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Teaching Vocabulary in Context 1 Running Head: INSTRUCTIONAL MATERIALS AND EVALUATION PROJECT Teaching Vocabulary in Context with Technology Tools Shu Ping Tseng Lawrence Tech. University Teaching Vocabulary in Context 2 Teaching Vocabulary in Context with Tech..

    Teaching Vocabulary in Context 1


    Teaching Vocabulary in Context with Technology Tools

    Shu Ping Tseng

    Lawrence Tech. University

    Teaching Vocabulary in Context 2

    Teaching Vocabulary in Context with Technology Tools

    I. Introduction:

    Vocabulary building is vital to make progress in foreign language learning. Thus,

    its necessary to introduce strategies to students on vocabulary learning, for the purpose to enhance their comprehension, fluency, and language achievement.

    Definitely, instruction in vocabulary involves far more than looking up words in a dictionary and using the words in a sentence. Vocabulary is acquired incidentally through indirect exposure to words and intentionally through explicit instruction in specific words and word-learning strategies (L. Gutlohn 2006). The purpose of this

    lesson is thus designed to encourage students to employ effective methods to learn vocabulary, such as direct or indirect learning. At the end of this course, students will be able to combine the teacher's instruction and technology tools to build their own learning abilities outside the classroom.

    II. Analysis

    A. Discussion of Need

    The Taiwans Administration of Education has been aggressively promoting the

    English learning in the recent years. All of a sudden, many job vacancies both in

    official and private companies require certain level of certification credited from

    the GEPT (General English Proficiency Test). Some colleges in Taiwan even

    Teaching Vocabulary in Context 3

    prescribe the GEPT High Intermediate Level Test or the GEPT Intermediate Level

    Test as an obligation for their undergraduate students. Students in senior high, the

    college-students to be and potential job hunters are more aware of the importance

    of learning English, besides the pressure of the CEE (College Entrance


    B. Discussion of Learning Environment

    Location & Young Ming Senior High School, Shi-Lin District, Taipei, Taiwan.


    Number of 37 to 42 students / class

    the students:

    Time: 50-100 minutes a day, 8 hours a week

    Textbooks: Vocabulary7000 part I & Part II;

    Sanmin Book company, Book 5.

    Technology Personal Computers(Microsoft) with wireless connection to the Equipment: World Wide Web; language center with PCs, computing service;

    Online information resources; projectors, etc.

    *Our school gives teachers freedom to choose instructional materials. Besides the

     textbooks we teachers have chosen in consensus, each teacher would always supply

    various kinds of outside readings, among which are articles from the Internet, magazines, newspaper, printed literature and the like. In addition, test paper focusing

    on training students ability to cope with the CEE(College Entrance Examination) is


    * the textbook, Vocabulary 7000 is edited based on the latest publication from CEEC

    (College Entrance Examination Center )

    thth and the 11 graders, school curricula provides more dynamic activities *For the 10

    for whole class competition, such as contest on English songs, English speech

    contest, drama contest, English carnival, etc.

    Teaching Vocabulary in Context 4

    C. Description of Target Population Including Prerequisite

    The target population is EFL (English as a Foreign Language) students, the

    12th graders. They have learned English for at least five years. Most of them

    have passed the first stage -Listening & Reading- of GEPT(General English

    Proficiency Test) Intermediate Level Test, but have not passed the second

    stage -Writing & Speaking- yet. Their capacity of vocabulary is around 4000

     to 5000.What they are concerned most is the College Entrance Examination in

    next July. So help them strengthen their English ability, especially reading and

     writing skills, which are orientated in CEE, is the top priority. D. Task Analysis

    * * Annotation: In order to make the best of this instructional project and prevent fatigue on students part, the following tasks, including the reading activity, are supposed to be separated during at least one-week schedule (7-8 hours study hours).

    (1)Emphasize the importance to learn vocabulary well. Construct them a concept ,"Vocabulary knowledge is knowledge; the knowledge of a word not only implies a definition, but also implies how that word fits into the world" (Stahl 2005). Vocabulary knowledge is not something that can ever be fully mastered; it is something that expands and deepens over the course of a lifetime. Tell students

    Teaching Vocabulary in Context 5

    that there are strategies to learn vocabulary. Ask students to find out the best way(s) via the Internet for them to learn. They have to share with classmates via the Internet (class website, E-mail, MSN, etc) and present to class (in-class activity) what best way(s) they have found and recommend one website at least related to vocabulary learning.

    (2) Use a text (see Appendix A) that has been previously discussed in regular reading skills activities. Re-present it to the students. This time, ask students to highlight the vocabulary based on Vocabulary 7000 in boldface (see Appendix

    B). Every student may have different highlighted vocabulary, for which is chosen according to every individuals comprehension ability. Ask them to look up the

    meaning of the vocabulary and record them in their own vocabulary collection. Choose at least 5 of them to make word web (see Appendix C), which they have to share with whole class.

    (3) Students have to take a cloze test, based on the text they have highlighted in

    boldface. This could be in the form of a section of the text or a summary of the text. Although it seems that students are dealing with the same material several times, repetition and multiple exposures to vocabulary items are important when it comes to vocabulary building. ( see Appendix E )

    (4) Students will be able to develop more feasible and creative strategies for their

    Teaching Vocabulary in Context 6

    own vocabulary learning (ex: creative word web) and expand their vocabulary


    III. Assessment Instruments

    A. Complete & Appropriate Specifications

    (top 3 objectives)

    During the assessment procedure, the teacher will keep three things in mind.

    First, students should have prepared for the class and brought the copies of

    materials from their vocabulary collection (including word web) and websites

    to class. It will develop students’ self learning strategies and technology tools


    Second, students will share their own vocabulary collection and search the

    useful method in learning vocabulary. It shows the meaningful assignment to

    the whole class and students have chance to expand their perception toward

    reading and writing skills improvement.

     Third, students have the ability to complete a meaningful text (“Teaching

    Vocabulary) with correct vocabulary and build better reading skills than


    B. Complete & Appropriate Blueprint ( only posttest blueprints required)

    objective form Proportion

    1. Pre-view activity for students, after teachers

    introduction in class: Using extra time to share ideas with individual 10 %

    Teaching Vocabulary in Context 7

    classmates through e-mail, Yahoo message, MSN, class search

    website, and so on. Print one page for the teacher

    2. Sharing website(s) and good method(s) related to report to 10% vocabulary learning class

    3. Participating with group by sharing their ideas group 10% discussion

    4.Vocabulary collection and 5 word web personal 20% work

    5. Cloze Test in meaningful text paper test 30%

    6. Make creative word web and expand their vocabulary presentation 20% collection for

     next time

C. Sample Appropriate Instruments

    Entry Test : ( get their grades from their GEPT report )

    Pretest : ( Question: read the text- see Appendix A- and circle the vocabulary

     Or sentences you dont understand )


    objective sample

    1. Pre-view activity for students, after teachers (students behavior) introduction in class: Using extra time to share ideas with classmates through e-mail, Yahoo message, MSN, class website, and so on. Print one page for the teacher

     http://www.bangkokpost.net2. Sharing website(s) and good method(s) related to /education/bu02.htm

    vocabulary learning also see Appendix I

    3. Participating with group by sharing their ideas (students behavior)

    4.Vocabulary collection and 5 word web see Appendix C

    5. Cloze Test in meaningful text see Appendix E

    6. Make creative word web and expand their see Appendix D vocabulary collection

    Teaching Vocabulary in Context 8

IV. Organization & Media Rationale

    A. Clear Orientation of Project

    Being a teacher of the 12th graders, our priority of mission is help students

    perform well in the Entrance College Examination. From this perspective,

    vocabulary teaching and learning plays an important role in our daily class, in that,

    strong vocabulary will certainly contribute to better comprehension in reading,

    listening, speaking as well as facilitate writing ability. Whereas, there are no

    universal strategies; the efficiency of vocabulary learning depends on how

    students combine their individual strategies and put them into daily use. The more

    sophisticated they use those strategies; the more likely theyll be successful in

    developing the target language lexicon. The first aim of this project is to help

    students recognize and find out appropriate strategies for their own needs. B. Plan for Sequence & Organization

     The sequence and organization of this project are:

    (1) Select a text with informative knowledge about vocabulary learning and

    suitable for working on vocabulary-building training.

    (2) Teach the text as a reading activity

    (3) Introduce vocabulary learning strategies

    (4) Use technology to help learning vocabulary easier and interesting

    (5) Encourage individual strategies to learning vocabulary

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    (6) Use the text as an vocabulary drilling

    (7) Recall and utilize the strategies

    (8) Focus on the vocabulary application

    (9) Utilize own strategies as a habit to reinforce vocabulary building C. Rationale for Media Selection

     The media selected are: (a) computer technology -the Internet, MSN, e-mail, class website, and on-line dictionary; (b) software-PowerPoint, Inspiration, and Thesaurus. Learning vocabulary through computer technology (the Internet, E-mail, etc) brings vocabulary to live, and makes knowledge more relevant to day-to-day life. Inspiration, Thesaurus, and PowerPoint make vocabulary more graphic and easier to transform into long-term memory. On-line dictionary provides efficient and sufficient aids to vocabulary learning.

    V. Strategy Plan

    Introduction use PowerPoint to present two graphics about word web and word map to Deploy Attention attract students attention

    See Appendix F)

    Establish (to students:) Today we are going to know some interesting methods to

    instructional help us learn vocabulary.


    Arouse interest and Remember our aim to 7000 vocabulary, prescribed by the CEEC? For

    motivation next July, let’s dig in “

    Preview lesson The teacher presents an article about vocabulary learning, and point out

     the main points of it. Simultaneously, establish some right concepts about

     learning vocabulary (as mentioned on Task Analysis ).

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    objectives for (a)emphasize the importance of vocabulary learning; (b) establish right

    grouping concepts about learning vocabulary. (ex: theres no universal

     strategies to learn vocabulary)

    Body Recall prior (to students:) how do you memorize vocabulary

    knowledge give some vocabulary learned in the previous class- oasis, Antarctic,

    Arctic, notorious, antibiotics ,etc-

    Ask students with differentiated level to share their methods

    Process information give some examples of vocabulary learning activities, such as: matching

    synonyms, matching opposites, categories, analogies, filling in the blank

    sentences, etc.

    Focus attention Tell students to focus on their attention to different ways to know and

    learn a vocabulary

    Employ learning use of graphic organizers (as Appendix F), employ mnemonic techniques

    strategies such as single-use coding, the method of loci keywords, and the use of

    rhymes, etc.

    Practice log on the following website to do some practice ( do part II, and part III )

objectives for (a)Recognize and know several strategies to learn vocabulary

    grouping (b)Considering the suitable strategies for own learning

    Evaluate feedback give positive feedback to those who contribute to their ideas. Fortify some

    good strategies with more examples

    Conclusion Summarize and (to students): Today, weve learned several strategies to learn

    review vocabulary. Don’t you think that manipulating a good way to learn

    vocabulary not only make vocabulary learning fun, but also make it

    easier to memorize? Remember, you can always create a fun way

    to store your vocabulary. (to be continued in the next step)

    Transfer knowledge (a)go surf on the Internet to gather more ideas about vocabulary learning;

    (b)find out most appropriate way(s) for yourself. (to be continued in the

    next step)

    Remotivate and Share your findings by E-mail ( or MSN etc ) with your classmates and

    close print out the material for class discussion next time

    Assessment Assess performance See Task Analysis (2) & (3)

    (a)Use the previous reading material, Teaching Vocabulary, based on

    which, students have to record their word collection and choose 5 of them

    to do word web. (see example on Appendix C)

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