How good is your business Vocabulary : How good is your business Vocabulary A quick test
Suman delivered her usual _________ when she went to visit a new customer, but she made the mistake of not really listening to what the customer wanted. : Suman delivered her usual _________ when she went to visit a new customer, but she made the mistake of not really listening to what the customer wanted.
He’s out visiting a _______ at the moment. Let’s hope he makes a sale and gets us closer to our monthly target. : He’s out visiting a _______ at the moment. Let’s hope he makes a sale and gets us closer to our monthly target.
I should think we shift about 10,000 of these every month, which is a pretty good ______ really. : I should think we shift about 10,000 of these every month, which is a pretty good ______ really.
This product’s main _______ is its extraordinary versatility; it works well in almost all atmospheric conditions. : This product’s main _______ is its extraordinary versatility; it works well in almost all atmospheric conditions.
Why you need to teach vocabulary : Why you need to teach vocabulary Learning new words is an important part of learning a new language. Even children learning their native tongue usually learn isolated words or phrases before piecing them together into more complex utterances.
Why you need to teach vocabulary : Why you need to teach vocabulary Learning some words and phrases in a new language allows people to start communicating at once.
Why you need to teach vocabulary : Why you need to teach vocabulary You could say the learners get an ‘early return’ on their investment of time and effort.
Why you need to teach vocabulary : Why you need to teach vocabulary Even at higher levels, successful learning of new words and phrases is often a way by which students can see that they are making progress.
You could say the learners get an ‘early return’ on their investment of time and effort.
Ways of presenting vocabulary : Ways of presenting vocabulary There are many ways of teaching new words and phrases and trainers need to learn a variety of techniques, because some methods will work better with certain types of words than others, or with certain classes.
Classroom example 1 : Classroom example 1 The teacher shows the class pictures of different types of transport. For each picture the teacher asks the class if they know what it is, and if not says the word, and then the class say it together before the teacher moves on to the next picture. There are six pictures in all. Afterwards, the teacher goes through the pictures again- the class say the word and the teacher writes it on the board.
Example 1a : Example 1a Who gets the opportunity to say the word first ?
Would this activity suit high level learners or low level ?
As well as pictures, are there any other types of visual stimulus a teacher can use ?
Slide 13 : Ways of practising vocabulary research shows that the number of ‘encounters’ with a word is likely to affect how well it is learned
Choosing what vocabulary to teach : Choosing what vocabulary to teach Look at the list below of some possible strategies for selecting vocabulary. Put a tick next to the ones that you think you may use
Teach words that are easy to teach and can be explained easily.
Teach words that the learners may need for an upcoming activity. For example,some important new words in a reading text.
Example 1a : Example 1a Teach words that the learners ask about and want to know . Perhaps teach an expression such as 'What is the word for... in English?' so that they can ask.
Teach words that you think the learners will find useful in their day to day lives.
Teach words that are very frequent in English.
Teach the words that appear in the learners'
Choosing what vocabulary to teach : Choosing what vocabulary to teach Teach words that are easy to teach and can be explained easily.
At low levels this can be a productive strategy, particularly if all the teaching is being done in the target language. Words to do with the classroom are useful for students to know. Using lots of pictures and so on can make things easily understood, even for beginner students.
Choosing what vocabulary to teach : Choosing what vocabulary to teach Teach words that the learners may need for an upcoming activity. For example, some important new words in a reading text.
This can be a useful exercise. Listening and reading are both very difficult if there are simply too many unknown words in the text.
Choosing what vocabulary to teach : Choosing what vocabulary to teach Teach words that the learners ask about and want to know. Perhaps teach an expression such as 'What is the word for _________ in English?' so that they can ask.
This is generally good advice - there is a lot of anecdotal evidence that students can remember a word they really need or value in some way after hearing it just once.
Choosing what vocabulary to teach : Choosing what vocabulary to teach Teach words that you think the learners will find useful in their day to day lives.
Again, this is good advice because it provides a motivation to learn. The new words will actually help the students to communicate -- the point of teaching!
Choosing what vocabulary to teach : Choosing what vocabulary to teach Teach words that are very frequent in English.
Frequency is a useful criterion when selecting vocabulary because students will see and hear these words most often. However, different words are frequent in different contexts and it certainly cannot be the only factor in deciding what to teach.
Choosing what vocabulary to teach : Choosing what vocabulary to teach Teach the words that appear in the learners' course book.
The authors of most course books will have put a lot of thought into what to teach and will also ensure that new words are practised thoroughly and recycled. However, remember that no author can know your class better than you, and you may therefore find topics or vocabulary sets that would both be interesting and useful for your students. In these circumstances it is good to supplement the book you are using.
The relationships between words : The relationships between words Look at the groups of words below and in each case work out how they are related. political politics politician politically
cars bus bicycle vehicle truck
3 huge enormous massive big
4 male/female hot/cold
5 kid/child food/nosh
6 allowed/aloud been/bean
Learners’ problems and their causes : Learners’ problems and their causes Look at the following learner errors. Each pair illustrates a different common learner problem. What is it? 1 a Bill Clinton is a political.
1 b Mario is a really good cooker.
2a I made this photograph when I was in Italy.
2b I'm not surprised he's ill -- he's a very hard smoker.
3a (in a business letter) I'm sorry we messed up your order.
3b (to a friend) My train departs at 7.30.
Learners’ problems and their causes : Learners’ problems and their causes Look at the following learner errors. Each pair illustrates a different common learner problem. What is it? 4a (a Portuguese speaker) I have many parents
4b (a Spanish speaker) My sister has two children and is now embarrassed again.
5a Let’s meet ourselves at 8.30.
5b William was rude to me so I’ve decided to ignore.