1. The document outlines a lesson plan for teaching vocabulary. It includes warming up activities, presenting different vocabulary techniques like using realia, word building, matching, and dictionaries. 2. Students would practice concept checking by writing questions for vocabulary words. They would also suggest which techniques to use for different words like "vote" and "medicine". 3. The document provides examples of applying the techniques, such as using real kitchen tools to teach cooking vocabulary or acting out verbs. It also lists guidelines for effective vocabulary presentations.

1. TEACHING VOCABULARY-LESSON PLAN
1 WARMER
 AS A STUDENT: Think of 2 English words that you have learnt
in the classroom.
 HOW did you learn them?
 HOW made you remember them?
 AS A TEACHER: How can you teach difficult words before the
students try speaking or reading or listening?
 TALK TO A PARTNER
 Feedback
2 WAYS TO PRESENT VOCABULARY
 Look at the 6 techniques on handout
 Make an AB pair
 Which ones have you used before?
 Which one is the best/worst? Why?
 Do you know any other ways to present vocabulary?
3 WHERE WOULD YOU TEACH VOCABULARY?
 Imagine that your students are going to read something about
television
 The new words are ‘channel’ & ‘program’
 Where would you put the vocabulary techniques?
 What would your students do before and after? The vocabulary
technique?
 Demonstrate with the words reading and vocabulary: here or
maybe here etc.
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2. 4 LINKING VOCABULARY TO THE
TECHNIQUES
 Look at the worksheet and the vocabulary below, which
techniques would you use for each word?
 Elicit example from a student
 AB pair matching
5 CONCEPT CHECKING p.28
 Use pictures and words to explain CC
 Ask if they know the words, and then show the pictures to
check the meaning
 Ask: Have you ever been arrested? Who do the police usually
arrest?
 Have you ever been a patient in a hospital? Have you ever
visited a patient in a hospital?
 Then students take two words each (the same words are okay)
and write 3 concept checking questions-see worksheet
 Then the students try them on another AB pair
 Everybody give your opinions.
 Nb. If they can answer, then they have probably understood the
word
6 Ways to present techniques
 Read through or draw attention to page
2

3. WARMER
 AS A STUDENT: Think of 2 English words that you have learnt
in the classroom.
 HOW did you learn them?
 HOW made you remember them?
 AS A TEACHER: How can you teach difficult words before the
students try speaking or reading or listening?
 TALK TO A PARTNER
VOCABULARY TECHNIQUES
 Which vocabulary techniques have you used before?
 Which one is the best/worst? Explain why.
 Do you know any other ways to present vocabulary?
CONCEPT CHECKING
 On your own write take two words (the same words are okay)
and write 3 concept checking questions
 Then make a small group and try them out
 Everybody give your opinions.
THESE ARE THE WORDS:
Team fashionable picnic kangaroo UFO float glasses
Words Concept checking questions
1
2
3
1
2
3
3

4. Imagine that you will teach a group of teenagers. Which of
the techniques would you use for these words…..
(a) vote (b) disappear (c) tiger (d) skinny) (e) wonderfully
(f) medicine (g) handbag (h) strenuous (i) August
YOU CAN USE OTHER TECHNIQUES AS WELL
WORD TECHNIQUE
(a) vote Technique 5-Demonstrating. The teacher could mime voting
by putting a piece of folded paper into a box
4

5. 1. RELIA-show real objects or pictures to your students
The topic is cooking. A teacher brings the following kitchen tools into
the class and show them to your students.
bowl fork spoon knife spatula
The teacher then cooks something using the items and repeat the
new words as much as possible.
2. WORD BUILDING-Use parts of words to help students build
words or guess their meaning
Example: Prefixes
We can change the meaning of adjectives by putting a prefix in front
of it. Add the prefix un-,in- OR im- to these adjectives. You put these
in front of most adjectives beginning with m or p
Tidy dependent safe exciting mature
Happy precise adequate
Friendly expensive
realistic
3. MATCHING-students match words to words (e.g. words to
synonyms or words to opposites) or sentences (e.g. to words
to definitions), or words to pictures
Find these nouns in the reading and match them with
the definitions below.
1 ghetto blaster ____ a large piece of material.
2 raids __1___ a radio-cassette player with built in
speakers.
3 banner ______ a surprise attack
5

6. 4. DICTIONARIES-the students use dictionaries to check the
meaning of words.
Example: Adjective-Adverb link
Can you find the adverbs which come from these adjectives?
You can use your dictionary to help you.
ADJECTIVE ADVERB
useful
fantastic
fast
quick
5. DEMONSTRATING-act, mime or demonstrate words
Example: The class is going to listen to a song, and they
have to act out these verbs:
clap shake snap stamp swing wiggle
As an introduction the teacher acts out the words and asks
the students to act out the words a well
6. LEXICAL SETS- a set of related words
Examples:
topics (clothes/animals/family)
similarity of meaning (gorilla/chimpanzee/orang-utan)
scale (boiling/hot/warm/cool/cold/freezing)
The teacher is going to teach about animals in Africa and
Alaska, and the students have to find pictures around the
room which are either African animals OR Alaskan animals.
6

7. 10 ways to make an effective
VOCABULARY presentation.
Effective presentations should/could ...
● not be too long
● include examples
● include interesting visuals
● use drama
● include explanations
● include JAPANESE
● link to previously learnt material
● include the students
● include practice
● include a check of the understanding
● be funny, interesting
● hold attention
● be memorable, dramatic
● link to students’ present knowledge
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8. WHERE WOULD YOU TEACH VOCABULARY?
 Imagine that your students are going to read something about
television
 The new words are ‘channel’ & ‘program’
 Where would you put the vocabulary techniques?
 What would your students do before and after the
reading/vocabulary technique?
8