Vocabulary & Grammar in Context

English Teacher’s Network Workshop

David Quartermain & David Sansom

March 2012

Here’s what you said on the Englishonline blog:

“It’s difficult to make vocabulary teaching vivid and interesting”

“Most students think vocabulary and grammar are very boring”

“How can I make boring words look interesting?”

“Students can memorise words but they still can’t use them”

What problems do your students have learning, remembering and using vocabulary and grammar in English?

British Council questionnaires to teachers in China

about grammar and vocabulary in context:

Help students rememberHelp students understand Increase student motivationCreate meaningful contextProvide methods & activities

Short-term memory:

• No connection with existing knowledge

• Little opportunity to use new words

• Easily forgotten

Memorising words is not the same as remembering words!

Long-term memory:

• New words connected to existing knowledge

• New words are put to work

• New words regularly recycled

context [‘kɒn tekst]  

   noun

1.the parts of a written or spoken statement that precede or follow a specific word or passage, usually influencing its meaning or effect: The Language Context

http://dictionary.reference.com/

2. the set of circumstances or facts that surround a particular event, situation, etc.

The Situation Context

1) book

2) bank

3) present

Meaning depends on context

Do you have a book about England?

I’m going to the bank to borrow money.

Thank you for the birthday present.

I want to book a hotel room in Beijing.

Let’s go to the river bank for our picnic.

David will present today’s workshop.

Context lives inside the head of the student

A teacher asks a student, “If I give you 2 rabbits, then give you 2 more rabbits, how many rabbits do you have?”

The students answers, “Five.”

The teacher asks again: “Listen. I give you 2 rabbits. Then 2 rabbits. How many rabbits do you have?”

“Five,” replies the student.

“How can 2 rabbits plus 2 rabbits equal 5?!” shouts the teacher.

“Because,” says the student, “I’ve already got one rabbit at home.”

Meaningful

A meaningful context is relevant to:

• the place you are using language in

• what you are using the language for

• the person who is using the language

Vocabulary + Context

The more common vocabulary is, the greater the need for context to help students find out meanings and uses

e.g. apple, fire, can…

This means the need is greatest at Primary and Junior levels

So how do we bring context into teaching?

FLTRP Junior High Module 2

1. 组合词 Collocations

Words go together

a promise

the rules

a look

progress

a complaint

a holiday

someone’s temp

erature

certain

money

a legan exam

the news to somebody

a taxi

a rest

a chance

the bed

the ice

a habit

the law

a seata list

someone’s hear

t

notes

a suggestion

2.

a wish

组合词 Collocations

Take …

a promise

the rules

a look

a holiday

someone’s temp

erature

a legan exam

the news to somebody

a taxi

a rest

a chance

the bed

the ice

a habit

the law

a seata list

someone’s hear

t

notes

a suggestion

certain

a complaintmoney

progress

2.

a wish

Make …

a promise

the rules

a suggestion

a look

a holiday

someone’s temp

erature

a wish

a legan exam

the news to somebody

a taxi

a rest

a chance

the bed

the ice

a habit

the law

a seata list

someone’s hear

t

notes

certain

a complaintmoney

progress

2.

Break …

a promise

the rules

a look

a holiday

someone’s temp

erature

a legan exam

the news to somebody

a taxi

a rest

a chance

the bed

the ice

a habit

the law

a seata list

someone’s hear

t

notes

a suggestion

certain

a complaintmoney

progress

2.

a wish

How often do you…?

Break a promiseBreak the law

Make a complaint

Make a list

Take a chance

Take a holiday

组合词 Collocations

Find Someone Who…

1) Has been to Macau ………….

2) Has ridden a camel ………….

3) Has seen a ghost ………….

4) Has kissed an Englishman…………

3. Provide a personal context

A. Something you doB. Something you seeC. Something you eat or drinkD. An adjective

SpringSpring

SummerSummer

AutumnAutumn

WinterWinter

• Months• Seasons• Weather

PEP Primary G5B – Unit 3

Relevant= things that are related to your

situation and your students

SpringSpring

SummerSummer

AutumnAutumn

WinterWinter

A.A. Carry an umbrellaCarry an umbrellaB.B. RainRainC.C. Easter eggEaster eggD.D. Wet Wet

A.A. Play tennisPlay tennisB.B. Olympic GamesOlympic GamesC.C. Beer Beer D.D. Wet Wet

In London…

A.A. Play footballPlay footballB.B. Fallen leavesFallen leavesC.C. Beer Beer D.D. Damp (wet + cold)Damp (wet + cold)

A.A. Catch a coldCatch a coldB.B. Rain and snowRain and snowC.C. Christmas cakeChristmas cakeD.D. Freezing (wet and very cold!)Freezing (wet and very cold!)

Polar Bear Story

www.teachingenglish.org.uk/language-assistant/primary-tips/polar-bear-story

Provide a Meaningful

context

Have I got………?

www.teachingenglish.org.uk/language-assistant/primary-tips/polar-bear-story

A baby polar bear asks his mother, “Mummy have I got polar bear ears?” His mother says, “Yes, of course”.He then asks, “Have I got polar bear paws?” and “Have I got polar bear fur?”, and both times his mother says “Yes, of course”.He then asks his father, “Have I got polar bear ears?” “Of course.” “Have I got polar bear paws?” “Of course.” “Have I got polar bear fur?” “Of course,” says his father for the third time.“Then why do I feel so cold?!” says the baby polar bear!

The objective is for students to ask as many “Have I got…?” questions as they can. The story is providing a

learning context for practising this structure.

True for you?

“Yes” for meRaise both your hands

I’ve got green eyes

I’ve got a husband

I’ve got a headache

I’ve got an i-phone

I’ve got a daughter

I’ve got lots of marking to do!

I’ve got a beautiful smile

“No” for meCross your

arms

“I don’t know”Put both your hands

on your head

One Word Story

http://www.englishonline.org.cn/en/teachers/games/one-word-stories

Each student adds one word to create a group story. Despite the simplicity, it can be really challenging...”

Yesterday

I

saw threestudents

who

were

……

Context clues are bits of information from the text that allow you to decide the meaning of unknown words in the article you are reading.

Look for context clues

Definition Context cluesThe baboon, like other apes, is a very social animal.

Synonym Context cluesAfter seeing the picture of the hungry children, we felt compassion or pity for their suffering.

Antonym Context cluesDa Wei was reluctant to accept the job. However, Xiao Wei was very happy to be given the role.

Context Clues

FLTRP Junior High Module 2

1.

1. How many of these animals escaped?

2. Which country is the story in?

3. What is the name of the hurricane (typhoon) that led to the animals escaping?

4. What is the name of the Governor in the State where this happened?

5. When did this happen?

Text in Context

How good is your Portuguese?

Atualizado em  21 de setembro, 2010

Cerca de 280 crocodilos escaparam de um viveiro na cidade mexicana de La Antigua (Estado de Veracruz), devido a uma inundação causada pela passagem do furacão Karl, no último fim de semana.

A informação inicial era que 400 crocodilos teriam escapado, mas o número foi retificado nessa segunda-feira pelo governador do Estado, Fidel Herrera Beltrán. “Estou avaliando a situação com a Marinha, mas espero que não haja maiores danos porque a água está baixando consideravelmente”, afirmou.

4.

How did you know the answers?

Your knowledge of the world.

Your analysis of the questions.

Your knowledge of capital letters and names.

The text surrounding the answer.

Your knowledge of English.

Your ability to see similarities.

Your confidence in guessing.

FLTRP Junior High Grade 2B Module 2

Contexthelps students

predict newvocabulary

When I was learning French at school…

Students read text.

Students did exercises on vocabulary.

Teacher corrected mistakes.

Students didn’t understand.

Students tried (and failed) to remember vocabulary.

An alternative method…

Teacher introduces context of text.

Students think about context for themselves.

Teacher guides students to key vocabulary.

Students develop understanding of text.

Students are better able to do exercises.

The teacher asks the students:

Do you remember your first day at this school?

How did you feel: happy, lonely?Did you speak to anyone?

How did you make new friends?

Introducing the context of the text…

Cough Dictation

“When I cough, tell your partner what you think the missing word (or words) could be.”

(The teacher reads the first part of the text, coughing on certain words. Students have their books closed, and guess together what the missing word(s) were…)

When I was 13 years old, a boy gave me an important gift. It was a (1)……………It was early autumn of my first year at a (2) ……… school, and my old school was far away. As a result, (3)…………… knew who I was. I was very (4)………………., and afraid to make (5)…………. with anyone.Every time I heard the other students talking and (6) ………………., I felt my heart (7)……………… . I couldn’t talk to anyone about my problem, and I didn’t want my parents to (8)……………… about me.

FLTRP Junior High Grade 2B Module 2

5. When I was 13 years old, a boy gave me an important gift. It was a (1)…smile…It was early autumn of my first year at a (2) ……… school, and my old school was far away. As a result, (3)…………… knew who I was. I was very (4)………………., and afraid to make (5)…………. with anyone.Every time I heard the other students talking and (6) ………………., I felt my heart (7)……………… . I couldn’t talk to anyone about my problem, and I didn’t want my parents to (8)……………… about me.

When I was 13 years old, a boy gave me an important gift. It was a (1)…smile…It was early autumn of my first year at a (2) Junior High school, and my old school was far away. As a result, (3)…………… knew who I was. I was very (4)………………., and afraid to make (5)…………. with anyone.Every time I heard the other students talking and (6) ………………., I felt my heart (7)……………… . I couldn’t talk to anyone about my problem, and I didn’t want my parents to (8)……………… about me.

When I was 13 years old, a boy gave me an important gift. It was a (1)…smile…It was early autumn of my first year at a (2) Junior High school, and my old school was far away. As a result, (3) ..nobody.. knew who I was. I was very (4)………………., and afraid to make (5)…………. with anyone.Every time I heard the other students talking and (6) ………………., I felt my heart (7)……………… . I couldn’t talk to anyone about my problem, and I didn’t want my parents to (8)……………… about me.

When I was 13 years old, a boy gave me an important gift. It was a (1)…smile…It was early autumn of my first year at a (2) Junior High school, and my old school was far away. As a result, (3) ..nobody.. knew who I was. I was very (4)……lonely….., and afraid to make (5)…………. with anyone.Every time I heard the other students talking and (6) ………………., I felt my heart (7)……………… . I couldn’t talk to anyone about my problem, and I didn’t want my parents to (8)……………… about me.

When I was 13 years old, a boy gave me an important gift. It was a (1)…smile…It was early autumn of my first year at a (2) Junior High school, and my old school was far away. As a result, (3) ..nobody.. knew who I was. I was very (4)……lonely….., and afraid to make (5)..friends… with anyone.Every time I heard the other students talking and (6) ………………., I felt my heart (7)……………… . I couldn’t talk to anyone about my problem, and I didn’t want my parents to (8)……………… about me.

When I was 13 years old, a boy gave me an important gift. It was a (1)…smile…It was early autumn of my first year at a (2) Junior High school, and my old school was far away. As a result, (3) ..nobody.. knew who I was. I was very (4)……lonely….., and afraid to make (5)..friends… with anyone.Every time I heard the other students talking and (6) ...laughing…, I felt my heart (7)……………… . I couldn’t talk to anyone about my problem, and I didn’t want my parents to (8)……………… about me.

When I was 13 years old, a boy gave me an important gift. It was a (1)…smile…It was early autumn of my first year at a (2) Junior High school, and my old school was far away. As a result, (3) ..nobody.. knew who I was. I was very (4)……lonely….., and afraid to make (5)..friends… with anyone.Every time I heard the other students talking and (6) ...laughing…, I felt my heart (7)…..break…… . I couldn’t talk to anyone about my problem, and I didn’t want my parents to (8)……………… about me.

When I was 13 years old, a boy gave me an important gift. It was a (1)…smile…It was early autumn of my first year at a (2) Junior High school, and my old school was far away. As a result, (3) ..nobody.. knew who I was. I was very (4)……lonely….., and afraid to make (5)..friends… with anyone.Every time I heard the other students talking and (6) ...laughing…, I felt my heart (7)…..break…… . I couldn’t talk to anyone about my problem, and I didn’t want my parents to (8)…..worry…… about me.

FLTRP Junior High Grade 2B Module 2

Then one day, my classmates talked happily with their friends, but I sat at my desk unhappily as usual. At that moment, a boy entered the classroom. I didn’t know who he was. He passed me and then turned back. He looked at me and, without a word, smiled.Suddenly, I felt the touch of something bright and friendly. It made me feel (happy, lively and warm.)

The teacher continues reading the text, and this time the students predict the final words of this passage….

That smile changed …….. I started to talk with ………Day by day, I became closer to ……..The boy with the lucky smile became my………... One day, I asked him why he smiled, …………….Now I believe that the world is …………………….If you think you are lonely, ……………………..….So smile at the world and ………………………….

FLTRP Junior High Grade 2B Module 2

my lifethe other students

everyone best

friend

That smile changed my lifeI started to talk with the other studentsDay by day, I became closer to everyoneThe boy with the lucky smile became my best friendOne day, I asked him why he smiled, but he couldn’t remember smiling at me!Now I believe that the world is …………………….If you think you are lonely, …………………..….So smile at the world and ………………………

what you think it isyou’ll always be

aloneand it will smile back

Now the students can start using some the new vocabulary from the text….

a) When I was …………………..

b) …………………. gave me a gift

c) It was ………………….

d) That …………….. changed my life

e) I started to ………………………

f) I became ……………………..

g) So ……………………..

read more

18

my brother

a book

book

interested in studying

I went to university

And the students can start making their own personal, relevant sentences with the key vocabulary and grammar structures….

Taking the language off the page

How often do you…

FLTRP Junior High Grade 2B Module 2

… smile?

…feel lonely?

…give someone a gift?

…feel your heart break?

…worry about your

classmates?

…make new friends?

And the students can use the key vocabulary and grammar from the text in a communicative activity….

Students have thought about the context

Students have guessed vocabulary in context

Students have a clear idea of general meaning

Students have seen vocabulary used in context

Students have used key vocabulary in context

http://www.teachingenglish.org.uk/lesson-plans/vocabulary-lesson-money

Stories provide a context

“Money Story”

Tip:Find some good pictures to help your students understand any new vocabulary, e.g. to steal, ATM, to withdraw money, broke, save money, etc.

“Money Story”Using the pictures to stimulate students’ imagination, and to help explain the meaning of new words, the teacher reads the following story:

Money Vocabulary Story

Da Wei works in a factory and earns 1,000 RMB a month. His brother Xiao Wei is a business man in Beijing and makes 1,000 RMB a day! Da Wei saves nearly all of his wages and only spends a little on food. Sometimes, he invests money in shares. Xiao Wei wastes all his money on gambling. Last week, Xiao Wei lost all his money playing cards. Now he’s totally broke!He often borrows money from Da Wei, but never pays him back so now he owes him a fortune. Da Wei is really lucky and he found 10,000 RMB next to a cashpoint machine last week, when he was withdrawing some money. He invited Xiao Wei to his house to celebrate, but when he was there, Da Wei saw him stealing money from his wallet. Da Wei decided never to lend Xiao Wei money again.

Money Verbs

• Earn

• Make• Save

• Spend

• Invest

• Waste

• Lose

• Borrow

• Owe

• Find

• Withdraw

• Steal

• Lend

Money Verbs

Matching Exercise

1. Withdraw money

2. Earn money

3. Waste money

4. Lose money

a. To get money by workingb. The opposite of win or findc. To take money out of a bank

accountd. To spend money on things you

don’t need

Money Verbs

How much money would

you like to earn each month?

Which company

would you like to invest

money in?

What did you last waste money on?

Now the students can use some of this vocabulary to ask and answer real, relevant, personal questions…

Vocabulary from: Success with English Unit 4 & 5

Creating a Story

• Feel better

• Wake up

• Get dressed

• Have a cold

• Take medicine

• Sore throat

• Loud sneeze

Any text or story in the course book can be used like this. The students listen to the story, make their own stories using the key vocabulary, and then ask and answer real questions.

He feels tired

What should we do??

Let’s ……

Taken from: ‘Go for it’ Unit 2 &‘Success with English’ Unit 4

Stories provide context… so do dialogues!

He feels …….. (adjective)

What should we do??

Let’s ……(suggestion)

Taken from: ‘Go for it’ Unit 2 &‘Success with English’ Unit 4

Stories provide context… so do dialogues!

Use the vocabulary already in the book, e.g. adjectives (cold, hot, tired, worried…), and the students can create their own dialogues, using the key vocabulary and structure, and helping each other to provide a learning context and remember the meaning and use of the words.

PEP Primary G5-B (Unit 3 p.33)

Grammar & Context

Grammar can alsobe taught in context

Make it into a task…

Grammar & Context

PEP Primary G5-B (Unit 3 p.33)

Key vocabulary:birthday

computercardlike

havesend

1. When is your birthday?

2. Do you like to use a

computer?

3. Do you like to send cards?

4. Who do you send cards to ?

5. Do you have a computer?

6. Do you send e-cards?

Students work in pairs to ask and answer questions about their real lives:

Grammar & Context

In this class, how many people…..

… send e-cards?… use a computer every day?… have a birthday this month?… like to receive e-cards?… have a computer at home?… make cards?

Class survey

PEP Primary G5-B (Unit 3 p.33)

Here’s another activity to get students using, thinking about, and learning the key vocabulary and grammar – completing a simple survey of their classmates in groups.

Text and grammar

Go for it! Junior High G2B – Unit 3 p.20

6.

I had a very unusual experience yesterday evening.

I was at home ………………………………..…. (what were you doing?)

When suddenly ………………………….……. . (what happened)

Go for it! Junior High G2B – Unit 3 p.20

Target language:Past continuous with when and while

6. Text and grammar

watching TV

I heard a loud noise…

What were you doing …..?

Target language:Past continuous with when and while

…at 10 o’clock yesterday evening?

…at 9am last Monday?

Go for it! Junior High G2B – Unit 3 p.20

Text and grammar

Liu Daoyi 刘道义人民教育出版社课程教材研究所顾问Liu, Daoyi (2005). On evaluation criteria of English teacher materials. FLC Journal, 2(6), Nov 2005, pp14-17, 23

“The major difference between the new textbook and past teaching materials is to leave

room for imaginationimagination for the students”

Teachers no longer “teach textbooks” but “teach with textbooks” “teach with textbooks”

“They should use the textbooks in a more flexibleflexible and creativecreative way according to the

actual needs actual needs of the students and classroom ”

What have we learnt?

Students have problems memorising and using vocabularyWithout context, vocabulary can be meaninglessWords go togetherWe must consider both a language contextAs well as a personal contextProvide a meaningful contextGrammar can also be taught in contextBuilding a context helps students predict new vocabularyLook for context cluesStories provide a contextSo do dialogues