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-=13. communicative crosswords - write a cross word and divide it into two parts, students do not show their part to each other but describe words and places they are in, in order to fili in the gaps,

14. sophisticated hangman — students work in two teams, words are presented in form of dashes, do not hang but give points - 1 for a correct letter, 5 for a word and 15 for a connection word, e.g.

T	R	A	I N
C	0	A	C H
G	R	0	U N D	connection: FOOTBALL

15.    pelmanism - a gamę played by children, it is a memory gamę that involves matching either word pairs or picture - word matches; a pack of cards with pictures or words are used; cards lie face down on the table; the idea is to match and put the pairs aside; if the two chosen cards are not a pair, they must be put back in the same place and the other player takes their turn to find a pair; the player with most pairs (on finishing the gamę) wins; yariations: 2 pictures of animals; one card - picture, the other card word; one card - word, the other card - definition; two halves of sentences; associated pairs (e.g. table & chair); a set of cards is essential for each group,

16.    word association - for generał vocabulary, in teams or as a whole group, class; the teacher gives the first word, then a student gives a word that (s)he associates with it, then next responds to the previous one and so on, or the next student gives a word beginning with the last letter of the previous word; word disassociation can be played the same way,

17.    draw the word - choose the words the students are to revise, put them on the board and ask them to draw a picture for it; put the words in arbitrary pairs and ask students to draw pictures linking the words in each pair; then use pictures to find out from everyone what words are meant.

Morgan and Rinvolucri (1986), Thombury (2002) as well as Gairns and Redman (1986) are an invaluable source of exercises toj be adopted for presentation, practice and revision of vocabulary.

11.3.10. Tasks / assignments for self-study

1.    Select a number of items which could be presented in form of word pictures.

2.    Think of ways to present abstract nouns to a group of children aged 6.

3.    Devise a revision activity for vocabulary connected with the topie “Shopping”.

Bibliography

Bowen, T and Marks, J. 1992 The Pronunciation Book Longman

Clark, E. V. 1993 The Lexicon in Acąuisition CUP

Cross, D. 1992 A Practical Handbook of Lcinguage Teaching Prentice Hall

Doff, A. 1988 Teach English CUP

Doff, A. 1988 Teach English: Teacher’s Workbook CUP

Faerch, C., Haastrup, K and Phillipson, R. 1984 Leamer Language and Language Leaming Multilingual Matters Ltd.

Gaims, R. and Redman, S. 1986 Working with Words CUP Gough, Ch. 19.03.1994 Vocabulary a lecture

Grauberg, W. 1997 The Elements of Foreign Language Teaching Multilingual Matters Ltd.

Harmer, J. 1998 How to Teach English Longman Harmer, J. 1986 Teaching and Leaming Grammar Longman Harmer, J. 1991 The Practice of English Language Teaching Longman Harmer, J. 2001 The Practice of English Language Teaching Longman Haycraft, J. 1978 An Introduction to English Language Teaching Longman Johnson, K. and Johnson, H. eds. 1998 Encyclopaedic Dictionary of Applied Linguistics Blackwell Publishers Kelly, G. 2000 How to Teach Pronunciation Longman Kenworthy, J. 1987 Teaching English Pronunciation Longman Longman Dictionary of Contemporary English 1995 Longman Lee, W. R. 1979 Language Teaching Games and Contests OUP Lewis, M. and Hill, J. 1992 Practical Techniąues for Language Teaching LTP McArthur, T. ed. 1992 The Oxford Companion to the English Language OUP Morgan, J. and Rinvolucri, M. 1986 Vocabulary OUP Nunan, D. 1991 Language Teaching Methodology Prentice Hall Tench, P. 1981 Pronunciation Skills Macmillan Publishes Ltd.

Thombury, S. 2002 How to Teach Yocabulary Longman

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