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Otherthingstoconsider

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  Review the vocabulary you teach through a game or activity and encourage your students to do the same at home
  

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  Encourage autonomy in your learners. Tell them to read, watch films, listen to songs etc and note the useful words
  

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  Have a section of your board for vocabulary items that come up as you are teaching. Use different colours for the word / the phonemics / the prepositions / the part of speech
  

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  It is a good idea to teach/learn words with associated meanings together
  

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  Encourage your students to purchase a good dictionary and use class time to highlight the benefits of one
  

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  Teach your students the grammatical names for the parts of speech and the phonemic script
  

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  Always keep a good dictionary by your side in case a student asks about a word you don't know
  

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  If you don't and have never heard of the word, tell the student you will check and get back to them. Dogetbacktothem
  

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  Give extra examples sentences to the students if they are unsure and encourage them to write the word in an example sentence (maybe for homework)
  

Retrieved from https://www.teachingenglish.org.uk/article/presenting-vocabulary

Questions

1. 
   Do you agree or disagree with this text? Why?
   
2. 
   Which practices do you use in your classroom?
   
3. 
   Which piece of information was new for you?
   
4. 
   What else can you suggest for teaching vocabulary ?
   

№7 What Is the PPP Method of Teaching English?

Phase 1 of the PPP Method: Presentation

This is the part of the process that is most passive for the student. The teacher presents students with new information (e.g. a grammar point, a vocabulary list, etc.). It is important that this information be presented in sufficient detail.
The first part of presentation would be introducing the meaning of the new language. This could be a written definition, or a flash card, or a spoken description of a phrase or idiom’s meaning.
Next, the teacher must use clear examples so that students can see correct usage. An example might be a sample dialogue or a sentence written on the board, but students will need to see the new language being used naturally.
Finally, the teacher needs to confirm that presentation is successful and that the students understand the new language. At its simplest, this part of the PPP method is simply asking students to confirm that a particular example is correct, though teachers can use a more elaborate activity at their discretion.