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HOW TO TEACH VOCABULARY IN SCHOOL

The process of learning a word means to the pupil:
1. identification of concepts, that is learning what the word means;
2. pupil’s activity for the purpose of retaining the word;

3.pupil’s activity in using this word in the process of communication in different situations.

Accordingly, the teacher’s role in this process is:
1. to furnish the explanation, that is to present the word, to get his pupils to identify the concept correctly;
2. to get them to recall or recognize the word by means of different exercises;

3. to stimulate pupils to use the words in speech.

Teaching and learning words are carried on through methods you are familiar with; the teacher organizes learning and pupils are involved in the very process of learning, that is in the acquisition of information about a new word, its form, meaning and usage; in drill and transformation to form lexical habits; in making use of the lexical habits in hearing, speaking and reading, or in language skills. Various techniques are used to attain the goal- to fix the words in pupils’ memory ready to be used whenever they need them[1].

Presentation of new words. Since every word has its form, meaning and usage to present a word means to introduce to pupils its forms (phonetic, graphic, structural and grammatical) and to explain its meaning and usage.

The techniques of teaching pupils the punctuation and spelling of a word are as follows:

1. pure orcoscious imitation;

2. analogy;

3. transcription;

4. rules of reading.

Since a word consists of sounds if heard or spoken and letters if read or written the teacher shows the pupils how to pronounce, to read and write it. However the approach may vary depending on the task set (the latter depends on the age of pupils, their progress in the language, the type of words, etc.). For example, if the teacher wants his pupils to learn the word orally first, he instructs them to recognize it when hearing and to articulate the word as an isolated element (a book) and in a sentence pattern or sentence patterns alongside with other words. (This is a book.
Give me the book. Take the book. Put the book on the table.).

As far as the form concerned the pupils have but two difficulties to overcome: to lean how to pronounce the word both separately and in the speech; and to recognize it in sentence patterns pronounced by the teacher, by his classmates, or by a speaker in case the tape- recorder is used.

If the teacher wants his pupils to learn the word during the same lesson not only for hearing and speaking but for reading and writing as well, he shows them how to write and read it after they perform oral exercises and can recognize and pronounce the word. The teacher writes down the word on the blackboard (let it be spoon) and invites some pupils to read it (they already know all the letters and the rule of reading). The pupils read the word and put it down in their notebooks. In this case the pupils have two more difficulties to overcome: to learn how to write and to read the word; the letter is connected with their ability to associate letters with sounds in a proper way.

There are two ways of conveying the meaning of words: direct way and translation. The direct way of presenting the words of a foreign language brings the learner into direct contact with them, the mother tongue does not come in between, and it establishes links between a foreign word and the thing or the concept directly. The direct way of conveying the meaning of foreign words is usually used when the words denote things, objects, their qualities, sometimes gestures and movements, which can be shown to and seen by pupils, for example: a book, a table, red, big, take, stand up, etc.

The teacher should connect the English word he presents with the objects, the notion it denotes directly, without the use of pupils’ mother tongue.

The teacher uses various techniques for this purpose.

It is possible to group them into (1) visual and (2) verbal. The first group involves the use of visual aids to convey the meaning of unfamiliar words. These may be: besides, the teacher may use movements and gestures.

E. g., the teacher uses objects. He takes a pencil and looking at it says: a pencil. This is a pencil. What is this? It is a pencil. Is it a pencil? Yes, it is. Is it a pen? No, it is not. Is it a pen or a pencil? It is a pencil. The pupils do not only grasp the meaning of the word pencil, but they observe the use of the word in familiar sentence patterns.

GUIDELINES ON GIVING EFFACTIVE EXPLANATIONS

1. Prepare

You may feel perfectly clear in your own mind about what needs clarifying, and therefore think that you can improvise a clear explanation.
But experience shows that teachers’ explanations are often not as clear to their pupils as they are to themselves! It is worth preparing: thinking for a while about the words you will use, the illustrations you will provide, and so on; possibly even writing these out.
2. Make sure you have the class’s attention

One of the implications of this when giving the instructions for a group-working task is that it is advisable to give the instructions before you divide the class into groups or give out materials, not after!
3. Present the information more than once

A repetition of the necessary information may make all the difference: learners’ attention wanders occasionally, and it is important to give them more than one chance to understand what they have to do. Also, it helps to represent the information in a different mode: foe example, say it and also write it up on the board.
4. Be brief

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