Namangan davlat universiteti ingliz filologiyasi fakulteti amaliy ingliz tili kafedrasi

Activity 2 (10 min)
Distribute a handout with two lesson extracts and ask participants to identify which techniques the teachers use to present new vocabulary items to their classes.
Activity 3 (10 min)
Invite participants to think of an appropriate technique or combination of techniques they would use to teach the given vocabulary items.
a sponge____________________________
a lion_______________________________
sad_________________________________
to increase_______________________­­­­­­­____
two million__________________________
a crankshaft__________________________
a hammer____________________________
to creep______________________________
a benefit______________________________
a valve _______________________________
therefore______________________________
lazy__________________________________
a coat hanger___________________________
it’s worth $5____________________________
carbon dioxide__________________________
a reward_______________________________
economic inflation_______________________


Activity 4 (20 min)
Divide participants into groups of 3-4
Distribute words written on the cards for each group.
Ask participants to choose the words and present to each other as if their presenting it for the first time to an intermediate class of teenagers.
Invite volunteers to role-play some of their presentations to everyone.
Discuss together with all participants the effectiveness of their presentations.
Round-up
Invite participants to summarize the main points of the session.


LESSON 10: TEACHING LEXICAL UNITS / PHRASES / COMBINATIONS;


Aim: to introduce the concept of teaching vocabulary in a context using different techniques
Objective:

• 
  to enable students to reflect on their past experience in practicing vocabulary
  
• 
  to enhance the process of practicing vocabulary
  
• 
  to investigate different approaches to teaching vocabulary
  

The methodological model of a lesson bases on three P's that is: presentation, practice, production. The length of each stage depends on the student level of proficiency, needs and difficulties in comprehension. The stage of practice is crucial since it gives an opportunity to check whether students understood the items correctly, as well as it build learner's confidence in using new language items.
There are few activities that enhance the process of practicing.