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PRACTICAL LESSON 16.
TEACHING VOCABULARY TO B1 LEVEL LEARNERS.
Groups:
Date:
Time: 80 min
Aims:
Practical aim: to introduce students the aims of teaching lexics, the content of teaching lexics and stages and ways of teaching vocabulary in vocational colleges and academic lyceums
Educational aim: to widen students’ outlook on the importance of FLT in Uzbekistan, the content of Presidential decrees and standards
Educative aim: to expose participants to professional behavior, social skills and and attitude to foreign culture.
Equipment: handouts, PPP.
Lesson Outline
I. Beginning stage (1-2 min)
- Greeting
- Introducing aims and tasks
II. Warm up. (5 min)
Exploratory task
Combine the words in the left column with the words in the right column
Handsome, pretty, Woman, man, child, dog, bird,
charming, lovely flower, weather, bed, picture,dress, present, voice, landscape, view, house, furniture
(After Jordan, R. 1997.English for Academic Purposes.CUP. P. 156)
Adjectival compounds (collocations) abound in English and have become a feature of written and otherwise formal English. They have entered dictionaries and have become widespread (Ross, N. 1997. Double-barrelled adjectives.Modern English Teacher.Vol. 6.No. 3. P. 11-18).
III. Main part
Theory
• Why do we enrich vocabulary?
• How do you explain the term «mental lexicon»?
• Can you explain the term «curriculum»?
• What is the role of learning lexics in colleges and lyceums?
• What kind of methods of teaching lexics do you know?
• What is the Active and Passive lexical minimum?
Practical part Activity 1.
Procedure:
• Write the word ‘grumble’ on the board. Then give an example in English to show what it means.
Say: Some people grumble about everything. For example, they grumble about the weather all the time. If it’s sunny, they say, ‘Oh dear, it’s too hot today’; if it’s cold, they say, ‘Oh, it’s too cold’ - they are never happy.
• Ask participants to ask and answer the following questions in pairs:
Do you grumble?
Do you know any person who grumbles a lot?
What does he/she grumble about?
What do you do when someone starts grumbling?
• Elicit random responses from pairs. Ask them to say about their partner not about yourself.
• Tell participants that now they will look at the activities from the teacher’s perspective. Ask participants the following questions:
What new word did you learn?
How was the word presented?
Did you manage to understand the word without translation? How did you feel when you guessed the meaning?
Is it effective techniques? Why? Why not?
• Elicit answers in plenary.
• Establish that this technique is called guessing from context.
• Say that they will explore some more techniques and analyse them to see whether they are effective or not.
Activity 2
Exploratory task
Combine the goods and the activities with them to cook food. The beginning has been done for you
Goods
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Activities with the goods
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1. Pea
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Shell the peas
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2. Potatoes
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3. Lettuce
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4. Carrot
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5. Eggs
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6. Cream
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7. Salad
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8. Lemon
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9. Pasta
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10.Cheese
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11.Onions
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12.Stew
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13.Flour
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14.Dough
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Metaphorical word use is a typical feature of the language. Metaphors are
figures of speech, in which the words that ordinarily designate an object, process or quality are used to designate dissimilar ideas suggesting comparison or analogy. Many comparisons in the language are based on the metaphorical meaning transfer. E.g. “As blind as a bat”.“As strong as an ox”.“As quiet as a mouse”.“As hard as iron”. “As deaf as a post”. “As quick as a flash”.“As sick as a dog”. In some cases a change of words can cause a shift in meaning. E.g. “As white as snow” has a meaning of “being beautiful” (compare “Snow White and Seven Dwarfs”) while “As white as a sheet” implies “fearing something”. (McCarthy, M. and F.Dell. 1994. English Vocabulary in Use. CUP. P. 152).
Another typical feature is idiomatic word use. Idioms often serve as instruments of individual expressive power. E.g. Little brothers are often brats but mine is a real McCoy. He is getting on my nerves. Every moment I am under the weather he makes his special duty to get my goat. When I want to stay to myself, he tags along. He is a bit of a sweet tooth and is always chewing the cud. When something is against him, he throws a tantrum. I can certainly tattle on him and catch him red-handed at the buffet lifting the candies. But I am not as mean as that. We go shares instead.
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.
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