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Plan:

INTRODUCTION 3

THE AIMS OF FOREIGN LANGUAGE TEACHING 4

THE IMPORTANCE OF TEACHING VOCABULARY 5

HOW TO TEACH VOCABULARY IN SCHOOL 7

GUIDELINES ON GIVING EFFACTIVE EXPLANATIONS 9

WHAT IS ANTONYMY 10

WORDS THAT ARE THEIR OWN OPPOSITES 12

HOW TO TEACH ANTONYMS 13

ANTONYM QUESTIONS TEST KNOWLEDGE OF VOCABULARY 14

WORD RETRIEVAL ACTIVITIES FOR CHILDREN 16

ABOUT THE ACTIVITIES 16

PLAYING GAMES INVOLVING ANTONYMS 17

( ANTONYMS QUIZ 19

(MATCHED PAIRS. 20

(DEVELOP CHILDRENS’ UNDRESTANDING OF E MEANINGS 21

( CHOOSE THE CORRECT ANSWER 23

CONCLUSION 24

THE LIST OF LITERATURE: 26

INTRODUCTION

It is generally known that school leavers’ vocabulary is poor. They have troubles with hearing, speaking, reading and writing. One of the reasons is poor teaching of vocabulary.

At all stages of teaching vocabulary the teacher should constantly use all kinds of vocabulary testing to see how his pupils assimilate the form, the meaning, and the usage of the words. For testing the retention if the written form dictations may be suggested. For testing the meaning special tests may be recommended such as writing synonyms, antonyms, derivatives, identification, and some others. For testing the usage of the words the teacher may administer such tests as composing sentences using the words given, composing a story on a picture or a set of pictures, and some others. The teacher should bear in mind that most of the exercises offered for the stages of presentation and retention may be fruitfully utilized for vocabulary testing.

Learning may take place without conscious teaching, but teaching is intended to result in personal learning for students, and is worthless if it does not do so. In other words, the concept of teaching is understood as a process that is intrinsically and inseparably bound up with learning.
There is no separate discussion of language learning; instead, both content and process of the various modules consistently require the teacher to study learners’ problems, needs and strategies as a necessary basis for the formulation of effective teaching practice and theory.

It is necessary to distinguish between “teaching” and “methodology”.
Foreign language teaching methodology can be defined as ‘the activities, tasks and learning experiences used by the teacher within the language teaching and learning process’. Any particular methodology usually has a theoretical underpinning that should cause coherence and consistency in the choice of teaching procedures. ‘Foreign language teaching’, on the other hand, though it naturally includes methodology, has further important components such as lesson planning, classroom discipline, the provision of interest – topics.

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