Class:
L2 Vocabulary Learning & Teaching F2012
Name: Lilian (9859504)
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Class
unit
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The first book in
senior high school Lesson 3: Table talk
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Class Period
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3 periods (150
minutes)
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Class level
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10 graders in
senior high school
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Class size
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40 students
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Learning goal
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By enhancing
learners’ vocabulary knowledge: form-meaning link, derivation, collocation,
and phrasal vocabulary to promote students’ 4 skills.
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Teaching Objectives
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1. Promote
learners’ vocabulary acquisition through explicit instructions.
2. Promote
learners’ acquisition to make correct sentence patterns about table talk.
3. Enhance
learners’ listening and speaking ability in English.
4. Extend
learners’ social interaction to work together to accomplish a task.
5. Extend
learners’ ability to apply what they learn in the real world.
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Teaching Materials
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1.
Teacher-made worksheet
2.
Far-East English textbook, Book 1
3.
Flash cards
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Assignment
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Finish
the worksheet
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Assessment
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Fill-in,
multiple choice, paragraph writing
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From Theory to Practice
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1. Communicative approach:
Experience sharing allows students to explore their linguistic ability and
express their living experiences.
2. Task-based language teaching:
Sentence patterns and related vocabulary learning about the target task
allows students to fulfill the task and apply what they have learned to their
real life.
3.
Social interactionist approach: Invite students extend their thinking
and enhance their engagement with the task.
4.
Nation (2001) and Nation and Gu’s
four-strand approach: Construct students’ vocabulary acquisition step by
step.
5.
Nation (2001)’s‘word knowledge’ aspects: help students develop their vocabulary
knowledge, such as form-meaning, grammatical function, and collocation
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Teaching Procedures
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Time
(mins.)
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Theoretical framework
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Period 1
Step 1. Pre-reading part
Warm up: Who would use the following
expressions, a customer or a waiter? Discuss the question with your partners
and check the best answers. Then, discuss the unfamiliar vocabulary.
Step
2. Reading part: Presentation
1. Vocabulary teaching.
1-1 Students are asked to read the
dialogue in the textbook (Appendix2 p.50-54). The target words are embedded
and enhanced in the text, and students need to guess the meaning from the
context. Students are expected to pay direct attention to these items.
1-2 Teacher is expected to give an
English explanation of each target word and then give students the meaning of
each target word in L1.
1-3 The teacher will teach the derivation and collocation of each target word.
Target
words:
recommend,
reservation, fry, bake, steam, salmon, taste, smell, bill, culinary
Derivation:
recommend/
recommendation, reserve/ reservation /fry/fried, bake/baked, steam/steamed,
smoke/smoked
1-4 Collocation teaching:
collocations about the target vocabulary
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Make a reservation
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Make a recommendation
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Take one’s order
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Take one’s seat
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Have the bill
2. Idioms and multiword units teaching
2-1 Students guess the meaning of each
multiword unit from the reading text.
Phrases/ Multiword units about table talk.
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Go Dutch
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On the house
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How would you like…
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May I …
2-2 Teacher is expected to give direct
and explicit instruction.
Period 2
3. Lexical Pattern teaching
1-1 Teacher-initiated focus on forms teaching.
Lexical pattern
Smell/
sound/ look/ taste/ feel+ adj
Smell/sound/
look/ taste/feel+like+ NP
Ex: My fried salmon smells good.
The soup tastes like water.
1-2 Students are expected to finish the exercise parts in the
textbook.
(Appendix1
p.66-67)
Step
3 Practice
1. Mind
mapping: To enhance the learners’ retention of each
vocabulary about tale talk, learners are asked to finish a mind mapping about
restaurant English in L3 in groups.
Ex:
2. Vocabulary logs: Vocabulary logs help learners to reinforce their
own learning by building a record of the new words they encounter in
communication, and setting up a procedure for reviewing them. Students are
asked to finish their own vocabulary log in class.
Ex:
Vocabulary log
Look back over the words you met for the
first time in this lesson. Decide on five that you think will be useful for
you. Then complete the table.
Show your words to another learner, and
explain your plan for revising these words.
Notes:
Period 3
Step
4 Production: Task-based activity.
1.
Make up a dialogue.
1-1 Students are asked to make
up a dialogue about “table talk” in a restaurant, and the conversation
between customers and waiters should
be included. Students also need to
make use of the target words, phrases and sentence patterns in their
dialogue.
Ex: See Appendix 2
1-2 Students are divided into groups. 4
students in a group. They should discuss and come up with their own dialogue
in a restaurant.
2.
Information gap / Information exchange
2-1 After making up the dialogue,
students in a group need to fill in the blank depending on the dialogue they
made. Then, students in groups choose one of the other groups. They need to use
the target words, phrases and lexical patterns they learned to ask for
information about the restaurant the groups designed. Students need to finish
the following charts.
Ex:
2-2 Each group need to present their
restaurant and the information about the restaurant from the other group in English.
Step
5 Wrap up.
Teacher reviews the target words, phrases, sentences patterns and
announce the assessment next class.
Period 4
Step
6 Assessment
1.
Students are asked to
complete an evaluation sheet, which includes fill-in part, multiple choice
and picture description.
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Fill in 30 %
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Multiple choice 30%
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Writing Part 40 %
2.
For fill-in and multiple
choice parts, items are scored dichotomously.
3.
For writing part, both peer evaluation and teacher
evaluation will be adopted. Students need to score
0-10 based on the vocabulary use, sentence pattern and content. Teacher is responsible
to score 0-30 based on the same criteria.
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Peer evaluation: 25 %
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Teacher evaluation: 75%
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10
25
15
15
20
15
20
20
10
30
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Communicative
approach
Social
interactionist approach
Engagement with vocabulary
Explicit learning
Focus-on-forms
Grammatical Knowledge
Meaning-focused input
phrasal vocabulary learning
MWUs
Explicit learning
Focus-on-forms
Language-focused learning
Language-focused learning
Non-Mnemonic semantic elaboration techniques
Language-focused learning
Meaning-focused
output
Fluency development
Task-based language teaching
Communicative approach
An embedded, selective vocabulary measure
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Appendix 2
Restaurant English
Conversation
Serena
and Jeremy went to an American restaurant to celebrate Serena’s birthday.
Waiter: Welcome to Daniel’s Restaurant. Do you have a
reservation?
Jeremy: Yes. My name is Jeremy.
Waiter: Sure, Mr. Yen. You reserved a table for two. Please come this way.
Jeremy and Serena
take their seats.
Waiter: Are you ready to order now?
Serena: No, we’re not ready yet. Please give us a
minute.
Waiter: May I take your order now?
Serena: I can’t decide. What do you recommend?
Waiter: I recommend our fried chicken. It’s delicious.
Serena: Then, I want an order of fried chicken.
Jeremy: I want the same.
Waiter: What would you like for dessert?
Serena: I want chocolate ice cream for dessert.
Waiter: How about you, sir?
Jeremy: I can’t decide. What do you recommend?
Waiter: I recommend our strawberry cake. People say it’s
great.
Jeremy: All right. I want it.
Waiter: What would you like to drink, madam?
Serena: I want a glass of juice.
Jeremy: I want soda, please.
Waiter: Anything else?
Serena: That’s all, thank you.
The
waiter is serving the food.
Waiter: Here’s your fried chicken. Enjoy.
Waiter: The chocolate ice cream is for the lady. And the
strawberry cake is for the gentleman. Bon appetite.
Waiter: Here are your drinks. Enjoy your
meals.
Jeremy and Serena
finish their meals.
Jeremy: Can I have the check, please?
Waiter: Certainly.
Jeremy: Serena, today is your birthday, so this is on
me.
Serena: Thank you for your treat. It was delicious.
Jeremy: You’re welcome.
Waiter: Thank you for coming. Have a nice
day.
Appendix 3
I.
Fill in 30 %
_________1. “Where does it hurt?” the kind
lady asked the boy in a g e
voice.
2. For the
sake of your health, you should not always eat fast food such as f d chicken, and French fries. .
3. Peter
loves all kinds of sports, e y
basketball.
4. The
waiter a hed us and asked
what we’d like to eat.
5. We decided to stay in the hotel Amy r ded to us.
6. The
food at this restaurant is great, but its s e is awful.
II.
Multiple choice 30%
1. The smoked salmon smells fried chicken.
(A) such (B) like (C)
as (D) for
2. The
lady walking towards us looks like .
(A) serious a teacher (B)
seriously a teacher
(C) a teacher seriously (D) a serious teacher
3. She is an excellent babysitter,
and I have recommended her many of my friends.
(A)to (B) of
(C) for (D) up
4. The title of the book sounded .
(A) interest
(B) interested (C)
interestingly (D) interesting
5. After Nancy the bill for her family, they went out and
went shopping together.
(A) taken (B) made
(C) done (D) had
6. I have already the reservation on Mother’s Day.
(A) taken (B) made
(C) done (D) had
III.
Writing Part 40 %
You are a new
visitor in the US. You find a new and delicious restaurant and you want to recommend
it by writing a letter to your friend in Taiwan. Please try to write a letter
to recommend some delicious dishes based on the menu. Write one paragraph about
80 words.
＊ Do not forget to
use the vocabulary, phrases and sentence patterns you learned in the lesson.
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