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Read the following assumptions about
vocabulary in English learning and
decide if you agree with them or not.
1. A vocabulary item can be
more than one word. √
2.Languages consist of “ words ”
with equivalents from one language
to another.
×
3.Vocabulary cannot be taught. It
must be learned by the
individuals.
√
4.Both teachers and students need
to know that there is a difference
between active and passive
vocabulary.
√
5.The best way to explain
vocabulary is to translate. ×
6.English- English explanations
are the best for vocabulary
teaching. ×
7.An English-English dictionary is
an important aid for students. √
8. Words can be taught and learned
most effectively in groups of
words which are related to each
other in meaning. √
9. Words must be learned in
language contexts. √
10. If we do not use words,
we will forget them.
√
I. Vocabulary and vocabulary
building
1. Passive vocabulary and active
vocabulary
Passive vocabulary :
the words they know
Active vocabulary :
the words they use
II. Presenting new words
I. Some suggestions for teachers
1) prepare examples to show
meanings.
2) Ask students to tell the
meaning first
3) Think about how to show the
meaning of a word with related
words such as synonyms ,
antonyms etc.
4) Think about how to check
students’ understanding.
5) Think about the context in real
life where their words might be
used.
6) Think about possible
misunderstanding and
confusion that may have.
II. Words are best taught in groups.
a. Synonyms.
b. Antonyms.
c. Complements.
d. Converse.
e. Hyponyms.
III. Here are more ways to present
and explain vocabulary :
a. Draw pictures, diagrams
and maps to show meanings
or connection of meanings.
b. Use real objects to show meanings.
c. Mime or act to show meanings,
e.g. brushing teeth, running ,
swimming etc.
d. Use synonyms or antonyms to
explain meanings.
e. Use lexical sets , e.g. cook:
fry, boil, brake,grill ;
f. Translate and exemplify ,
especially with technical words
or words with abstract meaning.
g. Use word formation rules and
common affixes.
III. Homework setting
1. Look at task 2 on page 73. Discuss in groups which
way is more effective.
2. Please look at the task 3 on page 74. Discuss what
techniques or combination of techniques you would
use to present the following vocabulary items. Next
period, we would ask some students to give a miniteaching.
Part II
III. Consolidating Vocabulary
Below are some activities that can be done in class to
consolidate vocabulary.
1. Labeling.
2. Spotting the differences.
3. Describing and drawing.
4. Playing a game.
5. Using word thermometers.
6. Using word series.
7. Word bingo.
8. Word association.
9. Odd man out.
10. Using word categories.
11. Synonyms and antonyms
12. Using word net-work.
IV. Developing Vocabulary building strategies
teacher needs to help students develop their own
vocabulary building strategies so that they can effectively
acquire more vocabulary on their own.
1. Review regularly. Evidence shows that regular review helps
students to maintain largest amount of recall.
2. Guess meaning from the context, especially using sentence
hints for word meaning.
a) Some sentences tell the definition for a difficult word by
means of punctuation or certain help words. For example,
dashes(------), parentheses ( ),Brackets [ ], commas ,
words like that is, meaning, such as, or is called.
Origima------Japanese paper folding---is family fun.
Mary felt perturbed, that is, greatly disturbed, by her
sister’s action.
b) Some sentence tells the opposite of what a new word
means. From its opposite we can figure out the meaning of
the word.
A frugal person would never spend money so freely.
If you are frugal you do not spend freely, Frugal must
mean “ to be careful about spending money”.
c) Using your own experience to figure out the definition
of a word.
Feeling depressed, Carl frowned.
You know from your experience that a frown usually means
“unhappiness”. So “unhappy” should be a good guess for
the meaning of depressed.
d). Sentence before or after a sentence containing a difficult
word sometimes explain the meaning of the word.
Mary had a bubbling personality. Her enthusiasm, her lively
actions, her excitement at new ideas always attracted people.
I never knew such an ebullient woman.
These sentence helps you put together a definition of
ebullient----overflowing with excitement.
e) Some sentences are just written to give definition of
difficult words– words readers need to know in order to
understand what they are reading.
Impediments are objects that stand in the way of some goal.
f) Because some sentences give examples for a new word,
you can build a definition.
Select any one of those periodicals: playboy, Readers’
Digest, Time Magazine.
This sentence doesn’t say that a periodical is a
magazine, but you can figure that out easily from the
examples.
g) Some sentences use a word you do know to help
explain a word you don’t know.
A formidable enemy is one to be feared.
Formidable--- through the clue in this sentence– means
“fearful”, or “ dreadful”.
3. Organize vocabulary effectively
If information is organized and stored in a special way,
e.g. related information is stored together or new
information is related to previously stored information, it is
more likely to be retained and easier to retrieve.
4. Use learned vocabulary
Students should be encouraged to used active vocabulary
items in real language use. By trying to use the words or
expressions correctly and appropriately, students can get a
deeper and better understanding of the meaning and the use
of the vocabulary. Successful attempts at word use
definitely help vocabulary consolidation.