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NCELP�Vocabulary TRG

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Rachel Hawkes

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Aims of the session

Develop an understanding of the research evidence relating to L2 vocabulary learning
Develop more concrete ideas for teaching vocabulary: (a) which words? (b) how to present, consolidate, develop and assess vocabulary knowledge?
Explore some of the NCELP resources and approaches for vocabulary learning
Understand the ways in which you will work with the Lead Schools to develop practice in this area

Rachel Hawkes

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Rachel Hawkes

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Research

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Rachel Hawkes

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Overarching aim of teaching vocabulary

To help learners develop breadth, depth and fluency of vocabulary knowledge, with an emphasis on high-frequency words, including plenty of verbs. �

It is important to:

Select vocabulary carefully, based on frequency
Regularly revisit the same vocabulary, especially before the lesson to practise in context in class
Give the meaning transparently, then force regular recall of form and meaning
Teach the verb lexicon = meaning of verbs�[Verb vocabulary = infinitive or long form, (e.g. écrire, pouvoir, sauter)and the short form (écrit, peux, saute)]

Rachel Hawkes / Emma Marsden

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Rachel Hawkes

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Which words?

Vocabulary to be taught should be informed by frequency of occurrence in the language, and special attention should be paid to common verbs in the early stages... A consequence of not attending to frequency of occurrence in vocabulary choice is pupils realising that they cannot say or understand basic things in the language.

Anon. 2016. Modern Foreign Languages Pedagogy Review. A review of modern foreign languages teaching practice in key stage 3 and key stage 4. (Chair: Ian Bauckham). Teaching Schools Council.

Rachel Hawkes / Emma Marsden

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Rachel Hawkes

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GCSE frequency lists

Frequency data have been added to AQA GCSE vocabulary lists for French, German and Spanish�[Sources: A Frequency Dictionary of Spanish: Core Vocabulary for Learners (Davies & Davies, 2018); A Frequency Dictionary of German (Jones & Tschirner, 2006) and A Frequency Dictionary of French (Londsale & Le Bras, 2009), published by Routledge.]
The lists are available in a variety of formats: Excel (full list), Word – A-Z, by topic, by parts of speech
Teachers may use the frequency data to:

inform the SOW design
stimulate interest amongst pupils (and teachers!)
teach multiple meanings of the same word
teach vocabulary in multiple word class clusters
teach relations between words within word families
teach cognate patterns
highlight differences between high frequency words and awarding body lists

Rachel Hawkes / Emma Marsden

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Rachel Hawkes

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Nick Avery / Inge Alferink

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Rachel Hawkes

Section 2: Which words?�

Handouts 2,3,4: EXTRACTS of the vocabulary lists for French, German and Spanish.�This slide is a screen shot of the Spanish one.�Point out that some of the inclusions in the list lie outside the top 5000 words. Given that an ambitious aim of 2000 words is commensurate with the expected vocabulary size for Common European Framework of Reference B1, it is significant that significant numbers of words on the GCSE list lie outside this frequency range. Clearly, some words will naturally lie outside the top 2000 and nevertheless be valid. However, in the theme of weather, we might rightly ask whether all of these less frequent items need necessarily to be learnt (at the expense of other, more frequent, vocabulary).

NB: It is important to say at this point that NCELP has set out to share this work with the awarding bodies, and that it is hoped that frequency will play a significant role in any future GCSE specification. However, changes to vocabulary lists are clearly not permitted within the life of a specification, so as it stands, the lists are for teacher use. It does stand to reason, however, that (with the notable exceptions of words like ‘ayuntamiento (town hall) and ‘ajedrez’ (chess) which we know that awarding bodies like to put into their papers), question writers probably do tend to use the more common words in these lists, so that we would do no harm to ensure that the most frequent words in these lists are known well by all learners. In doing this, we also ensure that learners are better prepared for communication outside the classroom, since these are the more frequently used words.

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Which words?

In the early stages of a language course, particular attention should be paid to the planned building of pupils’ verb lexicon, focussing on the meaning of the stem or infinitive form of common verbs. A strong basic verb lexicon has been found to relate positively to pupils’ ability to effectively manipulate those verbs at later stages.

Rachel Hawkes / Emma Marsden

Anon. 2016. Modern Foreign Languages Pedagogy Review. A review of modern foreign languages teaching practice in key stage 3 and key stage 4. (Chair: Ian Bauckham). Teaching Schools Council.

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Rachel Hawkes

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First encounters with high-frequency verbs

25 highest frequency verbs
15 high frequency concrete verbs
Sets of six slides per verb
Long form (infinitive) and short form (3^rd person singular)
Sentences (revisiting high-frequency (phonics) vocabulary)
Audio-embedded versions

NB: these are for first encounters with these important verbs. Further practice and gradual extension to working with further pairs of forms/meanings would follow (e.g. next step - 1^st and 2^nd person singular)

Rachel Hawkes / Emma Marsden

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Rachel Hawkes

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Examples – 25 verbs

French [faire]
German [haben]
Spanish [ser]

Rachel Hawkes / Emma Marsden

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Stephen Owen / Emma Marsden

faire

[to do, make | doing, making]

fait

[does, makes | is doing, is making]

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Stephen Owen / Emma Marsden

faire

[to do, make | making, doing]

fait

[does, makes | is doing, is making]

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Stephen Owen / Emma Marsden

fait

[does, makes | is doing, is making]

Zara fait le lit.

[Zara makes | is making the bed.]

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Rachel Hawkes

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Stephen Owen / Emma Marsden

faire

[to do, make | doing, making]

Zara aime faire le lit.

[Zara likes making the bed.]

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Rachel Hawkes

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Stephen Owen / Emma Marsden

fait

[does, makes | is doing, making]

Zara ____ le lit.

[Zara makes | is making the bed.]

fait

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Rachel Hawkes

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Stephen Owen / Emma Marsden

faire

[to do, make |doing, making]

Zara aime ____ le lit.

[Zara likes making the bed.]

faire

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Rachel Hawkes

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Inge Alferink / Rachel Hawkes

haben

[to have | having]

hat

[has]

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haben

[to have | having]

hat

[has]

Inge Alferink / Rachel Hawkes

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hat

[has]

Markus hat ein Fahrrad.

[Markus has a bike.]

Inge Alferink / Rachel Hawkes

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haben

[to have | having]

Markus muss ein Fahrrad haben.

[Markus must have a bike.]

Inge Alferink / Rachel Hawkes

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hat

[has]

Markus ____ ein Fahrrad.

[Markus has a bike.]

hat

Inge Alferink / Rachel Hawkes

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haben

[to have | having]

Markus muss ein Fahrrad _______.

[Markus must have a bike.]

haben

Inge Alferink / Rachel Hawkes

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ser

[to be | being]

es

[is]

Victoria Hobson / Rachel Hawkes / Emma Marsden

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ser

[to be | being]

es

[is]

Victoria Hobson / Rachel Hawkes / Emma Marsden

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es

[is]

Es rico.

[S/he is rich.]

Victoria Hobson / Rachel Hawkes / Emma Marsden

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ser

[to be | being]

Quiere ser rico.

[S/he wants to be rich.]

Victoria Hobson / Rachel Hawkes / Emma Marsden

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es

[is]

___ rico.

[S/he is rich.]

Es

Victoria Hobson / Rachel Hawkes / Emma Marsden

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ser

[to be | being]

Quiere ___ rico.

[S/he wants to be rich.]

ser

Victoria Hobson / Rachel Hawkes / Emma Marsden

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Rachel Hawkes

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ST wishlist

Which words? [Frequency and verb lexicon]
Suggested SOW – coming soon
More teaching methods for vocabulary
Strategies for how to help students on the way to automaticity, activities so that we can vary these steps and maintain an interesting and stimulating approach
Resources we can use
Ideas/resources for revisiting vocabulary across different contexts
Time to work on planning and resources
How to assess different levels of knowledge
Teaching students revision techniques and self-testing skills for vocabulary

Rachel Hawkes

]

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Rachel Hawkes

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How to teach and learn vocabulary

Victoria Hobson / Rachel Hawkes / Emma Marsden

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Victoria Hobson / Rachel Hawkes / Emma Marsden

Learners…
Introducing / establishing the vocabulary knowledge
quickly establish the meanings of new words (e.g. with L1 translations)
practise connecting spoken and written forms of new words to their meaning, initially
make effective use of techniques to memorise words
know the grammatical function of new words
Practising / Consolidating
use new and previously learnt words from a range of word classes in oral and written sentences
are required to re-cycle and extend a core repertoire of high frequency:�verbs pronouns other high frequency words
are asked to spot and use patterns in cognates and in word families that change the meaning or class of words (e.g., -tion for nouns, -able for adjectives)
develop their fluency/automaticity in tasks that speed up word recognition and recall
Developing
deepen vocabulary knowledge by encountering words multiple times in different contexts in different collocations (alongside other words)
use information gap tasks, which make the vocabulary essential for completing the task
work out meaning of new words in extended reading activities
have opportunities for incidental vocabulary learning (e.g., ‘picking words up’ in homework or wider reading tasks)
Assessing
know how to assess their own vocabulary knowledge learn vocabulary independently
Teachers…
take account of word frequency and word classes in lesson planning
assess vocabulary knowledge �formally (in planned tests) informally (spontaneously in class)

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How to teach and learn vocabulary

Introduction �(i.e. first encounters with new words, and initial memorisation routines)
Consolidation �(i.e. speed of retrieval building, controlled production, e.g. sentence-building)
Developing use �(i.e. revisiting across different contexts, modalities, synthesising with previously-learnt language)
Assessment

Stages of vocabulary learning

Rachel Hawkes

Topic-based vocabulary lists of one single word class are not optimal.

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Rachel Hawkes

Section 4: Vocabulary teaching sequence resources

We are now going to look at a sequence of resources to show a range of opportunities to encounter, practise, consolidate, develop and assess vocabulary.�There are two sequences for French, one for Spanish and one for German.�NB: You need to open one of the four vocabulary teaching sequence resources at this point.

Handout 10: Sample sets of vocabulary (to accompany the resource PowerPoints)�Handout 11: Teacher notes to accompany the teaching sequence PowerPoints)

�Describe the thinking behind the selection of words as a mixed word class set.�1) Sets of words of one word class (e.g. nouns or verb phrases) lend themselves to minimal manipulation in the early stages. With a set of 10 nouns, when sentences are used, they will just use one set phrase (e.g. J’aime / Je n’aime pas) in which to ‘set’ the new vocabulary, so that pupils produce identical sentence structures and vary only the nouns. The ‘formula’ given doesn’t encourage pupils to keep thinking about the meaning of the whole sentence (i.e. including the verb), but just the nouns themselves.

2) There is also some evidence that says that learners can find it more difficult to remember a set of words from just one word class (a notion that they are ‘competing for the same cognitive slot’).

3) Words from different classes lend themselves more naturally to ‘meaning making ‘from the outset. They are themselves the object of learning so, without cognitive overload of bringing in other language with which to build sentences, pupils can make immediate use of the new set of vocabulary to construct sentences and express meanings.

4) All of this leads to more secure word-form-meaning mapping and the opportunities for more focused language processing and then creation increases the chances that the language will be embedded and retained over time.

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Developing use

Information gaps�

Spot the difference
Map tasks
Guess who style tasks
Dictogloss

Rachel Hawkes

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Rachel Hawkes

Developing use�You have now shared a lot of teaching ideas and resources. Rejoin the presentation here to focus particularly on the ‘developing use’ phase.

Given the fact that the main focus within the Teaching Sequence PowerPoints is to show first encounters and consolidation, and the fact that teachers will browse those in their own language, but undoubtedly won’t see all of what has been created, it seems useful here to draw together a few examples of the Developing phase activities, in particular the Information Gap tasks, across different languages.�These have also been reproduced as Handouts of the actual pupil resources themselves, as without these, it’s sometimes difficult to grasp the nature of the activity.��At this point, give out the separate Resources Handouts selection.

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3

Inge Alferink / Rachel Hawkes

A

1

2

6

7

8

4

5

9

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Inge Alferink / Rachel Hawkes

B

2

5

6

7

1

3

4

8

2

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Inge Alferink

Guess where

Preparation

For each pair of pupils, you will need three sets of the pictures.

Cut them into individual cards along the dotted lines.

You can print them in colour or in black and white.

This activity takes time to prepare but the cards can be re-used time and again.

Game

Players: 2

Goal: guess which card the other person has

How to play:

This game is a variation on ‘Guess who?’.
Each player has a set of 24 cards in front of him/her.
Both players pick a card from a third set without showing the other player.
Players take turns asking each other yes/no questions about what is on the target card (e.g. Is there a car?) and turn over any cards that the answers eliminate.
The winner is the player who correctly identifies their opponent’s card first.

Word	Word class	Word frequency
geben	verb	57
Auto (nt)	noun	490
Zug (m)	noun	613
Fahrrad (nt)	noun	1596
Bus (m)	noun	1580
Person (f)	noun	331
Flugzeug (nt)	noun	1395
Fluss (m)	noun	1551
Straße (f)	noun	355
Stadt (f)	noun	186
Brücke (f)	noun	2062
sonnig	adjective	<4000 [953] Sonne
sein	verb	3
regnen	verb	3642

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Inge Alferink

Guess where

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Dictogloss

Rachel Hawkes

	Word	Frequency	PoS
1	être	5	verb
2	matière (f)	562	noun
3	facile	822	adjective
4	anglais (m)	784	noun
5	car	176	conjunction
6	classe (f)	778	noun
7	aimer	242	verb
8	beau/belle	393	adjective
9	langue (f)	712	noun
10	espagnol (m)	1666	noun

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Rachel Hawkes

https://www.audio-lingua.eu/spip.php?article1416

When pupils have already spent some time learning and using the verb ‘etre’, and they are very familiar with ‘J’aime… parce que’ they could complete this very short dictogloss task.�This is authentic audio. It contains many familiar words but also a couple of words that may be unfamiliar, which they can listen out for, and ask the teacher, about meaning or spelling. �This is not a test. Pupils are able to try to note things down or remember them, and ask questions of their teacher.�It is a very good way for them to try to put their phonics knowledge into practice. �For example, they might ask: Comment dit-one ‘belle’ en anglais? Comment s’écrit ‘bilingue’? ‘Plutôt, c’est quoi en anglais? Qu’est-ce que c’est ‘langue’?

They then need to work in pairs to try to reconstruct the text. It is only 33 words long.

NB: Vocabulary table for the teacher and would not be displayed to pupils.

Dictogloss�Pupils listen and make notes in English. They can listen several times to the passage.

Transcript:�Mes deux matières préfèrés sont l’anglais et l’espagnole car je suis dans une classe bilingue. �J’aime bien l’espagnole parce que c’est une belle langue et c’est plutôt facile. L’anglais j’aime bien parce que…��The transcript fades out. Pupils who finish early could be encouraged to continue the passage a bit further.

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How to teach and learn vocabulary

More ideas for developing vocabulary

Word families
Making links and spotting patterns between L1 and L2
Exploiting texts

Rachel Hawkes

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Rachel Hawkes

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How to teach and learn vocabulary

Rachel Hawkes

Word families

How did Ana say she was feeling?�Why was Ana depressed about being 27 years old? Give two reasons.�What had Ana read about love?

Q5. AQA GCSE Higher Spanish Reading 2018

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Rachel Hawkes

Developing word knowledge through word families, teaching learners how to recognise and form cognates themselves early on in secondary supports, in my view, the sort of flexibility of thinking that is needed to succeed in the higher reading paper at GCSE.�Remembering that the exams will include forms of words that learners may not have met, and are not on the prescribed vocabulary list, learners will need considerable ability to spot patterns and identify variations from words they do know, but still link them back to the meaning. A considerable challenge…

Higher Spanish Reading paper 2018 - words which may have caused issues: �1) irregular plurals that incur a spelling change with non-cognates e.g. pez --> peces �2) forms of words including prefixes - e.g. prepagada OR antitabaco and/or suffixes on infinitives - e.g. pagarlos / saltarse etc.. �3) stem-change verbs �4) spotting referent without pronouns �5) completely unknown words - e.g. 'la vejez' not on the word list – could you guess from ‘viejo’?�6) verbs used in more unfamiliar contexts - e.g. transitive use of 'subir' for 'take up' rather than intransitive 'go up' (they do meet 'subir fotos a Facebook' (upload) but this is a step away in terms of their possible 'held' translations). This last point is something we need to look at in terms of vocabulary knowledge - in Spanish there are fewer words than in English, so verbs in particular carry many different meanings - the ability of pupils to recognise these different meanings of known words is decisive in the GCSE reading paper.

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How to teach and learn vocabulary

Rachel Hawkes

�El Día de los Muertos es considerado la tradición más representativa de la cultura mexicana y es desde la cultura Azteca que se popularizó en gran parte de latinoamérica.

Word	Frequency	Part of speech	English
muere*	212	verb
mortal	2673	adjective
muerto (m)	1103	noun
muerto	1103	adjective
morir	212	verb

Word families

on AQA vocabulary list

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Be a language detective!

Where do words come from?
Many English and French words have the same origin.
Understanding this can help us work out their meanings!

LATIN

OLD FRENCH

MODERN FRENCH

MODERN ENGLISH

extraneus

estrangier

étranger

stranger

To think about:

Why do many English and French words share the same origins?
Can you think of any other English words related to this same Latin origin?

Images: https://pixabay.com/no/vectors/detective-etterforskning-mann-311684/; https://www.publicdomainpictures.net/en/view-image.php?image=155227&picture=light-bulb

Robert Woore

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Rachel Hawkes

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Be a language detective!

You can see this same pattern in lots of other word pairs!

MODERN FRENCH

MODERN ENGLISH

étranger

stranger

Can you find any other pairs of French and English words that follow this pattern?

Images: https://pixabay.com/no/vectors/detective-etterforskning-mann-311684/; https://www.publicdomainpictures.net/en/view-image.php?image=155227&picture=light-bulb

ét…

st…

So… what do you think the following French words might mean?

études	2. étudier	3. état	4. étendard
5. étonner	6. établir	7. établissement	8. étable

Robert Woore

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Rachel Hawkes

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Be a language detective!

Where do words come from?
Many English and German words have the same origin.
Understanding this can help us work out their meanings!

LATIN

OLD HIGH GERMAN

MODERN GERMAN

MODERN ENGLISH

piper

pheffar

Pfeffer

pepper

To think about:

Why do many English and German words share the same origins?
Can you think of any other English and German words that are related?

Images: https://pixabay.com/no/vectors/detective-etterforskning-mann-311684/; https://www.publicdomainpictures.net/en/view-image.php?image=155227&picture=light-bulb

OLD ENGLISH

piper

Robert Woore

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Rachel Hawkes

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Be a language detective!

You can see this same pattern in lots of other word pairs!

MODERN GERMAN

MODERN ENGLISH

Pfeffer

pepper

Can you find any other pairs of German and English words that follow this pattern?

Images: https://pixabay.com/no/vectors/detective-etterforskning-mann-311684/; https://www.publicdomainpictures.net/en/view-image.php?image=155227&picture=light-bulb

pf…

p…

So… what do you think the following German words might mean?

Pfeife	2. Pfund	3. Pflanze	4. Pfefferminze
5. pfefferig	6. Krampf	7. Pflaster	8. Pfannkuchen

Robert Woore

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Rachel Hawkes

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Cognates

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-id at the end of the word often changes to -ido

The boy is timid

El chico es tímido

Can you translate the following sentences?

1. El ácido es rojo.

2. The acid is a liquid.

What would the following words be in Spanish?

solid

rapid

vivid

Can you write a sentence in English using each and translate it into Spanish?

Notice that you also add a tilde (accent) on the first vowel, i.e., tímido

1

English 🡪 Spanish 🡪 English

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ANSWERS

1

El ácido es rojo.
The acid is a liquid.
solid
rapid
vivid

The acid is red.
El ácido es un líquido.
sólido
rápido
vívido

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Rachel Hawkes

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Here is a selection of words with the cognate patterns you have seen this term:

12

Work out the meaning. �Extra: choose two words and write sentences in Spanish.

aniversario

delicioso

alérgico

catastrófico

científico

lívido

plácido

ominoso

canario

degeneración

vegetación

competencia

extravagancia

contemplar

concentrar

calamidad

dignidad

farmacia

armonía

comedia

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cognate pattern	Spanish word 1	English	Spanish word 2	English
id 🡪 ido	lívido		plácido
ous 🡪 oso	delicioso		ominoso
tion 🡪 ción	vegetación		degeneración
ary 🡪 ario	aniversario		canario
ph 🡪 f	farmacia		catastrófico
ty 🡪 dad	dignidad		calamidad
y 🡪 ia / ía	comedia		armonía
ence/ance 🡪 encia / ancia	extravagancia		competencia
ate 🡪 ar	contemplar		concentrar
ic 🡪 ico	científico		alérgico

ANSWERS

ominous

placid

delicious

livid

vegetation

degeneration

anniversary

canary

pharmacy

catastrophic

dignity

calamity

comedy

harmony

extravagance

competence

contemplate

concentrate

scientific

allergic

12

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Rachel Hawkes

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Exploiting texts

Un hombre sin cabeza

no puede usar sombrero.

Pero éste no es

su mayor problema:

no puede pensar,

no puede leer,

no puede cantar,

no puede comer

No puede escuchar,

ni puede entender,

que para amar y besar

cabeza se debe tener.

Armando José Sequera

http://all-literature.wikidot.com/

all-literature.wikidot.com/dataentry:un-hombre-sin-cabeza

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Rachel Hawkes

Original source: http://www.doslourdes.net/Un%20hombre%20sin%20cabeza.htm

Flag the ALL Literature wiki, and ALL in general!

Exploiting texts�Remind STs that there are 8 rich texts from the Phonics resources (from FLEUR) that are available for French>

Tell them also that at the next residential we will be starting a strand on literature and authentic texts, when there will be a lot more available. �This is just an example here, and one which fits very well with developing a verb lexicon.�NB: Handout not available – permission process just getting underway, currently.�

Students brainstorm in groups (big sheet of paper / big pens!) all the possible infinitives that they think could be in the poem.�Tell them that they will get points for anticipating correctly, but also (a different number of) points for coming up with infinitives that no other group has.�After 8 minutes to work on their list, ask the class to read the poem aloud up to the first gap.�Then reveal each infinitive, one by one, telling students to mark off any that they have in common with the poem.��When finished, tell them they get 3 points for every infinitive they’ve matched.��Bonus points:�Then ask for any additional infinitives that they had. Ask for one from each group. If no other group has it, the group gets 5 points. If other groups have it, those that do get 1 point each.�Keep going until all the verbs are accounted for. �There will then be a count up to identify the winning team.��Pupils then decide on their own favourite version of the poem, adding/deleting verbs from the original.�They practise a performance version of the poem in their groups, acting out the verbs.

There are some other things we could do here, if we played around with taking out the ‘puede’ or leaving it in.��We could turn it into a minimal pairs elicited task, whereby one pupil has an adapted version, where the structure is varied, either puede + infinitive OR just 3^rd person sigular.�If the pupil hears ‘no puede’ s/he has to finish the sentence with the infinitive, if s/he hears ‘no’ only, s/he has to give the short verb form.

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Someone decided that the original version was repetitive and had too many ‘no puede’s in it. She decided to change it, so that sometimes it just has ‘no’ and a short form verb.��The difference in meaning is this:�1) no puede cantar – s/he cannot sing�2) no canta – s/he doesn’t sing��The difference in verb form is:�1) … cantar – infinitive�2) … canta – 3^rd person singular [s/he form]��Work with a partner. S/he will read an adapted version of this poem to you.�Every time s/he stops you need to complete the line with either the infinitive OR the 3^rd person singular form of the verb.��Then swap and read your version to your partner.

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Rachel Hawkes

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Un hombre sin cabeza

1 Un hombre sin cabeza

2 no puede usar sombrero.

3 Pero éste no es

4 su mayor problema:

5 no puede hablar,

6 no puede ver,

7 no canta,

8 no quiere,

9 No escucha,

10 ni puede creer,

11 que para amar y besar

12 cabeza se debe tener.

A

Armando José Sequera

Un hombre sin cabeza

1 Un hombre sin cabeza

2 no puede usar sombrero.

3 Pero éste no es

4 su mayor problema:

5 no … [hablar / habla],

6 no … [ver / ve],

7 no … [cantar / canta],

8 no … [querer / quiere],

9 No …[escuchar / escucha],

10 ni …[creer / cree],

11 que para amar y besar

12 cabeza se debe tener.

Armando José Sequera

B

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Rachel Hawkes

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A

Armando José Sequera

B

Un hombre sin cabeza

1 Un hombre sin cabeza

2 no puede usar sombrero.

3 Pero éste no es

4 su mayor problema:

5 no puede llamar,

6 no sabe,

7 no puede decir

8 no puede ir,

9 No quiere,

10 ni puede ser,

11 que para amar y besar

12 cabeza se debe tener.

Un hombre sin cabeza

1 Un hombre sin cabeza

2 no puede usar sombrero.

3 Pero éste no es

4 su mayor problema:

5 no … [llamar / llama],

6 no … [saber / sabe],

7 no … [decir / dice],

8 no … [ir / va],

9 No …[querer/ quiere],

10 ni …[ser / es],

11 que para amar y besar

12 cabeza se debe tener.

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Rachel Hawkes

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Assessment

Rachel Hawkes

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Rachel Hawkes

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Different rates of learning

A focus on high-frequency vocabulary, particularly verbs helps all learners, but particularly those who take longer to learn and find it more difficult to retain and retrieve.
Pre-lesson learning gives learners control over the initial learning (i.e. they can learn at their own pace and without any time pressure)
Peer presentation and consolidation methods – strategic seating can give a ‘lead’ role to more able students, initially, but changing partners to repeat then ensures that all are challenged (i.e. start with HPA/LPA pairs, then move to HPA/HPA and LPA/LPA pairs).
Self-made flashcards offer differentiation - Higher-attaining pupils can move more quickly to working from L1 to L2.
Information gap tasks can be tweaked to have differentiated levels of challenge in the pairings; tasks then repeated with equal challenge pairs.
Open-ended tasks, e.g. sentence-creation from given words, give pupils the opportunity for stretch.

Rachel Hawkes

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Rachel Hawkes

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CALL

Rachel Hawkes

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Rachel Hawkes

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Aims of the session

Develop an understanding of the research evidence relating to L2 vocabulary learning
Develop more concrete ideas for teaching vocabulary: (a) which words? (b) how to present, consolidate, develop and assess vocabulary knowledge?
Explore some of the NCELP resources and approaches for vocabulary learning
Understand the ways in which you will work with the Lead Schools to develop practice in this area

Rachel Hawkes

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Rachel Hawkes

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Conclusion and next steps

Rachel Hawkes

Cascade to colleagues in your departments
Plan and resource�Keep in touch with each other and your lead school, sharing anything you create (or adapt from an NCELP resource). Resources will be added frequently to Resource Portal. Send resources to Enquiries@ncelp.org.uk in the first instance – we are happy to help with copyright free images / audio recordings etc..
Teach and reflect�Make vocabulary teaching the focus of your next planned visit / observation. Use the observation schedule as a planning tool and focus for discussion. Share the document with us Enquiries@ncelp.org.uk .
Video parts of lessons where you focus on vocabulary�If possible, video parts of your lessons. Upload to VEO and tag.
Remind yourself of your next key dates: �Vocabulary TRG and Grammar CPD.

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Rachel Hawkes