READY Teacher's Guide-April 2026 - Flipbook - Page 8
9. Teaching Vocabulary
The nature of learning vocabulary is dynamic and continues over time (Webb and Nation 2017). Hatch and
Brown refer to four essential steps in vocabulary learning, all of which are applied in READY’s careful
methodology for introducing and practicing vocabulary:
1.
2.
3.
4.
Sources for encountering new vocabulary.
Getting a clear image of new words – visual, auditory or both.
Making a memory connection between the form and meaning.
Using the word through a continual process (not rote memory) – recycle vocabulary as often as
possible. (Hatch and Brown 1995)
Like Hatch and Brown, Nation (1990) recommends teaching and learning vocabulary strategies for young
pupils that involve demonstrating lexical items through pictures and verbal explanations. Specifically, he
praises word cards as an “excellent way of quickly increasing vocabulary.” (Laufer, Meara, and Nation 2005).
Early learners respond well to the picture learning method, in which new words are presented with a
corresponding image (Tonzar, Lotto & Job 2009). READY includes numerous word cards. Each is presented
with a verbal and written cue.
Vocabulary needs to be encountered and re-entered abundantly through various sources and modes. Each
additional encounter with a word creates new understandings, enhancing knowledge to encourage higher
levels of understanding and encouraging retention (Schmitt 2017; Schmitt, Cobb, Horst, & Schmitt 2017;
Waring and Takaki 2003; Laufer, Meara, and Nation 2005). Through each activity in READY words from the
Foundation Band I word list are strategically recycled in different modes: word cards, communicative games,
listening activities, reading texts, and stories.
Additionally, young learners benefit from the introduction of cognate words, or words that have a similar
meaning and form in L1 (Tonzar, Lotto & Job 2009). Presenting these familiar words in READY helps pupils
feel more comfortable and confident in the language, as they can more quickly acquire the L2 words. The
lexical items, including L1 cognates taught in READY, are carefully chosen to involve familiar topics for young
learners, and frequently used English words. Teachers should take care to point out cognates to pupils
where relevant.
Vocabulary learning is a continual process. The dynamic process presentation of vocabulary, combined with
re-entry and the mental activation of the pupils through experiential activities, results in long term language
development. This prepares pupils for reading, which then creates a stronger visual association with the
vocabulary based on the form and shape of the written word.
The vocabulary presented in READY is displayed in the glossary in the back of the pupils’ Course Book.
Teachers are advised to formally introduce the glossary, and to guide pupils on its proper use.
a. How to Introduce Vocabulary
Vocabulary should be introduced through pictures, word cards, gestures, actual objects, and/or
through the context of reading texts. Pupils should repeat chorally after a new lexical item is
introduced while looking at the word card or representation to establish visual association with the
phonetic form. When appropriate, include any gestures that may help illustrate the word. Say the
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