Teaching of

Vocabulary
 Extensive Reading
Learning .
from
Attention to the meaning of .
Within class time / outside of class
time

Motivators for extensive

reading
books at suitable
of reading
 Extensive reading &
Vocabulary
95%-98% of the running words in a text
are already familiar to the learners.
Not more than 2 words in every 100
running words should be unfamiliar.
Teenagers 2000 words (easiest
fiction novels)
Adults 8000-9000 words (novels)
 Difference between
Intensive & Extensive
Reading
Read to Learn Learn to read
Reading text to Reading for
learn information,
something to build
about the fluency
language Graded
Short passages readers
(new words)
 Additional activities to
encourage
reading
A slip of paper in the back of each
book
Oral book reports
Group discussion

Example
activity
 Support and supplement
extensive reading with language
focused learning and fluency
development
Good reading speed : 300-400 words per
minute
Requirement : easy texts
1. regular
2. practice
Learners should3. be areading
push tograded
read readers that are
below their level they
faster
would read for meaning
focused input.
ERP

MFI FD
 Deliberate
attention
Before reading quickly skim & select
5/6 words to focus while reading
While reading collect repeated new
words
Report to the class on a word met
while reading.
Use dictionary
 How can you use listening
activities to
deliberately teach new
vocabulary?
1. Remember the word
Draw pictures on the board
Learners point at the picture as
the
teacher says the word.
Repeat new words many times

Example
activity
 2. What is it?
The teacher says sentences containing
new word.
Learners listen to the sentences and try to
find a first-language translation of the
word.

We can find grass everywhere.

Grass has many uses.
Grass can die.
People cut grass.
Animals eat grass.
People grow grass around their houses.
Grass is green.
Example
 3. Feel the objects
Blindfold a student.
Give him/her an object to hold.
Teacher tells the name of the object
repeatedly.
The student put the object on the table.
The students eyes are uncovered.
Teacher says the name of the object
and he/she has to point to the correct
object. Example
activity
 Explaining the meanings of
words will work best if the
teacher uses
Simple language
Combination of ways of conveying the
meaning
Short definition
Plenty of examples
Check understanding
 4. Word detectives
Each learner has the job of finding a useful
word to report on
Learners decide if a word is useful
Gather information of the words
Report on the word:
Where they first found the word
Why it is a useful word
What interested them about it
Its use, meaning, parts and collocates
Example
Example sentences activity
 Supporting vocabulary
learning through meaning-
focused input through
listening
Learning conditions
1. Focusing on the message of the input
2. Being interested in what is being listened to
3. Being familiar with 98% of the running words
in the input
4. Having the support and skill to guess the
remaining 2% of the running words from
context
5. Having plenty of input that provides repeated
opportunities to meet and establish the
 Listening to
stories
Vocabulary control
Use material where
the vocabulary has
been controlled.
E.g: graded readers
(Cambridge English
readers, Oxford bookworms,
Penguin Readers &
Heinemann Guided
Readers)
Stage 1 400 words
Stage 2 800 words
Stage 3 1300 words
Stage 4 1900 words
Stage 5 2800 words
 How can help learners learn
vocabulary from each other?
1. Label the picture
2. Find the differences
3. Put them in order
4. Perform the action
Finding a place on a map
Putting together the parts of a model such as
LEGO pieces
Walking blindfolded through an obstacle course
Drawing a simple picture
Example
activity
 Encouraging vocabulary
learning through teacher
input
1. Information transfer activities
- listen to some information
- reproduce some parts of it in some
pictorial
or diagrammatic form.
2. Note taking
- taking notes from lectures or mini-lectures
- attention to be given to target vocabulary
- can aid memory
Example
 Developing fluency in
listening
1. Focusing on the message of the input.
2. Being interested in what is listened
to
3. Being familiar with 100% of the
running words in the input
4. Being pushed to listen at a speed
that is faster than the learners usual
listening speed
5. Having plenty of input.
 How can you use speaking
activities to help learners to
deliberately produce
vocabulary
Saying known or partly known words
Teacher can provide a context for the word and
ask the learners to provide the missing word
I got up and went into the bathroom to brush my
__________.
If they cant guess
the word, the
teacher can give
another context:
Example
Say
Writethe firstlines
short sound
on the activity
 Remember the picture
game
The teacher shows a set of pictures.
Student look at the pictures.
Using their memory, they must say all the things
that they saw.

ACTIVITY
How many pictures do
you remember ?
Example
activity
 Vocabulary learning through
meaning-
Whyfocused output
learners may not be able to through
say what they want to
say
May not knowspeaking
enough vocabulary
They are unable to put this vocabulary to
productive use
 Carson, 1983
Productive
Vocabular
y

Productive
vocabulary

Partially Not needed in

understood daily
words communication
 Example activities
Communicative crosswords
Work in pairs
Learner A has half of the words written in
Learner B has the other half
Prohibited : must not show their
puzzle to each other
Must not say the word
 Ask me
questions!
One learner thinks of an object but does not say
its name
The other learner asks closed questions to find
out what it is
E.g: Is it alive?
Is it very big?

Example
activity
 Split
information
Work in pairs
One learner has one piece of information and
the other has a different piece of information.
They must combine these pieces of information
to reach some conclusions.
Can only do this by talking.
Must not show their sheets of information to
each other.

Example
activity
 Developing Fluency in
Speaking
1. A focus on communication
2. Very easy tasks
3. Some pressure to perform at a
higher than usual rate
4. Plenty of practice
Testing spoken vocabulary
 Same or different
(pictures)
Interview
Role play
THE
END