Methods and Principles of Teaching Vocabulary (стр. 4 из 4)
Using of some techniques systematically helped students to work out the habit for different activities. In this way we tried to follow the structure of the lesson which we had built from the beginning of the practice. First of all each lesson we started with warming-up activity, that usually was done to remind the useful vocabulary which they have already studied. Each work was planed and we had to plan our lessons in order to make them meaningful. Planning the lesson play the greatest role in teaching and studying English. It is an integral part of the whole teaching process. In that school we were practicing in 9th form. The class is deepened studying English language. There were 9 pupils in our group. They showed their skills, their knowledge. For them lessons were interesting, they were eager to have the lessons of English.
3.3 The results of approbation
In our assignment we tried to show how teacher could help children to develop their knowledge of vocabulary through the experiencing some principles for teaching vocabulary. we believe that the most effective way for learning and studying foreign language is systematical practice of using vocabulary in speech. The motivation of students also plays the key role in process of learning and using of different unusual ways of teaching helps to increase the motivation for children.
From the observation we noticed that encouraging the student and the correct treatment of errors help students to participate actively and break barriers in speaking. However, the lack of time makes it difficult to put into practice all these principles toward the all students.
Conclusion
Vocabulary is an important part of the English teaching process. It issupposed to be a very effective communicative device as it carries the highest level of importance within peoples´ verbal interaction.
However, languageitself is not only individual lexemes put together, but it is necessary to followa set of grammar rules to assure correct comprehension of speaker’s intention.
Therefore, vocabulary together with grammar rules acquisition playssignificant role in foreign language teaching. The purpose of research paper is to find out the appropriate principles and methods for teaching vocabulary.
The first part is devoted to the theory of vocabularyteaching and present techniques in the classroom.
Practical part was realized in the classroom using different approachfor each. The main goal is to assess therelationship between teaching approach and students’ final knowledge,focusing on vocabulary load. Hypothesis proved during the practical part -- grammar-translation students tend to use rather narrow range of
language with problems to integrate it within context, - conscious learning of rules does not lead to language acquisition, - communicative approach prepares students for real communication, students are not anxious about experiments with language and they areable to respond the context well.
We presented the development in language teaching area. We used the method of comparison, studying and analyzing scientific literature, method of processing and interpretation data, observation of the process of teaching and learning foreign languages at school, descriptive method we investigated and found out and prove the importance, the peculiarities, types and ways of using technological equipments in teaching and learning foreign languages.
In conclusion, first, teachers should prepare themselves for the following principles and methods of teaching vocabulary in FLTL, cause foreign language training will be more efficient.
References
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Appendix A
These cards have the ENGLISH word on one side and its TRANSLATION on the other. Here is an example of a set of cards where each verb has been represented using an emoticon.
Appendix B
The most crucial requirement in this system is a basic understanding of the most prominent prefixes, roots and suffixes in the English language. There are many resources for obtaining support information, on the Internet and in books, but below is a short list of some of the predominant prefixes, roots and suffixes:
Prefixes Roots Suffixes
-------- ----- --------
ab - away vis, vid - to see -tion, -ion, -sion - n. condition
ad - to, toward ject - push -al - adj., relating to
con, com, co - with, together press- press -e - makes a noun or verb
de - down, from cis, cid - cut, kill -ive - adj., relating to
ex, e - out of, from pend, pens - hang -able, -ible - able to, can
in, im - in or not fac, fici, fec - make, do -ia - n. condition, disorder
micro - small lat- carry -ly - adverb
mono - one mit, mis- send, do -ology -study
multi - many nav, naut - sail, boat -ary, -ory - place
ob - to, toward ten,tend,tain - hold
pre,pro - before, near ped, pod, pus - foot
re - back, again cept, ceiv - take
rupt - break
Appendix C
Transformation Activity
The teacher asks the question and the students must transform the question into a statement. Here are some questions to get you started:
1. Do you like school?
2. Are you having fun?
3. Did the cat climb the tree?
4. Are there ghosts in that house?
5. Does your Mom do the laundry?
6. Is your Mom cooking this week?
7. Do your brothers work in the pig barn?
8. Are you learning about animals in school?
9. Do you enjoy going to weddings?
10. What should we do for the Christmas concert this year?
Appendix D
Selected Lesson Plans
Heute: Personalpronomen und possessive Adjektive
11:00 Warm up:
Wie sagt man auf deutsch:
What is your name?
My name is ....
What is your telephone number?
His name is ....
Ask for volunteers to provide the German equivalents of several stock phrases they should already know, using possessive adjectives which are already familiar to them (mein , dein , perhaps sein ). Correct if necessary, but not on pronunciation.
11:03 Exercise I (Lesen) . See attached. Have students read aloud, go through the entire passage. Then return to the beginning and, calling on students at random, have them translate the sentences into English. New vocabulary (e.g. klagen , schätzen ) can be introduced at this time (by translation). Mistakes should be corrected, with special attention paid to today's topic: personal and possessive pronouns.
11:10 Grammar explanation: personal pronouns (accusative). On chalkboard:
mein (meine, meinen) unser (unsere, unseren)
dein (deine, deinen) euer (euere, eueren)
sein (seine, seinen) ihr (ihre, ihren)
ihr (ihre, ihren) Ihr (Ihre, Ihren)
sein (seine, seinen)
Explain (in English) the use of these pronouns, and point out any discrepancies between English and German usage. Note especially the parallel formation to ein , as well as the accusative forms, and also explain the contractions (unsre , eure ).
11:15 Do exercise in DNK, p. 89 Übung 2 : students should fill in the blanks with the appropriate pronoun. If necessary, let students work individually or in pairs to complete the exercise first.
11:20 Exercise II (Sätze). Depending on level of comprehension, either call randomly to have students translate the sentences, or give them time to work quietly writing out the translations. Make sure answers are correct.
11:25 Grammar explanation: possessive pronouns. On chalkboard:
mich uns
dich euch
ihn sie
sie Sie
es
Explain (in English) the usage as well as the importance of distinguishing between nominative (ich , du , etc.) and accusative. Point out similarities to English: me = mich as memory aid, but warn against her ihr (but rather sie ).
11:30 Do exercise in DNK, p. 92 Übung 4: as above, students should be able to fill in the blanks with the correct possessive pronouns. Call randomly on students, making sure each has a chance to answer correctly.
11:35 Exercise III (Sätze). Again, call on students to translate the sentences into German, paying close attention to grammar. (Pronunciation is not heavily stressed.)
11:40 Exercise IV (Schreiben). Have students work quietly writing out the translation of the passage from English into German. Walk around and observe, answering questions and providing corrections where needed. If students do not finish, activity is assigned as homework.
Heute: Personalpronomen und possessive Adjektive.
I. Lesen. Lesen Sie den Text und übersetzen Sie ihn ins Englische.
Meine Familie ist sehr groß. Ich habe drei Schwestern und vier Brüder. Meine älteste Schwester heißt Claudia, und die zwei jüngeren Schwestern, Christiane und Nadine, sind Zwillinge. Sie haben am 28. Mai 1975 Geburtstag.
Mein Vater arbeitet bei einer großen Firma. Sein Chef ist sehr nett, aber mein Vater verdient nicht genug Geld. Meine Mutter klagt immer: Unsere Kinder haben keine schönen Sachen, und ihre Schuhe sind bald kaputt. Du mußt eine neue Stelle finden, wo man dich zu schätzen weiß!
Meine Mutter hat Recht: es ist nicht so leicht für uns. Mein Bruder hat morgen Geburtstag, und wir machen eine große Party für ihn. Wir haben aber keine Geschenke. Man braucht Geschenke bei einer Geburtstagsfete -- ohne sie geht es einfach nicht! Außerdem kommen viele Gäste zu der Party, und wir haben kein Essen für sie. Es ist schwer für mich, aber ich muß gestehen: ohne Geld ist das Leben doch ein Problem für uns!
II. Sätze: Personalpronomen. Übersetzen Sie die Sätze ins Deutsche.
1. How do you like my new apartment? -- I find it beautiful.
2. How do you like my new desk? -- I find it modern.
3. How do you like my new car? -- I find it excellent.
4. How do you like my two new chairs? -- I find them comfortable.
5. I love you. Do you love me?
6. I love all of you. Do you all love me?
7. Do you know him? -- No, but I know her.
8. Mr. Fischer, this book is for you.
III. Sätze: Possessive Adjektive. Übersetzen Sie die Sätze ins Deutsche.
1. Do you have my book?
2. No, but I have your pencil, your notebook and your cup.
3. Is the reporter writing all of your names down?
4. My sister is bringing her friend along.
5. Their dog doesn't like our cat.
6. Mrs. Schmidt, I need your address, please.
7. My grandfather likes to talk about his grandchildren.
8. Does your mother love her children?
IV. Schreiben. Übersetzen Sie den Text ins Deutsche.
Christmas is an important holiday for our family. On the 24th of December we make a big dinner for the whole family -- for my aunts and my uncles as well. We normally celebrate Christmas without them, but on the evening before we all eat together.
This year I need a lot of presents. My brother's birthday is the 22nd of December, so we're celebrating his birthday three days later, at Christmas. I have a tie for him, but I need something else -- maybe I should also buy a shirt for him, but I don't know his size.
For my father I have a book about Germany. Germany interests him a lot, and his favorite hobby is reading. The book is very big; hopefully my father will find it interesting.
For my two sisters I have a few toys -- they're still young, you see {=nämlich} . Their favorite toy at the moment is an old doll, but it's almost broken. So I have a new doll: her face is very pretty, and her body is made of plastic. Hopefully my sisters can't destroy it so quickly!