Chapter 3
Checklist for Designing and Implementing Vocabulary Lessons

This chapter presents a checklist for designing and implementing effective vocabulary instruction lessons. The checklist, which appears in Figure 3.1, can be copied and used on a repeated basis as needed. It provides instructors with a good way to make sure that they are not forgetting any of the key elements of the input-based incremental (IBI) approach as they work to design and implement effective second language (L2) vocabulary lessons.

The rest of this chapter discusses the rationale for attending to each of the seven items in the checklist. At the end of the chapter, I demonstrate how the checklist can be helpful when attempting to design effective English L2 vocabulary lessons, including assessing the extent to which a lesson conforms to the IBI principles discussed in Chapter 2 and the seven-item checklist discussed in this chapter.

1. I decided on target vocabulary and materials needed for the activities
When defining the target vocabulary, each word and lexical phrase may be defined clearly from the start. Other vocabulary may arise as the various activities in the lesson are implemented, but it is good to have a clear idea of the minimum set of target vocabulary. If an instructor is working with a list of vocabulary from a textbook, that list can be used. As described in Chapter 1, numerous online sources are also available for selecting target vocabulary.

With regard to materials, it should be clear from the description of the various steps in the lesson what materials will be needed to implement the lesson. Keeping Principle 4 in mind, there is a wide variety of ways to present target vocabulary so that its meaning is comprehended. Instructors can use resources such as realia (real-world items), computer presentation programs with pictures, a picture file with pictures on cards, flash cards with target words and definitions (in a variety of different formats), videos, maps, among others. Prerecorded spoken input also can be used in the classroom along with other materials. Instructors can be as creative as they wish in their use of various materials to support the lesson.

2. I designed the activities to be meaningful, educational, and interactive
The second and third guidelines suggest making the activities meaningful, educational, and interactive and including cultural and historical information when appropriate. Not every language learning activity need focus extensively on cultural or historical information, but IBI vocabulary lessons lend themselves well to incorporating such information and, by their nature, consistently involve the interpretation and negotiation of meaning. Even if an activity within a lesson involves defining target words or showing pictures that represent them, this activity is still inherently meaningful because it provides learners with an opportunity to make new form–meaning connections....

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