Namangan davlat universiteti ingliz filologiyasi fakulteti amaliy ingliz tili kafedrasi

DICTIONARY GAMES

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  Each student has a dictionary (or partnered if resources are limited). The teacher randomly chooses a word and the students race to find it in their dictionaries. The first to find it reads out the definition. They then get to chose the next word to search for!
  

This is great fun and creates real competition to be the first to find the word.

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  Pick a random word from a dictionary and get the students to look it up. Get one student to read out definition. Do this another three times. Then ask them to create a sentence or short paragraph which uses all of the words either: in the order they were looked up or rearrange them and use them in alphabetical order.
  
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  Another suggestion is to give the groups a definition and have them find the word in their dictionary. The winners are the group that put their hands up with the correct word and page number. I usually start with very basic words and as the year progresses increase the difficulity. This works great with spelling lists.
  

At the start of the year we also talk about sharing the dictionary so everyone gets a turn to look up the dictionary with others guiding the less able.

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  After the teacher calls out a word, and the fastest pupil finds it in the dictionary, the teacher can reward the child by asking him or her to look for another word to call out the next day. The pupil then sticks this in a special place in the classroom under the caption DICTIONARY WORD FOR TODAY (Teacher could provide assistance in writing clearly).
  

The next day another child gets a chance to do the same and by the end of the week the whole class could have a spelling test on all the words. This will help the children develop an interest in checking up words.


LESSON 5: ANALYSIS OF GRAMMATICAL TASKS
Aim: to present information about grammar tasks and their usage in language teaching.


Objective:

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  to help the learners acquire language acquisition
  
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  to analyse grammar tasks and to observe their usage in the process of language learning and teaching.
  

Teaching grammar may seem fairly straightforward, but then you get questions like, "What's the difference between present perfect and past simple?" or "How can I choose between 2nd conditional and 3rd conditional?" When you teach similar grammar structures separately, they have nice, clean rules, and everyone's happy, but when things start to get confusing, what do you do? These activities for teaching similar grammar structures might help. Whether you're working on verb tenses, types of conjunctions, conditionals, or the grammatical changes that take place in a sentence simply by replacing "hope" with "wish," you have to walk through a basic series of activities. Each activity builds on the previous one, guiding your students through forms, analysis and choice to a true understanding and ability to produce correct English.

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