Teaching Vocabulary pptx

Teaching Vocabulary

What to Teach About an Item

Techniques for Eliciting New Vocabulary

Steps for Presenting Vocabulary

Techniques for Checking Vocabulary

What to Teach About an Item

What the word means

Its form/part of speech (e.g. noun, adj…)

How it is pronounced

How it is spelt (written form)

If it follows any unpredictable
grammatical patterns (e.g. effect on, fight
against)

The connotations (associations, positive or
negative feelings) the item may have (e.g.
DOG (friendship, loyalty, dirt & inferiority)

What to Teach About an Item (con.)


The situations when it is (not) used (Is it
formal/neutral/informal?- in speech or in
writing? Is it outdated? Wireless instead
of radio)

How it is related to others (syno., anto…)

Collocations (ways words occur together-
e.g. raise your hands not lift your hands)

The prefixes & suffixes may indicate the
meaning

Techniques for Eliciting
New Vocabulary
1. Visuals
2. Mime
3. Realia
4. Situation/Explanation
5. Example
6. Synonym/Antonym
7. Translation

1. Visuals


Example 1: PLOUGH


Example (2): PLOUGH


Example (3): a plot of land


Example (4): HARROW

2. Mime

Example (1): to pump
T: miming pumping a balloon
T asks, “What am I doing?”

Example (2): transplanting
T: miming transplanting young rice plants
T asks, “What am I doing?”

These peasants are transplanting
young rice plants

3. Realia

Example: mouse
T. Brings a real (computer) mouse into
class.
T. asks, “What’s this?”

Example: off (adv), on (adv)
T. turns off/on the laptop.
T says, “Tell me about the laptop. It’s…

What?”

4. Situation/Explanation

Example: go off (U1)
T. explains, “getting up early is the
most difficult thing, and I usually set
up my alarm before going to bed, so
it can wake me up at 5:00.”
T asks, “what does the alarm do at
5:00?”
Tell me the word in Vietnamese. Now
listen to it in English “go off”

4. Situation/Explanation (con.)

Example: crop
T. says, “the amount of rice, fruits that the
peasants harvest in this season is higher
than that of the previous season.”
T asks,” what do the peasants have? They
have a good……(Tell me the word in
Vietnamese) Now listen to it in English
“crop”

5. Example

Example (1): plan(s)
T. lists examples of her plan for next year:
“buying a car, having a baby, building a

new house…Give me an example of ……
your (plan) ”

Example (2): (to) chat
T. says, “I have a close friend living in the
United States, so every evening I can
talk heart to heart with her online.”
T. asks, “How can I contact my friend
every day?”

6. Synonym/Antonym

Example (1): contented with
T. asks, “what is another word for contented
with?”

Example (2): fellow
T. asks, “What is the opposite of fellow?”

7. Translation

Example (1): bank (n)
T asks, “How do you say ‘bờ sông or bờ ruộng’
in English? Listen to it in English ’BANK’ “

Example (2): peasant (n)
T asks, “ How do you say ‘nông dân’ in
English?……Listen to it in English ’peasant’
“

Steps for Presenting Vocabulary

Eliciting & Illustrating the meaning of the
new word (by using # techniques)

Modeling/Presenting the item
(written/spoken)

Letting Ss repeat chorally

Asking some Ss to repeat it

Correcting pronunciation (if happening)

Checking L1’s equivalent

Checking pronunciation (stress pattern)

Checking spelling

Techniques for Checking Vocabulary
1. Bingo!
2. Guess the
picture
3. Jumbled words
4. Matching
5. Networks
6. Noughts &
Crosses
7. Ordering

8. Rub out &
remember
9. Slap the board
10. Where & What
11. Word square
12. Wordstorm

1. Bingo!
Aim: to get Ss to practice listening to new words &
match sounds with spelling

Getting Ss to brainstorm a list of 10-15 new
words & putting them on the board

Ss choose 5 words to copy them in their books

Reading out the words in any order

Each time the student has one of the words the
teacher reads, s/he puts a tick next to that
word.

The first student to tick all five words shouts
“Bingo!”

2. Guess the picture
Aim: to get a lot of Ss to practice saying the new words in
a meaningful way

Make A4 pictures of new words you are going to teach


Put the pictures in a file

Get Ss to come to the front & choose one of the
pictures

Make sure nobody else can see which picture has been
chosen

Get the rest of the class to guess which picture it is

Ss ask, “Is it a…?”

The 1
st
student to guess the picture correctly comes
up to the front, chooses a new picture & the game
continues.

3. Jumbled words
Aim: to get Ss to practice spelling new words

The teacher writes 5 or 6 words with jumbled letters
on the board & tell Ss what the topic is.

Ss write the words correctly in their books

Ss come to the board to write the correct words there
to see if everyone agrees.
Example: Topic SCHOOL SUBJECTS

HSICPSY= THAMS=
LYGIOBO= TYHOSIY=
RUTELARITE=


4. Matching
Aim: To get Ss to match the new vocabulary with
definitions, translations of pictures. To save time pre-
teaching

Write the new words in a list on the left side on the
board

Write definitions, translations or draw pictures, on
the right side of the board

Get Ss to come up the board & match items in the left
side list with item in the right side list by drawing a
line between them

4 or 5 Ss can work at the board at the same time

Check answers by asking the class, “Do you agree?”

5.Networks

Aim: to get Ss to revise lexical sets; to put
words from different lessons into one
context so Ss remember them better


Write the network like in the example on the
board and put some more words below it.

Don’t use just concrete nouns-remember to
include some verbs

Get the Ss to put the given words in the
appropriate circles

Ss fill in the remaining empty circles with
their own words.

6. Noughts & Crosses
Aim: to get Ss to put new vocabulary in a sentence

The teacher puts a grid on the board with 9 words in
it.

Ss work in pairs. ONE of the Ss copies the grid in
his/her book.

One student is “noughts” (‘O’), and the other is
‘crosses’ (‘X’)

One student starts. S/he chooses a word & makes a
sentence with it. If the sentence is correct, s/he puts
her mark (“O” or “X”) in that square.

The 1
st

student to get three-in-a –row (across, down
or diagonally) wins.