Transcript VOCABULARY

VOCABULARY
MEANING & PRACTICE
TASK DESIGN
Clare [email protected] ATTC
BDI Sydney Uni Oct 2014
related to GE, AMEP & AE classes
Using example materials from
Living in Australia
Beginner and Post Beginner levels
 NSW AMES 2013
Importance of vocabulary
The fact is that while
without grammar very
little can be conveyed,
the truth is that
without vocabulary,
nothing can be
conveyed.
Linguistics in Language Teaching, Wilkins
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today
• Principles to use with vocabulary
teaching and learning
• Working with the general field / context,
the specific field / context, the task, text
• Checking understanding of meaning
• Design of tasks for students
Clare McGrath ATTC Sydney
Principles
Thornbury, How to Teach Vocabulary, Pearson Education 2002
•   Repetition
•  Personal organising
•  Retrieval
•  Imaging
•  Spacing
•  Mnemonics
• 
•  Motivation
Pacing
•  Use
•  Attention / arousal
•  Cognitive depth
•  Affective depth
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Vocab related to
general topic / field / context
• Which pictures
are about
accidents?
• Which ones are
about injuries?
• Are any about
both?
Living in Australia Beginner U6 p75
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Getting started
• CLARIFYING
• ACTIVATING sts, ELICITING FROM sts, raising their
interest, starting with what they already know,
activating their ‘schemata’
• STIMULUS
- their life experience, their world knowledge
- their existing vocab resources
- tasks + materials
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materials / resources & tasks
for students
whole class, in small groups or pairs, or
individuals
> discussion, personalisation
> sound effects
> dictation of key words
>> Identify what they have in common >> Which words do
you like / not like? Do you like the sound of the words?
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Meaning (concept) 1
• establish meaning / make meaning clear
• elicit from sts if possible eg
– show a visual of a car accident
>> “What’s happened?”
+ further clues if necessary eg “Yes, it crashed. It’s a car crash. What’s a
general word for this, s.t. you didn’t plan?”
>> “And what’s the verb we use with this?”
– elicit examples of injuries “Give me an example of an
injury you get when making dinner / using a BBQ / playing
sport.”
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conveying / establishing
meaning 1
1. a power point
2. switch s.t. off
3. fuels
4. a safe place (to store chemicals and fuels)
5. a home-escape plan
6. the lint filter
7. install s.t.
8. suitable (a suitable place to install a smoke alarm)
9. regularly
10. a clothes dryer
11. overload s.t.
• Show the real thing (realia)
• Show a visual (a picture, a
drawing, a photo)
• Do a demonstration or
mime
• Put the word on a scale or
grade
• Use a synonym or an
antonym
[items from Living in Australia Beginner U6 p76]
 AUSTRALIAN TESOL TRAINING CENTRE
conveying / establishing
meaning 2
1. a power point
2. switch s.t. off
3. fuels
4. a safe place (to store chemicals and fuels)
5. a home-escape plan
6. the lint filter
7. install s.t.
8. suitable (a suitable place to install a smoke alarm)
9. regularly
10. a clothes dryer
11. overload s.t.
• Tell a simple story
• Add a new word to a set of
words they already know
• Give an explanation
• Use word-building activities
• (students) Look up the word
in your dictionary
• Translate the word
[items from Living in Australia Beginner U6 p76]
 AUSTRALIAN TESOL TRAINING CENTRE
Checking understanding
via Qs or simple tasks eg ‘bruised’
• Is your skin cut? (No)
• What colour does your skin go? (blue, purple)
• How can you bruise your knee? (fall~, bump into
s.t.)
living in Aust Beg U6 p77
Process:
– Write a definition of the vocab item.
– Check the language grading & simplify if need be.
– Turn the definition into Qs or tasks.
Clare McGrath ATTC Sydney
Checking understanding
• check understanding thru Qs & tasks
accidents
“Did they plan this / want this to happen?” (No) “What other
types of accidents happen?” / “What kinds of accidents do old
people have?” / Where do many accidents happen? (various) /
“Look at these pictures. Put them in 3 groups: accidents,
injuries or both.”
injuries
“What’s another way to say ‘He got an injury?’” (He hurt himself)
“Are injuries always serious or also small?” (Both) “Do you say to
your friend: ‘I have an injury’?” (No) / Is it informal or formal?
(Formal) “What are some injuries children often get when
playing?” (various) “What injuries do people get when using
scissors?” (cut themselves)
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Activating sts 1 (eliciting + practising)
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Activating sts 2 (eliciting + practising)
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Activating sts 3 (eliciting + practising)
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Activating sts 4 (eliciting + practising)
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Listen and point
Beginner U6 p76
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vocab PRACTICE no materials
• Vocab tennis
• Backs-to-the-board
• Noughts-and-crosses
• Bingo
• Stop the bus!
 AUSTRALIAN TESOL TRAINING CENTRE
vocab PRACTICE no materials
• B B Buzz off
• in the air
• ball games
• Be the first person to …
• Lewis Carroll’s Game
 AUSTRALIAN TESOL TRAINING CENTRE
vocab PRACTICE + materials
• remembering [look at list / items for 30 secs, then
recall]
• guessing [feeling realia with eyes closed / items in a
bag]
• sorting, sequencing [words, visuals]
• matching [words, visuals or words and stress
patterns]
• pick the odd-one-out [eg a strawberry, an
orange, a tomato]
 AUSTRALIAN TESOL TRAINING CENTRE
vocab PRACTICE + materials
• board slap, fly swatters
• What can I see in English?
• Keep going
• miming
• Describe & Draw
 AUSTRALIAN TESOL TRAINING CENTRE
vocab PRACTICE + materials
• Pictionary
• Taboo
• Describe it (board game) [like Trivial Pursuit,
with parts of speech as the categories, and vocab on cards to elicit
from team]
• Wordle vocab from their current unit
• Categories
 AUSTRALIAN TESOL TRAINING CENTRE
Taboo
 AUSTRALIAN TESOL TRAINING CENTRE
Describe it the board & a card
from Reward Int Resource Pack, Kay, Longman Heinemann ELT #31a & b
AUSTRALIAN TESOL TRAINING CENTRE
www.wordle.net
AUSTRALIAN TESOL TRAINING CENTRE
vocab PRACTICE + materials
• Last letter, first letter
• Using mnemonics and the keyword
technique
• Working with academic word lists
• Word chains / text presentation
• Narrow reading / text presentation
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Last letter, first letter
• a page of a reading text or the transcript for a
listening from course materials
• pairs
• S1: accident
• S2: themselves
• S1: sleeping
And so on.
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Word chains
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Narrow reading
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Narrow reading
• Read more about ‘narrow reading’:
http://www.sdkrashen.com/articles/narrow/all.html
• Uni text book + websites and other useful sources for
related texts
• Narrow listening: song >> story >> folk tale >> news
item >> podcast
• Could be reading >> listening
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Tomorrow…
(well, Monday .. OK, OK, Tuesday!)
What’s one activity used
in this session that
you plan to use
in your next lesson?
 AUSTRALIAN TESOL TRAINING CENTRE
When you introduced the word ‘hate’ to me in English,
you were in such a hurry to show me
that it was a verb,
a transitive verb but it could also be intransitive, and
the past tense looked like ‘hated’, and
the past participle was also such and such, and
you moved on to write on the board ‘hatred – noun of
hate’,
not to be confused with ‘hated’, and
then ‘hateful’, the adjective of ‘hate’,
and you yourself never did tell us one thing
you hated in your life.
Not one thing.
And we didn’t tell each other.
There was no time.
Hate, by Christina Chang.
Clare McGrath ATTC Sydney
Clare McGrath ATTC Sydney