Specialised education of uzbekistan the uzbek state world languages university the english teaching methodology department

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5. 
   Slow Pictionary
   

This is another activity that requires minimal preparation. The fun element is increased by students or teachers who are unable to draw particularly well because this is likely to result in more guesses being made and thus more practice using English. Write words or expressions from the lesson on individual slips of paper. Set up 2 teams and have one student from each team come to the board and take a slip each. Put a dividing line on the board to control where they draw, then have each of the 2 students take a turn drawing one line at a time to build their drawing to help their team guess the vocabulary on their slip.
Teams can then make guesses about their drawing. Whichever team guesses first gets 2 points, but can then guess the other teams drawing for 1 bonus point at any stage.

6. 
   Vocabulary tennis
   

Set up 2 lines of students facing each other. Give a word in a particular category from your lesson, such as things in a house for lower levels, up to personality characteristics for higher levels. Have a student at the front of the line say something from the category, then the person opposite them in the other team must say something else. Work your way up the line back and forth until someone either repeats what has already been said or can’t think of anything new. The opposing team gets awarded a point when you restart the game with a new category from where it left off. This is great for practicing vocabulary from previous lessons too.
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7. 
   Pelmanism (“Concentration”)
   

This is a game based on memorizing cards or other objects placed in front of the players that has become a standard activity in the ESL classroom. It is known as “Concentration” in many countries. Create 5-6 pairs of cards with pictures and vocabulary on. For example, a picture of a fish for lower levels with the word “fish” on the matching vocabulary card. Lay them face down and either mark all the backs of the pictures with “1” and the vocabulary with “2” or have pictures and vocabulary on different colored cards. Set students up in groups of 2-4, with a set of cards each. They put all the cards face down and take turns picking up a picture card, saying what it is and then pick up a vocabulary card. If they are a match they keep the pair, if not they replace the cards face down and the next student continues.
Make sure students say what the vocabulary is before picking up the second card to maximize student talk time. The student with the most cards at the end wins. Can repeat as time allows. You can increase the challenge by having students create sentences before keeping the cards or have them play ‘tic-tae-toe’/‘noughts and crosses’ as a side game if they get a match. ‘Kim’s Game’ can be a follow-up game or wrap-up using the same material.

Questions

1. 
   What kinds of abilities are meant by vocabulary skills?
   
2. 
   What are the basic principles and criterion of selection the active minimum vocabulary?
   
3. 
   What is the Methodic preparation of new vocabulary?
   
4. 
   What is three-phase framework of teaching vocabulary?
   

References

1. 
   Jalolov Ј.Ј. “English language teaching methodology” Т. 2015. Pp. 111-125
   
2. 
   Akhmedova L.T. Normuratova V.I. “Teaching English Practicum” Т. 2011. Pp. 60-66
   
3. 
   Jalolov Ј.Ј. “Chet ti1 o’qitish metodikasi” Т. 2012. Pp.145-167