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NB remember this doesnt always need to be a teacher centred phase, exploit peer
explanations / student centred exercises / dictionary work.
How can a teacher present vocabulary and establish meaning?
NB think of the simplest way to elicit the word, this might be:
Pictures: a sketch, flash card, photo. Whats this? Does anyone know what
the name for this animal is?
Mime / gesture. Watch me,(teacher yawns) how am I feeling?
Synonym / antonym. Whats another word for? Whats the opposite of tall?
Description / definition. What do we a call a place you go to swim?
Context / example. Yesterday I went to a shop, and I bought lots of fruit and
vegetables. Whats the name of the shop?
Translation. Who knows the word for cansado?
Points to remember:
Usually a combination is best.
Use simpler language than the word you are focussing on.
Acknowledge all student suggestions, not just the one youre looking
for.
If the students do not know the word, the teacher must supply it.
Dont spend too long trying to elicit the word. If your presentation is
clear and the students cant tell you the word, they probably dont
know it.
What stages should follow?
Remember that just because one student may produce the word, that does not
necessarily mean that all the others know it. (Cue peer explanation) You need to
check they can all understand and say it.
Prepare concept check / check questions to check understanding. These can be
simple yes/no questions; eliciting examples; personalised questions.
Drill. NB Repeat the word clearly a couple of times yourself first. Choral drill several
times, then invite individuals to repeat the word.
Finally write the word on the board, with all the necessary information (i.e. part of
speech / stress / probable collocation.)
Number of items (10 is a probable maximum, think about the time you have
available and how much st.s can take in.)
Does the item fit into the students current level? (Lower levels need core
vocab. items.)
Type of student/where are you in the world?
Is it in common everyday use? (deluge vs. flood)
Is it key to st.s understanding of text/ability to do tasks set?
is it destined for active or passive vocabulary?
What problems may they have? (pron.? similarities/differences to word in
own language?)
Is it teachable? Do st.s have sufficient language for you to illustrate its
meaning?
Is it pronounceable?