The following presentation discusses the various ways of presenting vocabulary, some integral concept in teaching vocabulary, as well as games to make vocabulary teaching a engaging and fun endeavor.

1. How To Teach
Vocabulary
Trainer: Mr. Ayad Chraa Trainee: Nizar Ait Chikhe
Bbih
CRMEF Sous Massa - Inezgane

2. Outline
• What does it mean to know a word.
• Techniques of presenting vocabulary.
• Definition of elicitation and personalization.
• Implications for teachers
• Vocabulary games

3. What does it mean to
know a word
The meaning. The Form.
The concept conveyed by a word
or by a phrase. It may require the
learner to make associations
between concepts.
Students should know what the
word sounds like, looks like, and
what recognizable parts are
included.

4. Other things to consider
• Connotations
• Register.
• Collocations.
• Word Classes.
• Formal / Informal.

5. II
Active and Passive
Vocabulary
Active Vocabulary. Passive Vocabulary.
Productive vocabulary; words
that students know and use on a
regular basis.
Receptive vocabulary; words that
students recognize but probably
will not be able to use.

6. Techniques To Teach Vocabulary
• Demonstration.
• Mime.
• Realia.
• Definitions.
• Synonyms / Antonyms.
• List Examples.
• Translation.

7. Steps Of Teaching Vocabulary

8. Add asmuch
interest as
possible
Elicit
Teach form
and meaning
Teach how
words are
pronounced
Teach how
words are
written
Teach meaning
Check
understanding
Ask ss to use
the word in
sentence
Useshort
questions
Practice the
vocabulary
Controlled
practice
Freer Practice
Review
Do a short
review gameat
the beginning
of the class
Recap atthe
end of the
lesson
Test Feedback Retest ifneeded
Build the
context

9. What is Elicitation
A range of techniques that enable the teacher to get learners to
provide information rather than giving it to them.

10. Why is Elicitation Important
 Focuses students’ attention and makes them think.
 Can be used to present new language as well as
reviewing.
 Encourages students to draw on previous
knowledge.
 Gives the teacher the opportunity to see what
students know and don’t know.

11. What are prompts
A stimuli used by the teacher to get learners to give a response
using the target language. Prompts can be visual, spoken, or
written.

12. Pre-Teaching Vocabulary
 Only teach vocabulary essential for
understanding.
 Rely on elicitation and prompts.
 Teach a limited number of vocabulary.

13. Personalization
Personalization happens when activities allow
students to use language to express their own
ideas, feelings, preferences and opinions.

14. Why use personalization
• Helps memorization.
• Makes communication activities meaningful.
• It makes language relevant to learners.

15. How Are Words
remembered.
Spacing and Repetition. Retrieval and Use Motivation and
affective depth.

16. Implications For Teachers
 Focus on both meaning and form (Sound and
syllable stress).
 The importance of recycling vocabulary.
 Vary the presentation techniques, as well as the
activities of teaching vocabulary.
 Make use of personalization for better retention.

17. Vocabulary games
Choose vocabulary words that will be a challenge to express in picture form.
Divide the class into two teams. Each team elects one person to draw for their team.
Team members shout out guesses.
Switch artists and repeat the process until all the vocabulary terms are used. The team
with the most points at the end of the game is pronounced the winner.
Pictionary

18. Vocabulary games
• The teacher divides the students into two teams. one player from each team comes
to the front of the class with their back to the board. The teacher writes three
words on the board and asks the two teams to mime the words to their
representatives. The first to guess the three words wins.
Back to board

19. Vocabulary games
A Student answers yes / no questions about a verb. In the questions the word
coffeepot is used in place of the mystery verb. For example: do you coffeepot
indoors or outdoors? is coffeepoting easy or difficult? Students then have to
guess the verb.
Coffeepot

20. Vocabulary games
word game where student work in groups attempting to list words that fit into
particular categories. Players have a set amount of time to write something for
each category that starts with that letter.
Categories

21. References
• Thornbury, S. (2002). How to teach vocabulary.
• Hiebert, E. & Kamil, M. (2005), Teaching and Learning
Vocabulary, bringing Research to Practice