Vocabulary Building

Strategies
 Practice makes perfect…
We need to see learning any particular word as
being a cumulative process where knowledge is
built up over a series of varied meetings with the
word.
At best, teaching can provide only one or two of
these meetings.
The others involve deliberate study, meeting
through meaning-focused input and output, and
fluency development activities
(Paul Nation, “Teaching Vocabulary”, Asian EFL Journal)
 “Light”
With a partner, write down
the definition of the word “light”
Please also include the part of
speech
Now, share with the group…
 Difficult?
Explain what you found difficult
about the assignment.
What are the problems
language learners have
when they learn new
vocabulary?
“Light” Definition
Still going…
Not done yet…
Just a little bit more…
And…DONE!
The 3 aspects of vocabulary
learning…
Meaning
Form
Use
 Meaning
Definition

Concept

Associations
 Form
Spoken Form (pronunciation)

Written Form (spelling)

Word parts
 Use
Grammatical functions

Collocations

Constraints on use
 “Save”
What is the meaning?

What is the form?

What is the use?

 Meaning
What activities help Ss to learn a word’s meaning?

In pairs, write down one or two activities that you

think help Ss learn a word’s meaning.
 Meaning activities
Word and meaning matching

Labeling

Sentence completion

Crossword puzzles
 Form
What activities help Ss to learn a word’s form?

In pairs, write down one or two activities that you

think help Ss learn a word’s form.
 Form activities
Following spelling rules

Recognizing word parts

Building word family tables

 Use
What activities help Ss to learn a word’s use?

In pairs, write down one or two activities that you

think help Ss learn a word’s use.
 Use activities
Sentence completion

Collocation matching

Collocation tables

Interpreting dictionary entries

 Content Bingo
Have Ss make their own definitions (advanced)

Give descriptions instead of words

(intermediate/advanced)
Word form charts
 Word Form Fill-in-the-blank
Complete each sentence with the correct form of the word.
1. Large rocks and meteorites crashed into the moon’s
surface_________________________ large holes called
craters.
create creation creator creating
2. One of the _______________________ of the space
program was to land a man on the moon.
goal goalkeepers goals goal-oriented
Flashcards
 Flashcards
Flashcards can be either picture and English definition
or

L1 and L2 words

For example: Ekimi Doctor

Have Ss make their own set of flashcards for new

vocabulary.

Then, have pairs quiz each other using the flashcards.

 Student generated
Fill-in-the-blank
Give Ss a list of vocabulary words

Ask pairs to create their own fill-in-the blank sentences

for 2 words.

Have pairs exchange papers with another pair and try

to complete their sentences.

Have the small group discuss answers.

 Fill-in-the-Blank
Words: sun, wind

The ________ was shining brightly yesterday.

The terrible _________ blew down a tree today.

Using 10 words in a
story
Give Ss a list of vocabulary words.

Tell them they must use at least 10 of the words in a

short story or paragraph.

(Note: this can be done in pairs or small groups)

Collect the story (it is a vocabulary assessment).

(pollution, environment, trash, smoke, plastic bags,

cans, recycle, community, laws, throw away)
 Categorization
1. Sort the word cards by category. (e.g., words related
to people, words related to things).

2. Find words that have certain connotations such as

positive and negative, good and bad, desirable and
undesirable.

3. Sort words by part of speech

(e.g., nouns, verbs, adverbs, adjectives).
 Spelling Bee
Small class or small groups

Have Ss stand in a line in

front of the board.

Say the first vocabulary word

and ask the first student to spell the word.

If the student is correct, she/he stays at the board.

If the student is incorrect, she/he must sit down.

Note: Emphasize that learning is a process and mistakes

are a normal and necessary part of that process.
Consider if this activity is appropriate for your students.
 Fly Swatter
Choose a vocabulary word from your
lesson.
Have two Ss come to the front of the
class.
Give each Ss a rolled up piece of paper.
Write the word on the board – (one word is spelled
correctly, the other word is not)
For example:
Truck Truk
The first student to “hit” the correct word wins a point
for their team.
 Word Tiles
Have Ss make a set of alphabet cards

Ask Ss to make 2 or 3 cards for each

letter.

Ask Ss to work in pairs and spell as many words as

possible related to their lesson content.

When Ss complete one word, they must write it on a

piece of paper.

At the end of 10 minutes, collect the papers and see

which group has won!
 Vocabulary charts
See handout provided…

When you teach new content words, give Ss a list of

the words as homework.

Ask Ss to fill out at least 4 of the chart boxes for each

word.

Have pairs work together in the next lesson to share

what information they wrote down.

Collect the charts at the end of the unit and test Ss on

their acquired word knowledge.
 References
Nation, Paul. “Teaching Vocabulary” Asian EFL
Journal.

Nation, P. (2008). Teaching Vocabulary. Online Course

offered by Thomson ELT.

Nation, P. (2007). The Four Strands. Innovation in

Language Learning and Teaching, 1(1), 2-13.