25. Важливість вивчення лексичних одиниць при навчанні іноземної мови. Різні способи семантизації нових лексичних одиниць.

To know a language means to master its structure and words. Vocabulary is one of the aspects of the language to be taught at school. The problem is what words and idioms pupils should retain. The number of words pupils should acquire in school depends on the syllabus requirements. The latter are determined by the conditions and method used.

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

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

1. Frequently used in the language;

2. Easily combined (nice room, nice girl, nice weather);

3. Unlimited from the point of view of style (oral, written);

4. Includes in the topics the syllabus sets;

5. Valuable from the point of view of word – building (use, used, useful, useless, etc)

A word is considered to be learned when:

1. It is spontaneously recognized while listening and reading;

2. It is correctly used in speech , i.e. the right word in the right place;

If the pupil’s vocabulary is poor, they have trouble with listening, speaking, reading and writing.

There are various techniques for the use of the direct meth­od. 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.

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.

Teacher: It was hot. We had nothing to drink. We were thirsty. Do people need water or bread when they are thirsty?

Pupil: They need water.

Teacher: What do people need when they are thirsty?

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

Te a c he r: It was hot. We had nothing to drink. We were thirsty. Were we thirsty?

Pupil:Yes, you were.

Teacher: Were we thirsty or hungry? (The pupils are familiar with the word hungry.) P u p i I: You were thirsty. Teacher: Why were we thirsty? Pupil : You were thirsty because it was hot. Teacher: Arc you thirsty. Pete? Pete: No, I am not. Teacher: Who is thirsty? Ann: I am.

Teacher: What did she say, Mike?

Mike: 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.

26. Наочність у навчанні іноземних мов. Складання фрагмента уроку з використанням наочності на початковому етапі.

The principle of visualization has always been very important for language learning since the gaining of knowledge begins either with sense perception or with what has been formerly perceived, that is, with previous experience. Visu­alization, as it is understood here, may be defined as specially organized demonstration of linguistic material and language behaviour characteristic of the target language with the purpose of helping the pupil in understanding, assimilating, and utilizing this in connection with the task set. Since pupils acquire a second language in artificial conditions and not in real life, as is the case when children assimilate their mother tongue, visualization should be extensively used in foreign language teaching. Through visual presentation of the mate-'ial and the pupils' observation of language behaviour of native speakers they acquire the necessary habits and skills ¡11 spoken language, namely, in inlonalion, word usage, and grammar. Visualization allows the teacher lo create natural conditions lor pupils' oral practice and "free conversation". Visualization can be utilized in teaching various aspects of the language: phonology, vocabulary, and grammar, and in developing different language skills: hearing, speaking, read­ing, and writing.

The principle of visualization has always been very important for language learning since the gaining of knowledge begins either with sense perception or with what has been formerly perceived, that is, with previous experience. Since pupils acquire a second language in artificial conditions and not in real life, as is the case when children assimilate their mother tongue, visualization should be extensively used in foreign language teaching. Through visual presentation of the material and the pupils' observation of language behaviour of native speakers they acquire the necessary habits and skills

The use of visualization makes foreign language lessons emotionally coloured, gets the pupils interested and awakens their thought.

Visualization implies an extensive use of audio-visual aids and audio-visual materials throughout the whole course of foreign language teaching for presentation and retention of the linguistic material, and for developing oral and written language, although they are to be used differently depending on the stage of instruction, the age of pupils, their progress in the target language, and other factors.