Introduction chapter L. The importance of vocabulary teaching in language teaching

3.3 A LESSON PLAN ON THE TOPIC "TEACHING VOCABULARY ON THE TOPIC CHAMPIONS" FOR PRE-INTERMEDIATE LEVEL PUPILS:
Objective: By the end of the lesson, students will be able to identify and use vocabulary related to champions and sports.
Materials:
- Whiteboard and markers
- Handout with vocabulary words and definitions
- Pictures of famous champions and sports events
- Video clips of sports events
Procedure:
1. Warm-up (5 minutes): Show pictures of famous champions and sports events and ask students to name them. Write their responses on the whiteboard.
2. Presentation (10 minutes): Introduce the topic of "Champions" and explain that today's lesson will focus on vocabulary related to champions and sports. Show the handout with vocabulary words and definitions, and go over the pronunciation and meaning of each word.
3. Practice (20 minutes): Have students work in pairs to create sentences using the vocabulary words. Encourage them to use the words in context and ask for clarification if needed.
4. Group discussion (10 minutes): Bring the class back together and ask for volunteers to share their sentences. Write their responses on the whiteboard and encourage the class to ask questions and make connections to sports events they know.
5. Video activity (15 minutes): Show video clips of sports events and ask students to identify the champions and the sports they are playing. Pause the video to highlight the vocabulary words and ask students to use them in sentences.
6. Wrap-up (5 minutes): Summarize the key points of the lesson and ask students to reflect on what they learned about champions and sports vocabulary.
Assessment:
Assess students' understanding of the topic by listening to their sentences and participation in the group discussion. Look for evidence that they can identify and use the vocabulary words correctly and in context.

CONCLUSION

In this course paper, the most important vocabulary learning strategies and their importance on vocabulary teaching have been enlisted. These five strategies are found to be the most influential vocabulary learning strategies. Language teachers are recommended to consider teaching at least these five strategies because without vocabularies no one can convey meaning. This paper has shown that in the process of learning new words the main distinguishing feature is that “good” learners typically use the macro-strategy of practice, while “poor” learners do not. This analysis has also proved that

patterns of vocabulary learning strategies deserve further detailed investigation. The results of the analysis support the view that most progress is likely to be made at the level of micro-strategy use, and that this atomistic type of approach of more likely to contribute to our understanding of vocabulary acquisition than the more common holistic approach to strategies. We can say that there is a role of vocabulary learning strategies in the process of foreign language acquisition. Also, there is a difference between the vocabulary learning strategies used by good learners and those used by underachieving learners. Good learners not only use more strategies, but they also rely more heavily on different strategies than the ones poor learners use. There are strategies used by good learners and others used by underachieving learners. Good learners not only use more strategies, but they also rely more heavily on different strategies than the ones poor learners use. However, the analysis showed that neither of these two groups is homogeneous: different subtypes can be distinguished for both good and underachieving learners.
At the beginning taking the task I just believed that that would be really dull to work on this very topic and compile info on that. However, continuing my job, that has turned out to be really exciting. Unquestionably, the topic is one of the most important themes of linguistics and language learning today and language learning strategies do have their own place on this issue.