How to put words to work (Chapter 6) (How to teach vocabulary- Scott Thornbury, 2007)

Information gap (89)
Peer teaching (89)
Story-construction activity (91)
Short narrative (91)
Traditionally, the presentation of new language items would swiftly be followed be the practice of these items. (93)
Simply repeating newly words is no guarantee that they will move from the short-term memory. (93)
New knowledge needs to be integrated into existing knowledge (mental lexicon) (93)
To ensure long-term retention and recall, words need to be ´put to work´(93)
Integration activities (93)
Decision-making tasks (least to most demanding (93)
Identifying- words simply means finding them where they may otherwise be ´hidden´. (94)
Identification is also the process is also the process learners apply in tasks in which they have to unscramble anagrams or when they have to search for words in a ´word soup´. (95)
Selecting- it´s more complex than identification tasks, since they involve both recognizing words and making choice amongst them. ´odd on out´(95-96)
Matching- involves first recognizing words and then pairing them with a visual presentation, a translation, a synonym, an antonym, a definition, or a collocate (97)
Pelmanism- a memory game which involves nothing but matching. (97)
Sorting (98)- they are activities that require learners to sort words into different categories. The categories can either be given, or guessed.
Ranking and sequencing (98)- they are activities that require learners put the words into some kind of order. This may involve arraging the words om a cline.


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