NOW, SHALL WE FINISH THE SPEAKING AND LISTENING ACTIVITIES?

Let’s check the text on pages 166 & 167 and let’s share the

materials/ ideas about the topic of respect and

discrimination.

Now let’s do the Speaking Activities

Discuss (P. 165)

Useful language + discuss (P. 171 Ex 18 & 19)

Useful language + discuss (P. 172 Ex 20a & b)

Discuss (P. 172 Ex 21a)

Exam Practice: Individual long turn (P. 173 Ex 26)

CORPUSBased on Teaching Vocabulary by Jeanne Mc Carten

How do we help our students in their learning process?

5

Work individually and then share in groups.

Write down 3 words you learnt in this course

Any coincidences? Write down 3 expressions/ phrases you

learnt in this course Any coincidences?

Write down 3 concepts you learnt in this course

Any coincidences?

Let’s focus on learning and teaching vocabulary.

Interesting data

Written Writen Spoken 0

1000

2000

3000

4000

5000

6000

Nº of most frequent words a learner knowsNº of words a learner can understand in an average text

Corpus Frequency: Which words and expressions are most frequent

and which are rare Differences in speaking and writing: Which vocabulary

is more often spoken and which is more often written Contexts of use: The situations in which people use certain

vocabulary Collocation: Which words are often used together Grammatical patterns: How words and grammar combine to

form patterns Strategic use of vocabulary: Which words and

expressions are used to organize and manage discourse

What do we need to teach about vocabulary?

The meaning(s) of the word Its spoken and written forms What “word parts” it has (e.g., any prefix, suffix, and “root” form) Its grammatical behaviour (e.g., its word class, typical

grammatical patterns it occurs in) Its collocations Its register What associations it has (e.g., words that are similar or opposite

in meaning) What connotations it has Its frequency

To these we could add whether a word has a strategic use and if it has any special uses that are different in registers such as conversation or academic writing. So we can already see how important it is to use a corpus in order to give our learners all the right information they might need to master a word or phrase.

It would be unrealistic to teach everything there is to know about a word the first time it is presented to students – and any such attempt would make for some very tedious lessons. Obviously we need to make choices about how much we teach on a first presentation.

The choices we make are influenced by factors such as frequency, usefulness for the classroom, and “learnability” – how easy the item is to learn (and teach!).

FOCUS ON VOCABULARY: N…ing

Which words should be learnt What each item is, i.e.:a word, a phrase, a

collocation What its purpose is: active use or passive

recognition

OFFER VARIETY

Pictures Sounds Stories Conversations

Webpages Questionnaires News reports …………………..

“Materials should achieve impact” (Tomlinson,1998)

Offering variety means catering for different learning styles

Repeat & Recycle

Most reseachers agree that: Repeating aloud helps more than

silently Having to retrieve a word is more

effective than exposure

From 5 to 20 encounters may be necessary

Therefore: Review vocabulary as often as possible in activities that have students actively recall words and produce them rather than merely see or hear them.

Provide opportunities to organise vocabulary

Real-world group Language-based group Personalised groups Any other?

Tips:

Make vocabulary learning personal, but be aware of the learners’ age

Don’t overload them Help learners become independent:

Vocabulary notebooks Research tools Everyday usage

We need to help students understand that learning is a gradual process that takes place in small, manageable increments over time, and to encourage them to seek additional information on their own, personalizing the learning experience and tailoring it to their own specific needs.

You can teach a student a lesson for a day; but if you can teach him to learn by creating curiosity, he will continue the learning process as long as he lives. 

~Clay P. Bedford