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What’s Your OALD Story?

Animation of a crowd of people in the shape of a question markThe Oxford Advanced Learner’s Dictionary (OALD) was first published in 1948. Since then, over 100 million English language learners have used OALD to develop their English skills for work and study, and that’s why it’s the world’s bestselling advanced-level dictionary for learners of English.

THE OALD COMPETITION HAS NOW CLOSED.

You can still tell us your OALD story using the comments box below, find others stories about the dictionary here, and use our teaching resources below to build your students’ vocabulary.

Competition Terms and Conditions.


Teaching resources

The Oxford Advanced Learner’s Dictionary is the complete guide to learning English vocabulary with definitions that learners can understand, example sentences showing language in use, and the Oxford 3000™ and Oxford 5000™ word lists providing core vocabulary that every student needs to learn.

Word lists

Do you need to build your students’ vocabulary?  We’ve pulled together some of our top word list resources:

Try these vocabulary activities with your students:

Go to word lists

Improve your learners’ vocabulary-learning skills with these activities from Oxford Word Skills Second Edition, based on the Oxford 3000 and Oxford 5000:

Elementary / A1-A2

Intermediate / B1

Upper-Intermediate to Advanced / B2-C1

Find out more about Oxford Word Skills Second Edition

Lesson plans

Are you looking for ways to improve your students’ dictionary skills, or to help them with their vocabulary, writing and speaking?

Find these OALD lesson plans and more in the Oxford Teacher’s Club and try them with your class:

Log in with your Oxford Teachers’ Club details to download the lesson plans. Not an OTC member? Join now to access free teaching resources, articles, blogs, videos, webinars and more…

Get more ready-to-use teaching resources with OALD premium online. Download lesson plans, video walkthroughs, and classroom and self-study activities.

Read our digital brochure to find out more about the Oxford Advanced Learner’s Dictionary including premium online and the OALD app.


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The Complete Professional Development Guide: Books You Need To Read In 2020

man reading bookTeaching during COVID-19 has challenged us to adapt quickly and learn on the go this year! But how much time have you spent on your own professional development, and how prepared do you feel for the start of next term? As the holidays approach there is a sense of relief as we get to have a well-deserved break, but it is also a chance to get ready for the new term, whatever it may bring. To help you prepare for every scenario, we’ve created an essential reading list with English language teachers in mind! Explore the pros and cons and get practical tips for teaching online, prepare to assess your students in new ways, and learn to prioritise your own wellbeing. We’ve got you covered with best-sellers and the latest professional development books and papers written by ELT experts.

 

Our Professional Development Book Of The Year

Teacher Wellbeing book cover

Teachers… have the power in their own hands to make things better and to nurture and enhance their own wellbeing. This is a welcome message at any time, but perhaps most of all now when there is so much uncertainty in the world.

– English Teaching Professional

Teacher Wellbeing

Our book of the year serves as a practical guide to help individual teachers promote and nurture their wellbeing. Discover effective tips and strategies to help you meet your needs, and improve your wellbeing by finding techniques that work for you. You’ll also find tips to help you maintain a healthy work-life balance, and nurture your personal and professional relationships.

 

Three Professional Development Best Sellers

Bestselling professional development book covers

  • Exploring Psychology in Language Learning and Teaching: This award-winning book explores key areas of educational and social psychology and considers their relevance to language teaching. Learn learners’ and teachers’ beliefs about how a subject should be learned and taught, relationships with others, the role of emotions in learning, and more…
  • How Languages are Learned 4th edition: Prize-winning How Languages are Learned shares how language learning theory works in the classroom and provides you with practical techniques and activities developed from research. Perfect for new and experienced practising teachers.
  • Teaching Young Language Learners 2nd edition: A clear introduction to teaching young learners. It covers child development, L1 and L2 learning, vocabulary and grammar, and more by combining theory and practice in an accessible way. It draws on up-to-date international research and classroom practice.

 

Support For Teaching Online

  • Mobile Learning: Get clear guidance and essential support for using mobile devices in and outside the language classroom. Full of practical ideas and activities, it emphasizes the power of the mobile device as a tool for language learning.
  • Learning Technology: Learning Technology provides a clear guide to how teachers can introduce learning technology to the classroom. Explore different ways of putting it into practice, including virtual learning environments, social learning platforms, blended learning and the flipped classroom, mobile learning, and adaptive learning.

 

Recommended Assessment Books

  • Language Assessment for Classroom Teachers: This book presents a new approach to developing and using classroom-based language assessments. The approach is based on current theory and practice in the field of language assessment and on an understanding of the assessment needs of teachers. Split into four parts, this book is the ultimate practical guide to classroom-based language assessment, with advice that can be applied in any classroom setting – both real and virtual! A professional development must-read!
  • Focus on Assessment: This book develops your ability to design, implement, and evaluate language assessment in your classroom, helping you relate the latest research and pedagogy to your own teaching context. Explore the multiple roles teachers play in language assessment such as ensuring a positive assessment experience and promoting learner autonomy, and improve your assessment competence with activities that help you to apply assessment theory to your own classroom.

 

Recommended Vocabulary Books

  • How Vocabulary is LearnedHow Vocabulary Is Learned discusses the major issues that relate to the teaching and learning of vocabulary. Written by leading voices in the field of second language acquisition, the book evaluates a wide range of practical activities designed to help boost students’ vocabulary learning, starting with ‘Which words should be learned?’…
  • Focus on Vocabulary Learning: Explore teaching vocabulary to language learners aged 5-18. Discover the considerable challenges of learning the vocabulary of a new language from a range of perspectives, and become equipped to teach with practical solutions. Find a rich variety of useful activities and examples from real classrooms, and ‘spotlight studies’ of important research, that link theory to practice.

 

ELT Position Papers

Our position papers provide expert advice and guidance on the burning issues shaping English Language Teaching today. Download them for free and you’ll also receive exclusive training and resources for your classroom.

ELT Position Paper covers

  • Global Skills:  Creating Empowered 21st Century Learners: Help every learner develop the skills they need for success in a fast-changing modern world! Get expert advice and discover the five global skills clusters that prepare learners for lifelong success and fulfilment.
  • Oxford 3000 and Oxford 5000: The Most Important Words to Learn in English: Interested in expanding your learners’ vocabulary? Discover our core wordlist of all the most important words for learners to know! Deliver a well-founded vocabulary syllabus with confidence, and encourage independent vocabulary learning at home.
  • Inclusive Practices in English Language Teaching: Create an inclusive classroom, and make learning a positive experience for each and every learner. Discover expert advice to help you identify and support students with special educational needs, and pick up practical solutions for building an inclusive classroom environment.

Professional Development On The Go!

Download our free focus papers to access bite-sized insights and practical tips for the ELT classroom! Each paper is easy to use, and immediately useful, covering topics like:

  • Online Teaching
  • Project-Based Learning
  • Mediation
  • Oracy Skills
  • Managing Online Learning
  • And more!

 

Which new teaching skills are you trying this year?

Let us know in the comments below!

 


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What’s new in the new Oxford 3000™️? | ELTOC 2020

A changing language

The Oxford ELT Dictionaries team has relaunched its core word list, the Oxford 3000, billed as ‘the most important words to learn in English’, 14 years on from its initial launch in 2005.

So let’s start with a brainstorm: what has changed in the last 14 years? Jot down any words or phrases that occur to you. Here are some images to get you started.

I’m sure you can think of more.

The items in blue are all now headwords in the Oxford Advanced Learner’s Dictionary online but were not included in the seventh edition of the dictionary, published in 2005. These words, things and concepts either did not exist or barely existed at that time.

The influence of smartphones and social media can also be clearly seen in the revised Oxford 3000.  Words new to the list in the area of media and technology include app, blog, download, edit, scan and update – which all existed in 2005 but have become much more central to our lives and communication since then.

The two criteria we used to determine which words should be included in the revised Oxford 3000 were frequency and relevance.  Frequency was measured in the 2-billion-word Oxford English Corpus. Relevance was determined by measuring frequency in a specially created corpus of ELT Secondary and Adult coursebooks. This enabled us to capture those words – such as cafe and T-shirt – that occur frequently in teaching texts and are familiar to learners from a low level, but are not among the most frequent words in a general corpus.

Focus on topics

One result of this increased focus on the texts that learners are actually using to study English is an increase in vocabulary connected with topics that are popular in ELT courses and exams, including sports (athlete, basketball, champion, skiing, stadium, tennis and more), culture (celebrity, classical, creative, gallery, historic, portrait, sculpture, venue), film and TV (cartoon, detective, episode, genre, script, setting) and travel and transport (airline, crew, destination, tourism).

Overall, about 200 words are new to the list. Typically, they are more concrete, lower-level words than the words they have displaced. All the texts in the coursebook corpus are from courses that have been carefully graded against the CEFR. This has made it possible for us to analyse the profile of different vocabulary items across the different CEFR levels and to assign a level to each word. The levels are for guidance only – it is impossible to be definitive about the level of any individual word. Different learners may well encounter the same word at different levels. But broadly speaking, the level assigned represents the level at which we would expect most learners to recognize and understand the word if they read it or hear it spoken – even if they do not yet use it in their own writing or speaking.

The most important words to learn in English

In the revised Oxford 3000, 900 words have been graded at A1 level, 800 at A2, 700 at B1 and 600 B2. This tapering profile is deliberate because this is intended as a core vocabulary, not a complete vocabulary. The more learners progress, the more they will want to supplement this core vocabulary with items that are off-list. It is impossible to prescribe what this additional vocabulary should be: it will vary according to the needs and interests of each individual learner. The core list, on the other hand, provides a firm foundation for all learners, whatever their learning context. To learn more about what is important in a core vocabulary, see Julie Moore’s blog here.

To see the full, revised Oxford 3000 visit www.oxford3000.com. Here you will also find the brand new Oxford 5000 – an extension of the list for advanced level learners, including 2,000 more words at B2-C1 level. Also available is the new Oxford Phrase List – 750 common phrases including idioms, phrasal verbs, collocations and prepositional phrases, graded from A1 to C1.


Diana spoke further on this topic at ELTOC 2020. Stay tuned to our Facebook and Twitter pages for more information about upcoming professional development events from Oxford University Press.

You can catch-up on past Professional Development events using our webinar library.

These resources are available via the Oxford Teacher’s Club.

Not a member? Registering is quick and easy to do, and it gives you access to a wealth of teaching resources.


Diana Lea taught English to learners and trainee teachers in Czechoslovakia, Poland and the UK before joining Oxford University Press in 1994, where she works in the English Language Teaching Division on dictionaries and other vocabulary resources for learners of English. She is the editor of the Oxford Learner’s Thesaurus and the Oxford Learner’s Dictionary of Academic English. Most recently she has been working on Oxford Learner’s Word Lists and preparing the tenth edition of the Oxford Advanced Learner’s Dictionary, to be published in January 2020.

 


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What is a core vocabulary?

It’s very difficult to say exactly how many words there are in the English language because it depends how you count them and, of course, language is changing and growing all the time. But even at a conservative estimate, there are well over a quarter of a million distinct English words. That makes the task of teaching vocabulary to learners of English seem a rather daunting one.

Thankfully, Zipf’s Law comes to our rescue. This states that a handful of the most frequent words in the language account for a disproportionately large chunk of any text, either written or spoken. The top 2000 most frequent words, in particular, make up somewhere around 80% of most texts. That makes frequency a good rule-of-thumb indicator of the words we should probably focus on teaching first.

The Oxford 3000TM: then and now

With this aim in mind, the Oxford 3000 word list was first put together back in 2005. Since then, the list has been widely used by learners, teachers, syllabus designers and materials writers to help them choose which vocabulary is worth spending most time over. Fourteen years on, however, it was time for an update. The new Oxford 3000 has had a thorough revision including a new look at the criteria for inclusion and the use of new frequency data based on a much larger and more up-to-date corpus.

Frequency vs. relevance

Whilst frequency is the guiding principle behind choosing which words to include on the list, it doesn’t quite work as a basis for selection on its own. That’s in part because there are a surprising number of words that describe basic things in the world around us and that learners would expect to learn quite early on that actually wouldn’t qualify for a top 3000 on frequency alone. So, words like apple and passport, for example, probably wouldn’t make the cut.

Thus, the new Oxford 3000 balances frequency with relevance to the average learner. As well as how common they are, the list compilers took into account whether words are typically used to talk about the kinds of themes and functional areas common in an ELT syllabus, and the types of tasks and topics needed in English exams.

A core vocabulary as a starting point

It would be wrong, however, to assume that 3000 words will be enough on their own for a learner to read and communicate successfully in English. The Oxford 3000 aims to provide a core vocabulary, that is, a solid basis that students can build around.

At the lowest levels, words on the list are likely to make up the bulk of the learner’s repertoire. So, for an A1 learner, for example, 90% of their vocabulary might consist of basic core words. As learners progress and want to read about and express a wider range of ideas, though, while they will still rely heavily on that core, they will also need to supplement it with vocabulary from other sources. The Oxford 3000 aims to provide a core vocabulary for learners up to roughly B2 level. By this stage, more and more of the vocabulary they acquire will reflect the unique interests and needs of each individual learner.


Julie Moore is a freelance ELT writer, lexicographer and corpus researcher. She’s written a wide range of ELT materials, but has a particular passion for words and always gets drawn back to vocabulary teaching. She’s worked on a range of learner’s dictionaries and other vocabulary resources, including the Oxford Academic Vocabulary Practice titles.

Click here to access the Oxford 3000, Oxford 5000 and Oxford Phrase List.




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How to write your own EFL materials: Part Two – Thinking about context and flow

EFL coursebook writingJohn Hughes has co-authored a number of titles for OUP including three levels in the Business Result series, Successful Meetings, and Successful Presentations. He will be giving a practical workshop on how to write materials at the upcoming BESIG conference in Bonn on 15th November. This is the second of two blog posts in which John explores three key areas which he believes underpin effective materials writing.

In part one of my blog on this subject, I wrote about the importance of writing materials at the correct language level and cognitive level, as well as writing exercises and tasks at an achievable level. In this next post I want to consider the importance of context and flow in the writing process.

Creating context

Context is the second area of EFL materials writing that affects how and what you write. By ‘context’ I’m referring to a number of different elements: First of all, the writer needs to understand the classroom context in which the material will be used. In other words, if you are writing material for General English adult student’s books that could be used anywhere in the world, then your material must appeal to a broad spectrum of people. Similarly, you have to remember that an exercise must be able to work with a class of fifty as well as with a class of five.

Something else to consider is the cultural context; a choice of photograph or text that will appeal to students in South American countries may not work for students in Middle East countries. And culture doesn’t just refer to national cultures; the culture and interests of younger students will be different to those for older students. Gender is also an issue; male writers have to consider whether their choice of contexts and materials will also appeal to female students and vice versa (which is possibly why so many successful course books are co-authored by a man and a woman.)

One more context which affects published materials in particular is time. If you are using a course book which is over five years old, for example, you may notice that photographs of technology look old-fashioned, reading texts are out-of-date, or perhaps some so-called famous people are no longer famous. So if you want your materials to have longevity, then topics such as technology and popular culture are often worth avoiding or treating in a way that will mean they don’t date too quickly.

Make your material flow

Having selected appropriate images, texts and exercises that are at the correct level and are appropriate for the various contexts in which the material will be used, you need to make sure they fit together in a logical order. In practical terms, this means that if you have six exercises or stages on a worksheet, then any teacher should be able to pick up that worksheet, take it into class, start at exercise 1 and finish at exercise 6. Yes it’s important that the material is also flexible enough for those types of teachers who like to miss some parts out, change the order or even add their own supplementary materials, but its primary function is to offer a complete lesson.

You have to write the material so that one activity flows into the next and that it follows basic principles of good lesson planning. In other words, there is probably some kind of lead-in task that engages the students, perhaps some comprehension work with a text followed by language analysis and finally a free practice stage of some kind in which students use the language presented in the lesson.

Part of writing materials with flow is also to provide clear ‘navigational tools’ that help the teacher to orientate the students through the lesson. These tools include use of headings, numbering, referencing and the rubrics or instructions which accompany an exercise or explain a procedure. You know when these features are badly written because you can’t find your way around the material or you are unsure what the aim of the exercise is. On the other hand, when they are well-written, you barely notice they exist alongside the rest of the material and everything flows logically.

Finally, once you’ve written your materials, you may find it useful to check them against these nine key questions.  Better still, hand your materials to another teacher and, without any explanation from you, see if they can walk into class and use them successfully with their students!

Check you’ve got the level right:

  • Can I easily identify which level this was written for?
  • Will it interest, motivate and challenge the students at a cognitive level?
  • Are the exercises and tasks too easy or too difficult? (Can you do them yourself?!)

Think about context:

  • Will the material work in classes of two or two hundred?
  • Will the material work in another classroom, region or country?
  • Will the material work next week or next year, or in three years’ time?

Finally, check, for flow:

  • Is there a logical flow from the beginning to the end?
  • Do I understand where to go next in the materials?
  • Do I understand what to do next in each exercise?

 

© John Hughes ELT Ltd 2014. Unauthorized use and/or duplication of this material without express and written permission from this blog’s author and/or owner is strictly prohibited. Excerpts and links may be used, provided that full and clear credit is given to the authors with appropriate and specific direction to the original content.