Teaching Vocabulary and Feedback

Assignment 2 (modules 4-6): This assignment has 2 parts.
Part 1: Teaching vocabulary
Study these sections to complete this task: Module 4.2 – Lexis and Different Lexical Categories, Module 5 – Teaching Grammar and Module 6 - Teaching Vocabulary.
Here is a list of 6 vocabulary items. Describe briefly how you would teach each word to a class (adults or young learners, depending on the word). First, state the word and the appropriate learning level (beginners, elementary, pre-intermediate, intermediate, upper-intermediate or advanced) and learner you would teach the word to. Secondly, describe briefly how you would teach the word. Thirdly, provide a few concept checking or interactive questions that you will ask the students to check whether they have understood the meaning of the word. Remember that these need to be simple and objective, in order to be effective. You do not need to restrict your method of conveying meaning to the suggestions in Module 4, Section 2.6. There are other ways it could be done. Be imaginative!
1. Aircraft carrier
2. Yesterday
3. Taking a selfie
4. Household budget
5. Grandfather
6. Keeping fit
Tips:
• Write only 6 short paragraphs, one for each word
• Marks will be deducted for inappropriate writing style and grammar errors
• Marks will be deducted if you haven’t answered the task, e.g. provided the learning level, teaching method and concept questions
Word limit of part 1: Not more than 600 words
Part 2: Giving feedback
Watch the videos in Module 8 and provide some examples of on-the-spot feedback, as well as delayed feedback. Remember to give examples, rather than an explanation of what each type of feedback is, e.g. Reformulation.
Tips:
• Write a short paragraph or a list adhering to the word limit
• Marks will be deducted for inappropriate writing style and grammar errors
• Marks will be deducted if you haven’t answered the task
Word limit of part 2: Not more than 100 words
Example answers
These are sample answers for part 1, one weak answer to show you what not to do and one strong answer to show you what to do. Please do not copy this as it describes a word that is not in the task and you will be penalised for plagiarism.
A weak example
Crime - I would begin by drawing a picture of a crime scene on my board, and would then write the word crime under the drawing. I would then get the class to repeat the word crime several times – this ensures they have learnt it. They then draw their own picture of a crime and I would get them to write the word ten times. (0 marks)
This a fail because the student has not mentioned the learning level and learner he’s teaching the word to or provided a suitable presentation of the word crime (the picture could be vague and confusing) and lastly, there are no concept checking/interactive questions to establish comprehension (repeating or writing the word several times does not guarantee understanding).
A strong example
Criminals
Level and learners: Advanced, adult learners
Presentation: Use a reading text on famous criminals in history. Students read the text and match words including the word ‘criminal’ from the text to given definitions.
Concept check questions: “What do we call the person who commits a crime?” “Where does a criminal go when he commits a crime?” “Which other famous criminals do you know?” “What did they do?”
This a strong answer because the student has mentioned a suitable learning level and learners he’s teaching the word to (criminal is a less frequent word to use so will be taught at middle to higher levels), provided a suitable presentation of the word criminal (a text where adult students can deduce the meaning) and lastly, appropriate concept check questions to establish comprehension.
Remember that lower levels require more visual methodologies, e.g. pictures, diagrams, realia, etc.