Kilicheva Mehriniso Rajabovna Ataboyev Nozimjon Bobojon o’g’li

Task 1.
Finish each phrase on the left with the most suitable item 
on the right: 
She carved a) the ordeal. 
He felled b) the garden. 
She weeded c) the school. 
He founded d) the tree. 
She survived e) the joint.
1
R. Huddleston and G. Pullum. (2002) The Cambridge Grammar of the English Language. 
Cambridge University Press. P.1861
2
Samuel Butler, (1912) The Note-Books of Samuel Butler. P.191

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Task 2. In each group of words below four words are similar in 
meaning and one is completely different, circle “the odd one out” 
in each group: 
Foe, ally, rival, opponent, adversary 
Peak, zenith, nadir, apex, summit 
Pal, mate, buddy, dimwit, chum 
Adore, abhor, detest, loathe 
Swift, fleet, sluggish, brisk, nifty 
Word parts. 
Task 3. Make compound nouns or adjectives, using the word on 
the left as the first part, to fit the meanings given:
Example; finger 
(mark left by a finger) fingerprint 
Fire (that cannot burn, catch fire) 
(gun, rifle, pistol, etc.) 
Light (tower with light to warn ships at sea) 
(happy, without worries) 
Play (person who writes plays) 
( rich man devoted to pleasure ) 
THEME 9. TEACHING VOCABULARY IN CONTEXT 
Plan: 
1.
 
Vocabulary knowledge and contextual instruction 
2.
 
The context clues in teaching vocabulary in context 
When it comes to designing contextual vocabulary education in 
the classroom, we have the chance to help our students excel at 
communication by allowing them to choose and use language for a 
variety of goals. Consider the 'context' to be a carefully selected and 
targeted bank of language that, when amplified, provides a vehicle for 
conversation, thought, and communication around a certain topic or 
notion. 
But how can these chances for language training in context look? 
One option is to choose words from a picture book, poem, educational 
text, or novel that you're sharing with students. In this scenario, you 
comb through the selected literature, meticulously selecting 
appropriate words to teach straight from the pages. While this is one 
strategy for selecting contextual vocabulary, there are others to 

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consider. The objective is to provide learners with a meaningful 
release - something that has to do with the language that is being 
taught. The objective is to provide learners with a meaningful release - 
something that has to do with the language that is being taught. Let's 
look at athletics and physical activity as an example of these other 
channels. We may use a variety of physical activities, experiences, 
and books to make word-learning real — not just supporting active, 
healthy lifestyles but also connecting personal interests to drive 
communication. 
When deciding which words to teach in this context, first 
consider what language learners will need to use to communicate. 
This could be: 
•
Language mentioned explicitly in the PE programmes of study – 
skill, sequence, movement, compete 
•
Technical language related to physical activity in general – 
aerobic, health, warm-up, cool-down 
•
General language to describe the importance of physical activity 
– wellbeing, challenge, perseverance, dedication 
•
Language that would be useful giving a match report – verbs to 
describe the action: pass, tackle, cross, strike 
•
Language used in fitness apps – application, programme, device, 
user, sync 
•
Language from books with a sporting theme – some fun choices 
include Chasing a Rugby Dream: Kick-Off by James Hook and 
David Brayley; Armistice Runner by Tom Palmer; Kicking Off 
by Eve Ainsworth; the Track series by Jason Reynolds and 
Roller Girl by Victoria Jamieson 
•
Biographies of sporting heroes also make a great choice 
Unlock what learners already know about the chosen context once 
the communication purpose has been clarified. What terms do they 
already use to describe this concept? What personal associations and 
experiences do they have? 

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