pp teaching vocabulary in ELT classroom

1. MODULE 2.3
TEACHING VOCABULARY

2. I. Vocabulary – What need to be taught
1. Activity 1: Q & A
Question 1: What are different aspects
of vocabulary that need to be taught?
Submit your answers on FITEL

3. I. Vocabulary – What need to be taught
1. Form: Pronunciation & Spelling
2. Grammar
3. Collocation
4. Aspects of meaning (1)
5. Aspects of meaning (2)
6. Word formation

4. I. Vocabulary – What need to be taught
2. Activity 2: Jigsaw reading
- Work in 8 groups
Points 4 & 5 (Aspects of meaning)
are in charge of by 2 groups each.
- Read the course book, page 47 – 49 (2’)
- Share your understanding ( max 2’/each
group)
- Form new groups of 8 to finish Task 1
(10’)

5. Task 1 – Share your own examples
Share your own examples to the whole class
1. Spelling 7. Inflection
2. Pronunciation 8. Synonym
3. Denotation 9. Antonym
4. Connotation 10. Hyponym
5. Formality/Appropriateness 11. Super-ordinate
6. Derivation 12. Collocation

6. Task 1 – Match examples with definitions
1. I 8. F
2. H 9. E
3. G 10. D
4. L/A 11. C
5. K/O 12. B
6. N 13. P
7. M

7. Task 1 – Share your own examples
Share your own examples to the whole class
1. Spelling 7. Inflection
2. Pronunciation 8. Synonym
3. Denotation 9. Antonym
4. Connotation 10. Hyponym
5. Formality/Appropriateness 11. Super-ordinate
6. Derivation 12. Collocation

8.  Watch the demo:
https://www.youtube.com/watch?v=3iKfb
5nDgdU

9. II. Procedure of teaching vocabulary
Question 2: What are the steps of a
vocabulary lesson???
P-P-P

10. Steps of a vocabulary lesson
1
•Presentation
2
•Practice
3
•Production

11. 2.1. Vocabulary presentation
1. Activity 1: Q & A
Question 3: Name some techniques used
to present vocabulary.

12. Task 2
1. E
2. C
3. G
4. B
5. F
6. A
7. D

13. Task 2: Recall the techniques
Recall some techniques to present vocabulary: 7
1. Visuals
2. Mime
3. Realia
4. Situation/ Explanation
5. Example
6. Synonym/ Antonym
7. Translation

14. Task 4: Label each step
Step 1: use realia to elicit the new word
Step 2: ….
Step 3:
Step 4:
Step 5:
Step 6:
Step 7:
Step 8:

15. TASK 4 – Steps to present vocabulary
 Give SS _________ model
 Ask SS to do ________ repetition
 Ask SS to do ________ repetition
 Correct _______
 Provide SS _______ form
 Check _______ , intonation
 Help SS _______; check SS’
understanding
oral
choral
individual
mistakes
written
stress
memorize

16. Checking techniques
 Think – Pair – Share
Name some techniques to check SS
understanding after being presented
vocabulary?
Submit your answers on “Chat” in Zoom

17. Task 6: Checking techniques
 Work in groups
 Make a guess of the way to carry out the
checking techniques before matching its names
with the descriptions.
1. Bingo 7. Ordering
2. Guess the picture 8. Rub out & remember
3. Jumbled words 9. Slap the board
4. Matching 10. What and where
5. Network 11. Wordsquare
6. Noughts and crosses 12. Wordstorm
 Complete task 6

18. Task 6
1. Bingo – G
2. Guess the picture – E
3. Jumbled words – I
4. Matching – D
5. Networks – J
6. Noughts and crosses – H

19. Task 6
7. Ordering – F
8. Rub out and remember – A
9. Slap the board – B
10. What and where – C
11. Wordsquare – K
12. Wordstorm – L

20. Teaching vocabulary
 Stage 1: Vocabulary presentation
 Techniques to present vocabulary
 Steps to present vocabulary
 Stage 2: Vocabulary practice

21. VOCABULARY PRACTICE
Controlled
Practice
Guided
Practice
Free
Practice
• Often involves 3 kinds:
• Work in groups; read the course-book
and share your opinions

22. VOCABULARY PRACTICE
PRACTICING THE USE OF WORD
 Controlled practice: helps SS be able to
produce forms and consolidate the use of recently-
presented word.
 Guided practice: gives SS chances to use new
word in less controlled contexts. At the end of this
stage, SS can use it appropriately in S and W.
 Free practice: Ss are free to use new words to
express ideas: talk, interview, argue, discuss,
exchange opinions in PW or GW or express own
ideas in essays or speeches.

23. Task 5
 Work individually to complete task 5

24. Task 5
1. Retelling/ summarizing – K
2. Arrangement – D
3. Guided description – M
4. Matching – A
5. Gap filling – H
6. Re-expression/ paraphrasing I
7. Substitution – F
8. Sentence making – J
9. Grouping – C

25. Task 5
8. Sentence making – J
9. Grouping – C
10. Translation – L
11. Replacement – G
12. Odd-one-out – B
13. Blank filling - E

26. VOCABULARY PRACTICE
Controlled
Practice
Guided
Practice
Free
Practice
• Often involves 3 types:
• Length depends on effect of presentation
stage and SS’ motivation and effort.
• No clear-cut division among these but they are
all aimed at giving SS ability to use word
effectively.

27. VOCABULARY EXPANSION
 Related words: T gives SS other related
words of new vocabulary
Ex: cook – roast, steam, boil, grill, fry,
bake, etc.
 Topic words: T draws a tree on board
than elicits words relevant to it
Ex: tree: root, leaves, trunk, flower, fruit,
etc.

28. VOCABULARY EXPANSION
 Synonyms, antonyms
 Affixes: using prefixes and suffixes
 Word game: cross word puzzle, bingo,
guessing word, etc.
 Compounding
Ex: He is a man. He is a teacher. So he is
a male-teacher.

29. Teaching vocabulary
 Stage 1: Vocabulary presentation
 Techniques to present vocabulary
 Steps to present vocabulary
 Stage 2: Vocabulary practice
 Stage 3: Vocabulary production=Free Practice
Controlled
Practice
Guided
Practice
Free
Practice

30. FURTHER READING
https://englishagenda.britishcouncil.org/con
tinuing-professional-development/cpd-
teacher-trainers/creative-ways-teach-
vocabulary

31. MICRO-TEACHING
 Work in groups
 Select 5 words of one topic
 Present the new words to SS
 Design 01 activity to help SS practise the
words.