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| Preface | |
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| Acknowledgements | |
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| The Big Picture | |
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| The teacher's jobs | |
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| The learners' jobs | |
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| What vocabulary? | |
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| Deciding which words are high frequency, academic, technical, or low frequency | |
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| How should the various types of words be dealt with in class? | |
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| Testing to see what words to focus on | |
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| Vocabulary and Listening | |
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| How much vocabulary and what vocabulary do you need for listening? | |
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| How can you test the size of your learners' listening vocabulary? | |
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| How can you use listening activities to deliberately teach new vocabulary? | |
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| How can you support vocabulary learning through meaning-focused input through listening? | |
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| How can you develop fluency in listening? | |
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| Vocabulary and Speaking | |
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| How much vocabulary and what vocabulary do you need to speak English? | |
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| How can you test your learners' spoken vocabulary? | |
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| How can you use speaking activities to help learners to deliberately produce vocabulary? | |
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| How can you support vocabulary learning through meaning-focused output through speaking? | |
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| How can you develop fluency in speaking? | |
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| Vocabulary Learning and Intensive Reading | |
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| Preteaching | |
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| Simplifying | |
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| Adding a glossary | |
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| Putting words in an exercise after the text | |
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| Quickly giving the meaning | |
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| Doing nothing about the word | |
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| Helping learners use the context to guess the meaning of a word | |
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| Helping learners use a dictionary | |
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| Using word parts to help a word be remembered | |
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| Spending time on explaining a word | |
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| Vocabulary Learning Through Extensive Reading | |
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| Understand the goals and limitations of extensive reading | |
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| Find your learners' present vocabulary level | |
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| Provide plenty of interesting and appropriate reading texts | |
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| Set, encourage, and monitor large quantities of extensive reading | |
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| Train learners in guessing from context | |
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| Support and supplement extensive reading with language-focused learning and fluency development | |
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| Help learners move systematically through the graded reader levels | |
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| Simplified and unsimplified texts | |
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| The extensive reading program | |
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| Vocabulary and Writing | |
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| How much and what vocabulary do you need for writing? | |
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| How can you test the size of your learners' written vocabulary? | |
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| How can you deliberately teach vocabulary for writing? | |
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| How can you support vocabulary learning through meaning-focused input? | |
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| How can you develop fluency in writing? | |
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| The Deliberate Teaching and Learning of Vocabulary | |
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| Ways of quickly giving attention to words | |
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| What is involved in knowing a word | |
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| Vocabulary exercises that require little or no preparation | |
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| Prepared vocabulary exercises | |
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| Giving repeated attention to vocabulary | |
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| Deliberate learning from word cards | |
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| Using dictionaries | |
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| Multi-word units | |
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| The unknown-to-known imaging strategy | |
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| Specialized Vocabulary | |
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| What is academic vocabulary? | |
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| How was the Academic Word List made? | |
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| Why is academic vocabulary important? | |
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| Why is there an academic vocabulary? | |
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| How can we test learners' knowledge of the academic vocabulary? | |
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| What should a teacher do about academic vocabulary? | |
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| What is technical vocabulary? | |
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| How do you decide what vocabulary is technical? | |
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| The nature of technical vocabulary | |
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| Implications for teaching | |
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| Testing Vocabulary Knowledge | |
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| What vocabulary do my learners need? | |
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| The Vocabulary Levels Test | |
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| Making vocabulary tests | |
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| Evaluating vocabulary tests | |
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| Planning the Vocabulary Component of a Language Course | |
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| Find the learners' present level | |
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| Find what use the learners will make of the language | |
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| Decide on what and how much vocabulary to learn | |
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| Divide the learning time equally between the four strands | |
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| Decide how progress through the course will be tested | |
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| Decide how the vocabulary component of the course will be evaluated | |
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| The General Service List | |
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| The Academic Word List | |
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| The Vocabulary Levels Test | |
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| A Vocabulary Size Test | |
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| The Productive Vocabulary Levels Test | |
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| A Survival Language Learning Syllabus for Foreign Travel | |
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| References | |
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| Index | |