6. English Onboard Enhancing Listening 4 Why spend time on teachingvocabulary? Wouldn’t it be better just to let the pupils read and discover vocabulary items for themselves? Not according to the research - Research has shown that vocabulary knowledge is enhanced by incidental learning, however in EFL settings vocabulary needs to be explicitly taught. Can’t students figure out ways for learning vocabulary by themselves? Not according to the research- Students should be taught specific strategies for accessing vocabulary items. Strategies include the use of context clues, such as embedded definitions, pictures, and charts that appear in a text and can be used to enhance reading comprehension; use of the dictionary and/or thesaurus when writing their own text.
10. itsuse(collocations, frequency and register). Knowing a Word / Lexical Item * Read a detailed description of these aspects of knowing a word in Nation (2006)
11. English Onboard Enhancing Vocabulary 7 How are lexical items acquired? Lexical items are usually acquired through the following: noticing – the process of acquisition begins with the learner noticing that the item is new in some way recognizing – the learner accesses information about the lexical item (receptive knowledge) producing – the learner can both recognize and produce the lexical item (productive knowledge)
12. English Onboard Enhancing Vocabulary 8 How to ensure acquisition of lexical items? Teachers ensure vocabulary acquisition by: recycling and reviewing –Most new words are forgotten in the first 24 hours after class. To retain learned vocabulary, learners must “meet” the words in a variety of contexts, from 5-16 different times. contextualizing – Learners best remember words when they have manipulated them in different ways and in different contexts. limiting number of items – No more than 10-12 new words should be presented at a time.
13. English Onboard Enhancing Reading 9 IWB suggestions for working on vocabulary You may wish to refer to “Two dozen tips and techniques” for teaching vocabulary from the following URL before continuing on. Using the IWB, teachers may do any or all of the following: annotate, capture and edit –teachers highlight relevant vocabulary mark, drag objects, use color–teachers move vocabulary around, contextualize vocabulary hide and reveal –teachers present vocabulary items in context In all the above you can relate to form, meaning , and use (see slide 6) English Onboard Enhancing Vocabulary 9
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15. English Onboard Enhancing Vocabulary 12 Sample IWB activities for working on lexis The following activities are only “snippets”, and as such are only a part of a lesson. Try them out in class as they are, but they should be incorporated coherently into your lesson plan. Noticingandanalyzing: Draw students attention to a vocabulary item, and analyze the visual elements asking such questions as: Does it have a prefix? Does it have a suffix? Are you familiar with the root form? With what does it collocate? .
18. Matching (open and closed types of exercises.)
19. Matching the word to its definition, L1-L2, opposites, adjectives and nouns, verbs and adverbs, word to the picture, match two words that go together
24. English Onboard Enhancing Vocabulary 14 Sample IWB activities for working on lexis IWB activities for recognizing: Vocabulary Activity 1 – Matching items to definitions: Version 1A Key vocabulary and scrambled pictures/definitionsare on the board. Pupils dragthe words to the pictures/definitions. Version 1B Individual items from the key vocabulary are presented as multiple-choice, with 3-4 optional definitions to choose from. Students ‘vote’ for the correct definition. . These sample activities can be found on the course site under “Classroom Activities.”
31. English Onboard Enhancing Vocabulary 16 Sample IWB activities for working on lexis IWB activities for producing: Vocabulary Activity 2 – Recalling words from a song Version 2A The refrain of the song with key words missing is on the IWB. The key words are in a box on the screen. Pupils draganddrop the words into place. Version 2B The refrain of the song with key words missing is on the IWB. Each missing word opens as a text box with a number of options. Students ‘vote’ for the appropriate option. . These sample activities can be found on the course site under “Classroom Activities.”
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