VN Building Vocabulary For Communicative Success With Tieng Anh 10 Friends Global

Building Vocabulary for
Communicative Success
with Tieng Anh 10 Friends Global
George Vassilakis
© Oxford University Press 2022

Introduction

sheep
Building Vocabulary for Communicative Success © Oxford University Press 2022 3

sheep
ram ewe

Words, frequency and distribution: words in the language
high
frequency
words
middle frequency words
low frequency words

Words, frequency and distribution: words in use
High Middle Low

Vocabulary Frequency and Distribution
 There is a limited number of frequently used words in the language.
 Seen as a percentage of the total vocabulary of the language, the

number of frequently used words is really small: approximately 3%.
 Seen as a percentage of the words used in most conversations and

most texts, the number of frequently used words is considerable: 80%
or more of the words used in any text/conversation will belong to this
core of frequently used words.

Ministry of Education and Training
English Language Curriculum for Schools
Lexical Specifications
Primary Basic, concrete and specific me, my family, my friends, my
600-700 words school, the world around me
Secondary Essential for spoken and written our community, our heritage,
communication our world, the future
800-1,000 words
High Essential for communication on less life, society, environment,

immediate topics future
600-800 words

Learning vocabulary

Receptive and Productive Vocabulary
Receptive Vocabulary

Productive Vocabulary
Receptive Vocabulary

Receptive Productive

First Repeated Experimentation

Use
Encounter Encounters and Practice
Receptive Productive

Stages in Vocabulary Learning
Can you order the vocabulary learning stages below?
A. The learner studies and tries to remember the new words.

B. The learner uses the new word spontaneously in their own speech
and/or writing.
C. The learner is exposed to (hears and/or sees) the new word in context.
D. The learner recognises the new word and remembers its meaning.

1. The learner is exposed to (hears and/or sees) the new word in context.
2. The learner studies and tries to remember the new words.
3. The learner recognises the new word and remembers its meaning.
4. The learner uses the new word spontaneously in their own speech
and/or writing.

Noticing
Retention
Receptive Retrieval
Productive Retrieval
Noticing
• Identifying the word in its context.
• Understanding what it means.
• Becoming conscious of the use of the word.

Vocabulary noticing in your coursebook
Source: Tieng Anh 10 Friends Global, Student Book,

Unit 7: Tourism, Lesson 7E: Compounds

Vocabulary noticing in your coursebook

Unit 4: Our planet, Lesson 4A: Weather

Retention
• Linking the word to the meaning.
• Linking the meaning to the word.
• Recording the word and its meaning.
• Revisiting the word.

Vocabulary retention in your coursebook

Vocabulary retention in your coursebook

Receptive Retrieval
• Seeing/hearing the word and automatically recalling its meaning.
• Distinguishing the word from words with similar meanings.

Receptive retrieval in your coursebook

Unit 5: Ambition, Lesson 5A: Jobs

Receptive retrieval in your coursebook

Productive Retrieval
• Recalling the word when the need to use it arises.
• Remembering the form, meaning and pronunciation of the word.
• Remembering the collocations and the grammar of the word.

Productive retrieval in your coursebook

Productive retrieval in your coursebook

Unit 5: Ambition, Lesson 5A: Jobs

What kind of knowledge does productive retrieval involve?
• Different word forms
• Spelling and pronunciation
• Meaning
• Register (e.g. formal vs. colloquial)
• Associations (positive or negative)
• Grammatical and syntactic restrictions
• Words that frequently co-occur  Collocations

Vocabulary and the syllabus
According to Nation (2012) and Webb and Nation (2017), vocabulary
development can occur in all kinds of lessons:
• Listening and reading
• Speaking and writing
• Language-focused lessons
• Fluency building lessons

Vocabulary and the syllabus
According to Nation (2012) and Webb and Nation (2017), vocabulary
development can occur in all kinds of lessons:
• Listening and reading
• Speaking and writing
• Language-focused lessons: Dedicated Vocabulary Lessons
• Fluency building lessons

Vocabulary in Tiếng Anh 10 Friends Global
Lessons B-D: Lesson E:

Lesson A:
Further Encounters Recycling and Expansion
First Encounter
Listening and Reading
Lessons F-I:
Further Encounters Review
Speaking and Writing
Fluency Building

Presenting new words

Noticing form and meaning

Unit 2: Adventure, Lesson 2A: Landscapes
Building Vocabulary for Communicative Success © Oxford University Press 2022


Unit 1: Feelings, Lesson 1A: How do you feel?


Unit 1: Feelings, Lesson 1A: How do you feel?


Presenting vocabulary is about clarifying and checking
understanding of:
• Form catch (verb) – past: caught – pronunciation: /kætʃ/ /kɔ:t/
• Meaning 1 hold in your hands

2 be in time for a bus, train, plane, etc. and get on it
• Use I caught him when he fell.

He’s in a hurry to catch his flight.

How many different ways of presenting the following words can you
think of?
catch (as in catch a bus)
cup (as in coffee cup)
selfish
valley

Presenting vocabulary is about clarifying and checking
understanding of:
• Visual Aids (pictures, drawings, videos)
• Form • Realia (the thing itself)
• Meaning through • Mime or demonstration

• Examples and situations
• Use
• Definitions and explanations
• Synonyms, antonyms, etc

Teaching Strategies for Presenting Vocabulary
• Elicit words the learners already know

• Present new words
• Check understanding of the meaning
• Drill pronunciation

Retention and Retrieval

Vocabulary Practice Overview 1
Imagine you have just presented adjectives describing people. Which of the
following activities would you use to practise the vocabulary? In what order?
A. Learners put the words in alphabetical order.

B. In pairs, learners think of a person they know that matches each
characteristic and explain to their partner why.
C. Learners use the words to fill in gaps in sentences.
D. Learners put the words into two groups and give each group a title/name.
E. Learners match the words with definitions.
F. Learners listen and repeat the words.

Vocabulary Practice Overview 2
Imagine you have just presented adjectives describing people. Which of the
following activities would you use to practise the vocabulary? I what order?
1. Learners listen and repeat the words.

2. Learners put the words in alphabetical order.
3. Learners match the words with definitions.
4. Learners put the words into two groups and give each group a title/name.
5. Learners use the words to fill in gaps in sentences.
6. In pairs, learners think of a person they know that matches each
characteristic and explain to their partner why.
Retention and retrieval objectives
• Remembering the meaning when encountering the word

• Recalling the right word when the need arises
• Remembering how to use the word:
• pronunciation
• spelling
• grammar
• collocations
• associations
• Using the word in speaking and/or writing activities

Recalling

Recalling and using

Remembering the meaning

Recalling

Personalised use – productive retrieval

Focusing on form

Focusing on retrieval strategies

Additional Activities

Recognising words
https://www.puzzle-maker.com/

Dictionary activities based on visuals
Look up the following

words in your dictionary
and match them with the
pictures
• fog
• hail
• wind
• snowflake

Making the most of the dictionary
Look up the words below in your dictionary and answer the following questions.
• Which words are stressed on the last syllable?

• Which of the words can be nouns and verbs?
• Which of the words have a negative meaning?
offer
promise
prefer
insist

Recording vocabulary using Quizlet
Quizlet can be used for:

• recording vocabulary
• learning vocabulary
• practising vocabulary
Here is an example.

Online games
Quizlet offers a variety of games that can aid retention:

• matching
• recalling the word
• recalling the definition
• multiple choice

Memory strategies
Study the following list of words for thirty seconds. Then write down as
many words as you can remember.
soap opera animation director

sitcom chat show actor
reality show fantasy film costume designer
talent show thriller soundtrach
episode horror film villain

Call My Bluff!
habitat
A. the place where a particular type of animal is found
B. a large room in an airport where you sit and wait before your flight
C. the daily routine a person has, the person’s habits
D. an area where birds and animals are protected

Working with word lists
Interactive gapfill based on word lists and selection of corpora:
https://www.lextutor.ca/conc/multi/

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Thank you!
george@acetefl.com

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© Oxford University Press 2022

© Oxford University Press 2022

Building Vocabulary for Communicative Success © Oxford University Press 2022 3

Building Vocabulary for Communicative Success © Oxford University Press 2022 4

middle frequency words

low frequency words

Building Vocabulary for Communicative Success © Oxford University Press 2022 5

High Middle Low

Building Vocabulary for Communicative Success © Oxford University Press 2022 6

 There is a limited number of frequently used words in the language.

 Seen as a percentage of the total vocabulary of the language, the

 Seen as a percentage of the words used in most conversations and

Building Vocabulary for Communicative Success © Oxford University Press 2022 7

High Essential for communication on less life, society, environment,

Building Vocabulary for Communicative Success © Oxford University Press 2022 8

© Oxford University Press 2022

Building Vocabulary for Communicative Success © Oxford University Press 2022 10

Building Vocabulary for Communicative Success © Oxford University Press 2022 11

Building Vocabulary for Communicative Success © Oxford University Press 2022 12

First Repeated Experimentation

Building Vocabulary for Communicative Success © Oxford University Press 2022 13

Can you order the vocabulary learning stages below?

A. The learner studies and tries to remember the new words.

Building Vocabulary for Communicative Success © Oxford University Press 2022 14

Building Vocabulary for Communicative Success © Oxford University Press 2022 15

• Identifying the word in its context.

• Understanding what it means.

• Becoming conscious of the use of the word.

Building Vocabulary for Communicative Success © Oxford University Press 2022 17

Source: Tieng Anh 10 Friends Global, Student Book,

Building Vocabulary for Communicative Success © Oxford University Press 2022 18

Source: Tieng Anh 10 Friends Global, Student Book,

Building Vocabulary for Communicative Success © Oxford University Press 2022 19

• Linking the word to the meaning.

• Linking the meaning to the word.

• Recording the word and its meaning.

• Revisiting the word.

Building Vocabulary for Communicative Success © Oxford University Press 2022 20

Building Vocabulary for Communicative Success © Oxford University Press 2022 21

Building Vocabulary for Communicative Success © Oxford University Press 2022 22

• Seeing/hearing the word and automatically recalling its meaning.

• Distinguishing the word from words with similar meanings.

Building Vocabulary for Communicative Success © Oxford University Press 2022 23

Source: Tieng Anh 10 Friends Global, Student Book,

Building Vocabulary for Communicative Success © Oxford University Press 2022 24

Building Vocabulary for Communicative Success © Oxford University Press 2022 25

• Recalling the word when the need to use it arises.

• Remembering the form, meaning and pronunciation of the word.

• Remembering the collocations and the grammar of the word.

Building Vocabulary for Communicative Success © Oxford University Press 2022 26

Building Vocabulary for Communicative Success © Oxford University Press 2022 27

Source: Tieng Anh 10 Friends Global, Student Book,

Building Vocabulary for Communicative Success © Oxford University Press 2022 28

Building Vocabulary for Communicative Success © Oxford University Press 2022 29

Building Vocabulary for Communicative Success © Oxford University Press 2022 30

Building Vocabulary for Communicative Success © Oxford University Press 2022 31

Lessons B-D: Lesson E:

Building Vocabulary for Communicative Success © Oxford University Press 2022 32

© Oxford University Press 2022

Source: Tieng Anh 10 Friends Global, Student Book,

Building Vocabulary for Communicative Success © Oxford University Press 2022

Source: Tieng Anh 10 Friends Global, Student Book,