Q.

Teaching vocabulary can be a very challenging as

well as an interesting task, but it is generally

observed that in our context, this activity is

carried out in a dull and monotonous way, often

presented isolated lists of vocabulary items

without any contextualization. Keeping in mind

the techniques give in the Unit 4 & 5 of our book,

prepare a detailed lesson plan based on the

teaching of vocabulary and get their feedback in

the form of a questionnaire. Analyze the findings

to critically review the effectiveness of your

techniques. Attach the filled feedback proformas

with your assignment.

 ABSTRACT

Vocabulary refers to the words we must understand to communicate

effectively. Vocabulary plays an important part in learning to read.
Beginning readers must use the words they hear orally to make sense of
the words they see in print. Children who hear more words spoken at
home learn more words and enter school with better vocabulary skills. This
larger vocabulary pays off exponentially as a child progresses through
school.

Vocabulary is central to English language teaching because without

sufficient vocabulary students cannot understand others or express their
own ideas.

Wilkins (1972) wrote that “. . . while without grammar very little can be
conveyed, without vocabulary nothing can be conveyed”

Learning vocabulary is fundamentally about learning definition of words.

Many teachers believe that defining words before reading a text is an
effective instructional technique to support vocabulary growth and
enhance reading comprehension; however, research indicates otherwise.

In this report, I have devised and conducted a lesson plan, which was
conducted in an English Language class (grade 5).

Students were given different activities to make vocabulary learning

experience easier and long lasting.

After the activities students were given a questionnaire to get their

feedback.
While analyzing the results, individual differences have also been kept into

consideration. Individual differences refer to individual’s ability to learn

language, as some learners learn language spontaneously, without making

a deliberate effort, while others seem to need guidance, teaching and

concentrated attention.
 INTRODUCTION

Vocabulary refers to the words we must understand to communicate

effectively. Educators often consider four types of vocabulary: listening,
speaking, reading, and writing.

Listening vocabulary refers to the words we need to know to

understand what we hear.

Speaking vocabulary consists of the words we use when we speak.

Reading vocabulary refers to the words we need to know to

understand what we read.

Writing vocabulary consists of the words we use in writing.

Vocabulary plays an important part in learning to read. Vocabulary is

key to reading comprehension. Readers cannot understand what they
are reading without knowing what most of the words mean. As children
learn to read more advanced texts, they must learn the meaning of
new words, which are not a part of their oral vocabulary.

Students learn the meanings of most words indirectly, through

everyday experiences with oral and written language. Other words are
learned through carefully designed instruction.
Vocabulary, as one of the knowledge areas in language, plays a great

role for learners in acquiring a language (Cameron, 2001). Harmon,

Wood, &Keser, (2009) as well as Linse (2005) statethat learners’

vocabulary development is an important aspect of their language

development.Although it has been neglected for a long time,

researchers have increasingly been turning their attention to

vocabulary.

The importance of learning vocabulary :

Vocabulary knowledge is often viewed as a critical tool for second

language learners because a limited vocabulary in a second language

impedes successful communication. Underscoring the importance of

vocabulary acquisition, Schmitt (2000) emphasizes that “lexical

knowledge is central to communicative competence and to the

acquisition of a second language” p. 55) Nation (2001) further

describes the relationship between vocabulary knowledge and

language use as complementary. Many people have realized that the

acquisition of vocabulary is essential for successful second language

use and plays an important role in the formation of complete. In

English as a second language (ESL) and English as a foreign language

(EFL) learning vocabulary items plays a vital role in all language skills .

(i.e. listening, speaking, reading, and writing (Nation,2011).Rivers and

 Building vocabulary lesson plans for ESL students is not very
Is
difficult. It's simply a matter of finding words and building up your
students' knowledge of them step by step, a few at a time.

How Many Words Should Be in a Lesson?

Most people can only retain a handful of new words at a time.
Therefore, word list should be limited to 5-7 words per lesson.

What Should Be Included in a Lesson?

The presentation of new material, opportunities for practice, and the
challenge of producing original language should be included in the
lesson plan.

Presenting New Words

Students should be provided as much information as possible about
each word, depending on the level of the students. This information
may include

 Definitions/synonyms
 Antonyms
 Parts of speech
 Transitive/intransitive verb
 Usually followed by...
 Examples of usage
 Word families (i.e. related words - compare, comparison,
comparable, comparably)
 Pronunciation
Practicing New Words

The next step is to give students the opportunity to practice using their
new words in a controlled activity. Possible activities include:

 Fill-in-the-blank sentences
 Definition/synonym matching
• Antonym matching
 Categorizing
 Spelling tests/bees
 Determining whether or not a word was used correctly in a sentence
 Finding/replacing synonyms with new vocabulary words
 Matching two phrases to make a coherent sentence
 Answering multiple-choice questions that include new words (Q:
Which two things are comparable? A. a Toyota and a Honda; B. a 3-D
movie and a radio; C. your grandmother and Godzilla; D. grapes and
motor oil)
Using New Words

Challenge students to come up with their own sentences using the

new vocabulary from your lesson. You can:

 Have each student write one sentence with one word, put all the
sentences on the board, and edit them together.
 Have students try to use all the new words in one, long, complex
sentence.
 Have groups of students write stories that incorporate all the words.
 Give each student a slip of paper with one word on it, which they
must figure out how to work into a conversation with another student.
When they've used their word correctly, they take another slip of
paper and try to work that word into the conversation. The student
who correctly uses the most words in conversation wins.
Topic: Words , Words, Words

Duration: 60mins

Student level: Grade 5

∆ Ask students to share what they know about the

word dictionary. Confirm or paraphrase student answers, as
needed.

LEARNING OBJECTIVES:

∆ After the lesson, students should be able to

 read and understand unknown words with sentence level
context using sentence frames.

 determine the meaning of words and phrases in a grade

appropriate text.
 use words correctly in a sentence, and understand their
meaning in the text.
Date : 29.10.2018 Day: Monday (2 lessons) Resources
Time Stage Methodology
(80mi
ns)
 revisi Warm up: >chits
on Do you know words?:
5  Teacher will ask students >story sheets
Mins synonyms and antonyms of
different words. >vocabulary
 For example: strange, gloomy, flash cards
dull, beautiful, happy etc

 Find the words.

 Students will be divided in the
groups of five.
25  They will be provided with the
mins short story sheet.
 Students will also be given flash
cards of words and meanings
(separately)
 Students will be encouraged to
read the text and underline
unfamiliar words
 Students will match the words
with the meanings according to
the context.
 After the groups will be done, all
groups will take a round and
look at each other’s work.
Feedback:
 After students have taken the
round they comment on each
others’ work
 Teacher will ask the students if
they found any mistakes in other
group word.
 The mistake will be corrected
 
Timings  Activity: (Practice)
 Stage  Students will be provided a fill
in the blank worksheet. >activity
20mins practice
 They will fill the blanks with the pictures
vocabulary words provided in
the word-bank.
 Whole class feedback will be
taken from students about their
work, while answers being
displayed on smart board.

Activity: (Presentation)
20mins  Students will be divided into
presenta four groups
-tion
 They will be encouraged to
describe what is happening in
the pictures using as many
sentences as they can, (using
the words they have just learnt)
and write them on the provided
sheet. >short
story
 Student will then paste the sorting
picture and written sheet on a sheet
chart paper and display it in the
class.
 All three groups will take a
round and read each other’s
work.
 Student will give feedback
about each other’s work.



Timings Stage
Written Exercise:
Foll >exercise
(Assessment)
ow- worksheet
10mins up  Students will be given a
worksheet (individually).
 Worksheet will have a
crossword puzzle with
clues.
 They will complete the
worksheet (individually).
 They will recheck their own
work and submit the
10mins worksheet.
Fee  Feedback will be given to
dba the students about their
ck work.
Review and closing:
Have students think-pair-share
the Three Ws.
 Ask them to think
about what (what they learned
about today), so what (why it is
useful), and now what? (how it
fits into what they are learning
and where they are going with
our learning).
 Support your students to
understand the importance of
learning new vocabulary.
 Students will fill a
questionnaire with their group
members
 Conclusion:

It has been observed that learning objectives for the lesson plan have
been achieved(mostly), but more work needs to be done on the subject
of ‘Listening Skills’, because learning and applying a skill in daily life is an
ongoing process.

Students’ picture description was up to the mark as they have effectively

used the vocabulary.

Students have different learning abilities, due to which, it is easier for

some children to grasp the concept more quickly while others need
extensive support and guidance to achieve the objectives.

The inclusion of activities has enhanced the learning process and was
helpful to achieve the objectives.

Students were successful to complete the tasks.

REFERENCES:

http://www.readingrockets.org/teaching/reading-basics/vocabulary

https://www.ukessays.com/essays/english-language/the-importance-of-
teaching-and-learning-vocabulary-english-language-essay.php

https://www.tesol.org/docs/books/bk_ELTD_Vocabulary_974

https://www.k5learning.com/blog/top-5-reasons-learning-vocabulary-
important

https://esl.yourdictionary.com/esl/esl-lessons-and-materials/building-
vocabulary-lesson-plans-for-esl-students.html

https://www.brighthubeducation.com/high-school-english-lessons/4450-
vocabulary-lesson-plan-and-strategies/
 Evaluation of the Performa:

According to students the activities have been effective in learning the

vocabulary.

They were satisfied with the teacher and the activities.

They were satisfied with their performance.

However few children have suggested that there should be more

activities like this.

Future Plan:

I will plan more activities to involve students in learning process.

Follow up of the activities will be done on regular basis.

 The Language Skills II
Course Code: 5660
Assignment II

Prepared by: Sabeen Abdul Ghaffar

Roll Number: BR566956