Teaching Vocabular 13文档格式.docx
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Teaching Vocabular 13文档格式.docx
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∙Bringittomindwhentheyneedit?
∙Useitinthecorrectgrammaticalform?
(prefix/suffix/verbinflection/wordclass)
∙Pronounceitproperly?
∙Spellitcorrectly?
∙Useitwiththewordsitusuallygoeswith(collocation)?
∙Useitattheappropriatelevelofformality?
∙Relateittosomething?
(knowitsmeaning)
∙Beawareofitsconnotationsandassociations?
Asanativespeaker,I’dhavetroublewithsomeoftheabovepointsforquiteafewitemsinmyvocabulary.Needlesstosayourstudentshavequiteajobontheirhands.
Wordsareliketelephonenumbers,creditcardnumbers,carlicenceplatenumbers,bankaccountPINnumbers,themoreweseethem,repeatthemandusethem,themorewe’relikelytorememberthem.Ifwerecyclevocabularyininterestingandimaginativewaysforourstudents,someofitshould,eventually,stick(The‘Pebble-dashApproach’?
).
InthewakeofageneralshiftinEFLfromagrammartoavocabularyfocus,thefollowingideasmaycomeinhandy.
Theseactivitiesmaybeofusetoteacherswhosestudentswouldrathertakeadictionaryonholidaywiththemthanagrammarbook.
Activitiesforreviewingandrevisinglexis:
SS=studentsT=teacher
1.NoughtsandCrosses
Twritesthevocab.Toberevisedontheboardinanoughtsandcrossesgrid(9vocab.Items).
DivideSSintotwoteams,onenoughtsandtheothercrosses.
Tossacointoseewhichteamstartsandnominatea‘volunteer’tochooseanywordfromthegrid.
ThatSmustusethewordinacorrectsentenceandshowthemeaninginthecontextofthesentence.Bestrict.Thesentencemustsoundnormaltoyourears,otherwisethewordgetsthrownovertotheotherteamforthemtotry.
Whenacorrectsentenceisprovided,ruboutthewordandreplaceitwithanoughtorcrossdependingontheteam.
Nowit’stheotherteamschancetopickaword.Theteamwiththree0’sorX’sinarowwins.
Iusuallyelicit/re-presentanywordsremaininginthegridafterthegamehasfinished,astheyarelikelytobetheonesSSdon’tknowyet.
Note:
Lexicalitemscouldbeacollectionofverbs,phrasalverbs,nouns,adjectives,expressions,idioms,vocab.fromtextetc.
2.BackToTheBoard
Dividetheclassintotwoteams(AandB).
ChoseaSfromeachteamtomovehis/herchairsothattheSShavetheirbackstotheboardandarefacingtheirteammates.
Twritesawordorphraseontheboardandbothteamstrytodescribeittotheirteammatesatthesametime.
Thefirsttocorrectlyreproducewhat’sontheboardgetsapoint.Insistonpassablepronunciation.
Rubthewordoutandputanotheroneup.Keepthepacesnappy.RotatetheSSperiodicallysothateveryonegetsachanceintheteam‘hotseat’.
Deductpointsforteammemberssayingthewordassoonasyou’vewrittenit(it’seasilydone),andforteamreps.turningroundtolookattheboardandusingmirrors,L1etc.
3.BoardRun
Workswellwithkidsandcompanyexecutives.
PutSsinteams(two,three,fourdependingonclasssize)andlinethemupfacingtheboard.GivethefirstSineachlineaboardpen.
Tdescribesawordorphrase.ThefirstStoruntotheboardandwritethewordlegiblyscoresapoint.Tripping,holdingandbitingisallowed,buttheword/phrasemustbewrittencorrectly.
4.ChainStory
Twritesvocab.Toberevisedontheboard.Tusesthefirstitemofvocab.Inasentencetostartoffastory.SScontinuethestoryaroundtheclassusingvocab.Fromboardin(oroutof)sequence.
4.WaitingForLateArrivals
JustwritealistontheboardandgetSStodefinetheword,translateittoL1orputitinasentence.
Ifyourclassreallydribblesinslowly,dictatethelistforspellingandgettheSStodictatebacktoanotherSSwhowritesthelistontheboardforyou.
5.ClickYourFingers
GetSSontheirfeetandinacircle.Startclickingorclapping,andonthethird‘beat’
NominateaSwhohastosayawordfromlastlesson.
Thisworksbestwithgroupsofwords,e.g.Professions,Formsoftransport,Phrasalverbs,Sports,Wordsbeginningwith‘P’etc.
WhenaScan’tprovideawordwithinreasonablehesitationtime(asecond?
),orrepeatsawordalreadysaidbyanotherS,he/sheis‘out’andsitsdown.
Who’sleftstandingattheend?
6.ThrowThemAway
Similarto2,butdoneinpairsnotopenclass.
GiveSSslipsofpaperwithvocabon.SSdefinewordstotheirpartner,andthrowthemawaywhentheirpartnerguesses.ThefirstStothrowawayalltheirslipsofpaperwins.
Ifindthere’sagreatsenseofsatisfactiontobehadcrossingoutorthrowingawaywordsalreadylearnt.(Peeringthroughpencilmarksandsearchingtherubbish
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