The Actuality of the course paper

There are many different types of exercises to see how much lexics a learner knows, from matching words to pictures to completing gaps. 

Game “Colour”

A simple warmer lesson filler to practice colours, forms and materials.

Aim: to practice colours, forms and materials

Procedure:

1. Write down a colour, a form and a material on the board

Yellow, round, plastic

Green, oval, wood

Pink, flat, silk

2. Ask pupils to write down five possible objects under each section.

3. If possible ask pupils to find objects with two or three qualities. It’s amazing to see what inter objects your pupil’s suggest.

 

 

 

 

CHAPTER II. Practical part.

 

2.1. The results of the State practice at school

 

During my practice at school I organized the experiment, which showed the development  of lexical comprehension. It was done with the pupils of the 4th form There were 12 pupils in the form. After selecting the experiment, it was organized. It was based tasks, which connected with such theme.

1. Parts of the body

The results of the test were unsatisfactory. They didn’t correspond to the demands of the programme.The experiment included 5 stages of grammar testing:The test showed the following problems: pupils’ speed in reading was slow; some pupils didn’t understand the meaning of the text.

          Thus, the experiment  included of  3 stages of reading process:

Stage 1.Revising grammar.  It involved everything the group had done before actual grammar testing. They activated their background knowledge and retained the main grammar patterns in memory.

       Stage 2.Listening and completing the dialogue. Pupils listened to the dialogue attentively and completed it on their activity –books with suitable grammar patterns. It made them remember the grammar items effectively and developed the children’s istening habits and skills.

       Stage 3.Acting out the dialogue. Reading the dialogue in pairs develops pupils’ reading and speaking habits and skills, they understood the meaning of the dialogue by the intonation and gestures.

       Stage 4. Doing a test. Pupils wrote tests.

       Stage 5.Checked  themselves after finishing.

After 2 weeks of the experiment, a post-test equivalent to the pre-test was given to the groups to ascertain the students’ level of improvement. The evaluation of the test items were based on the following criteria:

Content; Organization; Expression; Grammatical Accuracy; Communicative Ability.

The students of the 6 A form were expected to answer all the questions, based on the knowledge they have gained during the treatment.

 

Prognosis	5 Score Rating	Grammar Skills	Results of using the grammar test in 6 A
			Before	After
Favourable	5	Excellent	0%	25%
Favourable	4	Good	35%	40%
Favourable	3	Satisfactory	45%	35%
Unfavourable	2	Unsatisfactory	20%	0%

 

This chart shows that the quality of the 6 B form has increased from 35% (5-0, 4-2, 3-3; others had bad mark) to 65 % after doing that 5 stages  of Grammar testing. After that during 2 weeks the pupils of the Experimental group had the lessons planned according to the stages of the experiment. When this part of the experiment was over, the pupils of the 6 A  form were tested.

There are several advantages in that experiment:

-The respondents do not know about it and believe that it is only a grammar testing.

-They show all their knowledge, because they want to be winners.

-The dramatization of the dialogue develops pupils’ imaginative abilities.

-They check themselves and give marks, correct each other.

So, I realized that, tests allow the teacher to evaluate pupils' achievement in grammar, that is, how each of them has mastered forms, meaning, and usage. Tests in grammar may involve: filling in the blanks; opening the brackets; transformation; extension; completion; making statements on the pictures given; translation.

The usage of games enabled my pupils to master the language eagerly, raised their communicative competence, confidence, aroused their interest to studying the language and made it easy to acquire the linguistic material suggested. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

2.2 A part of a lesson

 

 

Theme: “Animals in the world”

Aims:

Educational: to revise all materials

Developing: to develop pupil’s knowledge about animals, to develop reading, translating and speaking skills.

Cultural: to arouse interest to learning animals

Visual aids: inter active board, pictures, cards

Type of lesson: extracurricular lesson

The procedure of the lesson

Organization moment

Teacher: Today we have unusual lesson. We have many guests in our lesson. Dear guests! Welcome to our School of Animals!

1st task. Describe the animals                                        

                                                                                   Good

            small

                                                                                         has long ears                                                 

                                     

                                                                                              

            white                                                                            beautiful

                

                     has big teeth                                                                                                                                                                                                                                                                                  

 

                                                                 grey

 

                               

                              big

                                                                                        

                                                                              in the forest                                                         

                               wild animal

 

2nd task. January (inter board) слайд №1. “There are 12 month of the year”

3rd task. Name the days of weeks.(inter board) слайд №2. What day of the week is it?

(on the board) Monday – Sunday.

4th task. Complete the T-chart.

 

        Big animals                                 Small animals

 

 

 

 

5th task. Let’s classified into 4 groups

 

animals	domestic	wild	birds
an elephant a horse a parrot a cow a tiger a zebra a monkey a duck a cat a dog

 

 

 

 

 

 

 

 

 

 

 

 

 

 

6th task. Semantic map

 

Animals live

 

in the forest                    at a farm               at home            in the water

 

 

 

7th task. Guess the riddles

1.It is big. It is grey, strong, cruel.

It can run, jump. It likes meat.     (А wolf)

2.It is fat. It is big, brown. It can run, climb.

It lives in the forest.

It likes honey, sugar, sweets.       (А bear)

3.It is not big, not small.

It is cunning, orange.

It has long tail.

It likes mice, chickens, hares. (А fox)

4.It is grey in summer and it is white in winter.

It can run and jump.

It has long ears, small tail.

It likes carrots, cabbages.      (А hare)

5.It is not small, not big.

It is black and white.

It likes milk. It can run, jump, climb.

It lives in the house.       (А cat)

6.It is my friend.

It is big and brave.

It likes bones, soup, meat.

It barks “bow-wow, bow-wow”. (А dog)

7.I am big. I am green.

My tail is big. I can swim.

I live in the jungle.

I eat fish and monkeys. (А crocodile)

8.I am small.

I have two legs, but no ears.

I can jump. I can swim.

I eat flies.   (А frog)

9.I have no legs. I can’t walk.

I can swim. I have a tail. (А snake)

Teacher: That’s fine, children! It is very good that you know so much about animals.  Your marks for today … But you must remember that animals are our friends. Dear boys and girls, love animals and take care of them!

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

III. Conclusion

 

Children start school with a lexics which has been learned mainly from their contact with parents and the literacy environment at home, as well as their experiences with the wider world. A child’s lexics at this age will largely be oral (i.e. words which they can understand when heard and use themselves), with some elements of a reading or writing lexics.

To know a language means to master its structure and words. Thus, lexics is one of the aspects of the language to be taught in school. The problem is what words and idioms 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 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 instruction for vocabulary learning allows us to increase the number of words to be learned since pupils are able to assimilate them while working independently with the programme.

The lexics, 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.

Lexical games concentrate attention of pupils exclusively on a lexical material. They help to get the vocabulary and to increase it, to illustrate and fulfill the use of words in dialogue situations. There are various kinds of lexical games.

The use of games in teaching English lexics not only gave benefit both to the teacher and the students but also gave difficulty to them.

The using of games in teaching lexics to young learners has some advantages but also has some disadvantages. They are as follows:

 

1. The advantages:

• Games could make the pupils more interested in learning the material.
• Teacher didn’t need to explain too many materials to the pupils

 

2. The disadvantages:

• By attracting pupil’s interest to games, all of them were active and made noisy. So it was difficult for the teacher to control them.
• By doing games the teacher only had a little time to explain the material and gave some new vocabularies. So there was no longer time for teacher to explain more and help them to memorize all the new vocabularies.

 

 

 

IV. List of  literature

 

1.Rogova, G.V., “Methods of teaching English”; М.,1970

2.Harmer, Jeremy, “The practice English language teaching”; London-New York; Longman,1991

3.Handschin, Charles H., “Methods of teaching modern languages.”; N.Y.,World Book Co.,1926

4.Bennett, William Arthur., ”Aspects of Language and language teaching.”; London-New York., Cambridge univ. press, 1968

5.Lado Robert and Fries Charles C., “English pattern practices. Establishing the patterns as habits.”; The univ. of Michigan press, 1970

6.F.L Billows., “The Techniques of Language Teaching.”; Longman, 1962

7.Fries, Charles Carpenter., “Teaching and Learning English as a foreign language.”; The univ. of Michigan press, 1964

8.Jack C. Richards and Theodore S. Rogers., “ Approaches and Methods in Language Teaching.”; Cambridge univ. press, 1986

9.Pooley, Robert., “Teaching English grammar.”; N.Y., Appleton – Century – Crofts, 1957

10.Brown C. And Jule., “Teaching the spoken language.”; Cambridge, 1983

13. Beck I and McKeown M (2007) ’Increasing you low income children’s oral vocabulary repertoires through rich and focused instruction’ The Elementary School Journal 
14. Brumfit, Christopher 1995 “Teaching English to Children” New York
15. Hadfield Jill «Elementary vocabulary games”

 

 

 

 

 

 

During my practice at school I have carried out the research work aimed selecting lexical games for retention. I used wide range of games at the lessons.

 

1 Rogova “Methods of Teaching English” Moscow, 1970

2Brumfit, Christopher 1995 “Teaching English to Children” New York

 

 

3 Hadfield Jill «Elementary vocabulary games”