VOCABULARY

1. VOCABULARY MEANING & PRACTICE TASK DESIGN Clare McGrath@navitas.com 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

2. 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 Clare McGrath ATTC Sydney

3. 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

4. Principles Thornbury, How to Teach Vocabulary, Pearson Education 2002 •   Repetition •  Retrieval •  Spacing •  Pacing • Use • Cognitive depth •  Personal organising •  Imaging •  Mnemonics •  Motivation •  Attention / arousal •  Affective depth Clare McGrath ATTC Sydney

5. 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 Clare McGrath ATTC Sydney

6. Getting started • CLARIFYING • ACTIVATINGsts, 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 Clare McGrath ATTC Sydney

7. 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? Clare McGrath ATTC Sydney

8. Meaning (concept) 1 • establish meaning / make meaning clear • elicitfrom sts if possible eg • showa 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 examplesof injuries “Give me an example of an injury you get when making dinner / using a BBQ / playing sport.” Clare McGrath ATTC Sydney

9. conveying / establishing meaning 1 • a power point • switch s.t. off • fuels • a safe place (to store chemicals and fuels) • a home-escape plan • the lint filter • install s.t. • suitable (a suitable place to install a smoke alarm) • regularly • a clothes dryer • 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

10. conveying / establishing meaning 2 • a power point • switch s.t. off • fuels • a safe place (to store chemicals and fuels) • a home-escape plan • the lint filter • install s.t. • suitable (a suitable place to install a smoke alarm) • regularly • a clothes dryer • overload s.t. • Tell asimple story • Add a new word to a set of words they already know • Give anexplanation • Useword-buildingactivities • (students) Look up the word in your dictionary • Translatethe word [items from Living in Australia Beginner U6 p76]  AUSTRALIAN TESOL TRAINING CENTRE

11. Checking understanding via Qs or simple tasks eg‘bruised’ living in Aust Beg U6 p77 • Is your skin cut? (No) • What colour does your skin go? (blue, purple) • How can you bruise your knee? (fall~, bump into s.t.) 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

12. 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) Clare McGrath ATTC Sydney

13. Activating sts 1 (eliciting + practising) Clare McGrath ATTC Sydney

14. Activating sts 2 (eliciting+ practising) Clare McGrath ATTC Sydney

15. Activating sts 3 (eliciting+ practising) Clare McGrath ATTC Sydney

16. Activating sts 4 (eliciting+ practising) Clare McGrath ATTC Sydney

17. Listen and point Beginner U6 p76 Clare McGrath ATTC Sydney

18. vocab PRACTICE no materials • Vocab tennis • Backs-to-the-board • Noughts-and-crosses • Bingo • Stop the bus!  AUSTRALIAN TESOL TRAINING CENTRE

19. 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

20. 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

21. vocab PRACTICE + materials • board slap, fly swatters • What can I see in English? • Keep going • miming • Describe & Draw  AUSTRALIAN TESOL TRAINING CENTRE

22. 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

23. Taboo  AUSTRALIAN TESOL TRAINING CENTRE

24. Describe it the board & a cardfrom Reward Int Resource Pack, Kay, Longman Heinemann ELT #31a & b AUSTRALIAN TESOL TRAINING CENTRE

25. www.wordle.net AUSTRALIAN TESOL TRAINING CENTRE

26. 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 Clare McGrath ATTC Sydney

27. 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. Clare McGrath ATTC Sydney

28. Word chains Clare McGrath ATTC Sydney

29. Narrow reading Clare McGrath ATTC Sydney

30. 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 Clare McGrath ATTC Sydney

31. 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

32. 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

33. Clare McGrath ATTC Sydney