ОСОБЕННОСТИ РАБОТЫ С АНТОНИМАММИ В ШКОЛЕ

Here are some approaches that may be helpful in answering antonym questions: Remember that you are looking for the word

ОСОБЕННОСТИ РАБОТЫ С АНТОНИМАММИ В ШКОЛЕ

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(D) flow out of (E) retain

2. ACRID:

(A) surly

(B) vapid (C) damp (D) steady (E) sweet

3. NOISOME:

(A) lurid

(B) healthful (C) peaceful (D) morose (E) rancorous

Answers

This question type is heavily based on vocabulary. The better your vocabulary, the better you will do. But there are a few tricks you can try to use. For example, if a choice doesnt have a clear opposite, it cant be the correct answer. Such words as “hinterland” or “automobile” dont have very clear opposites and would be incorrect if you were to see them as answer choices. In this case, answer choice (A) does not have a clear opposite and can be eliminated even if you dont know what “cede” means.

Also, if its a tough question and the keyword is really hard, remember to stay away from choices that are too good to be true. The hard questions, which are the last few questions of each question type, often contain choices that are misleading or tricky. For instance, the word “cede” will remind many people of “succeed,” so theyll pick (B). But the test maker will never reward students for making mistakes. (B) cant be correct. By the same logic, you could probably eliminate (C) and (D) because “cede” will remind some people of “recede,” as in “receding tide.” That leaves you with choice (E) as the right answer. “Cede” actually means to yield or surrender, which is in fact the opposite of “retain.”

Note: You will seldom, if ever, be able to eliminate all four wrong answers to an antonym question just by using these kinds of guessing strategies. They can help you eliminate a few choices and increase your guessing odds, but the best way to tackle antonyms is to know what kinds of words tend to show up on the GRE, make flashcards of them, and improve your vocabulary.

  1. C

Cede is to give up ones rights or possessions. The most opposite phrase in meaning is to get ahead of.

2. E

Something that is ACRID is sharp and biting to taste or smell. The word most opposite in meaning is sweet.

3. B

NOISOME can mean harmful or injurious. The best opposite to this is therefore healthful.

 

ANTONYMS QUIZ

 

FACETS

Handout

Prefix:Score

1. What is the prefix that gives the opposite meaning of “happy”?

Write the word here:....................................................

2. What prefix makes the word “possible” into something you cannot do?

Write the word here:...................................................

3. Which prefix creates the antonym for “practical”?

Write the word here:...................................................

4. Choose the prefix that creates the antonym for “satisfied”.

Write the word here:...................................................

5. The prefix that creates the opposite of the word “patient” is...

Write the word here:..................................................

6. What word means the opposite of “human”?

Write the word here:..................................................

7. And the prefix that creates the antonym for “imaginative” is?

Write the word here:..................................................

8. What is the antonym of the word “legal”?

Write the word here:..................................................

9. What is the antonym of “regular”?

Write the word here:..................................................

10. The opposite of “responsible” is:

Write the word here:..................................................

  1. a) -im b) il- c) in- d) ir- e) un-

 

2. a) im- b) un- c) ir- d) il- e) dis-

 

 

3. a) dis- b) im- c) un- d) ir- e) il-

 

 

4. a) im- b) il- c) un- d) dis- e) ir-

 

 

5. a) dis- b) ir- c) un- d) im- e) un-

 

 

6. a) ir- b) il- c) un- d) dis- e) in-

 

7. a) dis- b) un- c) in- d) im- e) il-

 

 

8. a) un- b) dis- c) ir- d) im- e) il-

 

9. a) un- b) ir- c) dis- d) im- e) in-

 

10 a) un- b) dis- c) in- d) im- e) ir-

MATCHED PAIRS.

Purpose: To review vocabulary. Sometimes, new words can be added to the set, as long as the number of new words s small and not disruptive. A second purpose, if the game is played as a team activity, is to stimulate conversation among the team members“I think 7 matches 23.” “Do you remember where ____ is?” Finally, the game, like all the card games, is fun and contributes to group building.

Targeted Skill: vocabulary development

Preparation: Choose a category, e.g. antonyms. Write a word on each of 15 cards and the matching antonym on another 15 cards. Shuffle the cards well and then turn the over and number them from 1 to 30 on the back.

Because the purpose of this game is to review something that has been taught rather than teach something new, go over the pairs before the game begins to be sure everybody knows what the 15 pairs are.

Procedure:

  1. Lay the cards out face down with the numbers showing.
  2. Taking turns, the students call out 2 numbers. Turn over the called cards. If the cards dont match (chances are they wont for the first few turns), the cards are turned back over.
  3. When a student makes a match, the matched areas are removed from the lay-out and that student gets another turn, continuing until the cards picked dont match.
  4. When all the cards have been matched, the student with the largest pile wins.

Variations:

  1. The game can be played as a team activity. One person from each team is the spokesperson for the teams collective effort to remember locations. Students can take turns being the spokesperson.
  2. When a match is made, the player can be required to use the two card words in a sentence. If the player cant do this, the cards are retuned to the layout, and the next player gets he opportunity to match and use the two words.

Suggestions:

  1. adjective synonyms (big-large; next-following; skeptical-doubtful);
  2. antonyms (warm-cool; light-heavy);
  3. two-word verbs: separable (find out - discover);
  4. two-word verbs; inseparable (come back - return);
  5. prefixes (un - believable);
  6. idioms (by the way - incidentally);
  7. proverbs (Time - heals all things.).

 

DEVELOP CHILDRENS UNDRESTANDING OF E MEANINGS

The following activity develops the childrens understanding of the meanings of the above two terms, while increasing their range of vocabulary.

1) Begin by explaining the two terms, giving examples to illustrate the point.
2) Have a list of words which have lots of synonyms / antonyms. Some are listed here:

strongbighappyshortsoftfasteasyfatnice newgoodquietbrightwarm
3) Split the class into an even number of groups. Label half of the groups “Synonym” and half of the groups “Antonym”.

4) Say one of the words on your word list. Each group then has to think of as many synonyms and antonyms for that word as possible (depending on the groups label given earlier). The children can have a fixed time limit to do this, or can continue until they run out of words.

5) Now count up the number of words each group has produced and award points to the group with the longest list.

6) Repeat using different words. You could also swap the groups, so the “Synonyms” groups now find antonyms and vice versa.

7) This would also be a useful exercise in using a thesaurus, so if there were enough for one per group, the children could use these to add to their own lists.

Antonyms: Students fold a piece of construction paper in half. They look through the newspaper to find and cut out words or pictures that are antonyms. They write or paste the antonym words or pictures on opposite sides of the construction paper.

CHOOSE THE CORRECT ANSWER

Please check to see if the question is asking for an antonym or synony

1.Give the antonym for forward (1pt)[A]advance
[B]ahead
[C]backwards
[D]behind
2. Are the following antonyms or synonyms? (FEARLESS/BRAVE) (1pt)[A]Synonyms
[B]Antonyms
3.What is the antonym of no ? (1pt)[A]yes
[B]forget
[C]eat
[D]know
4. True or False: An antonym is a word that has the opposite meaning of another word. (1pt)[A]True
[B]False

CONCLUSION

The process of teaching a foreign language is a complex one: as with many other subjects, it has necessarily to be broken down into components for purposes of study: the teaching acts of (1) presenting and explaining new material; (2) providing practice; and (3) testing.

In principle, the teaching processes of presenting, practicing and testing correspond to strategies used by many good learners trying to acquire a foreign language on their own. They make sure they perceive and understand new lan

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