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Vocab bag

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This document discusses vocabulary bags, which are a tool to help students learn and recall new vocabulary. It provides information on why vocabulary bags are useful, what they are, and when and how to use them effectively. Vocabulary bags help students have multiple encounters with new words to support long-term learning. They should include the new word, its part of speech, example sentences, and other details. Teachers and students can both contribute words and examples to the bags. Words are reviewed in lessons, as homework, and regularly over time through the vocabulary bags to reinforce learning.

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Bags of Fun with Vocabulary Catherine Morley British Council, Alcal叩 de Henares www.britishcouncil.org 1
Session aims - WHY use vocabulary bags - WHAT exactly is a vocabulary bag. - WHAT information do learners need to know about a new word / collocation - WHEN, HOW and WHERE should I use vocabulary bags www.britishcouncil.org
Vocab bag
www.britishcouncil.org 4
WHY How many time do students have to meet a new word before they are able to use it themselves when speaking? www.britishcouncil.org 5
WHY - Minimum 7 encounters needed (Woolard, 2000). Other experts say up to 16 meetings required (Koprowski, 2006) - Vocab bags help to keep track of vocabulary for recycling - Useful resource to fill a few spare minutes at the beginning / end of class - Learners can choose what vocabulary they want to put in the vocab bag www.britishcouncil.org 6
WHAT - Content more important than presentation. - Set it up in a way which minimises extra work created for you, the teacher! www.britishcouncil.org 7
WHAT What other information about a word might it be useful to include on vocabulary cards? www.britishcouncil.org 8
WHAT Some information you might include on vocabulary cards - Part of speech - Collocations - Stress - Example sentence - Register - Phonemic script - Other forms of the same word (verb, noun, adjective etc.) BUT theres no need to be a perfectionist! www.britishcouncil.org 9
WHAT Who writes the words on papers for the vocabulary bag? The teacher or the students? Or both at different times? Where do the words come from? www.britishcouncil.org 10
- In each class, give a different student the responsibility for recording new vocabulary from that days lesson - OR at the end of the class, ask students to decide what vocabulary from the lesson they would like to include in the vocabulary bag - Students in pairs can work to write example sentences on the cards (and teacher checks them) - You could also do this at the beginning of the next lesson www.britishcouncil.org 11
WHEN Principle of expanding rehearsal - Review new words shortly after they are presented, then at increasingly longer intervals - To stimulate long-term memory, ideally words would be reviewed -5-10 minutes after class -24 hours later -one week later -one month later -six months later. www.britishcouncil.org 12
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Vocab bag
Vocab bag
Practical implementation: Review new vocabulary at the end of each class Set homework that involves using the new vocabulary, for real communication when possible Regular (every lesson? every two lessons?) use of the vocabulary bag Include speaking / writing tasks that require use of vocabulary from earlier units, not just the current unit On longer courses, have a vocabulary bag clear out after a few months, when students decide which words from the vocabulary bag they need to keep practising, and which they want to get rid of. www.britishcouncil.org 16
Talk about a friend youve known for a long time. You could mention: - how long youve known this person, and how you met - what this person looks like - what kind of clothes this person usually wears (look at page 148 to help you) - what this person is like (personality) and why you get on so well - how often you see this person and what you like doing together Try to speak for at least two minutes, and use at least 3 of the adjectives / phrases on page 146 of the Students Book. www.britishcouncil.org 17
Record using mobile phone Or use MailVu: http://mailvu.com/ www.britishcouncil.org 18
save up (p.v.) compulsory (adj.) a swamp (n.) multi-task (v.) blackmail (v.) starving (adj.) an attempt (n.) sensible (adj.) blurred (adj.) a genre (n.) a billboard (n.) biased (adj.) boil (v.) www.britishcouncil.org 07/03/13
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Catherine Morley British Council, Alcal叩 de Henares cath.morley@gmail.com

More Related Content

Vocab bag

  • 1. Bags of Fun with Vocabulary Catherine Morley British Council, Alcal叩 de Henares www.britishcouncil.org 1
  • 2. Session aims - WHY use vocabulary bags - WHAT exactly is a vocabulary bag. - WHAT information do learners need to know about a new word / collocation - WHEN, HOW and WHERE should I use vocabulary bags www.britishcouncil.org
  • 5. WHY How many time do students have to meet a new word before they are able to use it themselves when speaking? www.britishcouncil.org 5
  • 6. WHY - Minimum 7 encounters needed (Woolard, 2000). Other experts say up to 16 meetings required (Koprowski, 2006) - Vocab bags help to keep track of vocabulary for recycling - Useful resource to fill a few spare minutes at the beginning / end of class - Learners can choose what vocabulary they want to put in the vocab bag www.britishcouncil.org 6
  • 7. WHAT - Content more important than presentation. - Set it up in a way which minimises extra work created for you, the teacher! www.britishcouncil.org 7
  • 8. WHAT What other information about a word might it be useful to include on vocabulary cards? www.britishcouncil.org 8
  • 9. WHAT Some information you might include on vocabulary cards - Part of speech - Collocations - Stress - Example sentence - Register - Phonemic script - Other forms of the same word (verb, noun, adjective etc.) BUT theres no need to be a perfectionist! www.britishcouncil.org 9
  • 10. WHAT Who writes the words on papers for the vocabulary bag? The teacher or the students? Or both at different times? Where do the words come from? www.britishcouncil.org 10
  • 11. - In each class, give a different student the responsibility for recording new vocabulary from that days lesson - OR at the end of the class, ask students to decide what vocabulary from the lesson they would like to include in the vocabulary bag - Students in pairs can work to write example sentences on the cards (and teacher checks them) - You could also do this at the beginning of the next lesson www.britishcouncil.org 11
  • 12. WHEN Principle of expanding rehearsal - Review new words shortly after they are presented, then at increasingly longer intervals - To stimulate long-term memory, ideally words would be reviewed -5-10 minutes after class -24 hours later -one week later -one month later -six months later. www.britishcouncil.org 12
  • 16. Practical implementation: Review new vocabulary at the end of each class Set homework that involves using the new vocabulary, for real communication when possible Regular (every lesson? every two lessons?) use of the vocabulary bag Include speaking / writing tasks that require use of vocabulary from earlier units, not just the current unit On longer courses, have a vocabulary bag clear out after a few months, when students decide which words from the vocabulary bag they need to keep practising, and which they want to get rid of. www.britishcouncil.org 16
  • 17. Talk about a friend youve known for a long time. You could mention: - how long youve known this person, and how you met - what this person looks like - what kind of clothes this person usually wears (look at page 148 to help you) - what this person is like (personality) and why you get on so well - how often you see this person and what you like doing together Try to speak for at least two minutes, and use at least 3 of the adjectives / phrases on page 146 of the Students Book. www.britishcouncil.org 17
  • 18. Record using mobile phone Or use MailVu: http://mailvu.com/ www.britishcouncil.org 18
  • 19. save up (p.v.) compulsory (adj.) a swamp (n.) multi-task (v.) blackmail (v.) starving (adj.) an attempt (n.) sensible (adj.) blurred (adj.) a genre (n.) a billboard (n.) biased (adj.) boil (v.) www.britishcouncil.org 07/03/13
  • 20. S U
  • 21. Catherine Morley British Council, Alcal叩 de Henares cath.morley@gmail.com