Ўзбекистон республикаси олий ва ўрта махсус таълим вазирлиги ўзбекистон давлат жаҳон тиллари университети инглиз тили назарий фанлар кафедраси

Participants then read the first two or three pages and discuss these questions:
What is the book about?
Have you changed your mind about reading the book?
How effective is it to ‘judge a book by its cover’?

Summary https://www.teachingenglish.org.uk/article/english-clubs
To summarise, English Clubs are, potentially, a very valuable part of the English language student experience. This article has outlined five principles of a successful English club, these are that it is participant centred, that it plays a social role, that it gives participants and moderators freedom, that it is rooted in the community and that it is fun. This article also presents examples of three different types of activity suitable for an English club.
LECTURE 11. TEACHING VOCABULARY


Lecture outline
THEORY OF TEACHING VOCABULARY
PRACTICE TEACHING VOCABULARY
INTERACTIVE ACTIVITIES FOR TEACHING VOCABULARY


Key words: vocabulary types, oral and print vocabulary, linguistic, methodological, psychological, separate word, set expression/collocation, idioms, receptive vocabulary, productive vocabulary, and receptive vocabulary.


REFERENCES
Jalalov J.J. and others.. English Language Teaching Methodology, 2015
Jalalov J.J. Чет тил укитиш методикаси. 2012
Theory of teaching vocabulary
The teaching and learning of English is riddled with several inherent paradoxes, contradictions and controversies. A teacher can only facilitate learning. The learner is the nucleus of the whole process of instruction; and his age, previous learning experiences, aptitudes, interests, the time he devotes to the learning of a foreign language and other socio-economic factors determine the suitability of the curriculum, course materials and methods of teaching. Any instruction that does not take into consideration the imperative needs of the learners, fails to achieve the desired objectives. It is therefore obvious, that the decline in the standard of English in different countries is the consequence of inadequacies of various degrees and at various levels of their educational system.
2. What is vocabulary and what needs to be taught?
Vocabulary can be defined, roughly, as the words we teach in the foreign language. However, a new item of vocabulary may be more than a single word: for example, pen-holder and merry-go-round, which are made up of two or three words but express a single idea. There are also multi-word idioms such as take the bull by the horns, where the meaning of the phrase cannot be deduced from an analysis of the component words. A useful convention is to cover all such cases by talking about vocabulary “items” rather than “words”. It is also called mental lexicon that is “vocabulary in mind”¹⁰. It consists of the smallest in­dependent meaningful units of speech. These units of speech are called words. The words have word forms and meanings assigned to them. Words in mental lexicon create lexical networks. Once activated a lexical item stimulates other associated lexical items and this causes activation of a bigger network. To access mental lexicon an idea has to be mapped onto meaning and form that are stored in our memory. Mental lexicon performs the functions of word storage, retrieval, com­prehension and use. Storage of words in mental lexicon is the result of a person’s cognitive processes in real-world situations. As a result of cogni­tive processes, the words make up the situation sets (associated with a particular situation, objects, phenomena or processes), semantic sets (associated with a concept) and collocation sets (associated with other words by habitual everyday use).
Language is created and developed by the society, people only because of requirements of communication constantly accompanied to the labour and the whole life of peoples and its satisfaction turned out to be necessary. That is why the language as means of communication was and always remains the constant participant of all sides of society and activity of collective. Vocabulary work is inseparably connected with all the other aspects of the language:
a) With pronunciation: lexical meaning are expressed with the help of phonic means of a language: -short and long vowels (fill-feel, knit-neat):

1. 
   open and close vowels (beg-bag)
   
2. 
   voiceless and voiced consonants (lad-let)
   

b) With morphology:
c) With syntax,
d) With spelling: fair tale – fare tail;
e) With stylistics: father, pa, daddy, pop, old man.
By vocabulary skills we mean the ability:
- To transfer of a word from distant memory to immediate memory; (Retrieval of words from memory is done through the activation of men­tal lexicon. Activation is caused by attempts to map an idea onto the words in memory. Sometimes meaning cannot be mapped onto the words and this causes the “tip-of-the-tongue phenomenon” when the meaning needs to be expressed but the form cannot be retrieved from memory).
- To check the correctness of selection of a particular word in the given situation; (Here we may see approximation of word usage which can be hampered by the absence of the necessary word in processing memory or in the mental storage. In this case language users resort to lexical strategies such ascircumlocution (putting the idea in a different way), word coinage (creating a non-existent word) and deriva­tion (forming a word from the one that is known to the language user). Another strategy is using gestures and mimicry).
- To evaluate combinability of the word chosen instantly with other vocabulary items; (A process of cognition produces the meaning, that a person is willing to communicate in the circumstances. It is necessary to consider the “word pragmatics”, i.e. to see that a word does not elicit an unwanted reaction from other participants in the communication. Using a word means recognizing certain grammar obligations. Finally, the word is accessed in memory and is produced either in graphical or oral form).
- To choose the proper paradigmatic form of the word quickly suitable for a particular structure (The use of words in both speech production and comprehension is the result of cognitive processes. It starts with the perception of the situation that makes it necessary to look for a word in the “master-file” (the main storage of words)).
What needs to be taught?The learner has to know what a word sounds like (its pronunciation) and what it looks like (its spelling). These are fairly obvious characteristics, and one or the other will be perceived by the learner when encountering the item for the first time. In teaching, we need to make sure that both these aspects are accurately presented and learned. Another point is grammar. The grammar of a new item will need to be taught if this is not obviously covered by general grammatical rules. An item may have an unpredictable change of form in certain grammatical contexts or may have some idiosyncratic way of connecting with other words in sentences; it is important to provide learners with this information at the same time as we teach the base form.When teaching a new verb, for example, we might give also its past form, if this is irregular (go, went), and we might note if it is transitive or intransitive. Similarly, when teaching a noun, we may wish to present its plural form, if irregular (foot, feet), or draw learners’ attention to the fact that it has no plural at all (advice, information).
We may present verbs such as want and enjoy together with the verb form that follows them (want+to do, enjoy+doing), or adjectives or verbs together with their following prepositions (wait for, listen to). The collocations typical of particular items are another factor that makes a particular combination sound “right” or “wrong” in a given context. So this is another piece of information about a new item which it may be worth teaching. When introducing words like decision and conclusion, for example, we may note that you take or make the one, but usually come to the other; similarly, you throw a ball but toss a coin; you may talk about someone being dead tired but it sounds odd to say * dead fatigued. Another typical feature isidiomatic word use or collocations. They often serve as instruments of individual expressive power.Collocations are also often noted in dictionaries, either by providing the whole collocation under one of the head-words, or by a note in parenthesis. Teacher should appeal learners’ attention to the differentiate features of idiomatic expressions with word combinations.
By methodological typology of the language material we mean distribution of lexical units into groups in accordance with the degree of their complexity for assimilation.