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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 Is it outdated?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. Visuals2. Mime3. Realia4. Situation/Explanation5. Example6. Synonym/Antonym7. Translation
1. Visuals
Example 1: PLOUGH
Example (2): PLOUGH
Example (3): a plot of land
Example (4): HARROW
2. Mime Example (1): to pumpT: miming pumping a balloonT asks, “What am I doing?” Example (2): transplantingT: 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) chatT. 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 picture3. Jumbled words4. Matching5. Networks6. Noughts & Crosses
7. Ordering8. Rub out & remember9. Slap the board10. Where & What11. Word square12. Wordstorm
1. Bingo!
Aim: to get Ss to practice listening to new words & match sounds with spelling
Getting Ss to brainstorm a list of 1015 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 1st 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 preteaching
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 nounsremember 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 1st student to get threeina –row (across, down or diagonally) wins.
7. OrderingAim: 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 & rememberAim: 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 to call out the English word
9. Slap the boardAim: 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 squareAim: 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. WordstormAim: to get Ss to put new word into a sentence Get Ss to work in pairs & brainstorm all the words they know
on a topic, e.g. ’vegetable’ Student A thinks of a word & tells student B. Both Ss write down the word. Student B thinks of another word, tells student A & both write
it down. When they have thought of all words they can, put two pairs
together to share their lists. One pair reads to the other pair who ticks off the same words
or adds any new words. The group with the most word is the winner