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What Is A Vocabulary?

This document discusses vocabulary and strategies for teaching vocabulary to ESL students. It defines vocabulary as the set of words in a language known to people who share that language. It also notes that vocabulary is specific to what words a person uses regularly. The document then discusses several strategies for teaching new vocabulary, including activating prior knowledge, teaching words in context, repeating and recycling words, using synonyms and antonyms, prefixes/suffixes, fill-in-the-blank exercises, labeling pictures, realia/actions, pictures/illustrations, situations, and micro-teaching individual techniques.

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Domingos Victor Moreira
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17 views20 pages

What Is A Vocabulary?

This document discusses vocabulary and strategies for teaching vocabulary to ESL students. It defines vocabulary as the set of words in a language known to people who share that language. It also notes that vocabulary is specific to what words a person uses regularly. The document then discusses several strategies for teaching new vocabulary, including activating prior knowledge, teaching words in context, repeating and recycling words, using synonyms and antonyms, prefixes/suffixes, fill-in-the-blank exercises, labeling pictures, realia/actions, pictures/illustrations, situations, and micro-teaching individual techniques.

Uploaded by

Domingos Victor Moreira
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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What is a vocabulary?

Vocabulary is formed by the set of words of a


language . This vocabulary is known to people who
share a common language and can also be compiled
in a dictionary . At a more specific level, vocabulary is
the set of words that a person masters or uses in
their everyday conversations.

Vocabulary is an important part of every lesson,


regardless of which skill we are focusing on.
Teaching vocabulary is a little different than teaching
grammar, writing or other concept-based skills.
What is knowing a word?

 There are many things to consider when teaching new


vocabulary to ESL students, but one of the first is to look at what
we mean when we say students ‘know’ a word.
Meaning, i.e. relate the word to an appropriate object or
context.
Usage, i.e. knowledge of its collocations, metaphors and idioms,
Word formation, i.e. ability to spell and pronounce the word
correctly, to know any derivations
Grammar, i.e. to use it in the appropriate grammatical form

      
Activate Schema to Introduce
New Vocabulary
Activating schema is an essential part of
introducing new vocabulary. In most cases,
the majority of the vocabulary that your
students end up using in a lesson comes
directly from you and the materials you’ve
chosen.
Teach Vocabulary in Context

If we want students to move vocabulary into


their productive vocabulary, we need to present
the new words in context. Students need to
know the structural requirements of the word.
Build Collocations
The term collocation generally refers to the
way in which two or more words are typically
used together. E.g. we talk about heavy rain but
not heavy sun, or we say that we make or come
to a decision, but we don’t do a decision.
Repeat and recycle
Learning vocabulary is largely
about remembering, and
students generally need to see,
say, and write newly learned
words many times before they can
be said to have learned them.
Matching synonyms
A. Premise 1. Teacher
B. Jungle 2. Dense forest
C. Lecturer 3. A building
Matching opposites

1.White A. desert
2.Girl B. Boy
3. Flood C. Black
Prefix and suffix
Unhappiness------happy----happiness
Teach word expansion
Injection

Doctor

Patient

HOSPITAL

Edema

Admitted
Fill in the blank sentences
A. Close test
1. Unirovuma is-------- in the....... region.
a) South b) located c) Beira d) North

B. C-test
1. Unirovuma is loca------in the north
region.
Label a picture/ drawing

Monitor
Keyboard
Mouse
Screen
Cross out a word
Cross out the word that doesn’t belong
with the others in the group.

a) chalk b) book c) sneeze d) pencil

Complete the sentences


I was exhausted after.............
Teach Semantic categories
e.g., break, damage, destroy, spoil, etc.
Translation
Traditionally, translation has been the most
widely used means of presenting the meaning
of a word in monolingual classes. Translation
has the advantage of being the most direct
route to a word's meaning - assuming that
there is a close match between the target
word and its LI equivalent.
Realia
An alternative to translation - and an
obvious choice if presenting a set of
concrete objects such as clothes items -
is to somehow illustrate or demonstrate
them. This can be done either by using
real objects (called realia) or pictures or
mime.
Actions / gesture

Such an approach is especially appropriate


if teaching beginners, and with mixed
nationality classes, where translation is not
an option. It is also a technique that has
been reclaimed by practitioners of Total
Physical Response (TPR).
1. Point to the apple.
2. Touch your head.
Use Pictures / illustrations
Visual aids take many forms:
flashcards (published and home-made),
wall charts, transparencies projected on
to the board or wall using the overhead
projector, and board drawings.
Situations
A situational presentation involves
providing a scenario which clearly
contextualises the target word (or
words).
1. Amorane was a great mayor of
Nampula city.
2. Wild animals live in the jungle.
Micro-teaching
Grab one of the above vocabulary
teaching techniques/ strategies , delve
it, and then provide an outright oral
demostration in the PRESENTATION
STAGE. ONE vocabulary teaching
technique/ strategy.
REFERENCE
Carter, R. A., and M. J. McCarthy (2006). Cambridge Grammar
of English. Cambridge: Cambridge University Press.
Francis, W. N., and H. Kucera (1982). Frequency analysis of
English Usage. Boston : Houghton Mifflin Company.
Ghadirian, S. (2002). Providing controlled exposure to target
vocabulary through the screening and arranging of texts.
Language, Learning & Technology 6 (1):147–164.
Global Language Monitor. http://www.languagemonitor.com/
GlobalLanguageMonitor.html
Goulden, R., P. Nation, and J. Read (1990). How large can a
receptive vocabulary be? Applied Linguistics 11 (4):341–63
Gu, P. Y. (2003). Vocabulary Learning in a Second Language:
Person, Task, Context and Strategies. TESL–EJ 7:2.
Task for presenting structure

Grab the following topics and then


present the structure in the presentation
stage:
A. Present simple tense
B. B. Future perfect tense
C. Present continuous tense
D. Future perfect continuous tense
E. Agriculture
F. Farming
G. Business
THE END

Thank you

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