Z. M. Bobur nomidagi andijon davlat universiteti chet tillar fakulteti ingliz tili va adabiyoti kafedrasi

Presenting new vocabulary
There are two ways of conveying the meaning of words: direct way and translation. The direct way, is usually used when the words denote things, objects, their qualities, sometimes gestures and movements. It is possible to group them into: visual and verbal (context, synonyms, antonyms, definitions, word-building elements etc.)
The use of the direct way, however, is restricted whenever the teacher is to present words denoting abstract notions he must resort to translation. Pupils are recommended to get to know new words independently; they look them up in the word list at the back of the book or the dictionary.
Retention of words
To attain the desired end pupils must first of all perform various exercises to fix the words in their memory. For this purpose it is necessary to organize pupils work in a way permitting them to approach the new words from many different sides, in many different ways, by means of many different forms of work. Two groups of exercises may be recommended for vocabulary assimilation.
Group 1
Exercises designed for developing pupils’ skills in choosing the proper word.
Group 2
Exercises designed to form pupils’ skills using the word in sentences.
The desirable relationship between these two groups of exercises should be in the ratio 1:2 that is most of the exercises must be connected with developing pupils’ skills in using the words in sentences and in connection with the situations offered.
The CEFR document also includes details of the vocabulary range and vocabulary control which are expected of learners at each level of the hierarchy.
The value of the CEFR lies in the ability of its users to apply these criteria consistently and accurately but in the absence of more detailed criteria this may be difficult to do in practice. This difficulty is implicitly recognised in the CEFR document with the suggestion that vocabulary size details might useful­ly be added to the descriptors. The potential value of a form of assessment which is able to put some numbers, or more precise measurements, to these characterisations is very clear. If a learner possesses many thousand words, including idiomatic and colloquial expressions, and is comparable to a native speaker in his or her foreign language vocabulary knowledge then this would be good evidence that he or she would be at C2 level, at least in terms of vocabu­lary range. A learner with only a few hundred foreign language words would probably be at A1 level in terms of vocabulary range and almost inevitably would be much more limited in their skill in using the foreign language.