TEFL Guide: Teaching Vocabulary. | Nikolas John Cakebread | Skillshare

Playback Speed


  • 0.5x
  • 1x (Normal)
  • 1.25x
  • 1.5x
  • 2x

Watch this class and thousands more

Get unlimited access to every class
Taught by industry leaders & working professionals
Topics include illustration, design, photography, and more

Watch this class and thousands more

Get unlimited access to every class
Taught by industry leaders & working professionals
Topics include illustration, design, photography, and more

Lessons in This Class

4 Lessons (15m)
    • 1. Teaching Vocabulary Introduction.

      0:56
    • 2. Techniques

      4:04
    • 3. Combining Methods.

      4:21
    • 4. Brain Storming.

      5:27
  • --
  • Beginner level
  • Intermediate level
  • Advanced level
  • All levels
  • Beg/Int level
  • Int/Adv level

Community Generated

The level is determined by a majority opinion of students who have reviewed this class. The teacher's recommendation is shown until at least 5 student responses are collected.

25

Students

--

Projects

About This Class

Welcome to The Essential TEFL Gude: Teaching Vocabulary.

In this lesson, we will cover a variety of different techniques for presenting and learning new vocabulary in the classroom. We will look at CCQs and how to use them effectively, and we will look at how to give purposeful examples and context clues to help students understand and retain the content. Furthermore, we will go over some of these techniques in more detail and look at different ways teachers can utilize and make use of them in their classes.

Throughout this course, there will be plenty of Tasks and parts where you as the learner can take time to develop and construct your own ideas and think about how you would implement them into your own classes!

6a91480c.jpg

Meet Your Teacher

Teacher Profile Image

Nikolas John Cakebread

Experience is the teacher of all things

Teacher

Class Ratings

Expectations Met?
  • Exceeded!
    0%
  • Yes
    0%
  • Somewhat
    0%
  • Not really
    0%
Reviews Archive

In October 2018, we updated our review system to improve the way we collect feedback. Below are the reviews written before that update.

Why Join Skillshare?

Take award-winning Skillshare Original Classes

Each class has short lessons, hands-on projects

Your membership supports Skillshare teachers

Learn From Anywhere

Take classes on the go with the Skillshare app. Stream or download to watch on the plane, the subway, or wherever you learn best.

Transcripts

1. Teaching Vocabulary Introduction.: Hi there guys and welcome to this part of the course, presenting vocabulary. The aim of this lesson is the Googler and discuss a variety of different techniques to present your vocabulary to the class. We're going to look at CZ cues and how to use them in our class. And we're also going to look at expanding vocabulary via question forms and giving effective examples. Finally, we're going to discuss the different types of classes that you might have. I'm using appropriate learning techniques to get the best from your students. Okay guys, let's get started. 2. Techniques: The essential TEFL Survival Guide lesson for teaching vocabulary, teaching new words. So here are some techniques for teaching new words to your classes. There are many different techniques out there, and I'm sure you can think of a few yourself. So try to think of a couple before you look at my list. Say and write. This is your standard practice technique for presenting new vocabulary to your classes. This, along with say and repeat via drills, will be the most common use teaching method for teaching new vocabulary. You need to remember when drilling with your class that you have to vary your drills to keep them interesting and interactive, you need to do individual drills, cold calling drills, group drills, pair drills, keep it varied and Mixer to keep the focus of the class. Translate. This is not something I would do with every class, but certainly the older levels very much enjoy getting Google Translate out and finding the meaning of the word in their own language. You can make this an activity or again, have a time limit, or even make it a competition to see who can do it first or maybe right the meeting down on the board. Draw. This is very good for visual learners. You can incorporate this with your flashcards as well. Maybe you can get the students to create your flashcards if they're easy words such as verbs or adjectives, you can get them to draw pictures in their book or pictures and the board for everybody to see. Give examples. This is a take the query. You can relate the vocabulary to the student's own lives and therefore make them more interested in the actual vocabulary. For example, if the vocabulary is school, you can ask them, what do you do at school? What do you like about school? What's your favorite subject at school? Therefore, reinforcing the meaning and making it relatable to their own lives. Ask questions. We will look at this later in the lesson. But this is a really nice technique where you can incorporate student-student interaction and teacher student interaction and student-teacher interaction. Mind-map and associations. Again, this is something we will look at later in this lesson, but this is a really nice technique for getting children involved with the vocabulary and making them see that the vocabulary has other meanings out with itself. Okay. So we've looked at some techniques and did you think of any of your own? Now, why I wanted to ask you is which one of these techniques to use think is the most useful? So there's not a perfect answer here. Each one of these techniques can be useful in the right circumstance. It depends on the class, the level, and the type of vocabulary, and so on. For example, all the levels were quite enjoy finding translations for some of these words and you'll be able to provide higher level examples in English. Visual learners will get most benefit from flashcards or drawing pictures on the board, are looking at pictures on the computer screen. You have to decide what is appropriate for your class. What you need to bear in mind though, is some of these methods are your go-to techniques as a teacher, such as writing on the board, drilling groups, individuals, these are some of the things that you will be using the majority of the time when you're teaching vocabulary. Hi. 3. Combining Methods.: Giving examples. Here are some vocabulary words. I want you to try and expand on the sentences that are already there and make the meaning clearer. The first word is market. And the sentences, you can buy things, market. What other sentences Could you add onto this to make the meaning of market clearer? I would suggest you could add things like, what can you buy there? You can buy vegetables, fruit, and kitchen supplies and so on. Clothes. In the morning. I put on clothes. Here. You could expand and say what clothes you put on. I put on socks in the morning. I put on my pants and my shirt in the morning. Noisy. The baby is noisy. Here. You could add, when is it noisy? The baby is noisy when it screams and cries. The baby is noisy when it screams and cries because it's hungry. Looking. I am looking for my English book. Here. You could add a bit of context. I cannot find my English book and I need it for my homework. Impossible, something you cannot do. Well here you need to expand on that point. What are some things that are impossible? For example, it is impossible to fly combining techniques. So here is a task. Look at these words and decide on which techniques would be best to present them for the class. Now, remember writing and drilling our standard practices and would be included when introducing any new vocabulary. Laugh. Laugh, being a verb would be a very easy one to do actions for enforcing TPR. You could do CC cues like what makes you laugh? How do you laugh? What is the sound of laughter? You could say, tell us a funny joke and then act the laughter afterwards. Drawing a picture of Laughing would work well. Absent. This is a very relatable vocabulary words since it's to do with the classroom. You can show someone who's absent in the class. If you have an attendance sheet, maybe you can give them a quick meaning, or Sinan, he's not here, missing, gone. You could use it in a sentence form to give context. Cold. Being an adjective, again, is very easy to make this a TPR action. You could use synonyms and antonyms as well. And you can use word association or mindmaps, cold, ice cream, cold, snow, cold, winter, and so on. Clearly, there are many ways to effectively present vocabulary to your classes. And the trick is to understand the class, the level, and the learner types. With younger levels, especially TPR actions, pointing, touching physical examples will be more effective than just drilling are explaining for the older levels. And you can make use of roleplays, translations, and real-world examples. Understanding your classes and their level needs is key to effective vocabulary presentation. 4. Brain Storming.: Using new words with the class. The teacher here is presenting the new world market to the class. She's asking the class leading questions and using the new word in context with their own lives. What do you think is the purpose here? Well, first of all, she is checking their understanding by using CC cues. Do you ever go to the market? What can you buy at the market? Is there a market near your house? Practicing and providing these real life examples helps retention and increased interest in the vocabulary words. As well as this encourages student to teacher interaction, teacher to student interaction and student-student interactions. And it helps build rapport with the class. Here you can see the students are asking the teacher, please Miss, have you ever been to the market in town? And then the teacher in turn can ask them personal questions and get them to ask each other. When asking questions, especially to the older levels, you would start with easier questions and progressively get harder as it goes along. For example, if the vocabulary word was lion, you could ask, are lions big? Do lions have sharp teeth? Can you describe a lion? And so on and so on. If the vocabulary word was holiday, you can start with, do you like holidays? When is the next holiday? Which holiday is your favorite? Et cetera, et cetera. Build it up as they go along. Here as another task for you guys, I want you to think about these words and what questions you could ask the class to help with comprehension and understanding how we think about the questions as soon could ask you as well and have a think about the questions you can encourage them to ask each other. I will give you an example for the first one, the word is cook. You could ask, can you cook? What do you like to cook? Does your mother cook for you? Now you have a thing for the next four football book, music and lines, word association, and mind maps. These are some of my favorite ways to introduce vocabulary to students. They're also very effective and visually engaging ways to practice vocabulary and development meaning and understanding. The example on the right is a mindmap for airplane. And despite being for higher level, it could easily be used for lower levels by just adjusting the language, plane, fly, sky, clouds, plane, pilot, job, and so on. Both of these methods are really good ways to encourage students to work together to find the answers. You can get them working in groups or pairs. Or you can do as a class and have it on the board displayed for them. But the main point is you will get the students to suggest the answers and they will understand the meaning better because of it. Word association seen at the bottom here is a simple form of mindmaps. The teacher displays the vocab on the board and the students can work in groups or pairs or just individually give suggestions on other words, the associate with the target vocabulary. There are no wrong answers here, and it can be as simple as colors or feelings. If it is a younger class, I will always give them an example of this activity before we actually do with the main vocabulary. Apple is always a good one to start with the word apple or show a picture of Apple and get them to brainstorm. Think about an apple. How did you feel when you see an apple? What do you think of when you see the word apple? They will start getting it very, very quickly. Red, yellow, green, tree, Pi, farm, farmer, supermarket and so on. Here, the word YZ, plane and the associations I've chosen are easy ones such as loud, big, travel, holiday, fly, clouds, fast, and Sky. Obviously there are many, many more. And you can keep going on and on until you get tired of it or you think it's time to move on. Moreover, with both of these techniques, you can make them into team activities where you can make them competitive and fun and get the students really interested in doing well. Okay guys does everything. Thank you so much for joining me. See you next time.