Teaching vocabulary

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Teaching vocabulary

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Teaching vocabulary

  1. 1. TEACHING VOCABULARY A presentation by: Fawaz Hamad AlGhoraibi
  2. 2. Objectives To establish the importance of teaching new vocabulary, as well as the form, and of showing how words are used in context.  To present techniques for showing the meaning of new words.  To show how to reinforce new vocabulary by asking questions using the new items. 
  3. 3. The importance of teaching vocabulary items 1- to provide students with a tool that will allow them to become independent readers. 2- to pronounce and understand new words they encounter as they read. 3- to qualify them to communicate with their teacher in English. 4- in reading, writing , and discussion lessons teachers are required to introduce new vocabulary items . Therefore, they have to have the sufficient skill to present those new words.
  4. 4. The importance of teaching vocabulary items 5- the language consists of words and without understanding those words , we lack the means of understanding that language. Certainly, once the problem of the vocabulary items is solved , consequently a great deal of the language teaching problems will be solved.
  5. 5. Introduction Here are some techniques of teaching new words. - Say the word clearly and write it on the board. - Get the class to repeat it in chorus. - Translate the word into Arabic. - Ask the students to translate the word. - Draw a picture to show what the word means. - Give an English example to show how the word is used. - Ask questions using the new word.
  6. 6.  Decide with the rest of your team which are the most useful techniques.  Can you think of any other techniques you could use?
  7. 7. Rumble & Grumble  Rumble = ‫صوت الرعد‬ Grumble Some people grumble about everything. For example, they grumble about the weather. If it is sunny, they say, ”It’s much too hot today.” If it’s cool, they say, “It’s very cold” They are never satisfied. Do you know what “grumble” means in Arabic? 
  8. 8. Which One Is better? Having studied the two previous techniques, consider these questions with your colleagues: - Which one is easier and clearer? - Which one shows how the word is used in a sentence? - Which one encourages the student to listen to the word being used? - Finally, which one do you think is more interesting?
  9. 9. Showing the Meaning of Words I – Showing Meaning Visually
  10. 10. Seeing The word is written on the chalkboard or a flash card or a piece of paper.
  11. 11. How could you explain these words?  Watch – Window – Elbow  Tree – Tractor – Cow  Sneeze – Dig - Open
  12. 12. Some words can be presented visually through the use of real objects, pictures, drawings or mime. Not all words can be presented this way. Vocabulary should only be presented visually if it can be done quickly, easily and clearly.
  13. 13. Discussing after the word has been written .It should be read aloud by the teacher and by the children.
  14. 14. Showing the Meaning of Words II – Giving Examples
  15. 15. Which way is better?  Building Building It is the general term Houses are buildings. applied to a fixed This school is also a structure in which building. In big people dwell, work, cities there are etc. many large buildings – there are hotels, offices and hospitals. 
  16. 16. Which way is better? Lazy My brother is lazy.  Lazy My brother is lazy. He gets up late, and then he does nothing all day. I say to him, “Don’t be so lazy! Do some work!” 
  17. 17.  It is not necessary to give complicated explanations; the meaning can be shown in simple sentences.  A good example should clearly show the meaning of the word to someone who does not know it already.  Examples are specially useful to show the meaning of abstract words, e.g. love, happiness, impossible.
  18. 18. Using they are asked to use the word in a sentence.
  19. 19. Showing the Meaning of Words III – Guessing the Meaning from Context
  20. 20. Try to guess the meaning of the underlined words.  The children were bleebing all over the ground.  A country girl was walking along the snerd with a roggle of milk over her head.
  21. 21.  It is possible to guess the meaning of many unknown words from their context.  Asking the students to guess the meaning of new words helps to focus attention on them, and makes them want to know what the words mean.
  22. 22. Defining It is a little bit hard for our students but they may say the synonyms or the antonyms.
  23. 23. Methods of Teaching Vocabulary 1- matching exercises Divide students into groups Give them a list of words and their definitions The students will discuss these words .They may use dictionaries .
  24. 24. 2- Rearranging letters to form words By using a list of pictures or definitions  E.g.. ( yipped ) a feeling of being sorry for someone.  Sometimes you can use scrambled sentences. 
  25. 25. Using known vocabulary Synonyms &antonyms The meaning of soccer is football.  The meaning of clever is smart.  The opposite of big is small and so on. 
  26. 26. Carrying out the role of the student teacher .  Ask students in advance to prepare some items using illustrations to show the meaning to their classmates and give them marks for their work.
  27. 27. Combining Different Techniques
  28. 28. Look – He is smiling. Now look at me. I’m smiling. We smile when we are happy. What does it mean?
  29. 29. In the previous example, what are the different techniques used to explain the word “smile”?
  30. 30. Picture on board (interesting students remember it)  Facial expression (gives meaning clearly)  Examples (show how ‘smile’ is used as a verb)  Translation (to make sure everyone understands) 
  31. 31. Working with your group, decide exactly how you would present each of the following words. If possible think of a variety of techniques. laugh cheese cold wall
  32. 32. Using A New Word
  33. 33. A teacher has just presented the word ‘mosque’. Now he is asking questions using the new word. What is the purpose of this?  Does your father go to the mosque?  When does he go there?  What does he do there?  Do you live near a mosque?
  34. 34.   These questions help the teacher to be sure that students really understand the word. They give the students more examples of how the word is used, in a way that involves the class. Note: These questions should be simple and require only short answers.
  35. 35. Working with your group, try to think of two or three questions you could ask the class, using these words. lion holiday magazine sunny
  36. 36. Vocabulary Expansion
  37. 37. When students come across a new word, they are likely to be interested in learning other related words, and this presents a natural opportunity for vocabulary development. This is sometimes called “vocabulary expansion”.
  38. 38. Look at these sets of words. How are the words in each box related to “cook” ? (A) (B) Cook Cook bake fry stove boil grill pot stir spoon
  39. 39.  The words in (A) are synonyms: they are words of the same type and have the same general meaning.  The words in (B) are related by context: they might be all used when talking about cooking although they are not synonyms.
  40. 40. Imagine you are teaching the words below. Think of four or five other related words that you could teach at the same time. living room desert doctor heavy write
  41. 41. Vocabulary Games
  42. 42. STOP THE BUS   Animals Colours Countri Sports es Food Clothes Trousers Tunisia T Tiger Turquoise Tuna Tennis B             O            
  43. 43. SNAKE - WORD T S1 S2 S3 S4 D Data Amount Tomato On..
  44. 44. Flash Games Game 1 Game 2 Game 3 Game 4 Game 5
  45. 45. ‫‪T E‬‬ ‫‪he nd‬‬ ‫‪Thank You for Your Participation‬‬ ‫سبحانك اللهم وبحمدك ,‬ ‫أشهد أن ل إله إل أنت ,‬ ‫أستغفرك وأتوب إليك‬

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