Handout 1. Read the text and take notes. Afterwards discuss what have you learned in your telegram groups.
Handout 2. Read the article about “Tips to Teaching Vocabulary” and match the appropriate headings with the paragraphs.
HEADINGS:
Decide what learners need to know about the words
Model the proper use of vocabulary
Choose appropriate words to teach
Test their knowledge
Get them using the words
“Tips to Teaching Vocabulary”
Tip #1 ________
Selecting suitable vocabulary to teach is not always as easy as it seems. The easiest way to do this is to choose a list of words that are part of the learning material, or have been chosen as being important in the course syllabus. Doing so will guarantee that both you and your learners will understand the purpose behind learning the new words. A good number of new words for any given vocabulary lesson is between seven and ten.
Tip #2 _____
There are many aspects to knowing a word. Here is a list of questions you can ask yourself when deciding what your learners need to know about any particular word:
What does the word mean?
What type of word is it (a verb / a noun / an adjective etc.) and what are the other parts of speech?
How is it spelled / pronounced?
Does it follow any (un)predictable grammatical patterns (irregular verb / uncountable noun)?
Does the word have particular connotations (positive / negative)?
When is the word used or not used (formality / rudeness)?
How is the word related to other words (synonyms / antonyms)?
What are its collocations (the way that it occurs together with other words)?
What do its prefixes and suffixes tell us about the meaning?
Tip #3 ______
You’ll often find that learners will translate a word into their native language and think that they are well on the way to knowing it. They tend not to take into account the questions noted above. For this reason, it’s essential that you provide contexts that exemplify how the word is used. Most often this would be in the form of a sentence, although you can use a variety of other methods to illustrate correct use. Models of use can also include a visual illustration, a mime of an action, or a sliding scale of words with varying degrees of strength, for instance.
Tip # 4 _______
Start learners off using the words in a similar context to the one in which you presented, such as writing sentences that use similar situations to the ones you used in your examples. Substitution drills are a good way of slowly getting them to use the new words in slightly different contexts and building up knowledge of how the word is used.
Tip # 5 _______
Word games are a fun way of testing how well learners know a word. Hangman is a good way of checking if they can spell a word correctly, while then Blockbusters grid format game is good for revisit vocabulary from previous lessons on a regular basis. A useful strategy is to have a vocabulary bag in which you keep all the words the class has learned in a bag on slips of paper. Testing learners on these words will help them retain their knowledge of how to use them.
Initially, it might seem strange to devote a whole lesson to learning vocabulary, but the rewards for doing so are great in terms of language development!
Handout 3. Demo Lesson.
Read the following Lesson Plan and analyze the steps of the lesson. How the vocabulary is presented? What context was introduced? How the context was helpful to learn similes?
Sample Vocabulary Demo Lesson
Type of lesson: Vocabulary – Similes (through reading comprehension)
Level: Intermediate +
Aims: Presenting figures of speech (similes) in context; guessing the meaning of the similes in context; reading for the main idea (skimming); reading for specific information (scanning)
Time: Approx. 80 minutes
Assumptions: Ss are familiar with reading comprehension (skim and scan reading), and guessing meaning of words in context. Ss may be familiar with the concept of similes and know some.
Aids:
• A story. Source: theblcblog.blogspot.com/2007/02/more-simile-stories.html
• Handouts with text and activities
Note: for a list of similes check this link phrases.org.uk/meanings/36400.html
Lesson Plan: Teaching Vocabulary in Context
Teacher points the students attention to the board and asks them to read the following examples:
Did you understand the meaning of each statements?
What are they: are they metaphors?
Today we are going to learn about similes. A simile is a figure of speech that compares two different things in an interesting way. The object of a simile is to spark an interesting connection in a reader's or listener's mind. A simile is one of the most common forms of figurative language. Examples of similes can be found just about anywhere from poems to song lyrics and even in everyday conversations.
Similes and metaphors are often confused with one another. The main difference between a simile and metaphor is that a simile uses the words "like" or "as" to draw a comparison and a metaphor simply states the comparison without using "like" or "as".
An example of a simile is: She is as innocent as an angel. An example of a metaphor is: She is an angel. Do you see the difference? The simile makes a direct comparison, the metaphor's comparison is implied but not stated.
Read the text below and try to understand the meaning of similes in every statement.
My friend Daniela told me the most incredible story last week. Of course, she’s as mad as a hatter, so you have to take everything she says with a grain of salt. Now, the first thing you need to know is that she and her boyfriend Jeffrey are as different as chalk and cheese. He’s as sweet as pie, and she’s as happy as a cat with two tails to be with him. They were hiking in a national park when they suddenly came across a bear standing in their path as bold as brass.
As Daniela was as nervous as a long-tailed cat in a room full of rocking chairs, it’s not surprising that she turned as white as a sheet and ran off as fast as greased lightning. Jeffrey, however, remained as cool as a cucumber, and just stood there on the path as quiet as a mouse. And wouldn’t you know it, as sure as God made little green apples, the bear slowly walked up to him. Jeffrey was as pleased as punch that the bear only sniffed him a bit, cuffed him hard across the head as playfully as a kitten, and ambled off. Jeffrey had been as helpless as a baby in the situation, but luckily he survived.
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