Namangan davlat universiteti ingliz filologiyasi fakulteti amaliy ingliz tili kafedrasi

A: Uh, would you like a cup of tea before you go?
: No.
A: Coffee?
B: No.
A: Orange juice? Probably not. Um, something else cold. Uh... Coke? Water? Some disgusting sugary drink pretending to have something to do with fruits of the forest?
B: No.
A: Would you like something to eat? Uh, something to nibble? Um, apricots soaked in honey? Quite why, no one knows, because it stops them tasting of apricots... and makes them taste like honey, and if you wanted honey, you'd just buy a honey instead of... apricots. Um, but nevertheless, there we go there. They're yours if you want them.
B: No.
A: Do you always say "no" to everything?
B: No... I'd better be going.
Unlike the first three activities which, depending on the expression, may be easily adapted for any levels, the last activity in particular should be attempted only with intermediate+ students as it requires a high degree of understanding the language input and ability to respond quickly when challenged by other students. In return, however, it provides ample opportunity for engaging discussion in which the students slowly expand and fine-tune their story so that it's coherent with the language presented.
LESSON 4: USE OF GRAMMAR DICTIONARIES
Aim:Teaching ESL students to use a dictionary with dictionary games helps bridge the controversy behind dictionary use in ESL classes.If students are going to use them regardless of the teacher’s advice, it is better to teach them how to use this resource in the proper way. Furthermore, many TESOL experts agree that a dictionary can help ESL students continue to develop all their macro skills.Often students believe a dictionary can only provide them with the meaning of a word, and while it is true that this is sometimes the main use of dictionaries, it is by far not their only use.
It is very important to make students aware that dictionaries will also provide them with very useful grammar and pronunciation information that can be indispensable for them to properly learn the new vocabulary.
It is also important to make students aware that each word can potentially have more than one definition and, ideally, they should be able to identify which definition they need or which definition applies to the context they have found the word in.