technologies of teaching vocabulary (grades 1-4)

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powerpoint presentation technologies of teaching vocabulary (grades 1-4) tadjieva m.f. lecture outline 2 1. vocabulary development in children`s language learning. 2. selection of vocabulary minimum. 4. technologies of teaching vocabulary to a1 level learners 3. the requirements of cefr to assess vocabulary references jalolov j.j. “english language teaching methodology” t. 2015. pp. harmer, j. the practice of english language teaching. (2001). essex: longman. akhmedova l.t. normuratova v.i. “teaching english practicum” t. 2011. ur p. a course in language teaching. practice and theory. -cambridge: cup, 2003. milrud r.p. english teaching methodology. -m.: drofa, 2007. the cambridge guide to teaching english to speakers of other languages. carter, r., nunan, d. (2001). cambridge university press. “words, so innocent and powerless as they are, standing in a dictionary; how potent for good and evil they become in the hands of one who knows how to choose and combine them.” — nathaniel hawthorne an american …

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age words will map on to word meanings that are already fully formed in the first language. many of the words, however, may link to first language words and concepts that they are in the process of learning about and have partial meanings for. in addition, the first and foreign language words may not straightforwardly map one on to another, but may have different underlying meanings because of cultural or other differences. what these complications emphasize is that vocabulary development is about learning words, but that learning words is not something that is done and finished with. learning words is a cyclical process of meeting new words and initial learning, followed by meeting those words again and again, each time extending knowledge of what the words mean and how they are used in the foreign language. the main practical aim of teaching vocabulary in primary schools and secondary schools is …

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ts of speech are called words. words in mental lexicon create lexical networks mental lexicon the mental lexicon is defined as a mental dictionary that contains information regarding a word's meaning, pronunciation, syntactic characteristics, and so on. what is a vocabulary minimum? 14 word word-combination phrase vocabulary according to jeremy harmer in the language test, there are two kinds of vocabularies, active vocabulary passive vocabulary. active vocabulary active vocabulary means the stock of words that a person actually uses in his own speech or writing. it is used in oral or written expressions by the student. passive vocabulary passive vocabulary means the words that the students recognize and understand them when they appear in a context or students need some one to say something that help them recall the word meanings. the students usually find passive vocabulary in listening or reading materials. they will find the meaning of the word …

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nge of simple expressions about personal details and needs of a concrete type. vocabulary range: a1 has a basic vocabulary repertoire of isolated words and phrases related to particular concrete situations. the number of vocabulary items that students in a foreign language must have in grades i-iv, active (productive) vocabulary is taught. in grades v-vi, additional passive (receptive) vocabulary will be taught. in grades vii-ix, as reading becomes a practical goal, the emphasis is on teaching passive vocabulary the number of vocabulary items that students in a foreign language must have sinflar i ii iii iv v vi vii viii ix leksik birliklar aktiv (a1, a2) 150 150 100 100 100 100 100 100 100 aktiv (a1+, a2+) 150 200 150 150 150 150 150 150 150 passiv - - - - 100 100 100 100 100 potenstial - - + + + + + + + jami (a1, a2) …

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the flashcards through actions. for example, can they move like tigers or elephants? introducing and practising vocabulary place the flashcards around the room, on the wall, door, window, chairs or floor. ask your learners to point to the correct flashcard when they hear it. learners could run to the correct part of the room or stand next to the correct card. introducing and practising vocabulary place five or six flashcards in a line on the board. drill each item and remove the last card. drill again, up to and including the missing item. remove another card. continue until all the flashcards have been removed and your learners can remember all the missing items! hangman bingo odd one out. noughts and crosses telephone categorise kim's game. recycling vocabulary board rush. backs to the board. snap. here are a variety of games your learners will enjoy playing whilst practising their language skills …

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powerpoint presentation technologies of teaching vocabulary (grades 1-4) tadjieva m.f. lecture outline 2 1. vocabulary development in children`s language learning. 2. selection of vocabulary minimum. 4. technologies of teaching vocabulary to a1 level learners 3. the requirements of cefr to assess vocabulary references jalolov j.j. “english language teaching methodology” t. 2015. pp. harmer, j. the practice of english language teaching. (2001). essex: longman. akhmedova l.t. normuratova v.i. “teaching english practicum” t. 2011. ur p. a course in language teaching. practice and theory. -cambridge: cup, 2003. milrud r.p. english teaching methodology. -m.: drofa, 2007. the cambridge guide to teaching english to speakers of other languages. carter, r., nunan, d. (2001). cambridge university pr...

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