Mavzu: Tasviriy ifoda

Professional skills of the English teacher, technology and innovations

Session-7

Why Teach Vocabulary?

A rich vocabulary makes the skills of listening, speaking, reading, and writing easier to perform.
Learners depend on vocabulary as their first resource.
Learners with poor vocabulary level get frustrated easily in trying to express their thoughts resulting in higher effective filter.

The Objective

The essential objective of teaching vocabulary for pupils is:

• to acquire
• remember
• meaningfully use newly learnt words.

Why Use Games

Bring in relaxation and fun for pupils
Promote pupils' active participation in problem solving and critical thinking

• Expose interpersonal skills and positive interdependence

The learning theory:
cooperative learning

• Cater pupils of different intelligences and learning styles

Howard Gardner’s theory: multiple intelligences
Fleming’s theory: learning styles

• Involve physical activities

Dr. James J. Asher’s theory: Total Physical Response

General procedures

Put pupils in heterogenic groups
Explain the rules of the games beforehand in details
by giving at least one example
Tell pupils the topic or theme of the day’s game
Give the winning team immaterial as well as inexpensive material rewards alternately

A Sample Lesson Plan

A Sample Lesson Plan

Learners’ Background

5th and 6th graders of school
English course pupils of about 5 years of studying
Familiar with each other
6 pupils

Vocabulary Teaching Objective

By the end of the session, pupils will be able to use the newly learnt vocabulary by identifying the misplaced words/phrases in a text and putting them in the right places.

Topic

Occupation-related skills and abilities

• Warm up the class at the beginning of the lesson by reviewing the vocabulary learnt in the previous session: Occupations.

Game: Ambiguous Pictures

Ambiguous Pictures

• Draw a small part of a picture
• Ask pupils what the picture is
• Encourage different opinions
• Add a little more to the drawing and ask pupils again
• Build each picture in about four stages

CLOTHES PEGS

Target language: Rooms in a house, “furniture” vocabulary area

Resources: Clothes pegs, paper, markers

Preparation: Make play – boards out of paper. Draw several boxes on the sheet. Write one name of a room or place around the house in each box. Make a copy for each learner or draw the play-board on the board. Hand out paper and markers and let the learners copy it on their sheets of paper.

Bedroom

Kitchen

Living room

Bathroom

Study

Garden

Time guide: 5-10 minutes for each activity

ACTIVITY 1.

• Give each learner a board with the names of rooms and some clothes pegs.
• Ask the learners simple questions, for example; “Where can you find a fridge?” Get them to clip the pegs on the box with the room where they can usually find the item. For example: “kitchen”. Sometimes more than one answer is possible, for example: “Where can you find windows”?

Let them compare their boards in pairs, then check the answers.

• Continue asking about other items, for example; a desk, a cooker, plants, a sofa, a lamp, a carpet, etc.

ACTIVITY 2.

Let the learners play the game. Tell them to listen to a simple story, figure out which rooms you talk about and then put the clothes-pegs on the right boxes. The winner is the first person who puts pegs on all the rooms mentioned in the story. For example:

• It is Sunday morning. Everyone is at home. My brother is sleeping. My sister is having a bath. My mother is cooking lunch. My father is cutting the grass, and my grandma is watching TV.

Answers:

bedroom, bathroom, kitchen, garden, living room…

• One day I was looking for my teddy bear. First I looked under the bed. Next I checked the laundry basket next to the bath. Then I looked inside the cupboard where we keep sweets and chocolate. Last I looked under the big pillow on the sofa. Hurrah! My teddy bear was there.

Answers:

bedroom, bathroom, kitchen, bedroom…

• Next week we are going shopping. We need some new things for the house. First we need to buy some new plates and spoons. We are also looking for a new computer. Then we want to buy a new bath mat.

Answers:

kitchen, study, bathroom.

VARIATION: write your own stories for the game to level the activity to your class and practice the language you need to focus on.

THANK YOU

FOR ATTENTION!