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HOW TO PRESENT VOCABULARY - Coggle Diagram
HOW TO PRESENT VOCABULARY
PRESENTING VOCABULARY
Learners will be presented with language, rather than having to go out and find it for themselves.
Presentation: pre-planned lesson stages in which learners are taught pre-selected vocabulary items.
How many words to present. (The number of new words presented should not overstretch the learners' capacity to remember them)
Level of the learners
The learners' likely familiarity with the words
The difficulty of the items
Their teachabiility
Wheter items are being learned for production or for recognition only
Sequence of presentation
Meaning firs, then form
form first, then meaning
Present the meaning through translation, real things, pictures, gestures, definitions, situations.
USING TRANSLATION
Translation has the advantage of being the most direct route to a word's meaning assuming that there is a close match between the target word and its L1 equivalent.
Teacher's talk in Spanish
This deprives learners of value L2 input
Teacher uses only English
Apart from when L1 words are used to introduce meaning.
Presentation is entirely in English
Spanish is used only to check that leraners have understood
HOW TO ILUSTRATE MEANING
Presenting a set of concrete objects such as clothes items.
This can be done either by using real objects (called realia), pictures or mime.
Realia = Direct method. Rejects the use of translation
Total Physical Response (TPR)
Typical classroom commands
Put the abanana next to the apple
Give the apple to Natasha
Point to the apple
Offer the banana to Maxim
Visual aids
Flashcards
wall charts
Transparencies projected on the board or wall using the projector
Board drawings
Memorisation
Allows learners to work at their own place, but by building pauses
HOW TO EXPLAIN MEANING
Alternative way of conveying the meaning of a new word is simply to use - other words.
Non-visual, verbal means of clarifying meaning (Combining with board drawings os mime)
Giving several example sentences
Giving synonyms, antonyms, or superordinate terms
Providing an example situation
Giving a full definition
Situational presentation
Providing a scenario which clearly contextualises that target word
Reinforcing with pictures, board drawings or gestures to mekes it more memorable, provide students with examples sentences
Allow the students as many hearing of the sentences as they think they need before they are enough to venture an aswer
HOW TO HIGHLIGHT THE FORM
Highlighting the spoken form of a word is very important in terms of ensuring it is appropiately stored
Words seem to be stored and accessed primarily according to their overall syllable structure and stress
Highlighting the tress and general shape of the word is a useful aid to retention and deserves as much attention as the individual souds
Ways of highlighting the spoken form of a word
Listening drills (short chunk of language)
Oral drills
Boardwork
HOW TO INVOLVE THE LEARNERS
Elicitation
For the teacher to present the meaning of a word and asking learners to supply the form or elicit a definition or synonym
Example. T: Whats a waterfall? Anyone? S:Llike Niagara?
T: Yes, exactly
Ask learners to write a true sentence using the nwe word, preferably applying it to themselves or someone they know
Learners write questions for other learners, incorporating the new word
Ask learners to make an association network centred on the new word