Teaching Vocabulary
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seller market shop
price
buy
receipt
Hale Waihona Puke Baidu
shopper
sale
supermarket
• If you have crossed out all the 9 words in your table, say “Bingo!” If you are the first one to say “Bingo!” in your group, you are the winner.
A comparison between 2 teachers
Teacher A: a) wrote “grumble” on the blackboard; b) said “grumble means to complain about someone or something in an annoyed way”; c) translated the word into the students‟ native language; d) gave more examples (sentences) for the students to translate into their native language.
• Now make a table of 9 blocks. Write 9 words of shopping in the table, then listen to me. When you hear the word that you have written, cross it out in your table. e.g.:
• Now make a table of 9 blocks. Write 9 words of shopping in the table, then listen to me. When you hear the word that you have written, cross it out in your table. e.g.:
• Labelling. Use pictures. Write down the names. • Spotting the differences. Use pair work and pictures.
e.g.:
• Describing and drawing. Use pair work. One describes while the other draws. • Playing a game. Show the students some words/objects, and then ask: “What did you see just now?”
7.2 Presenting new words (pp. 72-74)
Different teachers have different ways to present new words. Some suggestions: • Provide creative examples. • Elicit meaning from the students before telling them. • Use related words such as synonyms, antonyms etc. to show the meaning. • Think about how to check students‟ understanding. • Relate the new word(s) to real life context(s). • Predict possible misunderstanding or confusion.
Using word thermometers. For degrees in size, speed, age, distance, emotion, etc.
• Using word series. e.g. Example: Cutlery: knife, fork, spoon Transport: , , ; Vehicles: , , ; Furniture: , , ; Buildings: , , ;
中学英语教学法 Unit 7 Teaching Vocabulary
Unit 7 Teaching Vocabulary
1. 2.
3. 4.
Issues for discussion Assumptions about vocabulary and vocabulary building Methods for presenting new vocabulary items Ways to consolidate vocabulary Ways to help students develop vocabulary building strategies
Group learning through various activities and under the teacher‟s supervision can be more fun and effective. Some vocabulary consolidation activities:
Teacher B: • Said “some people grumble about everything. For example, they grumbled about the weather. If it is sunny, they say it is too hot. If it is cool, they say it is too cold. They are never happy with the weather. They always grumble about the weather”. • Then set out to check the students‟ understanding by asking “So what does „grumble‟ mean?”
• What constitute a vocabulary item; • Which vocabulary items should be taught and learned; • How vocabulary can be taught and learned most effectively.
7.3 Consolidating vocabulary
• Since learning is subject to forgetting, it is normal that we hear students complain that they keep learning and forgetting, especially when they do not understand the meaning of the vocabulary item. • When students study vocabulary individually, very often it is rote learning.
e.g. Find Synonyms and antonyms.
full awake clean Awful jumper select continue hard-working optimistic go on choose dirty rude lazy thick
wait a minute pullover pessimistic hang on impolite empty terrible asleep thin
7.4 Developing vocabulary building strategies
Vocabulary building strategies are very important outside the class. Review regularly.
•Guess meaning from context. e.g.: 1. The captain asked the seamen to throw the anchor 2. Let’s synchronize our watch so that we can start the game at exactly the same time. 3. Susan went to the shop and bought some bananas, mangoes, and chirimoyas.
People have different understandings of: • What a vocabulary item is; • How an item can be learned and consolidate; • Which items should be learned; • To what extent the items should be learned and practised. (p. 72)
• The role of vocabulary in language teaching seems to have received more consistent understanding than that of grammar. • However, the uncertainty still remains regarding:
Which of the above do you think is more effective? Why?
Some more suggested ways
• Use pictures, diagrams and maps to show the meaning; • Use realia (plural of realis); • Use pantomimes or actions; • Use lexical sets; e.g. cook, fry, boil, bake, grill, roast • Translate and exemplify, esp. with technical or abstract words; • Use word formation rules and common affixes. e.g. deduction, induction
• Word association. The teacher says “travelling”, and then the students write some words connected with travelling. • Odd man out. e.g. cheese, eggs, oranges, bread, soap, meat • Synonyms and antonyms. e.g.
• Word bingo. e.g. Suppose you have learned the following words that are related to shopping: shopper, customer, seller, sale, shop, store, market, supermarket, discount, goods, price, sell, bargain, buy, pay, receipt
Vocabulary teaching is often integrated with the teaching of reading. (And maybe with that of listening? And …?)
7.1 Vocabulary and vocabulary building (pp. 71-72)
• Using word categories
• Using word net-work toothpaste, TV, alarm clock, stove, video, towel, cupboard, sofa, dressing table, washbasin, slippers, mirror, shower
price
buy
receipt
Hale Waihona Puke Baidu
shopper
sale
supermarket
• If you have crossed out all the 9 words in your table, say “Bingo!” If you are the first one to say “Bingo!” in your group, you are the winner.
A comparison between 2 teachers
Teacher A: a) wrote “grumble” on the blackboard; b) said “grumble means to complain about someone or something in an annoyed way”; c) translated the word into the students‟ native language; d) gave more examples (sentences) for the students to translate into their native language.
• Now make a table of 9 blocks. Write 9 words of shopping in the table, then listen to me. When you hear the word that you have written, cross it out in your table. e.g.:
• Now make a table of 9 blocks. Write 9 words of shopping in the table, then listen to me. When you hear the word that you have written, cross it out in your table. e.g.:
• Labelling. Use pictures. Write down the names. • Spotting the differences. Use pair work and pictures.
e.g.:
• Describing and drawing. Use pair work. One describes while the other draws. • Playing a game. Show the students some words/objects, and then ask: “What did you see just now?”
7.2 Presenting new words (pp. 72-74)
Different teachers have different ways to present new words. Some suggestions: • Provide creative examples. • Elicit meaning from the students before telling them. • Use related words such as synonyms, antonyms etc. to show the meaning. • Think about how to check students‟ understanding. • Relate the new word(s) to real life context(s). • Predict possible misunderstanding or confusion.
Using word thermometers. For degrees in size, speed, age, distance, emotion, etc.
• Using word series. e.g. Example: Cutlery: knife, fork, spoon Transport: , , ; Vehicles: , , ; Furniture: , , ; Buildings: , , ;
中学英语教学法 Unit 7 Teaching Vocabulary
Unit 7 Teaching Vocabulary
1. 2.
3. 4.
Issues for discussion Assumptions about vocabulary and vocabulary building Methods for presenting new vocabulary items Ways to consolidate vocabulary Ways to help students develop vocabulary building strategies
Group learning through various activities and under the teacher‟s supervision can be more fun and effective. Some vocabulary consolidation activities:
Teacher B: • Said “some people grumble about everything. For example, they grumbled about the weather. If it is sunny, they say it is too hot. If it is cool, they say it is too cold. They are never happy with the weather. They always grumble about the weather”. • Then set out to check the students‟ understanding by asking “So what does „grumble‟ mean?”
• What constitute a vocabulary item; • Which vocabulary items should be taught and learned; • How vocabulary can be taught and learned most effectively.
7.3 Consolidating vocabulary
• Since learning is subject to forgetting, it is normal that we hear students complain that they keep learning and forgetting, especially when they do not understand the meaning of the vocabulary item. • When students study vocabulary individually, very often it is rote learning.
e.g. Find Synonyms and antonyms.
full awake clean Awful jumper select continue hard-working optimistic go on choose dirty rude lazy thick
wait a minute pullover pessimistic hang on impolite empty terrible asleep thin
7.4 Developing vocabulary building strategies
Vocabulary building strategies are very important outside the class. Review regularly.
•Guess meaning from context. e.g.: 1. The captain asked the seamen to throw the anchor 2. Let’s synchronize our watch so that we can start the game at exactly the same time. 3. Susan went to the shop and bought some bananas, mangoes, and chirimoyas.
People have different understandings of: • What a vocabulary item is; • How an item can be learned and consolidate; • Which items should be learned; • To what extent the items should be learned and practised. (p. 72)
• The role of vocabulary in language teaching seems to have received more consistent understanding than that of grammar. • However, the uncertainty still remains regarding:
Which of the above do you think is more effective? Why?
Some more suggested ways
• Use pictures, diagrams and maps to show the meaning; • Use realia (plural of realis); • Use pantomimes or actions; • Use lexical sets; e.g. cook, fry, boil, bake, grill, roast • Translate and exemplify, esp. with technical or abstract words; • Use word formation rules and common affixes. e.g. deduction, induction
• Word association. The teacher says “travelling”, and then the students write some words connected with travelling. • Odd man out. e.g. cheese, eggs, oranges, bread, soap, meat • Synonyms and antonyms. e.g.
• Word bingo. e.g. Suppose you have learned the following words that are related to shopping: shopper, customer, seller, sale, shop, store, market, supermarket, discount, goods, price, sell, bargain, buy, pay, receipt
Vocabulary teaching is often integrated with the teaching of reading. (And maybe with that of listening? And …?)
7.1 Vocabulary and vocabulary building (pp. 71-72)
• Using word categories
• Using word net-work toothpaste, TV, alarm clock, stove, video, towel, cupboard, sofa, dressing table, washbasin, slippers, mirror, shower