The University of Education, HCMC English Language Teaching Methodology 2

Department of English

I. INTRODUCTION
1. What is vocabulary?

2. What's the T's job?

II. WHAT TO TEACH

1. Identifying lexical items
concrete vs. abstract vocabulary
active vs. passive vocabulary
2. What needs to be taught in a lexical item

III. How to teach

Discovered by the ss
Presented by the teacher
Possible ways to present new words:

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Different teachers (Ts) have different ways to present new words. (Textbook)

TECHNIQUES TO SHOW MEANING

a) show meaning visually: realia, picture, actions, gestures, facial expression

b) show meaning through situation: example, situation-+- translation
c) use other techniques: synonym/antonym/contrast: word formation: super-ordinates,
hyponyms, word network
d) Combine several techniques. Clines

Procedure:

 Select new words

 Select appropriate techniques to show meaning
 Say the word aloud once/twice
 Write it on BB
 Give forms (key sounds+stress+ word class)
 Write meaning: an explanation +e.g.
 Conduct repetition of the word list

Some points to bear in mind

IV. ASKING A QUESTION

1. Checking Ss' understanding of the word

The teacher has just taught the word shoplift, and given the example sentence:

The kids were caught shoplifting sweets

Possible Qs:

T: Can people shoplift a watch or a washing machine?

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T: shoplifting used about very big things or about very valuable things?

T: What things can people shoplift in a supermarket?

2. Using the vocabulary item correctly

How?

V. PRACTISING & REVISION ACTIVITIES

 Matching/ Association
A. Match the word in column A with the meaning in column B.

1. schedule a. opposite of "polite"

2. rude b. without words

3. non-verbal c. program of work to do

B. From the parallel lists of words given, select pairs which have a natural combination

e.g.: garden coach

students flowers

holiday uniform

resorts

grass

classrooms

C. Write down as many words as you can think of which have a natural association
with, e.g. house; sea; fruits

Odd man out:

table chair desk picture

see smell feel say

windy sunny tidy cloudy

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 century decade daytime fortnight

cooker repairer worker painter

 Word dominoes
 Word bingo
 Listing
 Classification/ grouping

e.g. Put the words under the right headings:

 Using word-net

toothpaste, TV, alarm clock, stove, video, towel, cupboard, sofa, dressing table, wash-basin,
slippers, mirror, shower, wardrobe, bedside lamp

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U2-TEXTBOOK –GRADE 9 (new edition)

 Crosswords
 Games

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 [1] RUB OUT AND REMEMBER

STEPS ORDER
a. T puts meanings / VN translation.
b. When all the English words are rubbed out. T goes through the list of meanings /
VNese translations and gets the Ss to call out the English words.
c. T rubs out the new words in English one at a time.
d. T presents/ elicits new vocab.
e. Ss copy in their books then close their books.
f. T points to the VN translation and asks "what's this in English?"
g. Ss come to the Bb and writes the English words again.

[2] SLAP THE BOARD

STEPS ORDER
a. T calls out the new words in VN.
b. T puts the new words on the Bb in bubbles.
c. T asks Ss to stand at equal distance.
d. T divides the class into 2 teams.
e. Ss run forward and slap the word.
f. T chooses a student from each team.
g. T asks Ss to go to the front of the class

[3] WHAT & WHERE

STEPS ORDER
a. T gets the Ss to repeat the rubbed-out word in each empty circle each time he rubs
the word.
b. T writes the new words in circles on the board.
c. T rubs out the first word (don't rub out the circle).
d. T asks Ss to fill in the words in the circles.
e. T continues until all the circles are empty.
f. T asks Ss to repeat all the rubbed-out words in the circles.
g. Ss remember the words.

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 [4] MATCHING

STEPS ORDER
a. T draws pictures or writes the definition / translation on the right hand side of the Bb.
b. T asks Ss to come to the Bb to match the items on the left with those on the right by
drawing a line between them.
c. T writes the new words in a list on the left hand side of the Bb.
d. T invites Ss to take the role of T.
REVISON QUESTIONS:

[1] Read the text. Imagine that you want to present these new words from the text. Which
ones would you present as active vocabulary, and which would you present as passive
vocabulary? Write them in two lists.

In Britain, the weather is very varied; people will never know what it will be the next day.

The summer is warmer than the winter, but even in summer the average temperature is only 160.
Sometimes the sun shines, but at other times the sky is covered in cloud, and it often rains.

In winter it is sometimes very cold, especially in the north of the country. The temperature may fall
below 0°, and then there is often snow and ice.

The best season of the year is probably in late spring. At this time of year the weather is often sunny
and warm; the countryside looks very green, and there are wild flowers everywhere.

weather varied average temperature cloud snow

ice season spring sunny countryside

[2] Answer the following questions

a) What is meant by a lexical item? Give 2 illustrative examples for each type you have mentioned.

b) Specifically outline how you would show meaning of these lexical items to a group of pre-
intermediate learners: to take care of, violinist

c) Show clearly how you would teach these lexical items to a group of pre-intermediate learners:
part-time, teenager

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 [3] Think of a question you could ask the class to check understanding, using these words:

- She picked up her briefcase and left.

(The teacher is worried that 'briefcase' will be confused with 'suitcase'.)

- Could you give me a hand with the housework?

(The teacher is worried that the learners will not realise that 'give me a hand' is informal).

[4] Think of a question you could ask the class to help them use the item
unconscious, put out a fire

THE END