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    Teaching Vocabulary Lesson

    Uploaded by

    Inna Bulatova
    This document provides guidance on teaching new vocabulary to students. It discusses selecting appropriate words to teach based on criteria like frequency of use and usefulness. It also explains how to clarify the meaning, form, and pronunciation of new vocabulary. Teachers are instructed to use techniques like definitions, examples, pictures and gestures to explain word meanings without translations. They are also told to highlight aspects of words' forms, such as their part of speech, spelling, and grammatical patterns. Finally, the document stresses the importance of teaching students to accurately pronounce and recognize words, noting elements like word stress, problem sounds, and connected speech. Teachers are given tasks to practice evaluating words and planning lessons that apply these vocabulary teaching techniques.

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    © All Rights Reserved
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    Teaching Vocabulary Lesson

    Uploaded by

    Inna Bulatova
    119 views28 pages
    This document provides guidance on teaching new vocabulary to students. It discusses selecting appropriate words to teach based on criteria like frequency of use and usefulness. It also explains how to clarify the meaning, form, and pronunciation of new vocabulary. Teachers are instructed to use techniques like definitions, examples, pictures and gestures to explain word meanings without translations. They are also told to highlight aspects of words' forms, such as their part of speech, spelling, and grammatical patterns. Finally, the document stresses the importance of teaching students to accurately pronounce and recognize words, noting elements like word stress, problem sounds, and connected speech. Teachers are given tasks to practice evaluating words and planning lessons that apply these vocabulary teaching techniques.

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    This document provides guidance on teaching new vocabulary to students. It discusses selecting appropriate words to teach based on criteria like frequency of use and usefulness. It also explains how to clarify the meaning, form, and pronunciation of new vocabulary. Teachers are instructed to use techniques like definitions, examples, pictures and gestures to explain word meanings without translations. They are also told to highlight aspects of words' forms, such as their part of speech, spelling, and grammatical patterns. Finally, the document stresses the importance of teaching students to accurately pronounce and recognize words, noting elements like word stress, problem sounds, and connected speech. Teachers are given tasks to practice evaluating words and planning lessons that apply these vocabulary teaching techniques.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    119 views28 pages

    Teaching Vocabulary Lesson

    Uploaded by

    Inna Bulatova
    This document provides guidance on teaching new vocabulary to students. It discusses selecting appropriate words to teach based on criteria like frequency of use and usefulness. It also explains how to clarify the meaning, form, and pronunciation of new vocabulary. Teachers are instructed to use techniques like definitions, examples, pictures and gestures to explain word meanings without translations. They are also told to highlight aspects of words' forms, such as their part of speech, spelling, and grammatical patterns. Finally, the document stresses the importance of teaching students to accurately pronounce and recognize words, noting elements like word stress, problem sounds, and connected speech. Teachers are given tasks to practice evaluating words and planning lessons that apply these vocabulary teaching techniques.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 28

    TEACHING LEXIS

    DEAR COLLEAGUES,
    this is a theoretical lesson with explanations, checklists and
    examples which will teach you how to present new vocabulary.

    Of course, it includes 6 practical tasks for you to complete and


    improve your proficiency and for me to see that you have
    mastered the skills and are ready to use them during your
    lessons with ENGINFORM students.

    I will be expecting your complete works within a week.


    It should take you approximately 3 hours to do all the tasks.
    Please, be attentive to the instructions, as well as creative and
    professional and do you best.

    Let’s get started.


    The vocabulary we teach is often determined by the course
    book and the syllabus.

    Understanding the process of teaching lexis will enable the


    teacher to select/reject the vocabulary content of the course
    material and add to it, according to the level and needs of the
    particular student.

    HOW TO SELECT WHAT TO TEACH?


    SELECTION CRITERIA:
    1.FREQUENCY
    How often the word is used
    2.RANGE
    The number of different contexts in which a word is used.
    3.FAMILIARITY
    Is the word familiar even if it is not frequently used?
    4.USEFULNESS
    Students’ personal and cultural needs
    5.DIFFICULTY
    How difficult is it to teach?
    6.EXTENDABILITY
    Can other words be formed from it?
    TASK 1
    TASK 1. Evaluate the words based on the criteria.
    At which level would you introduce the words?
    (if a word can be different parts of speech and have totally
    different meanings– analyse all possible options)

    CHEST TO STROLL
    WHITEBOARD COUPLE
    PLUMP INSANE
    DOZEN JUSTICE
    SLEET TRAVEL
    TENSE CONDEMN
    See examples below:
    TASK 1
    Example:

    TO WALK, v, regular (A1 level)


    1. Quite frequently used in everyday speech
    2. Not many different contexts (go has a wider range)
    3. Quite familiar
    4. Useful for all categories of students
    5. Not difficult to teach
    6. Not very extendable: walker, walking, a walk
    PRESENTING AND RECORDING
    VOCABULARY
    The way of noting down the new vocabulary is of paramount importance for
    memorizing and using the words.
    While presenting new vocabulary you should familiarize your Students with
    three aspects:

    1. MEANING
    2. FORM
    3. PRONUNCIATION
    1.MEANING
    An essential part of ENGINFORM teaching
    method is ONLY ENGLISH.

    Therefore, we must be armed with the


    methods of clarifying meaning to Students of
    all levels without any translations.
    HOW TO GET MEANING ACROSS?
    1. DEFINITION
    2. EXAMPLE
    3. SYNONYMS
    4. ANTONYMS
    5. DESCRIPTION
    6. BODY LANGUAGE/ MIME/ PANTOMIME
    7. CONTEXT/SITUATION
    8. GRADABLE ITEMS/POSITION ON A SCALE
    9. LABELLING DIAGRAMS
    10.ILLUSTRATION PREPARED IN ADVANCE
    11.PICTURE ON THE SPOT
    12.ANALOGY IN L1 / SIMILARITY
    13.REALIA, OBJECTS
    14.TRANSLATION   
    TASK 2
    TASK 2. COMPLETE THE TABLE.
    WHICH OF THE ABOVE METHODS CAN BE EFFECTIVE FOR
    STUDENTS OF DIFFERENT LEVELS?

    Which of the methods do you find irrelevant at these levels?


    Include all the possible options and give your reasons.

    A1 A2 B1 and above
    REALIA, OBJECTS
    …
    TASK 3
    TASK 3. Suggest a suitable method of teaching the
    following:

    ROBBER
    TO GET RID OF SOMETHING
    TO REPAIR
    EQUIPMENT
    DISAPPOINTED
    SLIM
    FOREHEAD
    RIDICULOUS

    See examples below:


    TASK 3
    Example 1:
    TO PLUG IN, phr v (A2 - B1)

    The best method to get the meaning across will be:

    1) Realia
    2) Pantomime
    3) A situation: If I want to watch TV (to use my computer) I
    should first PLUG it IN because without electricity it won’t
    work.
    4) Picture prepared in advance
    TASK 3
    Example 2:
    FREEZING, adj (A2)

    The best methods to get the meaning across will be:

    1) Pantomime (shivering, chatter of teeth)


    2) Definition: very cold
    3) Example: You feel like this when it is -30 degrees.
    4) Context: I wore a hat and a warm coat because it was
    freezing outside.
    5) Position on a scale (hot – walm – chilly – cold – freezing)
    2. CLARIFYING FORM
    While teaching new vocabulary we should give the Students all the relevant
    information about the form of the TL.
    Depending on the word and the level we might include the following:

    • PART OF SPEECH (can be elicited from the context, from the given
    patterns and examples)
    • SPELLING DIFFICULTIES
    • NOUNS: ARTICLE USE / PLURALS; COUNTABLE/ UNCOUNTABLE
    (irregular plurals)
    • VERBS: TENSE (irregular verbs), STATIVE
    • COLLOCATIONS (adjectives + nouns, adverbs + verbs )
    • VERB PATTERNS (verb + noun)
    • FIXED EXPRESSIONS (prepositions, idioms)
    • PHRASAL VERBS (transitive/non transitive)
    TASK 4
    TASK 4. What issues of form might you want to highlight to
    your students?

    PEAR
    RESEARCH
    TO GET AWAY WITH
    TO LEARN
    MUSCLE
    PRETTY
    TO WAIT FOR
    TRAFFIC LIGHTS

    See examples below:


    TASK 4
    Example 1:

    APPLE (noun) (A1)

    countable,
    AN apple, apples
    Spelling – double P, silent E
    To eat apples, a sweet apple
    TASK 4
    Example 2:

    TO ASK OUT (phrasal verb) B1

    Regular: Ask - asked


    Transitive: to ask somebody out (not something)
    Separable: He asked her out.
    TASK 4
    Example 3:
    EXERCISE (noun) A2

    Can be countable: an exercise – exercises (one task)


    And uncountable: exercise (physical activity)

    Spelling:
    First letter E; letter X (not KS); letter R in the middle
    First goes C then goes S; Silent E

    Grammar exercises, a difficult exercise


    Do exercise, regular exercise
    3. CLARIFYING PRONUNCIATION
    It is very important to create not only visual image of a word but
    also teach the student to pronounce and recognize the word in
    the flow of speech.
    So the following aspects of pronunciation should be highlighted:

    • WORD STRESS (main stress)


    • SENTENCE STRESS (if it is a chunk od language)
    • PROBLEM SOUNDS (sounds the learners do
    not have in L1)
    • SOUND/SPELLING CONFUSION (silent letters)
    • CONNECTED SPEECH ISSUES
    TASK 5
    TASK 5. What issues of pronunciation might you want to
    highlight to your students?

    CHOCOLATE A PIECE OF ADVICE


    BUTTER COMMUNICATE
    COMPLICATED LEATHER
    COLLEAGUE TO GET AWAY WITH

    * You might need this site to write transcriptions of the words.

    See examples below:


    TASK 5
    Example 1:

    FASCINATING (adj) B1

    1. Word stress ['fæsɪneɪtɪŋ]


    2. Stressed sound [æ]
    3. Silent C
    4. Pronunciation of ing [ɪŋ]
    TASK 5
    Example 2:

    GHOST (noun) A2
    [gəust]

    1. Stressed sound [əu]


    2. Silent H
    TASK 5
    Example 3:

    TO PUT UP WITH (phrasal verb) B1


    /təpʊt’ʌpwɪð/

    1. Stress: /’ʌp/
    2. To – not stressed shwa sound /ə/
    3. With – sound /ð/
    4. Connected speech
    SUMMARY
    Teaching new vocabulary is a process that includes
    several stages. In this lesson we looked at 4 of them:

    1. Selecting appropriate vocabulary


    2. Clarifying meaning
    3. Clarifying form
    4. Clarifying pronunciation
    Planning vocabulary lessons: checklist 1:
    1. Should I teach this word? It is relevant to my student’s level,
    aim, the context of the lesson?

    2. How shall I clarify meaning?


    What shall I do if it does not work?

    3. How shall I clarify form?


    What issues shall I highlight?

    4. How shall I clarify pronunciation?


    What issues shall I highlight?
    TASK 6
    1. Select 4 different pieces of vocabulary that you
    have taught/are going to teach your Students at
    different levels.

    2. Describe the process of teaching this vocabulary


    according to the checklist 1:
    (tasks 1, 3, 4, 5 – combined)

    3. Create a Google Document and publish all your


    tasks there. Ask any questions that you have.
    Your works and your questions
    in Google Docs format
    will be expected within a week.
    THANK YOU
    FOR YOUR
    ATTENTION!

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