1. Teaching Vocabulary module (5) Dr. Suzan Arafat Presented by : Ramz Zayed

2. Which is more important vocabulary or grammar ?

3. What need to be taught ? Formgrammar Collocation Meaning Word formation

4. form The learner has to know what a word sounds like (its pronunciation) and what its looks like (its spelling). We need to make sure that both these aspects are accurately presented and learned.

5. Grammar We might give the past form if it is irregular (think… thought). We might note if it is transitive or intransitive. When teaching noun we might present the plural form if it is irregular ( mouse... mice). Draw learners’ attention to the fact that it has no plural at all (advice, information ). We may present verbs with the verb form that follows them ( want to.. enjoy_ ing ).

6. Collocation Collocations are factors that make a particular combination sound ‘right’ or ‘wrong’ in a given context. For example : Throw a ball … And toss a coin.

7. meaning denotationconnotationAppropriatenessrelationship Meaning

8. Denotation This is often the sort of definition that is given in a dictionary. For example : Island : piece of land surrounded by water.

9. connotation A less obvious component of the meaning of an item is its connotation, the associations, positive or negative feelings it evokes, which may or may not be indicated in a dictionary definition. For example : The word dog as understood by most British people has a positive connotations of loyalty and friendship but it has a negative associations of dirt and inferiority in the Arab country.

10. Appropriateness We need to be taught whether a particular item is the appropriate one to use in a certain context or not. It is useful for a learner to know that a certain word is very common or relatively rare or taboo in polite conversation, or tend to be used in writing but not in speech, or is more suitable for formal than informal discourse. For example : (Weep, cry ) weep is formal and more suitable in writing than speech.

11. Meaning relationship. How the meaning of one item relates to the meaning of others can also be useful in teaching, there are various such relationships : synonyms (clever, smart, intelligent ) Antonyms (poor, rich) Hyponyms (dog, lion, mouse are hyponyms of animal). Co-hyponyms (red, blue, green are co-hyponyms ). Superordinates (animal is the superordinate of dog, lion, mouse ). Translation

12. Word formation vocabulary items, whether one word or multi-word, can often be broken down into their component ‘bits’. Exactly how these bits are puts together is a useful information for more advanced learners.

13. Ways of presenting the meaning of new items: 1.Concise definition. 2.Detailed description. 3. examples. 4. illustration( pictures, object ). 5. demonstration (acting, mime). 6.Context ( story or sentence in which the item occurs ). 7.Synonyms. 8. opposites. 9.Translation. 10.Associated ideas.

14. What are the most popular techniques,and what you prefer to use in the classroom?

15. Remembering vocabulary Why we remember words better than others? The nature of the words themselves. The method of teaching the word. Under what circumstances they are learnt.

16. Ideas for vocabulary activities Brainstorming round an idea. identifying words we know.