1. NOW, SHALL WE FINISH THE
SPEAKING AND LISTENING
ACTIVITIES?

2. Let’s check the text
on pages 166 & 167
and let’s share the
materials/ ideas about
the topic of respect and
discrimination.

3. Now let’s do the Speaking Activities
 Discuss
 (P. 165)
 Useful language + discuss
 (P. 171 Ex 18 & 19)
 Useful language + discuss
 (P. 172 Ex 20a & b)
 Discuss
 (P. 172 Ex 21a)
 Exam Practice: Individual long turn
 (P. 173 Ex 26)

4. CORPUS

5. How do we help our students in their
learning process?
FOSTERING
AUTONOMY
AND
RESPONSIBILITY
PROMOTING
HIGHER
ORDER
THINKING
RAISING
AWARENESS
OF LEARNING
STRATEGIES
5

6. Work individually and then share in
groups.
 Write down 3 words you learnt in this
course
 Any coincidences?
 Write down 3 expressions/ phrases you
learnt in this course
 Any coincidences?
 Write down 3 concepts you learnt in this
course
 Any coincidences?

7. Let’s focus on learning and
teaching vocabulary.

8. Interesting data
0
1000
2000
3000
4000
5000
6000
Written Writen Spoken
Nº of most frequent
words a learner knows
Nº of words a learner can
understand in an average
text

9. Corpus
 Frequency: Which words and expressions are most frequent
and which are rare
 Differences in speaking and writing: Which
vocabulary is more often spoken and which is more often
written
 Contexts of use: The situations in which people use certain
vocabulary
 Collocation: Which words are often used together
 Grammatical patterns: How words and grammar combine to
form patterns
 Strategic use of vocabulary: Which words and
expressions are used to organize and manage discourse

10. What do we need to teach about
vocabulary?
 The meaning(s) of the word
 Its spoken and written forms
 What “word parts” it has (e.g., any prefix, suffix, and “root” form)
 Its grammatical behaviour (e.g., its word class, typical
grammatical patterns it occurs in)
 Its collocations
 Its register
 What associations it has (e.g., words that are similar or opposite
in meaning)
 What connotations it has
 Its frequency

12. FOCUS ON VOCABULARY:
N…ing
 Which words should be learnt
 What each item is, i.e.:a word, a phrase, a
collocation
 What its purpose is: active use or passive
recognition

13. OFFER VARIETY
 Pictures
 Sounds
 Stories
 Conversations
 Webpages
 Questionnaires
 News reports
 …………………..
“Materials should achieve impact”
(Tomlinson,1998)
Offering variety means catering for different learning
styles

14. Repeat & Recycle
Most reseachers agree that:
 Repeating aloud helps more than
silently
 Having to retrieve a word is more
effective than exposure
From 5 to 20 encounters may be necessary
Therefore:
Review vocabulary as often as possible in activities that have students actively recall words and
produce them rather than merely see or hear them.

15. Provide opportunities to organise
vocabulary
 Real-world group
 Language-based group
 Personalised groups
 Any other?

16. Tips:
 Make vocabulary learning personal, but be
aware of the learners’ age
 Don’t overload them
 Help learners become independent:
 Vocabulary notebooks
 Research tools
 Everyday usage

17. We need to help students understand
that learning is a gradual process that
takes place in small, manageable
increments over time, and to encourage
them to seek additional information on
their own, personalizing the learning
experience and tailoring it to their own
specific needs.

18. You can teach a student a
lesson for a day; but if you can
teach him to learn by creating
curiosity, he will continue the
learning process as long as he
lives.
~Clay P. Bedford