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An Introduction to English Language Teaching by J. Haycraft

By J. Haycraft

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2 Try to present new words in context. 3 Revision is essential. Blend words you have presented into later practice. If you introduce new words which are not in the textbook you are using, jot them down in a notebook so that you can bring them up again. There are many ways of presenting new vocabulary. 1. g. fall from the trees in autumn. A young cow is a ... This deductive process applies particulary to the use of reading passages or stories, whether taped, read or told. 2. Create a context The only way to teach the meaning of many abstract words is by creating a context or situation from which the students can then deduce the meaning.

Thus, if you’re teaching ‘have got’ you will tend to choose the names of personal possessions. If you are teaching ‘going to’ you are likely to introduce a vocabulary connected with plans. If you are teaching the Present Continuous you will want to introduce active verbs with their corresponding objects. This is the most ‘natural’ way to choose vocabulary, but you have still got to be careful that you choose common words, and not too many of them. 2. P r e s e n tin g n e w v o c a b u la r y Before presenting vocabulary in class, it is helpful to remember the following: 1 Whenever possible, teach the words in spoken form first, and only when your students can pronounce them well, introduce the written form.

Cross reference A lot of words are applicable to different situations or specialisations. If, for instance, you are choosing vocabulary connected with cars, it is worth choosing terms that are also common to other means of transport, such as trains, aeroplanes, taxis, buses. You thus make the application wider and more useful and you can revise the vocabulary later in different situations. h. petrol start door oil roof stop engine park (vb) seat window Teaching vocabulary 47 In contrast, there are words that are less useful because they cannot be used widely in other contexts: Cars: tyres, gear, clutch, etc.

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