Introduction
Vocabulary entails knowing words and their meaning and how they fit into specific contexts. Learners may not fully understand the meaning of the new words, making it challenging for pupils to read and understand a text without internalizing its meaning. The challenge does not mean that a teacher avoids using vocabulary, given that the words enhance reading cognition for learners of all ages (Brown, 2021). By knowing more, pupils get to understand the text being taught better. The teacher can employ several strategies to ensure that new terms are systematically reviewed throughout the lesson and up to the end of class.
Activities for Building a Vocabulary Review
The teacher can bring up new terms, but only one at a time. The instructor should loudly pronounce the word, after which cleaners must repeat the term as initially spelled. Understanding the term can be enhanced using visual support by displaying the new term and its definition for students to see. The word can be said using a flip chart, word wall, or graphic vocabulary organizer, and pictures can be used to engage comprehension (Keengwe & Onchwari, 2019). The objective of periodically revisiting the term during the lesson is to ensure students continue to grasp its meaning and application.
Furthermore, during the lesson, the instructor should allow the learners to reflect on what they understand or do not comprehend about the new term. A class comprises learners with different abilities, such that some pupils may be familiar with some of the words while others may not. Time can be set aside to incorporate flexible grouping to enable learners to work on understanding different terms (Echevarria et al., 2018). Flexible grouping will enhance teaching by allowing the pupils to get the proper support, in the proper manner, and at the right moment.
Another viable approach is to use quick and fun activities to fortify the meaning of a new word. It can involve asking learners what the term makes them think of and the words that go with it. The think-pair-share approach can encourage collaboration among students in learning the word’s meaning. The students can share their responses, and those who get it right are applauded (Devereaux & Palmer, 2021). The teacher can also ask learners to make a drawing of a picture that symbolizes the word’s meaning. Providing examples and non-examples of the application of the word can enhance the understanding of the new word.
Conclusion
In conclusion, vocabulary is essential in enhancing the quality of English language learning, which is the basis for improved academic attainment. Various approaches to improve the education of the new term include pronouncing the word loudly, letting the learners repeat, reflecting, flexible grouping, and employing quick and fun activities. These activities will enhance the understanding of new terminologies, their context, and their application.
References
Brown, A. (2021). Activities and exercises for teaching English pronunciation. Routledge.
Devereaux, M. D., & Palmer, C. C. (2021). Teaching English language variation in the global classroom. Routledge.
Echevarria, J., Vogt, M., & Short, D. (2018). Making content comprehensible for secondary English learners: The SIOP model. Pearson.
Keengwe, J., & Onchwari, G. (2019). Handbook of research on assessment practices and pedagogical models for immigrant students. IGI Global.