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1、TeachingVocabulary(1)(byCraigWealand)Peoplein‘theknow’saythatknowingawordmaymeanmorethanyouknow.Astudentrecognizesawordinawrittenorspokentextandthinks,‘Iknowthatword’,butcantheyalso:-·Bringittomindwhentheyneedit?·Useitinthecorrectgrammaticalform?(prefix/suffix/verbin
2、flection/wordclass)·Pronounceitproperly?·Spellitcorrectly?·Useitwiththewordsitusuallygoeswith(collocation)?·Useitattheappropriatelevelofformality?·Relateittosomething?(knowitsmeaning)·Beawareofitsconnotationsandassociations?Asanativespeaker,I’dhavetroublewithsomeofth
3、eabovepointsforquiteafewitemsinmyvocabulary.Needlesstosayourstudentshavequiteajobontheirhands.Wordsareliketelephonenumbers,creditcardnumbers,carlicenceplatenumbers,bankaccountPINnumbers,themoreweseethem,repeatthemandusethem,themorewe’relikelytorememberthem.Ifwerecycl
4、evocabularyininterestingandimaginativewaysforourstudents,someofitshould,eventually,stick(The‘Pebble-dashApproach’?).InthewakeofageneralshiftinEFLfromagrammartoavocabularyfocus,thefollowingideasmaycomeinhandy.Theseactivitiesmaybeofusetoteacherswhosestudentswouldrather
5、takeadictionaryonholidaywiththemthanagrammarbook.Activitiesforreviewingandrevisinglexis:-SS=studentsT=teacher1.NoughtsandCrossesTwritesthevocab.Toberevisedontheboardinanoughtsandcrossesgrid(9vocab.Items).DivideSSintotwoteams,onenoughtsandtheothercrosses.Tossacointose
6、ewhichteamstartsandnominatea‘volunteer’tochooseanywordfromthegrid.ThatSmustusethewordinacorrectsentenceandshowthemeaninginthecontextofthesentence.Bestrict.Thesentencemustsoundnormaltoyourears,otherwisethewordgetsthrownovertotheotherteamforthemtotry.Whenacorrectsenten
7、ceisprovided,ruboutthewordandreplaceitwithanoughtorcrossdependingontheteam.Nowit’stheotherteamschancetopickaword.Theteamwiththree0’sorX’sinarowwins.Iusuallyelicit/re-presentanywordsremaininginthegridafterthegamehasfinished,astheyarelikelytobetheonesSSdon’tknowyet.Not
8、e:Lexicalitemscouldbeacollectionofverbs,phrasalverbs,nouns,adjectives,expressions,idioms,vocab.fromtextetc.2.BackToTheBoardDivideth
