technologies of teaching vocabulary (grades 5-9)

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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 5-9) m.f. tadjieva termez state university lecture outline content of teaching vocabulary and ways to present vocabulary to a2 level learners the requirements of cefr to assess vocabulary the stages of developing vocabulary subskills technologies of teaching vocabulary to a2 level learners 2 used literature: jalolov j.j. “english language teaching methodology” t. 2015. pp. 111-125 carter, r., nunan, d. (2001) the cambridge guide to teaching english to speakers of other languages. cambridge university press. harmer, j. (2001) the practice of english language teaching. essex: longman. ur, p. a course in language teaching. cambridge university press. 3 key words: active and passive types of lexical material, potential vocabulary, communicative games, vocabulary competence, meaning interpretation, word reinforcement, communicative use, mnemonic exercises . 4 content of teaching vocabulary and ways to present …

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) semantic sets (associated with a concept) collocation sets (associated with other words by habitual everyday use). teaching vocabulary according to harmer “teaching vocabulary is clearly more than just presenting new words. this may, of course, have its place but there are other issues too.” it means that when a teacher teaches vocabulary to his students, he should know their characteristics so that he can choose suitable techniques or methods which make the students enjoy and active in learning vocabulary in the classroom. it will increase particularly their vocabulary mastery and their english ability in general. 11 vocabulary work is inseparably connected with all the other aspects of the language: a) with pronunciation: fill-feel, knit-neat b) with morphology: book- books c) with syntax: structural forms d) with spelling: fair tale – fare tail e) with stylistics: father, pa, daddy, pop, old man 12 what a student may need to know …

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ennis - tennis, business - biznes, club - klub); conversion (belonging to deferent parts of speech, but similar in its form: work - ishlamoq, ish. about -yaqinida, haqida.); compound words (book+shop, pen+friend); stem familiar words (work, write, sing-worker, writer, singer). another type of these words can be understood in context. 16 vocabulary in speech is divided into 3 parts: 17 easy comparatively difficult most difficult words potential vocabulary belongs to the first one (easy vocabulary) and can be divided into the following subtypes: 1. form and meaning are common in the english language and in mother tongue (club - klub, tennis - tennis); 2. conversion in english (a work - to work: ishlamoq, ish; far - uzoq, uzoqda); 3. parts of the word taught before (bookshop, schoolboy, homework); 4. stem and affixes are familiar (work+er, difficult+y); 5. full forms are familiar to recognize its abbreviation (uk - united kingdom). 18 …

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mantic, functional, formal points. 20 exercises used to acquire vocabulary meaning interpretation (facilitating word understanding), word reinforcement (making learners practice the use of vocabulary in vocabulary focused activities) communicative use (creating communicative conditions for using the instructed vocabulary), mnemonic exercises (using the technique to facilitate organization) 21 22 the requirements of cefr to assess vocabulary 2 consider your students’ age young learners are innately curious and love to learn the names of things that surround them. hands-on activities, songs, or colorful visuals work well for kids. teens, on the other hand, need vocabulary to help them understand the music they listen to and the shows or movies they watch, as well as words that can help them communicate with others and express their feelings. adults need the appropriate english vocabulary to help them relate on both a personal and business level, and they rely on you to give them the …

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s remember new words step three: making sure students make the new words their own 29 step one: presenting new words illustration using visual images mime, using gestures and actions definitions words in context showing lexical relations translation using visual images realia pictures masking drawing using gestures and actions mime gesture facial expression action showing lexical relations synonyms antonyms collocation prefixes and suffixes 33 words in context dialogues role play drama stories songs rhymes & poems videos 34 other techniques using a dictionary explaining describing defining the context translating 35 step two: helping students remember new words using review games using memorizing games & activities learning with friends step three: making sure students make the new words their own vocabulary record system personalizing the new words vocabulary record system vocabulary books in an alphabetical order by topic or situation by grammatical groups by color sets by story features personal dictionary …

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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 5-9) m.f. tadjieva termez state university lecture outline content of teaching vocabulary and ways to present vocabulary to a2 level learners the requirements of cefr to assess vocabulary the stages of developing vocabulary subskills technologies of teaching vocabulary to a2 level learners 2 used literature: jalolov j.j. “english language teaching methodology” t. 2015. pp. 111-125 carter, r., nunan, d. (2001) the cambridge guide to teaching english to speakers of other languages. cambridge university press. harmer, j. (2001) the practice of english language teaching. essex: longman. ur, p. a course in language teaching. cambr...

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