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Activity 2
Feedback
What information have you learnt from the lesson?
Method - Brainstorming (7 min).
Name one word, which is connected with the theme which you have learnt during this and previous lessons.
Assessment
Learner’s knowledge on teaching vocabulary for vocational college and academic lyceums-50 %
Answering the questions-30 %
Active participation in discussions-20 %
Hometask
Conducting vocabulary lessons
Students’ micro-teaching on vocabulary.
Lesson plan for teaching vocabulary Self Study
Ending
Today, We have revised our knowledge on the role of vocabulary in FLT, its aims what the vocabulary is and what should be taught.
Reference
1.Jalolov J., Makhamova G., Ashurov Sh. English language teaching methodology. “Fan vatexnologiya” nashriyoti, Tashkent 2015
2.Yoqubov I. Comparative Methods of teaching English at schools, lyceums and colleges. “Bayoz” nashriyoti, Tashkent 2014
3.Ahmedova L. Normuratova V. Teaching English Practicum. Printed in UWED. Tashkent 2011
4.Professional Development for Uzbekistan English Teachers Training Toolkit Module 1, 2. Тошкент - 2009
5.Millrood, R., Teaching vocabulary. Modular course in ELT methodology. 2001.
PRACTICAL LESSON 15.
TEACHING VOCABULARY TO A2 LEVEL LEARNERS
Groups:
Date:
Time: 80 min
Aims: to strengthen and check knowledge due to the aims of teaching vocabulary, the content of teaching vocabulary for A1 vocabulary subskills, teaching vocabulary, selecting vocabulary minimums training skills
Equipment: handouts, PPP.
Lesson Outline I. Beginning stage (1-2 min)
- Introducing aims and tasks
II. Warm up. (5 min)
Retrieve the following words from your memory (all the words are quite common) by meaning and by form. Reflect on the procedure. What helps you retrieve words, meaning or form associations?
Retrieval by meaning
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Retrieval by form
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Give a word!
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A. Hand tool for striking
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...m...er
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B. For nourishment
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...oo...
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C. In the entrance way
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...or
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D. Inferior in come
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...oo...
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E. Liquid food
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•. .^)^u...
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F. To eat on
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...bl...
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G. Expensive with wheels
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...ar...
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Word comprehension can run into a problem because of the vague lexical meaning, allusions and references, symbolic, metaphorical and idiomatic use of words. One of the means to overcome lexical ambiguity is getting the cues from the context, background knowledge, social culture and the situation setting.
Main part
1.Theory
Task. Divide the group into four groups and discuss the following questions.
1.The role of vocabulary in FLT?
2.What is vocabulary and what should be taught?
3.What is the difference between “word” and vocabulary “terms”?
4.What aspects of the language are connected with the vocabulary?
5.Stages and ways of vocabulary?
Objective: to explore different types of vocabulary learning tasks Activity 1 Knowing words and phrases (20min)
Procedure:
Step 1 (1 min) Remind participants of Activity 1 in Teaching Vocabulary where they were asked to think about one word or phrase which they could remember learning.
Step 2 (1 min) Ask them to remember one word that they know and confidently use and one word that they know but do not use.
Step 3 (5 min) Put participants in pairs and ask them to discuss their words and to consider possible reasons why some known words are used and others are not.
Step 4 (2 min) Elicit a few random responses. Say that there are different ways to know a word or phrase. However, the main distinction is between passive and active
vocabulary - related to receptive and productive skills (or recognition and use) respectively.
Step 5 (1 min) Ask participants the following question:
How many words can you understand and how many words can you actually use?
Step 6 (5 min) Elicit several random responses. Say that average native speakers of English have 6 to 7 thousand words in their active vocabulary and about 25 thousand in their passive vocabulary. However, the current estimate of the English vocabulary resource is over one million words.
Establish that the ratio between active and passive vocabulary with English learners is similar to that of native speakers and that learning vocabulary entails two interdependent objectives:
~ To increase passive vocabulary, i.e. the number of words students can recognize, understand and remember.
~ To increase active vocabulary, i.e. the number of words students can confidently use in speaking and writing.
Say that another way of looking at it is to consider quantity (vocabulary resource) and quality (accuracy and appropriateness) of vocabulary learning and use. Say that you would like participants to explore a few vocabulary learning activities in order to decide what objectives they serve better.
Activity 2 Answering the following questions:
1.What are the basic principles and criteria for selection the active vocabulary minimum?
2.What does the methodological preparation of new vocabulary?
3. Describe the three-phase framework of teaching vocabulary.
IV.Feedback
What information have you got from the seminar?
Method - Chain game (7 min).
Name one methodological terminology which you have learnt during the lesson.
V.Assessment
Learner’s knowledge on teaching vocabulary in primary and secondary schools -50 %
Answering the questions-30 %
Active participation in discussions-20 %
VI.Hometask
1. Teaching vocabulary in foreign language teaching methodology for vocational college and academic lyceums
2. Lesson plan for teaching vocabulary
3. Self Study
That was all for today, next practical lesson we will discuss the given questions.
Reference
1. JalolovJ., Makhamova G., Ashurov Sh. English language teaching methodology. “Fan vatexnologiya” nashriyoti, Tashkent 2015
2. Yoqubov I. Comparative Methods of teaching English at schools, lyceums and colleges. “Bayoz” nashriyoti, Tashkent 2014
3. Ahmedova L. Normuratova V. Teaching English Practicum. Printed in UWED. Tashkent 2011
4. Professional Development for Uzbekistan English Teachers Training Toolkit Module 1, 2. Тошкент - 2009
5. Millrood,R., Teaching vocabulary. Modular course in ELT methodology. 2001.
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