THE MINISTRY OF HIGHER AND SECONDARY EDUCATION OF THE REPUBLIC OF UZBEKISTAN THE UZBEKISTAN STATE WORLD LANGUAGES UNIVERSITY ENGLISH FACULTY II ENGLISH LANGUAGE TEACHING METHODOLOGY DEPARTMENT№2 COURSE PAPER THEME: Teaching vocabulary on the topic «Advertising and marketing» for the intermediate level pupils Done by: Samandarova Nafisa Group: XT-2027 Scientific adviser: Mallayev A Tashkent-2023
2 CONTENTS I. INTRODUCTION...........……..........………………………………..................3 II. CHAPTER ONE. § 1.1. Theoretical basis of teaching vocabulary on the given topic ……………..…5 §1.2. Theoretical basis of strategies in teaching vocabulary for the intermediate level pupils…………………………...…………………………………………......7 III. CHAPTER TWO. §2.1. Lesson plans + handouts…………………………………………………….20 §2.2. Useful activities, games, ways for teaching vocabulary ………………...…29 IV. CONCLUSION….…….……………....……………………..…….................37 V. GLOSSARY………………………………………….………...............…...…39 VI. BIBLIOGRAPHY……………….………………………………....................40
3 INTRODUCTION The theme of this present course paper represents the data involved in Teaching vocabulary on the topic «Advertising and marketing» for the intermediate level pupils in the event of utilizing various kinds of activities. It is required from a skillful teacher to know and hold a range of contemporary methods and techniques used in foreign language education to make learners engaged in the lesson and help them acquire the vocabulary used in this topic. The actuality of the work lies in identifying the importance of pedagogical strategies and techniques of this topic, helping students learn new vocabulary and express their thoughts independently, based on the words learned in the lesson. It also emphasizes giving students more choice about their own learning, both in terms of the content of the learning and the processes they can use. One example of this is the use of small groups and also the use of self-assessment. Vocabulary is not only an important component of linguistic expression, but also the most basic content of linguistic application. The objective is to examine the theoretical perspective of a practical foundation of teaching vocabulary, to look over the existing problems and issues in teaching vocabulary on the topic and discover the ways out of this problem by offering a few exercises that can be beneficial in classroom activities. Hence, according to the set goal we are to solve the following tasks: to teach vocabulary on the given topic to establish a lexical base for intermediate level pupils; to disclose the significance of vocabulary on this topic; to explore different types of activities; material design, lesson plan, handouts, worksheets, games, tasks for teaching speaking on the topic for the intermediate level pupils The novelty is to put into practice various teaching vocabulary methods, lesson plans and activities based on school program and clear instructions for the intermediate level pupils as well as considering their interests, abilities and age.
4 Practical value of the research – the practical significance of the work lies in the usage of recommended lesson plans and diversity of activities in the classes of intermediate level learners and can be an extra material for teachers of practical English lessons. The novelty of the research –properly-created lesson plans according to the level and different types of activities for teaching vocabulary skill are defined as a novelty of the research work. The structure of the course paper consists of introduction, two chapters, conclusion as well as glossary which are followed by the bibliographic list of the literature used in the course of research.
5 II. CHAPTER ONE §1.1. Theoretical basis of teaching vocabulary on the given topic Vocabulary is central to learning and teaching a second language as it provides learners with access to all forms of oral and written communication, including literature, music, and content knowledge. Knowledge of words is power as words serve as building blocks for learning. Vocabulary replenishment often occurs through reading; however, in foreign language classes, due to the high conceptual load associated with reading in a second language, it is unlikely that students will acquire the necessary vocabulary needed to understand the content and information they encounter in many texts. Then, one of the main roles of the teacher becomes to help students learn vocabulary, as well as provide them with strategies for learning words. Vocabulary is not only an important component of linguistic expression, but also the most basic content of linguistic application. For most learners, the breadth and depth of vocabulary will affect their level of listening, speaking, reading, writing, and translating, so vocabulary training is particularly important. The study of vocabulary is an important aspect in mastering a second language1 , which allows students to better understand the content or meaning of the text, whether it is reading or listening. Vocabulary and language use complement each other2 , and student vocabulary contributes to better comprehension, which also contributes to better language use. The issues of teaching foreign-language vocabulary students have been under greater consideration among pedagogic communities and associations all around the world. Vocabulary is commonly defined as ―all the words known and used by a particular person‖3 . Learning vocabulary is one of the first and foremost steps in learning foreign language. However, acquisition of new words is a continual process and ―arguably the most critical component of successful language 1 Meller, A.K., Ketsman, O., Masmalieva, L., 2009 2 Nation, 2001 3 Barnhart: 1968
6 learning4 . Therefore, a large amount of new methodological aspects of teaching and learning vocabulary are being discussed at present time, creating a plenty of opportunities to make these lessons interactive and interesting. Students acquire new lexis in two ways: the first is by discovery while reading, watching films or interacting, the second is by having words presented in the classroom in a formal manner by a teacher. Both ways could be effectively integrated in vocabulary lessons according to students‘ level and age. Regardless of the chosen way, teachers may face the number of intricate issues. McCarten mentions that ― it is equally important to help students with how to learn vocabulary as well as what to learn‖ . In other words, it seems quite essential to introduce the right amount of language, starting from the most frequent words and developing into more specific lexis. The other crucial point is timing, when small concentrated sessions are better than long-lasting weary ones. Moreover, ESL experts recommend using the language of instructions which is easier than the level of language is being taught. They also suggest planning vocabulary lessons according to students‘ individual interests, engaging them in speaking and creating their own examples. It would seem that the least problematic issue of vocabulary is meaning. However, ESL students are frequently confused with different meanings of the same word. Besides, it seems really important to learn new words using synonyms and antonyms as well as word stems. Furthermore, in the recent past collocations and language chunks have become the subject of intense interest. As Steven Pinker considers ―the mind analyses language as some mixture of memorised chunks and rule-governed assemblies‖5 . A rich vocabulary is the basis for achieving reading comprehension. Vocabulary (lexicon) is a set of words that a person understands and uses in his speech. Understanding the meaning of each word in the text helps to understand the meaning of the sentence, paragraph, the entire text. It may turn out that the student is completely unfamiliar with some word in the text, or the spelling of the word is 4 McCarten, 2007 5 Pinker:1999
7 familiar, but the meaning is not entirely clear. There are also situations when the word is familiar and understandable, but students do not use it in speech and writing. The teacher needs to teach students to use various methods of working with words: use different sources - dictionaries, references; show how to work with context when determining the meaning of a word. But before getting acquainted with all the strategies, it is important to determine which words to focus the attention of students in the learning process, from what sources the vocabulary of students is replenished, how the vocabulary is enriched and how/when certain words are used. Vocabulary allows you to communicate effectively: listening, speaking, reading and writing.
8 §1.2. Theoretical basis of strategies in teaching vocabulary intermediate level pupils Vocabulary in the system of language means is the main component that carries semantic meaningful connections. Vocabulary is understood as a set of words that make up a language or dialect. Mastering vocabulary in the context of teaching a foreign language is of systemic importance. Vocabulary is one of the main components of verbal communication. It is closely related to phonetics and grammar. However, when teaching various aspects of the language, special preference should be given to the lexical one, since at the initial stage or in colloquial speech it is possible to communicate in separate words without having knowledge of grammar. However, full communication requires the interaction of all of the above aspects. Word perception and word usage are closely related to the processes of formation, formulation and design of thought by the lexical means of a foreign language. I. L. Beam notes that to master a word means to master its meaning, form (sound and graphic), be able to use it in context. The well-known philologist S. G. Ter-Minasova considers it a difficult task to use a word in context: the world of another country, foreign, alien, alien. Thus, the cultural component that influences the use of the word is singled out. In order to correctly perceive and use vocabulary in various situations of communication in a foreign language, it is necessary to purposefully form and develop lexical skills in all types of speech activity. A lexical skill is an automated action of choosing a lexical unit adequately to the intention and its correct combination with other units in productive speech and automated perception and association with meaning in receptive speech. Professor R.K. Minyar-Beloruchev defines the essence of a lexical skill as the ability to6 : • instantaneously recall a standard word from long-term memory, depending on a specific speech task; 6 Markelova, . D. M. «A method of forming lexical skills at training English language.»
9 • include it in the speech chain. Lexical skills are divided into receptive (in listening and reading) and productive (in speaking and writing). Productive lexical skills are understood as the skills of intuitively correct word usage and word formation in oral and written speech in accordance with the situations and goals of communication. Receptive lexical skills are understood as the skills of recognition and understanding when perceiving by ear or when reading lexical phenomena. Thus, the lexical speech skill includes two main components: word usage and word formation (correlate the visual / sound image of a word with semantics, differentiate words similar in sound and spelling, reveal the meaning of words using context, recognize and understand the studied words and phrases in speech stream/graphic text). In order to form lexical skills, the teacher needs to clearly understand the stages of work on lexical material. The process of introducing vocabulary begins with the presentation of a lexical unit and its explanation. Students' attention should be drawn to the use of the word in a particular sentence, its compatibility and form. Then it is expedient conduct sound analysis. With the help of semantization (a system of adequate actions), one should reveal the meaning of the word. The main methods of semantization of vocabulary are reliance on subject visibility, linguistic and speech clarity, interpretation in a native or foreign language, and translation. Explanation of the meaning of a word also includes an explanation of the sound and graphic image of a lexical unit, its lexical and grammatical valency (compatibility). In order for a student to be able to firmly remember and reproduce new words, it is necessary that the number of lexical units presented to him at the same time be equal to or slightly exceed the average amount of his short-term memory: 7 + 2 (Miller's law). Repetition is known to improve memory. At least four repetitions are necessary: immediately after memorization, then after 20-30 minutes, every other day, after two to three weeks. For better memorization, the following methods are used: the method of associations, the method of bundles, the method of places. The more diverse and numerous the associations, the more firmly they are fixed in memory.
10 The linking method is to combine new words into a single story. The method of places is based on visual associations. It is necessary to imagine an object that should be remembered, and combine its image with the image of a place. The stage of introducing a lexical unit is followed by the stage of consolidation, then the stage of practice in communication. To do this, in the domestic methodology, it is customary to use the following system of exercises: preparatory exercises (language and speech preparation) and speech, or communicative. Preparatory exercises are designed to form a lexical skill. Speech exercises are designed to form communication skills. The consolidation of lexical material occurs through a series of preparatory language exercises. Further the formation of lexical skills should also be carried out through a series of language and speech exercises based on a word, phrase, sentence, supra-phrasal unity and text. Preparatory language exercises are: • for imitation • for identification and differentiation • for substitution • for transformation. They can be: • constructive • preparatory conditional speech • speech • controlling. It can be concluded that the formation of a lexical skill requires not only information of a formal structural nature, but also knowledge of situational, social and contextual rules, as well as sociocultural knowledge and linguistic knowledge in the field of vocabulary (knowledge of the rules of word formation of lexical units and their compatibility, knowledge of service words, knowledge of the etymology of individual words.
11 English Methodist Andrew Walkley said: ―Without grammar you can say little, without vocabulary you can say nothing‖7 . One cannot but agree with this statement. Without denying the importance of studying grammar, we understand that much more semantic load is contained in words, and not in grammatical constructions. Enriching students' vocabulary is the most important task of a foreign language teacher. There are two goals of vocabulary enrichment: - quantitative increase in words and qualitative improvement of the existing vocabulary; - learning to use known and newly learned words. The main problem of learning vocabulary is the preservation in the memory of students of all the entered and fixed words, up to graduation (in practice, we can talk about 80% of words, the minimum is 60%. This requires repeated (over 20 times) use of each of them for a long time at optimal intervals (from 1-3 days at the beginning of the organized use of the word to 1-3 months at the end of this period). Organization of 90% of such repeated use of passive vocabulary and 30-50% of active vocabulary lies with the author of the textbook. However, more than half of the repetitions of active and about 10% of repetitions of passive vocabulary should be provided by the teacher during speaking in the lesson. For this, the teacher needs to include in the project of each lesson a list of not only new, but also repeated words in it (weakly learned, not used for a long time, in need of reinforcement). There are many ways to enrich students' vocabulary, and here are a few strategies to help you achieve this. 1. Lexical games They are situational-varieties exercises in which it is possible to repeatedly repeat a speech sample in conditions close to real speech communication with its inherent features - emotionality, spontaneity and purposefulness of influence. Lexical games focus students' attention on lexical material, aim to help them acquire and 7 Thornbury, S. How to teach vocabulary. Pearson Longman. 2008.
12 expand their vocabulary, illustrate and practice the use of words in communication situations. Lexically directed exercises in the form of a game contribute to the development of students' attention, their cognitive interest, help to create a favorable psychological climate in the classroom. Memory game: The teacher writes on the board the words or phrases that need to be fixed. The teacher asks to turn away or close your eyes and erases one LU. Students must guess which LU is missing and write it correctly on the board. Snowball game: when starting the game, the teacher says the first word. Each subsequent student must name all the previous words in the order in which they were included in the game, and say a new word. If someone forgot a word or mixed up the order, he is out of the game. Team game: students are divided into two teams, a student from the first team calls the word in English, students from the other team must say the given word in English as quickly as possible and get a point for it. The game is played for 5 minutes. The team with the most points wins. 2. Forbidden words ―Forbidden words‖ are simply words that students are not allowed to use in their work. Make your list of "forbidden" words - these are simple words that your students use over and over again when they could use more complex vocabulary (for example, like, interesting, boring, good, nice, bad, big, run, etc.). ) However, take a moment to discuss the "allowed" synonyms for each of these words, to discuss the nuances of the meanings. It would be a great idea to make a poster with the "forbidden" word and its alternatives. For example: Interesting: amusing, enjoyable, entertaining, fascinating, gripping, absorbing, newsworthy, arresting, captivating, exceptional, magnetic, etc. Do not forget to discuss the stylistic features of synonyms. 3. "Vocabulary family" Imagine that you have a choice: your students can learn 1 word or 5 at once. Which would you prefer? Naturally, we want our students to learn as much as possible when it comes to vocabulary. One way to achieve this is to introduce
13 vocabulary through related words or ―vocabulary families‖. Instead of a single depend verb, your students will be familiar with dependence, dependent, independence, independent. At the same time, we will get acquainted with the methods of word formation. 4. Graphic organizer Draw an A4 sheet of paper into four rectangles. At the intersection of these lines, write the word or phrase you want to remember. Sign each rectangle, starting from the top left clockwise: • Description: Define the term using your own words. • Characteristics: Give at least 3 interesting characteristics of the term. • Synonym: What is it like? • Antonym: What is it not like? Students use their vocabulary to fill in the boxes. Supplement them with drawings or diagrams. The "Graphic Organizer" memory method helps students learn new words. If you define new lexical units in your own words, give examples from familiar situations and visual images, then any word will be imprinted in your memory for a long time. How to work with the graphic organizer in the classroom: • Preparation. Define a list of words to study within a particular topic. Working with a group of 3-4 students, have each group study one word. • Mini demo. Explain to the class what a graphic organizer is and how to fill in the boxes. • Group work. Make it easier for students to work on new words by discussing with each group the word given to them. Use leading questions to encourage the group to think along the lines you want. • Discussion in class. Have one student from the group present their word. Let members of different teams talk to each other and get to know other words. 2-3 minutes is enough for this, so as not to interrupt the rhythm of the lesson. 5. Use of dictionaries.
14 Learning a new LU always starts with a dictionary. At present, it is more convenient to use electronic dictionaries for working with new LEs, because they not only significantly exceed book ones in volume, but also find the desired word or phrase in a few seconds, electronic dictionaries contain more neologisms, since the language is a reflection of the real life of people, their culture. All new vocabulary cannot be adequately reflected in "paper" dictionaries for the simple reason that they take too long to develop. In fact, many dictionaries that were formed in the linguistic atmosphere of the middle of the century are very outdated. They do not indicate the modern meanings of old words, and many new words are simply missing. This has become especially evident with the development of the Internet: most of the Web pages consist of English texts written in living modern language, using colloquial vocabulary and slang. Only the use of electronic dictionaries can solve this problem. Mass software products, such as electronic dictionaries, are characterized by frequent version changes and constant feedback from thousands of users. Electronic dictionaries contain not only transcription, but can also pronounce words. The most common are ABBY Lingvo, Multilex, Multitran, Cambridge Dictionaries Online. I would like to introduce you to the following site http://wordsteps.com, which allows you to perform work similar to working with your own dictionary (Vocabulary). We click on the "create a new dictionary" button, give it a name, drive words and translations into special fields, and the program creates exercises. There are several types of exercises, such as multiple choice, word building, and performance statistics. You can use thematic dictionaries already compiled by other people. There are word limits in the free version. 6. "Wall of words" The effectiveness of learning depends on the effectiveness of the learning environment, and the classroom, as part of such an environment, plays an important role. Invite your students to be active participants in the vocabulary building process with the Word Wall. Ask students to write down new words for
15 them that they will meet in extracurricular life. The word must be written on a small card, and on the reverse side - a definition and an example, and the card should be placed on the "Word Wall". Each student can get familiar with the words. After some time, you can ask students to come up with and play games with classmates with these words (Crosswords, Deaf Phone, Field of Miracles, etc.) Students usually like that they "had a hand", and such words are remembered better. 7. Flash cards Cards should be easy to use. It is necessary to choose the right size for cards that will fit comfortably in the palm of your hand, which will be easy to shift. • The cardstock uses thick paper or cardboard, and cards can be laminated for longer use. • A word in a foreign language is placed on the front side of the card, it is possible to add a transcription and an example of the use of the word in a sentence. On the reverse side is placed a picture or a translation indicating the lexical meaning of the word. Using flash cards is an effective method for: • Learning the graphic form of words • Memorization of lexical meaning • Fast speech reproduction of a word (reading) • Transition of words from passive to active vocabulary (use in speaking) • Increasing motivation to learn a foreign language. In the 70s of the XX century, the German scientist and journalist Sebastian Leitner proposed a practical method for learning words (and in our case we are talking about foreign vocabulary) with less effort than the traditional method - the method of simply repeating flash cards, constantly going over one for another8 . In this method, the so-called flash cards are sorted into groups depending on how well the student learned the information on each card. For example, when learning 8 Whelan, Jesse (May 7, 2019). "Using the Leitner System to improve your study".
16 a foreign language, a student tries to remember the meaning of a word written on a flash card. If he remembers it, then the card is transferred to the next group. If not, then the card is returned to the first group. Each next group is repeated at increasing intervals. So, according to the Leitner system, you repeat more often precisely those words that are more difficult to remember, which allows you to save time on words that are remembered well. As a result, there is a reduction in the time spent on training. Adapted method of the Leitner system - you need to take a stack of flash cards. If the word on the top card is known, then the card is shifted to the end of the pile. If the word is unknown, then after viewing the translation it is shifted to the middle of the pile (closer to the beginning) so that it occurs earlier and more often than the words already known. Thus, we achieve more frequent repetition of the necessary difficult vocabulary and its lasting memorization. 8. Memory cards The Mind Map acts as an alternative to traditional ways of processing and transmitting information (notes, brief notes, diagrams, etc.). This alternative is more productive, as it has a natural psychological basis, and most importantly, it turns the student into an active creator of his own knowledge. The psychological basis of the memory card method is associative thinking. The memory card itself, from the point of view of its creators, is a model of how our brain works. It is enough to reproduce in memory one object of this information map, and it will pull dozens of interconnected facts, events, sensations in a chain. This is how multidimensional associative thinking arises, which allows you to see not just an object of the surrounding world in itself, but in interconnection with other objects. This is the principle of the memory card. There are certain rules for creating mind maps developed by Tony Buzan, which are described in detail in his book ―How to Mind Map‖, namely: 1. The main idea, problem or word is located in the center. Buzan attaches almost the main importance to highlighting the keyword of the associative chain 2. To depict the central idea, you can use drawings, pictures.
17 3. Each main branch has its own color. 4. Only colored pencils, markers, etc. are used to create maps. 5. The main branches are connected to the central idea, and the branches of the second, third, etc. orders are connected to the main branches. 6. Branches should be curved, not straight (like the branches of a tree). 7. Above each line - a branch, only one keyword is written. 8. For better memorization and assimilation, it is desirable to use drawings, pictures, associations about each word. The result of the work is an individual product of one person or one group. Expresses individual capabilities, creates space for the manifestation of creative abilities. Of course, we can use special programs for compiling Mind Maps, such as MindJet Mind Manager, ConceptDraw MINDMAP, MindMapper, etc., but we recommend making mind maps with your hands - this is a good way to take your mind off the computer and train your thinking and imagination. Benefits of Mind Maps • easy to use • show connections between phenomena, the logic of thinking • contribute to better memorization of information • collect together a large amount of data • develop creativity, thinking This technique is good to use in group work at the stage of consolidating the passed lexical material on a specific topic. 9. Rhymes, poems, songs The study of lexical units takes place in a playful way, which contributes to the comfortable state of students in the lesson. Children usually have unstable attention. Therefore, it is imperative that in the lesson plan it is necessary to provide for the types of work that relieve stress, switch the attention of children, and cause a positive emotional mood. Learning rhymes, poems meets the age and psychological characteristics of children. They are easy to learn, have such features
18 as rhythm, sound repetition. Reading poetry is fun for kids. And what is experienced emotionally positively remains in the memory for a long time, leaving a trace in the mind of the child. Thanks to rhyme, lexical and grammatical structures are easily activated in oral speech. The fundamental point here is the use of an authentic speech sample, and here songs and poems have many advantages over prose material. They are easy to introduce, easy to remember, you can sing in chorus, which removes the psychological pressure from insecure students. In genuine song material, there are often whole phrases and individual lexical units that are specific to colloquial speech. 10. Crossword Crossword puzzles are a great way for students to activate their vocabulary. This strategy can be used in the first lesson of a new topic. Students remember the words they will use in the next lesson. A crossword puzzle is a great way to review what you've learned before doing a test. Invite students to make a crossword puzzle using new words from the topic studied. They will repeat their spelling, remember the meanings. For weak students, you can attach a thematic list of words to the crossword so that they can choose the right ones. Of course, the list of strategies for expanding students' vocabulary can be continued, and each teacher will choose those methods that are closer to him. The main thing to remember is that work on vocabulary should be constant and systematic. Some of the tasks that specialists in teaching foreign languages offer to expand vocabulary are the following: - working with texts: understanding the text on the basis of certain keywords allows you to interpret and derive the meaning of words from the context that accompanies them, without the need to use a dictionary at any time;
19 - search for associations: the exercise is recommended for updating new terms that are associated with certain images, definitions or other lexical units associated with them (synonyms, antonyms or words that are often used with them); - classification: creating a family of words on a specific topic or one semantic or grammatical category, which allows you to organize the studied vocabulary for further use in appropriate contexts; - exercises with phrases: the main condition for learning vocabulary words is practice, either in the form of creating written sentences that include new vocabulary, or its application in oral speech; - games: the use of crossword puzzles has didactic and motivational power when learning new words in other languages.
20 III. CHAPTER TWO §2.1. Lesson planning+handouts FIRST LESSON PLAN Course title: Vocabulary Topic: Advertising and marketing Level: Intermediate Time: 50 min Means of education: • audiovisual (computer, media projector, audio recording of the song ‗Lemon Tree‘, video clip); informational (Internet resources; presentation made in Power Point editor). Goals and objectives of the lesson: 1. Educational: • continue to improve your listening and speaking skills • mastering the use of new vocabulary in speech on the topic "Advertising" 2. Developing: • promote the formation of interest in learning English; • develop the creative abilities of students. 3. Educational: • instill love and interest in the English language; • promote the formation of tolerance when working in pairs, a group; Formation of UUD: • personal: positive attitude to the process of cognition; • regulatory: the ability to plan the solution of a learning problem, evaluate and correct their activities; • cognitive: conscious use of lexical and grammatical, allowing to exercise productive speaking skills and receptive listening skills. • communicative: cooperation in the search and collection of information, control, correction and evaluation of actions. Planned results: • consolidation of new vocabulary; • development of creative abilities; • development of monologue speech, listening skills.
21 Stages of the lesson Time Procedure Interaction type and Materials Organization of the beginning of the lesson 2 min The teacher checks the readiness of students for the lesson, greets students, creates an emotional mood. Good morning! Glad to see you, take your seats. Activation of previously studied material, motivation 5 min 1. The teacher offers to remember the vocabulary of the last lesson. 2. The teacher asks the student to complete a grammar task. 3. Pupils read and answer. frontal slide 1-2 Improving Listening skills 5 min 5 min 5 min Pre-text stage 1. The teacher asks the student to answer the question: ―Do you buy any goods which are advertised on TV, radio or the Internet? What?‖ Students read and try to formulate concepts. Text stage. 2. The teacher invites students to listen to ACTIVITY 1. text and complete the task of correlating audio texts and goods. (listening 2 times). Students listen to the text and complete the tasks. The teacher invites students to express their opinion about the advertisement they heard: ―Did you like these ads? Why?‖ Students express their point of view. Individual, frontal Individual, frontal
22 Improving Speaking skills 5 min 5 min 3. Teacher asks the students to complete ACTIVITY 2: With your partner make a list of things which make a successful advert. Share your ideas with your classmates. The students make a list. 4. The teacher asks the students to work in a group and complete ACTIVITY 3: Match slogans with logos. Students match slogans with logos. Pair work, frontal slide 3 Individual slide 4 Development of creative abilities 10 min 5 min 5) The teacher invites students to watch a video clip and assume that he is advertising. Then the teacher offers to listen to the song from the advertisement and insert the missing words, after which the students sing the song. 6) The teacher invites students to draw their logo for the slogan and present to the class. In the course of work, the teacher exercises control and differentiated assistance. Frontal, collective Watching the video Listening to a song Group work Reflection of activities in the lesson, grading 2 min The teacher sums up the results, asks if you liked the lesson. Students express their opinion about what happened in the lesson. Frontal Homework 1 min Students write down their homework Individual
23 Content of the lesson Slides 1-6
24 SECOND LESSON PLAN Subject/Course: Vocabulary Writing Topic: Advertising and marketing Level: Intermediate Lesson duration: 45 minutes Target skill: Vocabulary Materials: multimedia projector, multimedia presentation , tape recorder, computer, visual aids, handouts. Goals Formation of speaking skills using new lexical units. Development of communication skills of students. Help develop the ability to work collaboratively. Objectives Creating conditions for enriching vocabulary and developing the ability to express one's point of view on the topic. Introduction To give some information related to the topic and ask some question to concentrate students‘ attention Development Giving students new vocabularies, and speaking exercises, games answering questions and etc. Time management Introduction of the lesson: Checking the attendance, asking homework and suggest some of students tell the group latest news in the world and social-political and economic news related to our country‘s life 5 min Warm-up. PPT Slide 5 min Activity 1: Card work 5 min Activity 2: True/False statements 5 min Activity 3: Listening radio advertisements 5 min
25 Activity 4: Handout ( finding definitions) 5 min Activity 5: Making advertisement 10 min Summarizing: Asking students their opinion on lesson, giving home tasks and informing the topic of next lesson 5 min Activi ty Procedure Intera ction Material s Warm up 1. Greeting. The teacher talks with students on advertising pictures, introduces the word "advertising". T: ―Look at the screen. What will we speak about? P1: "I think it's advertisement" P2: "I'm sure we'll speak about commercial" T: You are right. The word ―реклама‖ we can translate in different ways… T-Ss PPT Slide 1 Card work. The teacher distributes handouts to students. Students should insert new words they have just learned into sentences. Individ ual work Card work 2 The students will listen to the dialogue between Sarah and Luke. They talk about advertising on TV. Students must determine whether the statements are true or not. T-Ss Advertise ments on TV 3 The teacher puts 5 advertisements from the radio 2 times for students to listen to. Then students should Listen to them and say what each one is for. Individ ual - work Radio advertise ments
26 4 Finding the meanings of words. The teacher gives some new words to the students to remember, which are related to the topic "advertising". They will look at them and translate with the teacher. These words are also given definitions, they must correctly find definitions for each. Sponsorship – спонсорство Commercial – реклама, рекламный Promote – продвигать, содействовать Misleading – ложная Slogan – слоган, лозунг Endorse – одобрить Logo – логотип T-Ss Handout 5 Advertising production. The teacher says to make an advertisement in pairs. Students can choose any product, product or company they want and make an advertisement. They have 3-5 minutes to create an ad and 5 minutes for the whole class to present their ad. Students should make the most of their imagination and creativity. Pair work Making advertise ment 6 Homework Students have to find modern proverbs and expressions (wisdoms) about the advertisement and also to write a short essay about advertising in your life, what it means for you, if it is important for you and if you follow some ad advice
27 Content of the lesson Warm-up 1. Card work 2. Advertisements on TV. True/False statements. Decide if the statements are true(T) or false(F). 1.Luke likes the chocolate advert. 2.Sarah thinks all adverts are good. 3. Luke thinks some adverts are funny. 4. Sarah can‘t understand Luke‘s sense of humor. 5.Most actors appear in TV adverts in their careers.
28 3. Radio advertisements. (Audio) ---------a soft drink ---------a musical at the theatre ---------a cross-Cannel ferry ---------a new kind of frozen potato dish ---------a motor fair 4. Handout 1. an advert on TV or radio 2. financial support a company gives in order to get publicity for themselves 3. a short phrase that is easy to remember 4. to say publicly that you support or approve of something 5. giving the wrong idea or impression 6. special design/ symbol that a company puts on all its products or adverts 7. to try to sell a product, e.g. by special advertising Sponsorship commercial promote misleading slogan endorse logo
29 2.2. Useful activities, games, ways for teaching speaking Teaching a group of intermediate students is not easy. At this level, repeating the basics is tedious, and introducing more advanced topics can be frustrating. Things like increasing your vocabulary are an essential part of learning English, but they can be boring. But there are some word games that help to spice up the classroom and improve the learning process : 1. Last Man Standing This game is fast-paced, but allows students some time to think. It also encourages peer learning, as students will pick up on words they hear others speaking. To play the game, grab a ball and have all the students form a circle. Name a category or theme, such as things found in a kitchen, food, professions, and so on. Begin by tossing the ball at a student. That student will shout a word related to the theme and throw the ball to another student. As each person catches the ball, they need to come up with another word that fits the theme. If they repeat a word that has already been said or can‘t think of a new one within a few seconds, they are out and must sit on the sidelines. Don‘t worry, they‘ll still be learning! Take things up a notch with a different version of ―Last Man Standing.‖ Instead of naming a theme, each student gives the next student another theme. For example, you might start off with ―something red.‖ The first student to catch the ball could say ―strawberry‖ and then choose another topic and throw the ball to the next student. This makes the game much more difficult, since students cannot think of a word until they know what their theme is. 2. Pictionary Most English speakers are familiar with Pictionary, the drawing game. You can use the cards from the actual board game to create a classroom activity that will thrill your students. This is a good, high action
30 game that students really get into. Chalkboard Pictionary. To play in a classroom with many students, it‘s not very practical to use the game board. This means you‘ll be using the chalkboard or whiteboard at the front of the room. Divide the class into two teams and create a small column for each team on one side of the board. You‘ll record their points here. Have one person from Team A come up to the front. Have the student draw a card (try using Pictionary Junior cards if the adult ones are too advanced for your class). Alternatively, you can write words on slips of paper for students to choose. The student must convey the word to his or her team using only drawings. Students cannot use words, symbols or hand gestures. Limit the time to three minutes maximum. Each correct word is a point and the first team to get 10 points is the winning team. 3. Charades Charades is quite similar to Pictionary, but it uses actions to communicate the secret word in place of photos. This is a great game for those days when your class is dragging and people are falling asleep. Get them up and get them moving! Write down words on slips of paper for students to choose. Verbs are likely to be the easiest, but you can also use more complicated words, provided you are sure most of the students know them. Divide the class into two teams and have one person from each team choose a piece of paper and act out the word. The teams must guess the correct word before three minutes run out. For each correct word, that team receives a point. The team that hits ten points first is the winning team.
31 4. Taboo Words Taboo Words helps students practice with synonyms and descriptions. Separate the class in half and have the two teams sit on opposite sides of the room, facing each other. Each team will choose a person to sit in front of their team, facing them in the ―hot seat.‖ You will stand behind the students and hold up a piece of paper with a word on it. The students in the hot seats will not be able to see these papers. Teams have three minutes (or any amount of time you want to set) to get their hot seat member to say the word on the paper. The catch is, they can’t say the word under any circumstances. Tips for playing in a large class. If you have more than 12 students in a class, things can get a little chaotic with this game. In this case, it‘s usually simpler to divide everyone into teams of 5-6 people and have only one team go at a time. 5. 20 Objects Test your students‘ memories and vocabulary at the same time with this fun game. All you need is a clear desk and 20 common items from around the classroom. You can even grab things from your backpack or purse. Arrange the objects on the desk and let students gather around to look at them. Cover everything with a sheet (or something similar) after one minute and send everyone back to their seats. Each students should write out as many items as they can remember on a piece of paper, all in English. When everyone is done, write a list of the items on the chalkboard and allow students to self-correct. Alternatively, you can call out the objects and give a point for each one that is correctly written. 6. Categories Students will beg to play this game once they get the hang of it! It‘s a great way to fill up the last few minutes of class, too. Have students draw six columns on their paper and write a category at the top of each column. You can choose categories that fit what you‘ve been studying in
32 class or go with some basics. Popular categories include food, names, cities or countries, furniture, verbs and clothing. Choose a random letter and write it on the board. Give students enough time to write down a word for each category that starts with that letter. You can repeat with new letters as many times as you like. 7. Letter Scramble Take a list of words that your students have recently learned and write a scrambled version of each on the board. Allow students to unscramble the words on their paper. The first one to finish deciphering all the words wins. 8. Chalkboard Acronym Write a word vertically on the board and then have students come up, one at a time, to write a word starting with each letter of the vertical word. For example: Cute Under Porcelain Make this tougher by requiring the words to be related to the acronym. 9. What Am I Thinking Of? If you‘ve ever played 20 Questions, you already know how this game goes. To make it a little easier on your students, however, you‘re going to include some visual clues. Pair students up and have them think of an object. Each student should write 5-10 words describing the object on a piece of paper. When you call time, the students
33 swap papers and try to figure out what the other person described. The first team to have both words guessed correctly wins. 10. Word Bingo You‘ll need to do a little preparation for this game, but it‘s well worth it. Make bingo sheets with a 4×4 grid and add words to each square. Hand these out (each one should be unique) and have students mark the correct word when you call it out. The first person to finish marking their entire page wins. There are some fun variations to Word Bingo! Picture Bingo: Use pictures on the Bingo card and call out the words that relate. Synonym Bingo: Get those brains working by giving students a word that means the same thing as a word on their card. Antonym Bingo: This is just as it sounds. Call out the antonyms of words on their cards and see how many students get it. Video Bingo: Instead of calling out individual words, make the game more challenging by playing a video that has the words on students‘ bingo cards. This will encourage students to listen closely and provide a more natural way to practice. You can use FluentU for this variation of the Bingo game, since the program has a few features that‘ll make prep easier for you. FluentU has many videos created for native English speakers like movie trailers and inspirational talks. You can find videos that use specific words just by searching for the word you want to include. Each video also has a key word list before you play it, which you can use to populate your Bingo boards. You can even assign a variation of this to students for homework: You can import all the words students are learning into flashcard decks that students can then study
34 with personalized quizzes. Or, you can ask students to pick a video and add five new vocabulary words to their flashcard list as they watch—to do this, they just have to click on any word in the subtitles then click to add the word to their words. 11. Scattergories Scattergories is one of the most fun and simple word games for adults. The game challenges players to think up words all starting with the same letter. To play: 1. One player rolls a letter die or uses a letter generator to pick the first letter. 2. The timekeeper puts 60 seconds on the clock. 3. Players write down one answer per category starting with the letter. 4. When time runs out, players read the answers. 5. Players receive a point for every answer. Alliterative phrases count for double or triple points. If two players have the same answer, then they must cross it out and neither receives points. Of course, a player will not receive points for blank answers either. At the end of each round, the player with the most points wins. Here is a list of sample Scattergories categories: A boy‘s name, girl‘s name, or gender neutral name Capital cities Four letter words Types of drinks Holidays Careers or professions Cartoon characters Websites Desserts You could create more inventive categories for the game, or challenge players to make up prompts.
35 To play virtually, use the chat, screen-share, whiteboard functions in your virtual meeting platform. You can also share a Google Doc or Form, or join a multiplayer online Scattergories game together. 12. Tree or Bob Ross Tree or Bob Ross is a fun video conference game that challenges players to guess a word by asking questions. The player who conjures the word is The Post. The Post answers This or That questions whose answers help players narrow down the word. The first question of the game is usually ―is it more like a tree, or more like Bob Ross?‖ and The Post must answer accordingly. For instance, a rose is probably more like a tree, but Pinnochio presents an interesting challenge. Each turn, the guesser adds a new word. For example, the second question might be, ―is it more like a tree or a fern?‖ The game continues until players guess correctly. For more excitement, introduce a time limit, or award more points if players guess the word during earlier rounds. 13. Vocabulary Pyramid Pyramid challenges players to guess words from context clues. The pyramid is a collection of six words, arranged with three on the bottom, two in the middle, and one at the top. To win, teams must guess all words within the pyramid in the allotted time. To play: 1. Divide the group into teams. 2. Give one player on each team the pyramid. 3. The pyramid holder must give hints to teammates describing each word without using the actual name of the item. 4. When players guess correctly, the pyramid master can move to the next word. Or, players can say ―pass,‖ and return to the word later.
36 5. Teams receive a point for every correct guess. When determining the time limit, consider the age of your players and the difficulty of the words. In general, 30 seconds per word, or three minutes total, is a good place to start, but add or take away time to increase or decrease the challenge.
37 CONCLUSION In this course work, an attempt was made to analyze the features of teaching different types of methods in the light of the methods of mastering a foreign language and the methods of teaching English. Having considered the basics of lexical methodology and having determined the specifics of teaching English vocabulary in the intermediate level, we studied the features of working with vocabulary and studied modern methods of activating it, used by various methodologists and practitioners. Positive results were obtained to test the effectiveness of teaching vocabulary to students when it is activated and stimulated cognitive motivation. During the senior stage of education, students improve the knowledge, skills and abilities acquired by them during the previous period. The use of various methods and techniques of semantization and activation of lexical material contributes to its stronger assimilation. The solution of the tasks set confirmed that the activation of vocabulary should contribute to the effectiveness of mastering the educational language material, increase cognitive activity and the growth of personal motivation for learning a foreign language, form the communicative competence of schoolchildren, and also serve as a preliminary stage at the stage of choosing a future profession and further specialization. The organization and conduct of classes should be built taking into account the age and individual characteristics and linguistic abilities of students and should be aimed at their development. Classes in a foreign language should be comprehended by the teacher as part of the overall development of the child's personality, associated with his sensory, physical, intellectual education. As a result of the work carried out, the tasks set were achieved, which made it possible to develop, organize and test the effectiveness of the developed lessons. In the process of organizing and conducting classes, there were no particular difficulties. This research work can be used by foreign language teachers, as it gives practical recommendations for organizing
38 work with lexical material at the senior stage of education, and 13 types of activities and games can be used to automate lexical skills on any topic being studied. Research work on the study and practical application of lexical knowledge using a theoretical framework and a creative approach to the application of pedagogical methods to activate the vocabulary of a foreign language (English) served as a significant expansion of personal theoretical and empirical knowledge, their systematization and identification of promising areas in working with lexical material.
39 GLOSSARY Semantization - in scientific and technical lexicography is defined as a semantic, logical-conceptual analysis, which includes all the possible ways of disclosure of the term meaning in a specialized dictionary. Scattergories - a multi-player word game where the objective is to earn the most points by making a list of words that all begin with the same letter. Lexical and grammatical valency - In linguistics, valency or valence is the number and type of arguments controlled by a predicate, content verbs being typical predicates. The supra-phrasal unity - is a minimal text unit consisting of two or more sentences united by a common topic.
40 BIBLIOGRAPHY 1. Barnhart, C. L. (1968). The World Book Dictionary. Edition. Published by Thorndike-Barnhart, Chicago, Illinois. 2. McCarten, J. (2007) Teaching Vocabulary : Lessons from the Corpus, Lessons for the Classroom, Cambridge University Press 3. Pinker, Steven. (1999). Words and rules: The ingredients of language. New York: Basic Books. 4. ―Bringing Words to Life: Robust Vocabulary Instruction (2nd ed.),‖ by Isabel L. Beck, Margaret G. McKeown, and Linda Kucan. 5. ―A review of the current research on vocabulary instruction,‖ from the National Reading Technical Assistance Center, RMC Research Corporation. 6. ―Building Academic Vocabulary: Teacher‘s Manual,‖ by Robert J. Marzano and Debra J. Pickering. 7. ―Teaching Word Meanings,‖ by Steven A. Stahl and William E. Nagy 8. Celce-Murcia, M. Macintosh, L. (1979) Teaching English As A Second or Foreign Language, US: Newbury House Publishers Inc. 9. Celce-Murcia, M.and F. Rosenweig, (1989). ―Teaching Vocabulary in the ESL Classroom‖ in M.Celce-Murcia and L.McIntosh (eds)/ Teaching English as a Second or Foreign Language. New York: Newburry House Publishers Inc. 241-257. 10. Allen, J. (2007). Inside words. Portland, ME: Stenhouse. Allen, J. (1999). Words, words, words: Teaching vocabulary in grades 4-12. Portland, ME: Stenhouse. 11. Anderson, R. C., & Nagy, W. E. (1991). Word meanings. In R. Barr, M. L. Kamil, P. B. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (pp. 690-724). New York, NY: Longman. 12. Anderson, R. C., Wilson, P. T., & Fielding, L. G. (1986). Growth in reading and how children spend their time outside of school. Technical Report No. 389. Urbana, IL: University of Illinois, Center for the Study of Reading.
41 13. Anfara, V. A., Jr., Andrews, P. G., Hough, D. L., Mertens, S. B., Mizelle, N. B., & White, G. P. (2003). Research and resources in support of This We Believe. Westerville, OH: National Middle School Association. 14. Baumann, J. F., & Kameenui, E. J. (1991). Research on vocabulary instruction: Ode to Voltaire. In J. Flood, J. M. Jensen, D. Lapp, & J. R. Squire, (Eds.), Handbook on teaching the English language arts (pp. 604-632). New York, NY: Macmillan. Internet sources: 1. http://wordsteps.com 2. https://elib.pnzgu.ru/files/eb/doc/kVhnfWQ1QNPt.pdf 3. www.vikipedia.com 4. https://www.fluentu.com/