MASARYK UNIVERSITY BRNO

FACULTY OF EDUCATION
Department of English Language and Literature
ESP Vocabulary Teaching
at the Vocational Secondary School o !urniture Indu"try
Bachelor Thesis
Brno !!"
Author# Ing$ Os%ar &ra'()e% Consultant# *gr$ +ade% ,ogel- .h$D$
#eclaration
I declare that I /rote this thesis 01 m1self and that I used onl1 the sources
listed in the 0i0liograph1 section$
Brno$ %& A'ril %&&( Ing$ Os%ar &ra'()e%
2
Ac)no*ledge+ent"
I /ould li%e to than% *gr$ +ade% ,ogel- .h$D$ I am grateful for his
guidance and professional ad'ice on /riting the thesis$
3
,ontent
Introduction-------------------------------------------------------------------------------------------------------------------------2
.- Theoretical 'art---------------------------------------------------------------------------------------------------------------"
.-.- ,haracteri"tic" o the target grou'------------------------------------------------------------------------"
.-%- Moti/ation o /ocational "tudent"--------------------------------------------------------------------------3
4$$4$ 5ources of moti'ation$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$3
4$$$ Intrinsic and e6trinsic moti'ation$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$3
4$$7$ Instrumental and integrati'e moti'ation$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$4!
.-0- Teaching Method"-------------------------------------------------------------------------------------------------44
4$7$4$ 8rammar9translation method$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$44
4$7$ Direct method$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$44
4$7$7$ Audio9lingual method$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$4
4$7$:$ Tas% 0ased learning$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$4
4$7$;$ Total ph1sical response method$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$47
4$7$2$ 5uggestopedia$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$47
.-1- Teaching a''roache"--------------------------------------------------------------------------------------------4:
4$:$4$ Le6ical approach$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$4:
4$:$$ Communicati'e approach$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$4:
4$:$7$ Eclectic approach$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$4;
.-2- Vocabulary teaching---------------------------------------------------------------------------------------------42
4$;$4$ E5. 'oca0ular1 teaching$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$42
4$;$$ 5electing 'oca0ular1$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$4<
4$;$7$ .resenting 'oca0ular1$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$4"
4$;$:$ ,oca0ular1 consolidation$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$43
4$;$;$ ,oca0ular1 practice$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$!
4$;$2$ E5. 'oca0ular1 practice and consolidation$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$4
%- Practical 'art-----------------------------------------------------------------------------------------------------------------7
%-.- Target "tudent"------------------------------------------------------------------------------------------------------7
%-%- 3in4ui"tic ob5ecti/e"---------------------------------------------------------------------------------------------7
%-0- Target ")ill" and +aterial"-----------------------------------------------------------------------------------:
%-1- 3anguage unction"-----------------------------------------------------------------------------------------------:
4
%-2- Unit organi6ation and layout-------------------------------------------------------------------------------;
%-7- The teacher8" role--------------------------------------------------------------------------------------------------2
%-9- The "tudent8" role--------------------------------------------------------------------------------------------------<
%-(- Sa+'le le""on 'lan------------------------------------------------------------------------------------------------"
,onclu"ion--------------------------------------------------------------------------------------------------------------------------74
R:"u+:-------------------------------------------------------------------------------------------------------------------------------7
Bibliogra'hy$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$77
A''endi;$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$7;
5
Introduction
English has 0ecome the language of the multicultural /orld and pla1s a %e1 role in
human li'es$ At present it is considered to 0e an ine'ita0le part of general and specific
education for people all o'er the /orld$ .eople need English for different purposes# to deal
/ith the foreign 0usiness partners in their =o0s- to %no/ it for their studies- to tra'el a0road to
meet other cultures or on holida1$ English has 0ecome not onl1 an international language 0ut
also a glo0al language- an Esperanto of no/ada1s- a language /hich is communicated in
e'er1 part of the /orld$ *oreo'er- one of the most important impacts of glo0ali>ation is the
0roader opportunit1 to li'e and /or% a0road$ To li'e contentl1 and /or% successfull1 in
another culture- in our case in an English9spea%ing countr1- means to manage not onl1 the
0asics of the language 0ut also the terminolog1 of the rele'ant field of occupation$
The aim of this thesis is to displa1 ho/ to teach English ,oca0ular1 for 5pecific
.urposes ?E5.@ at the technical secondar1 school of furniture industr1$ This topic /as not
chosen 01 chance$ 5ome students /ill 0e speciali>ed in /oodAfurniture processing industr1 as
=oiners- carpenters- fol%9art =oiners and /oodAfurniture processing super'isors and managers$
At the end of each term the1 are taught 'oca0ular1 from their 0ranch$ But there are onl1 the
/ordsAspecial terms in isolation$ The intention of this /or% is to demonstrate teaching
'oca0ular1 in a d1namic form- in practical use- in the form of practical e6ercises to remem0er
the ne/ /ords acti'el1$
The thesis reflects a re'i'al of interest in 'oca0ular1 teaching in recent 1ears$ This is
partl1 due to the de'elopment of ne/ approaches to language teaching /hich are much more
/ord9centred- partl1 due to a long9term practical teaching e6perience and studentsB results in
managing language s%ills$ *oreo'er- 'ocational classrooms are 'ie/ed as potentiall1 good
en'ironment for language learning 0ecause of the /or% carried out in small groups- using
authentic materials and eCuipment- and reCuiring close interpersonal communication$ Another
important aim of this /or% is to suggest ho/ 'ocational teachers can enhance learning
opportunities for studentsAapprentices /ith limited English proficienc1 in order to impro'e
their English language s%ills as the1 master 'ocational content$ The focus of this thesis is to
6
find out the 0est /a1 ho/ to moti'ate mostl1 teenage students for learning special
/oodAfurniture industr1 'oca0ular1 and ho/ to teach them /ith the 0est effect$
The theoretical part of this thesis is de'oted to the short summar1 of 0asic principles of
'oca0ular1 teaching- and it also underlines the specific factors in teaching special terminolog1
that the teachers at 'ocational secondar1 school should ta%e into consideration$ In the
practical part- the e6amples of the lessonsAtopics aimed at practising E5. 'oca0ular1 are
presented$ ConseCuentl1- the students of furniture industr1 should ha'e 0asic %no/ledge of
'oca0ular1 regarding their field$ This %no/ledge might help them to adapt Cuite easil1 to the
ne/ /or%ing en'ironment and fulfil the reCuirements of a foreign emplo1er$
7
.- Theoretical 'art
.-.- ,haracteri"tic" o the target grou'
The target group discussed in this thesis includes adoloscent 'ocational students
0et/een 4; and !$ It is not eas1 to learn English in this pro0lematic age$ 5ome students ha'e
negati'e attitudes to stud1ing theoretical su0=ects at all$ The1 ma1 suppose a foreign language
not to 0e necessar1 for their future career$ The1 often argue that the1 /ill not need to use
English language as ca0inet ma%ers or carpenters$ *oreo'er- there is a lac% of English
te6t0oo%s for 'ocational schools$ The materials should 0e adeCuate to their needs and a0ilit1
to acCuire the language$
This thesis is focused on 'ocational students /ith the lac% of moti'ation and some
learning difficulties /ith acCuiring English$ There is an increasing amount of students /ith
different disa0ilities no/ada1s- e$g$ d1sle6ia- d1sgraphia- mental pro0lems or ps1chological
0arriers- /hich can negati'el1 influence the process of learning$ To a'oid these factors it is
necessar1 to choose the efficient teaching strateg1 for learners- ta%ing into consideration
'arious aspects resulting from their specific needs$ One of the /a1s is incorporation of the
special terminolog1- English for 5pecific .urposes ?E5.@- into the normal English lessons$ It
is an e6cellent /a1 for reinforcing 'oca0ular1 in connection /ith practice of students at the
school /or%shops- supporting the naturalness of learning English 01 enriching the conditions
in /hich the students li'e- learn and /or%$ This t1pe of purposeful learning closel1 connected
/ith the practical /or% can encourage their interest in English$ DE5. must 0e seen as an
approach not as a product$ E5.- then- is an approach to language teaching in /hich all
decisions as to content and method are 0ased on the learnerEs reason for learningF
?Gutchinson and Haters 43@$ On the other hand- it is necessar1 to reali>e that it is hard /or%
to use additional teachingAlearning materials in the normal lessons- and /hat is more at the
technical secondar1 schools- /here the learners struggle /ith the 0asics of English language$
Because of population reduction- contemporar1 technical secondar1 schools concentrate the
/orst educated pupils from primar1 schools$
8
.-%- Moti/ation o /ocational "tudent"
The aim is to ma%e learning English terminolog1 in the field of /oodAfurniture industr1
more stimulating and moti'ating$ It is necessar1 to reali>e that students learning a foreign
language ma1 onl1 learn /ell if 1ou find a /a1 to acti'ate and encourage their desire to in'est
effort in the learning acti'it1$ The main point is to find the 0est /a1 ho/ to moti'ate
'ocational students for learning English$ The age of the students is 0et/een 4; and ! so it
can 0e difficult to connect fun and stud1ing drill$ The teaching should 0e 0ased on friendl1
0ut demanding atmosphere /ith the appropriate space for games and tal%ing$
.-%-.- Source" o +oti/ation
5tudents are influenced 01 man1 attitudes of different participants in the learning process
?DIrn1ei 7:- 73@#
Teacher J is the %e1 factor in studentEs moti'ation$ Ge or she must ha'e a positi'e
attitude and enthusiasm for teaching English$ If the teacher ma%es lessons interesting-
the students li%e learning English and the1 appreciate it$
Parent" J if parents ha'e positi'e attitudes to learning- it is easier for the student to
stud1$ If famil1 mem0ers do not accept the importance of learning a foreign language
and emphasi>e it 01 unreasona0le comments- freCuent distur0ing or not pa1ing
attention- then such atmosphere could 0e 'er1 demoti'ating$
En/iron+ent J it depends on /hat social 0ac%ground children come from$ If the1 are
0rought up in a positi'e societ1 it is good for their school results$ A positi'e
classroom atmosphere should 0e created to enhance a good school en'ironment$
.-%-%- Intrin"ic and e;trin"ic +oti/ation
As it has 0een said one of the factors that ha'e a strong impact on success or failure in
learning English is moti'ation$ If students miss moti'ation for stud1ing English- it /ill 0e
'er1 hard to ma%e them cooperate$ It can simpl1 0e said that /ithout moti'ation students
/ould not do some acti'ities and conseCuentl1 there /ould not 0e an1 effort to acCuire a
9
language ?Uhr <:@$ In other /ords- students must 0e moti'ated 01 some 0asic %inds of
moti'ation- /hich include intrin"ic and e;trin"ic +oti/ation ?Garmer 79:@$
According to Garmer ?79:@ intrin"ic +oti/ation is commonl1 defined as an internal
dri'e$ This is something that students /ant to do themsel'es 0ecause the1 are personall1
interested in it ?e$g$ acCuiring the %no/ledge of language@$ A t1pical e6ample of intrinsic
moti'ation is an interest or a ho001- i$e$ an acti'it1 carried out for its o/n sa%e$ On the
contrar1- e;trin"ic +oti/ation is influenced from outside$ 5tudents carr1 out acti'ities
0ecause the1 are e6pected or forced to do them$ It ma1 0e the compulsor1 su0=ects in school
curriculum- a need to satisf1 parentsE e6pectations- longing to 0e praised or an idea of a 0etter
career$ The ordinar1 moti'es are tangi0le re/ards$
As Kerem1 Garmer ?:@ states- intrinsic moti'ation is concerned /ith the factors ta%ing
place inside the classroom /hile e6trinsic moti'ation is concerned /ith factors outside the
classroom$ Garmer points out that intrin"ic +oti/ation is 'er1 important in studentsE success
or failure$ Hhat happens in the classroom is 'er1 important in esta0lishing studentsB attitude
to a language$ In his opinion ?:@ e6trinsic moti'ation includes situations in /hich students
0elie'e that managing of the target language /ill 0e a means for getting a 0etter =o0- position
or status ?in"tru+ental +oti/ation@ or it /ill help them to integrate into a particular culture
en'ironment ?integrati/e +oti/ation@$ This stresses the fact that studentsE attitude to learning
can 0e predominantl1 affected 01 mem0ers of a communit1$ But other factors participating in
the learning process can also essential1 affect it$ The1 are ph1sical conditions- teaching
methods- successAfailure and especiall1 a teacher$ All of them ha'e an important impact on
learning a foreign language$
.-%-0- In"tru+ental and integrati/e +oti/ation
As it has 0een mentioned a0o'e- there are also other t/o t1pes of moti'ation identified
01 8ardner and Lam0ert ?E1ildirim- Ashton 7@# in"tru+ental and integrati/e +oti/ation$
.eople /ho acCuire language for reasons such as to o0tain a good and /ell9paid =o0- to 0e
a0le to read and understand instructions for eCuipment needed in their profession- or stud1 in
the foreign countr1- ha'e instrumental moti'ation$ DInstrumental 'alues are conseCuences and
0enefits of ha'ing learnt the target languageF ?DIrn1ei ;4@$ The %no/ledge is e6ploited as an
instrument to achie'e something in life$
10
Integrati'e moti'ation is applied 01 people /ho /ant to get in touch /ith Dthe culture of
the second language group and 0ecome in'ol'ed in social interchange in that groupF ?Bro/n
Ctd$ in E1ildirim- Ashton 7@$ Integrati'e moti'ation ma1 appl1 to students /ho /ant to read
maga>inesA=ournals- understand foreign music- if the1 come to a foreign countr1 the1 /ant to
spea% in shops and as% for directions- simpl1 the1 ha'e to communicate$ The1 /ant to
integrate into the societ1$ The main point- regarding teaching special terminolog1- is to find
the 0est /a1 ho/ to moti'ate students for stud1ing English 'oca0ular1 in the strict 0ut at the
same time friendl1 atmosphere$
.-0- Teaching +ethod"
,oca0ular1 has not al/a1s 0een considered as an important part of second language
teaching 0ecause much more attention has 0een paid to teaching grammatical and
phonological structures$ There is a short re'ie/ of some linguistics approaches that appeared
during the !
th
centur1$
.-0-. <ra++ar=tran"lation +ethod
8rammar9translation method ?8T*@ /as freCuentl1 used in the past for teaching the
classical languages$ It is logicall1 0ased on translation from one language into another$
5tudents translate independentl1- student9student interaction is nearl1 missing$ 5tudents are
gi'en grammar rulesApatterns and the1 memori>e them$ Teachers often teach in the mother
tongue /ith little use of the target language$ Correcting mista%es is considered to 0e highl1
important$ The primar1 aim is to 0e a0le to read different te6ts /ritten in the target language$
,oca0ular1 is presented in the form of isolated /ords$ 8rammatical accurac1 is more
important than the a0ilit1 to communicate$ Go/e'er- this method can /or% Cuite /ell for E5.
and E5T students /ho need to 0e a0le to read technical te6ts- =ournals or manuals in a foreign
language /ithout intention to communicate or /rite$
.-0-% #irect +ethod
The aim of Direct method ?D*@ is to thin% in the target language and- as a result of this-
to de'elop a good communication a0ilit1$ 5po%en /ord is emphasi>ed and is considered to 0e
11
the primar1 form of language$ ,oca0ular1 and grammar are learnt through e6amples and
associations$ Teacher presents the su0=ect 01 acting or demonstrations$ ,oca0ular1 is studied
in a natural con'ersational conte6t /hereas te6t0oo% e6planations are presented later$
,oca0ular1 is preferred to grammar- 0ut onl1 e'er1da1 'oca0ular1 is taught$ 5tudents learn to
tal% 01 listening and interacting /ith their classmates$ Emphasis is put on spea%ing in the
form of sentences rather than on using /ords in isolation$
.-0-0- Audio=lingual +ethod
Learning through Audio9lingual method ?AL*@ means forming ha0its$ The method is
0ased on teaching drills of sentence patterns and their pronunciation$ AL* /as thought out
during the Horld Har II for militar1 o0=ecti'es$ The main aim /as to create communicati'e
a0ilit1 of learners in a short time and ma%e responses ha0itual and mostl1 automatic$ The onl1
language used during lessons is the target language- special importance is gi'en to
pronunciation- and memori>ing of phrases pla1s the %e1 role$ Teacher has the central and
leading role- hisAher /or% is 'er1 demanding 0ecause of accurac1- acti'it1 and control$ E6cept
for automatic responses- there is a great effort to produce mista%e9free utterances$ Language is
displa1ed through con'ersations di'ided into lines that are drilled repetite'el1$ ,oca0ular1 is
strictl1 limited and learned onl1 in conte6t$
.-0-1- Ta")=ba"ed learning
Tas%s are often the central part of the practical learning acti'it1$ The main idea of Tas%9
90ased learning ?TBL@ is that students stud1 more effecti'el1 /hen their 0rain is occupied
/ith a specific tas% or topic offering- 0esides concentration on language- its grammar or
'oca0ular1- also another practical e6perience- e$g$ sol'ing pro0lems or ma%ing decisions$ In
this /a1- students are forced to communicate in the target language and therefore the1 use a
/ider range of language items- not onl1 a particular pattern or 'oca0ular1 group$ Tas%s ma1
include pro=ects for producing pictures- presentations- dramatic performances- films etc$
Teacher helps to choose topics- encourages- regulates and monitors$ These acti'ities impro'ed
a0o'e all studentsE communication a0ilit1- and sol'ing real pro0lems is highl1 moti'ating and
offer students actual reasons for learning a language$
12
.-0-2- Total 'hy"ical re"'on"e +ethod
The Total ph1sical response method ?T.+@ is 0ased on the fact that a foreign language
should 0e learnt in a similar /a1 as children learn their mother tongue# firstl1 the1 onl1 listen
to it and do /hat the1 are as%ed for$ Therefore- the main s%ill in T.+ is listening /ith
concentration on listening comprehension$ *other tongue is rarel1 used in lessons$ All
e6planations are done through 'oice- 0od1 language- gestures and actions$ 5tudents can listen
to a recording /hile loo%ing at additional materials that help to understand the meaning from
conte6t$ The main aim is to decrease stress in spea%ing- ma%e lessons more en=o1a0le and
encourage students to feel more confident and successful$ This method is con'enient for
0eginners of all ages 0ut generall1 it is rather supporti'e and reCuires cooperation /ith other
methods$
.-0-7- Sugge"to'edia
This method 0elongs to Accelerated Language Learning de'eloped on the theories of
8eorgi Lo>ano'- 0ased on the po/er of suggestion in learning$ It is supported 01 the use of
mostl1 BaroCue music and comforta0le en'ironment ?decorations and classroom
arrangement@ that create rela6ed 0ut focused state ?it is called the alpha state@$ ,arious colours
and tones of presented materials help to a'oid monoton1 of learning process- emotionali>e
meaning of language materials and e'o%e positi'e mood$ +ela6ed students can acCuire ne/
language naturall1 and easil1- their mind is clear- recepti'e to information- and rapidl1 ma%es
connections$ The main aim of 5uggestopedia is to o'ercome ps1chological 0arriers and to
increase confidence$ 5tress is put on memori>ation of 'oca0ular1 pair J a target item and its
translation into a mother tongue$ It is good for acCuiring language 0ut predominantl1 for
0uilding 'oca0ular1 in respect of displa1ing the right conte6t for usage of certain /ords$ This
method is specific and rather supporti'e- suita0le for a certain group of students$
13
.-1- Teaching a''roache"
Teaching methods discussed a0o'e are closel1 lin%ed /ith teaching approaches$
Hhereas teaching +ethod" are collections of indi'idual teaching techniCues- s1stematic sets
of teaching practices 0ased on the appropriate theor1 of language learning- teaching
a''roache" are the /a1s through /hich the teaching methods are achie'ed$ The e6amples of
some approaches are a0o'e all the 3e;ical a''roach >Le/is- 7@$ ,o++unicati/e a''roach
?Garmer- :49:@ and Eclectic a''roach ?Gal'orson- 44@$
.-1-.- 3e;ical a''roach
Le6ical approach is 0ased on the idea that a significant part of language acCuisition is
the a0ilit1 to ma%e le6ical phrases in chun%s ?pairs or groups of /ords /hich are usuall1
found together or in a close pro6imit1@$ In this /a1 language consists of chun%s and the1- in
the form of com0inations- ma%e up a coherent te6t$ Language is 'ie/ed predominantl1 as
le6is rather than a com0ination of grammar structures and 'oca0ular1$ 5tress is put on
'oca0ular1 as the main carrier of meaning- 0ut this concept is mo'ed from /ords to le6is$ The
goal is to achie'e fluenc1 and accurac1 through acCuisition of a large storage of fi6ed or
semi9fi6ed prefa0ricated items$ Le6ical approach puts a 0ig stress on spo%en language rather
than on /riting$ Acti'ities are 0ased on target language A mother tongue comparison and
translation /ith loo%ing for eCui'alents from mother tongue$ *eaning of 'oca0ular1 might 0e
guessed from conte6t$ Language patternsAcollocations are noticed and noted into
s1stematicall1 organi>ed note0oo%s$ 5tudents are supported to /or% /ith monolingual
dictionaries- /hich pro'ide good 0ase for acti'e manage of a language$ Listening s%ill is
stressed and de'eloped at lo/er le'els /hile at higher le'els it is predominantl1 reading#
mostl1 short te6ts read in class and e6tensi'e reading ?articles chosen 0ecause of personal
interest or for pleasure@$ ,arious te6ts are used for different purposes$ The motto of this
approach according to Thorn0ur1 ?47@ ma1 0e# DHithout grammar little can 0e con'e1ed-
/ithout 'oca0ular1 nothing can 0e con'e1ed$F
.-1-%- ,o++unicati/e a''roach
14
The teaching methods as T.+ and 5uggestopedia ha'e 0rought ne/ thoughts that
originated in the no/ada1s most /idel1 used Communicati'e approach /hich emphasi>es
usage of the target language$ Garmer ?:4@ states the follo/ing characteristics# DBecause of the
focus of communicati'e acti'ities and the concentration on language as a means of
communication such an approach has 0een called the communicati'e approach$F As
Thorn0ur1 points out- the introduction of Communicati'e approach in the 43<!s helped to
emphasi>e the role of 'oca0ular1$ The communicati'e 'alue of a core 'oca0ular1 has 0een
recogni>ed- especiall1 01 tourists$ Communicati'e sources pro'ided 01 phrase 0oo%s are more
'alua0le than those in grammar9organi>ed te6t0oo%s$ Ac%no/ledgment of the meaning9
ma%ing potential of /ords means that 'oca0ular1 has 0ecome again the main learning
o0=ecti'e ?4:@$ ,oca0ular1 acCuisition is the most important and at the same time the largest
tas% facing the language learner$ The recent trend has pro'en that course0oo%s include more
acti'ities than specificall1 targeted 'oca0ular1$ *ore attention is gi'en to a collection of
'oca0ular1 items- the grammar of /ords- to collocations- semantic relations 0et/een le6ical
items and to /ord freCuenc1$
.-1-0- Eclectic a''roach
According to a definition found in Oxford Advanced Learners Dictionary ?72<@-
eclectic means# Dnot follo/ing onl1 one st1le- etc$ set of ideas 0ut choosing from or using a
/ide range$F It means that Eclectic Approach includes 'alua0le techniCues and procedures of
other different approaches and 0enefits from them$ The 0iggest ad'antage is fle6i0ilit1$
Teachers can ma%e e6periments /ith techniCues and acti'ities of different approaches and
methods to find out the one that might 0e the most suita0le for their target group$ It should
allo/ teachers to choose the most appropriate teaching methods and incorporate them into
their lessons$ It also gi'es great opportunities to concentrate on indi'idualsE needs$
The important fact follo/s from the a0o'e9mentioned# teachers ha'e to ma%e
compromises in using teaching approaches and methods 0ecause the completel1 effecti'e
teaching method does not e6ist$ There are some effecti'e methods for a certain usage- 0ut the1
do not function in other circumstances$ But one tendenc1 is transparent# ,oca0ular1- not
grammar- is put to the centre of the classroom in order to help learners de'elop their a0ilit1 to
use English for real communication$ In m1 opinion- the 0est /a1 is /hen neither grammar nor
15
le6is is underestimated and the attention is paid to 0oth appro6imatel1 in the same e6tent$ But
then teachers ha'e to deal /ith the pro0lem ho/ also an effecti'e /a1 of teaching 'oca0ular1
can 0e incorporated into lessons- 0esides the stress put on teaching grammar$
.-2- Vocabulary teaching
All languages contain /ords$ *ost learners ac%no/ledge the importance of 'oca0ular1
acCuisition$ According to Thorn0ur1 Dthe acCuisition of ne/ /ords is the process /hich ne'er
stopsF ?4@$ To 0uild a good storage of 'oca0ular1 is the first and one of the most important
steps /hen starting to learn a ne/ language$ .eople learn ne/ /ords permanentl1 and identif1
their meaning$ ,oca0ular1 learning does not officiall1 0elong to the language s%ills ?listening-
spea%ing- reading and /riting@ 0ut there is no /a1 of ma%ing ad'ance in language /ithout
0uilding 'oca0ular1 that can 0e applied into grammar structures and ma%e meaningful
utterances$ It is difficult for students to communicate /ithout creation and de'eloping their
o/n le6icon$
.-2-.- ESP /ocabulary teaching
English for 5pecific .urposes ?E5.@ represents a spesific reason for learning a foreign
language$ There are distinguished t/o t1pes of E5.# English for Occupational .urposes ?EO.
9 learning English for a =o0@ and English for Academic .urposes ?EA. 9 learning English for a
stud1 speciali>ation@$ At present these streams include a lot of other fields- e$g$ English for
Technicians$
The students at the 'ocational secondar1 school of furniture industr1 should stud1 E5.
'oca0ular1- especiall1 English for Technicians$ According to Gatch and Bro/n ?74@-
Dspecial le6ical items are present in nearl1 all professions- and each 0ranch has special
'oca0ular1 to co'er a0stract concepts$F &enned1 and Bolitho ?;29;"@ distinguish these /ord
categories for teaching technical 'oca0ular1#
Technical Abbre/iation"$ Sy+bol" and !or+ulae J the1 partl1 cause the pro0lems$
TeachersB role is to e6plain patientl1 their form and meaning- and students should
practise them in spo%en and /ritten e6ercises$
16
Sub=technical /ocabulary J /ords /hich are not directl1 a part of specific technical
0ranch- 0ut the1 occur generall1 in scientific and technical te6ts J e$g$ derivation,
conversion, dense and isolation$
?ighly technical /ocabulary J /ords that ha'e a close thematic relationship and
0elong to the specific technical field$
The fundamental pro0lem /hich has to 0e sol'ed 01 authors designing technical
teaching materials is# contemporar1 students at the 'ocational secondar1 school ha'e little
%no/ledge not onl1 English- 0ut also their profession$ This fact reflects in these t/o factors#
teaching material should 0e managed 01 students in 0oth the language and speciali>ation$
Gatch and Bro/n ?7<!@ stress that Dthe specificit1 of an1 indi'idualEs %no/ledge a0out a
/ord depends on the person and his or her moti'ation- desires- and needs for the /ord$F There
is also an important role of teachers to facilitate learning of technical 'oca0ular1 /ith the
fa'oura0le secondar1 impact on the good general %no/ledge of English$
L
.-2-%- Selecting /ocabulary
The initial step in teaching E5. 'oca0ular1 is to determine /hich /ords and special
terms in fact to teach$ 8airns and +edman ?;3@ emphasi>e especiall1 cultural rea"on" and the
principles o need and le/el$ Authors of teaching materials and teachers should ta%e into
account also the criteria of learnability and teachability- According to Garmer ?4;:@- one of
the most common principles of 'oca0ular1 selection is to teach at first concrete /ords and
graduall1 a0stract /ords$ Hords li%e chair, table, sofa and wardrobe are easil1 presented and
e6plained- 0ecause students can see or imagine the real things /hich the /ords represent$ On
the contrar1- a0stract /ords li%e density, qualifications, safety are more difficult to e6plain$
There are a num0er of /ords that are connected /ith the idea of furniture ?chair, table, sofa
and wardrobe@$ Hords that ha'e this %ind of thematic relationship are said to 0elong to the
same le6ical field$ The te6ts of practical part also contain the le6ical field of tool9related
/ords that partl1 o'erlap /ith furniture /ords ?hammer, screwdriver and saw@ as /ell as
terminolog1 connected /ith trees ?hardwood and softwood@$
17
After selection /ords for teaching purpose it is also indispensa0le to decide /hat to
teach a0out each naming unit$ According to Garmer ?4;"@ and Thorn0ur1 ?4;@- %no/ledge of
a /ord in'ol'es %no/ing its#
Meaning 9 meanings in conte6t- sense of relation ?s1non1msAanton1ms@-
!or+ J spelling and pronunciation- affi6es- parts of speech-
<ra++ar J plurals- counta0ilit1- past simpleAparticiple forms-
U"age J collocations and appropriate register$
.-2-0- Pre"enting /ocabulary
The main aim of presenting 'oca0ular1 is to insert the meaning- the correct form and
appropriate usage of the ne/ /ord into the studentBs memor1$ There are Cuite lots of methods
and techniCues ho/ to present the form and meaning of ne/ le6ical items$ It depends on
teachers- /hich form of presentation is the most suita0le for the particular topic$ According to
8airns and +edman ?<7@- there are some traditional methods and techniCues used to present
ne/ 'oca0ular1#
Vi"ual techni4ue"@
Vi"ual" J photographs- flashcards- 0lac%0oard dra/ings- pictures- 'ideos-
/allcharts- pictograms and real o0=ectsM the1 are useful for teaching concrete
/ords$
#e+on"trating@ +i+eAacial e;'re""ion and ge"ture J useful for
teaching action 'er0s$
Verbal techni4ue"@
Illu"trati/e "ituation" >oral or *rittenB J this techniCue is helpful /hen the /ords
are more a0stract$
Synony+" and antony+" J using the /ords students ha'e alread1 %no/n to teach
them them similar /ords$
#einition" and e;'lanation" J appropriate for intermediate learners$ To ma%e
definition of /ords can 0e difficult- especiall1 at elementar1 le'els$
Scale" J if students %no/ N0igN and NsmallN- for e6ample- other steps could 0e to teach
NshortN and NlongN etc$
E;a+'le" o the ty'e J gi'e e6amples of /ords 1ou /ant to introduce$
18
Tran"lation J it has 0een the most /idespread acti'it1 used for presenting the
meaning of a /ord in classes$
<ue""ing ro+ the conte;t$ +atchingAlabelling J learners match /ords to /ords or
sentences or pictures$ It 0elongs to so called disco'er1 techniCues@ the1 acti'ate the
learnerEs pre'ious %no/ledge of a language and initiate the /or% /ith the ne/
'oca0ular1$ Disco'er1 techniCues demand the autonomous students /ith higher
%no/ledge of English$
Ta%ing into consideration the specific factors of E5. 'oca0ular1 teaching Dman1 of the
techniCues traditionall1 used in ELT /or% can 0e e6ploited in E5. 'oca0ular1 teaching
especiall1 at the earl1 stages /hen 0oth su0=ect and linguistic content are at an elementar1
le'elF ?&enned1 and Bolitho ;3@$ ConseCuentl1- presenting E5. 'oca0ular1 can 0e full1
realised 01 methods and techniCues mentioned a0o'e$ Often e'en translation ma1 0e useful-
necessar1 and appropriate 0ecause of the le'el of students at the 'ocational secondar1 schools
and to a'iod the fatal misunderstanding$ During presentation /oodAfurniture 'oca0ular1-
teachers ha'e a great opportunit1 to e6plain the purposeful meaning of a /ord in the conte6t
of the real life and /or% at the school /or%shops$ Go/e'er- this %ind of presentation should
0e simple- interesting and amusing to moti'ate and encourage studentsB interest$
.-2-1- Vocabulary con"olidation
As Thorn0ur1 ?7@ states- Din fact- learning is remem0ering$ Unli%e the learning of
grammar- /hich is essentiall1 a rule90ased s1stem- 'oca0ular1 %no/ledge is largel1 a
Cuestion of accumulating indi'idual items$F Ge distinguishes three 0asic t1pes of memor1
?7@#
Short=ter+ "tore J some information is held in memor1 for a 'er1 short time
?a fe/ seconds@$ 5tudents are a0le to repeat a /ord that the1 ha'e =ust heard from their
teacher$
Cor)ing +e+ory J it is a space- /here a student first places information for
later usage to recall a /ord repeatedl1$ It lasts a0out ! seconds$
19
3ong=ter+ +e+ory J to compare /or%ing memor1- /here the capacit1 is
limited /ith long9term memor1- /here the capacit1 is /ide and its contents are lasted o'er
time$
The great challenge for learners is to transform 'oca0ular1 from the Cuic%l1 forgotton
?short9term store@ to the ne'er forgotton ?long9term store@- and to turn passi'e %no/ledge of
'oca0ular1 into an acti'e form$ +esearch into memor1 suggests that- in order to ensure that
information mo'es into permanent long9term memor1- a num0er of principles must to 0e
follo/ed$ One of them is use$ D.utting /ords to use- prefera0l1 in some interesting /a1- is the
0est /a1 of ensuring the1 are added to long9term memor1$ It is the principle /ell9%no/n as
Use it or lose it ?Thorn0ur1 :@- For this reason- /ords must 0e presented in their usual
conte6ts- so that learners can get a sense for their meaning- their register and collocations$ In
separated 'oca0ular1 acti'ities- /ords are often presented in the form of le6ical sets$ It is
highl1 recognised that it is easier to learn the /ords that are thematicall1 arranged 0ut ha'e
looser realtion than le6ical sets$ The s1stem of practical e6ercises should 0e thoroughl1
organi>ed so that the amount of ne/ /ords does not discourage the student$
.-2-2- Vocabulary 'ractice
.resenting a /ord in the class does not secure that it /ill 0e remem0ered for a long time$
There are man1 practice acti'ities that include repeating of the ne/ 'oca0ular1 to fi6 the ne/
/ords in the learnersB memor1$ The practice acti'ities are di'ided into t/o main groups#
rece'ti/e and 'roducti/e$
Rece'ti/e 'ractice ?the learner does not reall1 produce the target /ords@ includes these
t1pes ?Thorn0ur1 3:933@#
.B Identiying J means finding /ords in a te6t or listening- e$g$ underline specific /ords
or e6pressions in the te6t- or tic%- put in the correct column or list items that 1ou hear$
%B Selecting J means recogni>ing /ords and ma%ing choices among them- e$g$ circle the
odd /ord in the line$
0B Matching J includes recogni>ing /ords and than pairing them /ith their s1non1m-
anton1m- definition- pictures to /ords etc$ It can 0e intended to matching parts of
le6ical items to create collocations ?there is a 'er1 popular memor1 game 0ased on
matching called .elmanism@$
20
1B Sorting J putting the le6ical items into different categories- e$g$ put these ad=ecti'es
in t/o groups J positi'e and negati'e$
2B Ran)ing and "e4uencing J putting the le6ical items in some %ind of order- e$g$
ordering items chronologicall1- ran%ing items according to personal preference etc$
Producti/e 'ractice ?the producti'e s%ills J /riting or spea%ing J are incorporated in
the 'oca0ular1 teaching-@ includes these t1pes ?Thorn0ur1 4!!@# co+'letion and creation$
9 ,o+'letion tas%s ?conte6t is gi'en@- often called ga'=ill"- are /idel1 used not onl1 in
practice 0ut also in re'ision stages$ The1 include o'en ga'=ill" or clo"ed ga'=ill"
?multiple choice acti'ities@- cross/ords-
= ,reation tas%s# the learner use the /ord in a sentence or a stor1- in /riting- spea%ing or 0oth
forms- use affi6es to 0uild ne/ naming units from gi'en /ords$
8enerall1 spea%ing- 'oca0ular1 practice is di'ided into controlled and ree$ ,ontrolled
'ractice has to come first- 0ecause controlled acti'ities reCuire the student to produce a
certain structure- the1 practice accurac1 and fi6 the pattern$ The second phase- /hich
demands producti'e use of 'oca0ular1- is ree 'ractice- The specialists point out the usage of
free practice in the class- 0ecause according to Le/is ?4;494;@ Dto %no/ a /ord means ho/
to use it in the real life to 0e a0le to communicate$F This is a t1pical e6ample of the le;ical
a''roach /here is a primar1 role of /ords /hich determine grammar$ Free practice is aimed
at luency and is producti'e$ Go/e'er- 8airns and +edman /arn against Da certain degree of
stress in'ol'ed in producti'e practiceF ?47<@$ According to them- practice should 0e
challenging- 0ut not frustrating or stressful for the learner$ The1 gi'e se'eral arguments in
fa'our of producti'e practice of 'oca0ular1 in the classroom ?47<@- a0o'e all- it promotes
fluenc1 and impro'es pronunciation- it helps the memor1 to store /ords- and retrie'e them
later- con'ersation in English is 'er1 moti'ating and it 0uilds learnerEs confidence- learners
e6pect to get the opportunit1 to practise ne/ language$
Another di'ision includes "'o)en and *ritten 'ractice- *an1 'oca0ular1 acti'ities
used in the class are 0ased on discussions- dialogues- descriptions- role9pla1 acti'ities- or
different /ritten tas%s$ It has 0ecome a part of communicati'e classes- e$g$ in the form of an
acti'it1 /ell9%no/n as BFind someone /hoOP- memor1 games and funn1 games ?hot seat@
etc$

.-2-7- ESP /ocabulary 'ractice and con"olidation
21
The students should 0e encouraged to thin% a0out the importance of the /ord- therefore
the e6amples in conte6t are highl1 useful$ *oreo'er- this approach must 0e focused
predominantl1 on learners- each unit has to ha'e clear aims- moti'ating topics and challenging
practical acti'ities$ The appropriate issues must 0e presented in the conte6t of the real life- in
this case- of the present 'ocational school- /here D1oung people are gi'en numerous
opportunities to follo/ purposeful learningF ?Buchanan 2@$ As *aehr points out- in this /a1-
teachers can support the naturalness of learning 'oca0ular1- and in such an enriched
atmosphere- learners find ideal authentic reasons for learning a foreign language ?4@$
According to *organ and +in'olucri ?<@ the ne/ /ords are not learned mechanicall1-
0ut associati'el1$ Therefore the most progressi'e methods in E5. 'oca0ular1 teaching should
0e sorting /ords 01 'roce"" or acti/ity- 01 categorie" ?materials# hard and soft /ood@- 01
*ord a+ilie" ?to =oin- =oiner- =oiner1@- 01 the+eAto'ic ?t1pes of furniture@ and "ynony+"A
antony+"- Contemporar1 "u''le+entary /ocabulary boo)" are t1picall1 organised
the+atically li%e in this thesis$ *oreo'er- it allo/s learners to /or% independentl1 on
'oca0ular1 areas that the1 are interested in$
E5. 'oca0ular1 can 0e practised and consolidated 01 similar methods and techniCues
used for practising and consolidation of general 'oca0ular1 ?5ee su09section 4$;$:$@$ Hriting
tas%s can include reports and different instructions for /oodAfurniture processing- ma%ing
summaries from technical =ournals- descri0ing processes and techniCues- la0elling diagrams
and pictures- descri0ing graphs and comments on charts etc$ No/ada1s a lot of students ta%e
part in 'arious competitions /here the1 displa1 their pro=ects and so the1 ma1 create a short
English summar1 of their presentations$ There are different e6change practices /ith other
'ocationalAtechnical secondar1 schools /ithin the European Union- school trips- e9learning
acti'ities and participations in Comenius and 5ocrates programmes- /here students can
impro'e their E5. 'oca0ular1 in practical circumstances$
22
%- Practical 'art
In this part of the thesis there is a comment on the hand9out ?see Appendi6@ /hich
reflects the theoretical part a0out the E5. 'oca0ular1 teaching$ The hand9out called
Furniture Industry Vocabulary in Use is intended for the pre9intermediate ?B4@ students of
the 'ocational secondar1 school of furniture industr1$ The o'erall aims- hand9out design and
its using are 0ased on introduction in Basic Technical n!lish, Teacher"s Boo# ?493@$
%-.- Target "tudent"
Furniture Industr1 ,oca0ular1 in Use is aimed at students reCuiring English for practical
use in technical fields /ho ha'e pre9intermediate %no/ledge of general English$ It regards the
group of a0out 4; students aged 4<94" attending the third and forth grade of the 'ocational
secondar1 school of furniture industr1- the 0ranch of super'isor of /oodAfurniture processing
industr1$ The1 are timeta0led for 6:;minutes of E5. English a month$ It aims to de'elop
studentsB competence in processing the %ind of technical information found in manuals and
hand0oo%s so that the1 /ill approach the reading and understanding of technical material /ith
some confidence in the course of their 'ocational or occupational training$ Furniture Industr1
,oca0ular1 in Use constitutes a teaching programme of some ! lessons$ It is logical that it
23
might 0e used as a complement to a compulsor1 language teaching programme in'ol'ing
spo%en technical English$ It can 0e also ideal for the ne/ school curriculum J +,. and Q,.
at the 'ocational secondar1 school$ On the other hand- it is necessar1 to reali>e that students at
technical schools are a mi6ed a0ilit1 group- most of them ha'e onl1 a 0asic %no/ledge of
grammar and 'oca0ular1$ The1 ha'e pro0lems /ith reading and it is difficult to ma%e them
spea%$
%-%- 3in4ui"tic ob5ecti/e"
Furniture Industr1 ,oca0ular1 in Use is a com0ination thematicAtopic90ased and
semantic s1lla0us$ The aim is to present technical material in the topics /hich are chosen as
the most important for students speciali>ed in the 0ranch of /oodAfurniture industr1$ 51stem
of the practical e6ercises support the learning ne/ 'oca0ular1 J it pro'ides the 0etter
understanding the 0asic meaning of unfamiliar ne/ /ords and using them in appropriate
conte6ts and collocations$ This additional teachingAlearning material displa1s s1stematic
'oca0ular1 s1lla0us- collocations- and eas19to9understand definitions$ Ne/ 'oca0ular1 is
presented in conte6t to stress the fact that the language is used to e6press relationship 0et/een
information$ ,isual de'ices ?ta0les- pictures and dra/ings@ /hich are common in technical
0oo%s are used /ith the aim to familiari>e the learners /ith them and use these de'ices as a
means of 'oca0ular1 presentation$
%-0- Target ")ill" and +aterial"
The hand9out is 0ased on technical te6ts and pictures adopted from
http#AA///$taunton$comAfine/ood/or%ing$ Original te6ts /ere shortened and simplified to 0e
appropriate for teachingAlearning purpose and language a0ilities of 1oung learners$ The %e1
information /as left in the te6ts- the redundand one /as remo'ed$ The 0asic range of topic
areas creates the logical order follo/ing the /oodAfurniture processing$ The a0ilit1 to e6tract
information from /ritten te6t includes a 'ariet1 of s%ills connected- a0o'e all- /ith the
content of a reading course$ Among the most important is the capa0ilit1 to understand the
main idea of a passage ?s%imming@$ Further s%ills in'ol'e the a0ilit1 to find Cuic%l1 specific
information ?scanning@ and intensi'e reading to get details$
%-1- 3anguage unction"
24
There are three functional areas in the hand9out#
Static de"cri'tion includes the use of language to descri0e properties- characteristics or
attri0utes of materials- de'ices- technologies and s1stems# DDrill presses are precision tools-
capa0le of 0oring holes in exact locations at carefully controlled depths.F
#yna+ic de"cri'tion involves the description of relationships between a series of events or
processes: DIt does not matter ho/ man1 scre/s 1ou use- or ho/ much glue 1ou put into a
=oint$ If a piece of furniture is constructed /ithout ta%ing /ood mo'ement into consideration-
it finall1 might 0rea%$F
In"truction" entails mostl1 language to descri0e the correct order of furniture
processing# DLift the part off the 0it after it touches the far stop$F
Hithin the a0o'e descri0ed categories- the occurence of certain language functions in
/ritten technical materials deser'es special linCuistic attention$ The follo/ing sur'e1
pro'ides e6amples of some functions ?t1pes of e6ercises@ co'ered in the topicsAlessons#
,la""iying# DThere are t/o 0asic t1pes of dr1ing /ood# %iln=dried and air=dried-F
,o+'aring@ DFiles produce a finer finish than rasps$F
#eining@ D,essels are /ood cells that e6tend parallel to the grain$F
Reco++ending@ D+ough lum0er should 0e purchased o'ersi>ed in thic%ness and
length$F
E;e+'liying@ DFor e6ample- :A: lum0er is appro6imatel1 4 inch thic%- and "A: lum0er
is a0out inches thic%$F
Carning@ D.rotect 1our e1es- ears- and lungs$F
E;'re""ing 'riorityAdegree@ Ensuring the integrity of a piece of furniture is the number one
priority in furniture construction.F
E;'re""ing unction@ Band saw provides cutting curves and resawing thick planks into thinner
ones.F
E;'re""ing 'ur'o"e@ DHhereas solid /ood shrin%s and e6pands /ith changes in
humidit1 affecting its dimensions- the panel is a0le to e6pand and contract freel1 inside an
unchanged frame$F
#e"cribing +ea"ure+ent"@ D*ost rough lum0er is deli'ered up to 4A:$D
E;'re""ing 'o""ibility@ DHor%shops offer plent1 of /a1s to get hurt- from air0orne dust
and chemicals that ma1 lead to chronic health pro0lems to fl1ing chun%s of /ood or metal
that ma1 damage 1our 0od1$F
Different t1pes of e6ercises /ere chosen intentionall1 for practising 'oca0ular1 to
demonstrate the a0ilit1 to prepare 0road 'ariet1 of e6ercises /hich might 0e highl1 interesting
25
for learners$ The t1pes of e6ercise students /ill usuall1 do are +atching e6pressions-
definitions or /ordsAmeanings ?4$$- $$@- ga'=illing /ith supplied /ordsAe6pressions ?$4$@-
ini"hing "entence" /ith multi9choice /ords ?$;$- 7$$@- correctAincorrect e6ercise for
chec%ing 'oca0ular1 used in gi'en sentences ?;$4$@- tran"lation" the gi/en "entence" ?"$$@-
labelling o 'icture" ?4$4$- :$7$@- the cro""*ord 'u66le ?7$4$@- *ord or+ation e;erci"e"
?:$@$- identiication o a *ord according to it" +eaning or gra++ar ?:$4$- 3$:$@-
rearanging *ord e;erci"e" ?2$4$@ and rearanging o action"A'rocedure" ?"$4@$
%-2- Unit organi6ation and layout
The hand9out consists of 3 units$ Hith ta%ing into account a class of a0out 4; students at
pre9intermediate le'el- it /ill 0e /or%ed on the 0asis of appro6imatel1 t/o teaching hours per
unit$ Units are organi>ed around the topics arranged in the logical order follo/ing the
/oodAfurniture processing$ Each unitAtopic is de'ided into t/o parts# Pre"entation ?te6t-
'oca0ular1- dra/ings- pictures and ta0les@ and PracticeARe/i"ion ?e6ercises@$
The units 0egin /ith a 're"entation of 'oca0ular1 from a gi'en topic in the form of a
technical te6t$ The i+'ortant *ord" are selected and identified 01 bold ty'e$ Under the te6t
or a part of the te6t ?according to the te6t lenght@ there is a 'oca0ular1 list /ith English9C>ech
meaning$ In the list there is not pronunciation of English /ords- 0ecause it is supposed that
students /ith pre9intermediate le'el English /ill ta%e notes a0out pronunciation according to
the teacherBs instructions$ HoodAfurniture 'oca0ular1 logicall1 contains a lot of the other
technical 'oca0ular1$ 5tudents should 0e encouraged to ma%e notes of 'oca0ular1 rele'ant to
their technical area$ In this /a1 a student is acti'el1 in'ol'ed at this presentation phase$
Practical e6ercises re'ise- consolide- e6ploit and reinforce the main features from the
presentation$ The t1pes of e6ercises 'ar1 from gap completion e6ercises to la0elling pictures
?see section $:$@$ Hhere completion e6ercises occur- it is important to reali>e that mostl1 a
/ord or a compound is missing$ The intention /as to gi'e simplier t1pes of tas%s to
complicated to 0e managed 01 students at the 'ocational secondar1 school$ At the end of the
hand9out there is a )ey that pro'ides the solution to the pro0lems presented 01 the particular
e6ercise$
%-7- The teacher8" role
26
The teacher8" role should 0e seen- in an ideal /a1- as a guide through the
teachingAlearning material and as an initiator of acti'ities- deciding /hen to facilitate through
ans/ers and e6planations$ Go/e'er- 0ecause of the target group- there are mostl1 e6pected
the situations /hen teacher9centered learning /ill occur$ Firstl1- in situations /hen the ne/
'oca0ular1 is e6pected to 0e e6tremel1 difficult for students- or /hen the meaning of %e1
/ords cannot 0e deduced from the conte6t$ 5elected items should 0e presented and e6plained
through the pre9teaching acti'ities 0efore students start to read the gi'en technical te6t$
5econdl1- it is important tas% of the teacher to do the summar1Are'ision of a unit- dra/ing
attention to the main 'oca0ular1 or other main points from a unit ?e$g$ technical meaning or
definition@- chec%ing understanding and discussing pro0lems according to the feed0ac%$ In
addition- teachers can thin% out further e6amples or e6ercises to e6plain some pro0lems or
practise 'oca0ular1$
.articularl1- in the earl1 stages and in some complicated occasions- the mother tongue
can 0e used to a'oid the fatal misuderstanding$ As regards translation- /hile translation of
indi'idual /ords ma1 0e 0eneficial in the terms of accurac1 and time sa'ing- translation the
/hole sentences of the te6t might 0e detrimental to the lessonsAcourse o0=ecti'es$ For this
reason there is onl1 one translation e6ercise in practical part$
%-9- The "tudent8" role

Not all students /ould recei'e the idea of the teacherBs role as the guides or moderators
of the lessons$ Go/e'er- the teacher should do e'er1thing possi0le to lead students on the /a1
of self9stud1ing learning$ 5ince students /ill not 0e familiar /ith all of the topics- an effort
has to 0e focused on understanding of 0oth# ne/ 'oca0ular1 and ne/ technical information$
The secondar1 aim is to stimulate curiosit1 and interest a0out information from the 0ranch of
/oodAfurniture processing industr1$ The tas%s are designed to in'ol'e the students acti'el1 in
the process of gaining the ne/ information$ This corresponds /ith the idea of reading as an
acti'e s%ill in learning technical terminolog1$ The intention is also to learn students to /or%
/ith the technical te6ts to achie'e a satisfactor1 le'el of understandig and to manage different
tas%s in their future careers$
27
%-(- Sa+'le le""on 'lan
5ample lesson plan is made for To'ic 1@ Mea"uring Tool"-
3e""on 'lan
To'ic 1@ Mea"uring Tool"
#ate@ .%- .%- %&&9 3ength@ %;128
,la""@ 0-, >0rd year "tudent"B Target le/el@ Pre=inter+ediate >B.B
Nu+ber o "tudent"@ .% technically +inded "tudent" aged .9 = .(
SchoolAcour"e@ Vocational Secondary School o !urniture Indu"try
Material u"ed@ Syllabu" To'ic 1- *hiteboard E +ar)er"$ olding rule$ cali'er$ "4uare$
ta'e rule$ bilingual and +onolingual dictionarie" >e-g- Oxford Advanced Learners
Dictionary of Current EnglishB
S)ill"@ reading$ *riting$ "'ea)ing
Ai+"@ = to present and stud1 ne/ technical 'oca0ular1-
= to introduce 'oca0ular1 in connection /ith pictures and realia ?tapes@-
= to practise the pronunciation of the ne/ /ords and a00re'iations-
9 to practise the ne/ 'oca0ular1 in reading- /riting and spea%ing acti'ities$
= to de'elop 0oth# E5. 'oca0ular1 and %no/ledge of measuring tools $
Rea"on"@
5tudents of the 'ocational secondar1 school of furniture industr1 are supposed
to /or% /ith measuring tools and the1 should 0e a0le to spea% a0out them as /ell as to
understand the /ritten or spo%en te6ts$
A""u+'tion"@
28
5s %no/ each other- 5s are read1 to share and co9operate- 5s ha'e some e6perience /ith
measuring tools- 5s ha'e some e6perience /ith doing practical acti'ities in s1lla0us
?matching- filling in the gaps and la0elling the pictures@- 5s are technicall1 minded- 5s should
0e encouraged 01 the topic /hich is %no/n to them- 5sB %no/ledge of measuring de'ices and
measures /ill 0e 0oosted through English 'oca0ular1
Stage" and 'rocedure"@
he first lesson! "#
$tage %! $ntroduction Time% & minutes $nteraction% T'(s
Ai+@ to sho/ that lesson has started- to let 5s %no/ /hat to e6pect and /hat is on the
programme$
Procedure@ greetings- class register- missing students- date- topic- signitures
$tage &! )armin! u* Time% + minutes $nteraction% T'(s
Ai+@ to get students thin%ing a0out the topic- to re'ise general English 'oca0ular1- to de'elop
pronunciation and spea%ing s%ill- to present ne/ 'oca0ular1- to pro'o%e as%ing Cuestions J
getting information
Material"@ folding and tape rule- sCuare- caliper- mar%ers
Procedure@ T sho/s the 0asic measuring tools 0rought in the class$ 5s tr1 to recogni>e and
name the 0asic measuring tools /hich the1 ha'e %no/n from the pre'ious studies$ If 5s do
not %no/ a tool- the1 are encouraged 01 T to as% Cuestions# )hat is it in n!lish, -ow can
we say it in n!lish,, etc$
$tage '! .ocabulary introduction / Time% /0 minutes $nteraction% T' (s in *airs
Ai+@ to introduce the ne/ 'oca0ular1 from the first part of the topic- to practise the
pronunciation- to gi'e simple e6planations
Material"@ s1lla0us- /hite0oard R mar%ers
Procedure@ 5s go through the ne/ 'oca0ular1 4 in pairs$ 5s ha'e dictionaries to chec%
pronunciation$ 5s read the ne/ /ords and practise pronunciation /ith T$ The pro0lematic
/ords are pronounced chorall1$ T corrects pronunciation- gi'es a short e6planaition and
mar%s the stress on the 0oard$

$tage "! 1eadin! the text / Time% /+ minutes $nteraction% T' (s
Ai+@ to introduce the first set of ne/ 'oca0ular1 in conte6t- to practice reading and correct
pronunciation of the un%no/n /ords and English and *etric measures ?lenght@$
Material"@ s1lla0us- /hite0oard R mar%ers
Procedure@ 5s read the introduction of the te6t including the most important characteristics
and Ta'e +ea"ure"$ T dra/s 5sB attention to the correct pronunciation and reading the
a00re'iations of English measures# foot and inch$ T accidentall1 chec%s the meaning other
/ords in the te6t$
T focuses 5s attention on practice the correct reading the Engli"h and Metric +ea"ure"
under the 'oca0ular1 set$
$tage #! .ocabulary introduction & Time% /0 minutes $nteraction% T' (s in *airs
Ai+@ to introduce the ne/ 'oca0ular1 from the second part of the topic- to practise the
pronunciation- to gi'e simple e6planations
Material"@ s1lla0us- /hite0oard R mar%ers
Procedure@ 5s go through the ne/ 'oca0ular1 in pairs$ 5s ha'e dictionaries at their disposal
to chec% pronunciation$ 5s read the ne/ /ords and practise pronunciation /ith T$ The
29
pro0lematic /ords are pronounced chorall1$ T corrects pronunciation- gi'es a short
e6planaition and mar%s the stress on the 0oard$
After a # (inute brea)* the second lesson! "#
$tage +! 1eadin! the text & Time% /0 minutes $nteraction% T' (s
Ai+@ to introduce the second set of ne/ 'oca0ular1 in conte6t- to practice reading and correct
pronunciation of the un%no/n /ords$
Material"@ s1lla0us- /hite0oard- mar%ers
Procedure@ 5s read the te6t a0out Rule" and Other +ea"uring de/ice"$ T dra/s 5sB
attention to the correct pronunciation$ T accidentall1 chec%s the meaning other /ords in the
te6t$
$tage ,! 2ractice 3 writin! exercises Time% /0 minutes $nteraction% T 3 (s in *airs
Ai+@ to consolide 5sB a/areness of the meaning and the form of the ne/ /ords- practising of
the %no/ledge of ne/ 'oca0ular1- practising the %no/ledge of the 0asic /ord classes# nouns
and ad=ecti'es$
Material"@ s1lla0us- e6ercises :$4$and :$$
Procedure@ 5s choose and mar% the /ord that is different from the others and sa1 to herAhis
partner /h1 it is different ?e6$ :$4$@$ 5s thin% a0out the meaning the /ord and the grammar$ T
shares 5sB solutions /ith the /hole class$ In e6$ :$$- 5s fill in the gaps in the ta0le /ith the
nouns- ad=ecti'es and their opposites from the choice gi'en a0o'e the ta0le$ T again shares 5sB
solutions /ith the /hole class$
$tage -! .ocabulary introduction 4 Time% + minutes $nteraction% T' (s individually
Ai+@ to introduce the ne/ E5. 'oca0ular1 from the third part of the topic in com0ination
/ith pictures- to practise the pronunciation- to gi'e simple e6planations- to re'ise 'oca0ular1
that is %no/n from the first t/o parts of the topic
Material"@ s1lla0us# ta0le /ith the pictures of the 0asic measuring tools- /hite0oard- mar%ers
Procedure@ 5s go through the ne/ 'oca0ular1 indi'iduall1$ 5s read the ne/ /ords and
practise pronunciation /ith T$ The pro0lematic /ords are pronounced chorall1$ T corrects
pronunciation- gi'es a short e6planaition and mar%s the stress on the 0oard$
$tage .! 2ractice 3 labellin! exercise, s*ea#in! Time% 5 minutes $nteraction% T 3 (s in *airs
Ai+@ to consolide the ne/ /ords- practising using the ne/ 'oca0ular1- practising the 0oth
%no/ledge of English and technical mind$
Material"@ s1lla0us- e6ercise :$7$
Procedure@ 5s in pairs match and la0el the pictures /ith the rele'ant /ords$ T shares 5sB
solutions /ith the /hole class$ 5s tr1 to descri0e the purpose of a rele'ant measuring de'ice
to herAhis partner$ T monitors their mini9dialogues and shares notices /ith the /hole class$
$tage %/! 6almin! down% -ot seat ' a com*etition Time% /0 minutes $nteraction% T' (s
individually
Ai+@ to re'ise E5. 'oca0ular1 in a funn1 /a1- to rela6 in a pleasant atmosphere- to release
the tension- to de'elop a0ilit1 to spea% ?meaning description@
Material"@ /hite0oard- mar%ers- a chair
Procedure@
5plit the class into t/o teams$
Ta%e an empt1 chair and put it at the front of the class- facing the team mem0ers$ The
chair is a Nhot seatN$
30
8et one mem0er from each team to sit in that chair- so the1 are facing their team9
mates and ha'e their 0ac% to the 0oard$
T has a list of 'oca0ular1 items that sAhe /ants to use in this game$
T ta%es the first /ord from that list and /rites it clearl1 on the 0oard$
The aim of the game is for 5s in the teams to descri0e that /ord- using s1non1ms-
anton1ms- definitions etc$ to their team mate /ho is in the hot seat 9 that person canNt see
the /ordS
The student in the hot seat listens to their team mates and tries to guess the /ord$
The first hot seat student to sa1 the /ord /ins a point for their team$
Then T changes the students o'er- /ith a ne/ mem0er of each team ta%ing their place
in their teamNs hot seat$
Then T /rites the ne6t /ord$ There is a time limit$ T e'aluates the game$
$tage %%! Assessment, short summary of the lesson, -omewor# Time% & minutes
$nteraction% T
Ai+@ to sum up the lesson to %eep in 5s mind and to gi'e 5s the opportunit1 to consolidate
the ne/ E5. 'oca0ular1
Procedure@ GH# descri0e ; measuring tools 1ou use the most at the school /or%shop
,onclu"ion
It /as the rapid de'elopment of ne/ technologies at the 0eginning of 433!s that
contri0uted to the formation of learners /ho started learning English not onl1 for pleasure 0ut
also for specific purposes$ The1 indispensa0l1 needed to understand manuals- to purchase or
distri0ute products- or to read speciali>ed te6t0oo%s and =ournals$ English has 0ecome a glo0al
language of 'arious industrial and 0usiness 0ranches$ There are more opportunities for C>ech
people to e6ploit not onl1 their general English %no/ledge- 0ut the1 can also stud1 different
su0=ects in English or pro'ide Cualified /or%$
The main aim of the thesis is to find out the 0est /a1 ho/ to moti'ate mostl1 teenage
students for learning /oodAfurniture 'oca0ular1 and ho/ to teach them /ith the 0est effect$
The appendi6 is in the form of a hand9out intended as a practical teachingAlearning material
used as an additional te6t0oo% through the terms$ The topics are chosen as the most important
for students speciali>ed in the 0ranch of /oodAfurniture industr1$ The s1stem of practical
e6ercises support the learning of ne/ 'oca0ular1 9 it pro'ides 0etter understanding of the
0asic meaning of unfamiliar /ords and using them in appropriate conte6ts$ *1 teaching
e6perience has pro'ed that acCuiring the 'oca0ular1 connected /ith the /oodAfurniture
terminolog1 is not so effort9demanding- the ne/ /ords can 0e fairl1 easil1 acCuired 01
pro'iding practical e6ercises$
31
I suppose this thesis might 0ecome useful for 0oth teachers and studentsAapprentices-
and a0o'e all- it /ill not 0e onl1 the academic /or% /ritten for 0achelor studies at uni'ersit1$
*oreo'er- the practical part might 0e used not onl1 at the 'ocationalAtechnical secondar1
schools- 0ut also 01 the students at technical uni'ersities- e$g$ *endel Uni'ersit1 of
Agriculture and Forestr1 in Brno- Facult1 of Forestr1 and Hood Technolog1$

R:"u+:
The 0achelor thesis DE5. ,oca0ular1 Teaching at the ,ocational 5econdar1 5chool
of Furniture Industr1F deals /ith teaching of special terminolog1 at the technical secondar1
school$ The theoretical part is de'oted to the 0rief summar1 of general principles of
'oca0ular1 teaching and emphasi>es the specific factors in teaching E5. 'oca0ular1$ The
stress is put predominantl1 on the practical part and appendi6- /hich is actuall1 a small
te6t0oo% containing a set of topics chosen intentionall1 as the most important in the
/oodAfurniture industr1$ The main goal is to demonstrate 'oca0ular1 teaching in the 0road
'ariet1 of practical e6ercises /ith the 'i'id 'isual presentation to remem0er the ne/ /ords
more acti'el1$ Teaching material has 0ecome a part of the school educational programme at
the 'ocational secondar1 school$

Re"u+:

Ba%al(Ts%( pr(ce D,Uu%a od0ornV slo'nW >(so01 na stTednW od0ornV X%ole
n(01t%(Ts%VF se >a0U'( 'Uu%ou od0ornV terminologie na technic%V stTednW X%ole$ Teoretic%(
)(st se 'Ynu=e stru)nVmu pTehledu >(%ladnWch principZ pTi 'Uuce slo'nW >(so01 a >dZra>[u=e
specific%V fa%tor1 'Uu%1 od0ornV slo'nW >(so01$ DZra> =e polo\en >e=mVna na pra%tic%ou )(st
32
a pTWlohu- %ter( =e 'lastnY malou u)e0nicW- o0sahu=WcW tVmata > ne=dZle\itY=XWch o0lastW
dTe'aTs%Vho a n(01t%(Ts%Vho prZm1slu$ Gla'nWm cWlem =e demonstro'at 'Uu%u slo'nW >(so01
formou Xiro%V X%(l1 pra%tic%Uch c'i)enW s n(>ornou 'i>u(lnW pre>entacW % a%ti'nY=XWmu
>apamato'(nW no'Uch slo'$ ,Uu%o'U materi(l se =i\ stal sou)(stW X%olnWho '>dYl('acWho
programu na stTednW od0ornV X%ole$
Bibliogra'hy
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Document 1e*roduction (ervice ED744;;4$
Comfort- Kerem1M Gic%- 5te'eM 5a'age- Allan$ Basic Technical n!lish$ O6ford# O6ford
Uni'ersit1 .ress- 433:$

Comfort- Kerem1M Gic%- 5te'eM 5a'age- Allan$ Basic Technical n!lish$ TeacherBs Boo%$
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.ress- !!4$
E1ildirim- 5elma- and 5all1 Ashton$ DCreating .ositi'e Attitudes to/ards English as a
Foreign Language$F n!lish Teachin! 9orum : ?!!2@# 944$
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.ress- 43"2$
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literac1 in de'elopment$ Ne/ Yor%# Intermedia- 433$
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Longman- 4334$
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33
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DCa0inet ma%ingD$ Hi%ipedia# The 9ree ncyclo*edia$ 42 *arch !!"$ : *arch !!"$
http#AAen$/i%ipedia$orgA/i%iACa0inet^ma%ing
DEdge =ointingD$ Hi%ipedia# The 9ree ncyclo*edia$ 4! Fe0ruar1 !!"$ 4 *arch !!"$
http#AAen$/i%ipedia$orgA/i%iAEdge^=ointing
DFine/ood/or%ingD$ Tauton# The Tauton 2ress$ : *arch !!"$
http#AA///$taunton$comAfine/ood/or%ingA
DFurnitureD$ Hi%ipedia# The 9ree ncyclo*edia$ 47 Octo0er !!<$ 4" Octo0er !!<$
http#AAen$/i%ipedia$orgA/i%iAFurniture$
34
DGard/oodD$ Hi%ipedia# The 9ree ncyclo*edia$ 4 *arch !!" $ 4 *arch !!"$
http#AAen$/i%ipedia$orgA/i%iAGard/ood

DList of /oodsD$ Hi%ipedia# The 9ree ncyclo*edia$ ; *arch !!"$ : *arch !!"$
http#AAen$/i%ipedia$orgA/i%iAList^of^/oods
D5oft/oodD$ Hi%ipedia# The 9ree ncyclo*edia$ 4: *arch !!"$ 4 *arch !!"$
http#AAen$/i%ipedia$orgA/i%iA5oft/ood
DHood as a mediumD$ Hi%ipedia# The 9ree ncyclo*edia$ ; Fe0ruar1 !!"$ *arch !!"$
http#AAen$/i%ipedia$orgA/i%iAHood^as^a^medium
Appendi6# Gand9out J Furniture Industr1 ,oca0ular1 in Use
35
36