Methods and Principles of Teaching Vocabulary

pedagogické  nakladatelsví Praha, 1981

18. Rossner, Richard- Bolitho, Rod: Curents of Change in English Language Teaching, Oxford University Press,1990
19. Soars Liz and John: New Headway English Course, Oxford University Press,
20. 2000
21. Swan Michael, Walter Catherine: The Cambridge English Course 1, Cambridge University Press, 1984
22. Thornbury, Scott: How to teach Vocabulary, Longman, 2002
23. Ur Penny: A Course in Language Teaching , Cambridge University Press, 1999
24. Vince Michael: Elementary Language Practice, Macmillan Publishers Lim. 2003
25. Wallace Michael: Practical Language Teaching, Teaching Vocabulary,
26. Heinemann, 1988
27. www.exchanges.state.gov/forum/vols/vol37/no3/p27.html (from 9 April)
28. www.nthuleen.com/papers/720report.htm (from 3 May 2006)
29. www.aber.ac.uk (from 11 April 2006)
30. Allen, V. (1983) Techniques in teaching vocabulary. OUP.

31. Gairns, R. Redman, S.(1986) Working with words. CUP.

32. Hill, J. (1999) ‘Collocational competence’ English Teaching Professional, 11, pp. 3-6.
33. Lewis, M. (1993) The lexical approach. LTP.
34. Lewis, M. (1997) Implementing the lexical approach. LTP
35. Oxford, R.(1990) Language learning strategies. Newbury House.
36. Richards, J. (1985) The context of language teaching. CUP.
37. Scrivener, J. (1994) Learning teaching. Heinemann.
38. Thornbury, S. (1998) ‘The lexical approach: a journey without maps’. MET, 7 (4), pp. 7-13
39. Willis, J. (1996) A framework for task-based learning. Longman. 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

     Appendix A 

     These cards have the ENGLISH word on one side and its TRANSLATION on the other. Here is an example of a set of cards where each verb has been represented using an emoticon.

       
 
 
 
 
 
 
 
 
 
 
 
 
 
 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

Appendix B 

     The most crucial requirement in this system is a basic understanding of the most prominent prefixes, roots and suffixes in the English language.  There are many resources for obtaining support information, on the Internet and in books, but below is a short list of some of the predominant prefixes, roots and suffixes: 

Prefixes                        Roots                       Suffixes

--------                        -----                       --------

ab - away                       vis, vid - to see           -tion, -ion, -sion -  n. condition

ad - to, toward                 ject - push                 -al - adj., relating to

con, com, co - with, together   press- press                -e - makes a noun or verb

de - down, from                 cis, cid - cut, kill        -ive - adj., relating to

ex, e - out of, from            pend, pens - hang           -able, -ible - able to, can   

in, im - in or not              fac, fici, fec - make, do   -ia - n. condition, disorder

micro - small                   lat- carry                  -ly - adverb

mono - one                      mit, mis- send, do          -ology -study

multi - many                    nav, naut - sail, boat      -ary, -ory - place

ob - to, toward                 ten,tend,tain - hold

pre,pro - before, near          ped, pod, pus - foot

re - back, again                cept, ceiv - take

                                rupt - break 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

Appendix C

Transformation Activity

The teacher asks the question and the students must transform the question into a statement. Here are some questions to get you started:

1. Do you like school?

2. Are you having fun?

3. Did the cat climb the tree?

4. Are there ghosts in that house?

5. Does your Mom do the laundry?

6. Is your Mom cooking this week?

7. Do your brothers work in the pig barn?

8. Are you learning about animals in school?

9. Do you enjoy going to weddings?

10. What should we do for the Christmas concert this year? 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

Appendix D

Selected Lesson Plans 
Heute: Personalpronomen und possessive Adjektive 
11:00 Warm up: 
Wie sagt man auf deutsch:  
What is your name? 
My name is .... 
What is your telephone number? 
His name is .... 
Ask for volunteers to provide the German equivalents of several stock phrases they should already know, using possessive adjectives which are already familiar to them (mein , dein , perhaps sein ). Correct if necessary, but not on pronunciation. 
11:03 Exercise I (Lesen) . See attached. Have students read aloud, go through the entire passage. Then return to the beginning and, calling on students at random, have them translate the sentences into English. New vocabulary (e.g. klagen , schätzen ) can be introduced at this time (by translation). Mistakes should be corrected, with special attention paid to today's topic: personal and possessive pronouns. 
11:10 Grammar explanation: personal pronouns (accusative). On chalkboard: 
mein (meine, meinen) unser (unsere, unseren) 
dein (deine, deinen) euer (euere, eueren) 
sein (seine, seinen) ihr (ihre, ihren) 
ihr (ihre, ihren) Ihr (Ihre, Ihren) 
sein (seine, seinen) 
Explain (in English) the use of these pronouns, and point out any discrepancies between English and German usage. Note especially the parallel formation to ein , as well as the accusative forms, and also explain the contractions (unsre , eure ). 
11:15 Do exercise in DNK, p. 89 Übung 2 : students should fill in the blanks with the appropriate pronoun. If necessary, let students work individually or in pairs to complete the exercise first. 
11:20 Exercise II (Sätze). Depending on level of comprehension, either call randomly to have students translate the sentences, or give them time to work quietly writing out the translations. Make sure answers are correct. 
11:25 Grammar explanation: possessive pronouns. On chalkboard: 
mich uns 
dich euch 
ihn sie 
sie Sie 
es 
Explain (in English) the usage as well as the importance of distinguishing between nominative (ich , du , etc.) and accusative. Point out similarities to English: me = mich as memory aid, but warn against her ihr (but rather sie ). 
11:30 Do exercise in DNK, p. 92 Übung 4: as above, students should be able to fill in the blanks with the correct possessive pronouns. Call randomly on students, making sure each has a chance to answer correctly. 
11:35 Exercise III (Sätze). Again, call on students to translate the sentences into German, paying close attention to grammar. (Pronunciation is not heavily stressed.) 
11:40 Exercise IV (Schreiben). Have students work quietly writing out the translation of the passage from English into German. Walk around and observe, answering questions and providing corrections where needed. If students do not finish, activity is assigned as homework. 
Heute: Personalpronomen und possessive Adjektive. 
I. Lesen. Lesen Sie den Text und übersetzen Sie ihn ins Englische. 
Meine Familie ist sehr groß. Ich habe drei Schwestern und vier Brüder. Meine älteste Schwester heißt Claudia, und die zwei jüngeren Schwestern, Christiane und Nadine, sind Zwillinge. Sie haben am 28. Mai 1975 Geburtstag. 
Mein Vater arbeitet bei einer großen Firma. Sein Chef ist sehr nett, aber mein Vater verdient nicht genug Geld. Meine Mutter klagt immer: Unsere Kinder haben keine schönen Sachen, und ihre Schuhe sind bald kaputt. Du mußt eine neue Stelle finden, wo man dich zu schätzen weiß!  
Meine Mutter hat Recht: es ist nicht so leicht für uns. Mein Bruder hat morgen Geburtstag, und wir machen eine große Party für ihn. Wir haben aber keine Geschenke. Man braucht Geschenke bei einer Geburtstagsfete -- ohne sie geht es einfach nicht! Außerdem kommen viele Gäste zu der Party, und wir haben kein Essen für sie. Es ist schwer für mich, aber ich muß gestehen: ohne Geld ist das Leben doch ein Problem für uns! 
II. Sätze: Personalpronomen. Übersetzen Sie die Sätze ins Deutsche.  
1. How do you like my new apartment? -- I find it beautiful. 
2. How do you like my new desk? -- I find it modern. 
3. How do you like my new car? -- I find it excellent. 
4. How do you like my two new chairs? -- I find them comfortable. 
5. I love you. Do you love me? 
6. I love all of you. Do you all love me? 
7. Do you know him? -- No, but I know her. 
8. Mr. Fischer, this book is for you. 
III. Sätze: Possessive Adjektive. Übersetzen Sie die Sätze ins Deutsche. 
1. Do you have my book? 
2. No, but I have your pencil, your notebook and your cup. 
3. Is the reporter writing all of your names down? 
4. My sister is bringing her friend along. 
5. Their dog doesn't like our cat. 
6. Mrs. Schmidt, I need your address, please. 
7. My grandfather likes to talk about his grandchildren. 
8. Does your mother love her children? 
IV. Schreiben. Übersetzen Sie den Text ins Deutsche. 
Christmas is an important holiday for our family. On the 24th of December we make a big dinner for the whole family -- for my aunts and my uncles as well. We normally celebrate Christmas without them, but on the evening before we all eat together. 
This year I need a lot of presents. My brother's birthday is the 22nd of December, so we're celebrating his birthday three days later, at Christmas. I have a tie for him, but I need something else -- maybe I should also buy a shirt for him, but I don't know his size. 
For my father I have a book about Germany. Germany interests him a lot, and his favorite hobby is reading. The book is very big; hopefully my father will find it interesting. 
For my two sisters I have a few toys -- they're still young, you see {=nämlich} . Their favorite toy at the moment is an old doll, but it's almost broken. So I have a new doll: her face is very pretty, and her body is made of plastic. Hopefully my sisters can't destroy it so quickly!