CHAPTER 4 Teaching VocabularyVOCABULARY CHAPTER SUMMARY Objectives Teaching Vocabulary can be fun and not a passive part of the lesson. Use the vocabulary that is directed to be taught in the set curriculum, identify and assess a number of techniques you can use to teach vocabulary to students in each of the TESOL level Why teach Vocabulary? + Vocabulary is essential to understand in any chosen language. + Students at lower levels need to know and understand basic words + Vocabulary that the students know but do not use and lay dormant in the students’ mind until the translation of the mother tongue to English is ture proficient. What do students need to know about a vocabulary item? + Why use the vocabulary, when and where? + Meaning + Pronunciation, IPA. + Spelling. + Productive skills. + Use, i.e. the appropriate way and time to use it, + Word grammar, i.e. is it in the right position in a sentence. + Interaction, i.e. how it affects and interacts with other words. “E- Australi Inerational TESOL Revised 2020 SVOCABULARY ACTIVITY SUMMARY These are some activities: + Flashcard activities demonstrated in this course. + Worksheets (various examples throughout this book). + Crossword (www,puzzlemake.com). = Cloze Activity + Wordsearch (www. kokolikoko.com). + Unjumble the story. + Macrologue storytelling * Micrologues storytelling. Games and Activities + 123 Vocabulary. . Twister. * Grid (have students develop their own if time permits). + Make a word Macrologue and extend to storytelling if time permits, + Micrologues. + Unscramble Tiles. + Find Someone Who. + Student Biography Exchange. + People prepositions. + Preposition obstacle course. + Identifying similar words. + Minimal pairs. * Flashcard corners (if there is not enough room in the classroom for the students to run the students can point in teams). a Ausalaninematonal TESOL Revised 2020 SCORRECT FLASHCARD TECHNIQUES Flashcards are essential in pronuneiation and v abulary teaching, especially at the Beginner levelUpper-Beginner levels. The use of Flashcards is also universal in the English speaking world as a vieual aid to assiet in effective visual/pronunciation learning for parents educating their young children with words/vocabulary before they reach schooling age. When teaching with flashcards: 1. Repeat Vocabulary 5 Times: The students|listen only.) Indicate to the students to listen only with lesDody language and verbal instruction. The students (dono repeat) as this stage is for listening only and to identify the proper pronunciation, including; lips, tongue and overall mouthing sounds. 2. Choral drill: The students now repeat the vocabulary(5 times chorally) as a class. Jy-ol\Circulate and monitor the students’ pronunciation to identify difficulties at this stage. Use ‘nud, Simple body language to relax the students and have the students understand that itis one «acceptable to make mistakes (have a laugh and be lighthearted with errors). ‘fis vn Sew he was, gpre: 3 \yndividual repetiions: Goose stuns araon to pronounce the ey and this is ict the time to correct the students” pronunciation effectively and sincerely. Always start with a Gjadeat Strong student to let the shy students watch and listen, thus building confidence in a skill come that most students are very apprehensive to join ~ Then place flashcard on the board ud 4 Final repetition: Each flashcard on the board is reviewed before repeating process 1, 2 . eo and 3. Be sure to review (all flashcards before (fioving to the next,)as this will increase \vsit repetition and memory retention When using flashcards for children: At the end of class have the children lined up at the door and as each child exits the classroom have the student repeat one vocabulary from a flashcard taught in the days lesson. This is a good form of consolidation of the vacabulary. Size of flashcards to be used: A4 is an appropriate size. If you use AS make sure the font size is large and plain such as Arial as class sizes may vary and the flashcards must be seen by all students. Font: Ensure that the letters on flashcards are in lower case. Only proper nouns should be capitalised. Colour: Clear, bright, interesting and fun. Pictures: There are many free flashcard websites or feel free to draw your own. Most schools have the accompanying set of flashcards that illustrate the vocabulary you are teaching in the curriculum. Laminate: Protect your resources. You will make your flashcards last longer if you laminate them. Make sure that both students and teachers respect the flashcards. Flashcards are expensive when bought to accompany a curriculum nor do you want your creative efforts to go to waste. “ae Australian iteratonal TESOL - Revised 2020 oAPPROPRIATE FLASHCARD TECHNIQUES Flashcards can be used for a range of activities in addition to modelling vocabulary. It is useful to make separate word and picture cards to widen the range of activities that can be played. If working with large classes it is also a good idea to make extra sets of the flashcards or smaller game card versions of the words and pictures. Run to the flashcard/Corners Game Flashcards are placed around the comers and in various locations around the room. The teacher calls out a word that is either written or shown in a picture around the room. The students have to run to the flashcard that depicts that word. This is a good activity using Total Physical Response (TPR) as the students are responding physically when they run to the correct flashcard. The students do not have to speak to show that they understand. However, it is a good idea to get the students to repeat the word back after you have said it. The other students could even take tums calling the words for everyone to runto. Picture Word Match Race For this activity use two identical sets of picture cards and word cards to match each picture. Mix all of the cards and give each team a set of the words and pictures. The students then race to match the words and the pictures and place them together. Ask both teams to call out the words at the end so that they get practice at saying the words. Memory/Matching Pairs Small picture flashcards and word cards are better for this game. Put all the cards face down and arrange them either in rows or randomly on a table or on the floor. Each student has a tum selecting two cards if they get a matching pair - example two car pictures or the word ‘car’ and a car picture they get to keep that pair. Ifthe two cards do not match then they put the cards back in the same spot they chose the card from. The next person has their turn and 80 on. Students are ‘encouraged to remember where each card is to help them find a match. The person with the most matching pairs collected at the end is the winner. Making Sentences ‘Students are given a selection of word cards and pictures. The words and pictures do not match. Also give the students cards with linking words and verbs such as and/the/went/ran, and they put the words and pictures together to make sentences. Snap This is a fun revision game using small picture and word cards of equal size (playing card size). Have these cards available for students to play the game independently, perhaps, if they finish other lesson parts early. Australian International TESOL - Revised 2020 ESPROCEDURE FOR USING WORKSHEETS Worksheets are excellent tools for the reinforcement of vocabulary. After students learn the new vocabulary for the lesson and play activities using this vocabulary, worksheets can then be used to reinforce the material which significantly enhances retention. As worksheets primarily focus on the reading and writing skills they should not make up the entire lesson. When using worksheets: 1. Instructions: make all instructions clear and concise. Less is more, so do not over elaborate when writing out instructions for completing worksheets. 2. Space: leave plenty of room on the worksheet for students to complete their tasks. Do not cram material. 3. Language: use only English instructions on worksheets. Clearly demonstrate how to complete them to the class. 4, Material: only include material (vocabulary) being taught in the day's lesson on the worksheel unless il is a review quiz, 5. Colour: use colour on your worksheets whenever possible and pictures if appropriate. They will both enhance the visual impact of the worksheet and improve student enjoyment and retention of the content. 6 Folder: have your students keep their worksheets in a folder. This will make it easier for them to use the worksheets as a reference or for revision and review purposes. 7. Name: always ask students to write their name on worksheets. It is a good idea to have a section for this at the top of the worksheet. 8. Date: also get students to write the date next to or under their name. This helps to record when the activity was completed and show progress across time. Worksheet Activities: + Match up words to pictures + Cloze (fill in the blanks) = Colouring tasks + Unscramble words = Drawing tasks + Unscramble letters + Word search + Fillin the missing letters = Crossword + Questionnaires and forms + Join the dots ~56- Australian International TESOL - Revised 2020BEGINNER WORKSHEET EXAMPLE Transport 1. Fillin the missing letters. 2. Draw aline from the word to the correct picture. Cor tain or oO bu_ e © _mepsssoucedton cea? © Austra iteration TESOL- Revised 2020 o “7ACTIVITIES IN THE TESOL CLASSROOM Activities bring the TESOL classroom to life. They provide meaningful and fun use of the language. Research has shown that play is an important part of how children leam, and it is how adults learn also. Acting, moving and having fun involves the students in the lesson. When students are having fun, they are more likely to participate and retain what is being taught. When using Activities: 1. Demonstrate: demonstrate or give clear instructions on how to play the activity and what is required. Have your strong students help demonstrate how to play the activity, then have the whole class participate. Rules: if the game has rules make sure all students understand them. Name: give the activities you play names so that students can request them and you do not have to explain or demonstrate each time you play a particularactivity. 4. Time limits: set time limits on games so that there is an added element of suspense. Otherwise students may become bored and disinterested. 5. Rewards: have reward points or prizes as this gives students an added reason to achieve and makes the activity fun (do not give candy) team points are more effective. 6. Teacher involvement: play along with your class (don’t forget to include your TA). 7. Variety: vary the activities you use, adapt childhood activities for the vocabulary you are teaching, 8 Score: have a scoring system for pair and team games this will encourage team work and communication in the ESOL classroom (this can also help with classroom management), Activities for the TESOL classroom: + Board Dictation + Charades + Simon says + Guess who Or what? + Twister + Ispy + Musical chairs + Scrabble + Pass the parcel + Who am I? + Freeze + SHX Activity + Comers + Telephone Activity + Hangman + Grid + 1,2,3 Vocabulary + Biography Exchange You can also use board game equipment and then make up your own game. Many games can be invented using a dice or a spinner, These pieces of equipment are useful because they he! p to introduce a random element to keep everyone alert. For example, when a particular number ona dice comes up the students have to say a certain word. Your imagination is limitless! Australian international ESOL - Revised 2020 S “58What is a Macrologue and why use it? Macrologues are also known as ‘Brainstorms’ or ‘Mind Maps.’ They are one of the most effective methods of teaching vocabulary as students are provided with a key word and asked to build on it. It is a simple, effective method of creating a meaningful context in which to develop and remember vocabulary. A simple Macrologue would consist of one group of words derived from the central topic. In this ‘example the central topic is ‘Stars.’ The group of associated words could be Movie Stars, Galaxies, Star Signs etc. This can become more complex when these words are then developed into sub-groups. These are ideal activities for the whole class, group and pair work or for individual students and board work creates a frantic team activity in the classroom. Work in pairs or small groups to draw and ‘brainstorm’ your own Macrologue. Choose one of the following topics, or create your own. TRAVEL SPORTS HOME SCHOOL JOBS FOOD PETS MOVICS. music. FASHION = ACOUNTRY HEALTH-— ee 6h 7; =: To contech the Shares, bike polr-comecyy, What is a Micrologue and why use it? Micrologues are short enhance retention of the vocabulary. Pictures can be drawn on the board to promote the vocabulary taught and stories told to enhance the past, present or future tense for Intermediate and above levels. Beginner to Pre-Intermediate levels may consider telling a story using the vocabulary in any tense with the teachers’ subtle correction. This methodology incorporates listening, speaking, pronunciation, vocabulary and grammar. Thity ne Pre-Token ve bi gh tr Ok 22 begin Ho ke Write a Micrologue using all of the images” bale in any Ore for omarTinet jublogh te fenton 1? ane YP TH ewehe Tern Sse Australian International TESOL Revise 2020 o -0-STUDENT INFORMATION EXCHANGE - 7 W’s This technique is an excellent way of getting your students to talk, and in return for you to find out about your students and their interests. The Student Biography Exchange Technique is a communicative activity which encourages students to ask and answer questions about themselves and record biographical data. There is an almost unlimited range of topics that you could ask your students to write about. Steps 4. The teacher prepares a worksheet on a topic which is relevant to the students ands easy for them to understand. 2. Pair off the students. 3. Model the procedure in front of the class. Explain that they will be conducting a one on one interview with each other. 4, Tell the class that one pair will be asked to report back to the class. 5. Ask your students to begin interviewing one another. 6. Have as many students as possible report back to the class. ‘An altemative method is to have the students move on and interview someone else once they have received a positive answer from one student. In this way they will talk to many different students in the class. Then you can go around the class and ask each student to tell one piece of information they discovered (it might even be funny, interesting or shocking). Example of Student Biography Exchange Technique: Food Questions 4. What is your favourite food? 2. Are there any foods you don't like? 3. What is your favourite drink? 4, Can you cook? What can you cook? 5. What is the most popular meal in (choose a country)? 6. What word do you use to describe food you like? Don't like? Suggested themes for this techniqu + Hobbies . Family members + Likesidislikes + Cultural differences Australian International TESOL - Revised 2020 zeFIND SOMEONE WHO Question: The first student asks a question by completing " Excuse me, do you..." by choosing an ending from the grid below. Answer: The second student answers the question by using a modelled response, either "Yes, | do." Or "No, I don't.” ‘The first student then writes the name of the respondent in the appropriate box in the grid. To increase the difficulty for higher levels, have the questioner ask a second open-ended ‘W' question such as “Which country in Europe?” or “What kind of pet?”, have pictures from have a book that you 2 2 atrip to Europe? | Deve abet tice 1o/ceok are currently reading? ...wearing the same -have more than -tborn in another | “on hit ae | emeren three siblings? country? am? have a child/ have a husband or | ...use your left hand for ‘wear contact children? wife? writing? lenses? play a musical wea ea? have a birthday in | _...speak another instrument? peat September? language? Australian International TESOL - Revised 2020 oeRETAINING LANGUAGE RHYTHM, EMOTION & MOVEMENT One of the best methods of enabling and moving students to retain language, in the words of Professor John Rassias is to, “introduce emotion, rhythm and movement into the classroom." This is usually best achieved by getting students out of their seats and moving around. A simple to organise activity which gives students the chance to be active is known as the ‘Association Method’ (also known as ‘Progressive Stories’). This is useful in the TESOL classroom as a means of practising the sequencing of language and also of retaininglanguage. Instructions: 4. First, arrange your students in circles of 4-6. 2. You then tell your students that one by one, they are going to act out a sequence of events while also saying what they are doing, 3. Ifyou have specific language in mind that you wish your students to cover, you then say, (and act out) the first sentence in the progressive story. For example: “Last summer | drove to the beach,” while acting out driving to the beach and getting out of your car at the beach. 4. You then select one student in the circle to act and say what you have just done and add their own sentence to the story. For example: Your student says and acts "Last summer | drove to the beach and | met my friend.” 5. Then student by student they add and act out their own sentences, so that by the time the final student adds his or her sentence he or she will be saying and acting out the entire progressive story. When every student has had a chance to say and act out the story, bring the class back together and discuss whether it was easier to remember the story as it was being acted out as well as being spoken. You will find that most of your students will agree that language retention is enhanced by acting as well as saying the story, An example of gaining memory retention by using TPR. S$0e0000 ¢ Australian International TESOL - Revised 2020 8‘Australian international TESOL - Revised 2020, es 64