- •Exploratory task 1.1
- •M oney
- •Match the following vocabulary units with the types of “vocabulary sets”
- •Exploratory task 1.2
- •Exploratory task 1.3
- •Express the following messages in the given situations using any strategy of communicating the meaning (words, phrases, exclamations, gestures etc)
- •Exploratory task 1.6 Find the equivalents to the given words in your native tongue
- •Exploratory task 1.8
- •Exploratory task 1.10 Give adjectival collocations to the following
- •Exploratory task 1.11
- •Exploratory task 1.12 Combine the goods and the activities with them to cook food. The beginning has been done for you
- •Word observation sheet
- •Exploratory task 1.16
- •Exploratory task 1.17
- •Make up your own “cobweb” association with the word
- •H ouse
- •Input reading 2
- •Vocabulary acquisition
- •Exploratory task 2.1
- •Exploratory task 2.2
- •Match the following activities to teacher/learn the words with the types of exercises
- •Exploratory task 2.8
- •Exploratory task 2.11
- •Three-phase framework of teaching vocabulary
- •Exploratory task 2.12
- •Micro-teaching task
- •Integrated task
- •Answer Keys
- •Exploratory task 1.12
- •Exploratory task 1.13
- •Glossary
- •References and further reading
Three-phase framework of teaching vocabulary
The phases of teaching vocabulary can be broken down into the three phases such as pre-activity, while-activity and post-activity:
Phase |
Activity |
|
Exploring vocabulary forms (word derivation models) Exploring vocabulary meaning (synonyms, antonyms, polysemy) Exploring potential vocabulary use
|
|
Deriving words (e.g. creating the necessary form of the words) Using vocabulary (e.g. choose the right synonym) Communicating the message (e.g. describe the gadget using the technical jargon) |
|
Reflecting on task fulfilment Focusing on vocabulary use Integrating vocabulary with teaching communicative skills (reading, listening, writing and speaking) |
Exploratory task 2.12
The “while-activity” task for the learners (see the table below) is to use the numbered words in order to derive the necessary word form and to fit it in the same numbered space in the text. Design the “pre-activity” and the “post-activity” phases to the above assignment of word formation.
Phase |
Activity |
Pre-activity
|
|
While-activity |
Headaches can vary in 0… from a dull thudding in the temples to a 1…intense pain. Most people suffer from headaches 2… but they can usually get 3… from the symptoms by taking a couple of pain-killers. Headaches usually create 4… in the shoulder and neck muscles and are most often caused by stress or 5…. Other triggers include eye strain and lack of sleep or food. Migraines are far more 6… than headaches, and attack may last from four hours to three days. They are often confined to one side of the head and may be 7… by visual 8…. Light 9…, nausea and other symptoms 0 Severity. 1.Fright. 2.Period. 3.Relieve. 4.Tense. 5.Anxious. 6.Enable. 7.Company. 8.Disturb. 9.Tolerate (Adapted from O’Connell S. 1999. Focus on Advanced English. Longman. P.222) |
Post-activity |
|
Micro-teaching task
Design a three-phase framework for teaching vocabulary to describe the interior of a supermarket. The while-activity task for the learners is: “Yesterday you were in the shop and lost your purse. You must have dropped it somewhere. Here is the picture of the shop (the picture is on the classroom board). The class will help you to remember where you might have lost your purse. They will make guesses such as “under the counter”, “by the cash-register”, “in the cereal isle”, “in the tea-and-coffee isle”, “on the freezer with ice-cream”, “at the entrance”, “in the exit”, “on a trolley”, “on the shelf with peanut butter”, “on the shelf with canned food” etc. When the class makes the right guess, you say “Thanks. Now I remember!” (Adapted from Scrivener J. 1994. Learning Teaching. Heinemann. P.85)
Use the format below to design a three-phase framework:
Phase |
Procedure |
|
|
Teacher |
Learners |
Pre-activity
While-activity
Post-activity |
|
|