Teaching Vocabulary pptx

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 word

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 Is it outdated?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

 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 ”

 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

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

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 teaching

pre- 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?”

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

 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

7 Ordering

Aim: to get Ss to recognize the pronunciation

of new words & give them listening

practice

 Teach the new words & write them on the

board in the wrong order.

 Get Ss to copy the words in their books

 Read or tell the story with the new words

in it Get Ss to put the words in the correct order by numbering them.

8 Rub out & remember

Aim: to help Ss memorize new words

 Present or elicit the new vocabulary & build up a

list on the board

 After each word put the Vietnamese translation

 Get the trainees to copy into their books & ask

them to close their books.

 Rub out the new word once at a time

 Each time you rub out a word in English, point to

the Vietnamese & ask, ‘What’s this in English?’

 When all the English words are rubbed out, go

through the Vietnamese list and get the trainees

9 Slap the board

Aim: to get Ss to recognize new words through listening

 Ask 3 or 4 Ss to be observer & ask then to follow your steps

& say why it is a useful technique

 Put the new words all over the board – not in a list.

 If you want to check understanding, put the Vietnamese

translation of the new words or pictures on the board

 Call out one of the new words with a loud voice.

 The two Ss must run forward & slap the word on the board.

 The one who slaps the correct word first is the winner

 If you are playing in teams, the winning team gets a mark.

 Then ask 2 more Ss to come forward

10.What & Where

Aim: to help Ss to memorize new vocabulary or to

revise vocabulary

 Follow the same procedure as for RUB &

REMEMBER & SLAP THE BOARD (i.e choose

observers.)

 Elicit words to do with the classroom from the Ss

 As the Ss give you the word, write it on the board

inside a circle.

 Do not write the words in a list.

 When all the words are on the board, rub out one

of the words but do not rub out the circles.

10.What & Where (con.)

 Get the Ss to repeat the word including the

rubbed –out word by pointing

 Rub out another word but leave the circle.

 Point to the words or empty circles.

 The Ss read or remember the words

 Continue until all the circles are empty.

 The Ss now have to remember all the words

 Ask the Ss (6 or 8 at a time) to come to the

board & fill in the circles with the correct words

11 Word square

Aim: to get Ss to recognize the spelling of

new words

 The teacher writes the word square on

the board or make a poster of it.

 The teacher tells the Ss what the topic is

and how many hidden words there are The Ss come to the board & circle any

words they can see

12 Wordstorm

Aim: to get Ss to put new word into a

sentence

they know on a topic, e.g ’vegetable’

both write it down.

two pairs together to share their lists.

same words or adds any new words The group with the most word is the winner