We know that there is a strong relationship between vocabulary and reading comprehension. Systematic vocabulary instruction must be an integral component of a K-12 comprehensive instructional framework. While there is no one correct way to teach vocabulary, common characteristics of effective vocabulary instruction have been documented in many professional journals and books. And yet, recent results for vocabulary reveal no significant change in vocabulary scores for 4th- and 8th-grade students. In short, we still have a long way to go to improve vocabulary instruction and student word learning. Effective vocabulary instruction across grade levels and content areas is key. Whether you implement vocabulary process or integrate digital tools into your instructional toolkit, the 10 Do’s and Don’ts highlighted in this infographic can help you drill down to the basics and strengthen your instruction. It can also set the stage for discussions to improve vocabulary instruction and word learning across classrooms in your setting.
This topic is always interesting and really gets students talking and giving their opinion. It’s always interesting to hear how other nations see others. I created this lesson plan last summer when I had a multi-national group of students from Japan to Argentina. Of course, you first need to make sure your students won’t get offended by this topic and can handle it. Also you’ll need access to some technology to make life easier as there is a video involved in the lesson.
If you use it with a monolingual group of students, I’d be really interested to know how it goes as I haven’t. You might ask Ss to pretend they are from other countries as an idea.
This lesson will focus on speaking in the form of giving opinions and views. It also has a reading where students are required to read quickly for key information. Additionally it builds on vocabulary and expressions for describing people and habits.
- Introduce the lesson by handing out the following or displaying the following on the board.
// In a perfect world the police are …. the cooks are…. the mechanics are ….. the lovers are…… and everything is organised by the ….. // – I think this idea was taken from New English File, but I’m not sure.
Let Ss fill in the answers before asking them to share. In feedback you can elaborate on some of the answers and focus on any general language or mistakes that might come up.
2. Show Ss the American flag and ask them to generate some words that they connect with American, good and bad.
In feedback ask Ss to share their ideas before telling them that you are going to show them a video.
Tell Ss you are going to show them a video in which different people give their opinion about America. Tell them each person speaks in their own language, including English, so it is there job to read the subtitles and listening for how each country’s person describes America.
The cities in the video are
Addis Ababa, Bangkok, Adelaide, Berlin, Bogotá, Dubai, Paris, Rome, Shanghai, Tokyo, New Deli.
Give the students the opportunity to watch the video twice before going through the answers and asking if there are any surprising answers and did they say the same things as you?
Answers: Addis Ababa – Paradise – full of god – full of resources
Bangkok – obese – food
Adelaide – don’t travel much – don’t know much about the world – optimistic
Berlin – dumb – fast food – patriotic
Bogotá – entertainment – show business
Dubai – culture – MTV – JT BS
Paris – don’t know geography – think they are always right
Rome – large portions of food – no quality
Shanghai – white people – American dream
Tokyo – pizza, very active – aggressive – open and happy
New Delhi – freedom – justice – good music bands
Tell Ss you’re going to give them a list of countries and ask them to work with their partner to think of an adjective or expression to describe each country. You might use the country you are in as an example.
Here are the countries I used. Of course you can add, change, and chop them.
Saudi Arabia Jamaica
Tell Ss you went on the Internet and took some comments from people talking about other countries. Give an example of your own country and then hand out the list at the end of the post. It has some language your students may not know in bold. Encourage peer teaching and monitor and help groups who are struggling.
These comments are not real and were typed up by me. You can change them and come up with your own if you like. There is also no right or wrong answer, so you can choose whatever country you want to to connect them. In feedback go over the answers and clarify the bold adjectives and expressions in the task.
You will probably want to have some kind of remember stage here to help the students remember any newly learnt vocabulary or expression. I had an upper-intermediate / advanced group when I did this, so I used an impromptu member game here.
To end the lesson and try and re-enforce the use of the previously adjectives and to allow Ss to talk about their own country’s. Give the students the below on a handout and give them a few minutes to think over their answers before getting up and mingling with other students to allow them to share their own country’s.
If you have students from the same country, then put them together to allow them work as one.
Stereotypes – Right down 3 stereotypes about your country that are not true that people think about your country. Get ready to explain your answers in detail.
Describe your countrymen and women, good and bad, and then share with the group.
Their girls are hot. They all look like supermodels!
They are very positive, open, friendly, and are usually very good on the dance floor
They’re not the brightest bulb in the shop. They’re all a bit ‘big’ too
They always stick together and rarely mix with others. They are also very loud.
They’re arrogant. They think they are better than others and usually look down on others. They also usually are reluctant to speak other languages
They’re all loaded! Fashionable clothes and they drive around in flash cars
They are very easy-going. Good cooks, but usually are high all the time.
The men are like animals. All they care about is bedding the next woman
They are too serious and don’t really have a laugh
They are hard-working students, always focused, but are shy when speaking
They are funny, warm, and usually up for a laugh. They use lots of body language
They have a weird sense of humour. They always drink too much alcohol, especially abroad.
They can come across as rude. They aren’t very considerate, and usually are very insensitive.
They are always taking pictures. They are very respectful, but a little shy.
Mr TEFL – Sharing ideas and lesson plans for the ELT classroom
Your mother and father are your parents who care for you while you are growing.
Father: a person’s male parent. We usually call our father Dad or Daddy.
Mother: a person’s female parent. We usually call our mother Mum or Mummy.
Grandfather: a father of a person’s parent. We usually call our grandfather grandad (US granddad) or grandpa.
Grandmother: a mother of a person’s parent. We usually call our grandmother gran, grandma or granny.
Your brothers and sisters are your siblings with same parents.
Brother: a male person with the same parents as another person
Sister: a female person with the same parents as another person
Our uncle and aunt are the siblings of our parents.
Uncle: a brother of a person’s parent; a husband of a person’s aunt
Aunt: a sister of a person’s parent; a wife of a person’s uncle
Your son and daughter are your children.
Son: a male child
Daughter: a female child
Cousin (also first cousin): a child of a person’s aunt or uncle
Nephew: a son of a person’s sibling
Niece: a daughter of a person’s sibling
The child of your son or daughter is your grandchild.
Grandson: a son of a person’s child
Granddaughter: a daughter of a person’s child
The partner in marriage is our spouse. Our wife or husband is our spouse.
Husband: a male partner
Wife: a female partner
Parents of the spouse
Father-in-law: a father of a person’s spouse
Mother-in-law: a mother of a person’s spouse
Brother-in-law: a brother of a person’s spouse
Sister-in-law: a sister of a person’s spouse
Your ex-wife or ex-husband is your former partner in marriage.
Half-brother: a male person who has either the same mother or the same father (but not both) as another person
Half-sister: a female person who has either the same mother or the same father (but not both) as another person
Stepmother: new wife of a person’s father in a second marriage
Stepfather: a new husband of a person’s mother in a second marriage
Your stepbrother or stepsister is the child of your stepparent but not your biological parent.
Collocations with family members
|lone, single, widowed father
a father of two/three etc.
|lone, single, unmarried, widowed mother
a mother of two/three etc.
|big, elder, older, little, younger, full, half, twin brother/sister|
|maternal, paternal uncle/aunt|
|future, ex-, former, house husband/wife|
“In a busy life, Copi is a father who tries to teach the right way to his son, Paste. But… what is the correct path?”
This is a beautiful silent film that really drives home some important messages and would just be great on its own with advanced classes as a discussion prompt about “the rat race” and the ills of both school and work.
However, it works great with lower levels too. Here are some materials to help use in class.
1. Story retelling ppt. Show and have students retell after watching or use the cards attached also. Next read the book on Gif Lingua to take up the story and students can also study the vocabulary there. Teachers register for worksheets and to download the book as a pptx to show in class and edit.
2. Students can also rewrite the story.
3. Students can compare school and work using a venn diagram – see attached. Also compare themselves to a partner and find similarities/differences.
4. Finally consider having students do the attached grammar poem to express what is special about their life and selves. They can present in class.
Enjoy this fine animated video!
You have just finished teaching a new concept. Do your students know what has been taught? Are they able to demonstrate their understandings? Have they achieved their learning goals?
For students to become active participants in the learning process, a learning experience needs to have a reason; with clearly defined and achievable goals. Goal setting with your students will not only increase active participation and engagement, it will also develop higher-order thinking, create positive attitudes and behaviours towards learning and improve learning capabilities. Setting a plan for a learning or behaviour goal in the classroom can be a whole-class or an individual activity.
Setting Whole-Class Goals
Whole-class goals are successfully achieved when the goal has been set collaboratively by the students. Students have a greater feeling of ownership and accountability of a class goal when it has been jointly constructed, with identified examples of what it will look like to achieve the goal.
Using a learning intention with success criteria, or ‘WALT’ (=We Are Learnign To) and ‘WILF’ (=What I’m Looking For) poster, will help break down the goal. They may also assist in planning how the goal will be successfully achieved.
After a class goal has been set, the goal should be visually displayed in the classroom to remind students what achievement they are working towards. Throughout any relevant learning experiences, reinforce the goal with your students by consistently referring back to it.
Setting Personal Learning Goals
When students set personal learning goals and create action plans, they reflect on their learning progress and become more independent learners. This can also foster a greater sense of motivation for achieving their full potential.
Getting students to write down and plan their goals is an important step towards achieving them. It encourages the students to make their goals meaningful, specific and measurable. It also provides opportunities for students to reflect on their learning and identify the next step in achieving their goal.
Some useful goal setting templates include:
- goal trackers
- dreaming big
- SMART goals
- three stars and a wish.
These create accountability for student-centered learning and assist with identifying the actions required in achieving a desired learning outcome.
Students will be more motivated to achieve their goal if they are encouraged by their teachers and their peers, feel a sense of achievement and are acknowledged for their efforts.
In the classroom, you can help students persevere on their journey towards a goal by displaying motivating posters, encouraging the use of a growth mindset and providing meaningful and positive feedback.
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Written by Victoria (Teach Starter)