Antonyms: examples of words, concept, exercises. What is Antonym? Examples Development of antonyms for preschool children games
selection of an antonymic pair is a very complex act of mental activity for a child with general speech underdevelopment. In order to help him in mastering the antonymic pair, it is necessary to be guided by the principle of clarity, to guide the child throughout the entire correctional period to study the differences between the two concepts using the example of pictures, objects, and outdoor games, and to develop a desire to use words in everyday life. practical material is provided for the acquisition of antonyms by children with special needs development disorders when studying some lexical topics
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Acquisition of antonyms by preschool children with special needs development.
Mastery of the native language and speech development is one of the most important acquisitions of a preschooler and becomes the general basis for the education and training of the individual. In modern speech therapy literature, a word is considered as a sign denoting the result of cognition and thinking. The main feature of the word is the unity of its lexical and grammatical meanings. Words in a language are part of a single lexical system. Semantic fields are formed around the word. In this regard, the study of antonymy allows us to identify the peculiarities of the organization of the core of the semantic field and the accuracy of the meaning of the word. Completing tasks for selecting antonyms requires the child to have a sufficient volume of vocabulary, the formation of the semantic field in which the given word is included, the ability to identify a differentiated semantic feature in the structure of the meaning of the word, and compare the word according to an essential semantic feature. These tasks can only be completed successfully if the word is actively searched for its opposite meaning. The correct search for a word is carried out only when the child has formed a certain antonymic series.
When carrying out speech therapy work on the development of vocabulary, it is necessary to take into account modern linguistic and psycholinguistic ideas about the word, the structure of the meaning of the word, the patterns of vocabulary formation in ontogenesis, and the characteristics of vocabulary in preschool children with speech pathology.
Taking into account these factors, vocabulary formation is carried out in the following areas;
Expanding the volume of the vocabulary simultaneously with expanding ideas about the surrounding reality, the formation of higher mental functions (thinking, perception, ideas, memory, attention, etc.);
Clarification of the lexical meanings of words;
Activation of the dictionary, improvement of word search processes, translation of words from a passive dictionary to an active dictionary.
When working on antonyms, it is first advisable to use techniques for working on isolated words, then with the same words in sentences and coherent statements.
In children with general speech underdevelopment, substitutions of adjectives are observed, the essential features of which are size, height, width, thickness, but are not differentiated: tall-long, low-small, narrow-small, narrow-thin, short-small, fluffy-soft and others .
With such a mixture, it is necessary to disassemble antonymic series using clarity.
So, selecting an antonymic pair is a very complex act of mental activity for a child with general speech underdevelopment. In order to help him in mastering the antonymic pair, it is necessary to be guided by the principle of clarity, to guide the child throughout the entire correctional period to study the differences between the two concepts using the example of pictures, objects, and outdoor games, and to develop a desire to use words in everyday life.
Below is practical material for the acquisition of antonyms by children with ODD when studying some lexical topics (materials from Pozhilenko E.A., Lalaeva R.I. and some of our own adapted materials were used)
- Autumn
- Spring
In spring nature comes to life, and in autumn it freezes.
The water in the stream is muddy, but in the river it is clear.
In winter the snow is white, and in early spring (gray)
- Winter
- Insert the correct word.
In frosty weather the snow is crumbly, and in thaw it is sticky.
We go up the mountain on skis, and from the mountain we go down.
In winter the cold comes, and with the arrival of spring the cold (ends).
- Summer
- Wild animals.
- What word is missing? Complete the sentences.
In the fall, bears, hedgehogs, and badgers fall asleep, and in the spring they wake up.
In summer the bear is well-fed, and in spring (hungry).
The fox has fluffy fur, while the moose has smooth fur.
- Pets.
- Garden. Fruits. Berries.
- Complete the sentence.
Banana is sweet and pomegranate is sour.
The apple is hard and the apricot is soft.
The currant bush is tall, and the strawberry bush is low.
Kiwi skin is rough, while plum skin is smooth.
Strawberries were frozen and then (thawed).
Apricots grow high and strawberries grow low.
- Birds.
- Vegetables. Garden.
- Complete the sentences.
There are ripe and (unripe) tomatoes
Carrots are sweet and onions are bitter.
Raw potatoes are hard, but boiled ones are soft.
Dill is sown thickly, and carrots (rarely).
Potatoes are planted in the spring and dug in the fall.
- Transport City
- Furniture
- Complete the sentences
The chair is hard, and the sofa is (soft).
We sat on the chair, then (got up).
The chair was dropped, then (picked up).
The back of the chair is at the top, and the legs are at the bottom.
- House.
old - new external - internal | order - disorder |
- Make sentences with wordsbuild, destroy, outside, inside.
The old house was destroyed and a new one was built.
The walls are painted on the outside and wallpapered on the inside.
- Clothes, shoes.
- Dishes. Food.
- Tell me what word is missing.
The borscht is poured into a deep plate, and the porridge is placed into... a (small) plate.
An enamel pan is durable, but a porcelain cup... (fragile).
Milk is liquid, and sour cream is thick.
When it's hot, it's nice to eat (cold) ice cream, and when it's cold, it's nice to drink (hot) tea.
- Family.
- Answer which word is missing.
The younger brother is hardworking, and the older one is lazy.
The sister is obedient, and the brother is impudent.
If you quarrel, you need to quickly (make peace).
- My body. Human.
- Complete the sentences.
If you are asked, you must (answer).
First he got sick, and then he (recovered).
There is no need to be sad, you need to (rejoice).
Tatyana Astakhova
Formation of a dictionary of antonyms in children of senior preschool age with ODD
FORMATION OF A DICTIONARY OF ANTONYMS IN SENIOR PRESCHOOL CHILDREN WITH GENERAL SPEECH IMPERFORMANCE
IN preschool age a child must master this dictionary, which would allow him to communicate with peers and adults, study successfully at school, understand literature, television and radio programs, etc. Therefore preschool pedagogy considers development vocabulary for children as one of the important tasks of speech development.
Currently, the psychological and psycholinguistic literature emphasizes that the prerequisites for speech development are determined by two processes. One of these processes is the nonverbal objective activity of the child himself, i.e., the expansion of connections with the outside world through a concrete, sensory perception of the world.
The most important factor in speech development, including enrichment dictionary, the speech activity of adults and their communication with the child appears.
Initially, communication between adults and a child is one-sided and emotional in nature, causing the child to want to make contact and express his needs. Then adult communication moves on to familiarize the child with the sign system of language using sound symbolism. The child consciously connects to speech activity and begins to communicate using language.
This "connection" occurs primarily through the simplest forms of speech, using understandable words associated with a specific, specific situation.
In this regard, the development of vocabulary is largely determined by the social environment in which the child is raised. Age norms of vocabulary for children of the same age vary significantly depending on the socio-cultural level of the family, since dictionary is acquired by the child in the process of communication.
Vocabulary (dictionary) The child develops gradually in the course of verbal communication between those around him and the child and acquaintance with the outside world. Dictionary presented in two aspects: passive dictionary(impressive vocabulary)- these are the ones words, which the child knows and understands their meaning. Active dictionary(expressive vocabulary)- these are the ones words which the child uses in communicating with others. Normally passive dictionary prevails over active. Speech understanding children is formed also in the process of verbal communication with the outside world.
Many authors note the spasmodic development of active dictionary, while the passive develops evenly and ahead of schedule. Translation words from passive to active, i.e. actualization, occurs in stages.
Violations formation of vocabulary in children with OHP are manifested in limitations vocabulary, a sharp discrepancy between the volume of active and passive dictionary, inaccurate use words, numerous verbal paraphasias, difficulties in updating dictionary.
In classes on the development of lexical and grammatical means of language and coherent speech, a lot of work is done to activate and improve dictionary, speech understanding, formation the ability to identify parts of an object. Based on the clarification of passive speech reserve, oral speech practice is organized.
Formation a child’s vocabulary is closely related to the processes word formation, since it quickly becomes enriched due to derivatives words. Appearance sequence word forms in children's speech is determined by their semantics, function in the structure of the language (first, semantically simple, visually perceptible, well differentiated diminutives appear noun forms). Much later in speech the names of people’s professions and other more complex semantics appear. words. Thus, mastery word formation occurs on the basis of mental operations, comparison, synthesis, generalization, which, in turn, contributes to intellectual development children.
Thus, in preschool age is not only possible, but it is also necessary to develop children's dictionary. And especially pay attention to formation and development, both active and passive dictionary, including antonym dictionary.
To enrich and activate vocabulary, special tasks and didactic exercises are used. Often used:
Speech sample;
Repetition by the teacher of new things words in different contexts;
Explanation of origin words;
Answers to questions requiring statements (what? where? which);
Negotiation words, unsaid by the teacher;
Various games that will also contribute to development antonym dictionary.
When teaching young children, there is no other way to expand their vocabulary other than experience and observation. The child visually becomes familiar with the object itself and its properties and at the same time remembers words, naming both the object and its qualities and features. Sequence of assimilation that's how it is: acquaintance with the subject, formation of an idea, reflection of the latter in word.
External perceptions, experiences, and personal experiences of the child play a primary role in the development of the child, but the meaning words- secondary and auxiliary. The most important and most perfect method of teaching in the early stages of childhood is the culture of observation.
Taking care of expanding stock children's words we must strive to expand this reserve through representation words, but not words - sound.
All types of speech development activities serve this purpose. But there are a number of special methodological speech exercises, the purpose of which is to expand the vocabulary and speech skills children. They are useful to do with children preschool age, provided they are kept alive, casually, taking into account age interests and opportunities.
Here are some of the types exercises:
"Find another word»
Target: accurately indicate the situation; select synonyms and antonyms.
Dad decided to make a swing for the children, Misha brought him a rope. “No, this rope is no good, it will break.”. Misha brought him another one. “But this one will never break”. What rope did Misha bring first? (Thin, shabby.) And then? (Strong, durable.)
Dad made swings in the summer. But here it is. winter. Misha grew up to be a strong boy (healthy, strong). He went out to skate and felt strong ice under his feet. How can I say it differently? (Durable, non-fragile.) The frost grew stronger (became stronger).
How do you understand the expression "toughie"? (It is difficult to break, to break.) This is what they say not only about nuts, but also about people whom no adversity can break. About them They say: "strong in spirit" (means a strong, persistent person).
Explain what they mean words: "strong fabric"(durable, "deep sleep"(deep, "strong tea" (very strong, not diluted with boiling water). What expressions with in a word"strong" have you met in fairy tales and which ones? (In a fairy tale "Kids and the Wolf" goat tightly (very strictly) ordered the children to hold tight (very strong) locked the door.)
Come up with suggestions with in a word"strong".
I'll call you words and you tell me words with the opposite meaning: long, deep, soft, light, thin, thick, strong; talk, make laugh, fall, laugh, run.
Come up with a story to include words, opposite in meaning. You can take it words, which we just called.
Even when working with antonym words you can use the poem by D. Ciardi "Farewell Game":
It's your turn
Play the game "Vice versa".
I'll tell you word"high", and you will answer. ( "low").
I'll tell you word"far", and you will answer. ( "close").
I'll tell you word"ceiling", and you will answer. ( "floor").
I'll tell you word"lost", and you say. ( "found"!
I'll tell you word"coward", you will answer. ( "brave").
Now "Start" I'll say - well, answer. ( "end").
Game exercise "Finish the sentence"
The goal is to develop the ability to select opposite meanings words(enemy words) .
The speech therapist calls the children phrases, pausing. The child must say word, which the speech therapist missed, i.e. finish the phrase.
Sugar is sweet and lemon is.
The moon is visible at night, but the sun is.
Fire is hot and ice is.
The river is wide and there is a stream.
The stone is heavy and fluffy.
Complete the sentence and name words -"enemies".
The elephant is big, and the mosquito.
The stone is heavy and fluffy.
Cinderella is kind and stepmother.
The weather is cold in winter and cold in summer.
Sugar is sweet and mustard is.
The tree is tall and the bush.
Grandfather old, and grandson.
The soup is hot, and the compote is hot.
Soot is black and snow.
The lion is brave, and the hare.
The milk is liquid and sour cream.
The river is wide and a trickle.
It's hard to work, but it's hard to rest.
It is light during the day and at night.
Today I'm having fun, but yesterday I was.
The hare jumps quickly, and the tortoise crawls.
When crossing the street, first look to the left, and then.
They scream loudly, but they whisper.
I'm sick, but I'll be there soon.
I live close to the river, and my friend...
The seller sells, and the buyer.
Friends often quarrel, but easily.
It's easy to get sick, but it's difficult.
The teacher asks, what about the children?
In the morning, children come to kindergarten, and in the evening.
First the guests are greeted, and then...
When meeting, they say hello, and when parting.
In the evening they go to bed, and in the morning.
“Compare!”
Taste: mustard and honey.
By color: snow and soot.
By height: tree and flower.
By thickness: rope and thread.
Width: road and path.
By age: young man and old man.
By weight: weight and fluff.
To size: house and hut.
A game "Compare the other way around".
Are used words: more - less, heavier - lighter, higher - lower, faster - slower, etc.
Truck and taxi. What's more? What is less of what?
Giraffe and horse. Who is taller than whom? Who is inferior to whom?
Elephant and bear. Who is heavier? Who is easier?
Hare and turtle. Who runs faster? Who moves slower?
A game « Antonyms»
Progress of the game: explain to the child that Antonyms are words with opposite meanings. For example, morning - evening, dark - light, cold - hot. Read the sentences to your child. Ask to find them words, opposite in meaning.
In winter the days are short, and in summer. (long).
Hot in warm summer, cold. (winter).
Sad in late autumn, happy. (winter).
The animals are hungry in winter, the animals are well fed. (in summer).
Summer is far away, winter is far away. (close).
In the city the roads are wide, in the forest there are paths. (narrow).
Thus, the author’s methods and recommendations provide entire systems of work on formation of a dictionary of antonyms. The authors take different parts of speech, poetry, phrases, proverbs, on the basis of which this work can be carried out by a speech therapist, parents, and teachers.
List of used literature
1. Konovalenko, V.V. Antonyms. Picture didactic material. A manual for teachers and parents / V. V. Konovalenko, S. V. Konovalenko Publishing house: GNOM and D
2. Lalaeva, R. I. Correction of general speech underdevelopment in preschoolers(formation vocabulary and grammatical structure)/ R. I Lalaeva, N. V Serebryakova – SPb.: SOYUZ, 1999 – 160 p.
3. Visual and didactic material for working with children preschool age with speech impairments(FFN and ONR)/ Comp. V. P. Glukhov, V. B. Atrepieva, T. I. Kontraktova. – M.: ARKTI, 2003.
4. Sidorova, U. M. Formation speech and cognitive activity in children with special needs: Exercises, didactic games, logic problems, activity games. / U. M. Sidorova - M.: Sphere shopping center, 2005.
Antonyms (gr. anti- against + onyma- name) are words that differ in sound and have directly opposite meanings: truth - lie, good - evil, speak - remain silent. Antonyms usually refer to one part of speech and form pairs.
Modern lexicology considers synonymy and antonymy as extreme, limiting cases of, on the one hand, interchangeability, and on the other, opposition of words in content. At the same time, synonymous relations are characterized by semantic similarity, while antonymic relations are characterized by semantic difference.
Antonymy in language is presented as narrower than synonymy: only words that are correlative on some basis - qualitative, quantitative, temporal, spatial and belonging to the same category of objective reality as mutually exclusive concepts - enter into antonymic relations: beautiful - ugly, much - little, morning - evening, remove - bring closer. Words with other meanings usually do not have antonyms; compare: house, thinking, write, twenty, Kyiv, Caucasus. Most antonyms characterize qualities ( good - bad, smart - stupid, native - alien, dense - rare and under.); There are also many that indicate spatial and temporal relationships ( large - small, spacious - cramped, high - low, wide - narrow; early - late, day - night); fewer antonymous pairs with quantitative meaning ( many - few; single - numerous). There are opposite names for actions, states ( cry - laugh, rejoice - grieve), but there are few of them.
The development of antonymic relations in vocabulary reflects our perception of reality in all its contradictory complexity and interdependence. Therefore, contrasting words, as well as the concepts they denote, are not only opposed to each other, but are also closely related to each other. Word Kind, for example, evokes in our minds the word angry, distant reminds of close, speed up- O slow down.
Antonyms “are at the extreme points of the lexical paradigm,” but between them in the language there may be words that reflect the specified feature to varying degrees, i.e., its decrease or increase. For example: rich- wealthy - poor - poor - beggar; harmful- harmless - useless - useful . This opposition suggests a possible degree of strengthening of a characteristic, quality, action, or gradation (lat. gradatio- gradual increase). Semantic gradation (graduality), therefore, is characteristic only of those antonyms whose semantic structure contains an indication of the degree of quality: young - old, big - small, small - large and under. Other antonymic pairs are devoid of the sign of gradualism: up - down, day - night, life - death, man - woman.
Antonyms that have the attribute of gradualism can be interchanged in speech to give the statement a polite form; so, it's better to say thin, how skinny; elderly, how old. Words used to eliminate the harshness or rudeness of a phrase are called euphemisms (gr. eu- good + phemi- I say). On this basis, they sometimes talk about antonyms-euphemisms, which express the meaning of the opposite in a softened form.
In the lexical system of the language one can also distinguish antonyms-conversives (lat. conversio- change). These are words that express the relation of opposition in the original (direct) and modified (reverse) statement: Alexander gave book to Dmitry. - Dmitry took book from Alexander; Professor accepts test from the trainee.- Trainee rents out test for professor.
There is also intra-word antonymy in the language - antonymy of the meanings of polysemantic words, or enantiosemy (gr. enantios- opposite + sema - sign). This phenomenon is observed in polysemous words that develop mutually exclusive meanings. For example, verb move away can mean “come back to normal, feel better,” but it can also mean “die, say goodbye to life.” Enantiosemy becomes the reason for the ambiguity of such statements, for example: Editor looked through these lines; I listened to divertissement; Speaker misspoke and under.
According to their structure, antonyms are divided into multi-root (day - night) and single-root ( come - go, revolution - counter-revolution). The former constitute a group of actual lexical antonyms, the latter - lexico-grammatical. In single-root antonyms, the opposite meaning is caused by various prefixes, which are also capable of entering into antonymic relationships; compare: V lay down - You lay down at put - from put, behind cover - from cover. Consequently, the opposition of such words is due to word formation. However, it should be borne in mind that adding prefixes to qualitative adjectives and adverbs not without- most often gives them the meaning of only a weakened opposite ( young - middle-aged), so that the contrast of their meaning in comparison with prefix-free antonyms turns out to be “muted” ( middle-aged- this does not mean “old”). Therefore, not all prefix formations can be classified as antonyms in the strict sense of the term, but only those that are extreme members of the antonymic paradigm: successful - unsuccessful, strong - powerless.
Antonyms, as already mentioned, usually form a pairwise correlation in a language. However, this does not mean that a particular word can have one antonym. Antonymic relations make it possible to express the opposition of concepts in an “unclosed” polynomial series, cf.: concrete - abstract, abstract; cheerful - sad, sorrowful, dull, boring.
In addition, each member of an antonymic pair or antonymic series can have its own synonyms that do not intersect in antonymy. Then a certain system is formed in which synonymous units are located vertically, and antonymous units are located horizontally. For example:
smart - stupid sad - rejoice reasonable - stupid sad - have fun wise - brainless yearn - rejoice big-headed - headless smart - stupidSuch a correlation of synonymous and antonymic relations reflects the systemic connections of words in the lexicon. Systematicity is also indicated by the relationship between polysemy and antonymy of lexical units.
How nice it is to see and listen to a person telling an interesting story. I always admire people who have mastery of words. I hope you share my opinion.
There are currently very few sources of quality language in the environment around our children. Just very little.
Which exit? This environment must be created. I already talked about this in an article about theatrical activities for children. Word games give good results for the mind and speech , for example, when we look for a word that is opposite in meaning to the given one, thinking speeds up .
An antonym is a word that is opposite in meaning to the given one.
For preschoolers, the expression “enemy words” is more understandable. But you can introduce the concept of “antonyms for a word.” I usually tell the kid: “Now we will look for “enemy words”. They are also called “antonyms”. You will learn this word at school. So remember, it will be useful to you.”
Believe in experience, a preschooler will definitely try to remember and show off in front of his friends and parents. Sometimes this can be explained to schoolchildren if the search for antonyms is new to them. Moreover, these are not only first grade students.
Enemy words for preschoolers
A game. Finish the sentence and name the “enemy words”
Instructions. “You and I will come up with proposals: I will come up with the beginning, and you will come up with the end.”
- the mosquito is small, but the elephant...;
- the fluff is light, and the stone...;
- mustard is bitter, and sugar...;
- the bush is low, and the tree...;
- the compote is cold, and the soup...;
- the sour cream is thick, and the milk...;
- narrow stream, river...;
- It's dark at night, and during the day...;
- sugar is sweet, and lemon...;
- they walk with their feet and throw...;
- kindergarten is close, and school...;
- the ribbon is narrow, and the belt...;
- the stream is shallow, and the lake...;
- the lark sings, and the crow...;
- the plane flies high, and the helicopter...;
- the tortoise crawls slowly, the hare gallops...;
- there is a lot of water in the pan, but in the glass...;
- the buyer buys, and the seller...;
- It's hot in summer, and in winter...;
- in the morning they have breakfast, and at noon...;
- salt is salted, and sugar is...;
- the children answer, and the teacher...;
- In the evening, children leave kindergarten, and in the morning...;
- There are fruits growing on the tree, and in the garden...;
- in spring flowers appear on the trees, and in autumn...;
- in the morning they get out of bed, and in the evening...;
- the skyscraper is tall, and the hut...;
- birds fly, and snakes...;
- at noon they have lunch, and in the evening...;
- The viewer watches the movie, and reads the book...;
- There is dirt on the street, and in the house...;
- The trunk of the tree is thick, and the branch...
- the pencil draws, and the eraser...
A game. Say the opposite
Instructions. “I’ll tell you the word, and you say the opposite” (give an example)
|
night -...; breakfast -…; evening -...; enemy -...; purity -...; cold -...; war -...; grass - …; Earth - …; movement - …; talker - ...; health - ….; mind - ... |
to come in -...; be silent -...; gave -...; get up -...; undress -...; lift up -...; laugh - …; include-...; close -...; come - …; appear -…; There is - …. |
big - ...; black - ...; short -...; bad - …; sick -...; old -...; young - …; wide -...; thick -...; narrow - …; difficult - …; dry-….; bitter - ... |
Words with opposite meanings are not in the dictionaries of even high school students. Therefore, the search for antonyms is currently relevant until the senior year.
Teaching both preschoolers and schoolchildren how to find antonyms for words should begin with something simple. Students may resent the simplicity. Explain that you need to warm up. Make it more difficult: answer straight away. As a rule, guys with a limited vocabulary already have a loser complex. By immediately offering complex (for example, abstract) words, you can get a complete refusal to study.
Semantic opposites in poetry
It's your and my turn
Play the game "On the contrary".
I'll say the word
High,
And you will answer:
Low.
I'll say the word
Far,
And you will answer:
… (close).
I'll say the word
Ceiling,
And you will answer:
… (floor).
I'll say the word
Lost.
And you will say:
… (found).
I'll tell you a word
Coward,
You will answer:
... (brave).
Now
Start
I will say, -
Well, answer:
... (end) (D. Ciardi)
I don't like the word "heat"
I'm in the river, in the thick shade
And in bottles of lemonade,
What's my name?
(Cool)
The enemy of the word "laughter".
Not from joy, pleasure,
I happen involuntarily
Both from happiness and from pain,
From resentment, failures.
Did you guess it? - This…<
(Cry)
I don't like the word "summer".
Dressed in a snow coat,
At least I love frost myself!
Because I am...?
(Winter)
I am against noise and knocking.
Without me you will suffer at night.
I'm for relaxation
For sleep,
Yes, and I’m needed at school,
What's my name? –
(Silence)
I am never without a beginning
A close relative of the pier,
The crown of every deed,
My name is…?
(End) (A. O. Belobrykina)
Search for antonyms for schoolchildren
- The sources of words with opposite meanings are, of course, dictionaries. Job We start by searching for the Dictionary of Antonyms in the Russian Language (author M. R. Lvov). There is also an excellent information and reference resource _http://bravica.ws/ru/antonims.htm. By loading this link into the search bar (without a dash at the beginning of the link), you will be taken directly to the desired page. Work on each page for more than one day. Each time, take 10-20 pairs of words (depending on age and speech development).
- Read yourself carefully all the vocabulary pairs “a word is its opposite.”
- Encourage your teen to read it too.
- Let him name a word, and you – the opposite in meaning.
- Change roles.
- Start the next lesson with repetition: you say the word, he says the opposite word.
- Then the next 10-20 pairs of words (according to points 2-5).
- Word will help you choose the opposite word. Place the cursor over the word and press the right mouse button. At the bottom of the drop-down menu there will be a "Synonyms" item. From there, follow the arrow to the right and in the new menu down to the “Antonyms” item.
- Some words in the Russian language do not have their own semantic opposite. If your search for an antonym for the word is unsuccessful, you can do this on the gramata.ru resource in real time.
Children love to teach their parents at any age, so occasionally make a “mistake” somewhere. Praise the teenager, but not directly, because this may be perceived as ingratiation, but rather casually. Praise him to someone else, for example, in a telephone conversation with your grandmother, your father coming home from work, etc., but so that the teenager hears it.
By training a preschooler or schoolchild to find antonyms, you significantly expand his vocabulary and only by doing this speed up his thinking. That's the minimum. Do not waste time on useful work. It may be difficult at first. But the one who walks will master the road! The site Non-standard Children wishes success to its readers.
A child’s vocabulary is well indicated by his knowledge of synonyms and antonyms. Children, as a rule, do not do well with both of them. But there is nothing complicated about this. There is such a children's game of antonyms - "Opposites". One names the word, the second selects its antonym. This game enjoys great attention among children's and even adult entertainers, and it is a frequent entertainment at holiday parties. So you can play antonyms with your child, and he will remember these words and show off his knowledge not only at the holiday, but also in his future essays.
To begin with, antonyms are words that have opposite meanings. Dictionaries of antonyms are huge, sometimes even an adult does not know the meaning of some words in them, let alone the meaning of the opposite... On this page we have collected for you only simple antonyms for simple words, elementary school level, subject to memorization by students 1,2 ,3,4 grades.
Brief dictionary of antonyms:
neat - sloppy
antonym - synonym
White black
turn pale - turn red, darken
shine - flicker, dim
close - distant
rich man - poor man
big small
fast - slow
century - moment
true - wrong
cheerful - sad, sad, boring
windy - windless
old - new
Turn on, turn off
inside Outside
question answer
east - west, west(sea)
sunrise - sunset
enter - exit
high Low
extinguish - light up
smooth - rough
vowel - consonant
deep - shallow
speak - remain silent
hungry - full
town - village, village
bitter - sweet
hot Cold
heat - cool
dirt - cleanliness
dirty - clean
do - mess around
day Night
dialogue - monologue
good evil
friend - enemy
hefty - frail
go - stop
heat - cold
hard - soft
reserved - sociable
healthy - sick
green - mature, ripe
winter summer
sincere - hypocritical
truth - delusion, deception
source - mouth
strong - fragile
sour - sweet
lazy person - hard worker
superfluous - necessary
dexterous - clumsy
go to bed - get up
love - hate
freeze - warm up
peace - war, quarrel
a lot - a little
mighty - weak
wet - dry
wise - stupid
soft - hard
hope - despair
deliberate - accidental
unperturbed - unbalanced
simple - sophisticated
new - old
abundant - scanty
defend - attack
educated - ignorant
to upset - to console
sharp - dull
brave - cowardly, cowardly
frank - secretive
open close
obvious - doubtful
plus - minus
victory - defeat
hang - remove
useful - harmful
put - take
benefit - harm
help - hinder
true False
truthful - deceitful
picky - unpretentious
pleasant - repulsive
empty - full
fluffy - smooth
joy - sadness, sadness
difference - similarity
quick - slow
decisive - unsure
timid - brave
Motherland, fatherland - foreign land
light - darkness, darkness
dawn - dusk
north - south, south (sea)
laugh - cry
save - destroy
sleep - stay awake
start - finish
full - hungry
hard - soft
dark - light
cramped - spacious
thick - thin
thin - thick
work - rest
difficult - easy
to grieve - to rejoice
assure - dissuade
gloomy - friendly
moving away - getting closer
narrow - wide
intentional - accidental
stubborn - flexible
success - failure
sympathetic - indifferent
negligent - conscientious
brave - cowardly
frequent - rare
honest - mean
wide narrow
generous - stingy
bright - dim
furious - meek
clear - cloudy, stormy
