Lecture Teaching pronunciation (1-6-forms) Plan

The main stages of formation of the vocabulary skills
Stage I - presentation of a new vocabulary. Aim – to introduce a new word and disclose (convey) of the meaning of each word. Ways and techniques to convey the meaning of a word are:
Direct
- dictionaries – used in conveying the meaning of a word
- synonyms- items that mean the same, or nearly the same; for example, clever, smart may serve as synonyms of intelligent. - antonyms - items that mean the opposite; rich is an antonym of poor.
- hyponyms - items that serve as specific examples of a general concept; dog. lion, mouse are hyponyms of animal. - morphological analysis (word building) - You may wish to teach the common prefixes and suffixes: for example, it learners know the meaning of sub-, un- and - able, this will help them guess the meanings of words like substandard, ungrateful and untranslatable. They should, however, be warned that in many common words the affixes no longer have any obvious connection with their root meaning (for example, subject, comfortable). New combinations using prefixes are not unusual, and the reactor hearer would be expected to gather their meaning from an understanding their components (ultra-modern, super-hero). Another way vocabulary items are built is by combining two words (two nouns, or a gerund and a noun, or a noun and a verb) to make one item: compound word, or two separate, sometimes hyphenated words (bookcase, follow-up, swimming pool).
- context – if the number of familiar words big enough
- definitions – explanation of meaning in English with the words familiar for learners
- examples – situational and interesting information which can motivate learners.
- interpretation – if there is no equivalent in native language
- matching - synonyms, opposites
- familiar or famous (international) words
Visual
- demonstration of school paraphernalia or drawings on the black board (realia)
- illustration material-pictures / real objects
- models
- demonstration of movements, mime, body language
- pictograms, pictures, schemes
Translation
- translation by means of giving an equivalent
- translation-interpretation
- comparing a foreign word with that of the native language
The choice of a way of conveying the meaning of a word depends on the following factors:
1) whether the word belongs to the active (productive) (productive) or passive (receptive) ―receptive‖ minimum vocabulary;
2) on the stage of learning: at the junior level – visual techniques, speech-patterns, translation; at the intermediate level – synonyms, antonyms, word-building analysis; at the senior level - context, definitions;
3) on the level of the language preparation of the class;
4) on the qualitative characteristics of a word.
How to work at a new word? - There are 2 ways: at an isolated word, in a context. How to work at an isolated word:
- when you deal with proper names, geographical names;
- sometimes you can give some words to develop the language guessing abilities (the first word is given in a context, the rest – in isolation: a runner – in a context; a jumper – will be easily guessed);
- when teaching the pupils to work with a dictionary.
Work at a new word in a context is more widely used: in a phrase, in a situation, in a story, in question-answer form, in a talk, in a story with elements of a talk. It leads to better assimilation of new words.
Stage II – drilling. Aim: to create/form the stereotypes of usage of a new word.
Stage III – situational (communicative practice). Aim – improvement of the vocabulary skills and developing of the pupils‗ skills of using the vocabulary independently.
There is another point which is called inferencing (or guessing) procedures. Many language teaching programmes aspire to teach only about 2000 words. Are the remaining words learnt from a dictionary? Almost certainly not. If the meanings have not been supplied by outside sources, as it were, then where have they been found? The answer is, of course, that we guess the meanings of the words by hearing them used in a certain situation or by reading them in a certain context and guessing their meaning from the context.
Now we shall look through all these stages in details. When we speak about the lexical meaning it should be apprehend as the material meaning of a word. This is a meaning which gives the concept of a word. By the lexical meaning the word expresses the basic properties of the thing the word denotes. The lexical meaning of a word falls into two: the denotational meaning and the connotational meaning. Denotational meaning makes communication possible because words denote things, concepts, they name them. Ex. the denotational meaning of the word «table» is a piece of furniture consisting of a flat top with four supports (called legs). The connotational meaning is a meaning which has a stylistic shade. It serves to express all sorts of emotions, expressiveness. Connotation may be shortly defined as emotional and evaluative component of the lexical meaning. For example, the notion of ―white‖ can be expressed by different words: ―bianco, white, weiB, blanc, safed‖ in Spanish, English, German, French and Persian. One can see that the expressed notion is one and words are several. Every word can express several meanings if it is not a term, for instance: whitepaper, to whiten up, etc. Meaning is studied in linguistics and notion in psychology. Meaning of the word is linguistic term, it is given in dictionaries.
Four structural sides of the word-phonemes (in phonetics), structure (in lexicology) and grammar (in morphology) are studied in linguistics. Nowadays Indo-European languages consist of more than half million words. People can communicate in a language using 400- 500 words. An educated person uses 3000-5000 words to express his ideas in writing and speaking. A person should know more than 3000-5000 words for reading and listening. Famous writers and poets use 20-25 thousand words in their works. Words are classified into groups according to some categories: lexico-grammatical (word combination), ways of word formation (simple, compound), groups of theme and terms and etc.
The world is formed as the symbols of things and so are words in our mind. The word remembers us the symbol of object and circumstance as the second signal system, for instance: when you hear or read the word ―bread‖ you can easily imagine ―food‖. The relationship between notions should be taken into consideration while teaching vocabulary. Firstly, in other words, there are narrow and wide spread notions, for example: woman, man – person; daughter, son-child. Secondly, coinciding- two notions are different in their meanings: to visit- to come; thirdly, partly coinciding-one notion can partly cover the another one: scientist-methodist, pedagogue-musician; fourthly, words which do not coincide with each other, for example: pen-twighlight, algorithm-holiday.
Associative communication is very important while remembering and using new words. There are five types of associative communication: 1. synonyms; 2. antonyms; 3. equally related: table-chair (furniture); 4. widening of the meaning: table-furniture, apple-fruit; 5. connection of notions: illness-death (reason-effect), soldier-army (part of entirety). Methodic preparation of new vocabulary is done in two stages. First is a methodical process prepared by Methodist that the teacher should know. In this stage words are chosen, methodically arranged, and included in manuals. After static stage the next dynamic stage is done.
The term ―choice‖ is widely spread in methodic. The phenomenon of making microsystem for learning of a pupil from language macrosystem according to certain scientific criteria is called a Methodical choice. A Methodist chooses lexicon using the following methodical terms: ―resource of choice‖, ―criterion of choice‖ and ―unit of choice‖. ―Resource of choice‖ means choosing lexical minimum from the language system. Linguistic minimum is usually chosen from the speech. Particularly active (productive) minimum is chosen from dialogues, fictions or from the daily speech models. Passive (receptive) minimum on the contrary, is chosen from the terms. Active (productive) vocabulary is used in oral speech, passive (receptive) is in written. Active (productive) minimum of foreign language in schoolsinclude approximately 1000-1200 words. Passive (receptive) vocabulary is chosen based at the active (productive) minimum.
Frequent, widespread and available words are chosen according to ―choice criterion‖. Combinability, derivatibility, polysemy, stylistically neutral and usage in making sentences belong to the next criterion.