Assignment A – Vocabulary Teaching Table

How meaning will be Pronunciation Grammatical and Concept questions

No Item Meaning (Transcription and
conveyed to students Word Stress Pattern)
other information (if needed)

Arch A structure with a I will show a picture /ɑː(r)tʃ/ Countable Noun Not necessary
curved top and two Monosyllable Plural: Arches
1 straight sides that you /ˈɑːt͡ʃɪz/
can walk through.

Convoy A group of vehicles I would explain that a convoy is /ˈkɒnvɔɪ/ Countable Noun Is a convoy one or
or ships travelling a group of vehicles, which Plural: Convoys more vehicles
together, often with travel together, normally to Stress – Oo /ˈkɒnvɔɪz/ travelling together?
2 other vehicles or provide protection. (more)
ships providing
protection for them.

3 Mining Mining is the process I will show a picture /'maɪnɪŋ/ Uncountable noun Not necessary
of digging things out
of the ground. Any /'maɪn/ - noun Verb: to mine
material that cannot
be grown must be Stress – Oo
mined, such as coal,
silver, diamonds, etc.

How meaning will be Pronunciation Grammatical and Concept questions

No Item Meaning (Transcription and
conveyed to students Word Stress Pattern)
other information (if needed)

4 Rebellious Shows a desire to I will explain that a rebellious /rɪˈbeljəs/ Adjective Is this the same as
resist authority or person is one who does not being obedient? (No)
control. comply with rules and can be Stress - oOo Noun form:
difficult to manage. Rebelliousness Can you get into
trouble for being

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 After clearly eliciting I will rebellious? (Yes)
provide examples:

- Mary never does what she is

told, she is rebellious.
- Karen was suspended from
school for her rebellious
behavior.

5 Protest A meeting or public I will explain that protests are /'prəʊtest/ Countable Noun Do people protest
statement by people groupings of people who want Plural: Protests when they agree or
who strongly disagree to express their disagreement on Stress - Oo /'prəʊtests/ disagree with
with a policy, law etc. a certain topic. something?
(Disagree)
After eliciting, I will provide
examples such as: If someone is
unhappy with a new
- The students held a protest law, would they
against the increase of protest? (Yes)
student fees.
-
- The teachers held a protest
for higher pay.
6 Hostile Behaving in a very I would explain that if someone /ˈhɒstaɪl/ Adjective Is this the same as
unfriendly or is hostile, they are unfriendly or being nice or
threatening way hateful. After providing a clear Stress - Oo friendly? (No)
towards someone. explanation I would provide
examples: Is hostile the same as
being unkind? (Yes)
- The children in class were
hostile towards Anna
because she was new to
town.

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 - Maria disagreed with
Sarah’s way of doing things,
so became hostile towards
her.
7 Conventional Traditional, or I would use examples to explain /kənˈvenʃ(ə)nəl/ Adjective Is conventional the
accepted type, instead the meaning of conventional. same as traditional?
of being new and For example: Stress - oOoo (Yes)
different.
- It is conventional for a bride If someone does
to wear white on her something in a way
wedding day. that is different, or not
- In the 19th century it was the norm, would this
conventional for women to be conventional or
wear skirts and dresses. original? (Original)
8 Enterprise A large or important I would explain that an /ˈentə(r)ˌpraɪz/ Countable Noun Not needed
project, especially enterprise is a large business or Plural: Enterprises
one that is new or company, such as Apple or Stress - Ooo /'entəpraɪzɪz/
different. / A business Google.
or company.

9 Mainstream Considered ordinary I would explain that mainstream /ˈmeɪnˌstriːm/ Adjective Is this something that
or normal and is something conventional, an is popular or common
accepted or used by idea viewed by most people in a Stress – Oo amongst the
most people. society as "normal”. population? (Yes)

The following examples would

be provided in order to support
the explanation:

- Going to school is
considered mainstream
education for children.
- Online shopping has

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 become mainstream in
todays climate.
10 Minority A part of a population I would explain that minority is /maɪˈnɒrəti/ Countable Noun Is this the larger part
that is different in the smaller part of a group, Plural: Minorities of a group? (No)
race, religion, or therefore the opposite of Stress – oOoo /maɪ'nɒrətɪz/
culture from most of majority. Is the minority the
the population. smallest represented
The following example would portion of a group?
be provided: (Yes)

- 92% of the class passed the

exam, therefore the minority
failed.
- In a football team of 12
players, there are 9 male,
therefore the minority are
female players.
11 Outsider Someone who does I would explain that an outsider /aʊtˈsaɪdə(r)/ Countable Noun Is an outsider
not belong to a is someone who does not belong Plural: Outsiders someone popular or
particular group or to a particular group. Stress – Ooo /ˌaʊt'saɪdəz/ that fits into a certain
organization. group? (No)
- She felt like an outsider in
her new school because she
did not speak English.
12 Juggle To keep objects I will act this out /ˈdʒʌɡ(ə)l/ Intransitive / Not necessary
moving through the Stress - Oo Transitive Verb
air by catching them
as they fall and Noun form:
throwing them back Juggler
into the air. /ˈdʒʌɡlə(r)/

Assignment A – Lesson Plan Template

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Lesson Type: Reading Lesson Aims: - For students to practice skimming and scanning skills in reading.
- Are students able to construct meaning from the reading text provided?
Upper- - Improve students’ knowledge of vocabulary.
intermediate - Identify new vocabulary within a given context.
Level of Class: Lesson Objectives:
(B2) - Use skimming / scanning to understand details within the text.
- Practice fluency.
Length of Lesson: 60 mins - Projector
- Laptop
18 Spanish - 18 Reading texts for students
Materials
students (10 - 18 x vocabulary matching exercise print outs
Number of Students:
female and 8 - Sheets of paper and pens/pencils
male)

- Use the standard reading comprehension lesson procedure.

- Do NOT use jigsaw or jumbled paragraphs.
- You must use the reading text provided.
- If you need to, add more rows to the plan.

Inter-
Stage Aim Timing
action
Teacher Activity Student Activity

1. Warmer - To introduce the topic T-C - Greet students and tell them to split up into 3 groups of Students listen to the title and
and revise vocabulary 1 grps 6. introduction of the text.
mentioned in the text. - Tell them we are going to be reading an article by a
famous documentary maker and project the text on the
1 screen for class to read the headline. Hand out printed
copies of the text.
- Find out what
T-C - Give instructions for group work, and ask the following Working in groups of six (3
knowledge of the
3 grps questions: tables), students have 3 minutes
vocabulary
to discuss the questions
mentioned, the
1. What do you think this text is going to be about? outlined.
student has, by
2. How does Summer’s family history impact her
getting them to

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 predict the content of choice in career?
the reading text.
- Monitor the different groups as they work.
2 T-C / - Get students’ feedback from both questions. - One student from each group
S-C will provide their answers.

- Students state the meaning

of the words, if known, If
not, they take note of the
new words, and repeat them.
2. Introduce and The aim is to familiarize 5 T-C / 1. Use pictures and context to elicit: award (noun) and The students suggest the
practice new the class with the S-C reflect (verb). meaning of the words / phrases
vocabulary from vocabulary they will elicited.
the text. come across in the text. 2. Use context to elicit:
Arch (noun) Students will listen and repeat
Convoy (noun) the words / phrases discussed.
Mining (verb)
Rebellious (adjective) Any new or unknown
Protest (noun and adjective) vocabulary will be noted down
Hostile (adjective)
in their notebook.
Conventional (adjective)
Enterprise (noun)
Mainstream (adjective)
Minority (noun)
Outsider (noun)
Juggle (verb)

3. Drill the new vocabulary as introduced.

For students to practice 1 T-C - Hand out vocabulary matching activity and provide Students work in groups to
and/or consolidate their 4 grps students with instructions (allow 4 minutes to complete vocabulary matching
understanding of the complete). activity.
vocabulary. - Observe as the exercise is being completed, helping
1 T-C where necessary.
Assignment A - Lesson Plan Template
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 Inter-
Stage Aim Timing Teacher Activity Student Activity
action
Once the students have completed the 1st reading,
questions are put on the board to get an
understanding of their comprehension of the text.
To help students get a - Were your ideas correct? Was the text about a
3. 1st reading
general understanding 2 T-C girl’s life growing up? Listen to instructions.
of the text. - Was it due to the way that she grew up, that she
is now an award-winning documentary winner?

Ensure that students understand the questions.

- Students read the text to locate the answer to the
questions on the board.
2 Indiv. Read text individually.
- While students read, write down questions for
the 2nd reading stage.

T-C / Students give their answers to the

2 - Ask students for their answers / feedback.
S-C questions asked.

The aim is for students 1 T-C Students read the questions the teacher
4. 2nd reading to read more attentively Provide instruction for 2nd reading (written on the has written on the board.
in order to better board).
understand the text.
- Did Summer’s parents have the same
background growing up?
- Why were there political protest in the 1980’s?
- How did Summer’s parents meet?
- Why did Summer and her family travel around
Europe?
- What made Summer so interested in social
exclusion?
- Has Summer always had an unconventional

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 life?

Ensure students understand the meaning of every

question before starting the activity.

Students read the text thoroughly to

2 Indiv. Monitor class and help students when necessary.
answer the questions.

Students discuss the answers in

2 Grps Continue to monitor class.
groups.

T-C / Ask students for their answers / feedback and help Students give their answers to the
1
S-C them where needed. questions on the board.

To consolidate the Provide the class with the instructions for the next
understanding of the exercise: Sit in groups of six (3 groups) and discuss
text and new vocabulary your upbringings, what aspects you have in
5. Follow up
learned. 1 T-C common and which you do not. Once you have Listen to instructions.
activity
decided, present your answer in front of the class.
Practice fluency when
speaking English. Ensure class understand the task.
Discuss their upbringing within the
Monitor class, taking notes of corrections that are to
group and decide what aspects will be
8 Grps be made at the end of the exercise. Help students
presented. One student is appointed as
when necessary.
spokesperson.
Create a whole class discussion by encouraging
One student from each group presents
3 S-C students to take part when other groups are
the ideas the group has come up with.
presenting.

Once all groups have presented, expose 2 or 3 of Take note of the mistakes that were
2 T-C
the most common mistakes and elicit. Ensure the made and write down homework.

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 students are praised for what they did well.

Set homework.

Writing
 In the space below, describe and explain the rationale for the standard 5-stage procedure for reading or listening comprehension lessons.
 Write 250-300 words.
 Write this in your own words. Do not copy and paste any of the text from our course materials or elsewhere.

Preparing a lesson plan, prior to a reading lesson is crucial to fulfil the lesson aims and objectives. The 5-stage procedure plan allows a
natural sequence from one activity to the next while fulfilling the pre-determined objective.
If we break it down, the first three stages are essential to ensure the student is understanding what they are reading. Stage 1, the warmer, is a
brief introduction to the text that will be read, which allows the class to foretell what the text is about. Stage 2, the pre-teach vocabulary
stage, will ensure students are able to fully comprehend and engage with the text, given they have been given an understanding of the
vocabulary they are unfamiliar with. Stage 3, first reading, strengthens what they have already seen during the lesson by seeing and
understanding the new vocabulary being put in context.
Once the first three stages have been completed, the students are engaged, given they have a general understanding of what the text they are
going to read is about. Prior to moving on to stage 4, the teacher should provide the students with a task, which will serve as motivation to
them to complete the reading.
With a goal in mind, being able to answer the teacher’s questions or complete the proposed task, the students will move onto stage 4 where
they will read the text more thoroughly to get a more detailed understanding of the text.
Once the reading is complete, the students will answer the questions/task given to them at the end of stage 3, which will allow the teacher to
ensure there was a good understanding of the vocabulary and text. Stage 5 will be speaking oriented, which will allow the students to
practice the new vocabulary learnt, allowing them to consolidate the information received during the reading lesson.

Assignment A – Materials
- Provide copies of all the materials you would give or show the students (worksheets, visuals, etc.).
- If you submit more than one item for this part of the assignment, please label them clearly for your marker, e.g., MATERIALS 1 – Visual
Aids, MATERIALS 2 – 2nd Reading Task, etc.
- You can include a short PowerPoint presentation if you wish to.

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[Forwarded on separate attachment]

Assignment A – Teacher Language

Instructions
This part of the assignment is set to enable us to assess your language grading, eliciting and concept checking.
You must show:
- The language you would use for presenting 3 of your selected vocabulary items that could not be explained using only pictures.
- the instructions you would give for one of your two reading tasks.
Present what you would say in dialogue form to include some expected student responses.

Example of Eliciting

T = Teacher S= Student
 T: Does anyone know a word that means very very interested in something in a kind of mad way?

 S1: fascinated?

 T: That's a good suggestion, yes. But the word I'm thinking of also means in a slightly crazy way, like when
someone is really really interested in a famous person – more interested than normal. Always thinking about them.
(Teacher puts on an obsessive face.)
 S2: Obsessing?

 T: Great! that's it! But not obsessing – different ending. Anyone?

 S2: Obsessed.

 T: That's it. Well done. To be obsessed and what preposition comes after it? Lina?

 Lina: With?

 T: Great. To be obsessed with someone or something (writes on board). Everyone repeat 'obsessed with.'

 Class: obsessed

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  T: good. How many syllables in obsessed?

 S3: Two

 T Yes, and where's the stress, first or second syllable? Obsessed

 S1 Second.

 T- Great! Again, everyone: obsessed with

N.B. 1. This example does not illustrate concept checking. You must also go on show how you would check the students' understanding of
the items you present.

2. If you do not use direct speech, you will be required to resubmit the whole assignment.

Task

Give word for word the language you could use for:

A) Presenting 3 of your selected vocabulary items which would need to be concept checked.
Show how you would elicit, explain, concept check and teach the pronunciation of each of the three items. Each item should be
approximately the same length as the example given.

The three words selected for this section of the assignment are: rebellious, outsider and minority.

1. Rebellious /rɪˈbeljəs/: Adjective

T = Teacher S= Student
 T: Does anyone know a word for when someone challenges authority?
 S1: Disobedient?

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  T: That's a good answer, yes. However, the word I’m thinking of also describes someone who sometimes breaks the rules, like when someone
doesn’t listen to what their parents’ tell them and decide to do what they want.
 S2: Rebel?
 T: Great! that's it! But we’re talking about when someone is being a rebel, we need a different ending. Does anyone know?
 S2: Rebellious.
 T: Exactly! Well done. If we turned rebellious into a noun, what would it be? Tom?
 Tom: Rebelliousness?
 T: Great. It was his rebelliousness in the end that caused him to be expelled, he was rebellious (writes on board). Everyone repeat ‘rebellious.'
 Class: Rebellious
 T: Perfect. How many syllables in rebellious?
 S3: Three
 T: Exactly, which of the four syllables is the stress in? Rebellious
 S1: Second.
T: Great! Now everyone say it again, rebellious.

2. Outsider /aʊtˈsaɪdə(r)/: Countable Noun

T = Teacher S= Student

 T: Does anyone know a word for someone who doesn’t belong in a group?
 S1: Stanger?
 T: That could be it, yes, but the word I’m thinking of also describes someone who isn’t accepted, or perhaps isolates themselves from society.
 S2: Outsider?
 T: Excellent! That's it! Can anyone think of an example where someone could be considered an outsider?
 S2: She was new to the school, so she felt like an outsider.
 T: Very good! Annie can you think of another example?
 Annie: He was the only one of his friends that didn’t play football, he was an outsider.
 T: Great. They felt like outsiders (writes on board). Everyone repeat ‘outsider.'

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 Class: Outsider
 T: Perfect. How many syllables are there in the word outsider?
 S3: Three
 T: That’s it, and where is the stress in the word outsider?
 S1: In the first syllable.
T: Great! Now repeat the word again, outsider.

3. Minority /maɪˈnɒrəti/: Countable Noun

T = Teacher S= Student

 T: What is a word used to define the smaller part of a group?

 S1: Less than half?
 T: The smaller part of a group is less than half, yes, however the word I’m thinking of is used to refer to a part of a group that is different, it could
be in race or religion.
 S2: Minority?
 T: Very good! What would the plural of minority be?
 S2: Minorities
 T: Great. Papua New Guinea has the most minorities. There are a lot of different minority groups (writes on board). Everyone repeat ‘minority.'
 Class: Minority
 T: Excellent! How many syllables are there in the word minority?
 S3: Four
 T: Yes, and where is the stress in the word minority?
 S1: In the second syllable.
T: Great! Now repeat the word again, minority.

B) Instructions for ONE of your planned reading comprehension tasks, either the 1st (skimming and/or scanning task), or the 2nd (detailed
comprehension task).

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In this section of the assignment, I will present, in dialogue form, how I would carry out the 1st reading with the class.

Stage 3: 1st reading

T: Ok everyone, our focus is now going to be on reading the text, individually, to make sure the vocabulary we just practiced is clear.

[Allow students 2-3 minutes to read the text. In the meantime, I will write some concept check questions on the board, for them to answer
once they have finished.]

T: Very good! Now let’s look at the board, I have written down a couple of questions. At the beginning of the class, I asked you what you
thought the text was going to be about.

Q1: Were your initial thoughts correct? Is this text about how a girl’s upbringing?

T: Does everyone understand this question?

Class: Yes!
T: Excellent! So, the next question on the board is:

Q2: Is Summer an award-winning documentary maker because of how she grew up?

T: So, this question means did the way Summer and her family live make her want to be a documentary maker. Does anyone have any
questions?
Class: No.
T: Ok. Take note of these questions on the sheet of paper I gave you and sit in groups to discuss the answers to these questions. Once you are
in your groups, choose one of your classmates in your group to be the spokesperson, and give your groups’ answers.

[Allow students 2-3 minutes to discuss the questions on the board and come up with the answers. In the meantime, I will monitor the groups
to see if help is required.]

T: Has everyone finished?

Class: Yes!
T: Ok, let’s get started. The first question: Were your initial thoughts correct? Is this text about how a girl’s upbringing?
T: Matthew? What does your group think?
Matthew: Yes, when we read the title, we thought the text was going to be about how a girl grew up, and that is right. The text tells us about

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how her parents worked for a circus and travelled a lot, so she didn’t have a conventional life.
T: Great, does everyone agree?
Class: Yes!
T: The next question is: Is Summer an award-winning documentary maker because of how she grew up?
T: Molly, would you like to share your groups answer with the class?
Molly: Yes, we think that growing up as part of a minority is what made Summer very interested in social exclusion, which is what all her
documentaries are about.
T: Very good, thank you Molly! Tom, Matthew, do your groups agree with Molly’s answer?
Tom: Yes, I think that if she hadn’t been brought up the way she did, seeing social exclusion and how minorities live, she probably wouldn’t
have been inspired to make documentaries.
Matthew: Yes, we agree.
T: Ok, excellent work class! Let’s move onto the next part of the activity.

[The teacher moves onto providing the class instructions of what they have to do for Stage 4: 2nd reading.]

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