Teaching Activities - Vocabularies and Spelling.pptx

Vocabulkaries

1. Without grammar very little can be conveyed , without vocabulary nothing can be conveyed David Wilkins

2. How does vocabulary learned ? Knowing a word involves knowing its form and its meaning . The mind seems to words neither radomly nor in the form of a list , but in a highly organised and interconnected fashion called the mental lexicon . the brain is better disposed to begin search via the meaning based lexicon than the form based one .

3. Acquire knowledge requires not only labelling but categorising . The second language learner simply maps the word directly onto the mother tongue equivalent . It may be the case that , for a good many second language learners , most of the words in their L2 lexicon are simply acquantainces .

4. How many words does a learner need to know ? Educated native speaker: 20.000 Longman dictionary of contemporary english : 80.000 words and phrases Oxford english dictionary : 500.000 A lucky learner : 5.000 words

5. How are words remembered ? Short term store (STS) : store only few seconds . Working memory : cognitive tasks such as reasoning , learning , and understanding depend on working memory Long term memory : as a kind of filling system . Some strategies to develop memory are repetition , retrieval , spacing , pacing , use, cognitive depth , personal organising , imaging , mnemonics , motivation , attention

6. Why do we forget words ? It has been estimated up to 80% of material is lost within 24 hours of initial learning . Overload students with vocabulary , may students forget the old ones . Don’t recycle words .

7. VOCABULARY STRATEGIES LEARNING VOCABULARY THROGH MNEMONIC TECHNIQUES Mnemonic work by utilizing some well-known principles of psychology: a retrieval plan is developed during encoding, and mental imagery, both visual and verbal is used. They help individuals to learn faster and recall better because they aid the integration of new material into existing cognitive units and because they provide retrieval cues. Mnemonics can be adopted voluntarily, and once learned are difficult to forget.

8. VOCABULARY STRATEGIES a. Linguistic mnemonics The peg method: allows unrelated items to be recall by linking these items with a set of memorized “pegs” or “hooks” which can vary from rhyming words to digits. Example: one is a bun, two is shoe, three is tree, four is a door, five is a hive, six are sticks, seven is heaven, eight is a gate, nine us a line, ten is hen. ( Paivio and Desrochers , 1979). The key word method: it calls for establishment of an acoustic and imaginal link between an L2 word to be learned and a word in L1 which sounds familiar. (Atkinson and Raugh , 1975). Example: the Spanish word pan can be learned by imagining a loaf of bread in a pan.

9. b. Spatial mnemonics The Loci method: to use this ancient technique, which dates back to the Romans, one imagines a familiar location, then one mentally places the first item to be remembered in the first location, the second item in the second location, and so forth. To recall the items, one takes an imaginary walk along the landmarks, mentally examines each one, and retrieves the item one has “put” there (Yates, 1966). Spatial grouping: rearranging words on a page to form patterns, such as a triangle (Decker and Wheatley, 1982). The finger method: a variation of the spatial method is to associate the item to be learned with a finger.

10. THE PHYSICAL RESPONSE METHOD: Physically enacting the information in a sentence results in a better recall than simple repetition. THE VERBAL ELABORATION METHODS Grouping: organized material is easier to store in a retrieve from long term memory ( Bousfield , 1953) The word chain: instead of associating each item with a cue, each item in a list is associated with the preceding and following one ( Delin , 1969). Example: car, house, flower. The narrative chain: one links the words in a list together by a story (Bower and Clark, 1969).

11. OTHER MEMORY-ENHANCING TECHNIQUES Self-testing: testing students in a learning session involving the memorization of words ( Mandler , 1967, Tulving , 1968). Spaced practice: long periods of study are less helpful to L2 learners than shorter but more frequent study periods. Real-life practice: the participation in real life communicative situations during language training should be attempted at all levels of proficiency to ensure a greater match between coding and retrieval conditions (Jones, 1979). Word cards: learners write a word to be learned on one side of a small card and its mother tongue translation on the other. Guessing from context: make intelligent guesses as to the meaning of unknown words. Coping strategies for production: paraphrasing, describing, using synonyms, using gesture and mime, using L1 word. Using dictionaries: when guessing from context strategies fail. They can be used productively, both for generating text and as resources for vocabulary acquisition.  

12. Activities to teach Vocabulary

13. The author Wilga Rivers said once: “Vocabulary cannot be taught” It can be presented, explained, included in all kind of activities.

14. What are the activities that can help the students to get the words they need?

15. Types of activities for vocabulary Identifying activities : It is a kind of activity that involves detecting words . For example: word soup, unscramble, etc.

16. Selecting activity : Here you can recognize words and make choices amongst them. For example: Choosing the odd one out, choosing words for descriptions etc.

17. Matching activity : This one involves first recognizing and then pairing them. For example: Pelmanism.

18. Sorting activity : It requires learners to sort words into different categories. Example: Word field .

19. Ranking and sequencing : It requires the learner to put the words in order. Example: chronologies .

20. Producing activities : they are divided in two: Completion : completing sentences or texts. Example: Gap filling.

21. Creation : it requires the learner to create context for given words. Example: making sentences, including words in dialogues etc.

22. OTHER VOCABULARY GAMES

23. Game 1: Vocabulary Charades Focus : Connect movement to vocabulary Object: Act out non-linguistic representation of vocabulary, generally for elementary. Preparation: None! Play: 1: Students stand next to their desks and use their bodies to show meaning of terms; 2: Form teams and designate team member to act out word while others guess 3: A team works together to act out a word, the class guesses

24. Game 1: Vocabulary Charades: Act out the following vocabulary words: radius acute angle hero

25. Game 2: Create a Category Focus: categorization Object: create as many different categories as possible based on a list of terms and phrases For upper elementary through high school, all content areas Preparation: Create 4-8 lists of 15-20 words Play: in teams or individually Task: Teacher shows the word list, and students categorize 3+ terms in as many ways as possible. Points can be given based on the number of categories generated. Tip: nouns generally work best, but you can make lists with just verbs or adjectives.

26. Game 3: Word Harvest Focus: Vocabulary, Categorization, Movement Object: For lower elementary, review of content area terms Materials: Illustration of a tree, 2 buckets or baskets, note cards of vocabulary terms Preparation: Attach a category label to each bucket, attach terms to tree (2 categories of equal numbers) Play: 2 teams of varying vocabulary development lineup by their basket, one at a time, kids rush to "pick" a word in their category and drop it in their basket. Next child goes until all appropriate terms are picked.

27. Game 4: Opposites Attract Focus: Antonyms Object: Find pair of antonyms For lower and upper elementary Materials: Note cards and tape Play: Each student is given a card with a word on it, student tapes to shirt. Teacher gives the cue to find the other half of the antonym. Game can be played nonverbally, and with a time limit.

28. Game 5: Name That Category Focus: categorization Modeled after "$100,000 Pyramid" TV show Helps students focus on attributes of concepts by looking for commonalities. Preparation: Game board with identified categories of increasing difficulty in each cell. Hide the category names. Play: Students work in pairs or small groups. Only one "clue giver" from each team can see the game board. Uncover the first cell and clue giver lists words that fit that category. When the teams correctly identify the category name, move on to the next category until one team guesses all of them. The first team done is the winner.Teams receive the points they earned up to that time.

29. 200 Points 100 Points 100 Points 50 Points 50 Points 50 Points liquids titles of plays battles types of government villains Events of the 1970s

30. Game 6: Where Am I? Focus: using directional coordinates and landmarks. For lower elementary math & elementary social studies Preparation: a map for every student or pair Play: tell students the starting place on the map. They follow your verbal directions to find the location where you're "hiding".

31. Game 7: Name It! Focus: Vocabulary & Content Terms Object: Write the word that corresponds with a photo or illustration. For lower elementary Preparation: Gather images that represent terms & 2 whiteboards Play: Place the images, face down in a container. Divide class into 2 teams. One person from each team comes up, takes a picture, looks at it, and hands it to the teacher. He then writes the word or phrase on the board. If it's correct, the teacher gives the OK sign and gives the team a point. Player 1 rushes back to tag the next teammate, etc. Team with most points wins.

32. Game 8: Two of a Kind Focus: Homonyms Object: Lower & upper elementary, general vocabulary Preparation: Note cards with homonyms printed on them. One side only. Play: Like Memory game, teams or pairs lay the cards out face down. Flip over 2 cards. If they are homonyms, keep the pair and continue. If not, partner has a turn. Kids can explain meaning before they take the cards, especially if they are homonyms that are spelled the same.

33. Game 9: Puzzle Stories Focus: Increase vocabulary, practice writing, enhance creativity. Object: Create a story based on the image in a puzzle. For upper elementary & middle school, working in small groups (3-5 kids). Preparation: Make a puzzle with a simple scene for each group. Give the students a list of vocabulary 5-10 words to use in a story. Play: Students put the puzzle together and create a story using the words.