Vocabulary activities as a main part of FLTL

 

                                          

                                          

 

 

 

 

 

                                        Lesson5

   Topic: Double- decker buses in Britain

Aims: 1. Educational: exercises with Present Simple

2. Developing: To increase student`s knowledge about transport in London

3. Bringing-up: To instill an interest to other country

Objectives: Students will be able

-to use the new vocabulary

-to read the text about double-decker buses

-to answer questions

                                                        Plan

                                                                                            

#	Stage	Instructions and Procedure	Time	Materials	Notes
	Introduction	-Good afternoon students! -How are you today? -Ok.Today we will speak about double-decker buses in Britain.	30 sec
	Engage	Text. -Read please the text and try to understand. -Which words are unknown for you.	3min
	Study	Work with words -I`ll give you worksheets with new words and their translation.	3min
	Study	Read the text once again and try to translate it.	4 min	Active board	Altogether
	Activate	Game “What is the difference?”	3 min	Active board
	Study	Exercise 1.Make the sentences as shown in example. 2.Look at the pictures and guess the words.	5min
	Activate	Game “Guess the person”	5min
		Presentation Grammar - Look at the blackboard The ways we use present simple	5min	Active board
	Study	- Find sentences in the text with present simple.	2 min
	Study	Grammar practice exercises.	10 min
	Activate	Make up your own sentences.What do you do every day?	5 min
	Conclusion	We have read the text about double –decker buses. We have improved  grammar – present simple.   Home task Write down new vocabulary Make –up a dialogue using the present simple.	30sec	Active board

 

 

        

 

 

 

 

 

                      The results of approbation

In our assignment we tried to show how teacher could help children to develop their knowledge of vocabulary through the experiencing some activities for teaching vocabulary. We believe that the most effective way for learning and studying foreign language is systematical practice of using vocabulary in speech. The motivation of students also plays the key role in process of learning and using of different unusual ways of teaching helps to increase the motivation for children.

    

 

                                              

 

                                               Conclusion

      Vocabulary is an important part of the English learning process. This research is necessary because of the necessities and interest of using different techniques at the English lesson for learning vocabulary. We have studied the techniques and activities in learning vocabulary and how to use them in order to improve learners’ knowledge of the English language. We believe that the most effective way to improve learning vocabulary is the use of different activities, because it’s very important to arise the interest in children to learn English vocabulary. The purpose of our research paper is to define possibilities of using different techniques and activities for learning vocabulary. The first chapter gives us theoretical background of vocabulary learning. There we wrote about goals and principles learning vocabulary, methods of teaching vocabulary. We managed to show the activities which help children to learn vocabulary. These activities are suitable in acquisition of vocabulary at English lessons. The activities represented here are chosen for the secondary school children. These techniques are suitable and interesting for pupils’ vocabulary acquisition. Children learn vocabulary better with the help of different techniques. Children should learn and know vocabulary.  Using different techniques and activities is one of the most effective ways. We worked out lesson plans with the usage of some techniques in learning vocabulary at school.

    Practical part was realized in the classroom using different approach for each. The main goal is to assess the relationship between teaching approach and students’ final knowledge,focusing on vocabulary load. Hypothesis proved during the practical part -- grammar-translation students tend to use rather narrow range of language with problems to integrate it within context, - conscious learning of rules does not lead to language acquisition, - communicative approach prepares students for real communication, students are not anxious about experiments with language and they are able to respond the context well.

We presented the development in language teaching area. We used the method of comparison, studying and analyzing scientific literature, method of processing and interpretation data, observation of the process of teaching and learning foreign languages at school, descriptive method we investigated and found out and prove the importance, the peculiarities, types and ways of using technological equipments in teaching and learning foreign languages.

In conclusion, first, teachers should prepare themselves for the following principles and methods of teaching vocabulary in FLTL, cause foreign language training will be more efficient.

 

                                            

                                        References

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3. www.exchanges.state.gov/forum/vols/vol37/no3/p27.html (from 9 April)

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5.Methodological particularities in teaching business vocabulary

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6. Allen, V. (1983) Techniques in teaching vocabulary. OUP. page 6

7 Gairns, R. Redman, S.(1986) Working with words. CUP page78

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9.World applied sciences journal 12 (10): 1653-1661, 2011

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13.      Gairns, R. Redman, S.(1986)  Working with words. CUP.45-53

14. Hill, J. (1999) ‘Collocational competence’ English Teaching Professional, 11, pp. 3-6.

15 .Nation, I, S, P. (2005) Learning Vocabulary in Another Language. Cambridge: CUP. pp. 21-23

16.Nation, P. and Coady, J. Vocabulary and reading. In R. Carter and M. McCartney, eds. Vocabulary and Language Teaching. London: Longman. 1988. pp.104-105

17.National Capital Language Resource Center; Vocabulary activities [http://nclrc.org/teachers_corner/classroom_solutions_yana/vocabulary_activities.html#top]

18.Peter Watchyn- Jones. Vocabulary games and activities.2001.pp.10-127

19. Ferguson, G. (2002) Handouts on Vocabulary in ESP for MA Applied Linguistic Course pp. 124-125