Anda di halaman 1dari 24

Vocabulary

Strategies for Teaching Vocabulary


Defining words in multiple context
Pointing out how to make use of affixation
Demonstrating and showing pictures
Giving exposures to phrasal verbs or
multi-word verbs
Focusing on collocations
Presenting new vocabulary
Procedure
1. Make students aware that an item of
vocabulary may be more than a single
word and it may be made up of two or
three words but express a single idea
2. Elicit the meaning of vocabulary.
3. Write down the answers on the board.
4. Discuss the answers




Procedure
5. Ask students to read the examples, with
pauses for each single idea.
6. Ask students to do the exercise.
7. Check the answers.

Defining words in multiple context
Contextual clues to guess the meaning
Definition
Examples
Synonyms
Antonyms
Summary
Comparison and contrast
Defining words in multiple context
Example
A very useful kind of wheel is one with
teeth, usually called a gear-wheel.

gear wheel = wheel with teeth
Defining words in multiple context
Example
Wheel of this kind can be seen on any
bicycle. The larger one is one is usually
called a chain-wheel and the smaller one
the sprocket-wheel.
Larger wheel on a bicycle = chain-wheel
smaller wheel on a bicycle = sprocket-wheel

Pointing out how to make use of
affixation
Ask students to break new word into
parts
Point out meanings of the parts
Encourage them to connect meaning of
parts with meaning of word
Tell them how prefixes and suffixes
change meaning and form
Point out negative-forming prefixes

Pointing out how to make use of
affixation
Example
Using prefixes and suffixes
mis + use = misuse
dis + use = disuse
un + use + ed = unused meaning changed
use + able = useable
use + less = useless
use + ful = useful
Demonstrating and showing pictures
Ask students to read only extracted
information
Ask them to look at picture and extract
side by side
Ask them which one makes meaning
clearer




Demonstrating and showing pictures
Example
As the sun passed overhead, he marked
even divisions on the circle as the shadow
of the stick crossed it.
(Show picture and extract side by side.)


Giving exposures to phrasal verbs or
multi- word verbs
Explain what a phrasal verb is
Example
get up (phrasal verb)
get (ordinary verb)

Focusing on collocations
Ask students to read collocations in
different forms given

Focusing on collocations
Example
Verb + noun = have a party
Adjective + noun = snub nose
Adverb + verb = totally agree
Adverb + Adjective = completely useless
Adverb + Adjective + noun = totally
unacceptable behaviour
Adjective + Preposition = guilty of



Activities
Brainstorming
Labelling
Miming
Oral fill-in
classification

Brainstorming

A way of making a group of people all
think about something at the same time in
order to solve a problem or to create good
ideas


Brainstorming
Example
Ask students to think of as many words
as possible related to the topic
Evaporation in groups.
Brainstorming
Possible answers
rain, pool, water, sun, hollow, ground,
amount, smaller, air, disappear, change,
liquid, vapour
Labelling
Labelling the parts using appropriate
vocabulary items
Example
Ask students to form groups and each
takes turn to label one picture, using
different coloured chalk or markers.


Miming
Acting by moving body and face without
speaking
Example
Ask a student from one team mime an
activity written on a piece of paper and
make the other team members guess it in
a given time.
(e.g. fly the flag using the pulley-wheel)

Oral fill-in
Guessing the words which are left out
(Teacher helps them by miming)
Example
One day I was at home sitting in an ....
I was reading a
Classification
Act or process of putting people or things
into a group or class

Some exercise types
Word prediction
(A) predicting vocabulary from a given
topic
(B) predicting a topic from vocabulary
Odd one out and why
Vocabulary network

Anda mungkin juga menyukai