Teaching vocabulary on the topic “My

Additionalinformation

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?	Critical thinking
More support: Less able Provide less able learners with the names of the hobbies, their definitions and translations. Create mixed ability groups for discussion. More able learners: Share their favourite leisure activities. Try to justify their opinions while labelling or making any choice			Observe learners when participating in discussion. Did each learner contribute to the discussion? If not, why not? (e.g. didn’t understand what to do; not so confident speaking English; not interested in topic; other) Each learner uses each hobby type in a short sentence to explain it.	Learners work in groups, apply skills and knowledge to a practical and cooperative task, and produce their own materials.
Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from the lesson about this class or individuals that will inform my next lesson?

2.2.Summary description
Language learning is one of the best important abilities that humans must possess. As well as by learning new language especially learning new vocabulary people will be able to improve their memory. According to Nugroho (2012 cited in Farida, Isrina & Apsari, 2019), Vocabulary is the foundation to develop languages, which has a role as a basis in communication. Thus, vocabulary is basic and important learning that must be learned in language learning (Sari & Sutopo, 2018). In other words, vocabulary mastery plays an important role in the whole process of learning a second language (Giessen, 2019).
Teachers’ Strategies for learning vocabulary
The role of the teachers plays a main factor of vocabulary to find in learning strategies and to learn how students adopt these strategies effectively. Therefore, the focus of this research is to evaluate which vocabulary strategies the pupils use effectively and how it will help teachers to design their lesson plans and to construct practical instructions efficiently support pupils’ competence in the class.
The learning strategy designed as a process or approach that teachers use it in order to help pupils’ master new vocabulary. (Riankamol, N.2008, page1).
Teaching Vocabulary is the humble of language learning. To know a language means to master its structure and words. Thus, vocabulary in one of the important aspects of the language taught in schools. Vocabulary is the total of words, word phrases and word combinations to teach and to learn. The problem of school pupils that what words and idioms pupils should retain. It is impossible to assimilate language skills: speaking, reading, writing, and listening, without the knowledge of Vocabulary. In order to improve this statement, there given exact concepts. Speech is impossible without vocabulary items. Listening comprehension in English is only possible when a certain amount of vocabulary learnt. The meaning of speech endures abstract, no information achieved if the pupils don not know vocabulary. No one can write any types of writings without base of vocabulary. English vocabulary has specific peculiarities and difficulties in reading which defined by Granowsky (2002). While reading pupils perceive by visual signals. That is why to get information and to understand he should recognize, to words, be able to read them and to understand their meaning. Much attention should paid to the lexical point of writing. The pupil must acquire writing skills, pronunciation and reading skills of the vocabulary in order to give an appropriate and meaningful information by writing. Above mentioned points say that Vocabulary is important for all language skills. The number of words pupils should acquire in schools defends wholly on the syllabus requirements. The accordance with the principles of selecting linguistic material, the conditions of teaching and learning a foreign language in school. Scientific principles of selecting vocabulary worked out. The words selected should be: 1) frequently used in the language; 2) easily combined (nice room, nice girl, nice weather); 3) unlimited from the point of view of style (oral, written); 4) included in the topics the syllabus sets; 5) valuable from the point of view of word building (use, used, useful, useless, usefully, user, usage). The first principle, word frequency, is an example of a purely linguistic approach to word selection. Modern tendency is to apply this principle depending on the language activities to be developed. For developing reading skills, pupils need «reading vocabulary» etc. The words selected may grouped under the following two classes (Mwest):

1. 
   Words that we talk with or form (structural) words, which make up the form (structure) of the language.
   
2. 
   Words that we talk about or content words. In teaching vocabulary, for practical needs both structural words and content words are of great importance. That is why they are included in the vocabulary minimum. It is generally known that school leaners’ vocabulary is poor. They have trouble with hearing, listening, reading and writing. One of the reasons is poor teaching of vocabulary. The teacher should be in mind that a word is considered to be learned when:
   

1. 
   It is spontaneously recognized while reading;
   
2. 
   It is correctly used in speech, i.e. the right word in the right place.
   

2. 
   Difficulties Pupils Experience in assimilating Vocabulary. Learning the words of a foreign language is not an easy business, because every word has its form, meaning and usage and each of these aspects of the word may have its difficulties. Indeed, some words are difficult form (daughter, busy, bury, woman, women) and easy in usage; other words are easy in form (enter, get, happen) and difficult in usage consequently, words may be classified according to the difficulties pupils find in assimilation. In teaching English, some attempts have been made to approach the problem. The analysis of the words within the foreign language allows us to distinguish the following groups of words; concentrate abstract and structural Words denoting concrete things (book, street, sky), actions (walk, dance, read), and qualities (long, big, good) are easier to learn than words denoting abstract notions (words, home, believe promise, honest).
   
3. 
   Psychological and Linguistic Peculiarities of the English Vocabulary
   

From the viewpoint of psychology, words (vocabulary) are the complicated phenomenon that stimulate perceiving and understanding the speech. As a stimulator, there are two aspects of the word: on the one hand, we hear, listen to the words and see it in written form, and a person gives an answer with the help of words on the other hand. As a person’s answer, we can see one more aspect (the third) of the word-action aspect. The pronunciations and writing (spelling) of the words realized by actions (by brain activities). Thus, the assimilation of words by a pupil depends on the activity of the higher nervous system.
(Correlation of seeing, listening, hearing reflexes in the brain). Therefore, the psychological structure and meaning of a word consists of listening, seeing, (visual) pronunciation and writing activities. In teaching pupils, English vocabulary the teachermethodologist should bear the psychological aspects in mind. Words are elements of the language used in the act of communication. They are single units, and as such cannot provide the act of communication by themselves they can provide it only when they are combined in a certain way. In teaching pupils vocabulary both the ear and the organs of speech should take an active part in the assimilation of words, pupils should have sample practice in hearing words and pronouncing them not only as isolated units but in various sentences in which they occur.
While teaching pupils vocabulary introduce words in sentence patterns in different situations of intercourse. Present the words in keeping with the structures taught. Present the word as an element, i.e., in a sentence pattern first. Then fix it in the pupils’ memory through different exercises in sentence patterns and phrase patterns. Speech taken in by ear and reproduced by the organs of speech.
«While introducing a word pronounce it yourself in a context, ask pupils to pronounce it both individually and in unison in a context, too.
Linguistic peculiarities of the English vocabulary can grouped into three classes.

1. 
   Specific properties of the English vocabulary itself.
   
2. 
   Peculiarities of the English Vocabulary in Comparison with the pupils’ mother tongue vocabulary.
   
3. 
   Differences of the English Vocabulary in Comparison with the Russian and the pupils’ mother tongue vocabulary.
   

1. The first group includes the following:

1. 
   Silent letters in several words. For example, whom take, light, autumn
   
2. 
   Polysemy of words;
   
3. 
   The presence of conversion. For example, to work - work;
   
4. 
   The exceptions from the reading rules of some letters. For example: put [p t], gone [n], come [k m];
   
5. 
   Difficult pronunciation of some letter combinations in words: thin, this, mathematics;
   
6. 
   The presence of the four forms of English verbs: go - went - gone - going. In teaching words, it is necessary to establish a memory bond between a new word and those already covered. For instance, see - sea; two - too; one - won (in pronunciation); answer - reply; caught - taught; night - right (in spelling); etc. Hence, there are two stages in teaching vocabulary: presentation or explanation, retention or consolidation, which based on certain psycho-linguistic factors.
   

How to play Vocabulary games in School.
Teaching and learning words are carried on through methods we are familiar with; the teacher organizes learning, i.e. in the acquisition of information about a new word, its form, meaning and usage; in drill and transformation to form lexical habits; in making use of the lexical in hearing, speaking and reading, or in language skills. Various techniques used to attain the goal - to fix the words in pupils’ memory ready to use whenever they need them. Presentation of new words. Since every word has its form, meaning, and usage to present, a word means to introduce to pupils its forms and to explain its meaning, and usage. The techniques of teaching pupils the pronunciation and spelling of a word are as follows:

1. 
   Pure or conscious imitation;
   
2. 
   Analogy;
   
3. 
   Transcription;
   
4. 
   Rules of reading since a word consists of sounds it heard or spoken and letters it read or written the teacher shows the pupils how to pronounce, to read, and write it.
   

1. Psychological factors:

1. 
   Pupils’ age: the younger pupils are the better is the chance for the use of the direct way
   
2. 
   Pupils’ intelligence: the brighter the child the more direct the way.
   

2. Pedagogical factors:

1. 
   The stage of teaching (junior, intermediate, senior)
   
2. 
   The size of the class; in overcrowded classes the translation is preferable because it is economical from the standpoint of time required for presentation, so more time is left for pupils to do exercises in using the word.
   
3. 
   The time allotted to learning the new words; when the teacher is pressed for time, he turns to the translation;
   
4. 
   The qualifications of the teacher: the use of the direct way requires much still on the part of the teacher. The direct way is usually a success provided the teacher could skilfully apply audio-visual aids and verbal means.
   

3. Linguistic factors

1. 
   Abstract or concrete notions: For conveying the meaning of abstract notions, the translation is preferable
   
2. 
   Extent (range) of meaning in comparison with that of the target language: In cases where range of meaning of a word does not coincide in the mother tongue and in, the target language the translation interpretation should use. The assimilation gained through performing various exercises, which allow the pupils to acquire lexical habits.
   

There are many inventions of learning vocabulary, strategies of vocabulary, thoughts and researches of some professors and scientists. In that case, I study focuses on game strategy to motivate students to memorize new words. However, motivation considered one of the essential factors in language learning. Many professors gave their own opinions about stress the importance of motivation and emphasize. From the these points of views, I can say that the principal way that teachers can influence learners’ motivation is by making the classroom a supportive environment in which pupils are stimulated, and engaged in activities. Motivated learners have, however, a better chance of learning vocabulary successfully; unmotivated one will have a lesser chance of success. That is why, in order to enhance learners’ learning vocabulary, they need to motivate by playing a game to complete the task, and with the enjoyment achieved, learning the lexis occurs smoothly. Therefore, learning new vocabulary through enjoyable and out of the ordinary ways may assist the learners to learn vocabulary. Accordingly, teachers should employ new vocabulary games that stimulate the pupils and tempt them to participate. Teachers should also consider games that are appropriate to pupils’ age, cultural background and interests, and teacher should as well consider activities where pupils can experience success. It is worthwhile to mention that game learning strategy also used for high school pupils. During the game pupils were able to understand and produce new language. They were also aware of the need to memorize vocabulary, articles, and prepositions. In summary, games are useful and effective tools that should applied in vocabulary classes.
This is an exciting time to be teaching English as a second or foreign language. The spread of English around the world has created a growing need for qualified teachers - native and nonnative speakers. In many countries, children are starting to learn English at an ever-younger age. There is need who can deal with English in the workplace as well. The ever-growing use of varieties of English require careful linguistic description and appropriate pedagogies. One more important thing is that the pupils’ interest and attitude to learning language is also up to the teachers tactics and the method which is chosen appropriately by teacher.