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1. Vocabulary Log (Post-reading activity)
Look through the text again and think about meanings of highlighted words, write down them in 1st column.
Write possible meanings of them by guessing and pair for comparing your answer with your partner.
In groups, discuss your opinions, then check them form dictionary and fill last column.
New word or phrase
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Possible meaning
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Dictionary explanation
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respiratory
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2. Fill-in-blank
Fill the gaps below by using appropriate new word.
Compare your answer with your partner.
Read the answers and check them with whole class.
These muscles act to pump the blood through the ________ organs.
The following day his chest got considerably worse and this led to his _____________.
The risk of infection of confined to groups such as medical _________.
I suppose I was looking for an __________, which was going to be an adventure.
His injuries were quite___________.
The statistics seriously _________ the number of people affected.
Physical exercise can ______________ you against heart disease.
The doctor may seek the concurrence of a relative before carrying out the ___________.
3. Find synonym
Answers
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Words
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Synonym
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1. ____
2. ____
3. ____
4. ____
5. ____
6. ____
7. ____
8. ____
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respiratory
hospitalization
underestimate
occupation
protect
personnel
procedure
severe
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profession
pulmonary
staff
harsh
medical care
undervalue
defend
process
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4. Short text creation. (Group activity)
In group of 3, look at the following pictures, choose 4 words from new vocabulary and create a short text consists of at last 3 sentences.
Read your text to the whole group and get feedback
5. Vocabulary Spinner (Group activity)
Roll vocabulary over and response the offer you choose (words are shown or told by teacher).
Try to correct other group mate’s answer who could not find right answer.
Try to give extra information for others’ response.
Feedback from peer
Feedback from Mahmudova Munisa
This activity is based on contextual teaching. Because contextualized method and teaching from context does not include teaching the definitions of words or translations. So in these tasks, Nozima teaches from context to be taken meaning the incidental teaching of vocabulary from reading while the learners just concentrate on the message of the text. Teaching from context doesn’t include teaching the definitions of words or translations. It also emphasizes that if the words taught in isolation are generally not remembered. Learners encouraged working out the meaning of the unknown words. Such as, Task 1 learners try to identify your unknown words. There is a difference between active and passive vocabulary. For example, task 3 is about synonyms and match their meaning. Nozima used to analyse words and word combinations for encouraging learners. The collaboration and connected words in context are really helpful to catch the meaning of the word even if it is somehow challenging or readers are aware of the contextual meaning rather than dictionary one. This task includes interaction and real life communication such as task 4-5.Make a short story helps to learners to use the words in real life.
In conclusion, this task is very useful and interesting for learners and it improves your vocabulary skill.
According to the Ellis’s framework, this activity has
a clear goal
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It helps students to strengthen their vocabulary knowledge after reading, get familiarize usage of new words in the real life.
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input
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Students read the text, guess the meaning of new words, compare them with real meaning in dictionary, authentic text provide the context how to use them in real life.
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conditions
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Student find the meaning of new word by guessing from context, fill the gaps, find synonyms, create a short text, share it with whole group, play Vocabulary spinner game.
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Procedure
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Students work in peers and groups to interact and use new words
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Predicted outcome
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Fill-in-blank and finding synonym are controlled activity because there is the only right answer
Text creation and Vocabulary spinner are semi-controlled and focused on free practice. The context for new words can vary from student to student. Here context only is tested.
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Reflection
I have practiced to create my own vocabulary activity and tried to give useful suggestions to my peer for evaluating her activity in this week’s lesson. The process was very interesting and useful, I think everybody liked it. I tried to show my peer’s drawbacks and weaknesses in my feedback. I realized that she mixed the order of tasks and forgot to mention the level of her learners. So I gave some suggestions in order to prevent her from making such kind of mistakes later, since our well developed activity must help learners to bridge the gap between a word’s form, meaning and use, if we will be teacher in future. However, I wasn’t satisfied my peer’s feedback given to me, because she only mentioned strength of my activity nor weakness.
I think the task of this week was very valuable, because we could exchange our thoughts, learnt how to evaluate our activity as well designed one that has all features, focuses on different aspects of teaching vocabulary and encourages student acquire vocabulary and use it in the class context and take it to real-world environments.
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