Ministry of higher and secondary special education of the republic of uzbekistan termez state university

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Kurs ishi rejasi
Kirish
Asosiy qism
Xulosa
Adabiyotlar
Ilovalar
Rasmiylashtirish
Tekshirish
Himoya
Topshiriq

Rahbar (imzo)
CONTENT
INTRODUCTION………………………………………….………………..……5
1. Teaching Vocabulary and its importance in language learning……………...…8
2. Vocabulary teaching to A1 level learners……..……...…………………….....12
3. Assessing vocabulary…………………………………………………………
4. Lesson planning and handouts based on the topic “Travel”…………………..22
5. Description of Effective methods of teaching vocabulary to B1 level learners……………………………………………………………………….….34
CONCLUSION………………………….……………………….………………41
BIBLIOGRAPHY………………….…………………………………………….42
REFERENCES………………….………………………………………………43
GLOSSARY…………………...…………………………………………………44

INTRODUCTION
“Vocabulary is not an end in itself. A rich vocabulary makes the skills of listening, speaking, reading, and writing easier to perform.”
(Paul Nation (2015)

Vocabulary learning is an essential part in foreign language learning as the meanings of new words are very often emphasized, whether in books or in classrooms. It is also central to language teaching and is of paramount importance to a language learner. Recent research indicate that teaching vocabulary may be problematic because many teachers are not confident about best practice in vocabulary teaching and at times don’t know where to begin to form an instructional emphasis on word learning (Berne & Blachowicz, 2008) In this article, I summarizes important research on the impotence of vocabulary and explaining many techniques used by English teachers when teaching English, as well as my own personal view of these issues. The course work is dedicated to study of the topic named ”Teaching vocabulary to A1level learners based on the topic Travel” which is one of the most interesting, disputable and debatable theme of modern English methodology.
The aim of this course paper is to gift some careful theoretical info regarding vocabulary teaching, scientists UN agency contributed on the sphere of this theme, to boost the information of method units, to show vocabulary A1level learners and victimisation totally different ways and techniques. moreover, this work defines the assessment of getting helpful information and acquisition by organizing a subject based mostly lesson set up.
The actuality of the qualification paper is outlined by concrete results of the investigation. Special stress is ordered on teaching vocabulary to A1 level learners supported the subject business,and victimisation totally different ways of planning vocabulary lessons.
The tasks of the research are the following according to the general aim:
To study designing correctly a vocabulary lesson in methodology and study the usage of appropriate activities in vocabulary lessons about business. Showing benefits and challenges for teachers and their roles in class while designing vocabulary activities.
Novelty Usage different online apps such Kahoot.com, WordWall.com for checking pupils’ comprehension. During the lessons, formative and summative assessments were used respectively. Sometimes, most teachers gave feedbacks orally, such “Well done”, “Good job”, “Excellent”, while others gave star-shaped cards for praising learners. Both CLT and GMT method were used appropriately for increasing productivity and pupils’ interests for the topic.
Methods Over the years, GTM has been popular at schools, I have found out that, more pupils are bored with similarity. That’s why, I prefer to organize my lessons in CLT, which helps pupils to improve their productive skills and share their opinions in target language. According to Celce- Murcia (1991) “it concentrated on assisting learners communicate effectively in another language, allowing them to convey and interpret messages and meanings of various types for various real or realistic purposes (p.28). Therefore, for developing learners’ language proficiency CLT method was utilized effectively with modern technologies. (CTL) is a learning strategy that emphasizes the full process of student involvement in order to find the material learned and relate it to real life situations that
encourage students to apply it in their lives.