Essay 1 How we know a word

1. What are the difficulties in using synonyms to explain vocabulary when working with beginners?
The difficulties in using synonyms to explain vocabulary when workings with beginners are that
the students do not understand the synonym because they did not learn it. Should we use synonyms
that are unrecognizable to the students, we would have to explain all the various shades and hues of
the meaning of a vocabulary and the synonyms, thus increasing the teachers TTT. If we assumed the
students knew the synonym, we would be teaching vocabulary without any kind of context to assist
students in figuring out meaning on their own, moreover, we would be teaching too many new
vocabulary items in one lesson. All these difficulties deter the students from learning new
vocabulary. For example, explaining the meaning of the vocabulary big to beginners could not be
done with the synonym enormous, because the students simply do not understand the synonym.
Depending on the level of English proficiency of the students, teachers are generally discouraged
from using synonyms as explanations to a new vocabulary (164)
2. Why is it important to be clear in your own mind on the denotation and connotation of a word
before you teach it?
To be a good ESL teacher who gives beginners a solid foundation, the teacher should understand
and differentiate the concepts of denotation and connotation. Connotation refers to the positive and
negative associations that most words naturally carry with them. Denotation refers to the precise,
literal definition of a word that might be found in a dictionary. Denotation clearly states what you
mean literally. Connotation alludes to another meaning, something that might be initially hidden.
Clear communication relies on more than mere vocabulary. Emotional intent conveys a meaning
and implication in regard to the relationship betweens speakers. Words may be grammatically
innocent yet pregnant with ill intention. For example, both scrawny and slender have similar
denotations, but scrawny sounds inferior or sickly, while slender evokes a more graceful or positive
image. Understanding the connotations of words can enhance description, meaning, and tone.
Moreover, the source of misunderstanding in a particular conversation often lays in the words
connotations, for example, the differences between anyways and whatever. Anyway implies that
the response made by the other speaker in the conversation is irrelevant. Whatever implies that the
comments responses by the speaker annoy or aggravate the listener. These two words used by
American teenagers to mean, Leave me alone and no one is listening to you are not words to be
randomly interspersed into a conversation with someone you are attempting to befriend. (179)
From these examples, it is clearly important for the teachers to be crystal clear in our own mind
on the denotation and connotation of a word before we teach it.

3. Suppose your student told you his/her (correct) choice of a word was based on a decision that it
just sounded right. Would you confirm for the student that this is a valid reason to use the
word, or would you ask for a more logical explanation?
The conjecture of choice of a word based on sound is not entirely incorrect. On a case by case basis,
these words exist, because they sound right together, these are collocations, words that are associated
with each other because they sound right together. For example, we usually say heavy rain. It is
correct grammatically to say strong rain or big rain, but both of these sound completely strange.

A native English speaker would never say big rain. If you use the normal collocation heavy rain,
your English will sound a lot better and more natural and it will be easier for native speakers to
understand you.
I would therefore confirm for the student that sounded right is a valid and logical reason.
Originally, I firmly believed that sounded right is not the only reason why collocations exist, I
believed there is a +

4.
a)
b)
c)
d)
e)
f)
g)
h)
i)
j)
k)
l)

Prepare a list of 10 common collocations. (Do not use the examples in the module)
Make an effort
Catch fire
Pay respect
Keep calm
Go bankrupt
Come on time
Get frightened
Break off negotiations
Take care
Break a leg
Strong tea
Powerful computer

Essay 2 Context and Meaning, teaching Vocabulary

1. What techniques would you use to teach the following?
Smooth
To go out on a date
Harmful
Silverware
To dance
Watermelon
2. What are some advantages and disadvantages of using authentic materials to provide contexts for
teaching meaning?
3. Find an article, story or create a text of your own (a paragraph is sufficient) that could provide a
context for teaching vocabulary. Identify the level for which it would be appropriate. Then
identify 5 to 8 vocabulary words and describe how you would teach them
Essay 3 Concept Checking in Vocabulary work
1. Find an article, story or create one of your own (a paragraph is sufficient) that could provide a
context for teaching vocabulary. Identify the level for which it would be appropriate. Then select
5-8 vocabulary words and identify them as either lexical concepts, grammar concepts, or
functional concepts. List the CCQs youd use to check comprehension.
2. Explain the CCQs you would use to make sure students understood the meaning of the following
(after they had been taught):
Not onlybut also (John not only arrived on time but also brought a gift for the hostess.) Stress
(There was too much stress in her life from both her family and her job.) Even though (He
passed the test even through we had expected he would fail.)