ASSIGNMENT 1 Title: Vocabulary
Length: 1000 words (approx.)
30% of overall mark
You are teaching English to speakers of other languages in the UK. You have a group of 12 intermediate-level adult students from a variety of language backgrounds. The students have said they would like to learn more about the British education system. You have found the following supplementary material.
From: Thomas, B. J., 1986. Intermediate Vocabulary. Harlow: Longman. P.11.
This, you think, will introduce them to key vocabulary related to education in the UK as well as helping them understand the system.
This assignment does NOT need to be written in prose. Tables, note form or bullet points will all be accepted.
How will you use this material to teach the vocabulary? Answer the following questions:
THE MATERIAL (200-300 words)
- This material is over 30 years old. Does it need adapting? How would you adapt it?
If you wish to submit an adapted text, please add it as an appendix. Appendices do not count towards the word limit.
- Which lexical items do you anticipate your intermediate students will have most difficulty with?
Choose 3 lexical items that might be difficult in terms of meaning
Choose 3 that might be difficult in terms of pronunciation
Choose 1 that might be difficult in terms of form
(It may be that you choose the same words for different categories.)
- State briefly why these words are difficult for intermediate students
E.g. Meaning: employee – may be confused with employer
not clear from context
Pronunciation: island – ‘s’ is not pronounced: /ˈaɪlənd /
Form: an exam – students might not know the appropriate verbs to use: take/pass/fail an exam
THE LESSON (700-800 words)
Lead-in: How will you generate interest in the topic at the start of the lesson?
Be specific: Write out the instruction you would give to the students. Attach any images you plan to use. Include a link to any audio or visual clips you plan to use.
Test: Students then work in pairs to complete as much of the gap-fill as they can.
Teach: How will you deal with your anticipated difficulties (selected above):
- Meaning: How will you check whether students understand the meaning / use of the 3 lexical items?
- Pronunciation: How will you help students with pronouncing the 3 lexical items?
- Form: How will you help students to form the 1 lexical item appropriately?
Test: You would like the students to practise these words in a speaking activity. What task could you give them to do in pair or groups?
Be specific: Write out the instruction you would give to the students. Attach any images or materials you plan to use.
Material – Adaptation 10
|(Over 6) Excellent (6) Good (5) Satisfactory (4) Basic (Under 4) Unsatisfactory||adaptation of content and presentation of materials|
Material – Anticipated difficulties 20
|(Over 13) Excellent (11-13) Good (9-10) Satisfactory (7-8) Basic (Under 7) Unsatisfactory||selection of lexical items for intermediate studentsidentification of reasons why these items are difficult|
Lesson – Design of pre- and post- vocabulary clarification tasks 20
|(Over 13) Excellent (11-13) Good (9-10) Satisfactory (7-8) Basic (Under 7) Unsatisfactory||identification of key aspects of pronunciation and formdescription of how to focus on these in class|
Lesson – Clarification of meaning, form and pronunciation 40
|(Over 28) Excellent (24-27) Good (20-23) Satisfactory (16-19) Basic (Under 16) Unsatisfactory||selection of ways to clarify MFPdesign of questions/tasks to support understanding of MFPchoice of language to use when checking / giving instructions|
Presentation and clarity 10
|(Over 6) Excellent (6) Good (5) Satisfactory (4) Basic (Under 4) Unsatisfactory||written Englishpresentation of work|