Activity 3, Handout 2 SOME GUIDELINES FOR VOCABULARY TASK DEVELOPMENT Before developing a vocabulary task it is necessary to identify the specifications of the task you are going to develop. The following checklist may be useful for this purpose: questions comments 1 What materials am I going to use for the development of the task? (e.g. existing textbook, literature source, newspaper or other authentic materials) 2 What level of vocabulary should the task be aimed at? (e.g. pre - intermediate) 3 Should the task focus on the expansion of passive vocabulary or on vocabulary activating? 4 What is the precise focus of the task? (e.g. words related to a certain topic; different meanings of a word; different words with similar meanings; collocations; style and register) 5 What type of task am I going to use? (e.g. open/banked Gap filling exercises; comparing synonyms in context; replacing nonsense words in a text; multiple matching; analysis of words and word combinations in a text; using word combinations and phrases in speech; using texts with thinking questions; labeling and describing objects in a picture etc.) 6 Is there any need to pre-teach some vocabulary? If yes, how amI going to do this? 7 What stages will be there in the task? (e.g. pre-, during- and post-reading) 8 Will my task be integrated with other skills/aspects? (e.g. speaking skills and grammar?) How? 9 Will the task combine different interaction patterns? (e.g. individual and pair work) 10 Which principles of vocabulary teaching will be involved in this task?
Aim: to explore different types of activities focused on phonological features in a context.
Objective:
to explain the difference between phonetics and phonology
Teaching phonology
Analysing phonological activities
Lead-in Time: 10 min
Ask SS the following question and collect the answers on the board:
How do you understand ‘phonological level’ of language? What does it include?
Differentiate between phonetics as the study of sounds in a language and how they are made and phonology which is an umbrella term covering all the supra-segmentals including stress, intonation, rhythm etc as well as the pure pronunciation of words and phonemes.
Establish that different accents, intonation patterns, pronunciation, etc are known as ‘phonological features’. Suggest that there are different activities focused on different phonological features.