Vocabulary Daevelopment presentation by Haroon Baig The Lyceum Jhelum

1. TEACHING VOCABULARY
ACROSS THE CURRICULUM
BY
MUHAMMAD HAROON BAIG
MA TESOL (Oxford),CELTA(Cambridge),MA Eng(Punjab),PGD TEFL (AIOU)

2. 1.The nature of language teaching
 . The definition of teaching.
Teaching is an attempt to help someone acquire, or
change some skills, attitude,knowledge, ideal, or
appreciation.
In other words, the teacher's task is to create or
influence desirable changes in behavior, or in
tendencies toward behavior, in his/her students.
HAROON

3. The nature of language teaching
(Aims and Objectives)
 2.. The purpose of English teaching
a. To improve their four skills.
Listening, Speaking, Reading and Writing
b. To cultivate their communicative competence.
c. To show them the way to study themselves.
Haroon

4. PRE TASKS
a. What are the most important issues when Teaching
English today?
b. Basic Principles -Students and Teachers (Worksheets)
c. Need Analysis - Students (worksheet)

5. THE AIMS AND SIGNIFICANCE OF THIS
WORSHOP
a) to help you to clear the importance as well as the
aims of Vocabulary teaching at middle/high school .
b) to introduce some commonly used techniques and
methods adopted in teaching vocabulary across the
curriculum.
c) to prepare you for the coming teaching practice in
the new academic year

6. TEACHING VOCABULARY ACROSS THE
CURRICULUM
 How would you define Vocabulary?
 What is Vocabulary?
Vocabulary can be defined as
“the words we must know to communicate effectively: the words
in speaking ( expressive vocabulary) and words in listening(
receptive vocabulary)”
(Neuman and Dwyer, 2009 p.385)

7. TEACHING VOCABULARY ACROSS THE
CURRICULUM
 IMPORTANCE OF VOCABULARY
 Vocabulary has long been an important topic in academic circles ,but today it could be considered a hot
topic.
 Research on Vocabulary
 One important finding from research suggests vocabulary learning never stops.(Smith, 1998)
 It is a natural and lifelong phenomenon.
 Vocabulary learning is a continual process of encountering new words in meaningful and
comprehensible context.(Harmon,et al.2009).
 Can you think of an example of encountering words in meaningful context from daily life?
 Conclusion
 In short,throughout the life span ,people develop vocabulary effectively as they see words
in meaningful contexts.

8. Different Kinds of Words Require
Different Kinds of Instruction!
 Learning a basic oral vocabulary
 Learning to read known words
 Learning new words representing known concepts
 Learning new words representing new concepts
 Learning new meanings for known words
 Clarifying and enriching the meanings of known words
 Moving words into students’ expressive vocabularies
 Building English learners’ vocabularies
(Graves, 2006)

9. Limited Words (Marzano, 2001, p. 122)
Estimated no of terms that can be taught at various Grade Levels
Grade Level No of word per week Total words in 32
weeks
Cumulative Total
K 0 0 0
1 1 32 32
2 3 96 128
3 4 128 256
4 5 160 416
5 10 320 736
6 15 480 1,216
7 20 640 1,856
8 20 640 2,496
9 25 800 3,296
10 25 800 4,096

10. What does the literature say on
Vocabulary instruction?
 Vocabulary instruction should focus on critical words
 Effective vocabulary instruction does not rely on
definitions.
 Teaching word parts enhances understanding.
 Different types of words require different types of
instruction.
 Active engagement improves learning.
 Repeated exposure is essential.

11. Characteristics of Effective Direct
Vocabulary Instruction
1. Effective vocabulary instruction does not rely on definitions.
2. Students must represent their knowledge of words in linguistic and nonlinguistic
ways.
3. Effective vocabulary instruction involves the gradual shaping of word meanings
through multiple exposures.
4. Teaching word parts enhances students’ understanding of terms.
5. Different types of words require different types of instruction.
6. Students should discuss the terms they are learning.
7. Students should play with words.
8. Instruction should focus on terms that have a high probability of enhancing
academic success.

12. The Case Against Providing Only
Dictionary Definitions
 When people first learn words, they understand them more
as descriptions as opposed to definitions (Beck, McKeown, &
Kucan, 2002)
Word Dictionary
Definition
Description
illusion An erroneous
perception of
reality
Something that
looks like one
thing but is really
something else or
is not there at all

13. Building Academic Vocabulary
A Six-Step Process
weekly
1 to 5 new
words
periodically
all previous
words
4. Engage students in word activities
5. Discuss words
6. Engage student “play” with words
1. Introduce word
YOUR FEEDBACK ? How would you introduce/teach new
words ?
 Student friendly descriptions, examples,
explanations, images, etc.
 Must connect to students’ prior knowledge
2. Students generalize meaning
3. Students create nonlinguistic representation

14. ASCD. (2005). Building Academic Vocabulary: Student
Notebook.( Sample)

15. Academic Vocabulary Sheet II

16. Discussion & Activities
 Graphic Organizers
 Concept Map
Semantic Mapping (semantic mapping is visual strategy for
vocabulary expansion and expansion of knowledge by
displaying in categories words related to one another)
 Frayer Model (The Frayer Model is an adaption of the concept
model.It includes word,the definition,the characteristics

17. Word
Definition
Examples NON-examples
Characteristics

18. Crystal
Definition
A solid made of
atoms in an
ordered pattern
Examples
Metals
Rocks
Salt
sugar
NON-examples
Coal
Pepper
lava
Characteristics
Glassy
Clear coloured
Brightly coloured
Evenly shaped

19. (Allen, 1999)

20. (Allen, 1999)

21. The Case Against Providing Only
Dictionary Definitions
 When people first learn words, they understand them more
as descriptions as opposed to definitions (Beck, McKeown, &
Kucan, 2002)
Word Dictionary Definition Description
illusion An erroneous
perception of reality
Something that looks
like one thing but is
really something else or
is not there at all

22. Research on Imagery as Elaboration
6
37 percent higher than… …students who kept
repeating definitions.
4
21 percent higher than… …students who were
using the terms in a
sentence.
Students who used imagery to learn vocabulary,
on average, performed…
# of
studies
(Pickering, 2007)

23. magnify
 word parts:
 magn (large, great)
 -ify (v. to do)

24. A Quick Note:
Student Note Taking
 Organized
Vocabulary book
 WORKSHEETS
 Teacher-created
 Student notebooks
 Designated
section of
notebook
Students must be able to
adjust and build on their
understanding of words.

25. Vocabulary worksheet

26. VOCABULARY DEVELOPMENT SHEET
EEE
Voclabury study
Meaning
EXAMPLE
Phrases or
Sentences
word
Synonyms
Antonyms
Part of Speech
Other formsPicture or Cartoon
Prefix
Root
Suffix

27. VOCABULARY DEVELOPMENT SHEET

28. VOCABULARY ENHANCEMENT ACTIVITIES
(SS play with words Activity)

29. Vocabulary Development via Games