vocabularyforUSE MMann

Malcolm Mann
3rd March 2016
Teaching vocabulary
to prepare for the
Ukrainian State Exam
5 texts
8 options
* Read text for gist
* Go down list of options
* Discard obviously wrong
options
* When left with a small
choice, scan, and read text
again for detail
* Make a choice if you can
* If not, move onto the next
question
* Read whole text for gist
* Read question
* Find correct part of text
* Read that in detail
* Match your understanding
with an option if possible
* If still not sure, discard
options that are obviously
wrong
* Go down list of options
* Scan, and discard obviously
wrong options
choice, read text again for
detail
question
* For each gap, go down list
of options
* Discard grammatically
incorrect options
choice, think about logic
question
* Skill of recognising what’s
needed here is a phrasal verb
* Skill of knowing what the
phrasal verb is, or
* Skill of making an educated
guess if not sure
* Skill of understanding the
meaning
* Skill of knowing which verb
can be followed by to
* Skill of making an educated
guess if not sure
* Skill of recognising this is a collocation
* Skill of knowing the collocation, or
* Skill of making an educated guess if not
sure
* Skill of knowing the pattern, or
sure
* Skill of understanding difference in
meaning between similar words
* Skill of detailed reading of text to
determine meaning
* Skill of recognising this is a collocation
* Skill of knowing the collocation, or
sure
* Skill of understanding difference in
meaning between similar words
* Skill of knowing what they collocate
with
* Skill of detailed reading of text to
determine meaning
* Skill of knowing meaning of phrasal
verbs (put on, take in) and verbs +
prepositions (keep from)
* Skill of knowing grammar of vocabulary
X be taken in + noun
* Skill of determining correct answer from
text logic
* Skill of knowing pattern
* Skill of being able to deal with the pattern
in the passive
* Skill of understanding meaning
* Skill of putting each option into gap to
check
* Skill of recognising and knowing phrasal
verb
* ‘straight’ grammar
* grammar
* plus element of vocabulary
(meaning and word formation)
* ‘straight’ grammar
An opportunity to use:
* Informal vocabulary
* Phrasal verbs
* Collocations
* Patterns
* Idioms and expressions
* Informal letter expressions
Principles of vocabulary development
Vocabulary development doesn’t just

come from just what you do in
‘vocabulary’ lessons.
It’s also happens when doing:

reading, listening, writing, speaking.
Vocabulary development requires

context.
On its own, what does the word get

mean?
Vocabulary development requires

context.
On its own, what does the word get

mean?
Context determines whether it means:

buy, acquire, obtain, find, receive,
become, be, reach, etc etc etc
Essential skill:
dealing with new, unknown vocabulary
* Deducing (approximate) meaning from

the context
* Ignoring unknown words and phrases
in a text that aren’t relevant
* Using a dictionary where appropriate
Essential skill
(for teachers and students):
understanding what vocabulary is
Essential skill
(1) Understanding that all vocabulary

has its own grammar
Essential skill

has its own grammar
information = uncountable
fact = countable
Essential skill

has its own grammar
look = regular verb

throw = irregular verb
Essential skill

has its own grammar
manage = manage to do
succeed = succeed in + -ing
succeed in + noun
Essential skill

has its own grammar
put on e.g. put a coat on

put on a coat
put it on
X put on it
(2) Understanding that there are

different types of vocabulary
(a) one-word lexis

(verbs, nouns, adjectives, adverbs, prepositions)
Easily-confused: invent / discover

Sometimes close synonyms: join / connect

(b) collocations
(noun + noun, verb + noun, etc)
world famous X earth famous

join a club X connect a club
make a mistake X do a mistake
city centre X city middle

(c) idioms, fixed-phrases
have a one-track mind

be over the moon
take into account

(d) prepositional phrases
in light of
under arrest
at least

(e) patterns
manage to do
succeed in (-ing / noun)
treat sb for
prevent from (-ing)

(f) word formation
able – enable – disable – disabled

– capable – ability – capability – disability
– inability – unable

(g) phrasal verbs
Put the book on the shelf. (free combination)

Put someone on medication. (phrasal verb)

(h) literal vs metaphorical
I’ve got a headache.

The problem was a real headache.

(h) literal vs metaphorical
a bright light
a bright child

(i) formal vs semi-formal vs informal
a little baby
a small amount of

I look forward to…

I am looking forward to…
I’m looking forward to…
I can’t wait till…

put up with (informal letter)

tolerate (essay)
From a teacher’s perspective, and from a

student’s perspective, it makes sense in
‘vocabulary lessons’ to focus on each
different type of vocabulary systematically.
systematically =
focus on one type at any one time
(phrasal verbs, patterns, easily-confused
words, metaphor, etc)
From a teacher’s perspective, and from a

student’s perspective, it makes sense in
‘vocabulary lessons’ to focus on each
different type of vocabulary systematically.
systematically =
make sure you cover everything you
need to cover over the course/syllable/
year
Students should record vocabulary

systematically in their vocabulary
notebooks.
One section for patterns

One section for phrasal verbs
One section for collocations, etc
Students should record the grammatical

properties of each piece of vocabulary
Part of speech
Countable or uncountable
Regular or irregular verb
Type of phrasal verb
Grammatical pattern, etc
Where appropriate, students should

record the register and formality of
vocabulary
put up with (informal) = tolerate (formal)

In conclusion, (essay)
What’s more, (semi-formal article, review)
Vocabulary needs to be constantly and

actively used, revised, consolidated.
Phrasal verbs are particularly difficult to

learn.
Occasionally, it makes sense to group

them by main verb.
Phrasal verbs with turn = change

Phrasal verbs with look = seeing (literally
or metaphorically)

learn.
Usually, it doesn’t make sense to group

them by main verb.
Phrasal verbs with get

Phrasal verbs with put
Phrasal verbs with take

learn.
Far better to present them within a topic

context:
Planes take off and land.


learn.
Or present them by particle – when the

particles contain the same meaning.
Speed up
Put up (prices)
Brighten up
Do up (a house)

learn.
Or present them by particle – when the

particles contain the same meaning.
Speed up
Put up (prices) up = increase, more
Brighten up
Do up (a house)
It’s not just phrasal verbs.
The more that students can understand

the fundamental logic behind why we say
what we do in English, the better able
they’ll be to make an educated guess in
the exam if they’re not sure of the
answer.
Phrasal verbs: up = more, increase
In many other words and phrases, the

concept of up = more, increase
cheer up
higher education
overspend
above average
Phrasal verbs: up = more, increase
In many other words and phrases, the

concept of down = less
prices go down
low rent
underpay
below average
More specifically, up = happier
over the moon

uplifting
feel as high as a kite
More specifically, down = less happy
feel down
depressed
under the weather
More specifically, up = more powerful,

more important, more prestigious
look up to someone
at the height of your powers
go up in the world
live the highlife
your royal highness
More specifically, down = less powerful,

less important, less prestigious
look down on someone

under someone’s thumb
down and out
fall into poverty
fall in love
There’s a reason why we say:

top secret
under control
under arrest
mind over matter
rise above adversity
take over a company
look after children
to be snowed under with work
in light of
Any questions
or comments?

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Malcolm Mann

3rd March 2016

Vocabulary development doesn’t just

It’s also happens when doing:

Vocabulary development requires

On its own, what does the word get

Vocabulary development requires

On its own, what does the word get

Context determines whether it means:

* Deducing (approximate) meaning from

(1) Understanding that all vocabulary

(1) Understanding that all vocabulary

(1) Understanding that all vocabulary

look = regular verb

(1) Understanding that all vocabulary

(1) Understanding that all vocabulary

put on e.g. put a coat on

(2) Understanding that there are

(a) one-word lexis

Easily-confused: invent / discover

(2) Understanding that there are

world famous X earth famous

(2) Understanding that there are

(c) idioms, fixed-phrases

have a one-track mind

(2) Understanding that there are

(d) prepositional phrases

(2) Understanding that there are

(2) Understanding that there are

(f) word formation

able – enable – disable – disabled

(2) Understanding that there are

(g) phrasal verbs

Put the book on the shelf. (free combination)

(2) Understanding that there are

(h) literal vs metaphorical

I’ve got a headache.

(2) Understanding that there are

(h) literal vs metaphorical

(2) Understanding that there are

(i) formal vs semi-formal vs informal

(2) Understanding that there are

(i) formal vs semi-formal vs informal

I look forward to…

(2) Understanding that there are

(i) formal vs semi-formal vs informal

put up with (informal letter)

From a teacher’s perspective, and from a

From a teacher’s perspective, and from a

Students should record vocabulary

One section for patterns

Students should record the grammatical

Where appropriate, students should

put up with (informal) = tolerate (formal)

Vocabulary needs to be constantly and

Phrasal verbs are particularly difficult to

Occasionally, it makes sense to group

Phrasal verbs with turn = change

Phrasal verbs are particularly difficult to

Usually, it doesn’t make sense to group

Phrasal verbs with get

Phrasal verbs are particularly difficult to