Teaching vocabulary in primary school

Қызылорда облысының білім басқармасы

М.Мәметова атындағы Қызылорда гуманитарлық колледжі

«Шетел  тілі» ПЦК-сы 
 
 

Қорғауға жіберілді

ПЦК төрайымы:

____________ Баймағамбетова  М.

«_____»__________________2011ж 
 
 
 
 
 

КУРСТЫҚ  ЖҰМЫС 

Тақырыбы: 

Teaching vocabulary in primary school 
 

0105033 - «Бастауыш  білім беру» (шет тілі) мамандығы 
 

     Орындаған:    

                                    0105033 – «Бастауыш білім  беру» (шет тілі)

       мамандығы БШ-Д-08  тобы студенті 

     Ғылыми  жетекшісі:  ___________________________________

                                      
 
 

Талаптарға сәйкес

...............................

Заңгер М.Джумадилаев

                   М.О 
 
 

Қызылорда, 2011 жыл 
 
 
 
 
 
 
 
 
 
 
 
 

The theme:

Teaching vocabulary in primary school 
 
 
 
 
 
 

«XXI  ғасырдың табалдырығы  алдында білім  беру капиталға айналуда, ол өз мазмұны жөнінен стратегиялық ресурстармен бәсекелесе алады және солай болуы да тиіс. Елдің даму деңгейі осы арқылы бағаланады» Н.Назарбаев. 

Тақырыбы:  

• Teaching vocabulary in primary school

/Бастауыш  сыныпта ағылшын тілінің сөздігін оқыту/ 

Зерттеу тақырыбын таңдауда туындаған проблемалар:  

• Қазақ оқушылары  үшін ағылшын тілі шет тілі болғандықтан, оның тілдік, грамматикалық ерекшеліктері  ұшан-теңіз, ал бастауыш мектеп оқушысына  ағылшын тілін үйретуде ең алдымен  сөздіктен бастап оқыту қажет. Сөздікті оқытудаға тиімді жолдар мен әдіс-тәсілдерді қолдану педагогтан аса шеберлікті қажет етеді;
• Оқушылар ана тілінде көркем әдебиеттерді көп оқымағандықтан, өз пікірлері мен ойларын ашық айтуда қиыншылықтар туады, бұл жағдай ағылшын тілін үйренуде де өзінің кері әсерін тигізеді;

 

Проблемадан шыққан зерттеу жұмысының  өзектілігі;  

• Ең алдымен  ағылшын тілінде сөздікті оқытуда  олардың жас ерекшелігін ескере отырып, ана тіліндегі көркем шығармалар арқылы олардың сөздік қорларын толтыруды  көздедім;
• Осы зерттеу тақырыбын жан-жақты талдау арқылы оқушылардың креативті ойлауына мүмкіндік жасап, жоғары нәтижерелерге қол жеткізуге болатынына дәлелдегім келеді;
• Жалпыға белгілі қазіргі кезде бастауыш мектеп бітірушілердің сөздік қоры аз. Олардың алдында тыңдап түсінуде, сөйлеуде, оқуда және жазуда қиындықтар кездеседі. Сондықтанда біз сөздік қорды бастауыш сыныптан  мұқият оқытып үйретуіміз керек.

 

Зерттеу жұмысының мақсаты:  

• Оқушылардың жас ерекшелігіне қарай сөздікті  үйретудің мазмұнын анықтау;    
• Ағылшын тілі сабағында оқушылардың жас ерекшелігіне қарай сөздікті үйретудің тиімді жолдары мен әдіс-тәсілдерін қарастыру, оларды сұрыптау;
• Сөздікті үйретуде жіберілетін қателерді анықтау және оларды жөндеудің жолдарын іздестіру;
• Тыңдау,сөйлеу,жазу,оқу дағдыларын қалыптастыру  және тілді терең меңгеру үшін осы 4 дағдының негізін берік қалыптастыру;

 
 
 
 

Зерттеу жұмысының міндеті:  

• Бастауыш  сынып оқушыларының ағылшын тілінде  сөздік қорларын толықтыра отырып, олар үйренген шет тілін қарым-қатынас  құралы ретінде қолдана білуі  керек;
• ағылшын тіліндегі мәтіндер мен әңгімелерді оқу арқылы сол тілде түсінгенін
• айта білуі қажет;
• Оқушылар еркін сөйлеуге талпынуы, мәтінде кездесетін таныс емес сөздердің мағынасын түсініп, оны өз сөздік қорында қолдана білуі керек; 

 

Зерттеу жұмысының нысаны: 

• Бастауыш сынып оқушылары;

 

Зерттеу жұмысының ғылымилығы:    

• М. Уест сөзді 2 топқа бөлді. Олар
1. біз қолданатын сөз не тілдегі сөз жасауға арналған сөз құрымдары
2. біз қолданатын сөздердің мазмұны жайлы сөздер
• Рогова Г.В., Мануэльян Ж.И.: «Методическое содержание работы над иноязычным текстом различного характера в старших классах средней школы», Иностранные языки в школе, 1994, № 5.
• Слободчиков А.А.: «О развитии навыков чтения научно-популярных и общетехнических текстов в старших классах», Иностранные языки в школе, 1990, № 6. 8-12 стр.
• Уэст М.:  «Обучение английскому языку в трудных условиях», М., 1986 с 30-40.
• Фадеев В.М.: «Домашнее чтение в старших классах, его организация и приемы контроля», Иностранные языки в школе, 1989, № 6.
• Рогова Г.В.: «Устная речь как средство обучения», - Иностранные языки в школе, 1986, № 4.
• Рогова Г.В., Мануэльян Ж.И. «Методика работы над текстом а старших классах средней школы», Иностранные языки в школе, 1983, №5.

 

Күтілетін нәтиже:  

• Бастауыш  сынып кезеңі соңында шет тілінде көркем шығармалармен қатар, ғылыми негіздегі жеңіл әрі орташа мәтіндерді оқып, мәтіннің негізгі идеясы мен мазмұнын ашып көрсете алатын, сөздік қоры молайған, ағылшын тілін қарым-қатынас құралы ретінде қолдана білетін интеллектуалды шығармашыл оқушы қалыптастыру;

 
 
 
 
 
 
 

P L A N 
 

1. Introduction.

 

1. Vocabulary is an aspect of the English language           

 
 
 

2. Theoretical part.

 

2.1. The content of teaching vocabulary   

2.2. Difficulties pupils experience in assimilating vocabulary

     2.3. Psychological and linguistic factors which determine

            The process of teaching vocabulary

     2.4. How to teach vocabulary in school 
 

3. Practical part.

 

3.1. A plan of the lesson. 
 

4. Conclusion.      

 

5. Recommended literatures.     

 
 
 
 
 
 
 

Vocabulary is an aspect of the English language  

     The title of this course paper is “Teaching vocabulary at a secondary school”. There is a question “Why I chose this title? Is it actual nowadays?”. For both of questions I can respond that learning and teaching language was, is and will be always actual. The President of our Kazakhstan Republic Nursultan Nazarbayev in his message to the people of Kazakhstan said that “… every citizen of Kazakhstan should master three languages. They are: Kazakh language – is a state language, Russian language – a language of communication between all nations, and the English language – a language of entering the global economy”. [2; 25] That is why, at a secondary schools English language needs to be taught and learnt, in order the pupils can read in English language fluently and correctly. So I am going to say about one of the most important branches of teaching English – teaching vocabulary..

     To know a language means to master its structure and words. Those, vocabulary are one of the aspects of the language to be taught in school. The problem is what words and pupils should retain. It is evident that the number of words should be limited because pupils have only 2 – 4 periods a week; the size of the group is not small enough to provide each pupil with practice in speaking; schools are not yet fully equipped with special laboratories for individual language learning. The number of words pupils should acquire in school depends wholly on the syllabus requirements. The latter are determined by the conditions and method used. For example, experiments have proved that the use of programmed increase the number of words to be learned since pupils is able to assimilate them while working independently with the program me.   

     The vocabulary, therefore, must be carefully selected in accordance with the principles of selecting linguistic material, the conditions of teaching and learning a foreign language in school.  
 

     The content of teaching vocabulary

     Scientific principles of selecting vocabulary have been worked out. The words selected should be: (1) frequently used  in the language (the frequency of the world may be determined mathematically by means of statistic data); (2) easily combined (nice room, nice girl, nice weather): (3) unlimited from the point of view of style (oral, written); (4) included in the topics the syllabus sets; (5) valuable from the point of view of word-building (use, used, useful, useless, usefully, user, usage).

     The first principle, word frequency, is an example of a purely linguistic approach to word selection. It is claimed to be the soundest criterion because it is complexly objective. It is derived by counting the number of occurrences of words appearing in representative printed material comprising novels, essays, plays, poems, newspapers, textbooks, and magazines.

     Modern tendency is to apply this principle depending on the language activities to be developed. For developing reading skills pupils need “reading vocabulary” (M.West), thus various printed texts are analyzed from the point of view of word frequency. For developing speaking skills pupils need “speaking vocabulary”. In this case the material for analysis is the spoken language recorded. The occurrences of words are counted in it and the words more frequently used in speaking are selected.

     The other principles are of didactic value, they serve teaching aims.

     The words selected may be grouped under the following two classes (M.West):

1. Words that we talk with or form (structural) words which make up the form (structure) of the language.
2. Words that we talk about or content words.

     In teaching vocabulary for practical needs both structural words and content words are of great importance. That is why they are included in the vocabulary minimum.

     The number of words and parasitological units the syllabus sets for a pupil to assimilate is 800 words.

     The selection of the vocabulary although important is not the teacher’s chief concern. It is only the “what” of teaching and is usually prescribed for him by textbooks and study-guides he uses. The teacher’s concern is “how” to get his pupils to assimilate the vocabulary prescribed. This is a difficult problem and it is still in the process of being solved.

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

     The teacher should bear in mind that a word is considered to be learned when: (1) it is spontaneously recognized while auding and reading and reading: (2) it is correctly used in speech, i. e.. The right word in the right place. 

Difficulties pupils experience in assimilating vocabulary

     Learning the words of a foreign language is not an easy business since every word has its form, meaning, and usage and each of these aspects of the word may have its form (daughter, busy, bury, woman, women) and  easy in usage; other words are easy in form (enter, get, happen) and difficult in usage. Consequently, words may be classified according to the difficulties pupils find in assimilation. In methodology some attempts have been made to approach the problem.

     The analysis of the words within the foreign language allows us to distinguish the following groups of words: concrete, abstract, and structural.

      Words denoting concrete things (book, street, sky), actions (walk, dance, read), and qualities (long, big, good) are easier to learn than words denoting abstract notions (world, home, believe, promise, honest). Structural words are the most difficult for Russian-speaking pupils.

     In teaching pupils a foreign language the teacher should bear this in mind when preparing for the vocabulary work during the lesson. 
 

Psychological and linguistic factors which determine the process of teaching vocabulary 

     Words are elements of the language used in the act of communication. They are single units, and as such cannot provide the act of communication by themselves; they can provide it only when they are combined in a certain way. Sometimes separate words may be used in the act of communication, however, for example:

• You have relatives, haven’t you?
• Yes, a grandmother.

     The word grandmother is used instead of the sentence pattern Yes, I have a grandmother.

     Charles Fries says: “It is not the meaning of the words themselves but an intricate system of formal features which makes possible the grasp of what we generally call meaning. Tran, boy, house, take – conveys no meaning. The boy takes a train to his house is full of meaning.” He concludes, “The meaning is not in the words themselves but the words as a pattern.”

     N. I. Zhinkin writes: “Человек вообще никогда не говорит отдельные слова, если они в то же время не являются фразами. Никогда ни с того не скажет яблоко, паутина и т.п. В разных ситуациях этими словами будут высказываться разные сообщения и побуждения: вот яблоко, хочу яблоко, где яблоко, не хочу яблоко, это не яблоко и т.д.

     This idea was also emphasized by I. A.  Gruzinskaya, a prominent Soviet methodologist. She wrote: Слова живет и развивает только в целостном речевом комплексе, только в окружении других слов, во взаимоотношении с ними.

     Rule I for the teacher: While teaching pupils vocabulary, introduce words in sentence patterns in different situations of intercourse. Present the words in keeping with the structures to be taught.

     Information is composed two kinds of elements: simple (words) and complicated (sentences).

     A word may be both a whole which consists of elements (speech sounds) and at the same time an element which is included in a whole (a sentence). In teaching words attention should be given both to word as an element (in sentences) and a word as a whole (isolated unit) with purpose of its analysis.

     We fully agree with I. A. Gruzinskaya who who writes: При введении нового слова оно должно фигурировать сначала в предложении, а затем закрепляться в связном контексте, в котором только и можно проследить многозначность слова. С изолированным словам мы будем иметь дело только после того, как оно воспринято в связном языковом  целом, причем выделяем, изолируем мы слово только временно, для того чтобы фиксировать на нем  внимание, объяснить его, опять поместить его в связно языковое окружение.

     Rule 2 for the teacher: Present the word as an element, i.e., in a sentence pattern first. Then fix it in the pupil’s memory through different exercises in sentence patterns and phrase patterns.

     Speech is taken in by ear and reproduced by the organs of speech.

     “Есть все основавния считать, что местом образования и накопления слов является речедвигательный анализатор. Слуховой анализатор лишь контролирует способ образования слов, но не сщдержит их в себе. Только то слово может быть понято и узнано, которое уже щбразовано и двигательные следы которого хранятся  двигательном анализаторе. Незнакомое слово должно быть под конролем слуха предварительно усвоено речедвигательным анализатором”

In teaching pupils vocabulary both the ear and organs of speech should take an active part in the assimilation of words. Pupils should have ample practice in hearing words and pronouncing them not only as isolated units but in various sentences in which they occur.

          Rule 3 for the teacher: While introducing a word pronounces it yourself in a context, ask pupils to pronounce it both individually and in unison in a context, too.

         Any word in the language has very complicated linguistic relations with other words in pronunciation, meaning, spelling, and usage.

          Rule 4 for the teacher: In teaching words it is necessary to establish a memory bond between a new word and those already covered.

          For instance: see – sea; too – two; one – won; (in pronunciation); bought – brought; caught – taught; night – right (in spelling); to fight somebody – бороться против кого – либо; to doubt something – сомневаться в чем – либо; to mention something – упоминать о чем – либо (similar word combination).

          Hence there are two stages in teaching vocabulary; presentation or explanation, retention or consolidation which are based on certain psycholinguistic factors. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

How to teach vocabulary in school

          The process of learning a word means to the pupil: (1) identification of concepts, i. e., learning what the word means; (2) pupil’s activity for the purpose of retaining the word; (3) pupil’s activity in using this word in the process of communication in different situations.

          Accordingly, the teacher’s role in this process is:

           (1) to furnish explanation, i. e., to present the word, to get his pupils to identify the concept correctly;

           (2) to get them to recall or recognize the word by means of different exercises;

           (3) to stimulate pupils to use the words in speech.

           “The true art of teaching is not the application of the best system, but the ability to stimulate pupils to worth while activity.” (Morris, The Teaching of English as a Second Language).

           Teaching and learning words are carried on through methods you are familiar with; the teacher organizes learning and pupils are involved in the very process of learning, i. e., in the acquisition of information about a new word, its form, meaning and usage; in drill and transformation to form lexical habits; in making use of the lexical habits in hearing speaking and reading, or in language skills. Various techniques are used to attain the goal – to fix the words in pupil’s memory ready to be used whenever they need them.

              The techniques of teaching pupils the pronunciation and spelling of a word are as follows: (1) pure or conscious imitation; (2) analogy; (3) transcription; (4) rules of reading.

              Since a word consists of sounds if heard or spoken and letters if read or written the teacher shows the pupils how to pronounce, to read, and write it. However the approach may vary depending on the task set (the latter depends on the age of pupils, their progress in the language, the type of words, etc.). For example, if the teacher wants his pupils to learn the word orally first, he instructs them to recognize it when hearing and to articulate the word as an isolated element (a book) and in a sentence pattern or sentence patterns alongside with other words. (This is a book. Give me the book .Take the book. Put the book on the table, etc.)

            As far as the form is concerned the pupils have but two difficulties to overcome: to learn how to pronounce the word both separately and in speech; and to recognize it in sentence patterns pronounced by the teacher, by his classmates, or by a speaker in case the tape-recorder is used.

          If the teacher wants his pupils to learn the word during the same lesson not only for hearing and speaking but for reading and writing as well, he shows them how to write and read it after they perform oral exercises and can recognize and pronounce the word. The teacher writes down the word on the blackboard (let it be spoon) and invites some pupils to read it (they already know all the letters and rule of reading too). The pupils read the word and put it down in their notebooks. In this case the pupils have two more difficulties to overcome: learn how to write and how to read the word; the latter is connected with their ability to associate letters with sounds in a proper way.

       Later when pupils have learned the English alphabet and acquired some skills and reading they may be told to copy the new words into their exercise-books and read and write them independently; this work being done mainly as homework. The teacher then has his pupils perform various oral exercises during the lesson; he makes every pupil pronouns the new words in sentence patterns and uses them in speech. Since this is the most difficult part of work in vocabulary assimilation it can and must be done during the lesson and under the teacher’s supervision.

        There are two ways of conveying the meaning of words: direct way and translation. The direct way of presenting the words of a foreign language brings the learner into direct contact with them, the mother tongue does not come in between, and it establishes links between a foreign word and the thing or the concept directly. The direct way of conveying the meaning of foreign words is usually used when the words denote things, objects, their qualities, sometimes gestures  and movements, which can be shown to and seen by pupils, for example: a book, a table, red, big, take, stand up, etc. The teacher   should connect the English word he presents with the object, the notion it denotes directly, without the use of pupils mother tongue.

        The teacher uses various techniques for the purpose.

        It is possible to group them into (1) visual and (2) verbal. The first group involves the use of visual aids to convey the meaning of unfamiliar words. These may be: objects, or pictures showing objects or situations; besides, the teacher may use movements and gestures. E. g., the teacher uses objects. He takes a pencil and looking at it says: a pencil. This is a pencil. What is this? It is a pencil. Is it a pencil? Yes, it is. Is it a pen? No, it is not. Is it a pen or a pencil? It is a pencil. The pupils do not only grasp the meaning of the word in familiar sentence patterns.

        One more example. The teacher uses pictures for presenting the words small and big. He says: In this picture you can see two balls. This is a small ball, and that is a big ball. This ball is small, and that ball is big. Now, Sasha, come up to the picture and point to the small ball (the big ball).

        Then the teacher shows another picture with two houses in it - a small house and a big house, and so on. The teacher may use gestures, for example, for conveying the meaning of stand up, sit down. He says: Lena, stand up. He shows with his hands what she must do. Lena stands up. Now, sit down. Again with the movement of his hands he shows the girl what she has to do. The other pupils listen to the teacher and watch what Lena is doing. Then many pupils are invited to perform the actions.

        The second group of techniques involves the utilization of verbal means for conveying the meaning of unfamiliar words. These may be: context, synonyms, antonyms, definitions, word-building elements, etc. the context may serve as a key to convey the meaning of a new word. 

T e a c h e r: It was hot. We had nothing to drink. We were thirsty. Do people need                  water or bread when they are thirsty?

P u p i l : They need water.

T e a c h e r: What do people need when they are thirsty?

P u p i l: They need water (or something to drink).

T e a c h e r:  it was hot. We had nothing to drink. We were thirsty. Were we      

                          thirsty?

P u p i l : Yes, you were.

T e a c h e r: Were we thirsty or hungry? (The pupils are familiar with the word

                       hungry).

P u p i l : You were thirsty.

T e a c h e r : Why were we thirsty?

P u p i l : You were thirsty because it was hot.

T e a c h e r:  Are you thirsty, Pete?

P e t e : No, I am not.

T e a c h e r : Who is thirsty?

A n n ; I am.

T e a c h e r : What did she say, mike?

M i k e : She said she was thirsty.

   

     There is no need to turn to the mother tongue as pupils can grasp the meaning of the word thirsty from the context. Besides, while presenting the new word a conversation takes place between the teacher and the class, so they have practice in listening comprehension and speaking.

      The teacher may use a definition.

T e  a c h e r: The new word is blind. A blind person is one who cannot see. Can a    

                       blind person see?

P u i l : No, he can’t.

T e a c h e r:  What can’t a blind person do – see or hear?

P u i l : He can’t see.

T e a c h e r; He can’t see because he is blind. Why can’t he see?

P u p i l : Because he is blind.

     Thus, through a definition pupils get acquainted with the word blind and have an opportunity to observe its usage: a blind person, be blind. The mother tongue has not been used.

      Now some examples of the use of the word-building elements for conveying the meaning of words. 

T e a c h e r: You know the words: worker, teacher…Now guess the meaning of the word writer. Writer – writer. Name a writer you like, children.

P u p i l : Tolstoy.

P u p i l : Chekhov.

P u p i l : Gorky.

T e a c h e r:  That’s right. Is Sholokhov a writer?

P u p i l : Yes, he is.

T e a c h e r : Is Repin  a writer?

P u p i l : No, he is not.

T e a c h e r : Is Kataev a writer or a teacher?      

P u p i l : He is a writer.

      The pupils are familiar with the word teacher. The new word is teach.

       The teacher asks the pupils to form a verb by dropping the ending – er; this work may be done on the blackboard. 

teacher- teach

T e a c h e r : Who teaches you English ?

P u p i l : You do.

T e a c h e  r: Who teaches you geography?

P u p i l : Maria Ivanovna does.

T e a c h e r: Does M. V . teach you English or Russian?

P u p i l : She teacher us Russian.

      The teacher may also use synonyms to convey the meaning of a new word. For example, the word town may be presented through the familiar the word city; receive – get; reply – answer, etc. 

T e a c h e r: You know the word city .Moscow is a city. What is Leningrad (Kiev,

                     Minsk) ?

P u p i l : Leningrad is a city.

P u p i l :Kiev is a city.

P u p i l : Minsk is a city.

T e a c h e r : That’s right. The new word is town. It is s synonym of city.  Moscow is a city. Norilsk is a town. So a town is smaller than a city. Name a town you like.

P u p i l : Zagorsk.

T e a c h e r : That’s right.

        The pupils answers to the teacher’s questions testify to their comprehension of the word. So there is no need to turn to the pupils mother tongue.

          It is difficult to cover all  the techniques the teacher may have at his disposal to convey the meaning of the new words directly without the help of the mother tongue. There are teachers , however, who do not admit that pupils can understand what  a new word means without translating into the native tongue, and though they use some techniques of the direct method for conveying the meaning of new words , they immediately ask their pupils to say what is the Russian for…? Then 

      The direct way is usually a success provided the teacher can skillfully apply audio-vision aids and verbal means.

       3 Linguistic factors:

         (1)  abstract or concrete notions; for conveying the meaning of  abstract  notions the translation is preferable;

         (2) extent (range) of meaning in comparison with that of the Russian language ; in cases where range of meaning of a word does not coincide  in the mother  tongue  and in the target language, the translation – interpretation should be used ( e . g., education)

        Retention of words. To attain the desired end pupils must first of all perform various exercises to fix the words in their memory.

         For this purpose it is necessary to organize pupils work in a way permitting them to approach the new words from many different sides, in many different ways, by means of many different for his pupils provided he relies he relies upon pupils sensory perception and thinking upon auditory, visual, and kinesthetic analysers so that pupils can easily recognize the words while hearing or reading, and use them while speaking or writing whenever they need.

          For this reason two groups of  exercises may be recommended for vocabulary assimilation:

          Group I. Exercises designed for developing pupils skills in choosing the proper word.

           Group II. Exercises designed to form pupils skills in using the word in sentences.

          Group I. I may include:

         1.Exercises in finding the necessary words among those suggested. For example:

- Pick out the words (a) which denote shool objects:

          (1) a pen, (2) a cup, (3) a blackboard, (4) a desk ,(5) a bed, (6) a picture, (7) a car.

         2.  Exercises in finding the necessary words among those stored up in the pupils memory. For example:

- Name the object the teacher shows (the teacher shows pupils a book, they say a book)

- Play a guessing game. The teacher , or one of the pupils, thinks of a word. Pupils try to guess the word by asking various questions: Is it a …? Is it big or small? Can we see it in the classroom?    

     It is next to impossible to give all the exercises the teacher can use for developing pupils' skills in finding words both among those suggested (when/pupils just recognize the necessary words) and those stored up in their memory (when pupils "fish out" the words they need to do the exercise). There are plenty of them. Those mentioned, however, will be helpful for consolidating and reviewing the vocabulary in ten-year schools.

     Group   II may include:

     1.   Exercises in inserting the necessary words in word combinations, phrases, sentences; the words and sentences being suggested. For example:

     -  Combine the words:

     (a)   sky          fine       (b) speak     late

             rain         blue            run        fast

                            snow        heavy         come     loudly

                            weather   white

(Pupils have to say (or to write): (a) blue, sky, heavy rain, white snow, fine weather; (b) speak loudly, run fast, come late.)

     -   Insert the words met; built; posted in (1) The house was ... last year. (2) The delegation was ... at the railway station in (lie morning. (3) The letter was ...  three days ago.

     - Make statements with: a few days, a few words, a few people, a few friends, a few hours: e. g., We worked in the field for a few hours.

     - Connect the sentences: 
 

You must be careful                           because   they   had   to   complete

                                                              their work.

He should stay at home                         because  the traffic  is heavy  in

                                                               the street.

They couldn't come in                         because he has caught cold.

          time

(Pupils should join the sentences on the left with these on the right.)

     2.   Exercises in using word combinations, phrases, sentences stored up in pupils memory in connection with situations given. For example:

     - Say what you can see here. (The teacher shows his pupils pens and pencils of different co lour and size for them to say a blue pen, a long pencil, etc. Or he can use situational, pictures for the purpose.)

     -  Say where the pen is. (The teacher puts the pen in different places for pupils to say on the table, in the box, under the bag, over the blackboard, and so on.)

     -  Make statements. (The teacher either displays objects or uses pictures for pupils to say this is a blue pencil, it's raining hard, the girl can't skate.)

     -  Make two (three) statements on the object (or the picture). (The same objects or pictures may be used for the purpose.)

     Exercises of this type are more difficult since pupils should search their memory for the necessary words, word combinations, or even sentences to describe an object or a picture.

     3. Exercises which help pupils to acquire skills in using vocabulary in speech which may be stimulated by (a) visual materials; (b) verbal means; (c) audio-visual materials.

     A few more words should be said about the use of audiovisual aids and materials in teaching vocabulary.

     The teacher has great possibilities for pictorial and written representation of words on the blackboard. He can use •either printed pictures, or pictures drawn by himself or by the pupils for classroom teaching and, finally, pictures cut out of periodicals. He should use slides, film-strips, maps, plans, objects, etc.