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Using context clues to teach vocabulary
Context clues
If the appropriate level of material is selected, student should understand
most of vocabulary. If the teaching material does not include unfamiliar
vocabulary, selections in other texts at a slightly higher level should present an opportunity for students to work on vocabuary using context clues.
As such, this material should introduce unfamiliar vocabulary followed by:
commas; dashes; and cohesion markers, such as, for example; the verb to be; relative clauses; and finally, sets of grammatically similar words used
in conjunction with the unfamiliar vocabulary item.
Easy clues
The first four are relatively easy, as many writers, knowinga vocabulary
item is likely to be unfamiliar, will follow it with an appositive or short
definition between commas or parenthesis, or will follow an obscure, low-
frequency vocabulary with a dash, followed by an explanation.
When dealing with vocabulary in context with students at a lower level, it
is best to limit efforts to finding reading passages using these four punctuation marks. They are relatively easy for students to find, invariably
offer a definition they can understand, and lend them-selves to quick reading.
Once students understand these clues, ask them to read selections later in the text an skim through looking for parenthesis and dashes, and quickly
report what word the author believes is unfamiliar and what the definition is. This is not only good practice, but it is also a genuine skimming exercise.
Not-so-easy clues
The text two ideas are a bit more difficult. When writers use the verb to be, students must first recognise that the predicate is the meaning and
then, if the explanation is not given as a synonym or antonym, spend the
time and or seek support to unravel the meaning.
In ture, relative clauses are a bit more difficult as more information is given and must be processed, which can slow down and frustrate readers.
It is best to lead students carefully into and through these examples by explaining how the relative clause is functioning in relation to the word described.
Time required
Understanding vocabulary in context takes time, more time at first for many students than using a dictionary, which means they need to have time and encouragement to try. Once students become comfortable with
these ideas, try to use this approach when presenting new vocabulary in
the various warm-up activities you employed.

Summary

This article talk about, students should not normally use a dictionary in class unless it is an English-to-English dictionary or the class is designed
to teach dictionary skills . However, as it is impossible to ask them to give
up dictionary cold turkey, they need to be encouraged not only to stop using dictionary, but also to leave them at home.

Personal Response

I think, students, they don't like reading English dictionary or English
books, because they feel to difficult and don't understand.
But,school or teacher must help or explain to students about English language is not difficult if students try to learn a little and more little....,
Sometime can doing English activity,like games,English singing contest.
to make them enjoy or fun with English language.

Reference: BANGKOK POST TUESDAY, FEBRUARY 17, 2009

JIRAPA SAITO ID 2510300292 NO. 32