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The work outlines what it means to know a word, how vocabulary is organised and learned, and where words come from in real teaching practice such as classroom sources and texts. It also explains strategies for presenting, integrating, and testing vocabulary, including learner training techniques like using dictionaries, word cards, guessing from context, and keeping records.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/how-to-teach-vocabulary-a-practical-guide-for-teachers/414975/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/how-to-teach-vocabulary-a-practical-guide-for-teachers/414975.png","ImageObject",300,407,{"name":92,"@type":93},"EvelynWrites","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-09-28",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does it mean to 'know a word' in vocabulary teaching?","Question",{"text":112,"@type":113},"The book discusses how word knowledge is organised and what it means for learners to truly know vocabulary, not just recognize forms. 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 \n·Introdnctiot!  \n·identifving words  \n·Word classes  \n·Word families  \n·Worl formation  \n·Multi-word units  \n·Collocations  \n·HomunVms  \n·Polysene5  \n·Synonyns and antonyms  \n·Hyponys  \n·Lexict]fields  \n·Sryle and cuTInoration  \n2 How words are learned  \n·How important is vocabulary?  \nWhat does it mean to 'know a word?  \n·How is our word knowledge organised?  \nHow is vocabulary learned?  \n·How many wordls does a learcr need to know?  \n·How are vords renenbered  \n·Why de we forger words?  \n·Wlhat makes a word difficult?  \n·What kind of mistakes do learners make?  \n·What are the implicacions for teaching?  \n3 Classroom sources of words  \n·Lists  \n·Coursebooks  \n·Vocabulary books  \n·The reacher  \n·Other students  \n4 Texts,dictionaries and corpara  \n·Short texts  \n·Books and readers  \n·Dictionaries  \n·Copu1s data  \nPage  \nvi  \n1  \n13  \n32  \n53  \nii  \n# 5 How to present vocabulary\n\n·Presenring vocabulary  \n·Using ranslation  \n·How ro illustrate meaning  \n·-ow to explain meaning  \n·How ro highlight the form  \n·H-ow to involve the learners  \n# 6 How to put words to work\n\n·lntegrating new knowledge into old  \n·Decision-ruaking t:sks  \nProduction tasks  \n·Games  \n# 7 Teaching word parts and word chunks\n\n·Teaching word formation and word combinaticn  \n·Alexical approach  \n·Teachng lexical chunks  \n·Teachiug word grammar  \n·Teaching phrasal verhs  \n·Teachiing idiku5  \n# 8 How to test vocabulary\n\n·Why rest vocabulary?  \n·What to test  \n·Types of","cbCaiifV9AT7FbaE","https://ap.wps.com/l/cbCaiifV9AT7FbaE","pdf",2955746,191,"English","# Introduction\n## What is this book about?\n# 1 What's in a word?\n## Word classes\n## Word families\n## Word formation\n## Multi-word units\n## Collocations\n## Synonyms and antonyms\n## Hyponyms\n## Lexical fields\n## Style and connotation\n# 2 How words are learned\n## What does it mean to 'know a word'?\n## How is our word knowledge organised?\n## How is vocabulary learned?\n## How are words remembered?\n## Why do we forget words?\n## What makes a word difficult?\n## What mistakes do learners make?\n## Implications for teaching\n# 5 How to present vocabulary\n## Presenring vocabulary\n## Using translation\n## Illustrating meaning\n## Explaining meaning\n## Highlighting form\n## Involving the learners\n# 8 How to test vocabulary\n## Why test vocabulary?\n## What to test\n## Types of test\n## Measuring word knowledge\n## Assessing vocabulary size\n## Doing action research","[{\"question\":\"What does it mean to 'know a word' in vocabulary teaching?\",\"answer\":\"The book discusses how word knowledge is organised and what it means for learners to truly know vocabulary, not just recognize forms. It links this understanding to how vocabulary is learned and remembered.\"},{\"question\":\"How does the book suggest teachers present new vocabulary in class?\",\"answer\":\"It provides approaches for presenting vocabulary, including using translation, illustrating and explaining meaning, highlighting form, and involving learners through interactive activities.\"},{\"question\":\"What are the main ways to test and assess vocabulary?\",\"answer\":\"The book covers why vocabulary testing matters, what to test, different types of tests, and how to measure word knowledge and assess vocabulary size, including the role of action research.\"}]","How to Teach Vocabulary - A Practical Guide for Teachers | PDF",1790599493,481]