Some experts in recent years observed that several studies showing in teaching vocabulary may develop with several techniques, the choice of vocabulary and structure will be easily understood by beginners by choosing simple vocabulary and simple structure that are relatively easy to learn, quoted by Cook in Second Language Learning and Language Teaching. (Cook, 1992; 83). Dulay et. el in Language Two mentioned that: “In the realm of vocabulary, the difficulty of a target language depends on the number of words which are similar to the words in mother tongue. If the mother tongue of the language learners has a large number of words which are similar or the same as the words found in the target language, the beginners language learner may find it easier to learn the language”. ( Dulay, 1982; 154 ).
Larsen – Freeman in Techniques and Principles in Language Teaching stated that: “Language is seen as a set of vocabulary in real situations, vocabulary is presented in texts; oral or written texts. English teachers should use vocabulary in contexts and then relate them to the situations in the classroom. The vocabulary is arranged based on the topics. Vocabulary is emphasized over grammar. If language learners do not understand some words, the teacher will demonstrate in some pictures, mimics or other physical objects to make the students understand the meaning.” (Larsen – Freeman, 2000, 12 ).
Here are some activities used successfully to introduce new vocabulary before giving students a text that Scott Thornbury (2005) had summarized :
1) Scatter 10 - 15 vocabulary words all over the board. Call on students to come up one by one to circle two words and make a sentence using both.
2) Write some key vocabulary words on the board. Read out each word and give a definition. Then ask some of your students in the class interesting questions using the new words.
3) Prepare 10 - 15 vocabulary words along with sentences that explain the words clearly. Read out the words and the sentences as a dictation, and tell the students they only have to write down the word, not the sentence.
4) Make a list of 10 - 12 key words from your text, including some new ones, as well as some that your students already know. Tell your students you are going to call out the words as fast as possible, and they must write down all the words they hear. Read the words out super fast, and do it a second time ONLY if they really insist. Then invite a student to come to the board and write the words on the board as other students call them out. When the students finish, then you can add any words they didn't get and correct spelling. Ask students if they have any questions about the words.
5) This one takes longer than some of the other activities, but the students really enjoy it. Assign 5 or 6 students to stand at the board, pens/chalk in hand, ready to write words as you call them out. Call out 12 - 15 key words, and have them write the words all over the board, as creatively as possible. Each time they write a word, make sure that they move to a new place, and change their writing style often. When the dictation is finished, you should have a board covered with words. Now ask the class if they see any interesting combinations of words on the board. Next, tell them they have 3 minutes to make as many sentences as they can using the words. Finally, ask a few to read out their sentences.
6) Write about 10 - 15 key words on the left side of the board. Get your students to give you some vocabulary related to water (ice, drip, puddle, wet, rain, etc.). You write these words on the right side of the board. Now, you assign them to make sentences establishing a connection between words from your list and the "water" words.
7) This next one is a fun way to get students pronouncing the new words. Write "ONE-WORD RAP" on the board. Ask your students if any of them can rap. If anyone says yes, ask him or her to demonstrate. Tell them you are going to demonstrate a one-word rap. Take a word from your text and write it on the board. Read it out as rhythmically as you can (PA-RA-DOX, PA-RA-DOX, PA-RA, PA-RA, PA-RA-DOX, PUH, PUH, PUH, PUH, PARADOX!). Write the next word on the board, read it out, and have students repeat it a couple of times. Call on one of your most outgoing students to come to the front, and do his or her best to rap the word. To get everyone involved, have all the other students pound out a rhythm on their desks (pound on desk twice, clap once, repeat). Do the same with the rest of the words. Give out a prize (candy, a bookmark, etc.) for the best rap.
8) Put a list of new vocabulary on the board. Explain the meaning of the first word, then give the students a couple of minutes to write a short sentence about themselves using the new word. Continue with all of the words. When you are finished with the list, encourage a few students to read out a sample sentence or two.
9) Before handing out the text, put 6 or 7 important words from the text up on the board. Make sure that they are not grammar words (the, and, what), but also make sure that they don't give away the subject of the text too easily. Ask your students to guess what the text is about. When they have made a few guesses, tell them and hand out the text.
10) Put a list of 10 or so important words from your text on the board. Then give each student an equivalent number of post-it notes. Tell the students to write down each word on a separate post-it note. Then have them put the words anywhere in the classroom (on desks, tables, windows, classmates, you) that they think is appropriate. Encourage them to ask their neighbours why they put the words where they did.
References :
Dulay, Heidi, Burt, Marina and Krashen, Stephen. 1982. Language Two. New York: Oxford University Press.
Jimmy G. Cheek and Carl E. Beeman. 2005. Using Visual Aids in Extension Teaching. University Of Florida, Gainesville FL 32611.
Scott Thornbury. 2005. Methodology: Absolute Beginners from the internet of http://www.geocities.com/allhou/lessgames.htm
