Teaching Vocabulary Project2023docx

Amissse Júlio Alberto
Domingos Victor Zacarias
TEACHING VOCABULARY
(Licenciatura in English Language Teaching)
Universidade Rovuma
Nampula
2023
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Amissse Júlio Alberto

Domingos Victor Zacarias
TEACHING VOCABULARY
(Licenciatura in English Language Teaching)
Essay presented to faculty of arts and social science,

department of science and language communication.
English Course year II, in partial fulfilment of the
subject: Didactics of English I.
Lectured by: Bernabé Cachele M.A. in ELT.
Universidade Rovuma
Nampula
2023
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CONTENT PAGE
Abstract.....................................................................................................................................vii
Introduction.................................................................................................................................8
Rationale.....................................................................................................................................9
Objectives...................................................................................................................................9
General objectives.......................................................................................................................9
Specific objectives......................................................................................................................9
CHAPTER I: TEACHING VOCABULARY...........................................................................10
1. Teaching vocabulary.............................................................................................................11
1.1. Definition of vocabulary....................................................................................................11
1.3. The importance of vocabulary...........................................................................................12
1.4. Language structure and vocabulary...................................................................................12
1.5. Phonetics and phonology...................................................................................................13
1.6. Morphology........................................................................................................................14
1.7. Syntax................................................................................................................................14
1.8. Semantics...........................................................................................................................15
1.9. Vocabulary acquisition......................................................................................................15
1.10. Factors in vocabulary acquisition....................................................................................16
2. Vocabulary Learning Strategies (VLSs)...............................................................................16
2.1. Learner Individual Difference Factors...............................................................................17
Belief.........................................................................................................................................17
Motivation.................................................................................................................................17
Attitude.....................................................................................................................................17
2.2. Productive use vs. Receptive.............................................................................................17
2.3. Productive vocabulary.......................................................................................................18
2.4. Receptive vocabulary.........................................................................................................18

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2.5. Lexicon and schemata........................................................................................................18
2.6. Mental Lexicon definition..................................................................................................18
2.7. Schemata............................................................................................................................19
2.8. Types of Schema................................................................................................................20
2.9. Linguistic schema..............................................................................................................20
3. Content schema.....................................................................................................................20
3.1. Formal schema...................................................................................................................20
3.2. Collocation.........................................................................................................................20
3.4. Categories of collocation...................................................................................................21
3.5. Upward collocation............................................................................................................21
3.5. Downward collocation.......................................................................................................21
CHAPTER II: PRESENTING NEW VOCABULARY...........................................................22
3.6. Presenting a new vocabulary.............................................................................................22
3.7. Teaching techniques...........................................................................................................22
3.8. Dominoes...........................................................................................................................22
3.9. Bingo......................................................................................................................23
4. The characteristics of Bingo Game.......................................................................................24
4.1. Materials............................................................................................................................24
4.4. Crosswords.........................................................................................................................24
4.5. Alphabetic list....................................................................................................................24
4.6. Memorizing list..................................................................................................................24
4.7. Prefixes and suffixes..........................................................................................................25
4.8. Word cards.........................................................................................................................25
4.9. Class spelling.....................................................................................................................25
4.10. Collocation.......................................................................................................................26
5. Teaching methods.................................................................................................................26
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5.1. Showing the meaning.........................................................................................................26
5.6. Writing the words on the board, and show the real object.................................................26
5.7. Writing the words on the board and show meaning by pictures........................................26
5.8. Writing the word on the board and show meanings by miming, actions and facial..........27
5.9. Translation.........................................................................................................................27
5.10. Using a word....................................................................................................................27
6. Vocabulary expansion...........................................................................................................28
6.1. Checking understanding.....................................................................................................28
6.2. Active vocabulary vs. passive vocabulary.........................................................................29
6.3. Active vocabulary..............................................................................................................29
6.4. Passive vocabulary.............................................................................................................29
6.5. Asking questions................................................................................................................30
6.6. Question types....................................................................................................................30
6.7. Yes/no questions................................................................................................................30
6.8. Alternative or or/questions.................................................................................................31
7. Question strategies................................................................................................................31
7.1. Eliciting long answers........................................................................................................32
CHAPTER III: DESIGNING OR COLLECTING TEACHING AIDS...................................34
Designing Vocabulary Teaching aids.......................................................................................34
Vocabulary matching................................................................................................................34
Bingo.........................................................................................................................................35
Mixed sentences........................................................................................................................35
Crosswords................................................................................................................................36
Collocations..............................................................................................................................37
Alphabetic list...........................................................................................................................37
Memorizing list.........................................................................................................................38
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CHAPTER IV: DESIGNING LESSON PLANS.....................................................................39
CHAPTER V: DESIGNING VOCABULARY CONSOLIDATION EXERCISES................45
CHAPTER VI: TEST..............................................................................................................49
CHAPTER VII: Proposal and conclusion.................................................................................52
Proposal and conclusion...........................................................................................................53
Attachments..............................................................................................................................57
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Abstract
This paper outlines the importance of teaching vocabulary to tenth-grade students and
examines various techniques, methods, and teaching aids that language teachers use to
address new vocabulary. It also discusses proper lesson plan models and the key components
of a comprehensive vocabulary instruction program. The benefits of explicit instruction are
reviewed, and the role of critical thinking, student engagement, and reading and writing
fluency in developing strong vocabulary is examined. The paper is organized into seven
chapters. Chapter One covers the importance of vocabulary, language structure, factors in
vocabulary acquisition, productive use versus receptive use, lexicon and schemata, and
collocation. Chapter Two focuses on teaching techniques such as dominoes, bingo,
crosswords, alphabet lists, memorization, prefixes and suffixes, word cards, class spelling,
and collocations. It also covers teaching methods such as showing the meaning, translation,
vocabulary expansion, checking understanding, active versus passive vocabulary, asking
questions, question types, question strategies, and eliciting log answers. Overall, the paper
discusses the significance of teaching vocabulary to high school students and provides a
comprehensive overview of various techniques and methods that language teachers can use to
facilitate vocabulary acquisition.
Keywords: teaching aids, vocabulary, techniques, and teaching methods.
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Introduction
Vocabulary is one of the language components that have to be mastered by the learners in
learning foreign language. Vocabulary is a list of words including their meanings and it is
used to express our ideas and feeling by communicating it in a language.
According to Hedge (2000) acquiring wider and deeper vocabulary knowledge is
paramount in the pursuit of becoming a proficient foreign language speaker. It can be argued
that lack of vocabulary Knowledge often has a more severe impact on clarity and fluency of
spoken and written language than insufficient grammatical knowledge or poor pronunciation.
According to Krashen (1989) Input Hypothesis has been influential in one strand of research,
investigating the effectiveness of learning large quantities of vocabulary through a flood of
input with extensive reading as his focus of study. The model questions the need for
structured input, as well as the need for learners to produce newly encountered vocabulary in
order to acquire it. The Input Hypothesis is based on the postulate that learners are often
successful in inferring meaning from context.
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Rationale
During the researching, at Teacane secondary school the researchers noticed that many
students are out of using vocabulary which provides an effective interaction in
communications with others. In this perspective, the researchers decided to investigate
techniques and methods on how to make students learn, understand and use vocabulary. The
findings from this research could be useful to: English language teachers, all schools around
the country with a perspective to promoting students to foreign language learning so that
Students can be able to interact with other through conversation (Communication) and all
School authorities, the supervisor, the director are responsible for setting education policies
and supervise its procedures, teaching methods and techniques.
Objectives
The main goal of this piece of writing is to prepare the trainees for the future of English
Language Teaching in Mozambique, and mastering the different teaching techniques to
address vocabulary effectively to students, through different methods and techniques, for
teaching vocabulary.
General objectives
The main goal of this research is to promote effective teaching Vocabulary so that students
acquaintance with grammar at all namely at Teacane Secondary School grade 1
Specific objectives
This study comprises the following specific objectives:
 To describe ways that can help teachers to promote effective teaching vocabulary in
the classroom;
 To identify techniques that can make students use Vocabulary.
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CHAPTER I: TEACHING VOCABULARY

Aims of the chapter:
This chapter is concerned with building a conceptual framework for the research with
focus on the following aspects regarding the teaching vocabulary: concept of vocabulary,
importance of vocabulary, language structure and vocabulary, factors in vocabulary
acquisition, productive and receptive use of vocabulary, lexicon and schemata finally
collocation.
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1. Teaching vocabulary
1.1. Definition of vocabulary

Vocabulary refers to all the words in a language that are understood by a particular person
or group of people. There are two main types of vocabulary: active and passive.
An active vocabulary consists of the words we understand and use in everyday speaking
and writing. Passive vocabulary is made up of words that we may recognize but don't
generally use in the course of normal communication. Vocabulary is one of language
components which is a very important thing besides other language components, without
vocabulary, people cannot be able to say anything, people with large vocabulary are more
proficient in language skills than people with little vocabulary, large vocabulary makes
significant contribution to almost all the aspects of language.
Vocabulary is one of the language components that have to be mastered by the learners in
learning foreign language. Vocabulary is a list of words including their meanings and it is
used to express our ideas and feeling by communicating it in a language.
Hatch (2001, p.1) defines that vocabulary is a list or set of words for a particular language
or a list or set of word that individual speakers of language might use.
While (1998) states that vocabulary is defined, roughly, as the words we teach in the
foreign language. However, a new item of vocabulary may be more than just a single word for
example, post office, and mother-in-law, which are made up of two or three words but
express a single idea. A useful convention is to cover all such cases by talking about
vocabulary items rather than words.
Richard (1998) defines vocabulary as a core component of language proficiently and
provides much of the basis how well learn speak, listen, read and write. Without an extensive
vocabulary and strategies for acquiring new vocabulary, learners achieve less than their
potential and maybe discouraged from making.
From the definitions above, it can be concluded that vocabulary is the total number of
words that are needed to communicate ideas and express the speakers' meaning. That is the
reason why it is important to learn vocabulary.
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1.3. The importance of vocabulary

Vocabulary learning is an essential part in foreign language learning as the meanings of
new words are very often emphasized, whether in books or in classrooms. It is also central to
language teaching and is of paramount importance to a language learner. Teaching vocabulary
may be problematic because many teachers are not confident about best practice in
vocabulary teaching and at times do not know where to begin to form an instructional
emphasis on word learning.
Vocabulary knowledge is often viewed as a critical tool for second language learners
because a limited vocabulary in a second language impedes successful communication.
Schmit (2000, p.55) emphasizes that lexical knowledge is central to communicative
competence and to the acquisition of a second language.
According to Nation (2011) states that the acquisition of vocabulary is essential for
successful second language use and plays an important role in the formation of complete
spoken and written texts. In English as a second language (ESL) and English as a foreign
language (EFL) learning vocabulary items plays a vital role in all language skills (listening,
speaking, reading, and writing.
Rivers & Nunan (1991), furthermore, argue that the acquisition of an adequate vocabulary
is essential for successful second language use because without an extensive vocabulary, we
will be unable to use the structures and functions we may have learned for comprehensible
communication.
1.4. Language structure and vocabulary

A language is a set of elements and a system for combining them into patterned
expressions that can be used to accomplish specific tasks in specific contexts. Utterances
report news, greet relatives, invite friends to lunch, request the time of day from strangers,
with language, we make wisecracks, poke fun, argue for a course of action, express
admiration, propose marriage, create fictional worlds, and so on. Language is often viewed as
a vehicle of thought, a system of expression that mediates the transfer of thought from one
person to another in everyday life; language also serves equally important social and
emotional functions.
Linguists are interested in models of how language is organized in the mind and how the
social structures of human communities shape language, reflecting those structures in
expression and interpretation.
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Words are the centrepiece of language, and when we think about languages we typically
think of words, and we begin our investigation of language structures by looking at words
from several perspectives:
 Phonetics and phonology (the sounds and syllables that make up words);
 Morphology (the meaningful parts of words );
 Syntax (the principles that organize words into phrases and sentences);
 Semantic (the semantic relationships that link words in sets).
1.5. Phonetics and phonology

According to Yule (1996a, p.41), Phonetics is the general study of the characteristics of
speech sounds, for example in articulatory phonetics we investigate how speech sounds are
produced using the fairly complex oral equipment we have. The oral equipment refers to the
organs of our body which take part in the production of speech sounds, when we speak, there
are parts of our body which allow speech to take place, without such parts, and speech would
not be possible. For example, our lips (upper and lower) are very important for the production
of sounds such as /p/, /b/ and /m/. If a person is impaired in one lip (upper or lower), he will
not be able to produce the aforementioned sounds.
Yule (1996b, p.54) states that phonology is essentially to the description of the systems and
patterns of speech sounds in a language. When we think of the [t] sound in the words tar, star,
writer and eight as being the same, we actually mean that in the phonology of English, they
would be represented in the same way. In actual speech, these [t] sounds are all different.
These sounds must be distinct meaningful sounds, regardless of which individual vocal tract
is being used to pronounce them, because they are what make the words tart and star
meaningfully distinct. Considered from this point of view, we can see that phonology is
concerned with the abstract set of sounds in a language which allows us to distinguish
meaning in the actual physical sounds we say and hear.
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1.6. Morphology
Morphology is the study of the meaning units in a language. In some cases in English,
individual words constitute these basic meaning units (e.g., chase). However, many words can
be broken down into smaller segments—morphemes—that still retain meaning.
Morphemes, small units that cannot be further subdivided, are the basic building blocks of
meaning. A fundamentalist is an English word composed of five morphemes: funda + ment +
al + ist + s (root + noun-forming suffix + adjective-forming suffix + noun-forming suffix +
plural marker). Morphemes can be represented by a single sound, such as /a/ (a morpheme
with two meanings a stand-alone or free, morpheme meaning an indefinite article “a girl” or a
bound morpheme meaning “without,” as in amoral or asexual). Morphemes can be a single
syllable, such as the noun-forming suffix -ment in amendment, or two or more syllables, such
as in lion or parsley. Two different morphemes may have the same sound, such as the -er in
dancer “one who dances” and the -er in fancier. A morpheme may also have alternate
phonetic forms: The regular plural -s can be pronounced either /z/ (bags), /s/ (cats), or /iz/
(bushes).
1.7. Syntax
Syntax refers to the rules that govern the formation of phrases and sentences and the words
in a language have semantic properties that entail their use in sentences in some ways and not
in others. A well-formed sentence is more than the sum of the meanings of the words, in
English the position of the word in a sentence is an important part of the overall meaning. For
example:
 The teacher asked the students to sit down;
 The students asked the teacher to sit down;
 *Asked the teacher to down students sit.
The sentence 1 has the same words as sentence 2 but not the same meaning. Not every
sequence of words is a sentence, in sentence 3 it violates syntactic rules in English and thus
has no meaning.
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1.8. Semantics
Semantics is the study of the meanings of individual words and of larger units such as
phrases and sentences. However, English is a flexible language that is responsive to the needs
of a dynamic culture, and new concepts emerge daily that require new words, English learners
must acquire vocabulary continuously in order to keep up with semantic demands. Some
words carry a high degree of stability and conformity in the ways they are used (slap as a
verb, for example, must involve the hand or some other flat object for example “He slapped
me with his ball” is not semantically meaningful). Other words carry multiple meaning.
1.9. Vocabulary acquisition

Acquiring wider and deeper vocabulary knowledge is paramount in the pursuit of
becoming a proficient foreign language speaker. It can be argued that lack of vocabulary
knowledge often has a more severe impact on clarity and fluency of spoken and written
language than insufficient grammatical knowledge or poor pronunciation (Hedge, 2000).
Krashens (1989) Input hypothesis has been influential in one strand of research,
investigating the effectiveness of learning large quantities of vocabulary through a flood of
input with extensive reading as his focus of study. The model questions the need for
structured input, as well as the need for learners to produce newly encountered vocabulary in
order to acquire it. The Input Hypothesis is based on the postulate that learners are often
successful in inferring meaning from context. However, its critics have often maintained that
this is not necessarily the case and that learners might not even notice the unknown word or
make an effort to learn its meaning.
Yet, comprehensible input is one of the most important sources for meeting new
vocabulary and even though not in is full form, the input hypothesis still is considered to have
bearing (Nation 2007: 4).
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1.10. Factors in vocabulary acquisition

In the sphere of second language or foreign language learning, it is widely acknowledged
that vocabulary is an indispensable part of the four language skills. For second language
(ESL) or foreign language (EFL) learners, vocabulary is one of the important language
elements that support the skills of speaking, listening, reading and writing. McCarthy
(1990,p.5) states that no matter how well the student learns grammar, no matter how
successfully the sounds of L2 are mastered, without words to express a wider range of
meanings, communication in L2 just cannot happen in any meaningful way.
Laufer (1997, p.140-155) states that learner’s vocabulary learnability is normally
influenced by two major types of factors: Intralexical and extra lexical factors.
Intralexical factor refers to a factor that stems from the word itself, such as orthography,
length, and semantic features of the word.
Extra lexical factor refers to a factor which is not directly related to the internal properties
of a word, such as the role of memory in vocabulary learning, the influence of first and other
languages, and the individual learners. Acquiring an extensive vocabulary skill in a target
language seems to be a big challenge for second language learners. To language learners,
vocabulary learning strategies (VLSs) help facilitate their vocabulary learning and large
vocabulary items can be acquired with the help of VLSs (Nation, 2001).
2. Vocabulary Learning Strategies (VLSs)

Catalan (2003:56) states that vocabulary learning strategies is knowledge about the
mechanisms or processes and strategies used in order to learn vocabulary as well as steps or
actions taken by students to:
 Find out the meaning of unknown words;
 To retain them in long-term memory;
 To recall them at will;
 To use them in oral or written mode.
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2.1. Learner Individual Difference Factors

Leaner individual difference factors constitute one sort of the variation in the use of
vocabulary learning strategies. These factors include belief, motivation and attitude.
Belief
Belief has been singled out as one of the clear factors affecting learner’s vocabulary
learning strategies use. A study done by Johnson (1996) found that Chinese university
students devalued rote memorization strategies and they employed more meaning-oriented
strategies than rote strategies.
Wei (2007) discovered the opposite results indicating that what students believed did not
yield their actual vocabulary learning strategies use. That is, students believed that knowing a
word means the ability to use such words in appropriate context. However, they concentrated
too much on isolated short-term retention of form and meaning.
Motivation
Student motivation seems to positively correlate with their vocabulary learning
strategies. Fu (2003) stated that inherent interest motivation (learner’s inherent interest in
vocabulary learning) positively correlated with student vocabulary learning strategies use.
Attitude
Among individual learner difference factors, attitude does appear to positively correlate
with learners’ vocabulary learning strategies use. Apart from belief, Wei (2007) took attitude
into account as another factor influencing learners’ vocabulary learning strategies use. The
findings showed that students with positive attitudes towards vocabulary learning employed
vocabulary learning strategies more frequently than those with negative attitudes in four
categories: dictionary, activation, guessing and management.
2.2. Productive use vs. Receptive

Vocabulary knowledge is known as the knowledge of the word. Vocabulary knowledge is
also known as the depth of vocabulary that brings up to the extent to which the word is
understood by speakers. Vocabulary knowledge also means students learn the words with
deep meaning, including pronunciation, meaning, spelling, frequency, sound structure, syntax
and collocation according to context (Laufer et al, .2004a)
Most prominent researchers in this field agreed to divide, renowned vocabulary knowledge
within the scope of its use in either the skills of writing, reading, listening and speaking. Thus,
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they divide vocabulary knowledge into productive and receptive vocabulary (Schmit et al.,
2014).
2.3. Productive vocabulary

Productive vocabulary knowledge assumed as the words that are understood and can be
pronounced by the learners. In fact, learners can use these words in speech and writing well.
Thus, productive vocabulary can be regarded as a process of active word because learners can
generate words to express their thoughts and feelings which understood by others (Webb,
2005a).
Productive vocabulary knowledge is deemed as the ability to recover the structure and
meaning or to pass on the word as in the original learners’ language (Laufer et al.,
2004b).Vocabulary knowledge is divided into productive vocabulary into controlled and free
vocabulary. Controlled productive vocabulary knowledge indicates the capacity to construct
words when the cue is given while free productive vocabulary knowledge is the ability to use
words spontaneously and without specific encouragement to produce certain words, such as
writing independently (Laufer, 1998).
2.4. Receptive vocabulary

Receptive vocabulary knowledge is known and understood its meaning by learners when
reading text or listening to the text. Learners know and recognize the meaning of words that
caused them to understand the text they have read but not used to speak and write.
Learning the receptive vocabulary usually in the form in which the teacher will usually
give the meaning of the word, using the word in a sentence, but just ask the learners to spell
and pronounce only (Webb et al., 2005b).
According to Webb (2009) states that receptive vocabulary is words those learners
recognize and understand when they are used in context, but which they cannot produce. It is
vocabulary that learners recognize when they see or meet in reading text but do not use it in
speaking and writing.
2.5. Lexicon and schemata
2.6. Mental Lexicon definition

In the literature or vocabulary knowledge are often used to describe the number of known
words or the depth of semantic knowledge. The concept of the mental lexicon captures a
broader framework including different aspects of word knowledge. The mental lexicon
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represents the cognitive mapping of complex structures and relationships between words and
concepts in the mind of speaker, a sort of repository of dynamic, lively meanings.
Clark (1993, p.2)) states the mental lexicon as “a stock of established words speakers can
draw on when they speak and have recourse to in understanding what they hear” stored in
memory and it comprises entries for all words a person knows. Each lexical entry has to at
least contain information about the meaning, syntax, morphology and phonology of a word
referring only to spoken language.
According to Carroll (2000) states that mental lexicon is a domain of psycholinguistics
concerns the mental processes involved in language use, such as language acquisition,
perception, comprehension, and production. The study of the mental lexicon (or the internal
lexicon) is a subfield of psycholinguistics that focuses on the organization of word knowledge
in one’s permanent memory. Marslen-Wilson (1989, p.9) has described the ʺlexicon as the
central link in language processingʺ. The centrality of the lexicon is true of both first and
second language acquisition.
2.7. Schemata
Schema was first mentioned by the Germany philosopher Kant in 1781. Today schema
derives from Gestalt psycholinguist F. Bartlett, who applied schema to psychology research. It
is American artificial intelligence expert Rumelhart who finally developed schema into a
systemic and integrated theory.
And the educational psychologist Richard Anderson played an important part in
introducing schema theory to the educational community (Cui, 2002). The theory interprets
that when people comprehend, they need to combine their own background knowledge with
the information in a text. In this process, the prior knowledge and knowledge structure works
effectively in people cognitive activities.
All knowledge is packed into units, and these units are schema. Since it involves
individual experience, it succeeds in attracting students in reading and thus benefits them in
raising their interest, increasing their reading speed, and making proper judgments in reading
(Rumelhart, 1980).
Carrell and Eisterhold wrote that language comprehension relied largely on the background
of the knowledge of readers. The text does not carry meaning itself; instead it provides
directions as to what previously acquired knowledge is needed to extract meaning from the
text. The previously acquired knowledge is called schema. Rumelhart and Ortony proposed
that "schema represent stereotypes of concepts" (Rumelhart, 1977).
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2.8. Types of Schema
2.9. Linguistic schema

Linguistic schema refers to prior reader linguistic knowledge, including the knowledge
about phonetics, grammar and vocabulary as traditionally recognized. Carrell and Eisterhold
wrote that the second language readers should master certain linguistic knowledge to decode
the text. Therefore, accumulated linguistic information is a necessity for readers to obtain
when they want to decode meaning of a passage (Carrell, 1984).
3. Content schema
Carrell (1988) states that content schema is the background knowledge an assay or the
topic it relates to. It involves many things, such as topic familiarity, cultural knowledge,
conventions and previous experience of the domain. As culture-centered, this type of schema
is, among the three, the very one which decides readers understanding of a passage, since
whatever kind of writing is read, it must be interpreted under a cultural context because it is a
product of that culture. For students with low language proficiency, content schema is a very
important tacky problem they should deal with.
3.1. Formal schema

Carrell, (1983) states that formal schema is “abstract, encoded, internalized, coherent
patterns of meta-linguistic, discoursed, and textual organization that guide expectations in our
attempts to understand a meaningful piece of language”. It is the knowledge of different text
genres and their respective structural organization, language structures, vocabulary, grammar.
Schema enables readers to relate new information to their prior experience by bridging
the new with the old, unfamiliarity is decreased, interest is aroused, and prediction in reading
is possible. Schema helps to solve the problems in reading and thus ensure to make the right
decision.
3.2. Collocation
The concept of collocation is certainly one of the most controversial notions in
linguistics, even though it is thought of as certain words have tendency to occur near each
other in natural language for example blond and hair. First use of word collocation was by
Francis Bacon in his Natural History from 1627, but not as a linguistic concept. Perhaps, first
use as a linguistic term was in 1930s, when Palmer used it to refer to units of words that are
combinatory. This denotation is typical and close to nowadays uses, such as a natural
combination of words McCarthy & O‘Dell (as cited in Gyllstad, 2007, p.6).
xxi
Collocation is capacity of lexical items to collocate, and establish syntagmatic connection

with other words. For example, flock, herd, school, and pride are synonyms which designate
group of Animals but they collocate only with a limited number of words: flock of sheep,
herd of cows, school of whales, pride of lions (Martynska, 2004, p.5).
In Oxford Advanced Learners Dictionary "Collocation is a combination of word in
language that happen very often and more frequently than would happen by chance", While
Cambridge Advanced Learners Dictionary offers a bit different definition, collocation for
Cambridge Advanced Learners Dictionary is " a word or phrase that sounds natural and
correct when it is used with another word or phrase" the latter drags phrase into notion yet
they both agree on the habitual co-occurrence of words in certain distance Hornby, (2005, p.
293).
3.4. Categories of collocation
3.5. Upward collocation

Upward collocation consists of words that collocate more often with other words as
compared to downward collocation. For example: back collocates with at, down, from, into,
on all of them are more frequent and often occur in natural speaking words than back.
3.5. Downward collocation

Downward collocations on the other hand, are words which habitually collocate with
words that are less frequent than they are, for example: arrive, bring are less frequent
occurring collocates of back. Sinclair (1991) draws a clear dividing line between two
categories when he points out that elements of “upward” are mostly adverbs, pronouns and
prepositions, tends to form grammatical collocation while “downward” collocations, mostly
nouns and verbs, lexical collocation.
xxii
CHAPTER II: PRESENTING NEW VOCABULARY

This chapter aims at investigating the techniques used by a teacher on presenting a new
vocabulary, such as dominoes, bingo, crosswords, alphabet list, Memorizing list, and prefixes
vs. suffixes, word cards, class spelling, and collocations. In addition on methods such as
showing the meaning, translation, using a word, vocabulary expansion, checking
understanding, active vocabulary vs. passive vocabulary, asking questions, question types,
question strategies, eliciting log answers.
3.6. Presenting a new vocabulary

According to Doff (1994) states that there are some ways to present vocabulary lesson it
depends on the teacher’s activity. Presenting new vocabulary involves:
1. Showing the form of the word (how it is pronounced and spelled);
2. Showing the meaning of the word clearly;
3. Giving students a chance to hear how the word is used.
In language teaching and learning, it is necessary to apply an appropriate technique and
method. To make the teaching-learning process successful, the teacher is not only the source
of the knowledge and dominates the learning process. The teacher should create a situation
where the students are involved in experiencing learning
It is suggested that the teachers should pay more attention to teaching vocabulary by
applying more interesting vocabulary teaching techniques such as: dominoes, bingo,
crosswords, alphabet list, memorizing list, and prefix vs. suffixes, word cards, class spelling,
and collocation to attract student attention. It is essential to change and combine techniques to
have a successful vocabulary teaching lesson.
3.7. Teaching techniques
3.8. Dominoes
According to Gunter (2005) states that domino is a game in a set of dominoes card the
way it plays is taken and placed on the table. Gunter says that the manner of playing domino
cards, the player should matched the end with dots with the same number of dots, or the end
with the number with the same number
Dominoes are very useful, easy, and entertaining games to practice any set of vocabulary.
This game can be played in pairs or in groups. Domino is a new innovation using cards for
games as media used in the English learning method to facilitate learning about descriptive
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text. This kind of Domino games do not use dot or number in a domino card but change by
two instructions, in left side changed by picture that shows some job or occupation, and in
right side written a description text about some job or occupation. To play this game, it is like
playing domino as usual, but the student must match the picture and the text description,
(Lebedova, 2011).
The domino cards which have competitive characteristics when played can encourage
students to be active in joining the lesson. The following is the implementation of teaching
writing descriptive text using domino card:
 The teachers gave an instruction how to play the game and explain the role how to
play the game;
 The teacher divides the students into groups;
 The teacher gives one set dominoes to each group and the student should not show
their cards to another group;
 The teacher asks each group to match each picture with the meaning that provide in
the domino cards;
 The teacher asks each student to memorize all of the vocabulary in domino cards.
3.9. Bingo
Bingo game is a game for the whole class or for small groups. The teacher can serve as
the caller or the students can take turns serving as the caller. The basic idea of Bingo game is
to encourage the students to study and review their vocabulary words (Richardson & Morgan,
2003).
The class can make sets of bingo cards by cutting up used packing. Make sets of cards, one
for each student. Each card has between six and twelve words written on it, chosen randomly
from a selection of new words which students need to practice.
It is useful to words learned several weeks before, as well as recently learned words. Give
each student or group a card. Then the teacher or a student reads out the complete list of
words, one by one. If a student or group thinks that they have that word in their card, they
cross it off (if the cards will be used again, students can also write the down on a separate
piece of paper or place a stone on the word). The winner is the first person or group who has
crossed off all their words (Doff, 1998).
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4. The characteristics of Bingo Game
4.1. Materials
To play Bingo Game, we need two worksheet, one worksheet for the teacher and another
one for the students and also need one marker for each student in the class.
4.2. Dynamic
The game is played individually by the students.
4.3. Time
The time will depend on how fast one student win the game.
4.4. Crosswords
According to Baker and Wrestup (2000, p.40) state that in crosswords students make
and solve crosswords, where half the class or different groups, think of and write half the clue
(the up or down clues). The different groups then swap with another group and fill in their
half of the crossword.
Crossword puzzle has been used in the learning activity and it’s more interesting to learn
English so the students have many varieties to study vocabulary. There are some ways in
which we can help the learner understand the meaning of a word by using different
approaches:
 Introduction vocabulary by using pictures (by showing an object or a cutout figure,
gestures, performing and action);
 Introduction vocabulary by using pictures (using photographs, blackboard drawing,
illustrations cut from magazines or newspapers);
 Introduction vocabulary by using verbal explanation.
4.5. Alphabetic list

Pick a letter and fill in the word for each given category, for example, colours, animal,
flowers, fruits and vegetables. This can be done as an individual or group competition. The
winner is, for example, the first to fill in twenty words or the group or students who fill in the
most word in five minutes (Baker & Wrestup 2000, p.40).
4.6. Memorizing list

Go round the group or class, in random order. The first student thinks of an item from a
list, for example, a shopping list or a list of favourite games. The next student repeats the
word in adding their own word. The other student in turn, repeats the full list and each student
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adds an item of his or her own. The list gets longer and more difficult to remember (Baker &
Wrestup 2000, p.41).
Vocabulary is by far the most sizable and unmanageable component in the learning of any
language, whether foreign or one mother tongue. No language acquisition can take place
without the acquisition of lexis.
As far as any of the major languages are concerned, every other aspect of language
learning is dwarfed by the proliferation of different meanings in their tens of thousands, and
the seemingly infinite shifts in meaning brought about by contextual variables. Language
learners sometimes, if not often, feel that they cannot remember words that they attempt to
learn. Such words are probably not committed to memory effectively, and not stored in such a
way they may be easily retrievable when necessary. In order for learners to go about
deepening their receptive or productive mastery of vocabulary items, they must first
remember the words well enough to recognize them.
4.7. Prefixes and suffixes

If students know the word “happy”, they can make and understand at least five new
words but connected words by adding the prefixes and suffixes: “un-”, “-ily”,”ness-”,”-ier”
or “-iest” (Baker & Wrestup 2000, p.42).
4.8. Word cards

According to Baker and Wrestup (2000, p.42) state that different and useful way of
storing and recording new words is for students to make and use personal pocket word cards.
One way of helping students with this additional activity is to help them write their own cards,
in the minute sometimes left at end of the day or at the end of week.
4.9. Class spelling

For the most part of teachers are textbook-oriented and prefer a formal instructional
approach to spelling. They tend to teach whatever comes up next in their local spelling texts.
Consequently, sanctioned classroom spelling activities go on year after year that, according to
most research, little or nothing to improve spelling. The following are some of the more
common, but not necessarily affective, practices (Allred et al. 1984).
1. Studying words that have common letter patterns (sat, rat, mat, etc.);
2. Studying common lists of "demon" words;
3. Studying rules of spelling;
4. Studying lists of words;
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5. Studying words in context;

6. Studying words phonetically and translating them into regular or traditional spellings
and Writing words several times.
4.10. Collocation
Bahns and Eldaw (1993) similarly advocate the idea of teaching collocations explicitly
in the classroom. Learning collocation is a cumulative process encompassing a great deal
beyond rote memorization. Collocation learning cannot be achieved unless they are
“deliberately selected, prioritized, and incorporated into language learning material”.
According to Baker and Wrestup (2000) at higher levels collocations can be taught and
practiced overtly and students can be encouraged to write down collocations as well as single
words. But even at the elementary level we can introduce the idea of words and expressions
that are “used together” even if we do not use terms like collocation or collocates, and we can
encourage students to keep notes of these in their vocabulary notebooks.
5. Teaching methods
5.1. Showing the meaning

Three techniques which one can use in the processes of showing a meaning of a word
while teaching vocabulary (Doff 1988, p.13), which are:
 Writing the words on the board, and show the real object;
 Writing the words on the board and show meaning by pictures;
 Writing the word on the board and show meanings by miming, actions and facial
expressions.
5.6. Writing the words on the board, and show the real object
Most teachers when wanting to show the meaning, they simply write the word on the
board, so as to let the student visual the written form. This can be easily understood by some
of the learners, because, some may had seen the word before in the written form and not be
aware of the spoken form.
The teacher can use drawings. For students, drawing can be a fun medium to explain
vocabulary. It is not necessary that teacher must be an expert in drawing pictures accurately.
The teacher can draw rough sketches to make an idea clear.
5.7. Writing the words on the board and show meaning by pictures
This technique can be done in two ways:
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 By drawing a picture on the board or

 By showing the picture prepared before the lesson.
As it believes that, not every environment is filled with realia. So, for those words that
do not have a real object in the environment where the lesson is taking place, teachers can use
the board by firstly write the word and secondly a picture of that word he would like to
explain, or can do the other way, by bringing prepared pictures like flashcards to demonstrate
the meaning of the word.
5.8. Writing the word on the board and show meanings by miming, actions and facial
expressions
This kind of method, teachers show meaning by using their actions. Especially actions
verbs are most of the time shown meaning in doing that act.
Example: write the word "sneeze" on the board and then show meaning by sneezing in
action. Or the word "angry" then show the facial expressions while angry, so that students can
understand the meaning of the word.
5.9. Translation
Even though translation does not create a need or motivation of the learners to think
about word meaning, in some situations translation could be effective for teachers, such as
when dealing with incidental vocabulary checking student’s comprehension and pointing out
similarities or differences between first and second language, when there are likely to cause
errors (Cameron, 2001).
5.10. Using a word

In the previous chapters, we saw ways of presenting vocabulary combining different
techniques. In this one, we are going to discuss how to use the new word to make sure that our
students really understand the new word. In this stage we can present a new word like
“market”, after presenting this new word we can ask a question like: what is the purpose of
this?
The purpose of asking questions is to make sure that students understand the new word.
The questions give the students more examples of how the word can be used in a way that
involves the class and finally it gives them a chance to practise other language items such as
big, small, the present simple and so on. We need to point out that question using the new
word should be simple and require short answers (Doff 1988, p.16).
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6. Vocabulary expansion
When students come across a new word, they are likely to be interested in learning
other related words, and this presents a natural opportunity for vocabulary development. This
is sometimes called vocabulary expansion (Doff 1988, p.18).
Cook Cook
Bake Fry Stove Stir
Boil Grill Pot Spoon
Looking at the box above we might have said that there are different ways of cooking or
different utensils that we use when we cook, now look at:
 The words from the first set are synonyms: they are all words of the same type and
have the same general meaning (all method of cooking);
 The second set of the words are related by context: they might all be used when
talking about cooking, although they are not synonyms.
As a teacher, when presenting vocabularies, we can use this method by writing the word on
the board and bringing other words which are associated for example:
 The word "cook" can be associated with other action words like: bake, fry, boil and
grill, these words are set of the same action;
 The word "cook" can also bring other set of noun words like: stove, stir, pot, and
spoon, as materials used to cook. Overall, this kind of method will help the students
know as many words as possible, just by one word.
6.1. Checking understanding

Checking for understanding is an important step in the teaching and learning process,
the background knowledge that students bring into the classroom influences how they
understand the material you share and the lessons or learning opportunities you provide.
Unless you check for understanding, it is difficult to know exactly what students are getting
out of the lesson (Fisher & Frey 1965, p.2).
Checking for understanding is not the final exam or the state achievement tests. While
there is evidence that checking for understanding will improve the scores students receive on
these types of assessments, they are not what we mean by checking for understanding. Final
exams and state standards tests are summative exams, they are designed to provide feedback
on how the student performed after instruction. Checking for understanding is a systematic
approach to formative assessment.
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Comparison of Formative and Summative Assessments

Stages Formative Assessments Summative Assessments
Purpose To improve instruction and To measure student
provide student feedback competency
When administered On-going throughout unit End of unit or course
How students use results To self-monitor To gauge their progress
understanding toward course or grade-
level goals and benchmarks
How teachers use results To check for understanding For grades, promotion
6.2. Active vocabulary vs. passive vocabulary
6.3. Active vocabulary

Active vocabularies are the words that we need to teach our students and make them
understand and also use them. In teaching active vocabulary, it is usually worth spending time
giving examples and asking questions, so that students can really see how the words are used
(Doff 1988, p.19).
According to Laufer (1998) active vocabulary is the words by which listeners and writer
usually use as they are completely understood. They are the words that are recalled and used
at will when a situation of speech and writing requires them. Practically, the active words are
those we can automatically use when writing and speaking without stopping and forcing
ourselves to remember. Yet in his research divided them into two subgroups, namely
controlled active and free active.
6.4. Passive vocabulary

According to Doff (1988, p.19) Passive vocabularies are words which we want students
to understand (for example, when reading a text,) but which they will not need to use them,
themselves. To save time, it is often best to present them quickly, with a sample example, if it
appears as part of a text or dialogue, we can often leave students to guess the word from the
context.
In contrast, the passive vocabulary is meant as the words that are not completely
understood, so that they are infrequently used when writing and speaking. Related to this,
therefore, it can be concluded that the passive vocabulary is a precondition of the active
vocabulary (Laufer, 1998).
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6.5. Asking questions

According to Doff (1988, p.25) in teaching our students, we ask so many questions,
there three main purposes of asking those questions are:
 To check that students understand: When we present new vocabulary or
structures, we can check that students understood by using the new language in a
question. When we present the text, we can use questions to check that students have
understood it;
 To give students practice: If we want students to use a certain structure, one
way to do this is to ask a question that requires a particular answer;
 To find out what really students think or know: We can use questions to
encourage students to talk about them and their experience.
In the following there are different questions:
Section 1:
Do you drink tea? Can you swim? Did he go to university? Are they coming to the party?
Section 2:
Do you prefer tea or coffee? Are they brothers or just good friends? Will you walk or go by
bus? Unit 2 Asking Questions 26 Did she studies in Australia or in Canada?
Section 3:
What do you usually eat? Where did she complete further studies? How long have you known
each other? When are they taking off?
6.6. Question types
6.7. Yes/no questions

The first section of the questions is yes/no questions. The reply can be “yes” or “no,”
alone with short form: yes, I do or no, I do not. Make sure that you understand how to form
yes/no questions. The auxiliary verb comes first: present simple questions use “do/does” past
simple questions use “did”.
Example:
Can you speak Emakwa accurately?
Do you like phonetics and phonology classes?
Do you live in Nampula?
Yes/no questions are useful especially for checking comprehension. They are often the easiest
questions to answer they do not require students to produce new language.
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6.8. Alternative or or/questions

The second section of the questions is Alternative or or/questions. The reply can be
usually a word or phrase from the questions itself, for example, “friends or just good friends.”
Or questions are formed in exactly the same way as yes/no questions, but contain two final
elements “tea or coffee,” “friends or just good friends.”
Example:
Are you willing to speak Emakwa or Portuguese?
Do you like phonetics classes or literature classes?
Do you prefer tea or cool drink?
6.9. WH – questions
The third section of the questions is WH – questions, also can be called information
questions.
In most of the WH – questions it is natural to give a short answer. So the natural answer to
“where did she study?” is in “Australia or Canada.” A very few WH – questions require long
answers. WH – questions are formed in the same way as “yes/no” questions, but they begin
with a “WH” word, for example, when, where and why so on. How long and how
much/many are included as WH – words.
Example:
Who is your English teacher?
How many people are there in the English day party?
How long will you stay?
There is other WH – questions with “who” or “what” have the same structure as normal
sentence. These are called subject questions, because they ask about the subject of the
sentence, for example, something happened… What happened? (What did not happen?)
Someone saw him… Who saw him? Someone knows the answer…who knows the answer?
Something fell over… what fell over?
7. Question strategies
According to Doff (1988, p.35) there are four question strategies:
Strategy 1: can be effective for simple questions with yes/no answers. Otherwise it is likely
to be too noisy and uncontrolled. It would, of course, be suitable for a small class where there
are no discipline problems, for example, a group of adults.
In this strategy the teacher asks a question to the class and all the students raise their hand
to answer.
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Question: What is that made of? Teacher points at the desk.

Class in chorus: wood.
Strategy 2: It enables the teacher to give a chance to weaker students as well as more
confident ones, though, if the questions are too difficult it may make students feel threatened.
In general, it is a good strategy for routine.
Teacher: What is this made of…?
Manuela: It is made of wood.
Strategy 3: This strategy is highly controlled and it is not a good way of keeping the
attention of the class, as all the students expect ones answering the questions and the rest can
switch off. In general, it is better to ask question first and then choose who is to answer.
Teacher: Names Jaime and then asks, what is this made of?
Jaime: It is made of wood.
Strategy 4: in strategy teacher encourages bright students and makes the class seem to be
successful because students are volunteering answers. But if it is the only strategy used, it
allows the class to be dominated by the best students while weaker and shy students tend to be
excluded. It also makes it easy for students to avoid answering questions. In general, it is a
good strategy to use for difficulty questions that only some students will be able to answer.
Teacher: What is this made of…? Yes, Susana.
Susana: It is made of wood.
7.1. Eliciting long answers

According to Ball and Forzani( 2009, p. 504) eliciting is proposed as one of the “tasks
and activities that are essential for skilful beginning teachers to understand, take responsibility
for, and be prepared to carry out in order to enact their core instructional responsibilities”).
Teaching Works describes this high-leverage teaching practice as follows:
Teachers pose questions or tasks that provoke or allow students to share their thinking
about specific academic content in order to evaluate student understanding, guide
instructional decisions, and elicit ideas that will benefit other students. To do this effectively,
a teacher draws out a student thinking through carefully chosen questions and tasks, attends to
what the student says and does, and considers and checks alternative interpretations of the
student ideas and methods.
The definition of elicit suggests a logical sequence of steps teachers undertake when
implementing this practice. Teachers begin by formulating questions and tasks in advance of
instruction then, they employ these questions and tasks to launch instruction. As students
xxxiii
respond, teachers attend listen carefully to what students say and do in their oral and written
responses, then follow up with further questions and tasks that probe students thinking and
understanding.
Doing this well depends on skilful questioning, using questions that are open and
curious, rather than leading and discouraging. These questions require a tone, an intentness,
and a manner that communicates to students that their ideas are interesting and worthy of
attention. But eliciting and interpreting well, in ways that respect and value students, is more
than a set of specific professional skills. The practice depends on a stance toward students, a
commitment to them as thinkers and knowers, and an appreciation of their constant ability to
apprehend the world and to interpret and make sense of it. The practice also depends on a
positioning that communicates that students are the experts about their own thinking and that
teachers seek to learn from them about what they know and believe (Forzani & Ball, 2016,
p.7).
xxxiv
CHAPTER III: DESIGNING OR COLLECTING TEACHING AIDS

This chapter aims at designing ten (10) different samples of vocabulary teaching aids
and then depicting meticulously their importance in the teaching and learning setting.
Designing Vocabulary Teaching aids

Dominoes Example1: Example2:
Vocabulary matching
Example1: Clothing Match Example2:
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Bingo
Example1: Example2:
Mixed sentences
Example1:
A. too / feel / I / today / hot
B. I / a / caught / when / was / on / disease / holiday / I
xxxvi
C. hurt / eyes / really / my / much / if / I / computer / use / too / the

D. nurses / the / in / will / look / hospital / after / you / the
E. this / three / a / medicine / take / day / times
F. bleeding / bandage / with / stop / the / try / to / a
G. oven / hot / careful / don’t / on / burn / yourself / the / you / be 8
H. because / all / coughed / day / I / cold / had / a / I
I. my / playing / I / injured / football / leg
J. she / operate / if / better / get / need / doesn’t / the / will / to / doctor
K. died / he / collapsed / heart / and / of / attack / a
L. develop / might / your / into / illness / serious / something / more
M. blood / saw / she / when / fainted / she / the
N. hat / head / my / this / itch / makes /
O. mosquito / don’t / your / bites / scratch
P. strained / computer / using / all / wrist / day / I / my / mouse / the / my / on / by
Q. sweating / ran / I / was / and / was / I / day / as / hot / it / a 18. cancer / he’s / for /
treated / being
Example2:
A. at / she / a / works / hospital / the / cleaner / as
B. have / several / packages / designed / software /
C. gained / working / she / her / a / as / consultant / experience
D. day / the / happened / the / before / planned / we / event / it
E. on / promoting / so / see / they / Facebook / are / their / product /people / of / lots /
will / it
Crosswords
Example:
xxxvii
Collocations
Example:
Gap fill sentences – WORK
These can be used with a word search, crossword, and another exercise or just on their
own.
A. She ……..….. as a cleaner at the hospital. B. I have …..…... several software packages.
C.She ……….. her experience working as a consultant. D. We ……….… the event the day
before it happened. E. They are ………....their product on Facebook so lots of people will see
it. F. I ………. as a doctor at university. G. I need an assistant to ………….. my meetings. H.
It requires efficiency, hard work and patience to …………. a hotel. I. We need to ……..…..
our marketing plans. Y.you must ……….….. the work is finished by Monday. K. ………….
xxxviii
with the manager before you start work. L. The company …….…….. luxury cars. M. You
need to …………..…your strengths. N. The engineers ………….. the heating system. O.You
will be ……..……… during your training. P. He has ………..…… he can work in a team. Q.
We …………. the market to get information. R. We ………… the information to create a
business plan.
Alphabetic list
Example:
Memorizing list
Example:
xxxix
CHAPTER IV: DESIGNING LESSON PLANS

xl
This chapter aims at designing two lesson plans with the topic waresta market, using PPP and
TBL models, with the purpose of teaching active and passive vocabulary.
PPP-lesson plan (active vocabulary)

School: Teacane secondary school
xli
Grade:10 Class size: 55

Subject: English Class period: 90 min
Topic: Waresta market Materials: Black board, picture, students book
Date: 15th May, 2023 Teachers: Amisse Julio Alberto & Domingos
Victor Zacarias
Objectives: by the end of the lesson student should be able to use their active vocabulary to
sentences.
Stages Activities Language content
Teacher Students Grammar Function Vocabulary Time Skill
-Greets students; -Reply to the Words or Ware, goods
-Writes the topic on greetings; phrases Agriculture
the board; -Pay attention used to a Market
-Provides awareness to the teacher, person, Products
to the students of the take some notes places, Business,
topic; and ask Nouns Thing or Spot
Presentati
-Shows a text and questions about action Seller S, L,
on
distributes to every the given topic, Owner R,
student; if necessary; City W
-And asks one -One volunteer
student to read it stands and
aloud and slowly. reads aloud the
text.
-Pay much
-Explains the text and attention to the
each and every teacher’s Ware, goods
vocabulary items explanation Words or Agriculture
selected; about the text phrases Market
Practice and vocabulary used to a Products S, L,
Nouns person, Business, R,
items;
-Then asks students - Interpret the places, Spot W
to interpret the text. text; Thing or Seller
-Form action Owner
sentences City
through their
active
vocabulary.
-After that, asks to

use their active
vocabulary to form
sentences (e.g. using
the noun seller to
form sentences).
xlii
-Teacher asks the -Students get Words or Ware, goods

students to get grouped as phrases Agriculture
grouped into 2; ordered by the used to a Market
- Asks them to teacher; person, Products
discuss about what - In their groups places, Business,
Productio types of products we discuss about Thing or Spot
n get in waresta the products we action Seller
Nouns
market; get in waresta Owner
-Moves around the market; City
class while students -Raise
perform the questions if
activities; necessary;.
- Gives extra
assistance if
necessary;
-At the end corrects
their mistakes based
their answers.
Text:
Waresta market
Waresta market is located in the north of Mozambique, Nampula in “Murrapaniua”
area; it bordered by the “Nicutha” river and in the west bordered Politecnica University to
Rapale.
According to the research, the market was initially located in the Faina area and was
named after its owner, Waresta, It was narrow at the time and was later moved to a broad
location, which is now known as Waresta Antigo. Despite the move, the market remained
xliii
narrow and continued to attract new traders selling various goods. In 1998, the market was
very narrow and the spot was changed to other broad spot again. In 2007, the market moved
to a new location, which is now known as Waresta. However, it remained narrow and traders
were looking for a more spacious location.However, it just changed the spot, in fact, it does
not change the name Waresta.
Currently, Waresta market is the largest in Nampula province and city, which is densely
populated and known for its agriculture and informal trade. The market offers a variety of
products, including garlic, haricot beans, carrots, potatoes, corn, and more, at fair prices. Most
traders in the market are not native to the area, but come from the countryside or other
provinces, such as Maputo, Beira, Gaza, and beyond. According to research, the majority of
sellers come from outside the city.
Written by:
The researchers
Group activity:
a) Where waresta market is located according to the text?
b) Why people were looking for a new broad spot?
c) Mention three (3) products sold in waresta market?
d) Explain the reasons why the city ruled in informal trades.
e) Write on your own words the importance of commerce.
TBL-lesson plan (passive vocabulary)

School: Teacane secondary school
Grade:10 Class size: 55
Subject: English Class period: 90 min
Topic: Waresta market Materials: Black board, picture, students book
Date: 15th May, 2023 Teachers: Amisse Júlio Alberto & Domingos
Victor Zacarias
Objectives: by the end of the lesson student will be able to use their passive vocabulary to
sentences.
xliv
Stage Objectives Teacher’s activities Student’s Language Content Time

activities
-Greets students; -Reply to the
-Writes the topic on greetings. Grammar Vocab
(Warm up) By the end of the board. Pay attention to ulary
this lesson the -Provides awareness the teacher, take
students to the students of the some notes and Verbs To
should be able topic. ask questions confine,
to: -Pre-teaches about the given To sell,
vocabulary topic, if to
necessary. produce,
-Take notes to locate,
to come,
to
change…
15min
-Become -Explains the - Listen and take
aware of the conjugation of the notes on the
waresta verbs to the students correct
Pre-task location; -Explains how to use conjugation of To
-Know the the verbs in context; the verbs. confine,
waresta market -explain the verbs in -Deduce the To sell,
verbs to
products; the past and present. verbs provided;
-know where it -depict the produce,
began in the correct use the to locate,
past. verbs. to come,
and
To
change
-Deem possible -Asks -Sit in groups To

ways of students to sit in and receive the confine,
explaining the groups, and text; To sell, to
Task distributes a text - Read the text produce,
advantages and
about the silently and try to Verbs to locate,
disadvantages of Waresta market; comprehend it; 30min
Business activity. to come,
- Asks - solve the
students to exercises to
answer some assigned change…
questions.
-Make -Asks students -Reply if yes or To
strategically confine,
if have finished; no. Still in
plans for To sell, to
Task- -Moves around groups, solve the produce,
cycle importance of
Waresta market the class exercise provided Verbs to locate, 10min
xlv
Planning in Nampula city controlling and by the teacher. to come,

providing to
change…
possible help if
required.
Presents a -Invites students Each student
potential report in their groups from the groups To
on giving some to go to the goes to the front confine,
front of the of the class and To sell, to
tips on how to
class and presents their Verbs produce,
have self- present their ideas.
Report to locate,
business. ideas how to be -take notes of the to come, 15min
a seller. feedback
to
-Pay attentions provided by the
to the learners’ teacher and write change…
presentations down the
and takes notes homework.
for future
feedback.
Take notes and To
-Finally, recaps practice using confine,
the use of verbs verbs, to state To sell, to
presented; feasible the produce,
Language Focus
-Use verbs -Asks students natives from Verbs to locate, 20min
adequately. to produce as Nampula who to come,
many sentences does not do to
as they can, business. change…
using the verbs
presented.
CHAPTER V: DESIGNING VOCABULARY CONSOLIDATION EXERCISES

Aims of this chapter:
This chapter aims at designing different consolidation exercises, in order to measure
student vocabulary and help them practice it. Among the exercises that will be designed, there
will be sections, such as:
Section A: Reading and comprehension,
Section B: Vocabulary set,
Section C: Collocation,
Section D: Matching words and sentences.
xlvi
SECTION A: Reading and Comprehension

Text:
Waresta market
Waresta market is located in the north of Mozambique, Nampula in “Murrapaniua” area;
it bordered by the “Nicutha” river and in the west bordered Politecnica University to Rapale.
xlvii
Written by:
The researchers
QUESTIONS
Discuss the questions below in pairs:
e) Write on your own words the importance of commerce.
f) Discuss the importance of self-business.
g) According to the text depict the reasons why waresta market is largest in Nampula city
and bring the main idea of the text.
xlviii
SECTION B: VOCABULARY SET

Business vocabulary
Give the definition of the following words:
 Report;
 Customer;
 Meeting;
 Client;
 Branding;
 Income outcome;
 Buyer;
 Enterprising.
SECTION C: COLLOCATIONS
Instruction: How many of these collocations related to the environment do you know?
Match the opposite words in Column A with the words in the column B:
A B
Customer Emptor
Income Source
Business Outcome
Market Trade
Narrow South
Product Release
Enterprise Broad
Report Describe
xlix
SECTION D: MATCHING WORDS AND SENTENCES

Match the words in the stage A with the sentences in the stage B.
Instruction: 6) matches to a)
Stage A:
1. Customer;
2. Market;
3. Narrow;
4. Large;
5. Income;
6. Business;
7. Tradesman;
8. North;
9. Outcome.
Stage B:
a) An economic activity that involves: exchange, purchase, sale or production of goods
and services with a motive to earn profits and satisfy the needs of customers;
b) Money received, especially on a regular basis, for work or through investments.
c) A final product or end result; consequence; issue. a conclusion reached through a
process of logical thinking;
d) A person who buys goods or services from a shop or business;
e) A regular gathering of people for the purchase and sale of provisions, livestock, and
other commodities. Or an area or areas in which commercial dealings are conducted;
f) A person engaged in trading or a trade, typically on a relatively small scale.
g) Of small width in relation to length or limited in extent, amount, or scope.
h) The direction in which a compass needle normally points, towards the horizon on the
left-hand side of a person facing east, or the part of the horizon lying in this direction;
i) Of considerable or relatively great size, extent, or capacity.
l
CHAPTER VI: TEST

This chapter aims at designing a test, testing vocabulary in grade 10th in Teacane secondary
school.
li
Text:
Waresta market
Waresta market is located in the north of Mozambique, Nampula in “Murrapaniua” area; it
bordered by the “Nicutha” river and in the west bordered Politecnica University to Rapale.
Written by:
The researchers
Section I:
Comprehension
Read the text above carefully and answer the following questions:
e) Write on your own words where would like to sell If you were given any product to
sell and, why?
lii
Section II: Choose the best alternative (A, B, or C) in each of the following sentences.
Write the letter only.
1. Waresta market is located in-------.
A. Mozambique, Nicutha B. Nampula province mainly in Murrapaniua
C. Murrapaniua, Nampula
2. Waresta was a name raised in honour to-------.
A. The man lived at Faina area B. The spot of a man C. English word which the name was
''ware''
3. The characteristic referred to Waresta Market in 1998 was------.
A. very narrow B. The spot changed C. was Waresta Antigo
4. Waresta Market contains cheaper products on sale because--------.
A. A plenty of salespeople sell the same thing as the others in plentiful quantity.
B. Sellers just want money
C. Salesmen refrain their products be damaged
Section III: Match the words from the article on the left with their meaning on the right.
A. Salespeople 1. someone who arrives
B. Wares 2. The place for a particular product or service on sale
C. Market 3. commodities offered for sale
D. Comers 4. People that sell products or goods
Section IV: complete these sentences using suitable adjectives.
1. We were all--------- horrifying/horrified when we heard all history about the Market.
2. Are you-------- interesting/interested in selling at Waresta Market?
3. They went to the Market yesterday it is Faraway. It was--------- tired/tiring.
4. She is starting her new trade at Waresta Market. She is quite-------- excited/exciting.
Section V: Choose the correct adjective, verb or preposition to complete each sentence.
1. I hope I get-------- (high-larger) incomes of this business.
2. Harry ---------- (was-made) a lot of mistakes in his trades.
3. If you don't do your own business you will ----------- (drop-fail) in your life.
Section VI: Composition.
Write 100 words talking about market in your community and their importance in your
community.
Good luck!
liii
CHAPTER VII: Proposal and conclusion

This chapter aims in bringing a proposal and conclusions.
liv
Proposal and conclusion

All languages have words, Language emerges first as words, both historically, and in terms
of the way each of us learned our first and any subsequent languages. The coining of new
words never stops. Nor does the acquisition of words. Even, in our first language we are
continually learning new words, and learning new meanings for old words.
The acquisition of vocabulary is arguably the most critical component of successful
language learning. Until recently, however, it has been difficult to determine the most
important words and phrases needed to establish a suitable vocabulary for conducting
conversations most effectively. Since there are so many things to learn about each piece of
vocabulary (meaning, spoken/written forms, grammatical behaviour, etc.)
It is important that we as teachers only introduce a little at a time, starting with the most
frequent, useful, and learnable vocabulary, and returning later to more difficult vocabulary
and less frequent uses of previously learned items. We need to repeat vocabulary often,
because students must work with a word or phrase many times before acquisition takes place,
and we must offer variety to keep the exercises fresh and to cater to different learning styles.
lv
lvi
References
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lix
Attachments
lx
Appendix 1: Waresta Market
Source: Waresta index.com

Appendix 2: Word card
Source: Baker &Westrup, (2000, p.43)

Appendix 3: Alphabetic list

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Amissse Júlio Alberto

Domingos Victor Zacarias

Amissse Júlio Alberto

Essay presented to faculty of arts and social science,

CHAPTER I: TEACHING VOCABULARY...........................................................................10

1.1. Definition of vocabulary....................................................................................................11

1.3. The importance of vocabulary...........................................................................................12

1.4. Language structure and vocabulary...................................................................................12

1.5. Phonetics and phonology...................................................................................................13

1.9. Vocabulary acquisition......................................................................................................15

1.10. Factors in vocabulary acquisition....................................................................................16

2. Vocabulary Learning Strategies (VLSs)...............................................................................16

2.1. Learner Individual Difference Factors...............................................................................17

2.2. Productive use vs. Receptive.............................................................................................17

2.3. Productive vocabulary.......................................................................................................18

2.4. Receptive vocabulary.........................................................................................................18

2.5. Lexicon and schemata........................................................................................................18

2.6. Mental Lexicon definition..................................................................................................18

2.8. Types of Schema................................................................................................................20

2.9. Linguistic schema..............................................................................................................20

3.1. Formal schema...................................................................................................................20

3.4. Categories of collocation...................................................................................................21

3.5. Upward collocation............................................................................................................21

3.5. Downward collocation.......................................................................................................21

CHAPTER II: PRESENTING NEW VOCABULARY...........................................................22

3.6. Presenting a new vocabulary.............................................................................................22

3.7. Teaching techniques...........................................................................................................22

4. The characteristics of Bingo Game.......................................................................................24

4.5. Alphabetic list....................................................................................................................24

4.6. Memorizing list..................................................................................................................24

4.7. Prefixes and suffixes..........................................................................................................25

4.8. Word cards.........................................................................................................................25

4.9. Class spelling.....................................................................................................................25

5.1. Showing the meaning.........................................................................................................26

5.10. Using a word....................................................................................................................27

6.1. Checking understanding.....................................................................................................28

6.2. Active vocabulary vs. passive vocabulary.........................................................................29

6.3. Active vocabulary..............................................................................................................29

6.4. Passive vocabulary.............................................................................................................29

6.5. Asking questions................................................................................................................30

6.6. Question types....................................................................................................................30

6.7. Yes/no questions................................................................................................................30

6.8. Alternative or or/questions.................................................................................................31

7.1. Eliciting long answers........................................................................................................32

CHAPTER III: DESIGNING OR COLLECTING TEACHING AIDS...................................34

Designing Vocabulary Teaching aids.......................................................................................34

CHAPTER IV: DESIGNING LESSON PLANS.....................................................................39

CHAPTER V: DESIGNING VOCABULARY CONSOLIDATION EXERCISES................45

CHAPTER VI: TEST..............................................................................................................49

CHAPTER VII: Proposal and conclusion.................................................................................52

Proposal and conclusion...........................................................................................................53

CHAPTER I: TEACHING VOCABULARY

1.1. Definition of vocabulary

1.3. The importance of vocabulary

1.4. Language structure and vocabulary

1.5. Phonetics and phonology

1.9. Vocabulary acquisition

1.10. Factors in vocabulary acquisition

2. Vocabulary Learning Strategies (VLSs)

2.1. Learner Individual Difference Factors

2.2. Productive use vs. Receptive

2.3. Productive vocabulary

2.4. Receptive vocabulary