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examples and asking questions, so that pupils can
really see how the word is used.
- Words which we want pupils to understand ( e.g. when reading a text),
but which they will not need to use themselves. We call this “ passive
vocabulary”. To save time, it is often best to to present it quite quickly, with a
simple example. If it appears as part of a text or dialogue, we can often leave
pupils to guess the word from the context.
Pupils should understandfar more words than they can produce- so we
should not try to treat all new words as active vocabulary.
13
Chapter III- conclusion
Applying techniques above in teaching new words, my pupils findeasier
to remember and understand new words. More pupils can use new words in
contexts. These techniques involved pupils much and made them more
interested in learning English. I have asked 32 pupils at 11th grade the question:
“Are you afraid of learning new words?”, most pupils said that they had few
problems while learning new words. Only few find rather difficult to remember
all new words and their spelling.
Below is the result of the test after the lesson ( Lesson 16) done by pupils
from class 11A1 when new techniques are applied:
No. of pupils
Excellent
Good
Average