Loading presentation...

Present Remotely

Send the link below via email or IM


Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.


Teaching Vocabulary

No description

Gary Torres

on 20 June 2013

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Teaching Vocabulary

Teaching Vocabulary
Advanced Students and their needs
They can communicate well
They learn the basic structure of language
They have a wide range of vocabulary
They recognize item and meaning
Their productive use
of a wide range of
is normally limited.
Teaching vocabulary must take into account
Oral and written use of language
Memory and
storage system

Oxford suggests
creating mental linkages
applying images and sounds
reviewing well
employing action
Meaningful tasks

Meaning should be stored using English as much as possible

Diagrams and word trees can be used for organization
Dealing with meaning
Guided discovery
Contextual guesswork
Use of EFL dictionaries
Asking questions or offering examples that guide students to guess meanings correctly.
Making use of the context in which the word appears to derive an idea of its meaning.
From Intermediate upwards.
the language
Production will depend on motivation, and this is what teachers should aim at promoting.
The lexical approach
Based on Lewis
If students don't know the meaning they are going to be unable to participate in a conversation.
Grammar and vocabulary should be present when teaching.
Make students aware of chunks.
Master their collocational range.
Organize and record vocabulary.
Use of real material from the early stages of learning.
The Lesson
Use authentic material to expose the students to rich, contextualized, naturally-occurring language.
Students have to notice collocations and deal with meaning.
Group work helps to exchange knowledge.
Make the students use the language in realistic context.
Choose a suitable task (ie. Writing a leaflet).
Lewis, M. (1994). The Lexical Approach. Hove, England: Language Teaching Publications, Volume 1, Number 2.

Moras, S. (2001). Teaching Vocabulary to advanced students: A Lexical Approach. Sao carlos, Brazil.

Nation, I.S.P. (2007) The four strands. Innovation in Language Learning and Teaching 1, 1: 1-12.

Nation, I.S.P. (1974) Techniques for teaching vocabulary. English Teaching Forum 12, 3: 18-21.
Useful prepared exercises
for vocabulary learning
Following spelling rules
Recognizing word parts
Building word family tables
Sentence completion
Collocation matching
Collocation tables
Interpreting dictionary entries
Word and meaning matching
Sentence completion
Crossword puzzles
Semantic analysis
Completing lexical sets

1- focuses on useful words.
2- has a useful learning goal.
3- gets learners to meet or use the word in ways that establish new mental connections.
4- does not bring related unknown or partly known words together. It avoids interference.
A good vocabulary exercise:
Ten best ideas to teach vocabulary
by Paul Nation
1. Apply principles learning of teaching and learning
Principle planning of vocabulary learning is more important than particular techniques.

2. Approach high and low frequency words differently
Teachers should deal with high frequency and low frequency words in quite different ways.

3. Use the four strands
A well balanced language course should have equal proportions of opportunities for learning in each of the four strands.
Meaning focused input (learning through communicate listening and reading activities)
Meaning focused output ( learning through communicative speaking and writing)
Language focused learning( form – focused instruction )
Fluency development in the four skills (listening, reading, writing and speaking).

4. Implement an extensive reading program
Learners should read a at least one book every two weeks.

5. Carefully design speaking and writing activities
The teacher should design speaking and writing activities so that there are good opportunities for vocabulary learning.

6. Use a variety of activities aimed at fluency development
Learners do not use or meet any
new vocabulary ; instead , they become
more fluent at using what they
already know.

7. Provide extended training and practice in guessing unknown vocabulary from context
This strategy is very useful for dealing with high and low frequency words.

8. Train students to use word cards
Learners should be trained in the strategy of learning words using word cards
Word cards with a word or phrase on one side and the L1 translation on the other

9. Teach and high frequency affixes of English
Get learners to learn the most useful 15-20 english prefixes and suffixes.

These affixes can be a useful tool for helping learners remember the meaning of the many latinate words of English.

10. Encourage learner autonomy
Encourage students to take informed responsibility for their own vocabulary learning .
If students know what vocabulary to learn and how to learn it , their learning can be more effective
Students needs to be encourage and also need to be motivated to make their own vocabulary learning decisions

Lewis, Moras & Nation
Full transcript