Vocabulary teaching

Objectives of todays class

to establish the importance of teaching vocabulary

to discuss aspects of word knowledge

to explore different techniques of

presenting, revising and testing vocabulary

to identify common problems involved in the

teaching and learning of vocabulary

to analyze vocabulary tasks included in English

coursebooks

to micro-teach
 The importance of vocabulary

If language structures make up the

skeleton of language, then it is
vocabulary that provides the vital
organs and the flesh.

J. Harmer
The Practice of English language teaching. London:
Longman.1991
 Why teach vocabulary?
It helps students to
read words accurately
understand what they are
reading/listening to
use what they know about some words to
understand other words
better show what they know about the
topic
learn more about the topic they are
learning
 What does it mean to know a word?
to understand the word when
its written or spoken
to recall it when you need it
to use it with the correct
meaning
to use it in the right situation
to know if it has positive or
negative connotations
to know when and when not to
use it
to know which other words you
can or cant use with it
to spell it and pronounce it
correctly
 The secret to memorizing
English vocabulary ?
Systematic recycling multiple exposures
Mnemonics/associations/visualization
Learning words in meaningful context
Words in chunks rather than isolated words

Using different channels (auditory/visual/kinaesthetic )

Finding your own strategy/gies
Using the words
Personalizing/attaching an emotion to a word

105/01/09
 The three phases of teaching
vocabulary
1. Presenting new words or
phrases

2. Reviewing/revising vocabulary
and the topic

3. Checking/testing key words

students have stored and
automatised
 Vocabulary presentation techniques

Using visual aids

The use of realia

Demonstration/miming/gestures/TPR

Using verbal contexts

Using translation

Using dictionaries
 Using visual aids

The use of realia - maps, tea sets, dishes, and

utensils, clothes, toy planes, trains, cars, animals,
furniture, etc family photos, holiday items
(pumpkin, Easter eggs, Christmas decorations)
The use of flashcards, posters, wall charts
The use of Power Point presentations and other
types of computer software containing
illustrations, e.g. Google images
*Drawings
*The use of graphic organisers - diagrams/word
networks

TASK
A graphic organizer is a diagram that shows how key terms are related .
 List
Students brainstorm all the words they can
recall at the end of a unit.

Group
Students suggest logical ways to group the
words.

Label
Students suggest a label for each group
they form.
 Kinds of Snakes
no legs garter
garter
boa boa
venom copperhead
cobra cobra
fang coral
scales Things Snakes Might Have
coral rattle
scales
tail fang
rattle no legs
copperhead venom
trees tail
holes Where Snakes Are Found
ground trees
holes
ground
 Kinds of Snakes
no legs garter
garter
boa boa
venom copperhead
cobra cobra
fang coral
scales Things Snakes Might Have
coral rattle
scales
tail fang
rattle no legs
copperhead venom
trees tail
holes Where Snakes Are Found
ground trees
holes
ground
Words to be learned:
tepid
sweltering
chilly
 word line

hot
cold
hot tepid cold

sweltering chilly

TASK
 Task 4
The environment-related vocabulary

Feedback.
Recognising the word stress in the new
words
105/01/09
Word network for law
Demonstration/acting/miming/
gestures/TPR
Using translation
Using dictionaries
 Using verbal contexts

concise definition (as in a dictionary; often a superordinate with

qualifications e.g. a cat is an animal which
detailed description (of appearance, qualities etc.)
synonyms/antonyms (happy/sad)
*explanation in English + example of a sentence
examples (hyponyms - red, white and blue are all colours. )
associated ideas (familiar/famous words) /
collocations
*context (illustrative story or sentence in which
the item occurs)
word building
105/01/09
When you teach the word
scared

 Whatis wrong with the following
approaches
to dealing with meaning in the classroom?

1. Teacher asks class What does scared mean?

2. Teacher asks class Does anyone know what scared
means?
3. Teacher asks class Tell the rest of the class what
scared means
4. Teacher asks class Do you all know what scared
means?
5. Teachers tells class Scared means frightened
6. Teachers tells class Check the meaning of scared
in your dictionary
7. Teachers tells class scared is when you are in a
situation and you feel really worried and think that
there might be some danger.
8. Teachers tells class for example you get scared
 Illustrative sentences
These sentences should be such that meaning of the words flashes
from the context clear as crystal. They should also be simple in
structure.
SCARED
-I am scared when I am alone at home. Im afraid of burglars,
ghosts and stange noises.
MISS (THE BUS etc.)
-The train left the station at 7.55. I could not catch it. I missed the
train.
COMPARE
-When you compare yellow and red, you can see that red is a darker
colour.
SUBSTANDARD
-Substandard quality is quality that is below standard.
DEPTH
-I know this river is deep but I dont know its exact depth.

TASK
 5.30-12 mins video clip on Concept check
questions
CELTA Concept Check Questions - Vocabulary.mp4
 Concept-checking questions
Based on good language analysis
You have to consider what could lead to misunderstanding and
confusion and then focus your questions on these areas

Coast
CCQ:
Is there a coast between countries? (no)
Do all countries have coasts? (no)?
Is the coast near the sea? (yes)

Limp
CCQ:
Do you limp if you have hurt yourself? (yes)
Do you limp if you are drunk (no)
TASK
 Reviewing the vocabulary and
the topic

Use the new words in a wider range of

situations.
Activites and techniques to practise, check,
consolidate and revise vocabulary
1.*Interviews questions connected with the new
words
2. *Vocabulary cards (fiszki)
3. *Make up a story using the words
4. Matching words and pictures
5. *Memory & match game
6. *Guessing game
7.*Chain game (John went to the market and he
bought
8. *Miming/showing/drawing=charades (kalambury)
9.*Classifying/sorting
10. *Bingo
11.*Definitions (true/false)
12.*Odd word out
13. New words in song lyrics/news/films
14. Word families/sets
15. *Information-gap crossword (Student A&B)
16. *True or false dictionary definition (3 def. 1 is
true)
17. *Taboo
18. *List of words (category) explaining/guessing
19. Picture dictation
Three dictionary definitions

only one is correct
 Vocabulary testing techniques
Multiple choice
Cloze test
Word formation
Matching
Odd one out
Writing sentences
Dictation
Sentence completion
Definitions
Translation
Writing
Reading
Oral testing
Associations
Placing
Synonyms and antonyms
Transformation
Substitution
Error correction
Vocabulary testing techniques
 WHAT IMPORTANT PRINCIPLES
OF TEACHING VOCABULARY
DO YOU REMEMBER
FROM TODAYS CLASS?

and dont forget your homework ...

 References
Thornbury, S. 2002. How to Teach Vocabulary. London: Longman.
Gairns, R. and Redman, S. 1986. Working with words: a guide to teaching
and learning vocabulary. Cambridge: Cambridge University Press.
Carter, R. and McCarthy, M. 1988. Vocabulary and language teaching.
London: Longman.
Skmen, A. 1997. Current trends in teaching second language vocabulary.
In Schmitt, N. and M. McCarthy (eds) Vocabulary: Description, Acquisition
and Pedagogy. Cambridge: Cambridge Univ. Press
Hatch, E. and C. Brown. 1995. Vocabulary, Semantics and Language
Education. Cambridge: Cambridge University Press (parts only)
Nation, I.S.P. 2001. Learning Vocabulary in another Language. Cambridge:
Cambridge Applied Linguistics Series, CUP
Read, J. 2000. Assessing Vocabulary.
Harmer, J. 2001. The Practice of English Language Teaching. [Essex,
England]: Longman.
Hedge, T. 2000. Teaching Learning in the Language Classroom. OUP.