Spontaneously Teaching Vocabulary with Proven Tactics
Text-Talk
Text talk is a method for explaining and then applying vocabulary.
01 - Read the text
The first part is explanation. For example, the vocabulary word could be “monarchy”, and the class is examining arguments for and against monarchies. The students first read part of the text:
“Their core arguments: Countries with monarchies are better off because royal families act as a unifying force and a powerful symbol; monarchies rise above politics; and nations with royalty are generally richer and more stable.”
The teacher then repeats the sentence with the vocabulary word. In the passage, the teacher can repeat this section since all of the sentences have references to monarchy and royalty.
02 - Define the term
Next, the teacher defines the term monarchy. Monarchy is rule by a king and/or queen.
Say the word with me: “Monarchy”.
03 - Provide Context
The teacher then explains the word more with context. Monarchies are ruled by kings and queens. (Shows a picture on the smart board of a queen and king.) This is England’s queen. The teacher could show another king and queen on the smart board.
04 - Discuss and Summarize
The next phase of Text and Talk is the discuss and summarize stage.
Let’s think of some examples of monarchies. I will name some things and put the pictures on the smart board and if they are examples of a monarchy say, “Monarchy!”. If they are not, don’t say anything.
o Picture of Queen Elizabeth. (Students say “Monarch!”)
o Picture of Barack Obama (No respone)
What is your opinion of monarchy? Do monarchs need to work hard for their country?
05 - Recap
What’s the word that means a king and queen rule?
Thumbs-Up-Thumbs-Down
Thumbs-Up-Thumbs-Down is another method for teaching vocabulary while also reinforcing the habit of speaking in complete sentences. The teacher shows pictures of vocabulary words, and students must say a complete sentence using that vocabulary word. If the student uses the word correctly in a complete sentence, the students show a thumbs-up. If the student does not use the vocabulary word correctly in a complete sentence, the students signal thumbs down.
Other grammar concepts can be incorporated. For example, the teacher can ask that the students use the vocabulary word in a complex sentence, or students should describe the vocabulary word with an adjective in their sentence.
Another option is to ask the students to give a thumbs-up if they agree with a vocabulary term, and they should give a thumbs-down if they disagree with a vocabulary term (or a vocab term in a particular context). For example, my world history class is covering World War I, and one of the vocabulary words was militarism. I told the students give me a thumbs-up if you agree with militarism, and give me a thumbs-down if you disagree with militarism. I called out how students were signaling and then we discussed why students agreed or disagreed. In the end, my co-teacher and I explained why militarism is not good, and it contributed to World War I.