I mentioned in that previous post that a popular way to clarify vocabulary was to match the words to the definitions. This activity typically works by having a set of vocabulary words at the top of the sheet, and the definitions further down the worksheet.
I used to do this a lot. But then I realized that by putting the vocabulary words at the top of the sheet, I was removing the need to look at the model text. And if you're doing a "language from a text" lesson, then you don't want to be taking the students out of the text. You want them to be seeing the vocabulary in the text. That is, after all, the whole point of a language from a text lesson.
Let me use the Impact textbooks as an example. I've been teaching out of the Impact series for the past several years (Impact 2, Impact 3, Impact 4). The Impact textbooks always begin the new unit with about 20 new vocabulary words which are embedded in a text. There is, however, no clarification activity, so the teacher has to design that themselves.
In the past, I used to design a worksheet where all the vocabulary was put at the top of the sheet, and the definitions below (for an example of this, see page 5 of this worksheet from Unit 1 of Impact 3).
Or, to make things more fun and kinesthetic, I would put the definitions on one set of cards, and the vocabulary words on another. As I described in this post here. But as fun and kinesthetic as this was, I eventually realized this also took the students out of the text. And I wanted them to use the text when they were trying to figure out the meaning of the word.
So eventually I started designing worksheets that didn't include the vocabulary at the top. This meant that the students had to search for the vocabulary in the text.
And, if I do a noticing activity, that involves matching vocabulary to blanks in the text, then I make sure to take that worksheet back from the students before I give them the list of definitions. Again, the reason is I don't want them looking at the bank of vocabulary words at the top of the sheet. I want them to go back to the sentences in the text, and use the context of those sentences.
One way to make this slightly more engaging is to use quizziz. So instead of putting the definitions on a boring white paper, I put the definitions into a quizziz quiz. Because quizziz lets the students work through the questions individually and at their own pace, it's essentially the same thing as if they were working off of a worksheet, it's just a bit more gamified.
As I learned from an experienced CELTA trainer(*), there are several different ways of clarifying the meaning of vocabulary:
You can use gestures, pictures, realia, board drawings, examples, mime, context, translation, clines, opposites or synonyms, or definitions. All of these are valid ways of conveying the meaning of vocabulary, but you need to select the best method for the appropriate vocabulary.
For example:
Pictures work very well for concrete nouns that represent physical objects in the real world (e.g. lion, firetruck, etc) and some action verbs (e.g. jump, kick). Pictures work less well for abstract nouns (e.g. justice)
Board Drawing is great for any words that can be quickly sketched, especially if you haven't prepared a picture beforehand (e.g. ladder, snail)
Realia is great for any vocabulary words that can be located in the classroom (e.g. pencil, elbow) or can be easily brought into the classroom (e.g fruits or vegetables)
Translation works very well for technical words which have a very specific meaning in both languages (e.g hemoglobin**). Translation works less well for words that have vague or nuanced meanings, or words that have multiple meanings.
Examples work well for any words that are hyponyms (e.g. if you want to define cutlery, you can give examples like spoon, fork, knife, etc.)
Mime is great for when the vocabulary is representing a physical action (e.g. limp, lean)
Gesture can be used with phrases like a tiny bit, or over and under.
Clines are good for anytime you have a vocabulary set of words that differ from each other in degree (see examples here)
Opposites are often useful, but of course this relies on the student knowing the opposite. (e.g. you can define miserly as the opposite of generous, but only if your students first know generous).
Synonyms as well rely on the students already knowing the synonym. (e.g. baggy as the opposite of loose). Although you should always be cautious about using synonyms, because it's very rare that two words would exist in the same language that are exactly the same. There's usually some sort of difference in nuance or register or something.
But of all the available methods for clarifying vocabulary, the one most favored by textbook publishers, by far, is match the words to the definitions.
The activity works like this: the students are presented with a set of vocabulary words at the top of the page. They have to match these words to the definitions further down the page (***).
Of course, the obvious question is: if students don't yet know the meaning of the word, how can they match it to the definition?
The answer seems to be that they make their best guess, and then in the all class feedback, the teacher tells them whether or not they got it right. (i.e. the old test-teach-test).
Besides, in any given vocabulary set, students probably know a few of the words already. And if you do it as group work, students can pool their knowledge, and teach each other the words.
Nowadays many textbooks encourage students to check a dictionary to help them complete the activity for any words that they don't know. (The textbook publishers know that the students are always carrying smart phones with them, and so can access online dictionaries or Google Translate at anytime.)
Personally, I have also used "match the word to the definition" activity a lot over the years. (If you search my archives, you'll find this activity pops up many times.) It is, after all, the most obvious activity to use when you want to clarify the meaning of the words in the vocabulary set. It's also the easiest to create.
But over the years, I've been noticing that my students don't really absorb the meaning of a lot of the vocabulary that I teach them. And I think this is partly because it's hard to fully absorb a written definition, especially when it's in your second language.
So recently I've been making an effort to get away from "match the words to the definitions" and return to the old CELTA method of presenting the words in context (****), and then, using that same context, using concept checking questions to check the meaning of the words.
...although actually, come to think of it, that previous post was mostly about using concept checking questions for grammar, not vocabulary. For an example of vocabulary, see this video by Jo Gakonga.
I may still have students match the words to the definitions as a follow-up activity, but now I try to make sure that I always check the words in their original context first (*****).
* Actually this whole post is heavily influenced by two CELTA tutors that I once worked with. Many of the examples I use are also taken directly from them.
*** At one time, I would have imagined that "match the words to the definitions" was such an obvious and standard activity that it would be ridiculous to take the time to explain it. But now I'm not so sure. I remember going to a presentation once at CamTESOL in which an Irish guy (who was teaching at a University in Japan) did a presentation on how to teach vocabulary, and he presented matching the words to the definitions as if it was some new activity that he had thought of himself.
At times like these, I remind myself that a lot of the people teaching at universities in Japan, Korea, Taiwan, etc, have Masters degrees in applied linguistics, but no practical teaching qualifications--no CELTA, no Delta. So they know all about the theory of second language acquisition, but they don't know how to run activities in the classroom. (Having done a Master's Degree in applied linguistics myself, I know exactly what you learn on those courses, and what you don't learn.) I can imagine this Irish guy in the classroom at his university, trying to figure out how to best teach vocabulary, and stumbling upon the idea of having the words on one side of the pager, and the definitions on the other side of the paper, and thinking that he had just thought of something new.
In other words, I've learned over the years not to take it for granted that everyone knows about a certain technique or activity. People in this profession have all different backgrounds and training. Maybe there are still people out there who don't know about "match the word to the definition".
***** Of course, this assumes that you have the vocabulary in a context to begin with. If you don't have a context (i.e. if the textbook you are using just gives you a wordlist to teach, and doesn't put the words into any sort of context), then you'll have to first create some sort of model text to embed the vocabulary in. AI can be helpful with this.
***** Although, a small note of caution, if you clarify the meaning by using concept checking questions, and then you subsequently have students match the vocabulary to the definitions, you are technically clarifying the meaning twice. Which, as I wrote before, an experienced CELTA tutor once told me is a mistake.
But personally I don't think it's the end of the world if you clarify the meaning twice. Maybe clarifying it twice helps the meaning to sink in more? I don't know. But just be careful about this if you are ever doing a formally observed lesson.
It's very simple. The students are given a worksheet containing each of the target vocabulary words in an example sentence. Based on the grammar of the sentence, the students then have to decide what part of speech the target vocabulary is (i.e. noun, adjective, adverb, verb, etc).
My students often struggle with this, at least at first, so I talk through the first couple ones with them as examples before I let them do the rest on their own. Then I make sure to allow time for pair-checking, and finally, I am prepared to do extra clarification and explanation during the feedback and checking stage.
It's somewhat of a guided discovery in the sense that the students are supposed to work out the parts of speech of the vocabulary words themselves, but in practice I also find there is also often a lot of teacher-centered clarification in the feedback.
Before I begin, a quick point of clarification. This post is about a guided discovery worksheet, and not a guided discovery lesson.
In my experience, I've heard the term "guided discovery" used in two ways in TESOL staffrooms. One use of "guided discovery" is to refer to any sort of inductive language lesson. And in many of my past posts on this blog, I've used that meaning--see HERE, HERE, HERE, HERE and HERE.
However, there's another meaning of "guided discovery" which is more specific. This second meaning refers to giving students a worksheet during the clarification stage of the grammar lesson instead of doing a teacher-fronted clarification. This blog post is about the second meaning.
With a guided discovery worksheet, the grammar is put into context for the students as usual using some sort of model text. The students process the model text as usual (gist question, specific information question). And then, once the students have processed the model text for meaning, a sentence (or sentences) containing the target language point is highlighted.
At this point, we go into the clarification stage. Butt instead of a teacher-led clarification, the students are given a worksheet with guiding questions on the worksheet. The students work through the worksheet by themselves or in pairs while the teacher monitors. Then, after the worksheet has been completed, the teacher confirms the answers in all class feedback.
An example of a guided discovery worksheet I created is here.
(I had previously posted this worksheet here. It is meant as a follow up to the dictogloss posted here.)
On the google drive file, the first sheet is the dictogloss that the teacher does to provide the model text. But then the second and third sheet are what is given to the students.
As discussed in a previous post, the clarification stage should cover meaning, form and pronunciation, and so these can all be put on the guided discovery worksheet.
In my guided discovery worksheet, Exercises A,B,C and D cover meaning. Exercise E covers form. And Exercise F covers pronunciation.
However... take note that my sample worksheet is probably not ideal. I was recently talking to an experienced CELTA instructor, and he gave me some advice on guided discovery worksheets.
First of all, guided discovery worksheets should only be one sheet of paper--single side. If students have to the backside of the paper, the guided discovery is too long.
Secondly, although meaning, form and pronunciation should all be covered, there should be only one exercise each. (In my guided discovery worksheet, I had four activities covering meaning, but this is too many.)
And speaking of this CELTA trainer, here is some other tidbits I got from him:
* It's often good to have the students do the guided discovery in pairs, so that they can help teach each other. (For controlled practice activities, we like to have the students try to do the activities individually, and then check their answers with a partner afterwards. But the guided discovery isn't considered a practice activity, it's still part of the teaching phase, so it's good to have students learning collaboratively.)
* The teacher should closely monitor the students during the guided discovery worksheet. If the students are struggling with the guided discovery worksheet, then the worksheet should be abandoned, and the clarification stage can go back to a teacher-centered clarification. But this does not mean that the teacher needs to plan two clarification stages. The prompts that are used for the guided discovery worksheet can still be used in a teacher centered clarification stage.
* It is possible to do pronunciation on a guided discovery worksheet--things like phonetic script or word stress can be expressed in written form. But pronunciation can never be completely taught by a worksheet. It always has to be supplemented by oral drilling after the worksheet has been completed.
It is also possible to leave pronunciation off of the guided discovery worksheet entirely, and just do pronunciation only by drilling.
I think that's everything I have to say about guided discovery worksheets. I've linked to the Google Drive version of my worksheet above, but I'll also copy and paste it below. Although please note that some of the formatting will be a little off, and the timelines don't copy and paste.
Worksheet: past perfect
A. Yesterday morning, my alarm went off at 6 AM, and I woke up. I got out of bed and drank the coffee that I had made the night before.
1) When did I get out of bed?
2) When did I drink the coffee?
3) When did I make the coffee?
4) Put these events in the order they happened in time:
____ got out of bed
____ drank the coffee
____ had made (the coffee)
B. Choose the correct timeline for this sentence: I got out of bed and drank the coffee that I had made the night before
1)2)
3)4)
C. “had made coffee” is in the past perfect tense. Choose the correct rule for the past perfect?
The past perfect is used to show that something happened a long time ago.
The past perfect is used to show that something happened before now.
The past perfect is used to show that something happened before the time in the past that is being talked about.
The past perfect is used to show that something happened after the past simple.
D. Look at the three sentences. When should you not use the past perfect? 1 and 3 are incorrect. 2 and 4 are correct.
Yesterday morning, my alarm had gone off at 6 AM, and I woke up. (incorrect)
Yesterday morning, my alarm went off at 6 AM, and I woke up. (correct)
I had gotten out of bed and drank the coffee that I had made the night before. (incorrect)
Yesterday morning, my alarm went off at 6 AM, and I woke up. (correct)
Circle the correct answer:
You should not use the past perfect when:
The order of the verbs and the order of the time is the same
The order of the verbs and the order of the time is different
E. Look at table showing past perfect verbs from the story. Write the form above the column:
had
made
’d
bought
’d
washed
had
written
had
started
F. In the sentence, “that I had made the night before”, what is the correct pronunciation of “had”?
