How to teach vocabulary- TESOL session slides

1. neghavati@gmail.com

2.  Choose one type of book to take to a country where you don’t speak the
language?
 A dictionary
 A phrase book
 A grammar reference book
The importance of lexis

3.  Without grammar very little can be conveyed, without vocabulary
nothing can be conveyed.
David Wilkins
Jumbled sentence

4.  Deciding how many words to teach
 Receptive Recognition vs. Productive Use
 Defining Vocabulary
 Blocking Vocabulary; Key Words
 Guesswork
 Pre-skill Activities
Deciding what to teach

5. Sequence of teaching

6.  Translation
 Realia
 Picture/ Drawings
 Actions/ Gestures
 Definition
 Situation
 Situations and personal anecdotes
Presentation means

7. Presentation

8.  Maximum STT; minimum TTT
 Involving reluctant students in the eliciting process; e.g. nominating
 Try hard to elicit almost anything you can!
Elicitation

9.  Pre-teaching vocabulary
 Eliciting from a picture
Classroom video

10.  Concept Checking Questions- CCQ
 What to ask
 How to ask
Checking Understanding

11. Checking Understanding

12. Checking Understanding

13. Checking Understanding

14. Checking Understanding

15. Checking Understanding

16.  Concept Questions
 Writing on the board
Classroom video

17. Engagement and Practice Games

18. Engagement and Practice Games

19. Engagement and Practice Games

20. Engagement and Practice Games

21. Engagement and Practice Games

22. Engagement and Practice Games

23. Engagement and Practice Games

24. Engagement and Practice Games

25. Engagement and Practice Games

26.  Course book activities
 Speaking
 Writing
Production

27. Let’s get down to it
in action!
Do it yourself!

28.  Cousin
 Niece
 To be engaged
 To get divorced
Group A

29.  Brake
 Accelerator
 Bonnet
 To overtake
Group B

30.  Stage
 Scenery
 To rehearse
 To be sold out
Group C

31. www.wordle.net

32. Lexis is important and needs to be
dealt with systematically in its
own right; it is not simply an add-
on to grammar or skills lesson.
Not to forget!

33. Our job does not finish as soon as
students have first met some new
lexis; we need to help them
practice, learn, store, recall and
use the items.
Not to forget!

34. Training in the use of English-
English dictionaries provides
students with a vital tool for self-
study.
Not to forget!

35. We need to distinguish between
lexis for productive use and for
receptive recognition, and adapt
our classroom work appropriately.
Not to forget!

36. We need to deal not only with
single-word lexical items, but also
with longer, multiword items.
Not to forget!