Ispankulova Kulaisha Atimkulovna

Mohamed Khaidar Dulaty Taraz State University,

Kazakhstan

Working with the vocabulary and texts at the first course of the non language specialties.

The aim of my paper is about working with vocabulary and texts at the non language specialties of the first course. I will share with my experience how l teach first course students of the non language specialties. I’ll give an introduction working with the new vocabulary and working with the text.

Introduction

If you ask any young teacher “What must we do to speak well in English?”. Of course the answer will be - “First of all we must know the words”. We don’t agree with it, if the student only write and read the word we think that he knows the word.

We use all words in native language in any time, in any situation. Do you think that he speaks English well, of course not. There are many differences between knowing and using the words.

Whom do you think who knows 5000 words or who knows 2000 words and use them in situations knows English well. Of course who uses words in any situations and any cases.

What does it mean to know the words.

Ellis and Sinclair [1] give the criteria of knowing the words.

- to understand the word in writing and speaking;

- to remember when you need;

- to use in right meaning;

- to use in grammatically well;

- to pronounce correct;

- to spell correct;

- to use in situations

- to know when use and not to use.

Before getting independence 60% of Kazakh people didn’t know native language, speak in Russian, there were no any word about needing English language. The borders were closed everywhere.
Our president Nursultan Nazarbayev in his message to the nation of Kazakhstan has given a clear directive to all citizens to become three –lingual persons, successfully mastering Kazakh, Russian and English languages. [2]

The knowing of English in the present day situation in Kazakhstan has become an objective and social need. The main aim of teaching English is formulated by the Ministry of Education as follows: "Developing students’ abilities to use the English language as a tool of communication in the dialogue of cultures and civilization of the modern world.[3 ]Now we had a great chance learning English language and going abroad. Every year 3000 students enter with the programmer “Bolashak” to all Universities of the world.

Now I want to tell how I work effectively with non language specialties students.

Working on vocabulary

One of the important thing learning ESL is introduction of the new vocabulary. As I work in non language specialties we work with various texts. When I work with the vocabulary I use the following tasks:
- showing the picture and making a pause to understand the meaning of the word.
- mimics and gesture
- check understanding of the words asking the questions
- make up sentences
- to write a short situation
- make up a dialogue
- find a definition
- find synonyms and antonyms
- find phrases and phrasal verbs

To develop vocabulary first of all we must know the word order of the words if they are singular or plural, countable or uncountable.
In order to enrich the vocabulary I introduce with forming of the development of the words. The words are developed with its endings and word combinations, the endings give one meaning with verbs and adjectives.
For example:
1. with verbs:
    blame smb.(for), prevent smb(from), thank smb(for), afraid(of), fond (of), good(at).
2. with phrases:
    At all, by heart, on the way….
3. grouped endings:
     at: first/all/list …
     in: all/tears/the way … .
     on: earth/average/the way … .
      by: heart/the way… .
 4.Using all new words ,word combinations students write short summary and situations. For example students write a short story to the theme ” Walking by bout’ using the following words(voyage, sailed, run around, off the coast, sand, banks, floating, yacht, ropes and etc.)
5. with affixes and prefixes:
     uncomfortable inefficient
     unfashionable inflexible
     unsuccessful infrequent
6.connecting words:
     in spite of, as long as, in addition, in view of.
 7. words to the definite theme: For example:» Voyage”
       (journey, flight, stuart, coach, train, cruise, bus, boat, pilot, crew… .)
 8. phrases with one verbs:
       bring a child into the world, bring to mind, bring the house down… .
9. with phrasal verbs.
   to play with fire, to lose one’s fire, to be afraid of one’s own shadow…
10. with proverbs and sayings.
Working with text
When I work with the text I always use the following tasks:
 1. Fill in the topic the teacher gives you. 1.TOPIC.____________________
2.What do I already know about it? 2. Write down what you already know
________________________________ about the topic
3.Ask a question._________________ 3.Form a question about the topic using
_______________________________ what you already know.
                                                                      Do you want to know what, how, or why?
4.Guess an answer. 4.Guess an answer to your question.
A:
5.How sure I? (Circle one) 5.How sure are you of your answer?
   1 2 3 4 5
   Not sure Very sure Circle a number that matches how you feel.
6.Explore! 6. 6.Make a plan to think of an answer you

can

.
7.What do I know now? 7.Answer your question again, using what . you know now. s this answer

different from the one you wrote before?
This task is so useful to think and say their own opinions. They try understand the text without translation and work with a great pleasure.
Tasks after reading the text

1. Make up sentences with the task» True or false, agree or disagree”.

2. Using the new lexis answer the questions.

3. Speak her opinion using the task “Say, why?”

4.”Proof that”- to prove that why the action had happened so.

5. Retell the text, as if you were:

Irene Adler, The king of Bohemia [5]

6. Using the following themes retell the text.

A. The first visit S. Holmes

B. Prisoner’s escape

C. The end of black business

7.Make up a dialogue

A. Miss Hunter and child.

B. Holmes and Watson in the train.

8. Writing

At last students write a short summary, characteristics to the main heroes and write a letter to them.

9. Discussion.

10. Debate.

After learning vocabulary, discussing the text students are able to held a short debate themselves.

At the end of each term I check students knowledge with the following task;

Unit Rap up

      How did you like this unit?
            I really enjoyed it. I liked it.
            I liked some of it. I didn’t like it

Was the unit easy or hard?
 easy medium hard

Did you learn much during the unit?
            I learn much during the unit.
            I learned a few things about Kazakhstan.
            I didn’t learn very much at all.

           What was the most interesting thing that you learned about Kazakhstan?
    __________________________________________________________

Conclusion

I think this article will be helpful for the young learners and teachers. Most of the young teachers always use my methods of teaching English, I usually held my lessons with a table. Because it is understandable for the students. You may get a great result. Students work with a great pleasure. Nobody notice the time has flown quickly.

According to the students comments all the activities were helpful to improve the language. I hope that more opportunities are provided to the students to help them to speak English.

Another step to ensure the ELL student's success is to be able to use the student's native language in order to make sure the student fully understands the assignment. The student's native language should not always be used because the student will not learn English this way, but it is important to be able to communicate in the student's native language if there is a problem that can not be understood in English.

Make sure that student's work together with other students; this is important because the other students will help teach the ELL students, and the students who are fluent in English will be able to learn from the ELL students as well. It is imperative when teaching ELL students to base lessons on a theme; by doing this repetition of vocabulary can help the ELL students to learn English. Another important step is to use visual aids to reinforce vocabulary and establish a connection between the vocabulary and what it represents. I urge the students to speak only in English even if they use the mother tongue I respond only in English.. In order to teach ELLs efficiently it is good to use non verbal communication, and to not constantly correct students who depart from Standard English. It is vital to allow the students to try to communicate, and not to discourage them An additional extremely significant factor is making sure the students feel comfortable and involved; this will help the students want to learn. It is not easy to teach students that are not fluent in English, but it is important. There are many factors and steps that can be taken in order to increase the level of education amongst English language learners, and it is important to educate these students in order to provide a better future for them and our world. There are many factors and steps that can be taken in order to increase the level of education amongst English language learners, and it is important to educate these students in order to provide certain subjects. This is a basic guide on how to be a brilliant English teacher.
So it's really important to be passionate about your subject. If you can show that you're passionate, that passion can then be communicated to your students.

References

1. Ellis and Sinclair, Working on Vocabulary,Forum,2.2003,Washington.

2. N.A.Nazarbaev,The message to the nation of Kazakhstan,Egemen

Kazakhstan. April 3.2008,Astana.

3. ZH.K.Tuimebaev Report Ministry of Education from the congress of teachers.

Astana, March 10-12. 2010, EgemenKazakhstan.March 11.

4. Alice Maclin,AReference Guide toEnglish,WashingtonD.C.20547

5. А.К.Дойл.Короткие рассказы, Москва ВАКО 2003