Учебное пособие предназначено для студентов высших учебных заведений, обучающихся по образовательной программе

40 

To check whether your choice is correct in this situation. 
Thus we can divide the lexical habit into the following sub-habits: 
- the sub-habit of choosing the word in memory 
- the sub- habit of combining the word with other words in different situations. 
Accordingly all the lexical exercises are divided into two groups: 
- exercises for teaching students and choose words in memory 
- exercises for teaching students to use words. 
Examples of exercises: 
1.
Exercises in differention 
2.
Find the words in the text that belong to this topic 
3.
Group the words according to some criteria 
4.
Point out the objects the teacher names 
5.
Choose the pictures and place them in the order you read about the in the text 
6.
Arrange the words in alphabetical order 
7.
Find antonyms of these words in the text 
8.
Underline the new words in the text 
9.
Find the word you find in the text. 
10.
Give nouns that can be used with the verb. 
11.
Write out the words from the text with such and such prefixes, suffixes etc. 
Exercises in pronunciation. 
1. Read the list of words. 
2. Read the list of words and repeat them from memory. 
3. Look at the Russian words and give their English equivalents. 
4. Repeat the words after the speaker. 
5. Choose the words you are going to use in your own sentences. 
6. Read the affirmative sentence and ask a question. 
7. Read the sentence filling in the gaps. 
8. Learn the sentence, with new words by heart. 
9. Look through the text and read the sentence containig new words. 
10. Read the words filling in the gaps with letters etc. 
Substitution exercises. 
1. Fill in the gaps with necessary words. 
2. Choose the right words and fill in the gaps. 
3. Give the age of the people in the picture 
4. Make up a dialogue using the given phases. 
5. Insert the missing preposition etc. 
Transformation exercises. 
1. Paraphase the sentence using new words. 
2. Change Direct Speech with Reported Speech. 
3. Use one word instead of this description. 
4. Use synonyms (antonyms) instead these words in the sentence etc. 
Exercises for teaching students to use the words. 
1. Listen to the dialogue make up your own dialogue by analogy. 
2. Listen to the beginning of the dialogue and complete it using the new words. 
3. Change the monologue with a dialogue using the phrases you learned. 

41 
4. Make up a plan of the text you heard. 
5. Complete the story. 
6. Make up a dialogue using the key words. 
7. Use each word in a context, situation etc. 
8. Answer the question while reading the text. 
9. Make up a monologue (dialogue) on the topic etc. 
To fix the new words in students’ mind and to teach them to use the words the 
teacher has to solve three problems: 
1. the number of exercises 
2. the types of exercises 
3. the order of exercises 
To solve these problems the teacher must take in account the following factors: 
1) the aim of learning the word. If the word belongs to the active vocabulary it is 
necessary to use all kinds of exercises 
2) the character (nature) of the word. If the word is difficult for learning the 
teacher should use more exercises. 
Summary. In teaching vocabulary we should mind the following: 
1. Use oral approach, form the lexical habit before reading the text. 
2. Teach the word in a context. 
3. Pay attention to combinability of words. 
4. While choosing presentation techniques take in consideration typology of 
vocabulary 
5. Use visual aids and verbal techniques in accordance with the students’ age, 
stage of teaching. 
6. Be careful while choosing exercises. 
7. Check students' knowledge of words through their usage; do not ask lists of 
words. 
8. Teach only one meaning of polysemantic words at a time. 
Lecture 7 
Teaching Grammar
1. The role of grammar in teaching speaking, reading and writing. Grammatical 
habits. 
2. A short characteristics of the grammatical system of the English language. 
3. The ways of introducing new grammar items. 
4. The main stages of teaching grammar. The system of grammar exercises.
1. The role of grammar in teaching speaking, reading and writing. 
Grammar is one of the components of language together with its sound system 
and vocabulary. Knowledge of the structure of a language makes it possible to aud, 
speak and write. To be able to comprehend oral speech and to express one’s own 
ideas correctly we must know the grammatical structure of the target language. We 
may know all the words in a sentence and fail to understand the meanings if we do 
not know how these words are connected. While in teaching vocabulary the main 

42 
problem is to fix the words in students’ memory, the main problem in teaching 
grammar – is to teach how to change the forms of words and how to combine them in 
sentences. In other words it is mastering some action (formation of habits). 
Grammatical habits are necessary for all the language activities: auding, 
speaking, reading and writing. While listening to somebody’s speech we pronounce 
what we hear in our inner speech and understand the meaning. When we speak we 
hear ourselves and in this way controle our own speech. 
Inner speech is also present in reading and writing. We pronounce silently what 
we read and write. So the main task in practical teaching English is formation of 
grammatical habits necessary for both reception (reading, auding) and production 
(speaking, writing). We can’t speak, aud, read and write without knowing grammar. 
Over many centuries foreign language teachers have alternated between focusing 
on teaching grammar and analyzing language in order to learn it and encouraging 
students’ using language in order to acquire it. 
This distinction was observable in the shift from the analytic grammar- 
translation approach to the use-oriented direct method. 
Analyzing structures and applying rules were common practices of the grammar-
translation approach and at present they lost their popularity. We have witnessed the 
rise in popularity of more communicative approaches which emphasize language use 
over rules of language usage. In fact, three language teaching methods (or 
approaches), Community Language Learning, Suggestopedia and the Communicative 
approach, devote a significant amount of classroom time to promoting 
communication among students. 
We used to believe that if students learned the form, communication would 
somehow take care of itself. Now we seemed to believe that if students somehow 
learn to communicate, mastery of the form will take care of itself. At present, it 
seems, grammar is again receiving its due. To maintain balance we must come to a 
broader understanding of what it means to teach grammar. Teaching grammar means 
enabling language students to use linguistic forms accurately, meaningfully and 
appropriately. 

жүктеу/скачать 1,01 Mb.

Достарыңызбен бөлісу: