ESL Lesson Plan - Teaching Synonyms and Opposites

 Synonyms and Opposites—Saying the Same Thing in Various Ways 

When we have enough vocabulary knowledge to communicate our basic needs and simplest ideas, we can begin learning various ways to express the same, similar, or opposite thoughts. If we learn synonyms (words with the same or similar meanings) and opposites (words with contrasting meanings), we will be able to make word and phrase choices. In other words, we will begin choosing better and better ways to say or write what we mean. We’ll be able to communicate and express ourselves more precisely and effectively.

Why is it useful to know synonyms and opposites?

We can’t control other people’s use of vocabulary, of course. Therefore, we need to understand the words they choose to use in speaking and writing. Then we can understand more and more complex and sophisticated language.

For good  style in speaking and writing, it helps to use synonyms. That’s because repetition of the same words over and over again sounds childish and unsophisticated. In contrast, the use of similar words makes our language clearer—easier for others to understand.

Can we simply substitute one synonym for another in all situations?

Words carry different feelings with them. For example, some words are more sophisticated than others with the same or opposite meanings. Other words are less formal, more casual, or friendlier. Some words are associated with positive feelings and others with negative feelings. Still others are neutral. Because our word choices carry more than simple meaning, we need to know which synonyms and opposites to use in which contexts. 

Occasionally, one word carries exactly the same meaning and feeling as its synonym, so we can use it as a vocabulary substitute to avoid repetition.More often, however, words have slightly different meanings or belong in somewhat different contexts. If we are aware of the differences among synonyms, we can better  choose the most appropriate words and phrases to express our meaning and feeling. 

Choosing the Best Synonym

Sometimes synonyms are interchangeable. In other words, we can use one or another synonym in the same context without changing the meaning—or even the feeling—of the sentence. The purpose of using different words and phrases with the same or similar meanings is to add variety to our speech and writing—to improve the “style” of our language usage.

On the other hand, not all synonyms are interchangeable. They may follow slightly different grammar patterns or have slightly different meanings. Or they may express somewhat different feelings or give somewhat different impressions. Also, some words fit into special phrases or idiomatic expressions, while their synonyms don’t.

When we choose among synonyms, we should know which words or phrases best fit the context, the situation, and the message we want to communicate. Also, we want to choose the words and phrases that sound best.

How can we choose the best word, phrase, or expression for a situation or a context? Again, the most efficient, effective way is to develop a feel for the language—through experience in listening, reading, and communicating.

Another way to choose appropriate vocabulary items is to look up words or phrases with similar meanings in the dictionary. Some special kinds of dictionaries, perhaps called lexicons or thesauruses, focus on the comparison among groups of synonyms and opposites.

What should we consider when we try to choose the most appropriate synonyms?

Choose the word that is most commonly used in each context, but avoid repetition of exactly the same word in the same sentence—or even in the next sentence. (If there is no good synonym, it is better to substitute a pronoun—like it or they or them—than to repeat the exact word.) If varying the vocabulary improves the sound of your speech or writing—especially if it makes your message clearer—then you are doing well in your use of synonyms.  

Teaching the American ABC's Alphabet - ESL Lesson Plan

Teaching The English Names of the Letters of the Alphabet


Before engaging in other teaching/learning activities and games, it may be necessary to teach and/or learn the names of the 26 letters of the English alphabet. Here are some possible lesson steps:

In large print on a (chalk or white) board or large paper, put the upper (and/or lower) case block letters of the alphabet in order. Begin with A. In clear English, say the name of each letter as you print it. Listeners try to imitate your pronunciation.  

Beginning with A, point to each letter in order and say its name. As learners repeat, reinforce or correct their pronunciation by modeling the name of the letter again—perhaps even more slowly or clearly.
Begin with the last letter on the board or paper. In reverse order, point to each letter and pronounce its name. Learners repeat several times. Continue to model clear pronunciation.

Point to the letters in random order. Emphasize the ones that learners have difficulty with. Learners repeat the names again.

Point to the letters of the alphabet in order and have the group tell their names. Repeat in reverse order. Then point to letters in random order, and have learners name them. Provide additional practice                 of letters whose names may confuse learners—such as A vs. E vs. I,  B vs. V  vs. F vs. W, C vs. S, K vs. Q, D vs. T, etc.

If exact or close repetition of lesson or activity procedures provides participants with comfort or confidence, you can repeat the same steps at appropriate intervals with the same materials in similar ways. On the other hand, if “bored” teachers or students tend to tune out when they think they already “know the answers,” variety or surprise can make them more alert—so that they don’t waste their own time.

For instance, any or all of the above instructions can be followed with other materials, such as colorful alphabet posters, pre-printed alphabet charts projected onto a screen, smaller versions distributed on handouts or cards, big letters on separate pages hung in a line or a banner, and so on. With or without help, learners can “teach” one another in pairs or small groups. They can use alphabet materials on their own and/or for home study with their families.

Slow Down or Speed Up?

 Multi-Level Pointers
In naming the letters of the alphabet in English, the writing systems of beginners’ native languages may determine the pace and level of the presentation, the practice activities or games, the reinforcement, and the mastery checks or tests. 

For instance, those unfamiliar with the roman alphabet may be able to handle only one or a few letters per lesson. In this case, there should be several or many copies of each letter to point to and name.  
If they are learning or practicing only the letter names, more advanced learners can deal with the whole alphabet at one time.  Especially if they already “know” the information, the names can be presented and practiced as “mini-pronunciation lessons.”  For example, the lengthening of vowel sounds at the ends of words (in all the letter names except f, h, l, m, n, r, s, w, x) can be indicated with the pulling apart of hands or the stretching of a rubber band.

The voiced/voiceless contrasts of the initial consonants in the letter names  b vs. p, z vs. c and d vs. t invite an explanation of the principles of voicing (vibration of the vocal cords vs. the use of air), which apply to the names of all the consonant letters