TQUK TEFL | 2023

Assignment 4
Teaching English Vocabulary

Name: Hanin Oransa

1st sub 2nd sub
Assessment Criteria
1. Specify how lexis is grouped and state techniques for recycling vocabulary.

2. Explain the pedagogical value of using aids for teaching vocabulary

3. Explain what is meant by these lexical terms and provide an example for
each: similarity, association, lexical sets and collocation.

4. Identify and explain cognates

5. Identify and explain false friends.

6. Design activities for dictionary use.

Yes / No Date 1st marker 2nd marker

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Resubmission Needed

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Aim
The assignment must be written in continuous prose. Please use the following template to write
your assignment.
Part One (400 - 500 words) First submission
Specify how lexis is grouped and state techniques for recycling vocabulary.

A- How lexis is grouped:

Depending on how individuals learn, there are various ways to approach lexis, which is shorthand
for words and phrases. Words and phrases can be grouped according to particular categories,
topics, or functions in order to facilitate the teaching and learning of lexis or vocabulary. It's
similar to classifying and structuring lexicon to facilitate efficient recall and application.
-There are various grouping techniques such as:
1. Semantic grouping: This refers to the process of arranging words according to a shared
subject or category, such as colors, cuisine, or modes of transportation. By organizing our
vocabulary in this way, we may connect terms related to the same subject and expand our
vocabulary by adding new words to our existing knowledge.
2-Morphological grouping: Morphological grouping is all about organizing words based on how
they're structured grammatically. For example, we can group together verbs that follow the
same conjugation pattern or nouns that have similar rules for making them plural. When we
categorize words like this, it helps students understand the patterns in language and makes it
easier to put together sentences correctly.
3. Syntagmatic grouping: Syntagmatic grouping is the process of arranging words according to
how they function in phrases or sentences. We can group terms that frequently appear
together, such as "take a shower" or "make a decision." It helps students write and speak more
naturally, like native speakers, by teaching them these everyday expressions.
B- How lexis is recycled:
Introduction
Recycling vocabulary is the process of constantly learning and applying new terms and
expressions in various contexts. Pupils learn and retain the words more effectively as a
result of this repetition.
-There are several recycling methods, including:
Technique 1:
Spaced Repetition: The key to using spaced repetition is scheduling our vocabulary
reviews. Rather than scheduling all of the evaluations at once, we progressively extend
the intervals between reviews. This aids in our efforts to extract the words from the
students memory, which helps them retain the information over time. Spaced repetition
is a technique that many platforms, apps, and flash cards use to help us plan and
schedule our vocabulary reviews effectively.
 Technique 2:
Keyword mnemonics: are fancy terms for a memory technique that aids in vocabulary
retention for students. They involve associating a word with an easily remembered
visual or auditory cue, which helps students form a strong mental association with the
word and later on helps them recall it. For instance, students will find it easier to
remember the French word for "duck," canard, if they associate it with the humorous
image of a duck with a can on its head.
Technique: 3:
Storytelling: When it comes to vocabulary development, stories are a highly effective
tool for involving students. We put the words we wish to remember in context by telling
short stories that incorporate them. Teachers can assist students utilize and remember
those new words by using creative teaching methods like discussions, role-playing, and
story analysis.

Part One (400 - 500 words) Resubmission

Specify how lexis is grouped and state techniques for recycling vocabulary.

How lexis is grouped:

How lexis is recycled:
Technique 1:
Technique 2:
Technique: 3:

Part Two (400 - 500 words) First

submission
What is the pedagogical value of using the following aids when teaching vocabulary:

▪ Overhead projector transparencies

Before to the widespread use of digital tools like PowerPoint in the classroom, it was crucial. They
were excellent for vocabulary instruction since they helped students recognize terms in context
and visually engaged them. Using it pedagogically enabled teachers to model vocabulary usage
and motivate students to collaborate on ideas and thought processes. It was a practical method
that increased student engagement and made learning more dynamic. However, with all of the
modern technologies, their role in vocabulary instruction has decreased.
 ▪ Realia
Realia is a helpful technique used to instruction. It involves utilizing genuine materials to aid in
learning, such as models, photographs, and artifacts. It facilitates their ability to draw links
between the words they are learning and tangible, real-world objects. Make them recall the
words and gain a deeper understanding of them in this way. It functions as a sort of enchanted
link between the classroom and the outside world. It enables them to interact with the language
beyond simply reading passages from textbooks. Additionally, it is very effective for all types of
learners, particularly visual learners.

▪ Mind maps
They provide as graphic representations of the connections between various thoughts and
concepts. They aid in the comprehension and retention of knowledge. They can be useful because
they aid in the meaningful organization of the words and establish connections between them.
Using mind maps in the classroom fosters the development of critical thinking abilities in
students, including communication, cooperation, and problem solving. When learning new terms,
it also gives them the freedom to be imaginative and investigate their own ideas and experiences.

▪ Mime and gesture

They function similarly to using facial expressions and body language to teach words. It's a great
method to add interest and enjoyment to learning. It aids in word comprehension and memory
for students. It's an excellent pedagogical tool for teaching vocabulary because it fosters a fun
and relaxed learning atmosphere. Additionally, it boosts pupils' self-esteem by facilitating
communication without relying just on words and the use of non-verbal cues like them.

▪ Translation
There are both supporters and critics of translation in language instruction. While some teachers
consider it as a useful technique for teaching vocabulary, others think it might impede fluency
and meaningful understanding. Translation has educational significance because it can help
students understand words and make connections between them and their prior knowledge.
Students studying a language close to their mother tongue may find it quite useful. However, as
it might restrict learners' capacity to comprehend and absorb the target language independently,
it's crucial to avoid depending too much on translation or using it improperly.

▪ Dictionaries
A fantastic resource for learning vocabulary is a dictionary. To aid with their understanding, they
offer definitions, sample phrases, synonyms, and antonyms. They can be especially helped by
using monolingual dictionaries, which solely contain the target language, as this encourages them
to investigate various relationships and meanings within the language itself. But if you rely on
them too much, you risk missing out on word meanings' nuances and context.

Part Two (400 - 500 words) Resubmission

What is the pedagogical value of using the following aids when teaching vocabulary:

▪ overhead projector transparencies

▪ realia

▪ mind maps

▪ mime and gesture

 ▪ translation

▪ dictionaries

Part Three (400 - 500 words) First submission

Explain what is meant by the following lexical terms and provide an example for each:

▪ similarity
Lexical Terms Definition Example

▪ similarity It refers to the "happy" and

resemblance or likeness "happiness." They share
between words. It's a similar root word and
when words share have a related meaning.
similar sounds, spellings, Another example is
or meanings. It helps "careful" and "careless."
learners make They have a similar
connections and structure and opposite
remember new words meanings.
more easily.

▪ Association
Lexical Terms Definition Example
▪ Association It refers to the mental You're learning the word
connection or link that "delicious." To help you
learners make between remember its meaning,
words or concepts. It's you can associate it with
when you connect a new your favorite food, like
word with something you pizza. So whenever you
already know, making it hear or see the word
easier to remember and "delicious," you
understand. automatically think of
that yummy pizza. This
association makes it
easier for you to
understand and
remember the word.
 ▪ lexical sets
Lexical Terms Definition Example
▪ lexical sets In vocabulary instruction, Terms like "apple,"
"lexical sets" refer to word "banana," "orange," and
groupings based on a "grape" may be included
shared subject or in a lexical collection
category. They are meant dedicated to fruits. This
to improve vocabulary method of grouping
comprehension and words aids in improving
retention in students. It our comprehension and
establishes links and retention of language.
facilitates vocabulary
acquisition by grouping
words into sets.

▪ Collocation
Lexical Terms Definition Example
▪ Collocation It refers to the natural The word "break." It
pairing or combination of often collocates with the
words that commonly word "take" to form the
occur together. It's when phrase "take a break."
certain words tend to go We say "take a break"
together due to the way when we want to have a
they are commonly used rest or pause from an
in language. For example, activity. The words
we say "strong coffee" or "take" and "break"
"fast food" because those naturally go together in
word combinations are this context. Other
commonly used and examples of collocations
sound natural to native include "make a
speakers. Teaching decision," "catch a bus,"
collocations helps learners or "have a shower."
understand how words Learning collocations
work together in context helps you sound more
and improves their overall natural and fluent in
language fluency. your language use.

Part Three (400 - 500 words) Resubmission

Explain what is meant by the following lexical terms and provide an example for each:

▪ similarity
▪ association
▪ lexical sets
▪ collocation
 Part Four First submission
Identify and explain three pairs of cognates.
Identify the meaning of the term Cognate

The word "cognate" describes terms with similar origins and meanings from many languages.
These words are similar in appearance and pronunciation because they have the same etymology,
or root. When learning a new language, cognates can be useful since they can make it easier to
comprehend and retain terminology. In linguistics, a cognate set comprises words from different
languages that share a basis term. or have the same origin, which is why their spellings and
meanings are usually identical.

Pair (1(:"Coffee" (English) and "‫( "قهوة‬qahwa) (Arabic)

Meaning: Both words refer to the popular caffeinated beverage.

Pair (2): "Family" (English) and "familia" (Italian)

Meaning: Both words refer to a group of people related by blood or marriage.

Pair (3): "Hotel" (English) and "‫( "فندق‬funduq) (Arabic)

Meaning: Both words refer to a place where people can stay overnight.

Part Four Resubmission

Identify and explain three pairs of cognates.

Pair (1):

Meaning:

Pair (2)

Meaning:

Pair (3)

Meaning
 Part Five First submission
Identify and explain three pairs of false friends.

False friends are words that look or sound similar in different languages but have different
meanings. Here are three pairs of false friends between English and Arabic:

Pair (1): "Actual" (English) and "‫( "أكثر‬akthar) (Arabic)

Meaning: In English, "actual" means real or existing. But in Arabic, "‫( "أكثر‬akthar) means "more" or
"most."

Pair (2): "Emotion" (English) and "‫( "إموشن‬emoshn) (Arabic)

Meaning: In English, "emotion" refers to a strong feeling or reaction. However, in Arabic, "‫"إموشن‬
(emoshn) is often used to refer to an emoticon or an emoji.

Pair (3): "course" and "‫"قرص‬

Meaning: "Course" means a series of educational lessons or lectures on particular subject." ‫"القرص‬in
Arabic it means a kind of shapes like square or triangle. they have the same pronunciation and
seem the same but they have different meanings.

Part Five Resubmission

Identify and explain three pairs of false friends.

Pair (1):

Meaning:

Pair (2)

Meaning:

Pair (3)

Meaning
 Part Six First submission
Design two vocabulary activities for dictionary use:

Activity One: Play Dictionary Dig.

▪ Objectives:
Dictionary Dig is a fun and educational game that helps expand vocabulary, stimulates the
brain, and develops skills like word-finding, pattern recognition, and problem-solving. It
challenges critical thinking, helps players identify new words, and provides hours of
entertainment, whether playing alone or with friends.

▪ Procedure:
-I will give them some clues about a word for example and I will say that:
-It's a noun
-It is a small round fruit.
-It's 4 letters
-It starts with letter "S"

▪ Design:
Find a word that starts with the letter "D" and has 4 letters. It means a small, round fruit.

Activity Two: word chain

▪ Objectives:
The word chain game has several advantages! It can help improve vocabulary, enhance
word association skills, and stimulate creative thinking. It's also a fun way to challenge
yourself and others while building a friendly and engaging atmosphere. Plus, it's a great
activity to play with friends or in a classroom setting.

▪ Procedures:
1. Start with a word: Begin by choosing a word and sharing it with the other players, for
example “Apple”.
2. Respond with a word: The next player must reply with a word that starts with the last
letter of the previous word, for example “Egg”.
3. Keep the chain going: Players take turns continuing the chain, always using the last letter
of the previous word as the starting letter for their word.
4. Avoid repetition: Try not to repeat words that have already been used in the game.
5. Be creative: Challenge yourself to come up with unique and interesting words to keep the
game exciting.

▪ Design:
Find a word with the last letter quickly, I'll start with a word, ready? Here's my word:
"sunshine." Now it's your turn! What word can you think of that starts with the letter "e"?

Part Six Resubmission

Design two vocabulary activities for dictionary use:

Activity One:

▪ Objectives:

▪ Procedures:
 ▪ Design:

Activity Two:

▪ Objectives:

▪ Procedures:

▪ Design:

Word count: ______

Bibliography
(e.g. Thornbury, S (1999). How to teach grammar. Longman, UK)
Handbook

Appendix