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Teaching English Vocabulary10 Fabulous

Ways to Teach New Words

Did you know that a student needs to encounter a new word 10 to 16 times to effectively

"learn" it according to recent research?

Considering the number of new words students have to learn per course, this means usteachers have our work cut out for us. We all know that although it is important for studentsto use correctgrammarand structures, words are the main carriers of meaning. This meansthat the more words students are able to handle accurately, the better their chances ofunderstanding English and making themselves understood.To effectively acquire new vocabulary, students must go through four essential stages:

first, they notice a new word with help;

secondly, they recognize the word at first with help,

then later on their own;

and lastly, they are able to both recognize and produce the word.

It is essential that you, as the teacher, make use of activities that target each of thesestages; more often than not, we make the mistake of merely introducing newvocabulary,and we dont give students the opportunity to put these new words to use.

So, here are 10 great ways to teach English vocabulary, outlined for each of the stages ofvocabulary acquisition:

Stage 1: Noticing and understanding new words

Introducing nouns, things, objects, animals, etcVisual elements work best with concrete nouns, but try to go beyondflashcards and

illustrations. Try to usereal objectswhenever possible, or even sounds, smells, and tastes.Appeal to all of your students senses!

Introducing adjectivesOpposites, like big and small, long and short, are usually illustrated with pictures,

but heres another case where realia will help youteach new adjectives; the use of real lifeobjects is wonderful for words like soft and rough, adjectives that may take precious

minutes of class time to explain. For more advanced adjectives, like stunning, gorgeous,spectacular, huge, or immense, bring in photos of famous sights from around the worldlike the Louvre, Egyptian pyramids, the Eiffel Tower, etcthen use these new adjectives todescribe these places in ways that clearly illustrate their meaning.

Introducing abstractsThere are things you simply cannot teach with a flashcard. What works best in these

cases are synonyms, definitions, substitutions, or simply placing students within a givencontext. Consider this simple example: To teach the difference between early andlate,

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remind students what time class begins, then state that those who arrive before this timeare early while those that arrive after this time are late.

Stage 2: Recognizing new wordsBingoBingo is one of the most versatile games employed by ESL teachers. For younger

learners, make bingo cards with illustrations, and call out each word. For those who canread, do the opposite, make the cards with words, then draw the flashcards from a bag. Forteens or adult learners, you can make cards with the definition and call out the words, orvice versa.

MatchingAnother type of exercise with countless possibilities. Students may be required to matchopposites, synonyms, or a word with its definition, as well as a picture to a word.Fill in the blanks (with options)Hand out a piece of written text (anything from a description,song, letter, to even a

short story) with blank spaces that must be filled in from a list of words. You can adapt thisto longer texts, and also have longer word lists.

Stage 3: Producing vocabulary

DescriptionsFrom a newspaper photo of a recent event to a personal account of a recent trip, there

are countless things students can describe while putting new vocabulary to good use. Thisgoes for both oral and written descriptions. You may give them some guidance, likeindicating that they have to use at least five adjectives in their description, or five words

related tosports,weather,etcto no guidance at all.Fill in the blanks (no options)Supply students with a piece of written text with blank spaces that have to be filled in

with any word that fits. You may give them indications for each space, like noun,adjective or adverb, if theyre advanced students. You can then read several out loud tocompare the different words used to fill in each blank.

Mind maps or brainstormingTell students they need to think of words they can use to describe the weather. Write

weather at the center of a blackboard orwhiteboardand circle it. Write every wordsupplied by students as rays that shoot out this circle. They should reply with previouslytaught words, like chilly, scorching, or mild. You may even have sub-circles shooting off

to the side for winter, summer, etcwords. This works great for vocabulary review lessons.Guess what I'm thinkingStudents take turns describing something, like a place: Im thinking of a place that is so

huge it takes visitors hours to see all of it. It has stunning works of art. It is a breathtakingbuilding, very old, but with a modern glass pyramid in the front. Students choose to be asobvious or as cryptic as they like. Even little ones can do this with simple descriptions: It'sananimal. It has a very long neck and big brown spots. Or simply state a series of words:Africa, black and white, stripes.

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Its better to teach vocabulary in context, in other words, teach highly descriptive adjectiveswhen the lesson is abouttravel. Orclothes and accessorieswhen youre talking aboutshopping. Never teach a list of words just because, or students wont have a chance topractice this new vocabulary.

On a final note, remember to cater to different learning styles or multiple intelligences.

Use songs and music, real life objects, or puzzles, but the more you mix the better.Remember the difference between recognizing and producing words: to practice recognitionthe words have to be supplied by YOU; then students use them to fill in blanks or matchthem. For students to effectively and accurately produce vocabulary, they have tospontaneously recall the words.

Effective Strategies for Teaching Vocabulary

Because vocabulary knowledge is critical to reading comprehension, it is important that those working

with young readers help foster their development of a large word bank and effective vocabulary learning

strategies. There are several effective explicit (intentional, planned instruction) and implicit (spontaneous

instruction as a child comes to new words in a text) strategies that adults can employ with readers of anyage.

Explicit Vocabulary Instruction

Pre-teaching Vocabulary Words

One of the most effective methods of helping children learn new vocabulary words is to teach unfamiliar

words used in a text prior to the reading experience. Adults (either alone or with the child(ren)) should

preview reading materials to determine which words are unfamiliar. Then these words should be defined

and discussed. It is important for the adult to not only tell the child(ren) what the word means, but also to

discuss its meaning. This allows the child(ren) to develop an understanding of the words connotations as

well as its denotation. Also, discussion provides the adult with feedback about how well the child(ren)

understands the word. After pre-teaching vocabulary words, the child(ren) should read the text.Repeated Exposure to Words

It may seem common sense that the more times we are exposed to a word, the stronger our

understanding becomes. However, repeated exposure to new vocabulary words is often ignored. Adults

often forget a person (especially a child) needs to hear and use a word several times before it truly

becomes a part of her vocabulary. Providing multiple opportunities to use a new word in its written and

spoken form helps children solidify their understanding of it.

Keyword Method

Like pre-teaching, the keyword method occurs before a child reads a particular text. In this method,

unfamiliar words are introduced prior to reading. However, rather than encouraging the child to remember

a definition for a new word, the adult teaches him a word clue to help him understand it. This word clue

or keyword might be a part of the definition, an illustrative example or an image that the reader connects

to the word to make it easier to remember the meaning when reading it in context. The idea behind the

keyword method is to create an easy cognitive link to the words meaning that the reader can access

efficiently during a reading experience.

Word Maps

The word map is an excellent method for scaffolding a childs vocabulary learning. Like the other explicit

instructional methods, the adult (either alone or with the child(ren)) should preview reading materials to

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determine which words are unfamiliar. For each of these new vocabulary words the child (with the support

of the adult) creates a graphic organizer for the word. At the top or center of the organizer is the

vocabulary word. Branching off of the word are three categories: classification (what class or group does

the word belong to), qualities (what is the word like) and examples. Using prior knowledge the child fills in

each of these three categories. Word maps help readers develop complete understandings of words. This

strategy is best used with children in grades 3-12.

Root Analysis

While root analysis is taught explicitly, the ultimate goal is for readers to use this strategy independently.

Many of the words in the English language are derived from Latin or Greek roots. They either contain a

core root (the primary component of the word) or use prefixes or suffixes that hold meaning. Adults

should focus on teaching children the most commonly occurring roots, prefixes and suffixes. As each is

taught examples of its use in common word should be shared and examined. The reader should see how

the root helps her understand the words definition. Children should then be given practice analyzing

words to determine their roots and definitions. When a reader is able to break down unfamiliar words into

their prefixes, suffixes and roots they can begin to determine their meanings.

Restructuring Reading MaterialsThis strategy is particularly effective for helping struggling readers improve their vocabularies. Sometimes

grade level materials are inaccessible to readers because there are too many unfamiliar words in them.

Adults can restructure the materials in several different ways to help readers comprehend them more

easily. A portion of the difficult words can be replaced with easier synonyms to help the reader

understand the overall text. Vocabulary footnotes (definitions provided at the bottom of the page) can be

added for particularly challenging words so that the reader can easily look up the word while still reading

the text. An accompanying vocabulary guide can be provided for the text. Words that are included in the

guide should be highlighted or printed in bold text to direct the reader to check the vocabulary guide if the

word or its meaning is unfamiliar.

Implicit Vocabulary InstructionIncidental Learning

Incidental vocabulary learning occurs all of the time when we read. Based on the way a word is used in a

text we are able to determine its meaning. While you may not know what a specific word means, many

times you can determine its meaning based on what the rest of the sentence focuses on. Adults should

model this sort of incidental vocabulary learning for children to help them develop their own skills.

Context Skills

Context skills are the strategies that a reader uses for incidental vocabulary learning. Texts are full of

clues about the meanings of words. Other words in a sentence or paragraph, captions, illustrations and

titles provide readers with information about the text that they can use to determine the meanings of

unfamiliar words. These features are often referred to as context clues because they are containedwithin the context of the piece of writing rather than outside it. Young readers should be taught to find and

use context clues for learning new vocabulary words. Adult modeling and practice are key for helping

children develop this important reading skill.