Presenting vocabulary

presenting vocabulary

a. a dictionaryb. a phrase book c. a grammar reference book

choose one type of book to take to a country where you don't speak the language

Wilkins D.A.

"the fact is that while without grammar very little can be conveyed, without vocabulary nothing can be conveyed"

form and meaning

slap, smack, punch (upper-intermediate class)

group 4

grape, cherry, strawberry (elementary class)

group 3

to dig, to paint, to saw (pre-intermediate class)

group 2

a pet, to put down (a pet), to vaccinate (intermediate class)

group 1

how would you teach these groups of words?

eliciting vocabulary

1. Try to trick the learners or they will find it too easy. 2. Plan how you will elicit things before the lesson. 3. Keep eliciting as simple and quick as possible.

which points are helpful?

4. Make sure you elicit everything; never give in and just tell the learners. 5. If the learners don't get the word quickly, try giving them the first sound of the word.

which points are helpful?

hurricane

to flatter

game show

watch (noun)

suggest ways to elicit the following words:

checking understanding

1. The teacher asks a learner to translate the word (or phrase) into their own language2. The teacher asks Do you understand? 3. The teacher asks the students to use the word in a sentence 4. The teacher asks short, easy-to- answer questions

Discuss the strengths and weaknesses:

The teacher has just taught the word shoplift, and given the example sentence The kids were caught shoplifting sweets

1. She picked up her briefcase and left. (The teacher is worried that 'briefcase' will be confused with 'suitcase')2. Could you give me a hand with the housework? (The teacher is worried that the learners will not realise that 'give me a hand' is informal)

make questions to check understanding of the words in bold

3. The car was a write-off after the accident.4. Houses are often more expensive near the coast. 5. What have you done? Why are you limping?

make questions to check understanding of the words in bold

practising vocabulary

1. Which level is each activity suitable for?2. Which activities could be set for homework? 3. How long would each activity take to do? 4. Which skills does each activity practise?

discuss

- How will you convey the meaning of the words?- how will you make both the written and spoken forms clear? - How will you check that the words have been understood?

thank you!