Teaching Vocabular 13.docx

Teaching Vocabular 13.docx

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TeachingVocabular13

TeachingVocabulary

（1）

（byCraigWealand）

Peoplein‘theknow’saythatknowingawordmaymeanmorethanyouknow.

Astudentrecognizesawordinawrittenorspokentextandthinks,‘Iknowthatword’,

butcantheyalso:

-

∙Bringittomindwhentheyneedit?

∙Useitinthecorrectgrammaticalform?

（prefix/suffix/verbinflection/wordclass）

∙Pronounceitproperly?

∙Spellitcorrectly?

∙Useitwiththewordsitusuallygoeswith（collocation）?

∙Useitattheappropriatelevelofformality?

∙Relateittosomething?

（knowitsmeaning）

∙Beawareofitsconnotationsandassociations?

Asanativespeaker,I’dhavetroublewithsomeoftheabovepointsforquiteafewitemsinmyvocabulary.Needlesstosayourstudentshavequiteajobontheirhands.

Wordsareliketelephonenumbers,creditcardnumbers,carlicenceplatenumbers,bankaccountPINnumbers,themoreweseethem,repeatthemandusethem,themorewe’relikelytorememberthem.Ifwerecyclevocabularyininterestingandimaginativewaysforourstudents,someofitshould,eventually,stick（The‘Pebble-dashApproach’?

）.

InthewakeofageneralshiftinEFLfromagrammartoavocabularyfocus,thefollowingideasmaycomeinhandy.

Theseactivitiesmaybeofusetoteacherswhosestudentswouldrathertakeadictionaryonholidaywiththemthanagrammarbook.

Activitiesforreviewingandrevisinglexis:

-

SS=studentsT=teacher

1.NoughtsandCrosses

Twritesthevocab.Toberevisedontheboardinanoughtsandcrossesgrid（9vocab.Items）.

DivideSSintotwoteams,onenoughtsandtheothercrosses.

Tossacointoseewhichteamstartsandnominatea‘volunteer’tochooseanywordfromthegrid.

ThatSmustusethewordinacorrectsentenceandshowthemeaninginthecontextofthesentence.Bestrict.Thesentencemustsoundnormaltoyourears,otherwisethewordgetsthrownovertotheotherteamforthemtotry.

Whenacorrectsentenceisprovided,ruboutthewordandreplaceitwithanoughtorcrossdependingontheteam.

Nowit’stheotherteamschancetopickaword.Theteamwiththree0’sorX’sinarowwins.

Iusuallyelicit/re-presentanywordsremaininginthegridafterthegamehasfinished,astheyarelikelytobetheonesSSdon’tknowyet.

Note:

Lexicalitemscouldbeacollectionofverbs,phrasalverbs,nouns,adjectives,expressions,idioms,vocab.fromtextetc.

2.BackToTheBoard

Dividetheclassintotwoteams（AandB）.

ChoseaSfromeachteamtomovehis/herchairsothattheSShavetheirbackstotheboardandarefacingtheirteammates.

Twritesawordorphraseontheboardandbothteamstrytodescribeittotheirteammatesatthesametime.

Thefirsttocorrectlyreproducewhat’sontheboardgetsapoint.Insistonpassablepronunciation.

Rubthewordoutandputanotheroneup.Keepthepacesnappy.RotatetheSSperiodicallysothateveryonegetsachanceintheteam‘hotseat’.

Deductpointsforteammemberssayingthewordassoonasyou’vewrittenit（it’seasilydone）,andforteamreps.turningroundtolookattheboardandusingmirrors,L1etc.

3.BoardRun

Workswellwithkidsandcompanyexecutives.

PutSsinteams（two,three,fourdependingonclasssize）andlinethemupfacingtheboard.GivethefirstSineachlineaboardpen.

Tdescribesawordorphrase.ThefirstStoruntotheboardandwritethewordlegiblyscoresapoint.Tripping,holdingandbitingisallowed,buttheword/phrasemustbewrittencorrectly.

4.ChainStory

Twritesvocab.Toberevisedontheboard.Tusesthefirstitemofvocab.Inasentencetostartoffastory.SScontinuethestoryaroundtheclassusingvocab.Fromboardin（oroutof）sequence.

4.WaitingForLateArrivals

JustwritealistontheboardandgetSStodefinetheword,translateittoL1orputitinasentence.

Ifyourclassreallydribblesinslowly,dictatethelistforspellingandgettheSStodictatebacktoanotherSSwhowritesthelistontheboardforyou.

5.ClickYourFingers

GetSSontheirfeetandinacircle.Startclickingorclapping,andonthethird‘beat’

NominateaSwhohastosayawordfromlastlesson.

Thisworksbestwithgroupsofwords,e.g.Professions,Formsoftransport,Phrasalverbs,Sports,Wordsbeginningwith‘P’etc.

WhenaScan’tprovideawordwithinreasonablehesitationtime（asecond?

）,orrepeatsawordalreadysaidbyanotherS,he/sheis‘out’andsitsdown.

Who’sleftstandingattheend?

6.ThrowThemAway

Similarto2,butdoneinpairsnotopenclass.

GiveSSslipsofpaperwithvocabon.SSdefinewordstotheirpartner,andthrowthemawaywhentheirpartnerguesses.ThefirstStothrowawayalltheirslipsofpaperwins.

Ifindthere’sagreatsenseofsatisfactiontobehadcrossingoutorthrowingawaywordsalreadylearnt.（Peeringthroughpencilmarksandsearchingtherubbish