Professional Documents
Culture Documents
Selecting Words
EFL students often need to expand their academic reading vocabulary to increase comprehension or pass
state exams. In Bringing Words to Life: Robust Vocabulary Instruction (Isabel Beck, Margaret McKeown,
and Linda Kucan, The Guilford Press, 2002) the authors propose that teachers select words for instruction
based on their usefulness and frequency of use in print. Tier Two words appear across all content areas of
academic texts, so they are words that can greatly contribute to students’ language knowledge.
Basic
Tier One Concrete
Oral
Abstract
Tier Two Academic (across content areas)
Written
Content/subject specific
Tier Three Infrequent
3. Independent Application
Example:
customary (adj) – usual, normal, habitual, traditional
Antonyms: peculiar, unusual
In the U.S., it is customary for adults to shake hands when introduced in a business setting.
In China, it is customary for brides to wear red, whereas in the U.S. brides traditionally wear
white.
I customarily walk my dog around 7:00 in the morning.
Discussion prompts: In your country, what is the customary way that people greet each other?
How do people customarily find jobs?
Try it: Choose one word from the list below and write two sentences that use the word meaning in contexts
that your students are likely understand. Be careful to use the meaning that is given.
adequate (adj) good enough to get the job done, passable, sufficient
appeal (v) to ask for something you need badly, to make an important request
objection (n) a statement or a feeling of dislike, disapproval, or opposition
1.______________________________________________________________________________________
2.______________________________________________________________________________________
Fill-ins, matching words and definitions, and multiple choice exercises are useful at the beginning of
vocabulary practice. They are highly supported and have only one correct answer. The context is supplied
for the student, so completing them is not as personalized or rigorous as other types of exercises.
Make Sense?
Students determine if the sentences make sense. If they don’t make sense, the students revise them so
that they do. Personalize the contexts whenever possible.
Example: Masaki knows about current cancer research because he read all the medical journals that
were published two years ago.
…were published recently.
Try it: Use two of the words from the word bank to write statements below.
Students look at two sentences, one which reflects the meaning of the target vocabulary word and another
that does not. Students must decide which sentence is the example.
Example: reliable
Ewa could always count on Teresa to drive her to school.
Jakub’s car was old and he often had trouble starting it.
[From Bringing Words to Life, Isabel Beck et al, The Guilford Press, ©2002.]
Develop interesting topics for pair or small group discussions or short writing tasks using target vocabulary
words.
Example: When you were young, how did your parents advise you to live your life?
Try it: Write a prompt using a word from the bank below..
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Describing Pictures
Put a list of vocabulary words on the board. Show students an interesting picture and ask them to use some
of the vocabulary words to describe (or ask questions about) the picture. This activity can be done orally or
in writing by students working alone, in pairs or small groups.
Try it: Using a word from the word bank, write a sentence that describes the picture shown below.
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Word Sorts
Students are given a selection of vocabulary words to sort into categories of their own making. Then they
explain how they sorted their words. This activity can be done by students working alone, in pairs, or in
groups.
Form two teams of students and distribute 2-3 cards or slips of paper with vocabulary words to each
student. Begin by introducing a topic for conversation, such as, “I have some friends coming to visit me this
summer, and I’m wondering what I should plan for their visit.” Students should raise their hands to
participate in the conversation by using their vocabulary words in statements or questions to add to the
conversation. Teams try to use all their words first.
[From When Adolescents Can’t Read, Mary E. Curtis and Ann Marie Longo, Brookline Books, ©1999.]
Students often need to become more conscious of the words around them. As their awareness increases, so
will their vocabulary. A few ideas for raising awareness are:
[Adapted from Teaching Word Meanings, by Steven A. Stahl and William E. Nagy, Lawrence Erlbaum Associates, 2006]
Bringing Words to Life: Robust Vocabulary Instruction, by Isabel Beck, Margaret G. McKeown, and
Linda Kucan, The Guilford Press, 2002
Teaching Word Meanings, by Steven A. Stahl and William E. Nagy, Lawrence Erlbaum Associates,
2006
When Adolescents Can’t Read: Methods and Materials That Work, Mary E. Curtis and Ann Marie
Longo, Brookline Books, 1999.
Ten complete downloadable vocabulary “units” with Tier Two words, teacher notes, and multiple
activities can be found as Word documents at the website of the Adult Learning Resource Center
at http://www.thecenterweb.org/alrc/reading-pub.html (scroll to bottom).