Contents Introduction Main body

3.Enhancing vocabulary range of A1 level pupils by applying different physical activities.
Enhancing a broad and sound knowledge in vocabulary is prominent in second language teaching and learning. The transparency in spoken and written fluency is more important than the inadequate grammatical patterns, structures and poor pronunciation. It happens due to lack diction. Gaining wider and deeper vocabulary knowledge is paramount in the search of becoming a skillful foreign language speaker. It increases the reading velocity comparing with native speakers of English. Vocabulary plays a prime role in understanding oneself and others. There is a growing acceptance among the researcher and the students that the need of technology based and activity based methods and approaches in vocabulary gaining.
Activity based learning
The Alpha of Activity based learning takes place in 1944 around the World War II. Activity based learning or ABL reveals a scope of instinctive way to deal with education. The central idea of ABL includes hand – on trials, exercises and games etc… The possibility of activity based learning is established in the regular idea that kids are dynamic students instead of latent beneficiaries of the data. Kids are given an opportunity to involve activity while learning. So the learning becomes delightful and long-lasting.
Activity based learning is a practice or method of learning while doing. Activity based learning encourages the students to involve themselves and makes them to investigate the context independently and it gives a refulgent learning experience and expertise. Activity based learning results in problem solving with practical thinking.¹⁵ Activity based techniques encourage kids to see the sights, experiment and learn things by themselves. It focuses on the interactive learning based on
Exploration – gathering knowledge and acquiring skills through active investigation.
Experimentation – gathering knowledge through experience, process of doing.
Expression – encouraging kids to express their views through presentation.
The Need for Vocabulary Acquisition:
Wilkins says “If language structures make up the skeleton of language, then it is vocabulary that provides the vital organs and the flesh” and reinforce further “Without grammar, little can be conveyed, without vocabulary, nothing can be conveyed”. Vocabulary is a critical component of language learning, and is an essential part of mastering a second language. Vocabulary creates a strong and statistical connection between a person’s vast knowledge in vocabulary and the comprehension ability of students. It is a vital necessity to present English Language Learners with multiple opportunities to be exposed and be relevant vocabulary in the context.
Knowing a word
Laufer made an experiment to identify the involvement of words and categorized into five types. The first type is singled out which covers the ability to recognize a word in aural and written context over and above being able to pronounce and spell the word. Secondly, the structure which alludes to the morphemes that constitutes a word as well as derivates. The syntactic behavior found and it indicates how a word operates in a sentence. It is considered as the third category. Meaning is the fourth category which includes its referential meaning such as Homonyms, idioms, affective meaning such as and pragmatic meaning. The last type is known as lexical relations which represents the word’s relationship to other words and their meaning such as synonyms and antonyms.
Traditional Vocabulary Learning
Methodologies of traditional teaching are known as teacher – centered where the teachers are observed as the prime source of knowledge and they are accountable for transmitting new information to the students who are the passive receivers of information. The Traditional teaching methodology is portrayed as the ‘Jug and Mug’. The teacher is the jug full of knowledge who pours information into the empty mugs, transferring students with new information and knowledge. The presence of the teacher and active listening are often well enough to guarantee learning.
Traditional teaching and learning methods focus on the written language, rather than including the vocabulary in all four language domains such as listening, reading, writing, and speaking. Traditional methods of learning vocabulary involve a list of diction, collecting words in the dictionary, copying the definition, meaning, usage, phonetic transcription and examples and using the new vocabulary words in framing a sentence.
Teachers utilize word lists, in-depth explanations, memorization drills, and vocabulary books or worksheets to teach vocabulary in the traditional sense.¹⁶
Game-based Learning
A game is defined as, “a physical or mental competition conducted according to rules with the participants in direct opposition to each other”. Games are fun and engaging, and have an essential component that remains people coming back to play. Students can relate their gaming experiences to game-based learning activities in the classroom. It is an approach to learn with a kind of play that has learning outcomes. It is designed with stability of subject matter with game play and the capability of the player to retain and apply the mentioned subject matter to the real world. It unites multiple learning strategies into an effective resource of gaining, practicing and applying new knowledge and facilitates students to work considerately, give confidence to participate in the further event and interaction promotes an active learning.
Flash Card Method
A Flash card or blaze card is a card bearing data on the two sides, which is expected to be utilized as a guide in remembrance. Cheat sheets are regularly used to remember jargon, verifiable dates, equations or any topic that can be scholarly through an inquiry and-answer design. In the wake of a monotonous day of school, even the most persuaded understudies may experience issues focusing during a cheat sheet meeting. These sparks can help. They also help students to engage in active recall which teaches them brain to remember a term, concept, or process without context clues. Keep the flashcard session fun and game-like.so the students won’t forget the words.
Origami energizes different modalities of learning. It has been appeared to improve spatial representation abilities utilizing active learning. Such abilities permit youngsters to understand, describe, and build their own vernacular for their general surroundings. Students' accomplishment in collapsing an origami and playing out a wizardry stunt is fundamentally credited to their appreciation of the content that contains the collapsing and performing guidance. The estimation of this quality is two-crease. To begin with, the instructor can survey students' language learning by analyzing their obvious result (for example last origami item and fruitful stunt execution). Second, such exercises promptly loan themselves to task-based guidance.
Assignment based guidance accentuates correspondence, arrangement of significance, joint effort, and utilization of the language as an unfortunate chore¹⁷. While the end is the origami and stunt result, the methods is the way toward drawing in with the objective language to grasp the origami and stunt guidance and arrange implications with educators and different students.
The conclusion of the research paper discusses the increasing number of English language learners and effective strategies for vocabulary acquisition. The success of an academic lies on the understanding of academic vocabulary. By using both the methods Flash card and Origami Students can develop the vocabulary skill. Activity Based Learning is a successful learning method and effective in the general school population. It can be applied in vocabulary acquisition The Flash Card method and Origami method were use to improve students vocabulary skill.
Short vocabulary exercises are great for giving your students the practice they need to help those words become part of their permanent lexicons. Here are five engaging vocabulary exercises that are quick enough to use at any time in your classroom.
1. Awesome Adjectival Assessment
This adjectival activity will help your students differentiate between vocabulary words with different shades of meaning and teach them how to select the best word for each purpose.
To begin this exercise, provide your students with a list of a few adjectives. These adjectives can come from your current vocabulary unit or previous ones. Make sure the adjectives you choose have several synonyms.
Then, have students write down two synonyms for each word: one that is more intense, and one that is less intense. For instance, let's say one of your students' vocabulary words is irate. They may list angry as a less intense word and apoplectic as a more intense word.
Students may need to use a thesaurus for this exercise, as they might not know enough synonyms for all the vocabulary words. When possible, consider encouraging your students to complete the exercise without the help of a thesaurus.
2. Speedy Short Story Swap
Context-based vocabulary practice and a small writing workshop all at once? Yes, please! In this engaging exercise, give your students five to ten minutes to write a short story using as many vocabulary words from the current unit as they can.
When the time is up, split the class into pairs. Have each pair swap stories and peer review for correct vocabulary word use. If a student finds a word used incorrectly, have them explain to the other student why the word was incorrect. These discussions about correct word usage will encourage students to recall word definitions and think critically about the vocabulary they’re studying.
3. Pyramid
This vocabulary game is based on Pyramid, a television game show. In this activity, your students work together in pairs, with one student giving clues and the other responding with the vocabulary word each clue refers to.
To begin, divide your class into pairs of students. Then, explain how the game works:

1. 
   Each pair consists of a clue-giver and a guesser. The clue-giver has a list of six vocabulary words and must provide clues to the guesser, who must attempt to identify the correct vocabulary word.
   
2. 
   The clue-giver can't use the vocabulary word as part of the hint. No gestures, either—this game is played with words only. The clue-giver can tell the guesser if he or she is on the right track.
   
3. 
   The guesser can "pass" to move on to the next if he or she gets stuck on a word.
   
4. 
   Each team gets one point for each word the guesser gets correct.
   
5. 
   The time limit is 60 seconds, so work fast!
   

Playing this game will give both students in the pair practice with vocabulary; the clue-giver will have to come up with different ways to explain the target word (demonstrating knowledge of what it means), while the guesser will have to use knowledge of the word to choose correctly.
​This is a very quick activity; you could do this one every day as a warmup if you wanted. If you do implement this game, however, make sure you vary the teams, as students may start using the same clues over and over, diminishing the effectiveness of the activity.
4. Drawing Pictograms
Linguistic and nonlinguistic strategies are both important for learning vocabulary, but we often focus wholly on the linguistic side. Nonlinguistic strategies can help students remember new words, too.
A pictogram is an image or icon that refers to a physical object in order to convey its meaning. For example, a bright red octagon usually means “stop” in most contexts.
When reviewing new vocabulary words, have students draw a simple representation—a pictogram—of each word. In drawing their pictograms, students should strive to convey their ideas as directly as possible. This can be very challenging to do with difficult vocabulary words, so consider providing examples to get your students in the right mindset!
5. Vocabulary Charades
Charades is a pretty easy game to play—one person acts out a word without speaking, and everyone else tries to guess the word.
Charades vocabulary-style is basically the same, but with one change: After the round ends, the performer has to explain the intent behind the performance. How did the chosen movements reflect the vocabulary word and its meaning?
You can play vocabulary charades as an entire class, with student volunteers to take on the role of performer. Students can also break into smaller groups.¹⁸

Conclusion

To conclude, vocabulary serves as the basic building blocks of a language. This statement is held true for L2 learning as well. Vocabulary knowledge, over syntactic knowledge, is more capable of helping an L2 learner make meaning out of the context. Therefore, I uphold that the importance of vocabulary instruction should precede that of grammar instruction in the process of learning a foreign/second language
Vocabulary knowledge could be presented to students in multiple ways, three of which appear to be most effective to me. First is putting vocabulary into authentic language using tasks. Second is presenting vocabulary through interactive contexts. This is in line with the principle of CLT. Third is utilizing technology and multimedia tools to assist learning.
In the mean time, students’ L1 could be used as a resource of L2 vocabulary learning because of the possible existence of cognates
There are many advantages in increasing the cognitive level of slow-learners by using physical activities when teaching vocabulary. A teacher must have the knowledge and literacy to operate the physical activities. Besides, the teacher must know the cognitive level of students first so that he or she can plan his or her lessons more carefully in order to give maximum results to his or her students. The physical activities are a necessary tools in the teaching and learning process. Physical activities help teachers to explain the concepts related to the lesson taught while ensuring the students are able to better understand the lesson taught by the teacher. The effectiveness of physical activities can help to increase the cognitive level of students. Therefore, it is important for these physical activities to be used in the teaching and learning process in order to ensure the
expansion of the students’ cognitive skills.
Vocabulary is the first and foremost important step in language acquisition. Students
who want to learn English as their foreign language have to learn that element first. In a classroom where students are not comfortable with the second language, the teacher should make the language learning interactive and interesting with the introduction of appropriate vocabulary exercises. Learning a new vocabulary is a hard task, especially for children.
Children as young learners need an enjoyable technique in learning a new language in order to avoid their boredom. One of them is game. Children love games if their level of English, their age group, their needs are covered and also if they play it in a more cooperative way rather than a very strict competitive way which leaves many students frustrated after the game. Games offer children a fun-filled and relaxing learning atmosphere. There are many benefits of using games in learning vocabulary.
However, games are fun and they make the learning process closer to the acquisition
process, which makes students learn in a more natural way. Games can encourage, entertain, teach, and promote fluency and communicative skills. It has high motivation because it is amusing and interesting. Therefore, the role of games in teaching and learning vocabulary cannot be denied. However, in order to achieve the most from vocabulary games, it is essential that suitable games are chosen. Whenever a game is to be conducted, the number of students, proficiency level, cultural context, timing, learning topic, and the classroom settings are factors that should be taken into account. In conclusion, learning vocabulary through games is one effective and interesting way that can be applied in any classrooms.