VOCABULARY BUILDING AND TEACHING IN LOWER SECONDARY.
Learning vocabulary is very important because the number of English words you
know and are able to use will continue to be important throughout your life. Most
importantly, a good vocabulary will help you succeed in school and on job. More
important, however, your general knowledge or your knowledge of a specific field
cannot be very deep or impressive unless you have a considerable stock of words
at your command. The number of words you know is one indication of the pride
you take in your mind. You owe it to yourself to have the vocabulary that fairly
reflects your interests and abilities.
Fun ways to teach vocabulary.
New vocabulary is one of the basic building blocks in your students learning. You
have to train your students to start to think in English. Needless to say, the
language you are teaching should be spoken at all times, even if learners are
absolute beginners.
1. Drawing
When it comes to teaching vocabulary words to young students, there are plenty of
easy options.Colouring pages and pictures help students visualise the words that
they are being taught. While older students may not be interested in colouring or
reading story books, they too benefit from the visual stimulations. That’s why
writing words out or creating flash cards helps in memorisation of vocabulary
words.
Teachers who want to up the creativity level and really ingrain vocabulary into
students might want to kick it up on a notch by having students draw an image of
each vocabulary word. By encouraging students to make the images look funny,
teachers increase the chance for the learners to memeorise the vocabulary.
N.B.The vocabulary must go in line with the age grouped to make it fun.
2. Online videos
Another visual way to teach vocabulary is to find videos that show case the words
of a lesson. Videos created for people leaning English are also ideal for teaching
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younger students words with which they have dad little or no exposure. Teachers
can use You tube videos.”Language Arts Section”
3. Brainstorming
Vocabulary builds upon itself, and association with words that are already familiar
to students is one of the most effective means of teaching students unfamiliar
words. Teachers who help students associate with new words know very well that
it helps students with long term retention.
Once the students have heard the word and its definition, teachers can write the
word on the board and ask students to say the words that go along with the new
vocabulary word. If the word is “mare “for instance, students might say “horse”
“barn” and “hay”. By writing the words down together, it creates a visual reference
for students.
4. Act it out.
Young students especially, respond to games, but older kids don’t generally a little
injection of fun into their school days either. Teachers make vocabulary words
more fun to learn by turning the process into a game.
Students can take turns acting out one of the vocabulary words, while other
students guess out the word. In order for this to work, students need some basis of
the vocabulary, so teachers should schedule the game few days after students get
their vocabulary words. Teachers may want to release the word list on a Monday
for instance and make Friday the game day.
5. Write a story.
A larger vocabulary enhances students writing and reading abilities so, teachers
can assign stories to students on an individual basis or make it a class project. By
having students incorporate all their vocabulary words correctly into a text,
students get the opportunity to learn proper spellings and definitions, and also how
to use the words in the context.
6. Words of the day.
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Teachers who want to encourage students to use their own vocabulary words (and
who can stand a little noise) could benefit from this method. Teachers can make
each day’s word of the day a different vocabulary word and let students yell
whenever someone says it. Then, at the end of the yell teachers can remind
students of the word’s definition.
How to introduce vocabulary.
1. Pointing
Pointing is a technique of choice when teaching real beginners. The teacher shows
students illustrations or flash cards and points to the item they wish to teach. You
can also use posters, power point, presentations or different types of soft ware
where illustrations are presented in electronic format. Pointing works best with
nouns which include food, clothes, animals professions, sports, classroom objects,
office supplies e.t.c.The main advantage of pointing is that words may be
introduced in blocks, and you may easily and effectively introduce several in one
lesson.
2. Substitution
This technique can be used with students of all levels and works best with concepts
and ideas that can’t be easily seen or touched, like abstracts or anything that is not
a real object. These are different ways of substitution.
• Synonyms
You substitute one word students are familiar with for one new one. When
you call someone, do you sometimes have to wait? You have to hold.
• Antonyms.
You substitute one word they are familiar with for its opposite.e.g. Is
Ferrari a cheap car? (No) It’s an expensive car.
3. Naming.
This method is almost similar to substitution only that in this case, you set a scene
or situation and then substitute it with a new word phrase, thus effectively naming
the scene.
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e.g.
• Do you usually eat pancakes, eggs, and bacon for breakfast? (No) so, you
have a light breakfast.
• The hotel accepted too many reservations. The hotel is overbooked.
• The steak/order last night was not cooked enough. It was
undercooked/bloody/rare.
4. Miming and Total Physical Response.(TPR)
It works well with kinesthetic learners, namely those who learn best by moving
their bodies. Most teachers believe that miming works best with children
particularly when it comes to exaggerating emotions and facial expressions, but
adults may also enjoy miming.TPR works well parts of the body.e.g.
I am touching my nose! Touch your nose!
Actions:
I am walking to the door.
Imperative mood or command:
Sit down!
Stand up!
The main advantage in miming and TPR is that you can get students physically
engaged in the lesson. It gets them out of their seats and shakes things up.So; make
sure that you maximize opportunities to get them moving.
5. Realia.
The use of realia or real life objects in the ESL classroom can make a huge
difference in students learning. It engages the and motivates them to learn. It’s fun
and sets more natural learning environment.
Some realia you may use to introduce new vocabulary include:
• Maps
• Tea sets ,dishes and utensils,
• Clothes
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• Toy planes, trains, cars, animals, furniture e.t.c.
• Family photos
• Plastic fruits and vegetables.
6. Picture it.
Use pictures of new vocabulary words to introduce them to your students. Choose
one of the flash cards, magazines, images when helping your new students to
picture new words.
7. Sing it aloud
Make up original songs to introduce new vocabulary. It will not only aid certain
learning types but it will also bring an element of fun into your classroom. Simply
use a simple familiar tune (Twinkle Twinkle little star, The wheels on a bus,
Happy birthday e.t.c) and make the lyrics using the vocabulary you are teaching
your students.
8. The root of the issue.
Teaching word roots as you introduce new vocabulary has many benefits for your
students. It gives them tools for understanding new vocabulary they are yet to
encounter helps them to see the relationship between words and can even make
them make links between their native language and English. This relates with the
origin of the word.
e.g.
Latin and Greek origins
-bio
life
Homo
same
-dic
say
-neo
new
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Crossword Puzzles
•
For quiet classes, crossword puzzles can be a good way to practice vocabulary. The
descriptions can either be word-based or you can have fill-in-the-blank style
questions, where students must insert vocabulary words. Make crossword puzzles
easier for beginning students by including a list of the potential answers on the
worksheet.
Target Practice
•
Spread all the vocabulary words across the floor and have students toss a bean bag
toward them. They must say the word that's on the card the bean bag hits or use the
word in a sentence. You can also draw a target on the board; once students say the
vocabulary word for the flash card you're holding, they have a turn tossing
something sticky at the board to earn points.
Around the World
•
To play Around the World, student #1 stands behind student #2, who's seated at
her desk. The two compete to say the vocabulary word for the flash card that you
hold up. If student #1 is the first to say the word, he gets to move on and compete
with the student #3, who's also sitting at her desk. If student #2 is first, she gets to
move on to student #3, while student #1 sits at her desk. The winner is the first
student to successfully compete against all the students in the class--moving
"around the world"--and returning to his own seat.
Touch Game
•
Students sit in a small circle and you spread the flash cards on the floor. As you
say a vocabulary word, students must try to be the first to touch the card. The
student who does earns a point or gets to keep the card. Make this more
challenging by spreading the cards throughout the room and asking students to
rush around to find the card. Hide a few under rugs or up high.
Circle Game
•
Spread all the vocabulary words in a circle on the floor. Each student picks one
card and stands next to it as his starting place. He rolls a dice and moves forward
that many cards, and must then say that word or use it in a sentence. This game is
ideal because there are no winners or losers and you can play it as long as you
want.
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VOCABULARY BINGO
•
This activity can be played by handing out to students a blank BINGO sheet with
rows and columns. The students will fill in the spaces with vocabulary words by
writing them where ever they choose on their sheet. The teacher will read
definitions from the chosen vocabulary words and students will cover the
corresponding word on their sheet if they have it written down. The teacher can
decide the winning design, straight line, diagonal, four corners or an X. When a
student has completed the desired design, he shouts "Bingo!" The teacher should
check that his card is correctly marked before declaring him the winner.
Jeopardy
•
Played similar to the television show, three players are at the front of the classroom
at a time. Different categories are listed that the vocabulary words can be divided
into. The teacher should prepare the game by sorting the words into groups; note
that it may be more easily played at the end of a unit where more words are
available, such as the end of a Greek Gods and Goddesses unit. Students will select
a category and listen to a clue. They must then respond with the proper answer to
gain a point. The teacher can then decide how to rotate the "contestants" so that
each of the students get a turn, perhaps rotating after a certain number of questions
are answered. Students may be grouped into teams for this activity.
Guess the Word
•
Students are divided into two teams for this activity. Two stools are placed at the
front of the classroom for students to sit on facing the rest of the class. The teacher
will write a different vocabulary word behind each student, or place a magnetic
strip with a word written on the blackboard. Each team will take turns giving the
member of their team clues to the vocabulary word. At the end of three clues each,
the player at the board must answer with a word. Each team gets a point for a
correct answer and a different team member comes up to the stool for their turn.
The class can play until one team reaches a predetermined amount of points first.
Crossword
•
For this activity, students will work in pairs to create a vocabulary crossword. The
vocabulary words will be the answers and the definitions will be used as the clues.
If there are twenty vocabulary words, have each group use any ten that they want.
Students will turn in their completed crosswords to be checked for accuracy. The
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teacher can then make copies of each crossword for every student and then staple
them together in a packet to be completed for homework or over a long weekend or
holiday break.
WORD GAMES
•
In a group setting, play a word game that will force each player to use their
vocabulary skills. Give players a word, and then give them one minute to write
down as many synonyms of this word as possible. For example, a prompt of "hair"
can result in answers like mane, locks, strands or coif. Grant a prize to the player
who comes up with the most synonyms.
Vocabulary Ring
•
You can easily make a vocabulary ring that will ensure you have all of the words
you're trying to learn on hand at a moment's notice. Write the words and their
definitions on index cards, and then punch holes in one corner of each card. Put the
card on a key ring for easy access.
Word Jar
•
A word jar is a fun way to pull out new words every day. Write words, their
definitions, synonyms and antonyms on scraps of paper. Put the scraps in a jar and
pull one out each day to study. This is ideal for both kids and adults to do together.
Word Wall
A word wall is a charming way to have the vocabulary words you're studying out
in front of you for learning. Write vocabulary words on pieces of cardboard or
poster board and tape them to a wall. Write definitions of the words on sticky notes
and move the notes around until you've matched each definition to the correct
word. This can work in a classroom setting or at home.
Vocabulary Memory Game
•
The vocabulary memory game is an educational take on the classic memory game.
Start with a set of index cards. On one side of each index card, write either a
vocabulary word or the definition of a vocabulary word. When you are finished
making the cards, make sure that every word has a definition and vice versa.
Separate the cards into definitions and words and arrange them in two separate
sections, face down on a table and in a random order. Instruct the students to flip
over two cards (one of each) and ask the students whether the definition matches
the word. If it does, leave the cards flipped; if it does not, flip the cards back over.
Continue to flip pairs of cards until a match is made and continuing making
matches until all of the cards are flipped.
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Crossword Puzzle
•
This game requires some work on the part of the teacher. Construct a crossword
puzzle, or use an online crossword puzzle maker, that uses the vocabulary words
being taught. For each number in the "Hints" section, provide the definition of the
word that belongs in that row of the puzzle. You can also mix up the "Hints"
section by providing sentences in which the vocabulary word is omitted, anagrams
of the words or other playful hints.
EFFECTIVE STRATEGIES FOR TEACHING VOCABULARY
One of the most effective methods of helping children learn new vocabulary words
is to teach unfamiliar words used in a text prior to the reading experience. Adults
(either alone or with the child(ren)) should preview reading materials to determine
which words are unfamiliar. Then these words should be defined and discussed. It
is important for the adult to not only tell the child(ren) what the word means, but
also to discuss its meaning. This allows the child(ren) to develop an understanding
of the word’s connotations as well as its denotation. Also, discussion provides the
adult with feedback about how well the child(ren) understands the word. After preteaching vocabulary words, the child(ren) should read the text.
Repeated Exposure to Words
It may seem common sense that the more times we are exposed to a word, the
stronger our understanding becomes. However, repeated exposure to new
vocabulary words is often ignored. Adults often forget a person (especially a child)
needs to hear and use a word several times before it truly becomes a part of her
vocabulary. Providing multiple opportunities to use a new word in its written and
spoken form helps children solidify their understanding of it.
Keyword Method
Like pre-teaching, the keyword method occurs before a child reads a particular
text. In this method, unfamiliar words are introduced prior to reading. However,
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rather than encouraging the child to remember a definition for a new word, the
adult teaches him a “word clue” to help him understand it. This “word clue” or
keyword might be a part of the definition, an illustrative example or an image that
the reader connects to the word to make it easier to remember the meaning when
reading it in context. The idea behind the keyword method is to create an easy
cognitive link to the word’s meaning that the reader can access efficiently during a
reading experience.
Word Maps
The word map is an excellent method for scaffolding a child’s vocabulary learning.
Like the other explicit instructional methods, the adult (either alone or with the
child(ren)) should preview reading materials to determine which words are
unfamiliar. For each of these new vocabulary words the child (with the support of
the adult) creates a graphic organizer for the word. At the top or center of the
organizer is the vocabulary word. Branching off of the word are three categories:
classification (what class or group does the word belong to), qualities (what is the
word like) and examples. Using prior knowledge the child fills in each of these
three categories. Word maps help readers develop complete understandings of
words. This strategy is best used with children in grades 3-12.
Root Analysis
While root analysis is taught explicitly, the ultimate goal is for readers to use this
strategy independently. Many of the words in the English language are derived
from Latin or Greek roots. They either contain a “core” root (the primary
component of the word) or use prefixes or suffixes that hold meaning. Adults
should focus on teaching children the most commonly occurring roots, prefixes
and suffixes. As each is taught examples of its use in common word should be
shared and examined. The reader should see how the root helps her understand the
word’s definition. Children should then be given practice analyzing words to
determine their roots and definitions. When a reader is able to break down
unfamiliar words into their prefixes, suffixes and roots they can begin to determine
their meanings.
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Restructuring Reading Materials
This strategy is particularly effective for helping struggling readers improve their
vocabularies. Sometimes grade level materials are inaccessible to readers because
there are too many unfamiliar words in them. Adults can restructure the materials
in several different ways to help readers comprehend them more easily. A portion
of the difficult words can be replaced with “easier” synonyms to help the reader
understand the overall text. Vocabulary footnotes (definitions provided at the
bottom of the page) can be added for particularly challenging words so that the
reader can easily “look up” the word while still reading the text. An accompanying
vocabulary guide can be provided for the text. Words that are included in the guide
should be highlighted or printed in bold text to direct the reader to check the
vocabulary guide if the word or its meaning is unfamiliar.
Implicit Vocabulary Instruction
Incidental Learning
Incidental vocabulary learning occurs all of the time when we read. Based on the
way a word is used in a text we are able to determine its meaning. While you may
not know what a specific word means, many times you can determine its meaning
based on what the rest of the sentence focuses on. Adults should model this sort of
incidental vocabulary learning for children to help them develop their own skills.
Context Skills
Context skills are the strategies that a reader uses for incidental vocabulary
learning. Texts are full of “clues” about the meanings of words. Other words in a
sentence or paragraph, captions, illustrations and titles provide readers with
information about the text that they can use to determine the meanings of
unfamiliar words. These features are often referred to as “context clues” because
they are contained within the context of the piece of writing rather than outside it.
Young readers should be taught to find and use context clues for learning new
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vocabulary words. Adult modeling and practice are key for helping children
develop this important reading skill.
TEACHING ENGLISH VOCABULARY – 10 FABULOUS WAYS TO TEACH NEW
WORDS
Did you know that a student needs to encounter a new word 10 to 16 times to
effectively "learn" it according to recent research?
Considering the number of new words students have to learn per course, this
means us teachers have our work cut out for us. We all know that although it is
important for students to use correct grammar and structures, words are the main
carriers of meaning. This means that the more words students are able to handle
accurately, the better their chances of understanding English and making
themselves understood.
To effectively acquire new vocabulary, students must go through four essential
stages:
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•
•
•
first, they notice a new word with help;
secondly, they recognize the word at first with help,
then later on their own;
and lastly, they are able to both recognize and produce the word.
It is essential that you, as the teacher, make use of activities that target each of
these stages; more often than not, we make the mistake of merely introducing
new vocabulary, and we don’t give students the opportunity to put these new
words to use.
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STAGE 1: NOTICING AND UNDERSTANDING NEW WORDS
Introducing nouns, things, objects, animals, etc…
Visual elements work best with concrete nouns, but try to go beyond flashcards
and illustrations. Try to use real objects whenever possible, or even sounds, smells,
and tastes. Appeal to all of your students’ senses!
Introducing
adjectives
Opposites, like “big” and “small”, “long” and “short”, are usually illustrated with
pictures, but here’s another case where realia will help you teach new adjectives;
the use of real life objects is wonderful for words like “soft” and “rough”,
adjectives that may take precious minutes of class time to explain. For more
advanced adjectives, like “stunning”, “gorgeous”, “spectacular”, “huge”, or
“immense”, bring in photos of famous sights from around the world like the
Louvre, Egyptian pyramids, the Eiffel Tower, etc…then use these new adjectives
to describe these places in ways that clearly illustrate their meaning.
Introducing abstracts
There are things you simply cannot teach with a flashcard. What works best in
these cases are synonyms, definitions, substitutions, or simply placing students
within a given context. Consider this simple example: To teach the difference
between “early” and “late”, remind students what time class begins, then state that
those who arrive before this time are “early” while those that arrive after this time
are “late”.
STAGE 2: RECOGNIZING NEW WORDS
Bingo
Bingo is one of the most versatile games employed by ESL teachers. For younger
learners, make bingo cards with illustrations, and call out each word. For those
who can read, do the opposite, make the cards with words, then draw the flashcards
from a bag. For teens or adult learners, you can make cards with the definition and
call out the words, or vice versa.
Matching
Another type of exercise with countless possibilities. Students may be required to
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match opposites, synonyms, or a word with its definition, as well as a picture to a
word.
Fill
in
the
blanks
(with
options)
Hand out a piece of written text (anything from a description, song, letter, to even a
short story) with blank spaces that must be filled in from a list of words. You can
adapt this to longer texts, and also have longer word lists.
STAGE 3: PRODUCING VOCABULARY
Descriptions
From a newspaper photo of a recent event to a personal account of a recent trip,
there are countless things students can describe while putting new vocabulary to
good use. This goes for both oral and written descriptions. You may give them
some guidance, like indicating that they have to use at least five adjectives in their
description, or five words related to sports, weather, etc…to no guidance at all.
Fill in the blanks (no options)
Supply students with a piece of written text with blank spaces that have to be filled
in with any word that fits. You may give them indications for each space, like
“noun”, “adjective” or “adverb”, if they’re advanced students. You can then read
several out loud to compare the different words used to fill in each blank.
Mind maps or brainstorming
Tell students they need to think of words they can use to describe the weather.
Write “WEATHER” AT THE CENTER OF A BLACKBOARD OR WHITEBOARD AND CIRCLE
IT. WRITE EVERY WORD supplied by students as “rays” that shoot out this circle.
They should reply with previously taught words, like “chilly”, “scorching”, or
“mild”. You may even have sub-circles shooting off to the side for winter,
summer, etc…words. This works great for vocabulary review lessons.
Guess
what
I'm
thinking
Students take turns describing something, like a place: “I’m thinking of a place that
is so huge it takes visitors hours to see all of it. It has stunning works of art. It is a
breathtaking building, very old, but with a modern glass pyramid in the front.”
Students choose to be as obvious or as cryptic as they like. Even little ones can do
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this with simple descriptions: “It's an animal. It has a very long neck and big brown
spots.” Or simply state a series of words: “Africa, black and white, stripes”.
It’s better to teach vocabulary in context, in other words, teach highly descriptive
adjectives when the lesson is about travel. Or clothes and accessories when you’re
talking about shopping. Never teach a list of words just because, or students won’t
have a chance to practice this new vocabulary.
ON A FINAL NOTE, REMEMBER TO CATER TO DIFFERENT LEARNING STYLES OR
MULTIPLE INTELLIGENCES.
Use songs and music, real life objects, or puzzles, but the more you mix the better.
Remember the difference between recognizing and producing words: to practice
recognition the words have to be supplied by YOU; then students use them to fill
in blanks or match them. For students to effectively and accurately produce
vocabulary, they have to spontaneously recall the words.
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WAYS TO LEARN NEW WORDS.
Many people have learned some of the words by looking them up in the dictionary;
bur the number of words they learn this way is limited. Most of the words they
have come to them in other ways. They are constantly meeting new words in the
course of their school work and their conversations, but they will never make them
a part of their own word list unless they become word conscious. Be alert of the
new word and when you meet them, you will be able to add them to your
collection.
Learn new word from their contexts.
Learners are able to learn new words using their contexts. If the teacher asks the
learner what cumulative or exotic means, or their younger brother looks up from
the book and asks if they know what grotesque means, they won’t be able to
answer their questions unless they already have the words in their vocabulary.
However most of the words they encounter will not be isolated, instead, they will
find them surrounded by other words and used in specific situations that will help
them guess their meaning. This total situation in which the word is found is called
its context.Often clues are found in the context which helps to discover the
meaning of a new word. The most common clues are: definition, synonym,
example, and comparison and contrast.
Definition
To ensure proper understanding, a writer may define or restate a word in a different
way in the same sentence. Sometimes wording such as that is, in other words, or
will be there to indicate the definition.
The nomenclature, or system of naming, now used in botany is part of the work of
Robert.
In the above sentence, nomenclature is defined as the phrase system of naming.
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Synonym.
A writer may use a familiar synonym for an un familiar word in the same sentence.
For example in following sentence the writer uses the familiar word treasury as a
synonym for the un familiar word coffer.
The club coffer was so low that the members had to solicit donations to fill the
treasury.
Example.
By reading the context carefully, you may find a example of a word that is new to
you. Words and phrases as for example, for instance, such as, especially and other
are used with examples. If you did not know the meaning of the word espionage
you may probably guess the meaning basing on the example below.
example
The scientist was accused of several acts of espionage such as photographing
secret documents and tapping private conversations.
Comparison and contrast
A writer may compare or contrast an un known word with a more common word.
For example, in the following sentence, ornate edifice is compared with
decorating buildings, and the word dilapidated is contrasted with stately.
example
The ornate edifice, like other decorated buildings of that area, now looked
dilapidated rather than stately as it had looked in the earlier days.
Words ,like,or as indicate comparison and words such as but,unlike,although, and
rather than indicate contrast.
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