Contents: 2 introduction

brochure [shu]
The dictionary includes:
equal pronunciation options, for example: aggressor [s] and [her];
valid options, for example: atmosphere, add. [s'f'];
prohibitive marks, for example: helpless, wrong, [w].
The alphabetical dictionary gives those grammatical forms of words that may cause difficulties for students: these are gender forms. p. units hours or them. and genus. n. pl. h. nouns (for example: barge hauler, barge hauler, aggressor, pl. -s, -ov); this is a short form of adjectives (for example: greedy, kr. f. greedy, greedy, greedy, greedy); separate personal or temporary forms of verbs (hoist up, -uzhu, -uzit; invade, past invaded and invaded), etc.
In alphabetical class dictionaries, an approximate list of words is given, so that the teacher has the right to reduce their number or replace them with other words at his discretion.
The dictionaries of synonyms for each class included words from the alphabetical list of the corresponding class. Synonyms are grouped by parts of speech. This arrangement of synonyms is convenient for the teacher, as it allows them to be included in the lesson when studying and repeating different parts of speech.
When compiling synonymous series, the definition of the concept of "synonym" given in the current textbook of the English language was taken as a basis: "Synonyms are words of the same part of speech that mean the same thing, but may differ from each other in shades of lexical meaning and use in speech." In the synonymic series, words are introduced mainly from the category of commonly used words, which for the most part do not need careful stylistic differentiation. Each row of synonyms begins with a word listed in the alphabetical list. Such an arrangement of synonymous material makes it easier to find synonyms necessary for exercises.
The antonym dictionaries for each class included words from the alphabetical list of the corresponding class. Only the most common words with opposite meanings were included. The thematic lists of words for each class include words contained in the alphabetical list of the corresponding class, and words that students met in previous classes, as well as those that were not included in the list, but are found in the work. As in a literature program, a large subtitle of the thematic list is the surname of the writer whose works are being studied, then the subtitle of the next level is given - the name of a particular poem, story, novel, etc. The words are arranged alphabetically. First (after the name of the writer) comes the vocabulary taken from the textbook article about the writer, then the vocabulary of his works and articles from the textbook, devoted to the analysis of his work. In addition to words, individual phrases are also included in the thematic lists.
The didactic material allows the teacher to work with the words included in the alphabetical list when mastering program topics in the English language.
In the “From the History of Words” section, most of the passages on vocabulary included in the alphabetical lists are a story about words in an entertaining way. The words whose history is revealed are arranged alphabetically.
Referring to the above teaching aids, the teacher can choose from them information about other words and attach students to such a useful and exciting activity.
The most significant role in the formation of a positive attitude of adolescents towards learning is played by the ideological and scientific content of educational material, its connection with life and practice, the problematic and emotional nature of the presentation, the organization of search cognitive activity, which gives students the opportunity to experience the joy of independent discoveries, equipping adolescents with rational methods of educational work. which are a prerequisite for success. A positive attitude towards learning, its high social motivation are absolutely necessary conditions for the full assimilation of educational material. Positive motives for learning are expressed in constant attention in the classroom, a steady interest in learning, and a willingness to expend volitional efforts to overcome difficulties.
The attention of students is a prerequisite for successful academic work. The usual reasons for schoolchildren's inattention are: fatigue, lack of interest in the subject, dryness and ambiguity of presentation.
The main means of increasing attention: dynamic teaching with the use of various methods of organizing student activity, liveliness of presentation, switching students from one type of activity to another, eliminating distracting stimuli, as well as the gradual formation of the ability to resist them, fight their distracting effect.
Otherwise, pampered, spoiled attention is formed - the habit of working only in absolutely favorable conditions.
Another form of expression of learning motives is the presence of learning interests. Curriculum interests are usually selective. They depend on how connected the material is with extracurricular interests, how clearly and understandably the teacher presents the material, how diverse teaching methods are.
Assimilation as a cognitive activity of a student includes the activity of perception, memory, thinking, and imagination. There are four main parts of the learning process:
involuntary perception, observation (obtaining information);
comprehension of the material, its mental processing (processing of the information received);
memorization and preservation of material (storage of received and processed information);
4) application of knowledge in practice (application of information). For the first link, visibility is especially important. Distinguish subject, pictorial and verbal visibility. Object visibility involves direct perception of objects and phenomena by students. Graphic visualization is carried out with the help of visual means - images of various kinds, drawings, dummies, transparencies, films. Verbal clarity is a bright, figurative, lively speech of the teacher, verbal examples that cause students to have specific ideas.
Comprehension of educational material means the inclusion of new material in a certain system, the establishment of intra-subject and inter-subject connections, the linking of unfamiliar material with already familiar.
The information received and processed must be stored in memory so that at any time it can be retrieved and put into practice. The most effective memorization occurs in vigorous activity with the studied material. The role of the teacher is to create an appropriate setting for students, indicating what needs to be remembered for a while, what is forever, and what should not be remembered at all, it is enough just to understand.
Knowledge of the psychological characteristics of adolescence, the motives for learning and mastering knowledge by schoolchildren of this age is a necessary condition for organizing the most productive educational work with them, including vocabulary work in English language lessons.