Even some abstract words can often be conveyed using visuals – for example, a picture of a man and woman plus a heart could be used to convey the word love. ![]() ![]() Likewise, related words such as stool, armchair, sofa, deckchair, etc can be taught in a similar way and the distinction between each made relatively clear. For example, a word like chair (as a noun) is quite easy to teach, by pointing to a chair or by showing a picture. Concrete words (mostly nouns) can usually be conveyed through pictures or realia (real objects). One of the most effective ways of teaching vocabulary is to show students the word. As you read through the different techniques, try to think what words would be best taught using the technique and for which words the technique would probably not work very well. Different techniques are appropriate for different vocabulary items and also for different types of learner. It is important to realize that a good teacher will not rely on just one of these techniques, but will use a combination. In this section we’ll look at various techniques for presenting and, to a lesser degree, practising vocabulary. These later techniques and activities do need to be introduced (or taught) to the students, but once they have mastered them, they can be used independently of the teacher. ![]() Therefore, I am going to divide this article into two broad sections: the first looking at different techniques and activities designed to teach vocabulary, both new and old (or familiar) and techniques and activities that focus on learning vocabulary. Of course, it’s not a clear divide and many activities cover both areas, but I do think it is an important distinction to make. In the title of this article I have separated teaching and learning – why? Well, when it comes to vocabulary I think that some activities are designed for presenting and practising vocabulary, while other activities are designed to help students record and activate vocabulary. Sustainable Development and Global Citizenship.
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