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Most likely than not, individual words are the first things learned by students when they start studying English. Even if a student is an absolute beginner, there are likely some simple words that can produce. In an English class, students always learn a large amount of vocabulary varying from simple nouns such as colors, body parts, animals, to slightly more difficult and abstract words such as exhausted, frustrated, annoyed, and such. Although grammar is extremely important in learning a language, without adequate vocabulary, students can be limited from producing desired sentences. Students may already have an existing word bank in their minds, depending on age, profession and interests, etc. Humans in general tends to remember things that they are interested in or related to them in some aspects. It is important to consider this when choosing the topics and vocabulary of a new chapter to introduce to students. Depending on the level of the students, some vocabulary should be excluded or added to on to match the students’ needs. For example, when teaching colors, small children should be taught only basic colors, whereas adults could be taught more difficult color choices such as turquoise, rouge, crimson, etc. Sometimes, teachers need to, or is required to introduce vocabulary that is not of his or her choice, but simply following that of the coursebook or for getting ready for specific type of external exam. Even if new vocabulary does not pique interests for some students, it is the teacher’s job to make them interesting with fun activities and explanations so that students will be willing to learn it. When introducing new vocabulary, the teacher should start with showing the vocabulary either with objects, images, or gestures to attempt to elicit the words from students first, instead of simply pulling out the new vocabulary list and start explaining one by one. In some cases, the teacher could also give students a list of new vocabulary and require them to look it up in a dictionary as homework. This allows students to be ready for the actual lesson. Some good techniques that allow students to become familiar with new vocabulary are gap-fills, word searches, crosswords, drilling activities. These activities could be used in the Study phase of a class, so students are able to become familiar with the sounds and spellings of new vocabulary from these types of exercises. Once students have learned the meaning and pronunciation of the words, it is important that they also know the usage of words in actual sentences. Ex. a short interesting story including the new vocabulary. Once students are able to recognize new vocabulary from authentic materials, they are able to gain confidence and become motivated to learn more. When students are able to recognize the vocabulary in reading, it has become part of their receptive word bank, however; for it to become part of their productive word bank, the students need to know how to use it themselves. Some activities that could encourage vocabulary usage are discussion, role-play, simulation, story-building, and debate. It is important that the vocabulary are reviewed constantly, even after the chapter they are from are finished. The teacher should include past vocabulary in new materials from time to time so students are able to retain it in their memories.
