Some Techniques For Presenting New Vocabulary Items

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I. PRESENTING NEW VOCABULARY
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Some techniques for presenting new vocabulary items Pointing to real objects Pointing to pictures Drawing pictures Miming, ie actions Facial expressions Giving an example, e.g. if you have been working for 15 hours you are very ...(tired) Giving a definition e.g., it is a liquid that you make from grapes. It makes you drunk if you drink too much of it (wine) Antonyms Synonyms Cognates (e.g. bratr, kava,/kafe) Scales (e.g. hot warm x cool cold) x = lukewarm or tepid; What other words are like this? e.g., Enormous huge, big, medium-sized small tiny minute microscopic Chemical formula, e.g. O 2 Sounds (e.g. of traffic, argument, etc)
14. Translation 15. Guessing from context 16. Asking other Ss 17. Using dictionary
18. Matching Use a combination of techniques, e.g. smile: You smile when you're happy (explanation) This is a smile (mime) Picture:
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What do Ss need to know about a new vocabulary item? Meaning & Pronunciation Stress Spelling Part of speech Irregular forms Appropriacy (formal/informal/slang/taboo) BrE/AmE e.g. garbage/rubbish Countable/uncountable cups/information Transitive/intransitive/bi-transitive Collocation (Collocation = words regularly used together, e.g. strong tea (not powerful tea) Etymology
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Teaching Procedure Pronunciation and Meaning -- SS hear the item Repetition (pron and stress) Ss say it Written form (spelling) Ss see it Illustrative sentence Concept checking questions SS write down the item in their notebooks
Remember! Teach pronunciation before spelling.
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How can we show stress? O oo Beautiful Bigger unKINDly photo'graphic How many new items? How many new items of vocabulary do you think Ss can learn in one lesson? Experts say about 8 12 i.e. 8 for beginner classes; 12 for more advanced classes
II.VOCABULARY STORAGE
How do YOU record new vocabulary items? (See HO p 4) List the words in categories - Ss make up their own lists of categories, e.g. (some of mine for Czech) Shopping, small words (a, u, o tudy, tady, etc), travel, weather, parts of the body, verbs, etc Alphabetical card index. Ss take it in turns to be responsible for providing cards for the new words learnt in class. These could be kept in class and consulted by Ss (their own personalised dictionary).
III. SOME TECHNIQUES FOR PRACTISING NEW VOCAB
Memory There are 2 main types of memory: short-term and long-term. Example of short term memory: Remembering a tel. no just long enough to be able to ring it. We want Ss to put vocabulary in their long-term memories. How do you think we can do this? Repetition Processing Although repetition helps, there is a lot of evidence to suggest that when Ss have to process the meaning of the word in some way, then they are more likely to remember it. E.g. if I taught you some new words such as onion, strawberry, and then asked you to categorise them under the headings of fruits/vegetables then you would probably remember them better than if I just said, learn these words. So practice activities should not just be drills or tests, but should involve learners in processing the vocabulary.
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Some activities
Making groups Give out cards. They have to arrange themselves into groups of: Mats: cardsanimals, colours, items of clothing, modes of transport, types of houses, etc
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Choose a word you've recently learnt and mime it (then draw it) 3/4 teams Show word on card. S has to whisper it in Czech to next team member. Next team member says it in English, and so on. Keep feeding in words. Last one writes them down. Open dictionary randomly. Find a word you know. Give part of speech and read out definition. Others have to guess what it is. First person to answer has a turn. Write words on board. Learners are in 2 teams. One person from each team has a W/B pen. I say a word and team members have to rush to cross out the right word/phrase. Give a list of words. Ask them to write a brief story connecting the words. Write out story omitting the words. Give to partner and ask them to fill in the gaps.
There are literally hundreds of techniques like this. To find more of them, you need to consult recipe books Some Recipe Books
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Taylor, L. 1992. Vocabulary in Action. Prentice Hall. Lots of ideas Morgan, J & Rinvolucri, M. 1986. Vocabulary. OUP. Lots of ideas Phillips, S. 1993. Young Learners. OUP. Chapter 5. Specific ideas. Gairns, R & Redman, S. 1986. Working with Words. CUP. Mixture of overview and specific ideas. French Allen, V. 1983. Techniques in Teaching Vocabulary. OUP. Mixture of overview and specific ideas. Watcyn-Jones, P. 1993. Vocabulary Games and Activities for Teachers. Penguin. Ur, P & Wright, A. 1992. Five-Minute Activities. CUP. Some vocabulary activity ideas. Grundy, P. 1994. Beginners. OUP. Some vocab activity ideas. Halliwell, S. 1992. Teaching English in the Primary Classroom. Longman. Some vocab activity ideas. TEACHING VOCABULARY: BIBLIOGRAPHY Scrivener, J. Learning Teaching. Heinemann. Chapt 7. Overview. Modern approach. Well worth looking at. Cross, D. 1992. A Practical Handbook of Language Teaching. Prentice Hall. Chapt 1. Excellent overview. Harmer, J. 1991. The Practice of English Language Teaching . Longman. Chapt 9. Good overview. More detailed than Cross.
4. Some techniques for Testing Vocabulary

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I. PRESENTING NEW VOCABULARY

8. 9. 10. 11. 12. 13.

Remember! Teach pronunciation before spelling.

III. SOME TECHNIQUES FOR PRACTISING NEW VOCAB

4. Some techniques for Testing Vocabulary

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