Vocabulary, the Prologue of a New Lesson --- Three Episodes
Episode One
1. Grammatical terms such as N, ADJ, VERB, CONJ are introduced.
2. Important sentence patterns or phrases are extracted mainly from the examples in the textbook; they are presented in skeletion form like " share Sth wth Sb".
3. Ss are guided and passively received the information from Ts.
Episode Two
1. Introduction to locating key information of a new word by searching the sentence structures or phrases printed in bold in the dictionary. An example from the Cambridge English-English Dictionary is provided.
2. Two in one group, each group is assigned to check two new vocab in their dictionary. They should write structures and at least one example they find on a handout.
3. Ask Ss to write down their finding in skeletion form on the board. Elicit Ss' finding and skip those that are rarely used. While explaining the new word, ask Ss to provide the sentences they find and at the same time, go over the examples from the textbook.
4. The task of checking new words is not threatening because every S only needs to be responsible for two words. After this task, most of them will find how insufficient their dictionaries are.
5. Ss are guided to learn independently.
Episode Three
1. Introduction to Cambridge Online Dictionary.
2. A handout containing a list of new words and some key structures is given. Ss are guided to practice looking for the assigned information and eliciting useful information from the online dictionary.
3. Teaching the vocab by using Ss' finding and examples from the same Cambridge Dictionary. Go over the examples in the textbook quickly.
4. Ss become active learners.
1. Grammatical terms such as N, ADJ, VERB, CONJ are introduced.
2. Important sentence patterns or phrases are extracted mainly from the examples in the textbook; they are presented in skeletion form like " share Sth wth Sb".
3. Ss are guided and passively received the information from Ts.
Episode Two
1. Introduction to locating key information of a new word by searching the sentence structures or phrases printed in bold in the dictionary. An example from the Cambridge English-English Dictionary is provided.
2. Two in one group, each group is assigned to check two new vocab in their dictionary. They should write structures and at least one example they find on a handout.
3. Ask Ss to write down their finding in skeletion form on the board. Elicit Ss' finding and skip those that are rarely used. While explaining the new word, ask Ss to provide the sentences they find and at the same time, go over the examples from the textbook.
4. The task of checking new words is not threatening because every S only needs to be responsible for two words. After this task, most of them will find how insufficient their dictionaries are.
5. Ss are guided to learn independently.
Episode Three
1. Introduction to Cambridge Online Dictionary.
2. A handout containing a list of new words and some key structures is given. Ss are guided to practice looking for the assigned information and eliciting useful information from the online dictionary.
3. Teaching the vocab by using Ss' finding and examples from the same Cambridge Dictionary. Go over the examples in the textbook quickly.
4. Ss become active learners.
posted by yuming at 10:59 AM
1 Comments:
Dear Yu-ming,
Coincidentally, on my way home today, I was thinking how we could proceed with helping students to learn vocabulary more independently in the next lesson. The past three lessons formed a convenient cycle for an introduction to dictionaries, and you've put it beautifully - three "episodes". (The very first lesson, in which we showed them the importance of collocation, phrases, etc. by merely looking at the example sentences in the book is a necessary step, too.)
I think the next step is to get the girls used to using dictionaries. I haven't thought of anything good yet, but there is still time before Lesson 6. Thank God.
- rainbow
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