Language Learning Support Section

Title:	Helping students to strengthen their word awareness and vocabulary building skills
Type:	Lesson plan & teaching material
KLA:	English Language
Level:	S1
School:	Catholic Ming Yuen Secondary School
Textbook:	Longman Elect JS3B (Second Edition)

Background	Implementation	Acknowledgements		File download

Background

The S3 teachers of Ho Lap College (Sponsored by the Sik Sik Yuen) would like to strengthen their students’ word awareness and vocabulary building skills through explicit teaching of essential skills and strategies. They delivered a 3-lesson intensive vocabulary workshop focusing on some essential vocabulary learning strategies, such as morphemic knowledge and dictionary skills, for their students in the first term. After the workshop, the teachers provided opportunities for their students to recycle the use of these strategies whenever possible in the English lessons. Students also had to record the new and interesting English words and expressions they encountered outside the English classroom in a Vocabulary Learning Journal from which they would select some words and expressions to share with their peers regularly in the English lessons so that they could learn from each other.

The following is an example of a teaching unit which the LLSS language support officer developed with the teachers to illustrate how the target vocabulary learning strategies were introduced and recycled in a textbook unit “Music”. It is based on Unit 6 Music to my ears of their textbook – Longman Elect JS3B (second edition).

Implementation

Procedures

Target vocabulary strategies

Materials

Lesson 1: Words related to music and preparation for the mini group research project

Developing a personal word list

1.	Students make a list of music related words and share with their peers.

Using mind maps

1.	In groups, students organise the words from their lists in a mind map.
2.	The teacher writes the target new words related to music albums on the blackboard. If the words are not already included in the mind maps, students include them in their group’s mind map with the help of a dictionary if necessary.
3.	A few groups explain their mind maps to the class.
4.	The teacher elicits the benefits of using mind maps in vocabulary learning from students.

Understanding words at a deeper level through comparing and contrasting

1.	In pairs, students take turns to explain the difference in meaning of word pairs to each other (e.g. a track and an album, lead singer and backing group, soundtrack and background music)

Preparation for mini group research project on types of music

1.	Each group is given a week to conduct research on one type of music and then introduce it to the class.
2.	The teacher shares the expected outcome of the mini group research project with the help of the graphic organiser.


1.	Multiple exposure to the targeted vocabulary

2.	Establishing meaningful connections of vocabulary in a mind map

3.	Understanding word connotations

4.	Using referencing tools, e.g. dictionary and web search engines, to look up word meaning and examples of songs or music


1.	Textbook: Vocabulary Ex. A and C, pg. 34

2.	PPT: 1.1_L1_PPT_Intro _WordListMindmap

3.	Blank A3 paper/used poster for each group for mind map

4.	Graphic organiser for the mini group research project on types of music: 1.2_L1_TypesOfMusic_ ResearchFramework

Lessons 2 & 3: Reading comprehension

Pre-reading

Students make a list of music related words and share with their peers.

•

In groups, students predict the content of the text in the textbook based on the target words the teacher has chosen from the text.

Verifying the prediction made on text content

a.	Read around the text: Students skim the text and identify its unique text type features
b.	Read for the gist: Students skim the introduction and conclusion to predict the topic of the text

While reading

1.	First reading: Identifying subject/topic of paragraphs
•	Students scan paragraphs (topic sentences) - Support for less capable students: the teacher asks students to sequence the topics put on the board
2.	Second reading:
•	Students read for specific information in the text

Post reading:

•	Students differentiate fact from opinion in the text.


1.	Recognising target words in context

2.	Inferring word meaning from the context


1.	Textbook: Text 5 Presentation script pg. 30

2.	PPT: 2.1_L2&3_PPT_Reading Strategies_Text5

3.	Textbook Text 5 Presentation script pg. 30-31

4.	Worksheet: 2.2_L2&3_Reading Comprehension_wAns

Lessons 4: Idiomatic expressions from the text and peer teaching of vocabulary

Sharing of entries in Vocabulary Journal

1.	Students work in groups and take turns to teach each other ONE word from their journal.
2.	The teacher invites one or two students to teach a word from their group to the class.

Skimming and inferring word meaning

1.	Students sequence target words from the previous lesson according to their order in the text and infer their meaning from the context.
2.	In groups, students summarise the main ideas of the text the best they can using the target words.

Idiomatic expression:

1.	Students scan to locate the target idiomatic expressions in the text.

2.	In groups, students infer the meaning of the idiomatic expressions from the context and the teacher encourages them to suggest synonyms and examples from their daily life to explain the expressions.

Representation of understanding

a.	In groups, students show the meaning of the target idiomatic expressions either through a drama scene or drawing.
b.	Presentation of group work in class.

Conclusion

•	The teacher reminds students of the strategies used in the lesson for learning and retaining vocabulary.

Inferring word meaning from context

Retaining vocabulary acquired by

a.	doing a short writing using the target words
b.	explaining a word or expression to their peers
c.	relating the target words or expressions to personal experiences
d.	doing a role play/drawing pictures as illustration of a word or expression

1.	PPT: 3.1_L4_PPT_VocabStrategies

2.	Some used poster or A3 paper for each group for drawing or a camera for taking snap shots of students’ still pictures

Lesson 5: Reading a music review and learning word connotations and collocations

Music reviews

1.	In pairs, students identify the content covered in the music review (Text 5).
2.	Students skim and identify the aspects the writer describes with the target adjectives (e.g. people – DJ is talented, powerful voice, music is refreshing).

Connotative meaning of words and word collocation

1.	In groups, students divide the adjectives on the list given to them into those that have positive and negative connotations with the help of a dictionary if necessary.
2.	Students suggest other aspects of music that can be covered in a music review.
3.	In groups, students complete a collocation chart.
4.	Students suggest three more adjectives to be included in the chart.

Pair conversation

•	In pairs, students conduct a brief conversation using the target vocabulary about their:

a.	favourite singer/band and
b.	favourite song by him/her/them and reason(s)

1.	Understanding word connotations and collocations

2.	Recording and organising target words with a collocation chart

3.	Using referencing tools to look up word meaning

4.	Retaining target vocabulary by using them in new contexts

1.	PPT: 4.1_L5_PPT_Connotation& ConversationAboutMusic

2.	Textbook: Text 5 Presentation Script pg. 30

3.	Worksheet: 4.2_L5_TalkingAbout Music_wAns

4.	A dictionary for each group

Lesson 6: Presentation of mini group research project on types of music

Types of music (according to style)

•	Students review pronunciation of target vocabulary.

Group presentations and note-taking

1.	Groups take turns to give a 2-minute presentation of their research findings while the others take notes on note sheets.
2.	After each presentation, the teacher invites different groups to give feedback to their peers.
3.	Students vote for their favourite type of music

1.	Retaining target vocabulary by using them in new context

2.	Retaining target vocabulary by sharing with peers

1.	Note sheet for listening to group presentations: 5.1_L6_Research Presentation_Notetaking

2.	Textbook: Vocabulary Ex. C pg. 35

Lesson 7: Learning suffixes related to jobs

Application of morphemic knowledge (suffixes)

•	In pairs, students guess the meaning of words using their knowledge about suffixes.

Making use of contextual clues

1.	Students complete some short cloze tasks about different kinds of musicians making use of the contextual clues.
2.	Students compare their answers in pairs. Then, the teacher invites different students to explain the clues that help them to get the answer to the class.

Suffixes of job titles – Group competition

•	In groups, students work in groups to look for as many words in a word search puzzle as they can within 1 minute. The group that gets the most number of words wins.

1.	Making use of morphemic knowledge to make sense of word (suffixes of job titles)

2.	Making use of contextual clues to guess word meaning

3.	Developing an interest in words through playing word games

1.	Textbook Vocabulary Ex. B pg. 34

2.	Worksheet on suffixes of job titles: 6.1_L7_Suffix_JobTitles

Lessons 8 and 9: Writing a music review

Pre-writing

1.	The teacher explains her expectations of students’ writing with the help of the rubrics for awarding the bonus marks.
2.	Students develop and organise their ideas for the music review using a mind map and a graphic organiser.
3.	The teacher invites a few students to share their ideas with the class and provides feedback to them.
4.	The teacher reminds students to include the new words and expressions covered in the unit in their writing.

While writing

•	Students write their music review.

Post writing

•	Students revise and proofread their work before submission.

•	Retaining target vocabulary by using them in new context

•	Worksheet: 7.1_L8_Writing a music review

Acknowledgements

Ms. Chong Yu-lai, Paula (Junior Panel Chairperson)

Ms. Yu Yim-lin, Eileen

Ms. Fu Kit-yee, Jinny

Ms. Cheng Lai-ki, Connie

Ho Lap College (Sponsored by the Sik Sik Yuen)

File download

1.1_L1_PPT_Intro_WordListMindmap	815KB
1.2_L1_TypesOfMusic_ResearchFramework	45KB
2.1_L2&3_PPT_ReadingStrategies_Text5	225KB
2.2_L2&3_ReadingComprehension_wAns	39KB
3.1_L4_PPT_VocabStrategies	62KB
4.1_L5_PPT_Connotation&ConversationAboutMusic	263KB
4.2_L5_TalkingAboutMusic_wAns	60KB
5.1_L6_ResearchPresentation_Notetaking	45KB
6.1_L7_Suffix_JobTitles	86KB
7.1_L8_WritingMusicReview	117KB

Back to Top