Vocabulary Revision Strategies
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10 SIMPLE VOCABULARY REVISION STRATEGIES Our students often note new vocabulary but do they ever go back to revise? The answer has to be not very often…. This may be partly because when they do revise, they don’t know how. When faced with the problem of ‘learning new vocabulary’ most students resort to memorisation. This very straightforward lesson plan contains 10 simple ideas which encourage students to ‘play’ with the new words they encounter in the hope that they will adopt some of these so they can study vocabulary more effectively on their own. To read an article on this, just click on this link: http://wp.me/p3Y3b8-7h
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Vocabulary Revision Strategies
- 1. Vocabulary Revision Strategies By Nick Michelioudakis
- 2. Incongruity • R: What is a ‘half-cake’? • R: How to quote the price… • Moral: Incongruity ‘wakes us up’ and forces us to notice things.
- 3. Which is the safest place to hide information? The CIA archives or a student’s vocabulary notebook? …Well, the former will be opened eventually… A question…
- 4. How do our students record vocabulary? •…They make lists…. •…like this: cast = ρίχνω How do our students revise vocabulary? •…they read the words…. •…they test themselves by covering the translation… Another two questions…
- 5. To look at some easy strategies which can... …help raise students’ awareness of what they need to know about lexical items. …help students record vocabulary better. …help students revise more effectively. SESSION AIMS
- 6. ‘Words are like books’ (H. Puchta)
- 7. • Look at the 50 words in the list. • With a partner try to divide them into 5 categories. • Try to find a suitable name for each category. (E.g. ‘table’ – ‘chair’ – ‘desk’ : category: ‘furniture’) Grouping
- 8. Grouping oil field exam cool crude dairy bright refine responsible illness pipes mineral sunshine carbs attention test heat honest notes indoors traditional mixture homework underground huge liquid class well essay overweight healthy desert protein shade popular variety barrels progress brave sweat drill balanced diet air con mark thick sunglasses producer school fuel contain Grouping
- 9. Grouping oil field exam cool crude dairy bright refine responsible illness pipes mineral sunshine carbs attention test heat honest notes indoors traditional mixture homework underground huge liquid class well essay overweight healthy desert protein shade popular variety barrels progress brave sweat drill balanced diet air con mark thick sunglasses producer school fuel contain Grouping
- 10. • Words do not occur in isolation! • Look at the category ‘ADJECTIVES’ and try to find a ‘partner’ for each word (e.g. ‘sharp’ – a sharp knife) • NB: Try to think of a ‘partner’ which helps you understand the meaning of the adjective (e.g – a cunning man [?] / a cunning fox [√]) Pairing
- 11. ADJECTIVES popular bright thick honest healthy huge traditional brave balanced responsible Pairing
- 13. • Look at the words in the category ‘FOOD’, and try to think of others belonging to the same group (e.g. FOOD: salad / breakfast / …). • Write these new words all around the original group – do not make a list! Brainstorming
- 16. ‘Words are like boats’ (H. Puchta)
- 17. • In the same category, try to ‘link’ two or more words by finding some feature they have in common or some other way in which they are linked semantically (e.g. ‘diet’ and ‘vegetables’ – because a good diet contains lots of vegetables). • NB 1: It is best to do so by drawing a line connecting one word with the other. • NB 2: You need to say in what way the words are linked. Linking
- 19. • Our students tend to focus equally on all lexical items, but this is wrong as not all words are equally useful or hard to remember. • Look at the words in the category ‘HEAT’, and highlight the ones which you feel would be more important or harder to recall or use. Focusing
- 23. • OK – now try to write down all 10 words without looking at them. • Now compare the two lists – have you left any of the words out? If so, highlight it. • NB: We are going to do the same thing again – later! Recalling
- 24. • Look at the category ‘HEAT’ again and then try to associate each word in it with the notions ‘Good’ [√] or ‘Bad’ [x] – but you need to say why! • (e.g. ‘sunglasses’ = Good – ‘because they protect your eyes from the sun’). Associating
- 26. HEAT desert cool liquid heat sunshine air con sunglasses sweat indoors shade x x x x √ √ √ √ √ √ Associating
- 27. • Some words are particularly hard. To remember these, we may need to ‘anchor’ them in our brains. To do this, we may need to create a mini network. • Work with a partner. Choose one of the following words: crude – mineral – indoors – refine. • Now try to create a mini-network, linking the word to as many other words / notions as you can think of. • [Here is an example…] Anchoring
- 28. Carbohydrates fat protein carbohydrates pasta bread rice diet easy to digest fattening energy exercise sources of carbohydrates Anchoring
- 29. • Look at the category ‘OIL’ . The words are all clearly related to each other and it is easy to imagine them being used together in the same context. • With a partner, try to write a short paragraph (about 4 – 5 lines long), linking as many of these words together as possible (min 5!). Using
- 31. • Oil can be found in special places underground. To get it, people often need to drill deep wells. The oil is then pumped up and transferred through pipes to large factories, where crude oil is refined to make other products like gasoline and other kinds of fuel. Saudi Arabia is the largest producer in the world. It produces 10.3 millions of barrels every day. Using
- 32. • There are good students and there are better students. The former do what the teacher tells them; the latter go ‘one step beyond’! • Look at the ‘SCHOOL’ group. Are there any words in this field you know in Arabic but not in English? With your partner, try to find at least 8. • [Don’t forget to look them up when you go home! ] Expanding
- 36. • Write down as many of the strategies as you can remember. • Which one is the most effective in your opinion? Why? • Which do you think your students are going to find easy to use? Remember: While pronunciation and grammar are both important, ultimately it is vocabulary that gets the message across. If our vocabulary is poor, then communication can be seriously problematic… …just watch this… Time to Reflect
- 38. Hope you found this session useful. NB: All the video clips you have watched today can be found on YouTubeNB: All the video clips you have watched today can be found on YouTube under ‘Comedy for ELT’ or ‘Psychology and ELT’. If you have any commentsunder ‘Comedy for ELT’ or ‘Psychology and ELT’. If you have any comments feel free to contact me atfeel free to contact me at nickmi@ath.forthnet.grnickmi@ath.forthnet.gr
Editor's Notes
- All the words are taken from ‘Family and Friends 3’.