Special Lecture

1. Special Lecture Today: Vocabulary and Grammar Tomorrow: Listening and Speaking skills Edward Povey Email: edpovey@hotmail.co.uk Website: edwardtesol.com

2. Vocabulary What does it mean to ‘know’ a word?

3. Vocabulary What are the different things we need to know about each word we learn? What strategies do you use for remembering English words? What strategies/techniques/materials do you use to teach/learn vocabulary? Choose 4 types of knowledge about a word and and think of an activity for it.

4. How to teach vocabulary • Aspects of a word: • Meaning = what does it mean and not mean • Use = how do we use it in a sentence • Form = spelling, grammar, prefix, root, suffix • Tips: • Teach vocabulary in context - related to the topic, with similar words, in sentences • Teach chunks of language (e.g. eat breakfast) • Repeat practice, recycle words frequently • Use pictures, visuals, realia, and mime. • Categorize with synonyms/antonyms/hyponyms/meronyms • Use concept check questions (CCQs)

5. Function words vs. content words • Function words carry only grammatical meaning: • prepositions (in, on, at etc.) • auxiliaries (are, was, do etc.) • quantifiers (some, any, all etc.) • pronouns (he, we, this etc.) • Content words carry real meaning such as: • nouns (Sophie, chair, computer etc.) • verbs (hit, swim, eat etc.) • adverbs (wrongly, frequently, generally etc.) • adjectives (beautiful, green, fantastic etc.) • Which words have stress? • How would you teach content words and function words?

6. Function words vs. content words Find 5 function words and 5 content words. It was a dream. He opened his eyes and got out of bed. The room was warm and dark.

7. Function words vs. content words Find 5 function words and 5 content words. It was adream. Heopenedhiseyesandgot outofbed. Theroomwaswarmanddark.

8. Teaching Vocabulary to Young Learners

9. Teaching Vocabulary to Young Learners • We are going to watch a video of a teacher trainer teaching vocabulary to young learners. • Consider how… • his teaching matches the characteristics of young learners (energetic, curious, multi-sensory…) • he contextualizes the topic • he organizes the class into groups • he has a clear system for reviewing the words • he includes grammar with his vocabulary teaching https://www.youtube.com/watch?v=W8e6Ld4sQks (1:10 minutes)

10. Example lesson for vocabulary and grammar This is an example of a inductive grammar lesson. The students are able to find the rule themselves by looking at examples.

11. Today we’re going to visit a new country. Can you guess where?

12. el cuerpo la cabeza el hombro los ojos el pecho la boca el brazo el cuello la rodilla la pierna

13. la rodilla los ojos el brazo la cabeza la boca el hombro

14. Put these words in the right column. hombro, brazo, boca, cuello, cabeza, pecho, rodilla, pierna, mano el la

15. Who are these people? fashionisto or fashionista

16. Who are these people? el professor or la profesora

17. What are these animals? el gallo or la gallina

18. Review

19. Principles for teaching grammar Focus on the “Context of Use” Past tense: We use past tense to talk about holidays. Comparatives: We use comparatives to compare things, for example when shopping.

20. Principles for teaching grammar Keep the learning load manageable. Decide specifically what you are teaching.

21. Principles for teaching grammar “There is no such thing as a simple rule in English.” https://7esl.com/rules-for-using-the/

22. Principles for teaching grammar Recycle • Review, Re-use • Use: • demonstration examples • dialogs • famous people / celebrities for practice • real student examples (personalize) “You shouldn’t…”

23. Principles for teaching grammar Emphasize inductive, not deductive teaching Inductive Deductive “Today we’re going to shop for a new phone… “…listen to this conversation…” “expensive, fast, big, nice…” checking rules practice

24. Example lesson for vocabulary and grammar This is an example of a meaning-focused inductive grammar lesson.

25. GUESSING GAME!! This book was written by J.K.Rowling.

26. GUESSING GAME!! This song was written by Psy.

27. GUESSING GAME!! This writing system was invented by King Sejong.

28. GUESSING GAME!! This character is played by Rowan Atkinson.

29. GUESSING GAME!! This story was written by Mary Shelley.

30. Quiz Who was The Hobbit written by? - The hobbit was written by J.R.R.Tolkien. Who was the original Star Wars directed by? - Star Wars was directed by George Lucas. Who was The Terminator played by in the movie? - The Terminator was played by Arnold Schwarzenegger. Who was “Smells Like Teen Spirit” sung by? - ‘Smells Like Teen Spirit’ was sung by Nirvana. In which country was the hamburger invented? - The hamburger was invented by Germany. When was the MP3 file invented? - The MP3 file was invented in 1989.

31. Your turn! Create 5 questions to quiz your partner. You can use your smartphone to research! Who was …(book)… written by? Who was …(movie)… directed by? Who was …(character)… played by in the movie…? Who was …(song)… composed by? Who was …(song)… sung by? Who was … painted by? Where is…grown/cultivated/harvested? What country is surrounded by…? Where is … made? Who was … discovered by? In which country was … invented? When was … invented?

32. X What was the grammar point of that activity? Notice how the focus was on the meaning, not the structure.

33. Inductive Deductive = Communicative! This writing system was invented by King Seong. This song was written by Psy. This book was written by J.K.Rowling. This writing system was invented by King Seong. This song was written by Psy. This book was written by J.K.Rowling.

34. Extra grammar tip: If you can add “by zombies” to the end of a sentence then it is probably passive tense.

35. Active or Passive Voice Quiz (form-focus) Harry ate six shrimp at dinner. Two cakes have been bought today. Sue changed the flat tire. The race was finished in record time. The house will be cleaned every Saturday. The application for a new job has been faxed. The teacher always answers the students’ questions. The whole suburb was destroyed.

36. Teaching vocabulary and grammar 3 1 2 M-U-F framework

37. M-U-F examples Can you play the piano? Can you open the window? How is the meaning of these sentences different?

38. M-U-F examples “The dog’s b*llocks.” “The bee’s knees.” These are British idioms that mean “good/amazing” Notice that the form and the meaning are the same. However, one of these is rude and should not be used in polite settings. This means the “use” is different.

39. M-U-F examples “What’s the time?” “Have you got the time?” According to the M-U-F framework, how are these expressions the same and different? Which part of the M-U-F framework is different?

40. For Teachers How can we express meaning? make the context clear images photos diagrams video mime dialogue examples

41. For Teachers Activities for use CLT activities information gap information transfer jigsaw reading survey discussion / debate sharing opinions problem-solving

42. For Teachers • Form-focused tasks • (conscious-raising / noticing tasks) • identifying • judging • completing • modifying • sorting • matching • rule provision (guessing a rule) From: http://linguistics.uoregon.edu/wp-content/uploads/2015/08/Cho-Sojung-Aug-11.pdf

43. 1. MEANING always 0% NEVER 50% SOMETIMES 100% ALWAYS “I always do my homework. I never play computer games” 2. USE 3. FORM What techniques or activities are suitable for each stage?

44. Practice task In your groups discuss activities for each each of the expressions below using M-U-F framework. 2. ‘at’ preposition of time: at 7:00pm, at lunchtime, at bedtime) 1. prepositions of place: in, on, under… 3. possessive pronouns: my, his, hers 4. sports: I can play tennis, basketball, golf… 5. transportation: I go to school by car, by bike, by subway… 6. present perfect about experiences: I’ve been to Paris. MEANINGUSEFORM how?activity?activity?