Kilicheva Mehriniso Rajabovna Ataboyev Nozimjon Bobojon o’g’li

MATCHING GAMES 
can also be played using phrases, such as 
matching real things, photos, or words to phrases.
 
WORD WALLS 
are classroom displays that combine new 
vocabulary with visuals in an engaging and relevant way to help 
students recognize patterns and links in words while also supporting 
vocabulary development. It should be displayed prominently and used 
as frequently as feasible.
BILINGUAL DICTIONARIES:
Learners who are literate in their 
first language should be provided with the opportunity to use a high-
quality bilingual dictionary. 
ADOPT A WORD: 
Give students templates with headings: 
Word 
Meaning 
Part of speech Example of usage 

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1) The students choose a word that they would like to adopt and do 
some research on it using the template above. 
2) Each student then gives a short presentation on his or her adopted 
word until all the class has had a chance. 
3) The words are then stuck to a large paper chart on the wall. 
4) This activity carries on the entire year with students sharing more 
and more words. 
5) In between we have quizzes about the new words. The students 
greatly enjoy contributing words, researching and presenting. 
VOCABULARY BOX: 
A small box, such as a shoe box, is a very 
useful tool in the classroom - it can become a vocabulary box. You 
also need some small blank cards or pieces of paper. 
At the end of each vocabulary lesson - for example 'Houses and 
Homes' - either you or the students should write words from the lesson 
on different cards. So, you may end up with ten words on ten cards 
(bedroom, kitchen, roof, window, etc) and these cards are then placed 
in the vocabulary box. If you have time, and with stronger classes, 
you, or the students, may write a definition of the word on the reverse 
of each card. 
Or you may try something more active. For example, when 
you've had this vocabulary box for a month or two and there are quite 
a lot of cards in there, you might say to the students 'OK, I want all 
these cards divided into nouns, adjectives and verbs… Go! You have 
three minutes.' Or, you might say 'OK, I want all these cards divided 
into lexical sets … Go!' Or, you might say 'Each corner of the room is 
a different lexical set - that one's furniture, that one's medicine, that 
one is food and that one is sport. Put the cards in the right corner, you 
have one minute to do this…Go!' Then they're all running around 
trying to get their words in the right corner. This could also be done in 
teams, giving each team a handful of words to sort. 
This box just becomes so flexible in how you can use it. It could 
be at the end of the lesson. For example 'You can't leave the classroom 
until you've defined two words that are in the box'. Vocabulary boxes 
are fantastic and they take so little time but provide so many activities.