Teaching Vocabulary
 
 

·       Introduction
·       What a student may need to know about a new word 
·       Ways to present vocabulary 
·       Other things to consider while teaching vocabulary

      Introduction

This article examines what should be taught while teaching vocabulary, as well as how to present and teach vocabulary. 

Teaching vocabulary may be a difficult task when there are hundreds of thousands of terms in the English language. Keep in mind that the average native speaker utilizes about 5,000 words each day in regular conversation. Furthermore, your pupils will not be required to create every word they learn; some will just be required to recognize. It is therefore critical to choose what to teach depending on frequency and relevance to the requirements of your specific pupils. After you've decided what to teach, the following step is to think about what students need to know about the topics and how you'll teach them.

      What a student may need to know about a new word 
·       What it means
It is vital to get across the meaning of the item clearly and to ensure that your students have understood it correctly by checking questions. 
·       The form
Students need to know if it is a verb/a noun/an adjective etc to be able to use it effectively. 
·       How it is pronounced
This can be particularly problematic for learners of English because there is often no clear relation between how a word is written and how it is pronounced. It is very important to use the phonemic script in such cases so the students have a clear written record of the pronunciation. Don't forget also to drill words that you think will cause pronunciation problems for your students and highlight the word stresses. 
·       How it is spelled
This is always difficult in English for the reason mentioned above. Remember to clarify the pronunciation before showing the written form. 
·       If it follows any unpredictable grammatical patterns
For example, man-men / information (uncountable) and if the word is followed by a particular preposition (e.g. depend on ) 
·       The connotations that the item may have
Bachelor is a neutral/positive word whereas spinster conjures a more negative image. 
·       The situations when the word is or is not used
Is it formal/neutral/informal? For example, spectacles/glasses/specs. Is it used mainly in speech or in writing? To sum up, is usually written whereas mind you is spoken. Is it outdated? Wireless instead of radio. 
·       How the word is related to others
For example, synonyms, antonyms, lexical sets 
·       Collocation or the way that words occur together
You describe things 'in great detail' not 'in big detail' and to ask a question you 'raise your hand' you don't 'lift your hand'. It is important to highlight this to students to prevent mistakes in usage later. 
·       What the affixes (the prefixes and suffixes) may indicate about the meaning
For example, substandard sub means under. This is particularly useful at a higher level. 
Which of these areas you choose to highlight will depend on the item you are teaching and the level of your students. Now it's time to think about how we can get the meaning across. 
 

Ways to teach vocabulary
There are lots of ways of getting across the meaning of a lexical item.
·       Illustration
This is very useful for more concrete words (dog, rain, tall) and visual learners. It has its limits though, not all items can be drawn. 
·       Mime
This lends itself particularly well to action verbs and it can be fun and memorable. 
·       Synonyms/Antonyms/Gradable items
Using the words a student already knows can be effective for getting meaning across. 
·       Definition
Make sure that it is clear (maybe check in a learner dictionary before the lesson if you are not confident). Remember to ask questions to check they have understood properly. 
·       Translation
If you know the students' L1, then it is fast and efficient. Remember that not every word has a direct translation. 
·       Context
Think of a clear context when the word is used and either describe it to the students or give them example sentences to clarify the meaning further. 
Again which you choose will depend on the item you are presenting. Some are more suitable for particular words. Often a combination of techniques can be both helpful and memorable.

Other things to consider when teaching vocabulary
·       Review the vocabulary you teach through a game or activity and encourage your students to do the same at home 
·       Encourage autonomy in your learners. Tell them to read, watch films, listen to songs, etc and note the useful words 
·       Have a section of your board for vocabulary items that come up as you are teaching. Use different colors for the word / the phonemics / the prepositions / the part of speech 
·       It is a good idea to teach/learn words with associated meanings together 
·       Encourage your students to purchase a good dictionary and use class time to highlight the benefits of one 
·       Teach your students the grammatical names for the parts of speech and the phonemic script 
·       Always keep a good dictionary by your side in case a student asks about a word you don't know 
·       If you don't and have never heard of the word, tell the student you will check and get back to them. Do get back to them 
·       Give extra examples sentences to the students if they are unsure and encourage them to write the word in an example sentence (maybe for homework) 

THE TREE AND THE WOODCUTTER

CHARACTERS:

TREE

GIRL

RABBIT

BIRD

SUN

WOODCUTTER

FLOWER

DOVE

Setting:  A forest, in the Spring. The tree is on stage. Very slowly the sun appears. The birds are singing. There´s  soft music in the background.

Props: Ax, ball

 SCRIPT:

ACT 1

(The Tree is crying in the center of the stage)

GIRL: (enters the stage) Where´s my ball? This is happening to me because I disobeyed my mom. (then she tells the audience): Has anybody seen my ball?. (looking at the tree) What´s wrong with you?.  Are you crying?. Who hit you?.  (she tells the audience) Did you hurt the tree?.

TREE: Nobody hurt me, don´t worry. You are too young, you don`t understand. What`s your name?.

GIRL: Ana. But, tell me, what wrong with you?.

RABBIT: (enters the stage running) You didn´t get me!. You didn´t get me! (he trips with the girl and both fell to the floor).

GIRL: Ouch!. Watch out!.

RABBIT: Oh, I´m sorry, I´m sorry, but… what´s wrong?.  (To the tree) Do you have a cold or are you crying?.

GIRL AND RABBIT: Tell us!.

TREE: A bird told me that a woodcutter is coming to cut me down.

RABBIT:  Are they going to cut you down?.  (The Dove, the Flower, and the Bird enter the stage) To cut you down?.  Where am I going to hide?.

BIRD: Where am I going to do my nest ?.

DOVE: What am I going to eat?.

FLOWER: Who will give me shade?.

SUN: How sad the forest will be!.

RABBIT: I will fight for you with my own hands.

BIRD: There he comes!. There’s the woodcutter!.  Let´s get together.

ACT 2

WOODCUTTER: (enters the stage whistling) Which tree should I cut?. I´ll choose one (looks at the tree). I like this one (starts cutting the tree.  The Rabbit enters the stage and throws the ax to the floor. The woodcutter seems surprised, looks around, picks up the ax and tries again to cut the tree, but the bird enters the stage and also throws the ax to the floor).  But, what´s happening?. Why are these animals bothering me? (starts cutting the tree. The tree screams).

TREE: (crying) Oh, please don`t do that!.

GIRL: (enters the stage) Don´t you listen how he cries?.

WOODCUTTER: Who´s crying?. The tree?. Who cares about the tree?. (tells the audience) Do you all care?.

GIRL: We care. He gives us fruit, he protects us, he cleans our air, and he´s our friend.

WOODCUTTER: I have a family and I need wood to cook and get warm.

GIRL: You can find wood somewhere else. You can find wood in old and dry branches and trees. This tree is our friend and we are going to take care of him (she leaves the stage).

RABBIT: (enters the stage) If you´re brave, come fight with me!. I will fight for you, tree.

WOODCUTTER: (hits the Rabbit) Who do you want to fight with?.

RABBIT: Me?. With nobody!. Who said something about fighting?. (leaves the stage)

GIRL: (enters the stage and hugs the tree) We will not leave you. He will also have to destroy us .

WOODCUTTER: (looks  impressed) OK, that`s enough. I´ll look somewhere else, maybe for dry trees.  I am not a monster. (tells the audience) Don´t look at me that way. I understand now. Let the trees live (leaves the stage).

GIRL: (jumps happily) We did it!. We did it!.

RABBIT: (enters the stage) Where is he?. Where is he?.

GIRL: He´s gone, he understood. Our friend is sound and safe now.

TREE: I am very happy!. Thank you my friends.

 THE END

THE MOUSETRAP

THE SUNFLOWER

CHARACTERS:

NARRATOR

YELLOW FLOWER

SUN

SCRIPT:

NARRATOR: When plants started to grow on earth, many flowers also appeared. There were roses, dahlias, tulips, and a small yellow flower. One day all the flowers decided that the red rose would be the queen of all flowers because of her beauty and because she could grant wishes. They made a big party to crown their queen and each flower made a wish. Some asked to smell pretty; others wanted to have brilliant colors, and the small yellow flower asked to be the biggest of all the flowers.The red flower granted all the wishes, and that´s how the yellow flower grew, and grew, and grew. She grew so much that she couldn´t stand straight. The yellow flower then understood that she had to live bending on herself. She was so sad and decided to ask the sun for help. One day when the sun was shining up in the sky, he listened to someone call him from the earth.

YELLOW FLOWER: Mr. Sun, can you help me straighten up?.

SUN: Why? You can´t keep yourself straight?.

YELLOW FLOWER: Once when the red rose granted wishes, I asked to be the biggest flower of all. I never thought that I wasn´t going to be able to stand straight like the other flowers.

SUN: I think you learned your lesson. Sometimes we ask for wishes without thinking of the consequences. The only thing that I can do, is make you strong when I shine high in the sky. My sunshine will keep you straight.

YELLOW FLOWER: Thank you Mr. Sun! I will always follow you. Wherever you go, I will go.

NARRATOR: From that day the yellow flower always follows the sun. She turns herself to receive his sunshine. For that reason the other flowers decided to call her ¨Sunflower¨.

THE END

Phrasal verbs

Download the list.

Download the presentation.

In modern English, it is very usual to place prepositions or adverbs after certain verbs so as to obtain a variety of different meanings: 

give away = give to someone/anyone 

give up = abandon (a habit or attempt) 

look after = take care of 

look for = search for, seek 

look out = beware 

The student need not try to decide whether the combination is verb + preposition or verb + adverb, but should consider the expression as a whole. 

It is also important to learn whether the combination is transitive (i.e. requires an object) or intransitive (i.e. cannot have an object): 

look for is transitive: l am looking for my passport. 

look out is intransitive: Look out! This ice isn't safe! 

take off can also mean 'rise from the ground' (used of aircraft). Here it is intransitive: 

The plane took off at ten o 'clock. 

With some expressions, however, they can be placed either at the end or immediately after the verb, i.e. before the short word. We can say: 

He took off his coat or He took his coat off. 

Pronoun objects are sometimes placed at the end of the expression: 

l am looking for them. 

But they are more often placed immediately after the verb: 

He took it off. 

This position is usual before the following short words: up, down, in, out, away, off and on (except when used in the expression call on = visit). 

go on can be followed by either infinitive or gerund but there is a considerable difference in meaning.

account 

account for (tr) == give a good reason for, explain satisfactorily (some action or expenditure): 

A treasurer must account/or the money he spends. 

He has behaved in the most extraordinary way; I can't account for his actions at all/I can't account for his behaving like that. 

allow 

allow for (tr) = make provision in advance for, take into account (usually some additional requirement, expenditure, delay etc.): 

It is 800 kilometers and I drive at 100 k.p.h., so I'll be there in eight hours. ~ But you'll have to allow for delays going through towns and for stops for refueling. 

Allowing for depreciation your car should be worth £2,000 this time next year. 

answer 

answer back (intr), answer somebody back = answer a reproof impudently: 

FATHER: Why were you so late last night? you weren't in till 2a.m. 

SON: You should have been asleep. 

FATHER: Don't answer me back. Answer my question. 

ask 

ask after/for somebody = ask for news of: 

I met Tom at the party; he asked after you. (asked how you were/how you were getting on) 

ask for 

(a) = ask to speak to: 

Go to the office and ask for my secretary. 

(b) = request, demand: 

The men asked/or more pay and shorter hours. 

ask someone in (object before in) = invite him to enter the house: 

He didn't ask me in: he kept me standing at the door while he read the message. 

ask someone out (object before out) = invite someone to an entertainment or to a meal (usually in a public place): 

She had a lot of friends and was usually asked out in the evenings, so she seldom spent an evening at home. 

back 

back away (intr) = step or move back slowly (because confronted by some danger or unpleasantness): 

When he took a gun out everyone backed away nervously. 

back out (intr) = withdraw (from some joint action previously agreed on), discontinue or refuse to provide previously promised help or support: 

He agreed to help but backed out when he found how difficult it was. 

back somebody up = support morally or verbally: 

The headmaster never backed up his staff, (backed them up) If a parent complained about a teacher he assumed that the teacher was in the wrong. 

be 

be against (tr) = be opposed to (often used with gerund): 

I'm for doing nothing till the police arrive./I'm against doing anything till the police arrive. 

be away (intr) = be away from home/this place for at least a night. 

be back (intr) = have returned after a long or short absence: 

I want to see Mrs Pitt. Is she in? ~ No. I'm afraid she's out at the moment or 

No, I'm afraid she's away for the weekend. ~ When wilt she be back? ~ She'll be back in half an hour/next week. 

be for (tr) = be in favor of (often used with gerund). 

be in (intr) = be at home/in this building. 

be in for (tr) = be about to encounter (usually something unpleasant): 

Did you listen to the weather forecast? I'm afraid we're in for a bumpy/light. 

If you think that the work is going to be easy you're in for a shock. 

be over (intr) = be finished: 

The storm is over now; we can go on. 

be out (intr) = be away from home/from this building for a short time-not overnight. 

be up (intr) = be out of bed: 

Don't expect her to answer the doorbell at eight o 'clock on Sunday morning. She won't be up. 

bear 

bear out (tr) = confirm: . 

This report bears out my theory, (bears my theory out/bears it out) 

bear up (intr) = support bad news bravely, hide feelings of grief: 

The news of her death was a great shock to him but he bore up bravely and none of us realized how much he felt it. 

blow 

blow out (tr) = extinguish (a flame) by blowing: 

The mind blew out the candle, (blew the candle out/blew it out) blow up (tr or intr) 

(a) = destroy by an explosion, explode, be destroyed: 

They blew up the bridges so that the enemy couldn't follow them. (blew the bridges up/blew them up) Just as we got to the bridge it blew up. 

(b) = fill with air, inflate, pump up: 

The children blew up their balloons and threw them into the air. (blew the balloons up/blew them up) 

boil 

boil away (intr) = be boiled until all (the liquid) has evaporated: 

I put the kettle on the gas ring and then went away and forgot about 

it. When I returned, the water had all boiled away and the flame had 

burnt a hole in the kettle. 

boil over (intr) = to rise and flow over the sides of the container (used only of hot liquids): 

The milk boiled over and there was a horrible smell of burning. 

Break 

break down figures = take a total and sub-divide it under various 

headings so as to give additional information: 

You say that lO.OWpeople use this library. Could you break that 

down into age-groups? (say how many of these are under 25, over 

50 etc.) break down a door etc. = cause to collapse by using force: 

The firemen had to break down the door to get into the burning 

house, (break the door down/break it down) break down (intr) = collapse, cease to function properly, owing to some fault or weakness: 

(a) Used of people, it normally implies a temporary emotional collapse: 

He broke down when telling me about his son's tragic death. (He was overcome by his sorrow; he wept.) 

(b) It can express collapse of mental resistance- 

At first he refused to admit his guilt hut when he was shown the evidence he broke down and confessed. 

bum 

bum down (tr or intr) = destroy, or be destroyed completely by fire (used of buildings): 

They burnt down the embassy, {burnt the embassy 

down/burnt it down) 

The hotel bumf down before help came. 

Situation: A concert organizer is talking to a member of a band about their

upcoming performance.

Harry, I’m sorry to bring this up again, but we might have to call off your

performance next weekend. Tickets just aren’t selling. We’ve even tried giving

some tickets away, but no one wanted them. I think your band just isn’t well

known enough in this city for people to come and watch you. Anyway, we’ll

wait for another few days before deciding for sure. I’ll keep you filled in about

everything as it happens.