Vocabulary Development Anhui - Young Learners Conference Dr. Caroline Linse Queen ’ s University, Belfast

Workshop Aims: To become familiar with principles of vocabulary teaching. To become familiar with interactive activities that engage and involve learners.

Vocabulary Teaching We will make yes and no cards. Fold your paper in half. Tear it in half. Write yes on one card on the front and on the back.

Hold up the yes card. Pick up the other card. Write no on the front and on the back.

I will ask you questions about vocabulary teaching. Hold up the correct answer.

Is a vocabulary a collection of words that a student knows? Hold up the correct card.

Vocabulary Development Vocabulary is the collection of words that an individual knows.

Should you teach students words directly and indirectly?

Vocabulary Development Emphasize both direct and indirect teaching.

Vocabulary Development For example if you are going to do a lesson on foods you may want to introduce the word taste. Pre- teach vocabulary words before a new activity.

Vocabulary Development Present multiple exposures to new vocabulary items. Help students come into contact with the words in different ways.

Vocabulary Development Give opportunities for deep processing of vocabulary items. Deep processing refers to working with information at a high cognitive and/or personal level. In other words thinking about the words.

Vocabulary Development Teach how to use context clues appropriately. For example, The grandmother found some cherries, persimmons, apples and pears on the table. She found a dove next to the apples.

Vocabulary Development Word of the Day Use the word in a sentence and get an extra point on a quiz. Use the word of the day instead of here when attendance is called.

Vocabulary Development Fold your paper into 24 spaces. Select 24 of the following words.

Write these words in the spaces. cat lion house talk write run shoe pretty walk flower school learn sad happy eat big shirt carry chair fly sun hot dog pencil

Vocabulary Development Now tear apart the words. Put the words into four or five categories or groups. Put the words into different groups. Nouns Verbs Adjectives Tell your partner the answers.

Vocabulary Development Nouns- cat, lion, house, shoe, flower, school, shirt, dog, pencil, chair Verbs- fly, carry, learn, talk, write. Adjectives, pretty, sad, happy, big,

Now put the nouns in order from smallest to largest

cat, lion, house, shoe, flower, school, shirt, dog, pencil, chair Pencil, flower, shoe, shirt, cat, dog, chair, lion, house, school

Now put the cards in order alphabetically. Check your answer with your partner.

Big, carry, cat, chair, dog, eat, flower, fly, happy, hot, house, learn, lion, pencil, pretty, run, sad, school, shirt, shoe, sun, talk, walk, write

Vocabulary Development What is missing? Place 24 of your words on a table. Follow the instructions.

Vocabulary Development Hot and Cold We will chant to find the words. The louder we chant the closer a volunteer is to the word.

Concentration is adaptable to any content or theme provides students with multiple exposures to words provides opportunities for interaction and input provides opportunities for metalinguistic talk (talk about words) can provide opportunities for group/pair work, deep processing, and critical thinking when students make their own sets of matching cards

Concentration Fold the paper. In half of the spaces write the following vocabulary items - House, cat, triangle, banana, pencil, line, basketball, notebook

In the other half of the spaces draw pictures of the items. Tear apart the cards. Place the cards face down.

Vocabulary Development Mystery words. I like to put ________ and mustard on my hot dog. I like to curl up with a paperback ___________ and read at night.

Vocabulary Development Thank you for your attention.