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

The absence of conversion: an eye - to eye (кўз - кўрмоқ).
The word order in a sentence: Менинг акам мактабда ишлайди. My brother at school works. Instead of My brother works at school.
While reading in English conversion may cause interference.
Ex. His works are very interesting. He works very well.
In each sentence the word «works» is understood as «ишламоқ». Silent letters in the words also make it trouble some. Ex. Take, which, hour. Any word in the language has very complicated linguistic relation with other words in pronunciation, meaning, spelling and usage.
Rule 4 for the teacher: 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); and etc.
Hence there are two stages in teaching vocabulary: presentation or explanation, retention or consolidation which are based on certain psycho-linguistic factors.
How to Teach Vocabulary in School.
Various techniques are used to attain the goal - to fix the words in pupils’ memory ready to be used 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.
There are two ways of conveying the meaning of words: direct way and translation. The direct way of presenting the words of a foreign language bring the learner into direct contact with them, the mother tongue does not come in between.
The direct way of conveying the meaning of foreign words s usually used when the words denote things, objects, their qualities, sometimes gestures and movements, which can be shown to and seen by pupils, for example: a book, a table, red, big, take, stand up, etc. The teacher should connect the English word he presents with the object, the notion it denotes directly, without the use of pupils mother tongue.
The teacher uses various techniques for the purpose. It is possible to group them into: (1) visual, and (2) verbal. The first group involves the use of visual aids (object, pictures, situations, movements and gestures).
The second group of techniques involves the utilisation of verbal means for conveying the meaning of unfamiliar words. These may be context, synonyms, antonyms, definitions, word-building elements, etc.
Example: the use of definition. The new word is blind. A blind person is one who cannot see.
Word-building for conveying the meaning of words. Teacher: You know the words: worker, teacher... now guess the meaning of the word writer.
Write - writer; teacher - teach.
The teacher may also use synonyms to convey the meaning of a new word. For example, the word town may be presented through the familiar word city; receive -get; reply - answer, etc.
Teacher: You know the word city. Kiev is a city, but Andijan is not city. It is a town.
The use of the direct way, however, is restricted. Whenever the teacher is to present words denoting abstract notions he must resort the mother tongue, i.e. to translation.
The translation may be applied in its two variants: