HOW TO TEACH VOCABULARY:

Class: Time: Session:

Aim: Objectives: Materials:
Anticipated problems: Solutions:
time stage procedure Interaction Stage Aim
Engagement  Pictures, videos, games, questions, etc. about the topic T-S  To generate interest in the topic of the
T-Ss lesson
S-S
Ss-Ss
S-book/HO
Study Presentation:
 Choose the most difficult and challenging vocabulary( 10 S-book/HO  To familiarize Ss with the meaning, form and
items form the main page and the vocabulary bank. pronunciation of the TL (Target Language)
There might be about 25-30 items.)
 Go through ECDW for each item. S-S/Ss-Ss
Item 1: ECDW(Ask Ss to make an example if they can) (for PEER
Item 2: ECDW CHECKING)
….
Item 10:ECDW S-WC
 Notes: (WCFB)
1. DO ECDW FOR EACH ITEM COMPLETELY AND THEN
PRESENT THE NEXT ITEM.
2. Drilling: First chorally(WC), then in Groups, finally
Individually
3. Written form: You can label the word by their part of
speech, however you need to be careful about their level.

4. BE PREPARED TO ASK CCQs FOR OTHER VOCABULARY

ITEMS OTHER THAN THOSE 10 YOU COVER WHILE
PRESENTING THE LESSON.
Practice:
 Cover the practice task in the book (the main page and  To give Ss the opportunity to practice the TL in
the vocabulary bank) first controlled and then less controlled ways
 Ask Ss to do the task in pair/groups
 Monitor their work. Check if they are on the right track
HOW TO TEACH VOCABULARY:
and help if needed.
 Correct their errors on the spot
 Reform the pairs/groups so that they can check their
answers with a new partner.
 WCFB
 Notes:
1. You can use other tasks or worksheets as long as you
cover all the vocabulary items you have in the book
2. REMEMBER THAT IT MUST BE A CONTROLLED PRACTICE
 Prepare another less controlled practice
 Ask Ss to do the task in pair/groups
 Monitor their work. Check if they are on the right track
and help if needed.
 Correct their errors on the spot
 Reform the pairs/groups so that they can check their
answers with a new partner.
 WCFB
Activation  Prepare a task so that your students get the chance to S-S  To give Ss an opportunity to produce the TL
produce the target language. Ss-Ss
 Monitor their work.
 Don’t correct the errors on the spot.
 Have a piece of paper while monitoring. Make notes of
errors and correct sentences.
 Notes:
1. You can prepare some vocabulary games.
2. Remember that making examples using those
vocabulary items, gap filling, matching, etc. are NOT
considered as activation tasks.
Feedback:
 Write some of the correct and incorrect sentences on  To provide FB on use of the TL- dealing with
the board. errors and problems
 Ask Ss to work in pairs and decide whether they are
correct or not and correct them if needed.
HOW TO TEACH VOCABULARY:
 Use another color to correct the errors.