Reflection 10 - Vocabulary Blog

May 9, 2014

This week I have done some minor things with my classes that I have not done before.  Generally, after starting this course, I found myself doing a lot of things that I learned and naturally incorporating them into my classes.  For my higher level reading classes, we would take up a comprehension worksheet together in class.  Then I changed it around to make it more dialogic so I had them work in pairs to complete the worksheet.  They were shy with each other at first, but they are getting used to it and they communicate with each other a lot about the questions.  It allowed them to speak to each other more in English and it allowed them to help each other understand the story and the questions a little more.  Afterwards, we would take up the answers together and I would ask each pair or individuals on the answers and we would talk about them. 

This week, I got the students to ask each other the questions, instead of me reading it to them.  It was interesting to see that they asked each other quite well, but it was more interesting to see that they put more effort in answering the questions in full sentences.  Normally, they would give me one word answers or short answers.  Also, instead of just asking if the sentence statements were true or false, I would ask them to make the sentence statement true if the answer was false.  These new methods and techniques seem to get the students more interested and it creates more dialogic interactions. 

I was getting used to having students ask each other questions in my other younger speaking classes, but I was wondering for a while of how I would incorporate them into my reading classes.  I never realized I could have incorporated them directly into my lesson plans and I certainly didn’t expect it work out so well. 

As for teaching vocabulary, I found reading Harmer and Nation interesting because vocabulary is something that I teach quite often.  I tried to incorporate some of Harmer’s activities but I didn’t know how I could incorporate them into my lesson plans yet.  I teach a somewhat strict, tight lesson plan and I don’t have much room for creativity because I have to basically teach the same materials and technique (to a certain degree) with my other co-workers. 

As for Nation’s article, I could be wrong, but I found myself teaching some of the things that is suggested.  However, I wanted to learn more from next week’s STG class and see if I am interpreting this article correctly. 

What I normally do with my reading classes, is teach the target vocabulary that’s in the textbook.  There are 8 or 10 depending on the level.  The target vocabulary has an example sentence and a picture to go along with it.  I would give the students a typed up definition sheet and we would read the example sentences, and the definition.  I would review two of the words every class.  So for the two words, we would read the sentences out loud together, and then I would ask questions about the word, such as if they know what the word means, what a synonym would be, ask them questions about the picture, ask them questions about other words in the sentences, and also ask them open ended questions.  Then I would ask them to make up and tell me some example sentences.  Recently, I would ask them for a synonym for each target vocabulary, and I would ask them to give me a sentence using the target vocabulary and a sentence using the synonym.  I have been using this method with my higher level classes and I feel that it is helping them learn the word more.  For homework, they would get a sheet where they would copy down the word, definition, and example sentence for a number of times.  Remember, this is just a review for the word and the homework sheet is intended for review.  The first class when I teach vocabulary, their homework would include a fill in the blank sheet and also a sheet where they would have to write example sentences using the target vocabulary and the synonym. 

However, one thing that I started doing this week was have my other lower level classes try to come up with an example sentence.  My co-worker thought that having them make sentences was hard, so I tried to listen to him and abide by his suggestions (Korean style).  However, I just thought of asking anyways and if it was too hard, I was going to move onto something else.  To my surprise, they came up with their own sentences pretty quickly.  They weren’t complicated, or may not have been correct, but they tried very quickly and some spoke correct sentences.  If there was a word in a different form, then I would ask them what the original form is and we would talk about it in different ways. 

I was quite pleased with this because I feel getting the students to think of their own sentences, will allow them to think in English more.  It will also allow me to see if they understand the word and see if they are using it correctly. 

I still don’t know what the best method for teaching vocabulary is and I know it is one of the most important aspects of English.  I know I will have to continually think of ways of teaching it more efficiently.  Generally, the atmosphere in all my reading classes is getting better and the students are feeling more relaxed.  They are laughing more and they are enjoying English a lot more.  I remember when I first started teaching them and some of them were thinking of dropping out.  Now, I have to get them to stop laughing and pay attention.  But they’re good kids and I hope they continue to enjoy learning English.