Конспект урока для 9-11 классов «Аспекты лексикологии. Синонимы, антонимы и омонимы в английском языке»

Конспект сдвоенного урока

«Синонимы в лексической системе английского языка»

Целевая аудитория: учащиеся 9-11 классов

Уровень владения английским языком: В1 и выше

Время на реализацию плана: два урока по 45 минут

Формы работы: групповая, парная, индивидуальная

Язык занятия: английский

Домашнее задание: перефразировка (раздаточный материал – Handout 4)

Цель занятия: ввести понятия лексикологии, антонима, омонима и синонима в английском языке.

Задачи:

Ввести понятие лексикологии

Провести параллели с лексическим строем русского языка

Ввести понятия синонимов, антонимов, омонимов в английском языке

Привести примеры синонимов, антонимов, омонимов в английском языке

Дать сравнительно-историческую справку о развитии лексического состава английского языка.

Расширить словарный запас учащихся с помощью группы синонимов к конкретным словам

Тренировать навык перефразировки

Ход занятия:

HANDOUT 1

Task 1. Read and translate the definition by a Russian scholar Elena Belyaeva.

The word lexicology is Greek. It consists of two morphemes: lexis (“word”) logos (“science”). Lexicology is the science of the word. Lexicology is the part of linguistics which studies the vocabulary and characteristic features of words. It investigates various meaning relations existing in the language and how words provide and support meaningful communication. The basic task of lexicology is the study and systematic description of the vocabulary in respect to its origin, development and current use.

Task 2. Match the words in column 1 with their definitions in column 2. Can you think of any examples? Write them in column 3

Task 3. Work in pairs. Ask your partner to give opposites for the following words as fast as he/she can/ Change roles.

Open/closed, heavy/light, dry/wet, cold/hot, fat/thin, tall/short, strong/weak, beautiful/ugly. Long/short, curly/straight, young/old, tidy/scruffy, high/low, quiet/noisy, narrow/wide, thick/thin, big/small, empty/full, alive/dead, light/dark, old/new, blunt/sharp, clean/dirty, cheap/expensive, difficult/easy, bitter/sweet, rough/smooth, hard/soft, fast/slow.

Task 4. Can you write homonyms? The number in brackets designates how many of them there are.

[bai] (3) ____________________________________________________________

[plein] (2)___________________________________________________________

[breik] (2) __________________________________________________________

[bi:] (2) ____________________________________________________________

[si:] (2) ____________________________________________________________

[hi:l] (2) ___________________________________________________________

HANDOUT 2

WORK WITH A PARTNER. WRITE DOWN AS MANY SYNONYMS AS YOU CAN

Handout 2. Suggested answers for the teacher. The number of synonyms which you give to the students depends on their level. The higher the level the more synonyms you may suggest.

Questions to discuss:

Do you think there are complete synonyms? Why? Why not? (language redundancy)

How are the synonyms different? (stylistically, in collocations)

Why there are so many synonyms in English? (waves of borrowing from other languages – celtic, latin, freek, French etc)

Which adjectives can describe a book? A view? A man? A young girl? A task? The weather? A mood? A trip?

HANDOUT 3

Task: read the text and underline the words that can be replaced with synonyms. Rewrite the words with synonyms.

The exam took place in a big room. The room looked beautiful as it was decorated with flowers. A lot of clever students were preparing to take their first important exam. Some students were good at the chosen subject but others were bad at it. Some students liked their teacher but others hated him. The teacher was generally quite nice and even funny but at times could be angry.

The reading task appeared to be boring whereas the writing task seemed quite interesting.

Some students were really happy when they finally left the room but others were sad because they weren’t sure they had done well.

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HANDOUT 4

Task: read the text and underline the words that can be replaced with synonyms. Rewrite the words with synonyms.

The weather was bad and Michael felt sad and angry because of it. He didn’t like wet weather at all. It was raining hard, and he had a strange depressing feeling that it would never end. His little room with a big wooden window was full of interesting books, funny comic books and games but he didn’t want anything.

First, he decided to read a new historical novel but it seemed boring to him. Although he was a clever boy, History was a difficult subject for him.

The new film his friend had recommended him appeared to be boring, too but the beautiful picture on the CD cover gripped his attention.

Finally, he decided to go to bed and suddenly felt happy and relaxed. He started liking rain. Looking back, he decided it had been a good day. He closed his eyes and dreamed of seeing that nice new girl from his class.

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Адрес публикации: https://www.prodlenka.org/metodicheskie-razrabotki/277965-konspekt-uroka-dlja-9-11-klassov-aspekty-leks