Teaching Vocabulary Everyday speech uses only 5,000-7,000 words (Klein, 1988)95% of the texts we read consist of about 5,1000 words (Adams 1990).BUT the less common words carry most of the text content and are crucial for understanding that content, particularly in content area courses. •Vocabulary knowledge is closely related to reading comprehension and academic achievement (Chall, Jacobs, & Baldwin, 1990; Graves 2000).•Limited vocabulary is a major factor in the achievement gap (Biemiller, 1999, 2004; Chall, Jacobs, & Baldwin, 1990; Hart & Risley, 1995). 1. What Does ‘Knowing a Word’ Mean? We can summarize ‘Knowing a word’ in the following way:1) Meaninga) Literal meaning b) Meaning in context I’d like to book three seats for tonight’s concert. We booked him for speeding. c) Sense relations 词与词之间的关系词与词之间的关系 2) Word Usea) Metaphor and idiom What a word means can be changed, stretched or limited by how it is used and this is something students need to know about. Word meaning is frequently stretched through the use of metaphor and idiom. b) Collocation Word meaning is also governed by collocation – that is which words go with each other. c) Style and register 语体和语域语体和语域 We often use words only in certain social and topical contexts. What we say is governed by the style and register we are in.Style: Style is variation in a person’s speech. Style usually varies from casual to formal according to the type of situation, the person or persons addressed, the location, the topic discussed, etc. Register: A speech variety used by a particular group of people, usually sharing the same occupation (e.g. doctors, lawyers) or the same interests (e.g. stamp collectors, baseball fans). 3) Word FormationWord formation means knowing how words are written and spoken and knowing how they can change their form.a)Parts of speechb) Prefixes and suffixes c) Spelling and pronunciation 4) Word GrammarJust as words change according to their grammatical meaning, so the use of certain words can trigger the use of certain grammatical patterns.a) Nouns: countable and uncountable b) Verb complementation, phrasal verbs, etc. c) Adjectives and adverbs: position, etc. 2 Word Selection for Explicit InstructionDue to the immense amount of words located within school texts, strategic selection of vocabulary to be taught explicitly is required:1) Select a relatively small number of words for explicit instruction, 3-10 words per story or selection.2) Select words that are unknown, critical to the meaning and words that the student will likely encounter in the future. (Archer, 2008) 3 Which words do we teach?•Useful words (Tier 1): clock, baby, happy•High-frequency words (Tier 2): coincidence, absurd, industrious•Specific domain words(Tier 3): lathe, peninsulaFrom: Bringing Words to Life - Robust Vocabulary Instruction by Isabelle Beck, Margaret McKeown, & Linda Kucan ØProvide familiar context- set up classroom routineØProvide varied support:audio, visual, physicalØIntroduce words in groups: themes, situations, rhyming sets, colour setsØHelp children make connectionsØSelect and grade vocabulary itemsØRecycle, recycle, recycleØChildren need variety in the types of words and in how they learn4 How to Present Vocabulary?General principles 4 How to Present Vocabulary?Three steps [reɪ'ɑːliə]直观教具 纵横字谜 5 Active and Passive VocabularyActive vocabulary: Words which students will need to understand and also use themselves. In teaching active vocabulary, it is usually worth spending time giving examples and asking questions, so that students can really see how the word is used. Passive vocabulary: Words which we want students to understand, but which they will not need to use themselves. To save time, it is often best to present it quite quickly, with a simple example. If it appears as part of a text or dialogue, we can often leave students to guess the word from the context. Receptive vocabulary (Nation)•Being able to recognize the word when it is heard•Being familiar with the written form•Knowing it is made of some parts and being able to relate the parts to its meaning•Knowing the contextualized meaning•Knowing there are some related words•Knowing the words has been used correctly•Knowing its typical connotations•Knowing whether it is uncommon Productive vocabulary (Nation)•Being able to say it with correct pronunciation and stresses•Write with correct spelling•Construct it using the right word parts in their appropriate forms•Produce the word to express the meaning•Produce the word in different context•Produce its synonyms and antonyms•Use the word correctly in an original sentence•Decide to use or not to use to suit the degree of formality of the situation 6 Vocabulary learning strategies•Review regularly•Guessing meaning from the context•Use dictionary appropriately For each lexical item in the following random list there is a different way that a teacher could help students begin to learn the meaning:1. Wellington boots2. wink3.swimming4. house5. often6. chase•draw it on the board•watch a video where someone is swimming•mime putting them on•get students to act it out•draw a line. Mark never at one end and always at the other. Mark points along it: usually, rarely, etc•facial expression 7. paint the town red8. campaign9. window sill10. exploitation11. hope12. put up with13. cafe14. stapler•tell a personal anecdote•get students to deduce it from context in a text•point to the object•explain it (with examples)•read out the dictionary definition•translate it•show a picture in a book•bring it into class to show them •15. that'll be the day•16. disc•17. catalogue•18. hostage•19. vase•20. give up the ghost•21. reduction•act out a short conversation•students who know explain to those who don't•students look it up in their dictionary•create a story using models/dolls•play a game (eg match word to picture)•tell a story which includes the words•draw a diagram or graph 。