Teachers often take instruction-giving for granted, although it is a useful skill for all teachers. The author provides criteria for successful instruction-giving habits and gives suggestions that English language teachers can use to improve their instruction-giving in the classroom.

Vocabulary development is an important part of teaching English to beginners. Students not only need to learn new words, but they also need multiple opportunities to interact with the new vocabulary in order to recall and use the words independently.

This week’s Teacher’s Corner will focus on creating a vocabulary chart that can be used to teach new words as well as to review them with beginner-level students. It is suggested that the chart be completed over one or two class sessions, depending on how many words you include and the length of your class sessions. Each of the review activities can be used as a warm-up in a subsequent class. The review activities can also be repeated to provide students with multiple chances to practice the new words.

Time: 20-30 minutes to discuss and add new vocabulary to the chart

Goals: To help students learn new vocabulary words and definitions. To create a vocabulary tool to practice new words multiple times.

Materials: One chart for each student (photocopied or copied into student notebooks); pencils; a list of words and definitions; visuals or examples for words (such as photos, objects, diagrams, videos, illustrations, or actions), if available.

Preparation: Choose 5-10 vocabulary words you would like to teach students. The words can be related to a topic you are about to teach, or can come from a text that students will read. It is recommended that you introduce the vocabulary words and complete the chart with students before they encounter the vocabulary in a lesson or text. Prepare definitions for each of the words, being careful to write the definitions in a way that beginners will understand.

Procedure:

1. Begin by providing students with copies of the chart, or by writing it on the board for students to copy into their notebooks.
2. Explain to students that the chart will be used to write down information for vocabulary they will encounter in an upcoming lesson or text. You can write the topic or the title of the text at the top of the chart to help students connect the vocabulary to the lesson or text. For beginner students, it is recommended that you write everything on the board as students are expected to write it in the chart.
3. Start by writing the first vocabulary word in the WORD column and by saying the word clearly. Have students repeat the word several times. If desired, you can also note the part of speech.
4. Next, tell students what the word means, preferably by using a simple definition. Write the student-friendly definition in the MEANING column of the chart.
5. It is also helpful for beginners to have a visual to explain the word or concept (see “Materials,” above, for examples). If an object, photo, or illustration is available to show students, use it to help explain the definition of the word. For very low-level beginners, you can replicate the visual as a simple sketch in the PICTURE column of the chart. For beginners with a bit more experience or language ability, you may ask them to create their own quick sketch or visual, either at this point in the class or at a later time as part of a reinforcement activity.
6. If your students are very low-level beginners, provide a simple sentence using the new vocabulary word. Write the sentence in the EXAMPLE SENTENCE column of the chart. If your students are more proficient, you can ask them to think of example sentences and then choose one to include in the chart. (The NEW SENTENCE column of the chart should be left blank at this point.)

Time: 5-10 minutes for each practice activity

Goals: To provide students with multiple opportunities to review and interact with new vocabulary words and their meanings.

Note: Each of these activities should be thoroughly explained and modeled the first few times students try them. Eventually, students will remember the procedures for each one and should be able to complete the activities on their own.

Materials: Students’ individual vocabulary charts

Procedure:

1. Assign partners, or allow students to choose partners.
2. Explain that the two partners will quiz each other using the vocabulary charts they created. One student will read the meaning of a word from the chart and the other student will try to identify the vocabulary word being defined. For this part of the activity, the student who is trying to guess the words should cover all the columns on his or her chart except the WORD column.
   
   1. For students who are very low-level beginners, this activity can also be teacher-led. You can provide a definition and students can work in their pairs, using their charts, to identify the associated vocabulary word.
3. Partners should switch roles after one student has finished quizzing the other.

Activity Two: fill in the missing word

Materials: Example sentences used in the vocabulary chart, pencils, vocabulary words listed on the board

Procedure:

1. Tell students that they must put away their vocabulary charts for this review activity. List all of the vocabulary words on the board. Have students write the numbers 1-10 (depending on the number of words) on a paper or on a page in their notebooks.
2. Explain that you are going to write sentences (from the EXAMPLE SENTENCE column) that are missing one of the vocabulary words on the board. Students must determine which word belongs in the blank for each sentence and then write the word (or sentence) next to the number on their paper.
3. This activity can be completed individually, in pairs, or in small groups. Additionally, a worksheet of sentences with blanks for the missing words and a word bank can be prepared ahead of time and given to students rather than writing on the board.
4. As a further modification for very low beginners, provide only one sentence at a time. Rather than using the whole list of words as a word bank, give students 1-3 options to choose from for each sentence.

Materials: Index cards or pieces of paper cut into approximately 3-inch x 3-inch squares (you will need four cards per vocabulary word), pencils, vocabulary charts

Note: This activity will use four cards per word, one card for each of the following: the word itself, the meaning, a sentence with the word missing, and an image (such as a sketch, a photo, an illustration). See the example below. The cards will be mixed up and randomly distributed to students, who will have to mingle and match all four cards to form a complete group or set. Consider the size of your class and how many words your students are learning in order to determine how many cards you should make. If needed, you can repeat words by making extra sets, or combine the word and image onto a single card (so that students will only match three cards total), etc.

wordchart.jpg

Procedure:

1. Cards for the activity can be prepared ahead of time, or you can have students make them in class using their vocabulary charts. If you decide to have students create the cards, assign one word to a group of four students. Explain that they should make one card for each of the components above using the exact information from their vocabulary chart. Have students put away their vocabulary charts when they finish creating the cards.
2. Gather all of the cards and mix them up well.
3. Tell students that the goal of the activity is to form a set of four correct cards (word, definition, sentence, and image) for each word.
4. Before you distribute the cards, tell students you will place a card on their desk face down and that they shouldn’t turn it over until you give the signal to begin. Pass out one card to every student.
5. Give a signal (such as clapping, blowing a whistle, or starting music) and allow students ample time to mingle and find their matches. You should also move around the room to assist any students who may need help or have questions.
6. When students have all found their matches, each group can share what is on their cards and the rest of the class can check for accuracy. If there are any mismatches, the student(s) with the mismatched card(s) can step aside until the group with the correct matching set comes up and shares their word.
7. If desired, once students become more comfortable with this activity, you can make the game competitive by offering an incentive or prize for the group who correctly assembles their set of cards first.

Materials: Students’ individual vocabulary charts, paper or notebooks, pencils or pens

Note: This activity should be completed after students have already had a chance to interact with the vocabulary words in multiple ways through the other activities. If you have very low-level students, or if you have ten words in your chart, you can split this activity over two class meetings, and use a third meeting for students to share.

Procedure:

1. Have students take out their vocabulary charts. Review the sentences in the EXAMPLE SENTENCE column. Explain that during this activity students will work together to write a new sentence for each of the vocabulary words.
2. Assign each student one or two partners to work with (or allow students to choose partners)
3. Students and their partners should complete the NEW SENTENCE column of the vocabulary chart. If needed, the sentence can be similar to the example sentence already on the chart, or you can provide a model sentence starter for each of the words on the board.
4. When students finish writing new sentences, have them find new partners and share the new sentences they have written for each of the words.

Creating and using this vocabulary chart multiple times during a unit of study can help beginners retain vocabulary. The practice activities also allow learners to interact with the words in familiar ways, which increases their ability to use the words independently.

chartvoc.jpg

Icebreaker activities are great ways to get students talking.  Icebreakers are even better when students are both talking and practicing a specific language skill or component. “Find Someone Who...” is a common icebreaker in which students get a list of characteristics and they must find classmates who meet the characteristics on the list. For example, the worksheet might say, “Find someone who has traveled to Japan.” Students must then walk around the room asking classmates about their travels. Once they find a student who has traveled to Japan, they get that student’s signature and move onto the next item on the list.

In this week’s Teacher’s Corner, we modify the “Find Someone Who...” game to include modals. The goal is for students to ask questions and give answers using modals. The game is a lot of fun and can be adapted to fit the level, needs, and experiences of your students.

Intermediate and above (knowledge of question formation and modals necessary)

• Speaking
• Listening

During this activity, students will be able to do the following:

• Practice using modals in situations related to possibility, ability, and predictability
• Form questions and answers using modals

• Make enough copies of Worksheet: Find Someone Who...  (Appendix A) for all students in the class.

1.     Warm up the class by asking some questions to get students thinking about modals and questions. Here are some examples to use:

• Would you like to climb a mountain?
• Are you going to be wealthy in the future?
• Can you swim?

2.     Tell students they are going to play a game called “Find Someone Who...” and explain the directions.

• Each student will get a copy of a worksheet with phrases.
• To play the game, the student will pick one phrase to turn into a question using a modal.
• Then the student will go around the room and ask the question to classmates to find someone who answers “yes.”
• When the student finds a classmate who answers “yes” to a particular question, the student must get the classmate to sign next to that item. The student can have their classmates sign only once on the worksheet.
• After finding a classmate to sign for one item, the student then forms a question for another item and repeats asking the question to classmates. 
• The first student to get a signature for every item on the list wins.

3.     Hand out copies of the “Find Someone Who...” worksheet. Give students time to review the items on the list and to ask questions about anything that they don’t understand.

4.     Have students stand up. Tell them they have 10 minutes to talk to classmates and to try to get every item on the list signed.

• Tell students “Go,” when you are ready to start the clock.

5.     As students circulate, take time to listen and ensure that students are asking questions accurately.

6.     When the first person finishes, review his or her worksheet.  Ask the student to read his or her answers in complete sentences.

7.     Finish the activity by having all students make complete sentences using the answers they have. If you want, you can collect and check the sentences each student writes.

There are a number of possible variations and adaptations for this activity. One variation starts the activity by asking students to write the questions they will ask before the activity starts. Each student gets a worksheet and spends time turning each phrase listed into a complete question. Students then have the questions ready before they start the game.

Another alternative is to have students create their own worksheet. Each student must come up with a single item to use in the game. Post all the items on the board. The students then copy the phrases into their notebooks before starting the game. Students now have a worksheet that is better tailored to their experiences.

Finally, teachers can rewrite the items listed on the worksheet to match the language level and the experiences and background of the students.

Find someone who...

1.     would like to travel around the world.                                    ________________________________________

2.     is going to a university.                                                                      ________________________________________

3.     can bake desserts.                                                              ________________________________________

4.     would eat bugs for money.                                            ________________________________________

5.     is going to watch a movie this weekend.             ________________________________________

6.     will have children.                                                               ________________________________________

7.     can speak multiple languages.                                                     ________________________________________

8.     will be famous.                                                                      ________________________________________

9.     would go camping for 30 days.                                                      ________________________________________

10.  can play an instrument.                                                  ________________________________________

     Simple Modals                   

     Can, May, Must, Should, Will                                                                                               

     Phrasal Modals

     Have (got) to, Be able to, Be supposed to, Be allowed to, Be going to                       

Note: In the phrase “has got to,” the word “got” can be included or omitted, i.e., “She has to wash dishes” or “She has got to wash dishes.”

1.     Start class by arranging students into the pairs you organized before class.

2.     Turn their attention to the modals written on the board. Point to the two types of modals. Explain that simple modals are single words while phrasal modals are phrases using the verbs be or have. Tell learners that the simple modals on the board can be matched to a phrasal modal. The two modals do not mean exactly the same thing, but they can be used in similar ways.

3.     After you explain the modal categories, tell students that with their partners they will identify the meanings of the simple modals listed and match them with phrasal modals that have the closest meanings.

• Have students write down the lists of modals from the board, using pencil and paper.
• Tell students to first review the list of simple modals and discuss with their partner the meaning of each simple modal.
• As they discuss the meaning of a simple modal, tell them to notice what words they use to define the simple modal. These words can give clues to which phrasal modal might be the best match.
• The students then use their definitions to match each simple modal to a phrasal modal.

4.     After students define and match all simple modals to phrasal modals, assign each pair of students to compare their answers with another pair of students.

5.     Check in with the whole class to ensure that everyone has the same answers or to give them a chance to ensure that their answers are correct. The matching pairs are can/be able to; may/be allowed to; must/have (got) to; shall/be supposed to; will/be going to.

1.     Have students return to working with their original partners.

2.     Hand out the first sentence set (Appendix A) to half of the pairs and the second sentence set (Appendix B) to the other pairs.

3.     Tell the students to work with their partners to complete the sentences with the correct modal from the list of modals on the sheet.

Note: The students should only fill in the sentences at the top of the sheet. The bottom half of the sheet will be filled in later.

4.     Once the pairs finish, tell them to trade their sentence set with the group they worked with earlier.

5.     Explain that they must rewrite the sentences using the modal from their sheet that most closely matches. For example, the pair that worked on the worksheet with simple modals will rewrite the other group’s sentences using the appropriate simple modal.

6.     When the pairs finish, have them return the worksheets to the original group. Ask them to compare their original sentences with the rewrites.

7.     When everyone has reviewed their answers, ask each pair to choose one of their rewritten sentences and write it on the board. When this is done, all of the sentences from the worksheets should be on the board. The students can double-check their work and use this time to ask questions.

One way to vary this activity is to utilize a reading that you have previously used in class. Modify half of the reading to use simple modals and the other half of the reading to use only phrasal modals. Students will be familiar with the material and vocabulary, making it easier for them to focus on examining the differences in meaning between the two types of modals.

An extension to this activity could have students writing their own sentences using simple or phrasal modals as they choose. Giving learners an opportunity to create new sentences gives them a greater stake in the meanings that they want to communicate, and they may find it easier to understand the differences in how each modal is used.

Sentence Set One

Simple Modals

1. We ____________________ go to the party if we have enough time.
2. Zahra and Fatima  _____________________ arrive early if they want to ride to the party with us.
3. You _____________________ have two cookies now, but no more. You’ll eat cake and sweets at the party.
4. They ___________________ come home by ten, but they might come home a little later.
5. Don ___________________ be at the party tonight. We can talk about it then.

Rewritten sentences

1. ____________________________________________________________________
2. ____________________________________________________________________
3. ____________________________________________________________________
4. ____________________________________________________________________
5. ____________________________________________________________________

Sentence Set Two

Phrasal Modals

1. They ___________________________ go to the swimming pool on Saturday.
2. Niu ____________________________ swim. He learned while studying in Australia.
3. David and Michelle ___________________________ be at the pool by 10:00 am.
4. Since we know the lifeguard, we ________________________ go into the pool early.
5. Everyone ________________________ wear water shoes while swimming at the public pool.

Rewritten sentences

1. _____________________________________________________________________
2. _____________________________________________________________________
3. _____________________________________________________________________
4. _____________________________________________________________________
5. _____________________________________________________________________

Answer Key (for teachers)

Appendix A:

1. can
2. must
3. may
4. should
5. will

Appendix B:

1. are going to
2. is able to
3. are supposed to
4. are allowed to
5. has (got) to