Learning new vocabulary

Vocabulary Lists | Vocabulary.com

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How to memorize new vocabulary faster: 9 tips ‹ GO Blog

No matter how good your grammar is, if you don’t know any words that you can use it with, you (literally) won’t get very far with your language skills: Vocabulary opens up doors to new worlds and makes learning fun and satisfying.

But expanding the range of word you know is like a diet: You have to put in some effort and there’s neither a magic trick nor a secret or one-approach-fits-all way to do it. Everyone has to find what works for them; but being patient, setting realistic goals, and rewarding yourself if you reach them are a good strategy that can be complemented with any of the following points.

A popular way to memorize vocabulary is the use of mnemonics, which are mental shortcuts that help you remember more complex concepts or words. For example, you can create associations between words: If you don’t know how to spell the words accommodation, just remember that it has two cots that need two mattresses. Or you come up with an acronym: Like, when you need to go to the STORE to buy Spaghetti, Tomatoes, Olives, Rice, Eggs. The problem is, of course, that you still have to memorize the acronym, song, or association, but with a little bit of practice, you’ll get good at coming up with creative and useful connections. And: The longer you think about acronyms or associations, the better will you remember the words that come with it.

When you’re studying abroad, you will hear and read the language everywhere and learn much faster through immersion. But you don’t have to go abroad to slowly increase the number of words you know – you can create an inspiring and study-friendly environment wherever you are: Buy magazines or books in the new language, watch movies, and cook (or just eat) the local food.

A good idea to learn more words faster is to put them in context: Instead of writing lists of random words, try to put them in sentences. That way, you know how the word is used in real life. Plus, if you come up with funny sentences, it will be easier to memorize. Depending on how you learn, you can also make drawings or find images that will complement the sentences and put the words into their natural habitat.

Speaking of context: Movies, TV shows, books, podcasts or songs are not only a great source for the most common words, they can also help you memorize the vocabulary because they always come associated with a scene, a person, or a (real-life) event. So, try to read books or watch movies in the original language (with subtitles) and figure out what the words mean. If you see or hear a phrase or sentence that you don’t understand, write it down, look it up and start memorizing it.

If you want to take language learning to the next level, leave enough space for mind maps with associated words, synonyms or antonyms. If you want to get the most out of your learning process, try not to translate the word into your native language, but instead, explain and describe it in the language you’re trying to learn.

Everyone learns differently, so if you don’t already know what works for you, try as many different ways – or a combination thereof – as possible: Flashcards, apps, lists, games, or post-its, are great ways to memorize vocabulary. The same goes for finding the right time: Some people want to set apart a specific time, others learn more spontaneously. No matter which approach you choose, be sure to get into some kind of rhythm – practice makes perfect, after all.

Just like you have to find the right tools that work for you, it’s also important to make the learning experience as encompassing as possible: Don’t just read the words from cards or lists – hear them pronounced, say them out loud yourself and write or type them. The more you make your encounter with the words an experience for all senses, the better. (Why not eat ice cream while learning what the different flavors are called?)

If you want to expand your vocabulary because you want to work at a marketing firm abroad, you probably don’t have to read Shakespeare’s novels or focus on words that pertain to the Middle Ages. The more practical and popular the words are for your career, hobbies and real-life conversations, the easier they are to learn – and you will be able to use them more often. (This can be like a game: You can reward yourself every time you used a certain word in a real-life conversation.)

Remember to not just repeat current words, but also the “old stuff” that you think you’ve memorized already. You don’t have to look at the stored words as often as the new vocabulary, but the more you use the words, the better you’ll remember and recall them.

How to explain new vocabulary in an English lesson: Methodology and example of use

Working with vocabulary is an important part of any English lesson, and vocabulary itself requires a separate approach to learning. As a teacher, it is convenient for me to have a ready-made model for working with new words, which I simply adapt to different levels and ages of students.

Let's look at a universal method of presenting new words in an English lesson, which will help to select and present relevant vocabulary on any topic.

Sometimes it is difficult for a teacher to decide what words to teach in a lesson: there are many words and not all of them will be relevant for students.

Before choosing the words that you will study in the lesson, I recommend paying attention to the following:

• the level of students and their age;
• guess if the students might have come across these words before;
• vocabulary difficulty level: pronunciation, meaning, is it an abstract or concrete concept;
• is it easy to explain the meaning or show the word;
• learning objective: students will use the word actively (speaking and writing) or passively (learn by reading and listening).

By answering these questions, you will be able to figure out how many new words you can use for your lesson.

Scott Thornberry in the book “How to teach vocabulary” talks about the order in which new words are presented: meaning first, then form, or else
form first, then value.

When using the order "meaning - form" you can demonstrate the word and then name it, "form - meaning" - name the word, and then demonstrate or explain it.

Traditionally, when learning new vocabulary, teachers use the method of translating a word into their native language. Yes, this is the fastest way, but not very efficient.

When studying specific concepts, I prefer to show a picture that depicts a word or a real object, you can also use gesture and body language, explain or present vocabulary in the context of the situation. These methods are especially good if you are working with low level students and multicultural groups.

To study abstract concepts, I use synonyms or antonyms to explain the meaning of a word, give a few sentences, or come up with a situation that illustrates the meaning. You can also use facial expressions and drawing on the board for a more colorful presentation of abstract concepts.

Now I want to share with you an example of the presentation of vocabulary on a specific topic - take the topic “Seafood”. It is suitable for the Intermediate level and for teens + using a technique called PPP (Presentation, Practice, Production) and visual aids (pictures).

Creating context	Ask students: “Do you like cooking?/ Do you like cooking or eating seafood?”
Conveying meaning	Show the pictures with seafood to students and ask: “Do you like these seafood products?”
Eliciting meaning	How are they called?
Concept questions	Salmon: Is it medium-sized fish? Is it silver? Is it red inside? Mussels: Are they sea creatures? Are they black? Prawn: Does it have 10 legs? Is it big? Crab: Does it have 5 pairs of legs around its body? Squid: Does it have a long body? Does it have 10 arms around its mouse? Tuna: Is it large? Does it live in warm water?
Modeling pronunciation	Pronounce the words and then ask students to repeat them.
Highlighting pronunciation	(optional)
Drilling	Students answer the questions using full sentences: Do you like eating prawns? Do you often buy salmon? Are you going to cook mussels tonight? How often do you eat tuna? Can you cook crab? Can you give the list of ingredients for the salad with squid?
Highlighting the form	a prawn-prawns a mussel-mussels a crab - crabs a squid - squids a tuna - tunas a salmon - salmon
Writing down	Students write down the words into their worksheets.

The pictures with seafoodDownload

The method of presenting new vocabulary in class will help your students not only memorize English words, but remember their meaning and the context or situation in which they are appropriate to use.

Experiment, use different methods and materials to diversify your English lessons and find the most effective ways to teach new words for your students 🙂

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Methods and techniques for introducing new vocabulary in English lessons

Methods and techniques for introducing new vocabulary

The problem I am working on sounds as "Methods and techniques for introducing new vocabulary".

Often students have the problem of choosing the right words for a particular situation and the problem of understanding unfamiliar words when reading texts or communicating in foreign language. Therefore, it is necessary from the first lessons to develop a “feeling language" among students, the ability to guess the meaning of a word from the context, which helps to solve existing problems.

To know a word means to know its forms, meaning and usage. Speaking of word forms, they mean its sound form, without which it is impossible correctly understand the word by ear and adequately pronounce it yourself, as well as graphic form, without which the word will not be recognized when reading and will not be able to be written. As for the meaning, in English, as in any On the other hand, words can have multiple meanings.

Psychologists say that it is human nature to forget the memory about 50% of the information received after its first presentation, and in general forgetting is stronger in the first days after a new message, then the forgetting curve falls.

Given this fact, the teacher must build the first stage of work over the new word so as to use as many exercises at the time of the first presentation of lexical material in order to ensure the maximum number of repetitions of a new word, the possibility repeated listening and reproduction by students in speech.

Work experience shows that if a weak and even an average student does not spoke a new lexical unit several times during one lesson, without listens to its playback by the teacher and classmates, there is no confidence in that she will not "leave" from his memory immediately after the end of classes.

In the course of schooling, students must learn the meaning and forms lexical units and be able to use them in various types of speech activities, i.e. master the skills of lexical formation of speech and learn understand lexical units by ear and when reading. Therefore, familiarization students with new words (presentation and semantization) and their primary binding is a very stressful job.

Lexical minimum in a foreign language must consist of two parts: active and passive vocabulary. Active minimum vocabulary should be introduced orally in separate sentences or in a related story. It is necessary to strive for the maximum brightness of the first acquaintance of students with new lexical units and try to associate them with one or another life situation, since the first perception is of great importance for memorization. An example of a memorable introduction of such words as "plate", "knife", "fork", "spoon", "cup" can serve as the next. The teacher talks about how a hero known to children, once in a rich house, is forced to learn how to use all these items while eating. You can act out this skit with your students. Words are also remembered when they are introduced using objects, they labels that the teacher brings to class. Bright introduction of lexical units is effectively carried out with the help of picture clarity.

After the oral introduction, the teacher says new words (each word separately), and students repeat them individually and in chorus. It is necessary for the primary consolidation of the sound form of the word. New words are also helpful write it down, and if there are difficulties, conduct a sound-letter analysis.

Vocabulary of the passive minimum should also be introduced in the oral story (or in separate sentences), but possibly also in the form of separate lexical units, isolated from context. Just as with the introduction of units of active reserve, when working on a passive minimum, the stage of fixing the sound and graphic forms, pronunciation of new words, reading aloud.

Working with a dictionary. No wonder they say: the one who writes, he reads twice. The study of a new LU can be carried out with a dictionary. His I suggest that students use paper dictionaries. My students make Vocabularies consisting of 3 columns: foreign word, transcription, Russian translation. To remember what has already been forgotten, I take any learned noun, and students select adjectives or verbs from the vocabulary, combined with this noun.

Flash cards

A flash card is a card with numbers, words, terms, formulas, pictures, which was created to call an instant response from students at the moment when the teacher shows the card at a fast pace. Most often used when reading, arithmetic operations, and especially for consolidation and improvement of lexical skills.

- Cards should be easy to use. Necessary choose the right size for cards that will fit comfortably in the palm of your hand, which will be easy to transfer.

- The cards are made of thick paper or cardboard, you can Laminate cards for longer shelf life.

- A word in a foreign language is placed on the front of the card language, it is possible to add a transcription and an example of the use of the word in offer. On the reverse side is placed a picture or a translation denoting lexical meaning of the word.

Using flashcards is an effective method for:

- Learning the graphic form of words

- Memorization of lexical meaning

- Rapid speech reproduction of a word (reading)

- Transition of words from passive to active vocabulary (use in speaking)

- Increasing motivation to learn a foreign language.

The method of simply repeating flash cards, constantly going over one for another. In this method, the so-called flash cards are sorted into groups in depending on how well the student learned the information on each card. For example, when learning a foreign language, the student tries to remember the meaning words written on a flash card. If he remembers him, then the card transferred to the next group. If not, then the card is returned to the first group. Each next group is repeated through an increasing interval. This method can be used both for learning the words of a foreign language, and memorization of other information.

Cards are sorted into three groups: Group 1, Group 2 and Group 3.

Group 1 contains cards with new words and words which the student did not understand well.

Group 3 contains cards with words that the student knows very well. OK. The student can repeat words from Group 1 every day, words from Group 2 every 3 days, and words from Group 3 every 5 days.

If a student looks at a word from Group 1 and remembers it value, then the card is moved to Group 2. By the same principle, the card from Group 2 are moved to Group 3.

If the student cannot remember the meaning of the word on the card from Group 2 or 3, then this card is returned to Group 1 and the process is repeated again until the information is fully assimilated. Good at making flash cards phrasal verbs and idioms.

Game method . An effective way of learning vocabulary in English lessons - a game method. It is very important that children do not felt a great load of the school curriculum, and the game can help this. In the form of gaming activity, you can always easily and quickly explain some new material, to work out difficult moments, to decorate a boring routine daily study, and most importantly, to interest children in learning English since childhood. The game always involves making decisions - how act, what to say, how to win. It sharpens the mental activity students. It is in the game that children learn social functions, norms of behavior. The developmental significance of the game lies in its very nature, for the game is always good emotions, and where there are emotions, there is activity, there is attention and imagination, accordingly, thinking works there.

Visual aids greatly facilitate studying proccess. In the teaching of foreign languages, they also find the most wide application. Visual aids include diagrams, pictures, video recordings. The diagram will help them in the course of a conversation, discussion or communication, correctly express an idea in terms of content (will serve as a verbal support), to activate vocabulary in the process of its primary consolidation in the study of the topic.

Rhymes, poems, songs Task with gaps can be used when working with poems or lyrics. The study of lexical units takes place in a playful way, which contributes to a comfortable condition of the students in the classroom. Children usually have unstable attention. That's why It is imperative that the lesson plan should provide for the types of work that relieve tension, switch the attention of children, cause a positive emotional mood. Learning rhymes, poems meets age and psychological characteristics of children. They are easy to learn, have such features such as rhythm, sound repetition. Learning poetry gives children pleasure. And what is experienced emotionally positively, remains in memory for a long time, leaving a trace in the mind of the child. Thanks to the rhyme lexico-grammatical structures are easily activated in oral speech.

The fundamental point here is the use of an authentic speech sample, and here songs and poems have many advantages over prose material. They are easy to enter, easy to remember, you can sing in chorus, which removes the psychological pressure from insecure students. AT genuine song material often contains whole phrases and individual lexical units that are specific to colloquial speech.

http://www.agendaweb.org/songs-exercises huge selection of songs material in video format for both young and older students, nursery rhymes, pop music, of particular interest is the section Learn English songs-exercises, where while listening to a song, a task is performed and immediately the result is given.

When introducing and reinforcing lexical material, various types of lexical exercises aimed at semantization:

Training exercises :

Guess the meaning of words similar to Russian and check dictionary guess accuracy.

Find combinations with the specified word in the text.

Pronounce the phrase in a foreign language, based on a list of Russian phrases or by selecting foreign words corresponding to them from a separate list.

Dictation - effective form work with groups of students.

Types of dictations

Text dictation

The teacher dictates the text that was worked out with the students in the lesson, or unfamiliar text with elaborate vocabulary. Students write the text possibilities exactly. After the text, you can offer additional lexical or grammar tasks

Transfer quiz dictation

Students write down phrases or connected text in English that which the teacher dictates in Russian. The text must be known to the students. AT advanced groups, you can give an unfamiliar text containing the studied speech turns.

Selective dictation

The teacher reads the sentence, the students listen. Sentence is read again, and students at this time write out words from it (or phrases) with new vocabulary

Insert words

The selected text is quite simple for most students. They are perform dictation without any help. Beginners, on the other hand, receive a text with missing 10-15 words. Their task, while the rest write under dictation, listen carefully, try to understand the main meaning and insert missing words. The level of complexity of the text, the number of gaps can change depending on the goals. Such exercises help the teacher not only to cover the entire group, but also to effectively develop language skills.

Atletics

rock clinbing

rugbe

motorcycle

snooker

shuttlecock

rebbon

cye

gumnastics

table tenis

pack

bad

stack

boxing

Match the columns Can you match the columns and then make up sentences?

- We do archery on a range, using a bow and arrows

- We play football on a pitch, using a ball and wearing boots

- We play badminton on a court, using a racquet and a shuttlecock

- We play snooker on a table, using a cue and balls course, using clubs and a ball

- We do gymnastics in a sports hall, using ribbon and ball

- We motorcycling on a track, wearing a helmet and gloves

If I bounce the ball five times…

1. Tennis players are strange people . Have you noticed how they always ask for three balls instead of two; how they bounce the ball the same number of times before serving, as if any change from their routine might result in disaster?

2. ___________ the ex-world number 1 female tennis player. When she was once asked why she had played so badly at the French Open she answered, ‘I didn’t tie my shoe laces right and I didn’t bounce the ball five times and I didn't bring my shower sandals to the court with me. I didn't have my extra dress. I just knew it was fate, it wasn't going to happen.'

3. ___________. Coran Ivanisevic, Wimbledon champion in 2001, was convinced that if he won a match he had to repeat everything he did the previous day, such as eating the same food at the same restaurant, talking to the same people and watching the same TV programmes. One year this meant that he had to watch Teletubbies every morning during his Wimbledon campaign. ‘Sometimes it got very boring,' he said.

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