I’m trying to figure out how to best teach vocab to my uni students.
I’ve been playing with the Vocab profiler, and have input the first unit of all the textbooks I’m using, and separated out the 1k words, the 2K, the AWL ones, and the off-list.

I also want to give some basic dictionary training, adapting Rob Waring’s suggestions. I think that should cover me for tomorrow, he-he-he.
I’m also going to give them Nation’s 1K vocab level test, and another one next week. Most students know about 1,500 – 2,000 words I would say, but their knowledge is spotty, and needs reviewing.
I don’t just want to focus on reviewing the top 2,000, tho, I want to move on to AWL, particularly in the fields my students are majoring in (Economics, Informatics, Engineering).

Just because I have them, I want to assign Rob Waring’s receptive test AND productive test. Well, it would be a more accurate measure (for me) AND it would, ok, might, bring home the point that there is a difference between the two, and which one to focus on is more a matter of personal goals than course requirements (is it realistic to require students to master 5,000 words of productive vocab when they and I both know they are highly unlikely to ever need English in their lives ever again after graduating?).

At my present rate, I’ll be doing dictionary training and vocab testing on the top 1,000 words for the next 3 months….
I’m getting lost in the forest.