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
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