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Eliciting Vocabulary and Checking Understanding

The document provides guidance and examples for effectively eliciting vocabulary and checking learner understanding. It discusses techniques for eliciting new words, such as planning ahead, keeping it simple, and providing word clues. Sample vocabulary is presented for elicitation, like "yummy mummy" and "hotdesk." Methods for checking comprehension are also outlined, like asking learners to use words in sentences or answer yes/no questions. A transcript demonstrates a teacher using questions to check if learners understand the word "shoplift." Finally, examples are given for writing questions to check understanding of target words like "briefcase" and phrases like "give me a hand."

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Thuy (AEKT-AMES-HVT) Dang Thi
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134 views

Eliciting Vocabulary and Checking Understanding

The document provides guidance and examples for effectively eliciting vocabulary and checking learner understanding. It discusses techniques for eliciting new words, such as planning ahead, keeping it simple, and providing word clues. Sample vocabulary is presented for elicitation, like "yummy mummy" and "hotdesk." Methods for checking comprehension are also outlined, like asking learners to use words in sentences or answer yes/no questions. A transcript demonstrates a teacher using questions to check if learners understand the word "shoplift." Finally, examples are given for writing questions to check understanding of target words like "briefcase" and phrases like "give me a hand."

Uploaded by

Thuy (AEKT-AMES-HVT) Dang Thi
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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ELICITING VOCABULARY AND CHECKING UNDERSTANDING

A. ELICITING VOCABULARY
1. Read this advice for eliciting vocabulary. Which points are helpful?
a, Trying to trick the learners or they will be find it too easy.
b, Plan how you will elicit things before the lesson.
c, Keep eliciting as simple and quick as possible.
d, Make sure you elicit everything; never give in and just tell the learners.
e, If the learners don’t get the word quickly, try giving them the first sound of the word.
2. Observe a demo. What techniques did the teacher use to teach the words.
Yummy mummy Petrolhead Straycation
Having a senior moment Chelsea tractor Skinny latte
Frenemies A hole in the wall Bingo wings
Hotdesk Close of play Gobsmacked

B. CHECKING UNDERSTANDING
1. Work in pairs. Discuss the strengths and weaknesses of these techniques for checking that
learners have understood new words.
a, Teacher asks a learner to translate the word (or phrase) into their own language.
b, Teacher asks “Do you understand?”
c, Teacher asks the students to use the word in a sentence
d, Teacher asks short, easy – to-answer questions. For example: If you are head over heels in love, are
you in love a lot, or a little bit?
2 Work in pairs. Read the lesson transcript.
a, What is the purpose of the teacher’s questions?
b Complete the students’ answers (1-6)
c What do you notice about the answers?
The teacher has just taught the word shoplift, and given the example sentence The kids were caught
shoplifting sweets.
T: Did the kids pay for the sweets?
Ss: 1
T: Is this a crime?
Ss: 2
T: Can you shoplift a washing machine?
Ss: 3
T: Can you shoplift a watch?
Ss: 4
T: So, is shoplifting used about very big things?
Ss: 5

3. Read these questions for checking the understanding of handbag. Cross out the ones that
aren’t useful.
a, What color is this handbag?
b, Do you put big things or small things in a handbag?
c, Do men and women use them, generally?
d, Do you like this handbag?
e, Would a handbag be used every day, or just when you are travelling?
4. Read the sentences and write questions to check understanding of the bold words or phrases:
a, She picked up her briefcase and left. (The teacher is worried that “briefcase” will be confused with
“suitcase”)
b, Could you give me a hand with the housework? (The teacher is worried that the learners will not
realize that “give me a hand” is informal)
c, The car was a write-off after the accident.

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