He/she works in reception at hotel (from here on the words are written across).
He/she looks after people who are ill.
He/she works with electrical things.
He/she looks after people’s teeth.
He acts in the theatre.
He/she cuts hair.
He/she plays music.
He/she plays football.
She works in business.
| 1. | P | |||||||||||||||
| 2. | O | |||||||||||||||
| 3. | L | |||||||||||||||
| 4. | I | |||||||||||||||
| 5. | C | |||||||||||||||
| 6. | E | |||||||||||||||
| 7. | M | |||||||||||||||
| 8. | A | |||||||||||||||
| 9. | N |
Eliciting from meaning and form can be organised with a number of tasks. Exploratory task 2.5
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Guess the words ending in "ick": not well, sound of a watch, locking sound, piece of wood, not thin, baked block of clay, a blow with a foot, select, fast, pass the tongue over
Exploratory task 2.6 Imagine and describe to your partner the items given below. Do not name them! Let your partner guess from description what you have imagined.
| Items | Descriptions | Guess |
| 1. A cloud | ||
| 2. Niagara fall | ||
| 3. A glass of Champaign | ||
| 4. Nightmare | ||
| 5. Water spring |
Eliciting from context can be done in a number of tasks.
Exploratory task 2.7. Fill in the words denoting injuries:
| Injury | Reason |
| · I … my hand · I … my ankle · I … my arm · I have got … · I … my finger · I've got a … · I've … a joint | Was working with a knife I ran for a bus Fell off the bike Slipped on the ice Boiled milk Had a fight Played football |
Exploratory task 2.8
Eliciting from context can take the form of the lexical cloze. In this task the learners are to choose the correct word A or B in order to fill each space in the gapped version of the text. It is important to have a general understanding of the text before the learners start the task. When you come to the gap in the text you are to think about the general meaning they can expect. The correct answer must have the correct meaning and must combine correctly with other words in the sentence. The first answer can be given. Do the following activity of the “lexical cloze”. Work in pairs or in small groups and reflect on the difficulties you might experience in choosing the right word.
| Correctly chosen words | Wrongly chosen words | Difference in meaning between A and B |
| 1 …. 9 |
Text.Police are conducting an enquiry into a 1… at Buckingham Palace. No details have been 2…. The items were personal 3… of the Princess Royal. The Queen was absolutely 4… at the incident. This police investigation is the latest in a series of security 5… in the Palace. Last July an intruder scaled a 12ft fence and attempted to enter the palace. He was arrested and released without 6…. Earlier an escaped psychiatric patient evaded security to get into the grounds of the palace while the Queen was 7…. Recently a police officer was 8… by Scotland Yard in connection with bribery and 9… charges (Adapted from BBC News Internet Page. October 3 1999)
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| A | B | |
| 1 2 3 4 5 6 7 8 9 | Theft Leaked Possessions Furious Alarms Charge Absent Caught Conspiracy | Burglary Released Belongings Angry Alerts Accusations Away Arrested Plot |
A frequent lexical activity is lexical mind map. A mind map is the result of lexical associations with a key word.
Exploratory task 2.9. Produce a mind map with the key word “food with a taste”. Possible list of tastes is “spicy, bitter, salty, sweet, sour, creamy, crunchy, greasy”. One word has been written for you
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Lemon Food with a taste
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Lexical items can be practised by placing words in a table.
Exploratory task 2.10. Give the food that has the test as shown in the table:
| Spicy | Bitter | Salty | Sweet | Sour | Creamy | Crunchy | Greasy |
Exploratory task 2.11
Words can make up a situational set, i.e. the words that are necessary for a certain speech situation. Make up a vocabulary list (words and phrases) necessary to take part in a debate on “alternative medicine”. Continue the list if necessary
| Vocabulary items | Meaning |
| 1. | |
| 2. | |
| 3. | |
| 4. | |
| 5. etc |
Exploratory task 2.12
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The “while-activity” task for the learners (see the table below) is to use the numbered words in order to derive the necessary word form and to fit it in the same numbered space in the text. Design the “pre-activity” and the “post-activity” phases to the above assignment of word formation.
| Phase | Activity |
| Pre-activity | |
| While-activity | Headaches can vary in 0… from a dull thudding in the temples to a 1…intense pain. Most people suffer from headaches 2… but they can usually get 3… from the symptoms by taking a couple of pain-killers. Headaches usually create 4… in the shoulder and neck muscles and are most often caused by stress or 5…. Other triggers include eye strain and lack of sleep or food. Migraines are far more 6… than headaches, and attack may last from four hours to three days. They are often confined to one side of the head and may be 7… by visual 8…. Light 9…, nausea and other symptoms 0 Severity. 1.Fright. 2.Period. 3.Relieve. 4.Tense. 5.Anxious. 6.Enable. 7.Company. 8.Disturb. 9.Tolerate (Adapted from O’Connell S. 1999. Focus on Advanced English. Longman. P.222) |
| Post-activity |
Micro-teaching task
Design a three-phase framework for teaching vocabulary to describe the interior of a supermarket. The while-activity task for the learners is: “Yesterday you were in the shop and lost your purse. You must have dropped it somewhere. Here is the picture of the shop (the picture is on the classroom board). The class will help you to remember where you might have lost your purse. They will make guesses such as “under the counter”, “by the cash-register”, “in the cereal isle”, “in the tea-and-coffee isle”, “on the freezer with ice-cream”, “at the entrance”, “in the exit”, “on a trolley”, “on the shelf with peanut butter”, “on the shelf with canned food” etc. When the class makes the right guess, you say “Thanks. Now I remember!»
Use the format below to design a three-phase framework:
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| Phase | Procedure | |
| Teacher | Learners | |
| Pre-activity While-activity Post-activity | ||
Integrated task
· Clarify your purpose of teaching the vocabulary
· Describe your teaching situation
· Give a theoretical rationale for teaching vocabulary in your situation
· Design a three-phase activity to teach the vocabulary
· Produce a transcript of how the activity went on in class or with your peers
· Reflect on the procedure
· Draw conclusions.
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