is either eliminated or skips the turn (at the discretion of the teacher).
When holding a super game, when one player ends up in the final, he names several (3-4) letters, which the presenter enters in the required cells. The player is given one minute to think and after that the player can simply name the whole word without spelling it.
If there are 2 or 3 players in the final based on the number of points, then they are given puzzles to solve. And then the winner will be the one who first solves the word encrypted in the rebus.
Game "Field of Miracles". 2nd grade
Y e l l o w - It is a color. Not red, not orange.
M o n k e y. - It is a funny animal. It can jump and climb.
T e a c h e r. - It is my profession
Playing with spectators
F i f t e n. - It is the number after fourteen and before sixteen
G r a n d m o t h e r. - She is a mother of my mother.
Super game
E l e p h a n t. - It is a very big animal. It has got big nose and big ears.
Puzzles for the winners (if there are 2):
O’f + at’+ m y I + f’ly
M y O + te’n’ + He` +re'd'
1 letter + fro’g’ + t’ip’ + cat`
Game "Field of Miracles". 8th grade.
S h a k e s p e a r e
This man lived many years ago. He wrote many comedies and tragedies
C h r i s t o p h e r W r en
This man was an architect, he designed many buildings
A l e x a n d e r B e l l
Telephone was invented by this person
Playing with spectators
W a l t D i s n e y
This man created many cartoon films. You like to watch them
E r n e s t H e m i n g w a y
This man was a writer & wrote many books. One of them is “The old man and the sea”
Super game
This was a name of America when it was discovered by Christopher Columbus
Puzzles for 2 or 3 winners:
All’ + ask + indefinite article
3d letter + oi’l + m<>e U + bus
I can + to’ from’ + do O A
Rules of the game "Call of the Jungle".
The teacher sets the lesson goal: the team that earns the most “bones” or “bananas” wins the game.
The division into teams is carried out by drawing lots: those children who draw a “banana” play in the “herbivore” team, those who get a “bone”
become "predators".
The conditions of each competition are announced immediately before it takes place.
Final game for grade 2 “Call of the Jungle”
Lesson plan:
I Introduction to the lesson plot
Rules of the game:
Warm up.
Having received cards according to commands, children must tell about themselves on behalf of the animals
Composing poems
I team:
My little brother's name is Tim
He likes to run, to jump and swim
II team:
My little kitten is white and grey,
He likes to run, to jump, to play
Everyone: (who is faster)
My little sister's name is Masha,
She doesn’t live in Africa, she lives in… ( Russia)
3 Who knows more animals
Team members take turns running out and calling the animals. The last team to name the animal wins.
Who knows more sports games and words:
Teams take turns naming sports-themed words.
Who knows the relatives better?
She is the daughter of my mother (sister)
The sister of my mother (aunt)
The son of my mother, but not me (brother)
The brother of my mother (uncle)
Father of my father (grandfather)
Father of my mother (grandfather)
Mother of my mother (grandmother)
Son of my grandmother (father)
Father) of my brother (father)
Mother of my sister (mother)
Daughter of my grandmother (mother)
Find “extra” words:
volleyball cat red
football frog little
hockey desk yellow
school elephant black
Read and show and read what is written on the cards
Jump Swim Fly Run
8. What doesn’t happen, what happens. (Make sentences negative):
The cat is blue
The mouse has three hands
I live in America
9 Find “extra” words (based on reading rules)
10. Cross out “extra” letters in words (on cards)
teacher sister
13. Insert the necessary words:
(both teams receive the same cards)
I ------ to play basketball
My ------- brother is a doctor
His name ----- Dick
III Summing up. Awards
Rules for the game “Grammar Lotto”:
1, Participants in the game receive cards - tables with the names of 12 tenses of the English verb, as well as chips with numbers from 1 to 12 according to the number of tenses.
2. The teacher explains that each cell should contain one number, that is, each sentence will have its own unique tense form.
3. The teacher reads each sentence twice, giving time to think about the answer (but no more than 1 minute).
5. After reading all the sentences. The teacher visually checks that the table is filled out correctly.
6. Children check their results using the proposed key and give a rating on the following scale:
0 -1 error – “5”
2 -3 errors - “4”
4-5 errors – “3”
more than 5 errors – “2”.
Grammar lotto.
Perfect Progressive |
||||
Suggestions for filling out the table:
I cooked dinner yesterday
I was cooking dinner at 6 o’clock yesterday
I am cooking dinner now
I have just cooked dinner
I will cook dinner tomorrow
I cook every day
I have been cooking dinner for two hours
I will be cooking dinner at two o’clock tomorrow
I will have been cooking for two hours when you come
I had been cooking for two hours when he came
I had cooked dinner by 5 o’clock
I will have cooked dinner by 5 o’clock tomorrow
Table key:
Perfect Progressive |
||||
So, the essence of the games I presented is to repeat and generalize the material studied. During the games, listening skills (primarily), speaking and reading are developed. Children learn to concentrate their attention and apply the acquired knowledge and skills from the material covered in the proposed game situation to achieve a certain result. The results are sometimes the most unpredictable: sometimes weak students show themselves in a completely different way. They not only answer correctly, but also work faster than anyone else, become more focused and attentive than in a regular lesson.
Preparatory work for games at first glance seems labor-intensive, but when distributing materials for the game, it turns out that the teacher prepares only the content, that is, the language and grammatical material itself. The technical part, namely all the external attributes, can and is prepared by the children themselves. So, for example, in the game “Call of the Jungle” the guys prepare “bones” and “bananas” for rewards. In “Finest Hour,” students prepare stars, plates with numbers, and holiday emblems, just like in the game “Oh, Lucky!” tables and “tips” were completed by students. Moreover, this work gives them no less pleasure than the game itself.
Thus, the preparatory stage and the stage of holding the games are not as complicated as they might seem at first glance. But the possibilities for using them are quite wide, since the same or similar games can be played on the linguistic and grammatical material of almost any topic. And the results of mastering language material will be, if not better, then at least no worse than if the material is generalized using the traditional system of answer-question or test exercises.
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Techniques for working with lexical material in English lessons
The role of vocabulary in mastering a foreign language is very important. After all, it is vocabulary that conveys the immediate subject of thought.
In almost every foreign language lesson we work on expanding our vocabulary, on each specific word on a specific topic. When working with a word, a certain algorithm actions not only on the part of the teacher, but also on the part of the students. Visual perception of the word (visibility), sound perception (repetition after the teacher or speaker), written perception (recording the word in a dictionary, preferably in phrases and sentences). Finding a word in a text, using a word in conditional speech exercise, use of words in communicative communication.
In my work, I try to ensure that each student understands that memorizing words should not be mechanical, that every word should be understood, correctly pronounced, read and written. Only after the word receives a clear semantic, auditory and graphic image in the student’s mind can one begin to work on memorizing and consolidating it.
This is facilitated by the correct and rational selection of techniques for working with vocabulary.
1. There is a whole range of techniques introduction of lexical units:
Introduction of nouns by demonstrating the designated objects or their images in the picture.
Introducing a verb using illustrative movements or actions, facial expressions, pantomimes, etc.
Introduction of adjectives by showing various objects or their images that have a pronounced quality (color, size, shape, design, pattern).
Introduction of numerals using pictures with different numbers of objects, as well as a clock, calendar, table, schedule).
Introduction of pronouns with the participation of students (personal and possessive pronouns), using the position of various objects in the room, corresponding pictures.
Introduction of prepositions using the correlation of objects in the classroom, special drawings in which objects are arranged differently.
Introducing interjections using reenacted situations or drawn comics.
Introduction of collective words using words with specific meanings (cucumbers, tomatoes, vegetables)
Introduction of linguistic and cultural language units through description, interpretation of realities, use of appropriate visual materials (photos, drawings) Introduction of new words based on already known ones (complex words) by performing the necessary language operations, analysis and explanation.
2.To memorize vocabulary more effectively, you need to use repetitive exercises .
Read the words by filling in the missing letters.
Put the words into the crossword puzzle.
Put the words into the teaword
Fill in the missing letters in the words.
Test each other's knowledge of words and phrases.
Read the list of words, placing the words in alphabetical order.
Group new words by parts of speech.
3. Contribute to the formation of students’ communicative competence preparatory training exercises based on working with text:.
Find words in the text related to this topic.
Replace one of the sentence members with the given words.
Write words from the text according to certain characteristics (with prefixes, suffixes, complex words)
Find words with a common root in the text.
Find a combination with the specified word in the text.
Find new words in the text.
Guess the meaning of words similar to Russian and check the accuracy of your guess in the dictionary.
Group words by analogy (for example, controlling verbs of the same type, forming complex words and phrases).
Write out words with a common root from the text.
Break down a complex word into its components.
Do a letter analysis of the word.
4 . Substitution and constructive exercises very important at the stage of training and consolidation of vocabulary :
Fill in the blanks in the picture captions with words from the list.
Substitute the appropriate words or phrases for the pictures in the sentences.
Replace Russian words in the sentence with German ones.
From the list of lines, select the missing lines for the characters.
Correct the “typos” in the underlined words.
Compose a dialogue using a set of lines.
Make as many sentences as possible from the set of words.
5. To activate vocabulary in speech you need to use the following form exercises.
Listen to the dialogue, compose a similar one on the same topic, using this vocabulary.
Describe the drawing using keywords.
Create a story plan.
Come up with an ending to the story using key words.
Create a dialogue based on keywords.
Listen to the audio text based on keywords, make a retelling plan and retell the text.
6. Vocabulary testing can be carried out using the following exercises as an example: .
Fill in the missing words (nouns, verbs, adjectives, prepositions, articles) into sentences, using keywords.
Select the following words from the list provided (synonyms, antonyms, etc.)
Match the words with the images in the pictures.
Check if the names of the pictures are correct. Correct any errors you notice.
Match the pictures with appropriate phrases.
Correct the typos in the following sentences.
Guess the word that represents (for example, a sport) based on the number of letters given.
Pair up the characters shown in the pictures using the words given in the list (seller-buyer, teacher-student)
Write down all the objects shown in the picture, using a set of letters for each of them.
A good stimulator for memorizing vocabulary in English lessons, especially at the level of primary general education, are various types of games. These could be association games.
Word webs or spider games.
In general, our memory is structured according to the principle of a camera: picture, flash, capture. Words are remembered very well by association with something. For example, in the seventh grade, students could not remember the verb “to leave”, confusing it with the verb “to live”. We pronounced it and used it in sentences. Well, they didn’t remember at all. But as soon as I started calling it their “favorite word,” they remembered it and even the three forms of the verb “leave -left -left”.
Category list (list of words related to a specific class of objects).
A ring, a donut, a wheel - things with holes. Children can make such lists themselves.
Back to the board.
We divide the group into two teams. One student from the team goes to the board and stands with his back to it. Another from the opposite team writes words on a topic on the board. The team, which must help its participant guess the words, explains with facial expressions or suggestive words (we wash our hands in it - a sink). The team that guesses the most words wins.
Word games
Children's favorite “changelings”.
i, p, u, p - pupil
"Word Thieves" (word thieves).
We read a text on a specific topic, for example, “The Seasons.” Students listen to the text and write down words on this topic. You can divide the group into teams and compare lists of words; you can finish the game by reading the text you listened to.
At the stage of consolidating the learned material, I often use elements of V.K. Dyachenko’s “Collective Method of Learning” methodology, and in particular, “Working in shift pairs.”
Let me give you an example of this form of work.
At the initial stage of training, the topic is “Pets”. Each child has his own individual card with questions and a table for filling out information; their task is not only to write down the answers, but also to write a message. At the senior stage of training, such exercises can take the form of organized dialogue. For example, the topic “Subculture”. Depending on the number of children in the group, texts are prepared on a given topic with a studied set of lexical and grammatical units and questions for them. Each student independently studies his text, then works through it with his partner, during the discussion they exchange texts, then the first with the text of the second and vice versa, they meet with new partners. These exercises are not only communicative in nature, but also contribute to the development of logical thinking, develop all types of memory: auditory, visual, verbal, motor; Provide each child with their own pace of work.
In weak subgroups I use the technique of mutual dictations at the stage of training and consolidation of vocabulary. For example, I prepare 4 types of cards: a) contain individual words, b) phrases, c) sentences, d) the beginning and end of sentences. This technique can be used to reinforce vocabulary in middle-aged and older children. This technique is great for consolidating forms of irregular verbs. However, we must always remember that knowledge is assimilated in the connections in which it was given. We dictate: go - went - gone. In order to use this word, it will need to be mentally translated. And if we dictate: go - go, went - went, gone - come, then the student will easily use these words in speech.
Helping children not only remember individual words and phrases, but also teach them to use these words in speech is our main task. And here, of course, role-playing communication will help us. Role-playing is a kind of educational technique in which the student must speak freely within given circumstances, acting as one of the participants in foreign language communication. Role-based communication influences the formation of students’ cognitive interests, promotes conscious learning of a foreign language, and increases motivation.
Forms of role-playing games in lessons can be different. At the initial stage of training, this is a plot-role-playing game with fairy-tale content. For the average person - a plot-based role-playing game with everyday content. At the senior and middle stages, a simulation role-playing game of educational content or a business game.
Younger schoolchildren readily accept a game situation, an unreal, fairy-tale or fantastic plot.
For example, “Teremok” - the inhabitants of the tower ask the “guests” questions and only after correct answers are allowed to enter. To develop plots of role-playing games of everyday content, we can highlight such areas of verbal communication as: at school, in class, in the library, in the gym, at the doctor’s, at home, on vacation, in the theater, etc. for example, a situation: a tourist excursion from England to the Caucasus. The head of the excursion bureau represents the group of guides. There are several of them, because each of them can be given one subtopic for “excursions”. And so, we “eat” on a tour bus, listen to the guides, “see the sights (pictures and photographs). Tourists ask guides questions.
Imitation games can have educational content. Acquaintance with the characters of literary works, biographical facts of outstanding figures of science and art, and the realities of life in the countries of the language being studied. Business games allow you to simulate situations that may arise in your future professional activities. For example, “Job interview”.
Great opportunities for working with vocabulary are provided by non-traditional forms of lessons: press conferences, “birthdays”, “Travel in a circle for pirate treasures”, as well as lessons based on popular TV games. "Lucky case". The group is divided into 2 teams, the teams sit on either side of the leader. You can play the game on various topics. For example, in 7th grade we summarize the topic “Sports”.
1.give the name of the sport according to this definition. The facilitator asks questions to each team in turn. The jury records the number of points. For example : - The Queen of sports? - Light athletics Sport for the cleverest? - Chess.
2. “Troubles from a barrel.” Team representatives take the kegs out of the bag. Based on the number on the barrel, the presenter determines the questions. For example, from the history of the Olympic Games. Where did the first Olympic Games take place? Who was the founder of the Modem Olympic Games?
In the age of modern technology, we must not forget about this form of working with vocabulary as computer training. You can start such work from the 5th, 6th grade. When introducing and monitoring vocabulary acquisition, you can use the “First 1000” words program. The computer program “I go to school” can be used at all stages of education. The advantages of this type of training and control are undoubted: it allows you to revive the learning process, increases interest in the subject, promotes the development of logical thinking, and solves the problem of cooperation between teacher and student.
In my speech, I focused only on some of the techniques for working with vocabulary, which, from my point of view, most effectively contribute to the formation of language competence.
To summarize all that has been said, I want to say that it is possible to achieve effective work with lexical material in foreign language lessons only by developing the student’s memory and logical thinking, increasing his motivation to study the subject through certain techniques and novelty; working with the word through the principle of functionality, constantly turning to the word i.e. preventing students from forgetting it.
Mastery of the word is the most important prerequisite for speaking, but in reproductive types of speech activity, knowing only the meaning of the word is not enough; here, an equally important role is played by mastery of word connections and the formation of phrases based on them.
To know a word means to know its forms, meaning and use. When talking about the forms of a word, we mean its sound form, without which it is impossible to correctly understand the word by ear and adequately voice it yourself, as well as its graphic form, without which the word will not be recognized when reading and cannot be written. As for meaning, in English, as in any other language, words can have several meanings.
According to the laws of memory, it is common for a person to forget approximately 50% of the information received after its first presentation, and in general, forgetting is stronger in the first days after a new message is communicated, then the forgetting curve falls.
Taking into account these psychological data, the teacher must structure the first stage of work on a new word in such a way as to use as many exercises as possible at the time of the first presentation of lexical material in order to ensure the maximum number of repetitions of the new word, the possibility of repeated listening and reproduction by students in speech. The volume of polysemantic words in English is higher than in any other language. It is necessary to familiarize students with the most common of them.
Our work experience convinces us that if a weak or even average student has not spoken a new lexical unit several times during one lesson, and does not listen to teachers and friends reproduce it, there is no confidence that it will not “leave” from his memory immediately after finishing classes. This approach requires the teacher to pay utmost attention to the selection of exercises intended for primary vocabulary development and the organization of work with it.
During the course of study in secondary school, students must learn the meaning and forms of these units and be able to use them in various types of speech activity, i.e. master the skills of lexical formulation of expressive speech and learn to understand lexical units by ear and reading.
Therefore, introducing students to new words (presentation and semantization) and their initial consolidation is very hard work.
Chapter 1.
Theoretical foundations of the formation of lexical skills.
1.1 Principles for selecting the lexical minimum.
As is known, there are certain principles for selecting the lexical minimum: thematic selection, frequency, prediction of errors by language interference, semantic selection, the principle of compatibility, the principle of stylistic unlimitedness, as well as the principle of word-formation value.
Thematic selection. It refers to the selection of a fairly limited number of special words and expressions, without which communication on a particular topic is not possible.
Frequency is defined using a number of educational dictionaries, textbooks and reference books.
Error Prediction on language interference helps to select the lexical minimum necessary for the correct and idiomatic expression of the student’s thoughts. When conveying his thoughts, he tries in foreign language speech activity to be guided by the volume and systems of meanings of words and phrases of his native language, to construct phrases according to structural speech patterns characteristic of his native language. Therefore, they are trying to determine what the most commonly used and valuable lexical units for communication can be transmitted in English, the most communicatively valuable lexical units of the Russian language, which diverge in their semantic structure or structural speech models from the corresponding words, expressions and constructions of the English language.
Semantic selection. The selected words should express the most important concepts corresponding to the topic of oral and written speech being studied.
The principle of compatibility. The value of vocabulary is determined depending on its ability to be combined with other words. The higher the compatibility of a word, the more communicatively valuable it is. The principle of compatibility should also be understood in the sense that the words were distributed among the courses in the order in which they could best fit together. For example, with the verb “read” adverbs such as “out loud”, “loudly”, “fast”, “slowly”, etc. were included. Conversely, words that cannot but be combined with any words (or with a very limited number of words) at this stage were not included.
The principle of stylistic unlimitedness- the principle that a word belongs to a neutral, literary, colloquial, bookish - written language. According to this principle, the percentage of vocabulary increases with the course: the younger the course, the more neutral the vocabulary is in style.
The principle of word-formation value- this is the principle of the ability of words to form new words using prefixes and affixes.
1.2 The main stages of working on lexical material.
The main stages of working on vocabulary include: familiarization with new material (including semantization), initial consolidation, development of skills and abilities to use vocabulary in various forms of oral and written communication.
The question of the nature of familiarization with vocabulary is resolved differently and comes down mainly to two alternatives:
1) in the process of familiarization with new productive/receptive vocabulary there should be no differences; they appear only in exercises at the consolidation stage;
2) depending on the nature of mastery of the material, both familiarization with it and consolidation should be structured differently.
Disclosure of the meaning of a word (semantization) can be carried out in various ways, which are usually combined into two groups:
A) untranslatable
b) translation methods of semantization.
TO non-translatable methods of semantization relate:
1) demonstration of objects, gestures, actions, paintings, drawings, transparencies, etc.;
2) disclosure of the meanings of words in a foreign language, for which the following can be used:
a) definition (definition) - description of the meaning of a word;
b) enumerations, for example: Dogs, cats, cows, horses, pigs are animals.
c) semantization using synonyms or antonyms;
d) definition of a word based on a contextual guess, knowledge of facts, for example: Columbus discovered America in 1492.
e) determining the meaning of a word based on its internal form. For example, a known base and familiar word-forming elements: words that are similar in spelling and sound in their native language: patriot, etc.
TO translation methods of semantization relate:
1) replacing a word (phrase or phrase) with the corresponding equivalent of the native language;
2) translation - interpretation, in which, in addition to the equivalent in their native language, students are provided with information about the coincidence (or discrepancy) in the scope of meaning.
Exercises that ensure the primary consolidation of vocabulary should be part of the general system of exercises designed to develop the skills and abilities of using lexical material in listening, speaking, reading and writing. The nature of primary consolidation depends on the stage of training. At the initial stage, primary consolidation may be of a playful nature. Performing exercises from the textbook should also not be formal. The teacher must show his creativity, making maximum use of visual aids - cards, drawings, crayons, language games, etc. At advanced stages, the work begins to be more complex and varied. Communicative and role-playing games are added to the preparatory and speech exercises, and the volume of receptive vocabulary increases.
Chapter 2.
Ways to form lexical skills
2.1 Working on an auditory basis
· Primary sound presentation of a word.
· Reproduction of a word.
· Secondary presentation of the word and its semantization.
· Control of understanding.
· Secondary reproduction of the word.
· Use of words in context (micro-situations).
1) The primary sound presentation of a word is the pronunciation of a new word by the teacher (speaker). The purpose of this stage of work is to become familiar with the pronunciation of a given word and prepare students to reproduce this word in the process of subsequent work on it.
2) Reproduction of a word by students is a repetition of the word after the teacher (speaker). Reproducing a word is not a simple imitation, but a conscious pronunciation of the sounds included in the sound shell of the word, since any new word offered to students should contain only learned sounds.
Pronunciation training is one of the initial stages of the lesson, which usually follows immediately after the organizational moment and takes 1-3 minutes.
3) Semantization and secondary presentation of the word. This is where work on the word begins. As you know, there are several ways to reveal the meaning of a word, the choice of which is determined by the word itself. It should, however, be emphasized that the vast majority of words in the school lexical minimum (which is also active) can be semantized in non-translatable ways. This helps to establish a direct connection between the concept and the foreign word. Semantization can be combined with a secondary presentation of the word, but in the context (situation). For example:
Teacher: (shows a picture “Grocery store”): In this shop people buy butter and tea.
Showing the picture “Sporting goods store,” he says: “Here we can buy skates, skis.”
4) Control of understanding is carried out mainly after using non-translation semantization. A control question could be: What’s the Russian for….? or Will you translate the word…., please?
In cases where a word is offered in an unambiguous situation, non-translation forms of control can also be used.
The correct answers to the teacher’s questions will indicate the correct understanding of the meaning of the word. The advantage of control using translation is that it saves a lot of time, and the direct connection between the foreign word and the concept created in the process of non-translational semantization is not destroyed, since after this exercises are used again, from which translation is completely excluded.
5) Secondary reproduction of the word helps to create a clearer sound-motor image, without which it is impossible to successfully carry out subsequent actions with the word. Secondary reproduction of a word is its repeated pronunciation by students after the teacher has isolated it from the context. First, the word is pronounced in chorus, by the whole class, then, for the purpose of control, the teacher invites two or three students to repeat the word individually. Individual monitoring helps the teacher determine the learning effect of previous work. If the students being interviewed correctly reproduce the word, the teacher moves on to the next stage. If the reproduction turns out to be incorrect, the teacher resumes the pronunciation exercise.
6) Use of the word in context (micro-situations). The purpose of this stage of work is to establish the morphological and syntactic connections of the word within the limits limited by the tasks of this cycle. During this period, students develop the ability to combine a word with other words and use it in the correct form. The work should be organized in such a way as to give each student the opportunity to use the word several times in certain situations.
The most convenient exercise in this regard is based on the use of a sample. A sample can be any specific sentence or group of sentences (built according to a previously studied model), in which components can be replaced, and any component can be replaced, except for a new lexical unit.
A detailed description of the stages of working on a word may give the impression that this work takes a lot of time. On average, it takes 2–3 minutes to work on a word on an auditory basis, depending on the type of word. Based on these calculations, it is not advisable to introduce more than 9-10 words in one lesson, since in addition to working on vocabulary, other tasks are also solved during the lesson.
It would be wrong to consider substitution exercises mechanical, since in this case the element of consciousness is guaranteed by the gradation of difficulties and the translation of the sample into the native language, and the creative element in the work of students is manifested in the fact that students use a new word in the sentences they themselves compose. Independence in the construction of these sentences, despite the fact that they are based on a model, is beyond doubt, because with their help, students verbally reflect the changing situation.
Work on a graphical basis
· Write a word
· Reading exercises
· Writing exercises
Graphic-based exercises prepare students to use words in written language (reading, writing). They reinforce the sound image of the word. In addition, these exercises expand the range of word combinability and thereby create additional connections that ensure greater activity.
1) Write a word . The purpose of this stage is to show a graphic image of the word and, therefore, provide students with the opportunity to independently complete the exercises contained in the textbook.
It is advisable to write down words not individually, but immediately in a block at the end of the lesson. This helps save time and activate memory processes. Finally, recording with such a delay provides additional opportunities to implement the principle of oral advance.
In the process of learning a foreign language, it is necessary to pay serious attention student's educational dictionary, considering it as a useful tool for studying, consolidating and repeating vocabulary, for accumulating speech samples. Students keep a personal dictionary throughout the school language course.
The most convenient and optimal form, according to a number of teachers, turned out to be a lesson dictionary. At the same time, in the first year of study, during the lesson, students wrote down new LE in a special notebook in three columns: word, transcription, translation. In the second year of study, as skills were acquired in class, maintaining a dictionary became independent homework. At the middle and senior stages, the form of the dictionary changed. The form of the so-called “word nest” was taken as a basis, modeled on the textbook dictionary, but with the addition of synonyms and antonyms from previously learned LEs, various stable phrases, figures of speech, proverbs and sayings.
The last three columns were filled in gradually under the guidance of the teacher. Here, optimally selected lexical means of speech activity were accumulated, enriching students’ oral speech.
2) Reading exercises . At this stage of work, textbook exercises are used as material, such as “Read in chorus after the teacher”, “Fill in the gaps with words that match the meaning”; etc. Here the work is carried out not only with this word, but with the entire group of words studied in the lesson. Doing these exercises expands the range of word connections.
3) Writing Exercises are given to students at home. The corresponding exercises in the textbook paragraphs also serve as material for them. To these should be added tasks for writing newly learned words and for composing sentences or situations with them. It is advisable to conduct dictations in subsequent lessons.
2.3 Non-translation methods of semantization.
Visual ways
Slides, photographs, drawings, tables and the objects themselves are widely used. This method is used to reveal the meaning of words denoting real objects, for example, food or furniture, or the names of professions, descriptions of people, actions or activities (types of sports and verbs of motion). This method makes it easy to organize student interaction. For example, a series of pictures depicting various sports serves to explain terms such as skiing, sailing, climbing, etc. These cards can be used to create a teacher-led work dialogue.
Use of illustrative situations (oral or written)
Used to explain more abstract concepts. When explaining, the teacher can offer several situations so that students accurately understand the meaning of the concept. For example, to reveal the meaning of the phrase “I don’t mind” the following situation is used:
Ali likes “Dallas” and “Upstairs, Downstairs” equally.
Unfortunately, they are both on television at the same time. It doesn’t matter to him, which program he watches. How does he answer this question?
T.: Do you want to watch “Dallas” or “Upstairs, Downstairs”?
Ali: I... .
The teacher can ask additional questions to check understanding: “Does he like to watch one program more than another?”
Use of synonyms and definitions
Teachers often use synonyms to clarify the meaning of concepts when working with struggling students when they are unable to use long and complex definitions. For example, at a basic level you can explain the word “miserable” as “very sad”. This method can also be used when working with successful students. For example, the word “grade” means “form”, but is typical of American English. This addition is very important.
Often one definition is not enough to reveal the meaning of a word. The word must be specific in the context, for example, “to break out” in the sentence “A fire broke out” means “to start”, but, if taken out of context, it can be mistakenly used by students in the sentence “The lesson broke out”.
Contrast and opposition
This method, like synonyms, is often used by students themselves: “What is the antonym for the word...?” The new word “sour” is easily illustrated with the word “sweet”. It is necessary to indicate those contexts in which these contrasts are true, for example, sugar is sweet and lemons are sour.
Scales
Knowledge of similar or opposite concepts expressing degree makes it easy to introduce other concepts. For example, if students know the words “hot” and “cold”, using a school thermometer it is easy to introduce the words “warm”, “cool” and later “freezing”, “boiling”. Students can first be asked to put familiar adjectives on the scale and then add new ones. This work can be carried out both individually and in groups. The teacher can explain the meanings of words himself or ask students to look up the meanings in a dictionary.
Freezing cold chilly warm hot boiling
Transfers
In order to explain general concepts, such as “furniture”, “vegetables”, “meat”, “transport”, the concepts included in them are listed, for example, table, chair, bed and sofa are all furniture. The explanation may be accompanied by a demonstration of objects.
Using vocabulary cards
For the initial consolidation of vocabulary, the following method of work can be used (developed by N.L. Tkach): words are written in the cells of the rectangle; As a rule, corresponding pictures are placed next to them. In the fourth cell there is a pocket in which a sheet of paper is inserted, covering the written word.
Here is an example of such a rectangle:
Good White
Bad (Black)
It is used for frontal work. This rectangle is placed on the board and the children are asked to name the word that can be placed in the fourth cell. At first, students may find it helpful to ask leading questions.
In the future, the teacher’s setting is sufficient, which changes depending on the lexical content of the rectangle.
One more example:
Fine small
Nice (little)
The teacher asks students to guess the word in the fourth cell and compare the words in the first and second cell. She asks what such words are called in Russian. The teacher asks you to choose synonyms (antonyms) for English words.
When students master a sufficient vocabulary, they make small statements based on the guessed word. For example, the guys guessed the word winter in the rectangle:
coat cold
snow (winter)
T.: Tell us something about winter.
P1: Winter is a season.
P2: Winter is a season when it is cold.
Rz: It is snow everywhere.
P4: We like to skate and ski in winter. Etc.
This technique can be used at various stages of the lesson. At the beginning of the lesson, it serves as a good support for vocabulary exercises. You can use this working method to create a game situation: “Guess what word is written in the fourth cell of the rectangle, and you will find out what we will talk about today in class.” You can offer several rectangles in which you need to choose those words that correspond to the topic of the lesson.
This method of work plays a positive role in increasing the level of vocabulary acquisition by students. Children perceive it as a game. In the game, they easily and firmly acquire the necessary knowledge.
Scales2
Draw a graph on the board and write three words. Give students cards with words from the list:
Awful, dreadful, not particularly good, so-so, brilliant, mildly amusing, a bit boring, quite good, pretty good, superb, quite funny, fabulous, great.
Ask each student to look up the word in the dictionary and determine its place on the scale. During the discussion in groups, it is necessary to develop a single option. The correct option is written down in a notebook and displayed on the board.
2.4 Translation methods of semantization.
These methods can be used in the classroom and are the most economical and sometimes more effective. They can be used to explain concepts that are not part of the active vocabulary and do not require memorization. These methods are used to prevent errors when explaining the so-called false friends of the translator.
There are two translation methods:
· translation of the concept itself from a foreign language into the native language;
· translation of the interpretation of the concept.
The teacher should not abuse the use of translation when revealing the meanings of new words. This reduces student interest and motivation. The feeling of joy from learning a foreign language is lost. However, one should not completely forget about the use of translation and use it within reasonable limits.
2.5 Lexical games
1. In teaching practice, games like “Snowball” are very common.
All students are seated according to the “round table” principle, in the center of which cards with the words and expressions being studied are laid out (face down). One student takes a card, shows it to everyone and uses the given word or expression in a sentence. The second student takes another card and comes up with a new sentence, logically connected with the previous one, etc. This is how a collective story is compiled, which is then given a name. So that the game does not seem monotonous to the participants, the cards can be laid out not only in the shape of a flower, but also in the shape of a dove, globe, etc., which should symbolize the theme of the lesson (“Struggle for peace”, “At the map of the world”, “Political structure ")
2. An example of a competitive game could be the “Duel” game, the goal of which is to activate and consolidate vocabulary on the topic “At the World Map.” Two people take part in a “duel”, the third is a “second”. The "second" sets the topic (for example, "USA"). The lot determines who will start the fight. The first participant begins the phrase (“The USA is...”). The second one continues it (“this state...”) and gives the next information (“it is located in...”), which the first one continues, etc. until all information is exhausted. The one who has the last word wins. His partner is considered "killed". The second makes sure that the logic of the story is maintained, that there are no long pauses, and that the “duelists” use an active word every time. Each violation is equivalent to one “injury.” The third wound was “fatal.” The game can be built on vocabulary on a specific topic, rather than on phrases.
3. To develop attention in students and automaticity in the selection and use of the necessary lexical material, lexical speed games are useful (when students must write down words that are opposite or similar in meaning to the data, words that define the data, words that can be used in the data as quickly as possible phrases). Rhythm games are also used in educational practice, when for each hit of the ball the listener must accurately name the 5 required words.
Conclusion
Insufficient vocabulary causes students to feel insecure and reluctant to speak a foreign language. Thus, one of the main tasks in the lesson is to expand the vocabulary of students.
This paper examined the problem of vocabulary presentation in English lessons. Within the framework of this problem, the following issues were considered:
· stages of vocabulary presentation;
· methods of semantization;
· use of visual aids when presenting vocabulary;
The study allows us to draw the following conclusions:
· Working on new vocabulary consists of several stages; the initial one and extremely important is the presentation of vocabulary. Although the presentation of vocabulary does not usually take up much class time, it is a complex process, consisting of several sub-steps and involving work on the form, meaning and use of the word in order to create clear sound-motor images and retain the given word in students' memory.
· Vocabulary should be appropriately introduced and recorded in the dictionary thematically.
· The correct choice of the method of semantization is of great importance, i.e. revealing the meaning of a word, in accordance with the characteristics of a given word (qualitative characteristics of the word and whether it belongs to an active or passive dictionary), the level of knowledge of students and the location of this work.
· Currently, non-translation methods of semantization are widely used, which makes it possible to increase the interest and activity of students in English lessons. At the initial level of learning, it is advisable to use visual methods of semantization (demonstration of illustrations, objects; facial expressions and gestures), gradually moving to verbal ones (use of definitions, antonyms and synonyms, examples of components, illustrating situations, oral and written, etc.). Verbal methods allow more abstract concepts to be explained and develop students' language abilities.
· Translation methods of semantization are economical; they must be used when explaining the so-called false friends of the translator or words that are not included in the active lexical minimum.
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