Glossary audiolingual teaching

Especially for you (functional practice). The teacher prepares a list of words. Each student gets one word which is prepared especially for him or her. The trick is that each student gets a word whose initial letter is the same as the initial of the student's first name, e.g. Linda gets listless. Each student must look it up in the dictionary during the class and after a few minutes report to the class. E.g. "My name is Linda and I'm listless. That means that I am ... (definition)...". For homework students can do the same using their surname.
Word tour (memorizing). Instructions for your students: 'Think of a town or city you know well. Imagine that you are organizing a sightseeing tour. Think of 5 places you would include on your tour and write down the order in which the tourists would visit them. Learn your tour off by heart so that you can picture it in your mind. Whenever you have 5 new English words to learn, imagine these words are the tourists on your tour and picture the words in the places on your tour like this. Tour: Trafalgar Square; Buckingham Palace; Houses of Parliament; Westminster Abbey; Downing Street. Words to learn: apron; dustpan; vacuum cleaner; feather duster; broom. Imagine Nelson on his column in Trafalgar Square wearing an apron, the queen brushing the floor in Buckingham Palace and using a dustpan...


16.2. Vocabulary teaching strategies
The process of development of vocabulary subskills in the English classrooms proposes three stages.
Stage I is related to the presentation of a new vocabulary. The aim is to introduce a new word and disclose the meaning of each word. Ways and techniques to convey the meaning of a word are:
Direct way
dictionaries - used in conveying the meaning of a word;
synonyms- items that mean the same, or nearly the same; for example, clever, smart may serve as synonyms of intelligent;
antonyms- items that mean the opposite; rich is an antonym of poor;
hyponyms - items that serve as specific examples of a general concept; dog. lion, mouse are hyponyms of animal;
morphological analysis (word building) - You may wish to teach the common prefixes and suffixes: for example, it learners know the meaning of sub-, un- and -able, this will help them guess the meanings of words like substandard, ungrateful and untranslatable. They should, however, be warned that in many common words the affixes no longer have any obvious connection with their root meaning (for example, subject, comfortable). New combinations of prefixes are not unusual, and the learner is expected to gather the meaning from understanding of the components (ultra-modern, super-hero). Another way to learn the vocabulary structure is combining two words (two nouns, or a gerund and a noun, or a noun and a verb) to make one item: compound word, or two separate, sometimes hyphenated words (bookcase, follow-up, swimming pool).
contextual guessing - understanding the meaning through the context, or previous experience;
definitions - explanation of meaning in English with the words familiar for learners;
examples - situational and interesting information which can motivate learners;
interpretation - if there is no equivalent in the native language;
matching - synonyms, antonyms;
analysis of the structure - familiar components of the word;
making list of family words - finding the meaning of the general word via familiar words;
familiar or famous (international) words.
Visual
demonstration of school paraphernalia or drawings on the black board (realia);
illustration material-pictures / objects;
models;
demonstration of movements, mime, body language;
pictograms, pictures, schemes.