technologies of teaching vocabulary (grades 10-11, academic lyceums)

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the significance of discourse analysis in language teaching and learning m.f. tadjieva uzbekistan, termez state university technologies of teaching vocabulary (grades 10-11, academic lyceums) termez state university lecture outline 1. content of teaching vocabulary and ways to present vocabulary to b1 level learners 2.working with vocabulary: denotation and connotation 3. polysemy and sociocultural context 2 used literature: jalolov j.j. “english language teaching methodology” t. 2015. pp. 111-125 carter, r., nunan, d. “the cambridge guide to teaching english to speakers of other languages.” (2001). cambridge university press. harmer, j. “the practice of english language teaching.” (2001). essex: longman. o'dell, f. aspects of word knowledge and vocabulary exercises. extract from ma dissertation, institute of education. university of london. ur, p. a course in language teaching. cambridge university press.(2009) 3 key words: denotation, polysemy, connotation, sociocultural context, vocabulary competence, direct, visual, translation ways and techniques . 4 content of teaching vocabulary and ways …

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el, and current events. 8 lexical competence - word formation. - polysemy. - synonyms, antonyms and homonyms. - professional fixed expressions 9 lexical competence (ses) (b1) actively use the vocabulary of the profession; recognizes and uses common international and related words in their field; recognizes and understands the elements of word structure (compound words, prefixes, suffixes, word stems) within and outside their area of specialization. 10 the main stages of formation of the vocabulary skills (j.jalolov 2015) stage i - presentation of a new vocabulary. aim – to introduce a new word and convey the meaning of each word. stage ii – drilling. aim: to create/form the standard usage of a new word. stage iii – situational (communicative practice). aim – improvement of the vocabulary skills and developing of the pupils’ skills of using the vocabulary independently. 11 stage 1- presentation of a new vocabulary ways and techniques to convey …

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er, will not ensure that learners can read a text with understanding. 'words enter into meaningful relations with other words around them…' (sinclair 1996:76). 18 work at a new word in a context is more widely used: in a phrase, in a situation, in a story, in question-answer form, in a talk. it leads to better assimilation of new words. 19 what needs to be taught? (p.ur 2009) 1. pronunciation and spelling 2. grammar 3. collocation/ idioms 4. aspects of meaning (1): denotation, polysemy, connotation, sociocultural context 5. aspects of meaning (2): meaning relationships (synonyms antonyms, hyponyms) 6. word formation 20 to understand a text, learners need to know words, and 'knowing a word involves knowing: its spoken and written contexts of use, its patterns with words of related meaning…' (carter, 2001:43). 21 to get meaning from texts, when teaching vocabulary it is necessary to consider the following aspects: 22 …

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s home- positive connotation intruder –negative connotation 32 positive connotation neutral connotation negative connotation interested questioning nosy employ use exploit thrifty saving stingy vintage old decrepit sated filled crammed courageous confident conceited unique different peculiar elated happy manic below are groups of similar words used to describe people. what is the connotation of each word? childlike, youthful, childish, young relaxed, laid-back, lackadaisical, easygoing slim, skinny, slender, thin cheap, frugal, miserly, economical 33 answers:👉 "childish" has a negative connotation implying an adult behaving immaturely. "youthful" implies lively and energetic, while "childlike" implies a sense of wonder, so both are positive. "young" is neutral. "relaxed" is neutral, while "lackadaisical" tends to be negative and implies laziness. "laid-back" and "easygoing" are positive personality traits. "skinny" implies that someone is too thin and therefore has a negative connotation. "thin" is the most neutral, while "slim" and "slender" are more positive and considered complimentary. "cheap," …

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ing more than one meaning (cambridge advanced learners dictionary) a polysemy is a word or symbol that has more than one meaning 37 for example: relatedness of meaning accompanying identical form is technically known as polysemy the word “head” used to refer to the object on the top of our body, on top of a glass of beer, on top of a company or department another word “foot” have multiple meanings such as foot of a person, of bed, of mountain etc. 38 39 polysemy versus homonymy polysemy is the coexistence of many possible meanings for a word or phrase has different, but related meanings has related word origins polysemous words are listed under one entry in dictionaries poysemous words can be understood if you know the meaning of one word homonymy refers to the existence of unrelated words that look or sound the same has completely different meanings has …

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the significance of discourse analysis in language teaching and learning m.f. tadjieva uzbekistan, termez state university technologies of teaching vocabulary (grades 10-11, academic lyceums) termez state university lecture outline 1. content of teaching vocabulary and ways to present vocabulary to b1 level learners 2.working with vocabulary: denotation and connotation 3. polysemy and sociocultural context 2 used literature: jalolov j.j. “english language teaching methodology” t. 2015. pp. 111-125 carter, r., nunan, d. “the cambridge guide to teaching english to speakers of other languages.” (2001). cambridge university press. harmer, j. “the practice of english language teaching.” (2001). essex: longman. o'dell, f. aspects of word knowledge and vocabulary exercises. extract from ma disser...

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