Developing ways of vocabulary in high grades.

DEVELOPING WAYS OF VOCABULARY IN HIGH GRADES

Presented by

Mukhiddinova Bahora

School-28

To know a language means to master its structure and words. Thus, vocabulary 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

Presentation of new words. Since every word has its form, meaning, and usage to present a word means to introduce to pupils its forms

Gramma

tical

Structural

Phonetic

Graphic

and to explain its meaning, and usage

| 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

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 Uzbek-speaking pupils .

Scientific principles of selecting vocabulary have been worked out The words selected should be:

(1) frequently used in the language (the frequency of the word may be determined mathematically by means of statistic data);

( 2) easily combined (niceroom, nicegirl, niceweather);

(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).

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 difficulties. Indeed,

• some words are difficult in 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.

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

Information is composed of 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 a word as an element (in sentences) and a word as a whole (isolated unit) with the purpose of its analysis.

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

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

Rule 3 for the teacher : While introducing a word pronounce 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.

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 pronounciation);

answer — reply; answer — ask; small — little (in meaning);

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).

There are two methods of conveying the meaning of words: direct method and translation.

Direct

Method

Verbal

Visual

Translation Method

Common translation

Translation transcription

The choice of the method for conveying the meaning of word depends on the following factors.

1. Psychological factors:

• pupils' age:
• pupils' intelligence:

2. Pedagogical factors:

• the stage of teaching (junior, intermediate, senior);
• the size of the class;;
• the time allotted to learning the new words;
• the qualifications of the teacher

Thank you

For your attention!!!