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TEACHING VOCABULARY
ACROSS THE CURRICULUM
BY
MUHAMMAD HAROON BAIG
MA TESOL (Oxford),CELTA(Cambridge),MA Eng(Punjab),PGD TE...
1.The nature of language teaching
 . The definition of teaching.
Teaching is an attempt to help someone acquire, or
chang...
The nature of language teaching
(Aims and Objectives)
 2.. The purpose of English teaching
a. To improve their four skill...
PRE TASKS
a. What are the most important issues when Teaching
English today?
b. Basic Principles -Students and Teachers (W...
THE AIMS AND SIGNIFICANCE OF THIS
WORSHOP
a) to help you to clear the importance as well as the
aims of Vocabulary teachin...
TEACHING VOCABULARY ACROSS THE
CURRICULUM
 How would you define Vocabulary?
 What is Vocabulary?
Vocabulary can be defin...
TEACHING VOCABULARY ACROSS THE
CURRICULUM
 IMPORTANCE OF VOCABULARY
 Vocabulary has long been an important topic in acad...
Different Kinds of Words Require
Different Kinds of Instruction!
 Learning a basic oral vocabulary
 Learning to read kno...
Limited Words (Marzano, 2001, p. 122)
Estimated no of terms that can be taught at various Grade Levels
Grade Level No of w...
What does the literature say on
Vocabulary instruction?
 Vocabulary instruction should focus on critical words
 Effectiv...
Characteristics of Effective Direct
Vocabulary Instruction
1. Effective vocabulary instruction does not rely on definition...
The Case Against Providing Only
Dictionary Definitions
 When people first learn words, they understand them more
as descr...
Building Academic Vocabulary
A Six-Step Process
weekly
1 to 5 new
words
periodically
all previous
words
4. Engage students...
ASCD. (2005). Building Academic Vocabulary: Student
Notebook.( Sample)
Academic Vocabulary Sheet II
Discussion & Activities
 Graphic Organizers
 Concept Map
Semantic Mapping (semantic mapping is visual strategy for
voca...
Word
Definition
Examples NON-examples
Characteristics
Crystal
Definition
A solid made of
atoms in an
ordered pattern
Examples
Metals
Rocks
Salt
sugar
NON-examples
Coal
Pepper
l...
(Allen, 1999)
(Allen, 1999)
The Case Against Providing Only
Dictionary Definitions
 When people first learn words, they understand them more
as descr...
Research on Imagery as Elaboration
6
37 percent higher than… …students who kept
repeating definitions.
4
21 percent higher...
magnify
 word parts:
 magn (large, great)
 -ify (v. to do)
A Quick Note:
Student Note Taking
 Organized
Vocabulary book
 WORKSHEETS
 Teacher-created
 Student notebooks
 Designa...
Vocabulary worksheet
VOCABULARY DEVELOPMENT SHEET
EEE
Voclabury study
Meaning
EXAMPLE
Phrases or
Sentences
word
Synonyms
Antonyms
Part of Speec...
VOCABULARY DEVELOPMENT SHEET
VOCABULARY ENHANCEMENT ACTIVITIES
(SS play with words Activity)
Vocabulary Development via Games
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Vocabulary development

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Vocabulary Daevelopment presentation by
Haroon Baig
The Lyceum Jhelum

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Transcript of "Vocabulary development"

  1. 1. TEACHING VOCABULARY ACROSS THE CURRICULUM BY MUHAMMAD HAROON BAIG MA TESOL (Oxford),CELTA(Cambridge),MA Eng(Punjab),PGD TEFL (AIOU)
  2. 2. 1.The nature of language teaching  . The definition of teaching. Teaching is an attempt to help someone acquire, or change some skills, attitude,knowledge, ideal, or appreciation. In other words, the teacher's task is to create or influence desirable changes in behavior, or in tendencies toward behavior, in his/her students. HAROON
  3. 3. The nature of language teaching (Aims and Objectives)  2.. The purpose of English teaching a. To improve their four skills. Listening, Speaking, Reading and Writing b. To cultivate their communicative competence. c. To show them the way to study themselves. Haroon
  4. 4. PRE TASKS a. What are the most important issues when Teaching English today? b. Basic Principles -Students and Teachers (Worksheets) c. Need Analysis - Students (worksheet)
  5. 5. THE AIMS AND SIGNIFICANCE OF THIS WORSHOP a) to help you to clear the importance as well as the aims of Vocabulary teaching at middle/high school . b) to introduce some commonly used techniques and methods adopted in teaching vocabulary across the curriculum. c) to prepare you for the coming teaching practice in the new academic year
  6. 6. TEACHING VOCABULARY ACROSS THE CURRICULUM  How would you define Vocabulary?  What is Vocabulary? Vocabulary can be defined as “the words we must know to communicate effectively: the words in speaking ( expressive vocabulary) and words in listening( receptive vocabulary)” (Neuman and Dwyer, 2009 p.385)
  7. 7. TEACHING VOCABULARY ACROSS THE CURRICULUM  IMPORTANCE OF VOCABULARY  Vocabulary has long been an important topic in academic circles ,but today it could be considered a hot topic.  Research on Vocabulary  One important finding from research suggests vocabulary learning never stops.(Smith, 1998)  It is a natural and lifelong phenomenon.  Vocabulary learning is a continual process of encountering new words in meaningful and comprehensible context.(Harmon,et al.2009).  Can you think of an example of encountering words in meaningful context from daily life?  Conclusion  In short,throughout the life span ,people develop vocabulary effectively as they see words in meaningful contexts.
  8. 8. Different Kinds of Words Require Different Kinds of Instruction!  Learning a basic oral vocabulary  Learning to read known words  Learning new words representing known concepts  Learning new words representing new concepts  Learning new meanings for known words  Clarifying and enriching the meanings of known words  Moving words into students’ expressive vocabularies  Building English learners’ vocabularies (Graves, 2006)
  9. 9. Limited Words (Marzano, 2001, p. 122) Estimated no of terms that can be taught at various Grade Levels Grade Level No of word per week Total words in 32 weeks Cumulative Total K 0 0 0 1 1 32 32 2 3 96 128 3 4 128 256 4 5 160 416 5 10 320 736 6 15 480 1,216 7 20 640 1,856 8 20 640 2,496 9 25 800 3,296 10 25 800 4,096
  10. 10. What does the literature say on Vocabulary instruction?  Vocabulary instruction should focus on critical words  Effective vocabulary instruction does not rely on definitions.  Teaching word parts enhances understanding.  Different types of words require different types of instruction.  Active engagement improves learning.  Repeated exposure is essential.
  11. 11. Characteristics of Effective Direct Vocabulary Instruction 1. Effective vocabulary instruction does not rely on definitions. 2. Students must represent their knowledge of words in linguistic and nonlinguistic ways. 3. Effective vocabulary instruction involves the gradual shaping of word meanings through multiple exposures. 4. Teaching word parts enhances students’ understanding of terms. 5. Different types of words require different types of instruction. 6. Students should discuss the terms they are learning. 7. Students should play with words. 8. Instruction should focus on terms that have a high probability of enhancing academic success.
  12. 12. The Case Against Providing Only Dictionary Definitions  When people first learn words, they understand them more as descriptions as opposed to definitions (Beck, McKeown, & Kucan, 2002) Word Dictionary Definition Description illusion An erroneous perception of reality Something that looks like one thing but is really something else or is not there at all
  13. 13. Building Academic Vocabulary A Six-Step Process weekly 1 to 5 new words periodically all previous words 4. Engage students in word activities 5. Discuss words 6. Engage student “play” with words 1. Introduce word YOUR FEEDBACK ? How would you introduce/teach new words ?  Student friendly descriptions, examples, explanations, images, etc.  Must connect to students’ prior knowledge 2. Students generalize meaning 3. Students create nonlinguistic representation
  14. 14. ASCD. (2005). Building Academic Vocabulary: Student Notebook.( Sample)
  15. 15. Academic Vocabulary Sheet II
  16. 16. Discussion & Activities  Graphic Organizers  Concept Map Semantic Mapping (semantic mapping is visual strategy for vocabulary expansion and expansion of knowledge by displaying in categories words related to one another)  Frayer Model (The Frayer Model is an adaption of the concept model.It includes word,the definition,the characteristics
  17. 17. Word Definition Examples NON-examples Characteristics
  18. 18. Crystal Definition A solid made of atoms in an ordered pattern Examples Metals Rocks Salt sugar NON-examples Coal Pepper lava Characteristics Glassy Clear coloured Brightly coloured Evenly shaped
  19. 19. (Allen, 1999)
  20. 20. (Allen, 1999)
  21. 21. The Case Against Providing Only Dictionary Definitions  When people first learn words, they understand them more as descriptions as opposed to definitions (Beck, McKeown, & Kucan, 2002) Word Dictionary Definition Description illusion An erroneous perception of reality Something that looks like one thing but is really something else or is not there at all
  22. 22. Research on Imagery as Elaboration 6 37 percent higher than… …students who kept repeating definitions. 4 21 percent higher than… …students who were using the terms in a sentence. Students who used imagery to learn vocabulary, on average, performed… # of studies (Pickering, 2007)
  23. 23. magnify  word parts:  magn (large, great)  -ify (v. to do)
  24. 24. A Quick Note: Student Note Taking  Organized Vocabulary book  WORKSHEETS  Teacher-created  Student notebooks  Designated section of notebook Students must be able to adjust and build on their understanding of words.
  25. 25. Vocabulary worksheet
  26. 26. VOCABULARY DEVELOPMENT SHEET EEE Voclabury study Meaning EXAMPLE Phrases or Sentences word Synonyms Antonyms Part of Speech Other formsPicture or Cartoon Prefix Root Suffix
  27. 27. VOCABULARY DEVELOPMENT SHEET
  28. 28. VOCABULARY ENHANCEMENT ACTIVITIES (SS play with words Activity)
  29. 29. Vocabulary Development via Games
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