Content Introduction chapter I. Theoretical foundations of lexical skills of oral speech and reading

A LESSON PLAN ON TEACHING VOCABULARY ON THE TOPIC "MY WAY OF LIFE" FOR INTERMEDIATE LEVEL PUPILS:

Objective: By the end of the lesson, students will be able to use vocabulary related to daily routines and habits in context.
Materials:
- Whiteboard and markers
- Handout with vocabulary words and definitions
- Flashcards with pictures of daily routines and habits
- Timer
Procedure:
1. Warm-up (5 minutes): Show the flashcards with pictures of daily routines and habits and ask students to name each one. Write their responses on the whiteboard.
2. Presentation (10 minutes): Introduce the topic of "My Way of Life" and explain that today's lesson will focus on vocabulary related to daily routines and habits. Show the handout with vocabulary words and definitions, and go over the pronunciation and meaning of each word with the class.
3. Practice (20 minutes): Divide the class into pairs and give each pair a set of flashcards. Have them take turns drawing a card and using the vocabulary word in a sentence that describes the picture. Encourage them to use the vocabulary words correctly and creatively.
4. Group discussion (10 minutes): Bring the class back together and ask for volunteers to share their sentences with the class. Write their sentences on the whiteboard and encourage the class to ask questions and make corrections.
5. Wrap-up (5 minutes): Summarize the key points of the lesson and ask students to reflect on how they can use the vocabulary words in their own daily routines and habits.

Assessment:

Assess students' understanding of the vocabulary words by listening to their sentences and looking for evidence that they can use the words correctly and in context.
I hope this lesson plan is helpful! Let me know if you have any questions or need further assistance.
In teaching English, an important place is occupied by a set of exercises for active perception, for fulfilling orders developed by the English methodologist G. Palmer.
The essence of these exercises is that the student, perceiving speech, reacts in a certain way to its semantic content, uses the non-linguistic means at his disposal. After hearing the word "window", the student should look at it and think about it. Thus, the typology of exercises in working on vocabulary is extremely important.
The sequential arrangement of exercise types, taking into account the relationship between them, creates a system of exercises. Currently, a number of exercises are known based on the process of students ' assimilation of educational material, while others are based on the isolation of some components in the subject itself. For example: Soviet methodologist I. A. Gruzinskaya distinguishes three types of exercises: identification exercises, semi-productive exercises, and self-reproduction exercises. In our opinion, all these exercises can be extended both to the study of language material and to the formation of active skills. But here, Krivobokova I. Ya. and Korovina L. I. distinguish language and speech exercises. The value of this typology lies in the fact that it allowed us to develop differentiated ways of teaching language knowledge( vocabulary, phonetics), skills and abilities (oral speech, reading, writing).Nikolaeva S. Y. in the article "Approach to the problem of exercises, from the point of view of the theory of individualization of training" outlined and justified her typology of exercises.
Modern methods of teaching foreign languages have a significant number of different approaches to creating a typology of exercises (S. F. Shatilov, I. L. Bim, E. I. Passov, B. A. Lapidus and others).
Considerable attention is also paid to this problem by foreign methodologists (U.S.S.R. Rivers, A. Schultz, and K. Wenge). Following the latter, we distinguish the following types of exercises:

1. 
   adaptive features
   
2. 
   corrective actions
   
3. 
   cultivators
   

Adaptive exercises can be of two types : the first type of exercises is auxiliary in nature, their purpose is to help subgroups of weaker students cope with the tasks recommended for the entire class, and the strong ones-to ensure learning at the optimal level of complexity, i.e. in full compliance with the requirements of the current foreign language program, and in some cases - and with some their overestimation.¹³
Adaptive exercises of the second type are speech or conditional speech exercises aimed at developing foreign language speech skills and abilities in specific communication situations, taking into account the characteristics of the personal sphere of students, their interests, the context of activities, and the factor of interpersonal communication.
The task of corrective exercises, which are also auxiliary in nature , is to help eliminate existing and newly emerging gaps in foreign language training. Any exercise can become a corrective exercise to eliminate gaps, if its basis is the development of skills and abilities that should have been formed in the student earlier. This idea has been expressed by many methodologists and researchers. At the same time, special attention is paid to the purposeful development of the main mechanisms of speech activity. Exercises can be called improving if such basic conditions are met:

1. 
   it promotes purposeful development of the student's personal sphere;
   
2. 
   corresponds to the level of its training;
   
3. 
   provides conditions for a speech-based task;
   
4. 
   creates an individual style of activity. In addition, I would like to add that in teaching a foreign language, any exercise is more or less improving.
   

Adaptive exercises.
Upr. 1. (neutral, designed for the average student).
Now you will listen to the text "A long visit". Be careful and try to understand its content as accurately as possible. After that, answer the questions in the text,
Upr. 1-a (adaptive I designed for weaker students).
Now you will listen to the text "A long visit", the suggestions on the card will help you understand it. Then answer the questions in the text.
An example of a card that contains sentences that are important for understanding the text.

1. 
   A man was on a visit to a friend in London. 2. Time passed, but (he visitor was not home. 3. "Don't you think", he said, "that your wife and children want to see you again?"
   

Control 1-b (adaptive I designed for strong learners).
Now you will listen to the text of "A long visit" and make a plan for retelling it.
Upr. 1-b (adaptive I that takes into account the interests and hobbies of schoolchildren).
We have three options for recording the text "A long visit"on tape.
With two rest pauses,
At a normal pace of English speech without pauses for rest.

2. 
   Fast-paced English speech without pauses for rest. The third option is the most complex. Choose which recording of the text you will work with, listen to it, and prepare a retelling of the text.
   

Corrective exercises.
These exercises are performed by students with a low level of proficiency and with insufficiently developed mechanisms of auditory perception.
Control 1 (neutral, does not take into account either the level of functioning of mental processes, or the level of training of the student).
Now you will listen to the text of "A long visit", and then answer the questions.
Control 1-a (provides correction of lexical skills) Fill in the gaps in the sentences given on the card. After that, you will listen to the text "A long visit". Sample card:
Tom was ... to his aunt, (did not leave)
The boy ... for home, (for much a long time)
He stayed much longer on a visit than...
He hasn' t been at home ...(all together).
We shall have a very good time here ...(was expected).
Upr. 2 (helps to expand the volume of auditory memory). Try to repeat the following phrases exactly after the speaker:

• 
  People go on a visit to their friends,
  
• 
  Sometimes people go on a visit to their friends in another town.
  
• 
  Sometimes people go on a visit to their friends in another town, and your aunt or uncle may come on a visit.
  

Upr. 3 (promotes the development of the mechanism of probable forecasting).
Listen to the beginning of the sentence and give at least four options for ending
People like to visit ...
They go on a visit...
A man was on a visit to ...
The visitor did not leave for...
Improving exercises.
Exercises are performed by all students, but at different stages of mastering foreign language speech skills: first they are recommended for more prepared students, and then for intermediate and weak students.
Step 1. Listen to the text "A long visit". To better remember its content, write down individual words or sentences while listening.
Control 2. If you are afraid that you may forget some facts, repeat the text to yourself, looking at the written words or sentences.
The problem of exercise typology was also dealt with by A. P. Starkov. In his opinion, the following types of exercises are the most effective:

1. 
   listening comprehension;
   
2. 
   oral substitution;
   
3. 
   oral repetition;
   
4. 
   simple substitution;
   
5. 
   multi-pronged substitution;
   
6. 
   transformation;
   
7. 
   conversational practice;
   
8. 
   question-and-answer exercises;
   
9. 
   exercises for filling in gaps;
   
10. 
    exercises for expanding sentences;
    
11. 
    exercises for combining sentences;
    
12. 
    essay.
    

I. F. Komkov says that the basis for determining the types of exercise is the mechanisms of speech communication: speech generation and understanding.
As for the study of the structure of exercises in the methodological literature, so far little attention has been paid. This, of course, does not mean that methodists and teachers used some "structureless" exercises. Thus, in the methodological manual of K. A. Ganshina, when teaching vocabulary, teachers are recommended to think about and define two systems of techniques: for introducing new words and for fixing them.
Along with this, the author also highlights a special section "Control of vocabulary acquisition". The structure of exercises is considered to some extent in a number of other methodological works. In each exercise, you can find components: with the inclusion of control and self-control.
K. D. Ushinsky wrote:: "Systematic exercises are the first and most important basis for their success, and the lack of this systematic approach is the main reason why numerous and long-term exercises in spelling give very poor results
I. A. Gruzinskaya also linked the lack of knowledge and skills of students in foreign languages with a defective exercise system. The question of the system of exercises is not new in the Russian and foreign pedagogical literature.
Three approaches to solving this problem deserve special attention. We are referring to the works of G. Palmer, I. A. Gruzinskaya, as well as the research of many methodologists carried out in accordance with the principles of traditional methodology:

• 
  purely receptive forms of work;
  
• 
  receptive and productive forms of work.
  

But the author did not find a scientific basis for the typology of exercises and actually abandoned further attempts in this direction.
According to I. A. Gruzinskaya, " a complete system of exercises should cover all types of language knowledge (phonetics, spelling, grammar and vocabulary) and active skills (reading, speech, writing), and within these groupings there are also exercises for recognizing and selecting new phenomena, for their semi-free reproduction, for arbitrary use.self-reproduction" .¹⁴
A system of exercises based on a combination of language and speech exercises is widely used in the Soviet traditional methodology. The sequence of presentation was determined based on three stages of the process of assimilation, comprehension, memorization, correlated with the first two stages of assimilation, speech - with the subsequent one. Thus, the system of exercises is a natural combination of training and cognitive types of exercises in accordance with the stages of the process of mastering a foreign language. A subsystem is a natural combination of types of exercises in accordance with the stages of formation of the stages of the assimilation process.
a) Visibility.
Representatives of the Visualization methodology recommended using visual aids when explaining lexical units that have a specific meaning. Soviet psychologist I. A. Zimnyaya believes that when communicating new knowledge, visibility can be used both for semantization and for organizing memorization of language units and language rules.
T. G. Sherstyuk takes a different position. In his opinion, clarity is useful when explaining language rules. T. G. Sherstyuk sees the main drawback of visual semantics in the fact that the demonstration of specific objects leads to an expansion or narrowing of the meaning of foreign words. Indeed, children often perceive the display of images depicting individual objects or phenomena as a means of transmitting general concepts: "pike" as "fish", the name of the dog" Rex " as in general. The opposite also happens when students replace general concepts (flower) with specific ones (particular names of flowers).
The effectiveness of using visual aids depends primarily on the extent to which they contribute to the transfer of the studied language phenomena to new situations. The educational effect of visual aids is largely determined by the nature of the situation in which they are used. This can be judged by the experimental data obtained in the process of testing various types of semanticization of language phenomena: subject-based, non-objective, and pictorial. The experiments are described in the next chapter.
Lower results were obtained when semanticizing verbs: is (have), on me is (V class). Words were entered during the ball game.
We believe that only the concreteness and relative unambiguity of the situation in which subject visibility is used provides the student with a good understanding, memorization and use of foreign language material in speech.
Thus, it all depends on the nature of the situation used and the teacher's master.
So, three factors determine the success of using visual clarity when introducing foreign-language material:
a) providing conditions for the transfer of language phenomena to new situations;
b) creating a specific unambiguous situation with the elements of contraposition;
c) use of translation in the native language as a means of understanding visual semantics of educational material.
b) Reliance on the foreign language being studied.
This group of exercises includes such techniques as language guessing, interpretation, and the use of synonyms and antonyms.
In the foreign and domestic methodological literature, there are several attempts to approach the solution of the problem of guessing. Krivobokov I. Ya. singled out special rules that should be followed when using a language guess. These rules, in his opinion, can be reduced to four points:
a) see if the word has no suffixes or prefixes;
b) read the text further, maybe the meaning of the word will be told by the general meaning;
c) name the meaning of the word;
d) check yourself using the dictionary.
From all this, we draw the following conclusions:
1. Neither the authors of the training package nor the teachers plan any purposeful work on the vocabulary.
2. Groups or lists of words are not specifically allocated for permanent oral speech,
3.As a result, students do not use the so-called "current"vocabulary that they were taught before.
a) All the passed vocabulary remains unused.
b) Exercises for mastering the completed vocabulary are not performed.
4. The subtexts (situations) suggested in the texts are memorized by heart, and the previously passed vocabulary remains unused. Thus, there is no constant "cycle" of all the vocabulary passed and its combination with new words, situations are not expanded in the texts, and all the lexical baggage is not used to expand the volume of students ' speech. Therefore, students do not have a good command of school vocabulary.
When learning to speak, it is very important to take into account the ratio of its most important forms: monologue and dialogue, depending on the number of interlocutors participating in the speech.
A monologue is a form of speech when it is built by one person, who determines the structure, composition, and language tools themselves.
Monologue speech always has a sign of addressing, which is expressed in words-addresses: "Dear comrades!", " Listen children..."
In teaching monologue speech, the methodology takes two paths: "the path from above" - the initial unit of training is the finished text;" the path from below " - where the training is based on a sentence reflecting an elementary utterance.
Let's first consider a learning method where the source unit is a sample text, and work on them consists of several stages¹⁵
The first stage is the maximum " assignment of the content plan of the text, its language material and composition, that is, what can then be used in the texts that students will build themselves, creating their own monologues.
In connection with this stage, the following tasks are recommended:

• 
  read the text by answering questions about the content;
  
• 
  create a plan of the text in the form of questions.
  

The second stage is a variety of retellings of the original text: first close to the text, then on behalf of different actors, and finally on behalf of the student.
It should be noted that text retelling as a way of developing monologue speech has long been used in the methodology, but it was considered as a result, the final instance in the development of this form of speech, which cannot be considered correct, since simple retelling lacks the most important characteristics of speech and is not communicative, but retelling as an intermediate instance in the" assignment " of the text is effective a means of teaching a monologue utterance.