b091 eft2 mod15 trainerbook_final_medres

8/9/2019 B091 EfT2 Mod15 Trainerbook_FINAL_MedRes

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www.teachingenglish.org.uk

Trainer book

English for Teaching 2Module 15 Its only words


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English for Teaching 2Module 15: Its only words Trainer book

1Module 15: Its only words British Council 2011

Language

development

Verb patterns using gerunds and infinitives

Intend/decide/want/arrange/hope/plan to do, recommend, suggest, consider doing

Language in

context

Challenges teachers face

Teaching vocabulary

Task Tell an anecdote about a teaching problem

Methodology Vocabulary practice activities

In the classroom Create a vocabulary practice activity

Pronunciation Word stress in dictionaries

Magazine Selecting and teaching vocabulary

VocabularyLexis of teaching vocabulary: antonym, context, discovery approach, high frequency

words, lexical set, pre-teach, realia, recycle, synonym

Activity page Revision box

Reflection Show and tell

Learning

outcomes

By the end of this module, participants will be able to:

identify verb patterns (verbs followed by to plus infinitive or gerund)

describe a past teaching problem using the target language

describe spelling rules of gerunds

evaluate posters as a classroom tool

correct errors

identify six vocabulary practice activities

create a vocabulary practice activity

identify the main stress of a word from a phonemic transcription

describe and evaluate different techniques for presenting lexis

identify factors to consider when selecting which vocabulary to teach

evaluate and adapt a classroom activity

reflect on learning from this module.

Overview


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2 Module 15: Its only words British Council 2011


Contents page

1 Language

1.1 Challenges in teaching . . . . . . . . . . . . . . . . . . . . . . .4

1.2 Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

1.3 Preparation for task: A problem I had . . . . . . . . . . . . . . .5

1.4 Task: Telling anecdotes . . . . . . . . . . . . . . . . . . . . . . .6

1.5 Help!! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

1.6 Language in context . . . . . . . . . . . . . . . . . . . . . . . . .7

1.7 Verb patterns . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

1.8 Spelling gerunds . . . . . . . . . . . . . . . . . . . . . . . . . . 10

1.9 Common mistakes . . . . . . . . . . . . . . . . . . . . . . . . . 12

1.10 Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

2 Methodology

2.1 Vocabulary practice activities . . . . . . . . . . . . . . . . . . . 14

2.2 Extension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

3 In the classroom

3.1 Create a vocabulary practice activity . . . . . . . . . . . . . . 16

3.2 Micro-teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

3.3 Follow up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

4 Pronunciation

4.1 Identifying word stress . . . . . . . . . . . . . . . . . . . . . . . 18

4.2 Word stress in dictionaries . . . . . . . . . . . . . . . . . . . . 18

5 Magazine

5.1 Working with words . . . . . . . . . . . . . . . . . . . . . . . . 20

5.2 Jigsaw reading . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

5.3 Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

6 Vocabulary

6.1 Matching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

6.2 Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

7 Activity page

7.1 Revision box . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

7.2 More activities . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

7.3 Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26


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8 Reflection

8.1 Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

8.2 Show and tell . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Appendix 1

Audio scripts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Appendix 2

Worksheets for 3.1 Create a vocabulary practice activity . . . . . 29

Appendix 3

Articles for 5.2 Jigsaw reading . . . . . . . . . . . . . . . . . . . . 34


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1 Language

1.1 Challenges in teaching

Participants match different teaching problems to the correct pictures. This introduces the topic of the task.

Materials

Coursebook 1.1

Instructions

Tell participants the pictures show different teaching problems. Elicit/check understanding of classroom

management, overworked (too much work to do), teaching resources (classroom equipment, furniture,

technology, books, etc.). Participants match the words in the box to the pictures.

Participants may want to discuss these issues now. Try to encourage them to save their discussion for

the task later.

Answers

1. Classroom management

2. Not enough teaching resources

3. Feeling overworked

4. Feeling bored (you or your students!)5. Coursebook is old/unsuitable

6. Unsure about the language/skills you have to teach

1.2 Listening

Participants listen to a teacher describing a teaching problem as a lead-in to the task. They think of advice

to give the teacher in pairs. This also introduces the topic of the module teaching vocabulary.

This is the first opportunity for participants to use the target language for this module (verb patterns).

Materials

Coursebook 1.2

Audio 1.2 (script in Appendix 1)

Instructions

Tell participants they are going to listen to a teacher talking about one of the teaching problems

from 1.1.

Participants listen and decide which problem from section 1.1 the teacher describes.

Participants listen again and make notes. Divide participants into pairs.

Participants discuss the question in their coursebooks.


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Elicit ideas from some pairs in whole class feedback (keep this brief).

Tell participants this module will focus on ways to present and practice vocabulary and you will look at

these ideas in more detail in sections 2, 3 and 5.

Participants may wish to discuss further the issue of old coursebooks again, save this for the Task

section. Participants will also explore how to select which vocabulary to teach in the Magazine (section

5). Sources of help will be explored in 1.5.

Answers

The teacher describes the problem shown in picture 5 coursebook is unsuitable.

Discussion

Vocabulary presentation techniques:

Realia

Flashcards/pictures

Matching

Definitions

Dictionary work

Asking concept questions

Giving examples

Guessing meaning from context

Synonyms/antonyms

Advice for the teacher:

Get ideas from a teaching resource book/the internet/another coursebook

Ask colleagues for help

Peer observation

Discuss issues with head teacher

Dont teach all the vocabulary from the reading just what is essential to understanding the text

Participants may also have further suggestions.

1.3 Preparation for task: A problem I had

Participants make notes about a teaching problem theyve had themselves in preparation for the speaking task.

Materials

Coursebook 1.3

Instructions

Check meaning of anecdote (a short personal story).

Tell participants they are going to tell an anecdote about a problem they had in teaching and how they

dealt with it. They can choose one of the problem areas from 1.1 or something else.

Focus participants on the diagram in the coursebook. Check understanding of options (choices),

consider (think about) and recommend (say you think something is a good idea.) Participants make notes on the diagram. Help with vocabulary if needed.


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1.4 Task: Telling anecdotes

Participants prepare and then tell their anecdotes in groups, completing a listening task to focus on what the

rest of the group are saying. This is an opportunity for participants to use the target language for this module

(verb patterns with consider, suggest, decide, want, plan, arrange).

Materials

Coursebook 1.4

Instructions

Focus participants on the useful language box. Check understanding of In the end (something they

say to finish a story).

Allow time for them to read the useful language and think about how they will tell their anecdote.

Divide participants into groups of four.

Participants take it in turns to tell their anecdote. As they listen to each other, they write one questionthat they should ask when the person has finished speaking.

Monitor use of the target language during the task.

Elicit one or two ideas in feedback (keep this brief).

1.5 Help!

Participants discuss sources of help in groups. This section introduces the discussion forums on the

TeachingEnglish website.

Materials

Coursebook 1.5

Laptop and data projector/computer lab for optional extension

Instructions

Draw a circle on the board. In it, write help with teaching problems.

Elicit one or two ideas of where teachers can get help. Write these on the board (e.g. ask a colleague).

Divide participants into groups. They discuss the question and make notes of their ideas on the spider

diagram in their coursebook. Elicit ideas and write them on the board during feedback.

Introduce the TeachingEnglish website discussion forums in feedback these are interactive forums

where teachers can ask questions, or add to discussion threads. They can search the forums by topic or

start their own topic. Focus participants on the information in their coursebook about the website.

Optional extension

If you have internet access or a TeachingEnglish CD you could show participants the discussion forums

section of the website. Alternatively, you could ask them to search the forums for the posts related to the

problems they have been discussing. They could also post their own questions on the site (they will need

to register/sign in to the website to do this).


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Suggested answers

Ask a colleague

Peer observation

Ask school head of English/co-ordinator/head of year/head teacher

Ask learners for their opinion (where appropriate)

Teachers guide often has suggestions for teaching and language analysis

Dictionaries/grammar books

Teacher resource books

Internet coursebook websites, teacher websites and forums

1.6 Language in context

This section introduces the target language in the context of a forum post to the teaching problem from 1.2.

Materials

Coursebook 1.6

Instructions

Explain that the teacher they listened to in 1.2 has posted his problem on the TeachingEnglish website.

Participants read the reply to the post to see if they agree with the advice.

You may need to check the meaning of to blame someone (to say that something is the fault or responsibility

of someone).

1.7 Verb patterns

This is a noticing exercise where participants identify the forms of the verb patterns from the context in 1.6.

They then complete a reformulation activity where they substitute gerunds with nouns.

Materials

Coursebook 1.7

Instructions Participants find and underline the verbs from the box in the text in 1.6.

Focus participants on the first verb want. Highlight the different verb patterns by asking:

What comes after this in the text? (to plus infinitive) some teachers may know this as the base form or

verb 1 with to.

Is this the same for all the verbs you underlined? (no, some take ing form/gerund).

Participants put the verbs in the correct column of the table.

Participants add two more verbs of their own that are usually followed by to plus infinitive or the gerund.

See information after suggested answers for more details on this.


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Suggested answers

Hi Ahmed. I wantto tell you that I had this problem recently, and decided to do something about it. I

recommendlooking at the TeachingEnglish website! There are lots of ideas in the teaching

resources section. Can you arrangeto watch a colleague teaching a vocabulary class? If you cant,

then you can always ask them about what theyre planning to do in their vocabulary lessons. You

might get more ideas here. Have you considered asking your head teacher to change the

coursebook!?! If you intendto do this, please dont blame me for what they say!!

I suggesttrying out some new ways of teaching vocabulary and see what works for you and your

learners. I hopeto see you on the forum again soon! Good luck!!J Smith

Verb + to + infinitive Verb + gerund

want

decide

arrange

plan

intend

hope

recommend

consider

suggest

Other common verbs that follow these patterns:

afford, agree, ask, choose, expect, learn, offer,

prepare, promise, pretend, refuse, would like

admit, avoid, dislike, enjoy, feel like, finish, give up,

mind, cant help, practise

Information

When one verb is followed by another, the second verb can either be an infinitiveor aningform.

Some verbs can be followed by only an infinitive, others by only aningform and some by both but with

a change in meaning. To know which structure to use, you can consult a good dictionary but here are

some common examples.

Verb + infinitive

I want to speak to the manager.

Shes learning to ride a horse.

He offered to help us wash up.

Want,learnand offerare followed by to + infinitive

Other verbs in this group include: afford, agree, ask, choose, decide, expect, hope, prepare,promise, pretend, refuse, would like.

Verb + ing form

I enjoy travelling.

He admitted stealing the necklace.

I dont mind waiting if youre busy.

enjoy, admitand mindare followed by the ing form

Other verbs in this group include: avoid, consider, dislike, feel like, finish, give up, cant help,

practise, suggest.


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Verb + infinitive or ing form with no change in meaning

A few verbs can be followed by either aninfinitiveor the ing formand the meaning does not change.

I started to work here in 1994.

I started working here in 1994.

The meaning of these two sentences is the same.There arent many verbs that can take an infinitiveor an ing formwith no change in meaning.

Beginand continueare two more examples.

Verbs followed by ing or by to + infinitive

Some verbs can be followed by either an infinitive, or aning formbut with a change in meaning.

These are some of the most common ones.

like

I like watching old films on TV.

With an ing form, like means enjoy.

I like to wash up as soon as I finish eating.I might not enjoy washing up but I think its the right thing to do.

Remember that would like can only be followed by an infinitive.

Id like to go to Japan next year, if possible.

try

Im trying to learn Japanese but its very difficult.

Try + to + infinitivemeans that something is difficult and you make an attempt to do it.

Have you tried using butter instead of oil?

Try + ingmeans make an experiment. Its not difficult it might work, it might not.

stop

Stop + ingtells us what has stopped. in this example, buying a newspaper.

Ive stopped buying a newspaper every day to try to save money.

Stop + to + infinitivetells us why something stopped. In this example the reason that the bus stopped

was to pick up the children.

The bus stopped to pick up the children.

remember/forget

Dont forget to post that letter for me.

Did you remember to post that letter for me?

Remember/forget + to + infinitivemeans that you remember something you have to do a duty ora chore.

Ill always remember meeting you for the first time.

Ill never forget meeting you for the first time.

Remember/forget + ing formmeans remember something you did in the past an event or

an activity.

(Information taken from learnenglish.britishcouncil.org/en/english-grammar)


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Gerunds and nouns

On the board, write: I enjoy teaching difficult grammar.

Elicit other things participants enjoy. Try to get some examples of nouns e.g. days off, hot weather,

holidays as well as gerunds.

Elicit that gerunds behave like nouns although they look like verbs.

Ask participants how they could change the first sentence on the board by replacing the gerund with a

noun phrase (e.g.I enjoy difficult grammar lessons).

Check understanding of noun phrase (often several words that refer to a noun e.g. adjective + noun

e.g. difficult grammar lessons or relative clause grammar lessons that are difficult).

Participants rewrite the three sentences in the coursebook, replacing the gerunds with nouns or

noun phrases.

Suggested answers

I recommend the forums on the TeachingEnglish website.

Im considering peer observations.

I suggest a new approach.

1.8 Spelling gerunds

In this activity, participants review the spelling rules for gerunds. They make a poster to show the rules.

They consider the value of using posters in class.

Materials Coursebook 1.8

Instructions

Divide participants into groups of three or four.

Tell participants they are going to make a poster summarising spelling rules for gerunds.

Participants think of examples of the spelling rules they are going to use for their poster. They write these in

the table.

Classroom poster

Give a large sheet of paper and other materials for making posters to each group.

Participants complete their posters in groups.

Put the posters around the walls of the room. Participants walk round and see similarities/differences

between their poster and the others.

Participants discuss the questions in their coursebooks in groups.


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Suggested answers

a. How could you use this poster in your class?

Learners complete posters in same way as participants have just done.

Teacher puts spelling rules on poster, learners complete with examples and drawings.

Revision activity.

b. What else can you use posters for?

Project work (see module 8 - Methodology).

Summarising rules for other grammar points.

Vocabulary record.

Classroom code of conduct.

Class profile.

Class survey results.

Information

Spelling rules for gerunds

Rule Example

Most verbs Add ing to the base

form of the verb

look looking

Verbs ending in e Remove the e and add

-ing

smile smiling

Verbs ending in ie Replace ie with y and

add -ing

lie lying

Verbs ending consonant-vowel-consonant

(where the final syllable is stressed)

Double the final

consonant and add -ing

begin beginning

stop stopping

Verbs ending consonant-vowel-consonant

(where the final syllable is not stressed)

Add ing to the base

form of the verb

enter entering

Verbs ending vowel-y, vowel-x or vowel-w Add ing to the base

form of the verb

say saying

fix fixing

show showing

Verbs ending consonant-y Add ing to the base

form of the verb

try trying


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1.9 Common mistakes

Participants identify and correct the mistakes in the sentences in their coursebook. They consider reasons

for common mistakes and ways to help learners.

Materials

Coursebook 1.9

Instructions

Divide participants into pairs.

Participants correct the errors of form with verb patterns.

Elict and write correct answers on the board.

Discussion

Participants discuss the questions in their coursebooks in pairs.

Elicit ideas in whole class feedback.

Answers

a. I hope to hearfrom you soon.

b. Can you recommend toa good book?

c. I really enjoy listeningto music.

d. Ive decided toregister on the Teaching English website.

e. Shall we arrange to meet/a meetingnext week?

f. I intend to beimprove my teaching skills.

g. My friend suggested goingto the cinema.

h. I prefer reading to writing.

i. Ive never considered todoing a Masters degree.

Discussion

Learners often make mistakes with verb patterns as theres no clear rule on why some verbs take the gerund

and some take to plus infinitive. In addition, spelling mistakes are common. You can help learners with these

issues by:

using dictionaries to check spelling/see if verbs take the gerund or infinitive using activities like creating the poster in 1.8 to raise awareness of spelling rules

regularly running spelling/verb pattern tests

using error correction activities, especially self-correction or peer-correction, as these are more

memorable than simply being told the correct form.


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1.10 Practice

This gives participants a chance to repeat the task from 1.4. They should be able to produce the target

language more accurately this time because of the preceding language analysis sections.

Materials

Coursebook 1.10

Instructions

Divide participants into pairs, ensuring participants are working with a different partner than in

1.4 when they told their anecdote for the first time.

Participants tell their anecdotes. Encourage them to use the verbs they analysed in 1.7.

Monitor and make notes of any mistakes.

Write common errors on the board. Elicit corrections from participants.


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2 Methodology

2.1 Vocabulary practice activities

This section introduces five types of vocabulary practice activities and provides examples of each.

Materials

Coursebook 2.1

Instructions

Tell participants that activities 15 are examples of vocabulary practice activities like the ones found in

student coursebooks.

Participants look at the examples and identify the vocabulary topic they practise (clothing). Participants match the types of vocabulary practice activity to the examples 1 to 5.

They check in pairs before whole class feedback.

Answers

1. Noticing

2. Matching

3. Ranking

4. Wordsearch

5. Categorising

2.2 Extension

Participants think of further activities they could give their learners to help them practise vocabulary.

Materials

Coursebook 2.2

Instructions

Participants work individually and think of three more activities they could give their learners to practise

this vocabulary (items of clothing).


Participants compare ideas.

Elicit some ideas in whole class feedback.


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Answers

Learners take it in turns to describe someone in the class. The rest of the class listen and guess who

it is.

Learners write a description of what a person is wearing. They swap and guess who the person is.

Learners work in groups and think of an item of clothing for each letter of the alphabet (not all arepossible!)

Spelling test teacher shows pictures of different items of clothing and learners write down the words.

Word snake learners write the individual words found in the word snake, for example:

hat

rousershoescarf


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3 In the classroom

3.1 Create a vocabulary practice activity

Participants create different types of vocabulary practice activity in groups using the examples in 2.1

for ideas.

Materials

Coursebook 3.1

Worksheets from Appendix 2

Instructions

Divide participants into five groups A, B, C, D and E. Give each group the corresponding worksheetfrom Appendix 2.

Participants follow the instructions on the worksheet and plan their activity in groups. Be aware that

participants may want to try an activity that they thought of in 2.2. Be flexible if it is achievable in the

time and useful to share, encourage this.

Monitor groups and use the suggested answers to help them think of new creative activities that are not

the same as the ones in 2.1.

If possible, make four copies of each activity they create for 3.2 Micro-teaching.

Suggested answers

Example of practice activites

Ranking Top ten leisure activities in my country.

Like the most like the least.

Learners do it alone, then compare with a partner/group.

Categorising Indoor/outdoor.

Sports/other.

Noticing Read text and underline all leisure activities.

The text could be an email describing what they did at the weekend, a newspaper

report, an advert for a sports centre.

Wordsearch Find leisure activities in the grid.

Can be made easier or more difficult by providing the words as a separate list,

specifying the number of words there are, or drawing pictures of the words that are

in the grid.

Matching Match words and pictures.

Match words and definitions.

Match words and things you need for this activity.


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3.2 Micro-teaching

Participants peer-teach their activity from 3.1 to another group.


Copies of activities participants created in 3.1

Instructions

Regroup participants into groups of five. Each new group should have a participant from the groups in

3.1, i.e. the group should be made up of one A, one B, one C one D and one E.

Participants take it in turns to peer-teach their activity to their new group.

3.3 Follow up

Participants make a record of the activities they experienced in 3.2 and brainstorm further practice activities

for this lexical set.

Materials

Coursebook 3.3

Instructions

Participants make notes about the activities from 3.2. They discuss the question in their group.

Elicit ideas in whole class feedback. Participants could add additional ideas to their notes.


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4 Pronunciation

4.1 Identifying word stress

Participants identify and produce the main stress in words from this module.

Materials

Coursebook 4.1


Instructions

On the board write pronunciation.

Play the audio recording for this word only.

Ask participants How many syllables?(five)

Where is the main stress?(on the a of ation)

Elicit that word stress always falls on a vowel sound.

Mark the stress on the board like this: pronunciation

Participants listen to the rest of the words in the recording and mark the stress on the correct syllable.

Write the words and main stress on the board as you elicit answers.

Play the recording again, pausing after each word. Participants listen and repeat.

Answers

pronunciation

lexis

gerund

suggest

vocabulary

4.2 Word stress in dictionaries

This section gives examples of how word stress is shown in dictionaries along with phonemic script.

Participants match phonemic transcriptions to their spelling and identify the word stress. The words are all

taken from sections 1 to 3 of the module so far.

Materials

Coursebook 4.2



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Instructions

On the board, write:

/lekss/ /sest/

Elicit the pronunciation and main stress of each word and write this on the board:

lexis suggest

You may choose to show word stress in a different way, for example by underlining the stressed syllable

or using colour.

Elicit the sign that shows where the stress falls (after the ). You may wish to show this visually on

the board:

/lekss/ /sest/

Practice


Participants match the phonemic transcriptions in the table to the words on the right.

Note: participants may not be familiar with phonemic script. In these examples, they should be able to

identify the words without knowing some of the more difficult transcriptions. Emphasise that knowing

the phonemic alphabet is very useful both for them to check pronunciation before teaching and also

to show to their learners as a visual representation of pronunciation.

Participants mark the stress on the words in the second column of the table.

Play the audio recording. Elicit answers and write on the board.

Play the audio recording again. Pause after each word for participants to repeat the correct

pronunciation.

Answers

a. 2. infinitive (second syllable)

b. 6. recommend (last syllable)

c. 1. anecdote (first syllable)

d. 5. dictionary (first syllable)

e. 4. phonemic (second syllable)

f. 3. colleague (first syllable)

g. 8. syllable (second syllable)

h. 7. consonant (first syllable)

Information

You can find an interactive phonemic chart on the TeachingEnglish website. There are also activities to

help learners become familiar with the symbols here:

www.teachingenglish.org.uk/try/activities/phonemic-chart.

You can also download the chart as an application on an iPad here:

learnenglish.britishcouncil.org/en/mobile-learning/sounds-right.

You can also download a classroom poster of the phonemic chart for learners of English on the Premier

Skills website:

premierskills.britishcouncil.org/teachers/schools-pack#A1


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5 Magazine

5.1 Working with words

This introduces the main themes of the jigsaw reading. A discussion prepares participants for the topic

(selecting and teaching vocabulary).

Materials

Coursebook 5.1

Instructions


Participants discuss the questions. If they want to make notes, ensure they leave room for further notes from the reading they do in 5.2.

Dont elicit answers participants will check their ideas with the article.

5.2 Jigsaw reading

Participants complete a jigsaw reading activity on selecting and teaching vocabulary.

Materials

Coursebook 5.2 and 5.1

Enough copies of each worksheet from Appendix 3 for one-third of the group (i.e. for a class of 18

participants, youd need six copies of each worksheet).

Instructions

Divide participants into three groups A, B and C.

Give each group the corresponding worksheet from Appendix 3.

Participants read the article quickly to see if their ideas were the same. Give them two minutes for this.

Participants read the article again and make notes in the table in 5.1 (group A make notes next to

question A, group B by question B, etc.).

Encourage participants to check their answers together so that they have similar information.

Regroup participants into groups of three, with one member from group A, B and C in each.

Participants take it in turns to share the notes they made from their section of the article. The rest of the

group listen and make notes in the rest of the table in 5.1.

Elicit other ideas learners had that were different from those in the article.


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Answers

a. What do learners need to know in order to use new vocabulary?

Pronunciation

Part of speech

Meaning

Spelling

When to use it, i.e. in a formal or informal context

Learners need to practise a word a lot to know it and then use it

b. How do you decide which vocabulary items to teach?

Word list in book

Difficult words to help learners understand a text

Not more than ten new words each time

Groups of words

Common words that are used a lot

c. How do you present vocabulary to your learners?

Mime (acting/gestures)

Simple definitions

Translation

Ask questions

Visuals flashcards, pictures, drawing on board

Words that are similar/opposite

In a situation where the words are often used

5.3 Discussion

Participants reflect on the article and consider the ideas in relation to their own teaching context.

Materials

Coursebook 5.3

Instructions

Participants work in the same groups as 5.2. They discuss the questions.

Elicit ideas in whole class feedback.


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Suggested answers

a. Were your ideas the same or different from the ideas in the article?

Participants own ideas.

b. Is one presentation technique better than another?

It depends on which lexis you are teaching. Some are more suitable for particular words. Often a

combination of techniques can be both helpful and memorable.

c. How can you check that your learners understand the words?

Ask questions remember concept checking questions need to be simple and it is a good idea to

ask closed questions first, for example: a yes/no question, Is a banana a fruit? or a choice question,

Is it yellow or red?

Ask for examples or a personal response Mo, draw a banana on the board. Do you like bananas?

Asking Do you understand? is no good. If they say yes, you still dont really know if they do or not.

Similarly, its not a good idea to ask learners: What does x mean? unless they are very advanced.

It often involves more complicated vocabulary than the word itself and thinking up definitions on the

spot like this can be difficult even for a native speaker!

d. How can you help learners to remember new lexis?

Get them to record new lexis in a notebook writing things down improves memory.

Provide plenty of practice activities.

Review vocabulary regularly have a five minute slot at the beginning or end of the lesson.

Review vocabulary from the previous week.

Give regular short vocabulary tests.


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6 Vocabulary

6.1 Matching

Participants match words to the teacher quotes that describe them. The teacher quotes are taken

from the magazine.

Materials

Coursebook 6.1


Instructions

Participants read the teacher quotes and match them to the words in the box. They check their answers in pairs.

Play the recording. Participants check their answers.

Check meaning of synonym (words with a similar meaning) and antonym (words with an

opposite meaning).

Play the recording. Participants listen and repeat.

Answers

recycle (v) e pre-teach (v) bsynonyms and

antonyms (n)c

high frequency

wordsa

discovery

approach (n)f

realia (n) h lexical sets (n) d context (n) g

6.2 Discussion

Participants practise the language from 6.1 in a discussion.

Materials

Coursebook 6.2

Instructions


Participants discuss the questions in their coursebooks.

Elicit answers from groups in whole class feedback.


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Answers

a. Write about the places in your town

Draw and label a map of your town

Rank the places from places there are the most of to places there are the least of

Write the correct words next to pictures of the places in a town

Pairs compare similarities/differences between their towns.

Write a travel guide to your town for tourists.

Read definitions and write the place (for example, a place where you can send letters a post office).

b. Makes learners think and take responsibility for their learning; promotes learner autonomy; more

memorable than being told the meaning by the teacher.

c.

Synonym Antonym

enormous very big/huge very small/tiny

pharmacy chemists -

decrease (verb) reduce/become less increase

get ready prepare -

Remind participants that it is only useful to use synonyms and antonyms that learners already know,

otherwise they just get confused by more new vocabulary.

d. Participants own answers. This depends to some extent on level, but some of these terms are teaching

metalanguage and it is questionable whether learners need to know them. Useful terms for learners to

know could include: synonyms, antonyms, context, recycle.


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7 Activity page

7.1 Revision box

Participants do a vocabulary revision activity in groups.

Materials

Coursebook 7.1

Slips of paper (around three per participant)

Box/envelope/bag for each group of four participants

Instructions

Tell participants they are going to do a vocabulary revision activity.

Participants read the cartoon.

Check understanding by asking concept questions:

What do learners write on the slips of paper? (Lexis they have recently learned.) How many words or phrases do they write on each slip of paper? (One.) What do they do with the papers? (Put them in a box. Draw them out one at a time and explain

the word?.) Should you show your paper or say the word on it? (No describe the word for your group

to guess.) What happens if you guess a word correctly? (You win the card.)

Divide participants into groups of four.

Hand out slips of paper and a box (or bag, or envelope) to each group.

Participants look back through the module and write their chosen vocabulary on the slips of paper

(one word or phrase on each).

They put the slips of paper in their box.

Participants take it in turns to pick a slip and describe the word to their group.

The person who guesses the word correctly wins the paper.

The participant with the most papers at the end of the game is the winner of each group.


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7.2 More activities

In this section participants read about different ways to use their revision box. They practise one of the ways

in groups.

Materials

Coursebook 7.2

Paper and revision box from 7.1

Instructions

Tell participants that they can do other revision activities using these slips.

Participants read about the three revision activities.

They choose one activity to practise in their groups.

If groups finish early, they can try out another activity.

7.3 Discussion

Participants reflect on and discuss the activities in groups. They consider other ways to use the word cards

to revise vocabulary.

Materials

Coursebook 7.3

Instructions

Participants discuss the questions in groups.

Elicit ideas from each group.

Answers

3. Can you think of other revision activities using the word cards?

Learners make a poster using the words.

Learners write definitions for the words.

Learners group the words according to parts of speech/word stress patterns/other categories relevantto the words.

Act out or mime the words (if possible).

Write a story using the words.


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8 Reflection

8.1 Listening

Participants listen to a model of a teacher talking through their action points in preparation for the

next section.

Materials

Coursebook 8.1


Instructions

Divide participants into pairs. Participants look at the notes made by a teacher about their learning and action points from this module.

They discuss the question with a partner.

Play the audio recording. Participants listen and check their ideas.

Answers

Teachers action points

Use dictionaries to focus more on word stress.

Use the revision box.

Try the poster activity to help learners with spelling rules.

Try the categorising vocabulary practice activity.

8.2 Show and tell

In this section participants reflect and make notes on the learning from the module. They explain their action

points to a partner.


Instructions

Participants look back through the module and make notes on their learning points like the ones in 8.1.


Participants talk through their action points with a partner.


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Appendix 1

Audio scripts

4.1 Identifying word stress

pronunciation

lexis

gerundsuggest

vocabulary

6.1 Matching

a. high frequency words

b. pre-teach

c. synonyms and antonyms

d. lexical setse. recycle

f. discovery approach

g. context

h. realia

8.1 Listening

So these are my learning points from this module First, Im going to focus more on word stress I plan to

use dictionaries for this. Then next to that, thats a revision box. I really like that idea. Then the next thing

this is about spelling. I want to try the poster activity with my class to help them with spelling rules. They

have a lot of trouble with spelling! And finally categorising this is from the vocabulary practice activities

I think its a good way to get learners to think about and use new lexis so Ive decided to try it out.

4.2 Word stress in dictionaries

a. infinitive

b. recommend

c. anecdote

d. dictionary

e. phonemicf. colleague

g. syllable

h. consonant

1.2 Listening

Well I started teaching about three months ago and Im having real trouble with my coursebook. Its all

about reading and theres no focus on vocabulary at all. I always have to come up with my own ideas. I

have to use the coursebook, so I just need some simple techniques for presenting vocabulary!


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Appendix 2

Worksheets for 3.1 Create a vocabulary practice activity

Worksheet A

You have just presented vocabulary on the topic of leisure activities.

1. Think

First, brainstorm items of vocabulary that you would teach on this topic to your class.

2. Create

Now create a rankingactivity to practise some of this vocabulary.

Look back at 2.1 for an example of arankingactivity.


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Worksheet B


1. Think


2. Create

Now create a matchingactivity to practise some of this vocabulary.

Look back at 2.1 for an example of a matchingactivity.


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Worksheet C


1. Think


2. Create

Now create anoticingactivity to practise some of this vocabulary.

Look back at 2.1 for an example of a noticingactivity.


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Worksheet E


1. Think


2. Create

Now create a categorisingactivity to practise some of this vocabulary.

Look back at 2.1 for an example of a categorisingactivity.


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Appendix 3

Articles for 5.2 Jigsaw reading

Worksheet A

The TeacherThe magazine for teachers everywhere

The most important thing is what it means,

how do you spell it, how do you say it.

Sometimes learners use quite formal

words at the wrong time. They need

to know that you dont use yours

sincerely when you write to a friend,

and also you dont say things likesee you soon! in a formal letter.

Learners need to know

the pronunciation of

new words. I usephonemic script and

drill new words.

They need to know what part

of speech it is, like noun, verb

or adjective. This helps them

use it correctly in a sentence.

These things are important but the main

thing is to give learners the opportunity to

use the words again and again this helps

them remember. They have to remember,

or theyll never use the new words!

THIS WEEKS HOT TOPIC: Working with words your views!

We asked five teachers about teaching vocabulary. Heres what they said:

a. What do learners need to know in order to use new vocabulary?

Adapted from www.teachingenglish.org.uk/think/articles/presenting-vocabulary


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Worksheet B




b. How do you decide which vocabulary items to teach?


Well, we have a word list for each unit of the

coursebook, so thats what I focus on, mainly.

I think its important to teach words

in groups (rather than just individual

words on their own), like family

members, places in a town, or

adjectives to describe people.

You cant teach a lot of

new words in one lesson

they wont rememberthem all! I think more

than ten is too many for

my learners.

Words that are common, that

they will see a lot and that

they will need to use a lot.

If theres a difficult text, I teach newvocabulary before they read. I dont teach

all the new words though that would take

too long. Just words that they need to

know to understand the text.


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Worksheet C




c. How do you present vocabulary to your learners?


I mime things like action verbs and feelings.

It can be fun and my learners like doing it too.

I use words they know, like beautiful

is similar to pretty. I use opposites

too pretty is the opposite of ugly.

Visuals flashcards,

pictures and drawing

on the board. I also

use real objects, when

possible. Its easier to

show something than

explain it!

I think its important to give

them a situation where the

language is usually used. For

example when I teach used to,

I tell them about how I used to

look when I was younger.

Usually in a listening or reading

text. I make sure they have a

general understanding of the text

first, then I focus on new lexis.

I ask questions to help them work

out the meaning for themselves.

I like to give simple definitions.Sometimes I use a learner

dictionary to help. And translations

but not all words have a direct

translation! I always ask questions

to make sure theyve understood.


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