teaching vocabulary - pearson · pdf file · 2018-01-17teaching vocabulary ideas...
TRANSCRIPT
Teaching Vocabulary
Ideas and strategies for successfullearning
Teaching Vocabulary
Roy BennettPearson ELT Consultant
‘..while without grammar very little canbe conveyed, without vocabulary nothingcan be conveyed.’ Wilkins, 1972:111-112
‘Language consists of grammaticalisedlexis, not lexicalised grammar.’ Lewis,1993:51
Why is vocabulary important?‘..while without grammar very little canbe conveyed, without vocabulary nothingcan be conveyed.’ Wilkins, 1972:111-112
‘Language consists of grammaticalisedlexis, not lexicalised grammar.’ Lewis,1993:51
SESSION AIMS
1. How do we learn vocabulary?2. How do we explain vocabulary?3. How do we consolidate learning?
1. How do we learn vocabulary?2. How do we explain vocabulary?3. How do we consolidate learning?
HOW DO WE LEARNVOCABULARY?
What does it mean to ‘know’ aword?
Receptive Retrieval – listening, reading
Productive Retrieval – speaking, writing
On two basic levels…
Receptive Retrieval – listening, reading
Productive Retrieval – speaking, writing
What information do we need toknow about a word?
1. Form
2. Meaning
3. Usage
9
1. Form
2. Meaning
3. Usage
FORMHow do you spell this word?
B – O – U – G - HSpelling & Pronunciation
What does it mean to ‘know’ aword?
10
BOWHow do you pronounce this word?
Spelling & PronunciationSemantics & Polysemy
FORM - MEANING
What does it mean to ‘know’ aword?
11
Spelling & PronunciationSemantics & PolysemyFrequency & Collocation
What does it mean to ‘know’ aword?
MEANING - USAGE
12
Spelling & PronunciationSemantics & PolysemyFrequency & Collocation
KICK HAVE
Spelling & PronunciationSemantics & PolysemyFrequency & CollocationStyle, Register & Dialect
flat = apartmentkid = childskinny = thinconceal = hide
dialectstyleconnotationgrammar
What does it mean to ‘know’ aword?
MEANING - USAGE
13
Spelling & PronunciationSemantics & PolysemyFrequency & CollocationStyle, Register & Dialect
flat = apartmentkid = childskinny = thinconceal = hide
dialectstyleconnotationgrammar
HOW DO WE EXPLAINVOCABULARY?
MEANING OR FORM FIRST?
I put my haton my headHAT
1.VISUALS
2.VERBAL TECHNIQUES
3.TRANSLATION
EXPLAINING VOCABULARY
1.VISUALS
2.VERBAL TECHNIQUES
3.TRANSLATION
TRANSLATION- Most direct route (if a direct
equivalent exists- Save time on long (and
sometimes unsuccesfulexplanations
- Quick way to explain low-frequency items
- Useful for highlighting thedangers of false friends
- Some students will usemother tongue asframework for L2 words
- They may fail to developan independent L2 lexiconif they access wordsthrough L1
- They may lose some of thebenefits of the languagelearning classroom
- Most direct route (if a directequivalent exists
- Save time on long (andsometimes unsuccesfulexplanations
- Quick way to explain low-frequency items
- Useful for highlighting thedangers of false friends
- Some students will usemother tongue asframework for L2 words
- They may fail to developan independent L2 lexiconif they access wordsthrough L1
- They may lose some of thebenefits of the languagelearning classroom
VISUALS1.Flashcards
2.Photos
3.Drawings
4.Mime & gesture
5.Wallcharts
6.Realia
7.Classroom window
1.Flashcards
2.Photos
3.Drawings
4.Mime & gesture
5.Wallcharts
6.Realia
7.Classroom window
VISUALS1.Concrete items (food, furniture, etc.)
2.Places
3.Physical descriptions
4.Professions
5.Actions
6.Activities
7.Concepts
(i.e. eavesdropping)
1.Concrete items (food, furniture, etc.)
2.Places
3.Physical descriptions
4.Professions
5.Actions
6.Activities
7.Concepts
(i.e. eavesdropping)
VERBAL TECHNIQUES
1.Definitions
2.Synonyms/antonyms
3.Hyponyms/part-whole relations
4.Scales
1.Definitions
2.Synonyms/antonyms
3.Hyponyms/part-whole relations
4.Scales
Illustrative Situations
Example Sentences
• I fancy eating out tonight. Don’t you?
• Do you fancy a cup of coffee?
• He’s really nice, but I don’t fancy him.
• I never really fancied package holidays
much.
• I fancy eating out tonight. Don’t you?
• Do you fancy a cup of coffee?
• He’s really nice, but I don’t fancy him.
• I never really fancied package holidays
much.
Example Sentences
• Kate and Mark got engaged at the
weekend. They plan to marry in the
summer.
• I tried calling, but the line was
engaged.
• The students were actively engaged in
the lesson.
• Kate and Mark got engaged at the
weekend. They plan to marry in the
summer.
• I tried calling, but the line was
engaged.
• The students were actively engaged in
the lesson.
TIE
COMFORTABLE
LAUGH
SENSIBLE
INSPIRE
CURLY
Translation, visual or verbal?
TIE
COMFORTABLE
LAUGH
SENSIBLE
INSPIRE
CURLY
Draw attention to form• Write word on blackboard/IWB• Show/compare relevant spelling
rules• Highlight (any) spelling irregularities• Show prefixes, stem and suffixes• Demonstrate specific stress
pattern(s) and pronunciation(s)• Get learner to repeat pronunciation
out loud
• Write word on blackboard/IWB• Show/compare relevant spelling
rules• Highlight (any) spelling irregularities• Show prefixes, stem and suffixes• Demonstrate specific stress
pattern(s) and pronunciation(s)• Get learner to repeat pronunciation
out loud
Draw attention to use• Show grammatical patterns• Provide some similar collocates• Advise of specific restrictions on
use• Provide a well-known antonym or
group/lexical set example
• Show grammatical patterns• Provide some similar collocates• Advise of specific restrictions on
use• Provide a well-known antonym or
group/lexical set example
RUCKUS
INFORMATION
BEAUTIFUL
YONDER
Draw attention to use
RUCKUS
INFORMATION
BEAUTIFUL
YONDER
HOW DO WE CONSOLIDATELEARNING?
• Small steps
• Frequent repetition
• Provide a wide variety
of consolidation
activities
Consolidation–keys to success
29
• Small steps
• Frequent repetition
• Provide a wide variety
of consolidation
activities
Coursebook
Focus Now (2016) – Pearson Longman
Coursebook
Focus Now (2016) – Pearson Longman
Suggested consildation activities
• Drilling
• Word maps
• Flashcard
activities
• Story telling
• Drilling
• Word maps
• Flashcard
activities
• Story telling
• 1 – table• 2 – fridge• 3 – dishwasher• 4 – chair• 5 – cupboard• 6 – microwave• 7 – cooker• 8 - kettle
X
Other vocabulary activities
• 1 – table• 2 – fridge• 3 – dishwasher• 4 – chair• 5 – cupboard• 6 – microwave• 7 – cooker• 8 - kettle
=
Games
ISOLATED WORDS
Games
Get students tomake moredecisions aboutwords…
Games
??Both collocatewith ‘water’
What about these?
Whole Class/individual Pair/Group Whole Class (Teams A +B)
Last one Standing Memory Challenge*Taboo(aka Hot Seat)
Games
38
Bingo Concentration* Pictionary*
Scrambled Letters* Outburst
Categories (aka Alphabet Game) Questions & Answers
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