introducing new vocabulary

Introducing New

Vocabulary

Learning Objectives

By the end of the workshop, teachers will:

• have identified which new words to present and when.

• have identified and demonstrated understanding of the best techniques to present new vocabulary.

• have identified the procedure of presenting new vocabulary and demonstrated understanding of how to concept check the meaning.

• be able to present new vocabulary.

Warm Up – HO1

We will have a gallery walk. There are different texts from our course books put up on the walls.

Please skim them quickly and write down one word that you think we should introduce to the class . Do the same with each text.

Grade 8

Grade 9

Grade 6

Grade 7

Grade 7

Listening Script

Before the Europeans arrived in North America, there were more than 300 different languages spoken by the Native Americans. These days there are only about 150 and many of these are spoken by very few people. Many place names in America come from these original Native American Languages; cities like Chicago and Manhattan and states like Ohio and Mississippi.These places names all have special meanings. Many of them are named after features of nature. Here are some of these place names. Find them on the map and complete their meanings. For example:Minnesota means sky water.Massachusetts means great little hill.Connecticut means big lake.Michigan means big lake.Iowa means beautiful land.Manhattan means large island.Kansas means people of the south wind.Ohio means beautiful river.Oklahoma means home of the red people.Mississippi means father of the water.These place names show how important nature was to the Native Americans. It’s a lesson we could all learn from these days.

Grade 6

Stage 2 Presentation 1

Please rank the vocabulary presentation techniques from the most commonly used to the least according to their application in your classroom.

• Which ones do you use more frequently and why ?

• Why do you think you don’t use some as much as other techniques?

• Do you think you can use others, too?

• Any other techniques you would like to add.

VOCABULARY PRESENTATION TECHNIQUES

MG

Stage 3 Practical application

Choose the best technique to present the words you are given. There can be

more than one option.

Grade 6

cage ride ( n)

ticket Tuesday

Grade 7

striped uniform

street straight

Grade 8

paramedic culture

memorable tradition

Grade 9

sound (v) traffic

storm schedules

Stage 5Presentation 2

When eliciting vocabulary, what steps do you follow? Number the mixed steps from 1 to 10.

HO4Drill – choral & individual

Model naturally

Check understanding

Provide a written record (or get ss to write the items)

Write (/display)on the board

Give meaning & elicit the vocabulary item

Set a clear context 1

Give meaning of next item & elicit (then check M, F & P) 8

Check pronunciation (How many syllables? Where’s the stress?)

Check form (Ask “Is it a noun, verb, …?”)

HO5

MG

Mini-stage Teacher says & does

1. Set a clear context

a-I have a friend who is very good at speaking, flattering people and

caressing them with her words . Therefore; she is always able to talk

people into doing things for her.

2. Give meaning & elicit the

vocabulary item

a-So what do we call the action of influencing someone with

promises, caressing or flattering to do things for you?

b-What do we call a person or a place or something that

everybody likes ? Someone everybody wants to be with and

something everyone wants to have and somewhere everyone

goes Elicit ( popular )

3. Check understanding

a-How else can you cajole people? For example? (giving

sweets to children or telling people how beautiful or smart

they are …) Is bullying someone the same as cajoling

someone? How is it different? For example?

b- If we know someone or something well, does that mean

they are popular? Why not?

Can places or things be popular, too ? Examples ?

Which Emirate is the most popular in the world? ( Dubai )

Is Shabah Al Reem, the criminal, well known? So can we say

she is popular ? ( No, because popular has a positive

meaning and can not be used to describe things that are not

liked or approved. )

4. Check form

a-Is ‘cajole’ – a noun? verb? adjective? adverb?

b- Is ‘ popular ‘ - a noun? verb? adjective? adverb?

5. Check pronunciation

a- Where’s the stress, the strong part?

b-Where is the stress, the strong part?

Cambridge CELTA ELICITING LEXIS / VOCABULARY

6. Model naturally

a- Now listen: ‘ ca-jole’ (kəˈdʒəʊl)

b- Now listen popular / ˈpɒpjʊlə/

7. Drill – choral &

individual

a- Everyone CAJOLE …….. Again CAJOLE ……….

Good! Ali…CAJOLE ….Fatma CAJOLE …. Good!

Everyone POPULAR……. again b- POPULAR……….

Good! Ali …...POPULAR again POPULAR

8. Give meaning of

next item & elicit

(then check M, F & P)

b- The other thing about this friend is that everybody loves

her . People call her all the time and want to meet her (

follow the steps from give meaning to drilling )……….

NOTE : After teaching all

the words you do the board

and written record sections )

9. Write the item on the

board

a- Tell me again, what do we call the action of influencing

people caressing or flattering them so that they do what you

want them to do?How do you spell it?

(write on board as Ss spell)

What part of speech is it? (write on board when Ss say)

Where’s the stress? (mark on board when Ss say)

b- What about someone or something that is well known and

loved. What do we call them?

How do you spell it? (write on board as Ss spell)

What part of speech is it? (write on board when Ss say)

Where’s the stress? (mark on board when Ss say)

10-Provide a written

record (/get ss to write

the items)

Now write this in your notebooks.

I have a friend who is very good at speaking, flattering people and caressing them with her words . Therefore; she is always able to talk people into doing things for her.

The other thing about this friend is that everybody loves her . People call her all the time and want to meet her

Vocabulary Eliciting Procedure answer Key

MG

Drill – choral & individual 7

Model naturally 6

Check understanding 3

Provide a written record (or get ss to write the items) 10

Write (/display)on the board 9

Give meaning & elicit the vocabulary item 2

Set a clear context 1

Give meaning of next item & elicit (then check M, F & P) 8

Check pronunciation (How many syllables? Where’s the stress?) 5

Check form (Ask “Is it a noun, verb, …?”) 4

Concept checking sample

D is the weak one as it doesn’t help check student understanding at all.

Stage 6Practical Application

• Exchange your chart with another group.

• Choose a word per pair from the text you have .

• Write concept checking questions for these words.

Stage 7

• What do we conclude from the activities we have done in this section?

• How do we concept check the meaning effectively?

Concept questions should be :

∙ Clear

∙ Easy and suitable for students’ level

∙ To the point

∙ Focusing on the core meaning

∙ Relevant to the context

Let’s

20 minutes

Stage 8 : Micro Teaching

It is time for us to apply what we have worked on so far .

When you evaluate, consider the questions below:

• What helped you understand ? Was the meaning clear? • What hindered your understanding? • Was the sequencing right?• What can you suggest to improve the presentation ?

RESOURCES

• Tasks for teacher education Coursebook, Tanner. R. and Green. C. Longman

• Aim High 1, Oxford.

• Super Minds 4 & 5, Cambridge.