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[ELT2- Handout] Teaching Vocabulary

English course (Trường Đại học Sư phạm Thành phố Hồ Chí Minh)

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HCMC University of Education - Department of English ELT Methodology II - Module 2

I. INTRODUCTION

1. What is vocabulary?
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2. What’s the T’s job?

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II. WHAT TO TEACH

II.1. Identifying lexical items

1. What is concrete / abstract vocabulary? How should they be taught?

Concrete vocab.: ...................................................................................................................

Abstract vocab.: .....................................................................................................................

2. What is active / passive vocabulary? How should they be taught?

Active vocab.: ........................................................................................................................

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Passive vocab.: .......................................................................................................................

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II.2. Teaching new words

Is it necessary to teach all the new words in a listening/reading passage? Why or why not?

There are 3 key ways of teaching vocabulary to students:

1. by means of teacher-fronted elicitation or explanation
2. by means of a student-centred vocabulary task
3. by getting students to work out the meaning of new words they find in a text using the context to help them.

Letters a to h describe different teaching or learning situations that involve vocabulary.

Decide which of the following approaches is the most suitable, and circle the correct letter.

Approaches
T = teacher fronted explanation or elicitation
S = student-centred task
C = use the context to work out the meaning

Lecturer: Bui Tri Vu Nam (MA) 1

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HCMC University of Education - Department of English ELT Methodology II - Module 2

Teaching / Learning Situations for vocabulary Approaches

a. 2 new words before a speaking activity. T S C
b. 4 words in a fading text that are not important for an understanding T S C
of the text.
c. 8 words from a listening text that are important to an understanding T S C
of the text.
d. A set of about 10 words based around a topic or theme (e.g. crime T S C
words).
e. A couple of words that crop up unexpectedly in the lesson. T S C
f. 3 words that are included in a grammar practice activity. T S C
g. A list of verbs and nouns that go together (collocation) e.g. nouns that go with make T S C
and ‘do’.
h. 4 words that are specific to a particular kind of written language e.g. T S C
legal words.

II. 3 What need to be taught?

FORM pronunciation + spelling

• definitions or denotations of words

• (Some words also have connotations - an evaluative
aspects of meaning
element; e.g. arrogant has a negative
connotation whereas self-confident is more
positive)

• synonyms/ antonyms
MEANING
• super-ordinate

meaning relationship • hyponym

• co-hyponym

 parts of speech: …………..

grammar  nouns: …………………

 verbs: ………………
USE
word formation

collocation


Lecturer: Bui Tri Vu Nam (MA) 2

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HCMC University of Education - Department of English ELT Methodology II - Module 2

III. HOW TO TEACH

TECHNIQUES TO SHOW MEANING

1. Concrete vocabulary
- pictures, drawings
- real objects
- gestures, facial expressions
2. Abstract vocabulary
- definitions + situation
- enumeration (table, chair, bed, wardrobe, kitchen cupboard  …………………..
- synonym, antonym, hyponym; e.g. ………………………….
- translation

 There is often more than one way to convey the meaning of any given word. It’s the teacher’s job
to choose the most effective method for each word.
There are different ways that the teacher can convey the meaning of a word in order to try and elicit
it. In the left-hand column below there are 8 words. Letters a to h describe different methods of
getting the meaning of words across. Choose the best method for each word.

Words Methods
1. hop (v)
2. viability (n)
3. exhausted (adj)
4. kiwifruit (n)
5. bitter (adj)
6. imitate (v)
7. skyscraper(n)
8. rarely (adv)

Method for getting meaning across

a. Showing students a physical object of some kind – sometimes called ‘realia’.
b. Doing a mime or action.
c. Explaining the meaning by giving an oral definition of the word.
d. Asking students to think about the opposite meaning of a word they already know.
e. Using a cline or diagram.
f. Using a picture of something.
g. Telling a short, personal story to give an example of the meaning.
h. Getting students to read a short written text that acts as a context for the word.
TEACHING STEPS:
Form => Meaning Meaning => Form

Lecturer: Bui Tri Vu Nam (MA) 3

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HCMC University of Education - Department of English ELT Methodology II - Module 2

Some points to bear in mind: (Textbook)

IV. ASKING A QUESTION

- Questions to check Ss’ understanding of the word (Concept-check questions)
The teacher has just taught the word shoplift, and given the example sentence:
The kids were caught shoplifting sweets.
Possible Qs:
T: Can people shoplift a watch or a washing machine?
T: Is shoplifting used about very big things or about very valuable things?
T: What things can people shoplift in a supermarket?

- Questions to help Ss use the vocabulary item correctly (For active vocabulary only)
The teacher has just taught the word shoplift, and given the example sentence:
The kids were caught shoplifting sweets.
Possible Qs:
T: Tom took a pencil out of the supermarket without paying money. What did Tom do?

V. PRACTISING & REVISION ACTIVITIES

1. a) Matching/ Association: Match the word in column A with the meaning in column B.
1. schedule a. opposite of “polite”
2. rude b. without words
3. non-verbal c. program of work to do

b) From the parallel lists of words given, select pairs which have a natural association
e.g.: garden coach
students flowers
holiday uniform
resorts
grass
classrooms

c) Write down as many words as you can think of which have a natural association with,
e.g. house; sea; fruits

2. Odd one out: table chair desk picture

see smell feel say
windy sunny tidy cloudy
century decade daytime fortnight
cooker repairer worker painter

3. Word dominoes (= word chain)

4. Word bingo

5. Listing Cutlery, Vehicles, Furniture, Buildings

6. Classification/ grouping
Classification/ grouping
e.g. 1
Put the words under the right headings:
family fruits jobs office facilities
Lecturer: Bui Tri Vu Nam (MA) 4

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HCMC University of Education - Department of English ELT Methodology II - Module 2

son-in-law. pear, receptionist, peach, cook grandparents, keyboard, clips, cousin, architect,
grapes, highlighter, corrector, kiwi, niece, mouse, ...

e.g.2

7. Using word network

toothpaste, TV, alarm clock, stove, video, towel, cupboard, sofa, dressing table, wash-basin,
slippers, mirror, shower

8. Games: word network, slap the BB, rub and remember, guessing, jumbled words, word square,
shark attack, remember and add, etc.

a. network presents

Christmas

Santa Claus

b. hidden words
armchair  arm, chair, air, arch, am, charm, march, hair
c. scrambled letters
bkeohlfso  bookshelf
d. word chain (free or topicalized)
cat – table – egg – girl – look – key … => free
cat – tiger – rat – tigress – sheep – pig – giraffe – eel – louse – elephant – tick – kangaroo –
owl – turtle – eagle – earthworm - milk cow – water buffalo – orangutan - => animals

Lecturer: Bui Tri Vu Nam (MA) 5

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HCMC University of Education - Department of English ELT Methodology II - Module 2

TASKS
1. Read the text. Imagine that you want to present these new words from the text. Which
ones would you present as active vocabulary, and which would you present as passive
vocabulary? Write them in two lists.

In Britain, the weather is very varied; people will never know what it will be like the next day.
The summer is warmer than the winter, but even in summer the average temperature is only 160. Sometimes
the sun shines, but at other times the sky is covered in cloud, and it often rains.
In winter it is sometimes very cold, especially in the north of the country. The temperature may fall below
00, and then there is often snow and ice.
The best season of the year is probably in late spring. At this time of year the weather is often sunny and
warm; the countryside looks very green, and there are wild flowers everywhere.

weather varied average temperature cloud snow

ice season spring sunny countryside

2- Below there are some words you are going to present a pre-intermediate class. Which of the
techniques would you use to show the meaning of each word?
• wonderful • yell
• disappear • skinny
• ignorantly • strenuous
• tiger

3- How would you teach the form and meaning of the following items: destruction, moody?

4- Imagine you have just presented the following new words.

TEAM FASHIONABLE
PICNIC KANGAROO
UFO FLOAT
GLASSES IMAGINATION

Write down four concept checking questions for each item.

• Have you got a kangaroo at your home?

• Does a kangaroo live in the UK?
• Are you afraid of a kangaroo?
• Does a kangaroo fly very quickly?

5. Think of a question you could ask the class to help them use the item:
Music has a great effect on our moods.
We should provide the homeless with accommodation.

Lecturer: Bui Tri Vu Nam (MA) 6

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HCMC University of Education - Department of English ELT Methodology II - Module 2

6. Rearrange the steps of these revision activities in a logical order:

Rub out and remember

Steps Order
T puts meanings / VN translation.
When all the English words are rubbed out. T goes through the list of
meanings / VNese translations and gets the Ss to call out the English
words.
T rubs out the new words in English one at a time.
T presents/ elicits new vocab.
Ss copy in their books then close their books.

T points to the VN translation and asks “what’s this in English?”

Ss come to the Bb and writes the English words again.

Slap the board

Steps Order

T calls out the new words in VN.

T puts the new words on the Bb in bubbles.

T asks Ss to stand at equal distance.

T divides the class into 2 teams.

Ss run forward and slap the word.

T chooses a student from each team.

T asks Ss to go to the front of the class

What and Where

Steps Order

T gets the Ss to repeat the rubbed-out word in each empty circle each time he rubs
the word.
T writes the new words in circles on the board.
T rubs out the first word (don’t rub out the circle).
T asks Ss to fill in the words in the circles.
T continues until all the circles are empty.

T asks Ss to repeat all the rubbed-out words in the circles.

Ss remember the words.

Lecturer: Bui Tri Vu Nam (MA) 7

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HCMC University of Education - Department of English ELT Methodology II - Module 2

Matching
Steps Order

T draws pictures or writes the definition / translation on the right hand side of the Bb.
T asks Ss to come to the Bb to match the items on the left with those on the right by
drawing a line between them.
T writes the new words in a list on the left hand side of the Bb.
T invites Ss to take the role of T.

7. For the following reading texts, decide which lexical items you would present to your students, then
think of some interesting techniques to present them and some activities to help your students revise them
in an interesting way.

In order to make sure that these rare animals do not disappear, efforts have been
made to protect the environments in which they live. Scientists have made list of
endangered species and suggested ways to save them. Many organizations have
been set up and funds have been raised. Thousands of national parks all over the
world have been established to protect endangered animals. Laws have been
introduced to prohibit the killing of endangered animals and the destruction of the
environments where these rare animals are living. If people’s interference in the
environment decreases, more species will survive and produce offspring. The earth
will be a happy planet where human beings, animals and plants peacefully co-exist.

Music is not just entertainment. It is medicine for both the brain and the body.
Don Campbell is an expert on the Mozart Effect and the incredible power of music.
He says that all kinds of music, from Mozart to jazz, from Latin to rock can affect
our learning and our health.

Many people use music to help them feel relaxed after a busy day at work. Music
can also reduce the stress of being ill, especially by reducing pain. The director of
Baltimore Hospital says that thirty minutes of classical music has the same effect
as ten milligrams of the painkiller Valium.

Campbell also says that music can help you concentrate but you need the right kind
of music for your mood. And you need to listen for about ten minutes before you
start studying. Perhaps your mind needs relaxing or maybe you are tired and want
to feel more energetic. So you should choose the appropriate music to help you.
You can use many different kinds of music to help you concentrate. Mozart's music
is very popular, however, because it's very organised and it makes your brain more
alert and imaginative.

Lecturer: Bui Tri Vu Nam (MA) 8

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