Second edition

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Bog'liq
TKT modules 1-2-3

clear (adjective)
paper (noun)
Denotations	easy to understand not covered or blocked having no doubt	material used to write on or wrap things in a newspaper a document containing information
Synonyms	simple (of denotation 1) certain (of denotation 3)	(none)
Antonyms/Opposites	confusing (of denotation t) untidy, covered (of denotation 2) unsure {of denotation 3)	(none)
Lexical sets	well-written (of denotation 1)	stone, plastic, doth, etc.
Word families	dearly, unclear, clarity	(none)
Homophones	(none)	(none)
Homonyms	(none)	(none)
False friends	French 'claid, i.e. light in colour	possibly in some languages
Prefixes + base word	unclear	(none)
Base word + suffixes	clearly, a clearing	paperless
Compounds	clear-headed	paper knife, paper shop, paperback
Collocations	clear skin, a clear day	lined paper, white paper

17

... Figurative meanings	a dear head	on paper (e.g. It seemed a good idea on paper)
Idioms	to dear the decks (to start afresh)	to put pen to paper

We can see (тот this table that words sometimes have several denotations. The context in which we are writing or speaking makes it clear which meaning we are using. Words can also change their denotations according to what part of speech they are, e.g. the adjective clear and the verb to dear. We can also see from the table that not all words have all the kinds of form or meaning relationships.
■ Key concepts and the language teaching classroom
Read these tips and tick the ones which are most important for you.

• 
  Fully knowing a word involves understanding its form and meaning, e.g. what part of speech it is, how it is pronounced and spelt, all the meanings it can have. This cannot take place the first time a learner meets a new word. It takes learners a long time to fully understand and use a word. At first they will probably just learn its most frequent denotative meaning, its spelling and pronunciation.
  
• 
  Learners need to meet the same words again and again as they advance in their language learning. In this way their memory of them will he consolidated and they will get to know more about the word, e.g. other meanings, collocations, the lexical sets they are part of. They can meet words again in texts, or in vocabulary extension activities (i.e. activities that give more practice), such as brainstorming, labelling, categorising, making lexical sets.
  

0 Whether we are learning our first, or our second language, we often recognise a word before we can use it, and we can often recognise the meaning of many more words than we can. use. The words we recognise are called our 'receptive' vocabulary; the words we can use are called our 'productive' vocabulary. A teacher usually teaches learners key (important) words and exposes them to many more. The learners pick these words up, initially only recognising their meaning, then eventually using them productively.
© As words can get part of their meaning from context, and context helps to show the meaning of words, it is useful to teach them in context rather than in isolation, e.g. through texts, stories or descriptions of events that we tell the students about.
@ We can use the relationships in meaning between words (synonyms, lexical sets, word families, etc.) and the ways in which they can be built (prefixes, suffixes, compounds) to make activities to help our students extend their knowledge of words, e.g. making opposites, building words through affixation, brainstorming lexical sets and word families.
0 When we teach learners new words we can check if these words have any false friends in their language or if these words are homophones or homonyms of others they know. Then we can point this out to the learners and help to save them from misunderstandings.

• 
  At beginner level and with young learners, we often teach general words for categories first, then gradually introduce different items from that category. For example, we may teach dothes before teaching jeans, shirt, T-shirt, etc.
  

18

Unit 2 Lexis

0. 
   A lot of language often occurs in chunks, e.g. collocations, fixed expressions. Lxpcils tiiiuk that children learning llieir iirsi language learn Use chunks as a whole rather than in parts. This helps them to remember them better and recall (remember) them more quickly. As teachers we can highlight (draw learners' attention to) chunks of language for learners.
   

0. 
   ft is useful for learners to keep vocabulary records in which they record the
   

meaning of the new words, their part of speech, examples of use, any collocations, their pronunciation, any synonyms, etc. Students can return to add information about individual words as they learn more about them.
See Unit n for factors affecting the learning of vocabulary, Units 16,18 and 22 for techniques for the teaching and assessment of vocabulary, and Unit 23 for resources for teaching vocabulary.





(See page 238 for answers)

0. 
   What does each of these sets of words have in common? Are they synonyms, antonyms, lexical sets, compounds, idioms, collocations, word families, homophones, words with prefixes or words with suffixes?
   

A table, chair, sofa, bed, bookcase, chest of drawers, desk В old-young, bright-dark, loud-quiet, fast-slow, first-last, long-short C to be over the moon, all roads lead to Rome, pay through the nose D a straight road, a brilliant idea, hard work, no problem, extremely grateful E neat-tidy, precisely-exactly, to doubt-to question, nobody-no one F microwave, toothbrush, paper clip, lampshade, bottle top G illness, badly, useless, doubtful, affordable, ability, practical H imperfect, rewrite, unable, illiterate, incorrect, ultramodern I learn, learner, learning, learned
J bear-bare, flour-flower, sea-see, whieh-witch, right-write





Think about these teachers' comments. Which do you agree with and why?

0. 
   There are some advantages in using translation to teach meaning, but some disadvantages, too.
   
1. 
   I think it's realty important for my learners to keep a vocabulary notebook in which they write the word, its meaning(s), its pronunciation, its collocations, etc.
   
2. 
   Getting to know words is like getting to know a friend - you learn more about them bit by bit.
   

0. 
   hook up three words from your coursebook in an Bnglish-English dictionary. What kinds of information are given for each word? Decide which information is important for your students.
   
1. 
   Look at Chapter 1 'Vocabulary' in Learning Teaching (Second edition) by Jim Scrivener, Macmillan 2005. U tells you more about the meaning of words and gives lots of ideas for teaching vocabulary.
   

19

Module i

0. 
   Look at 'How to teach lexis' at: http:/7www.cambridge.org./elt/tkt
   
1. 
   Look at these sites. How could they be useful for you as a teacher? hup://dietiooary.cambridge.org/
   

h tt p: / / w w w. ma cm i Ha n d ict km a ry.com /
Would they be useful for your students? Write your answers in your Teacher Portfolio in the section 'Beliefs about teaching and learning'.

0. 
   Would these vocabulary activities websites be useful for your students to use to extend their vocabulary?
   

futp://www.engiisch riulfen.de/en/wordsJist/ane.hrm http://www.manythings.org/

0. 
   Use a dictionary or the TKT Glossaiy to find the meanings of these terms: phrasal verb, multi-word verb, root word.
   

TKT practice task 2 (See page 245 for answers)
For questions 1-6, read the text about the city of York. Match the underlined words and phrases with the lexical terms listed A-G.
There is one extra option which you do not need to use.

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