Vocabulary is important for communication and comprehension. It involves studying word meanings, usages, and roots. There are various ways to present new vocabulary, such as definitions, descriptions, examples, illustrations, and contexts. Practice and review are also important to consolidate learning and turn passive into active vocabulary, using techniques like games, semantic mapping, and regular review. When introducing new words, teachers can present meaning first then form, or form first then meaning, using tools like pictures, objects, or gestures.

2. The meaning of vocabulary:
Vocabulary is vital to
communicating with others and
understanding what one is
reading.

3. Vocabulary is the study of:
* The meanings of words
Many words have several different
meanings each, study the meanings of the
words and the part of speech.
* How the words are used
Study the words in context, apply what you
learn by writing sentences with your words.
* Root words, prefixes, suffixes
Studying these will aid in the study of
vocabulary

4. 1. Presentation: establish vocabulary with
correct form and basic meaning
Ways of Presenting the Meaning of New Items
-- concise definition (as in a dictionary;
often a superordinate with qualifications:for
example, a cat is an animal which...)
-- detailed description (of appearance,
qualities...)
What is involved in
Teaching Vocabulary

5. -- examples (hyponyms)
-- illustration (picture, object)
-- demonstration (acting, mime)
-- context (story or sentence in which
the item occurs )
-- synonyms
-- opposites (antonyms)
-- translation
-- associated ideas, collocations.

6. 2. Practice and Consolidation: store the item
in the long-term memory; turn passive
vocabulary into active vocabulary)
Ideas for practice and consolidation
-- songs and games
-- semantic field and semantic mapping
-- key word method
-- vocabulary exercises
-- regular review

7. The sequence of presenting the
vocabulary..
-Meaning first, then form
Or
-Form first then meaning
The teacher could for example, hold up a picture
of a shirt (the meaning), and then say It's a
shirt (the form) . In a ' form first' presentation,
teacher could say "shirt" a number of times,
have the students repeat the word and then
point to the picture. Both approaches are valid.

8. This set of choices relates to the means of presentation
whether to present the meaning through:
-translation
-real things “realia”
-pictures
-actions/ gestures
-definitions
-situations
And whether to present the word in its:
-Spoken form or written form