YouTube transcript (o4H6nxYFWb0) — Transcript

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1. 0:04Hello. In this video, we're going to be
2. 0:06talking about putting vocabulary into
3. 0:09context so that your students can
4. 0:11understand the meaning of the vocabulary
5. 0:14that you're teaching.
6. 0:15Now, I know that you are not here yet
7. 0:17and you're not teaching any classes, but
8. 0:20I guarantee you when you get here,
9. 0:22you're going to find there will be
10. 0:23moments where your your students will
11. 0:25ask you questions about the meaning of
12. 0:27certain words and you're going to
13. 0:29struggle to get those words out in the
14. 0:31moment and you'll start thinking about
15. 0:34something and you'll just start talking
16. 0:36and it will escalate and 2 minutes later
17. 0:40everybody's still looking at you
18. 0:41confused. Um,
19. 0:43it happens. It happens to the best of
20. 0:45us.
21. 0:46Also, you might find that you revert to
22. 0:48dictionary definitions,
23. 0:50um, which doesn't necessarily help the
24. 0:53situation, especially if there's more
25. 0:55than one meaning to a word. Uh, that's
26. 0:57not going to be too useful. So, in this
27. 0:59session, I'm literally going to be
28. 1:01talking to you about how we can put,
29. 1:04um,
30. 1:05context,
31. 1:07uh, and contextual examples in place so
32. 1:09that your students really understand the
33. 1:11meaning of the target language you're
34. 1:14teaching. So, let's take a look at how
35. 1:16we can do that
36. 1:17and what that's really about.
37. 1:20So,
38. 1:22as I mentioned, when student or students
39. 1:25are unable to understand the meaning of
40. 1:27a word, by default, we tend to give
41. 1:30definitions and explanations, but on
42. 1:33occasions, that can be more confusing
43. 1:35than helpful for your students, mostly,
44. 1:38but maybe for yourself as well.
45. 1:41So, putting words or phrases into
46. 1:43context is much more helpful for your
47. 1:46students to understand the meaning of
48. 1:48them. So, I'm going to give you example.
49. 1:50What is the meaning of shebop? What is
50. 1:54shebop?
51. 1:55Okay? This is your class now. Pay
52. 1:57attention. I want to hear what is the
53. 1:59meaning of sheep up.
54. 2:02Well,
55. 2:03I'm guessing wherever you are, you're
56. 2:05saying you don't know. Maybe even
57. 2:06looking it up now right now on the on
58. 2:08the computer.
59. 2:10Um, well, let me give you a contextual
60. 2:11example. Let's see if you can deduce the
61. 2:14meaning from this.
62. 2:16When we go to the supermarket, my
63. 2:18husband buys green bananas so that they
64. 2:21will last longer. I prefer to buy sheep
65. 2:24up bananas because I know that means
66. 2:26that they are ripe and ready to eat.
67. 2:30So, what is sheep up?
68. 2:32Any more guesses?
69. 2:34Yes.
70. 2:35You're correct. It is the color yellow.
71. 2:39Okay, now why didn't I just simply tell
72. 2:41you sheep up means the color yellow?
73. 2:44Because at the end of the day, that
74. 2:47wouldn't engage you particularly in
75. 2:50in learning the word. Um, yes, it's
76. 2:53useful. Yes, it's a quick explanation,
77. 2:55but more likely to go in one ear and out
78. 2:57the other
79. 2:58than than anything else. So, obviously,
80. 3:01we want to engage our students with the
81. 3:03learning. We want them to feel that they
82. 3:05can put things into context, okay? So,
83. 3:08you, I, and all of our students, we go
84. 3:11to the supermarket, right?
85. 3:13Um, maybe we buy bananas, maybe we
86. 3:15don't, but we certainly know what they
87. 3:17are. And so, we can start to imagine the
88. 3:20different colors of bananas, the
89. 3:21different stages that they are in,
90. 3:23whether they're good to eat, ready to
91. 3:24eat, or not.
92. 3:26So, in this case, we've put it into a
93. 3:29contextual example.
94. 3:33So, I'm going to ask you another word.
95. 3:35What is the meaning of windom?
96. 3:39Okay. Again, maybe you're sitting there
97. 3:42having a guess or maybe you're just
98. 3:43going, "I don't know." Um, it'll be
99. 3:46filled with blank faces in your classes
100. 3:48as well if your students don't know the
101. 3:50words. So, if they don't know the words,
102. 3:52windom, uh, and you don't know it, give
103. 3:55you a contextual example.
104. 3:57Swimming is a windom sport.
105. 4:01Okay, now what are you thinking swimming
106. 4:03is?
107. 4:04It's a windom sport. What could that be?
108. 4:06What could windom be? Let me think.
109. 4:08Well, it could be that it's competitive.
110. 4:11Could mean that swimming is a
111. 4:12competitive sport, very true. And it's
112. 4:15very
113. 4:16common in the Olympics, for example.
114. 4:19Or it could be boring. Some people think
115. 4:21swimming is pretty boring cuz it's very
116. 4:24solitude. You do it on your own.
117. 4:26Not much goes on, really. Just head
118. 4:28down. Going for miles.
119. 4:31So, maybe you thought swimming is a
120. 4:33boring sport.
121. 4:35Obviously, you could think it's a
122. 4:37healthy sport cuz we all know that
123. 4:39swimming is one of the healthiest sports
124. 4:40we can do because it doesn't damage the
125. 4:43body overall
126. 4:44and actually works all your muscles. So,
127. 4:46could be healthy.
128. 4:48What? A water sport? Yeah, definitely. A
129. 4:52summer sport? Yeah, people tend to swim
130. 4:54more in the summer, I reckon.
131. 4:56And it's quite a cheap sport if you
132. 4:58compare it to some other sports. You
133. 4:59just need your swimming costume and a
134. 5:02pool to go in. And you can do it when
135. 5:04you want. You don't necessarily have to
136. 5:06pay
137. 5:07regular fees for that. Unless you're
138. 5:10going to an expensive gym, of course.
139. 5:12But, yeah, could be seen as a cheap
140. 5:15sport.
141. 5:16So, my question to you now is was that a
142. 5:18good contextual example?
143. 5:20I don't think it was. I think swimming
144. 5:22is a windom sport. Yes, I've used it in
145. 5:25a sentence, but it doesn't really give
146. 5:27enough context.
147. 5:29So, I'm going to give you my good long
148. 5:31contextual example now, and let's see if
149. 5:33you can decide which of these words
150. 5:36windom actually is.
151. 5:39I love having a windom lifestyle. I run,
152. 5:42I swim regularly. I eat a good range of
153. 5:45windom food, uh but also with a balance
154. 5:47of naughty food, too, obviously. And I'm
155. 5:50so happy I gave up smoking so that I
156. 5:54could be Windema.
157. 5:56What do you reckon?
158. 5:58Have you got it?
159. 6:00The correct answer is healthy, yes. So,
160. 6:02I put it into context. I was able to
161. 6:05make you understand the meaning of this
162. 6:07word through making connections with
163. 6:09life in general, things that we refer to
164. 6:12as healthy.
165. 6:13So, putting words or phrases into
166. 6:15context is much more helpful to meaning,
167. 6:18um to help them differentiate between
168. 6:22possible meanings, as well. So, it's not
169. 6:24just that it is one of these words, but
170. 6:27it actually is specifically this word.
171. 6:31Um now, in case you're wondering, these
172. 6:33are not real words. Um I I have
173. 6:35literally no idea
174. 6:37uh what Windem means, Sheepop means, cuz
175. 6:39I've created these words um for the
176. 6:42example, just in case you were
177. 6:43wondering. Um well, maybe they mean
178. 6:46something in another language, but
179. 6:47certainly not in English.
180. 6:50Right, let's talk about how you actually
181. 6:52go through a process now of teaching the
182. 6:56target language, and where in that
183. 6:59process you get to when you are using a
184. 7:02contextual example, okay? Now, you will
185. 7:05have seen um by now examples of model
186. 7:09classes,
187. 7:11um which and and if you haven't, then
188. 7:12you can go watch them, and they'll be
189. 7:14part of one of your assignments. We'll
190. 7:16find those online, and you'll see some
191. 7:18in in the classrooms when you're here
192. 7:20with us, as well. But when we teach
193. 7:22vocabulary and new words, the first
194. 7:25thing we want to do is elicit the
195. 7:26meaning, okay? So, we'll go back to the
196. 7:29Sheepop example. My question was, "What
197. 7:32is Sheepop?" Okay? You ask your students
198. 7:35in the room, etc. Now, if the students
199. 7:38know the answer,
200. 7:39uh in this case, they wouldn't know the
201. 7:41answer to sheepop, but if you asked
202. 7:43them, "What is a banana?" Um "What does
203. 7:46healthy mean?" And you were giving them,
204. 7:49you know, real words, then if the
205. 7:51students know the answer, fantastic.
206. 7:53Let's get a couple of examples from
207. 7:55across the group. They're all clear. Now
208. 7:57we're going to move to that very common
209. 8:00process we've talked about before,
210. 8:02uh contextual checking questions, so
211. 8:05CCQs. And the simple question for this
212. 8:07is wonderful. Use it in a sentence. So I
213. 8:12might expect you now to use sheepop in a
214. 8:14sentence, you knowing that it means
215. 8:16yellow. You might say to me,
216. 8:19um
217. 8:20"Lemons are sheepop color, and I buy
218. 8:23lemons for my um salads or my drinks,
219. 8:27for example." Or I love this particular
220. 8:31dress I'm wearing today. It is the color
221. 8:33sheepop. Or when the sun is high in the
222. 8:36sky, it is sheepop, for example. Okay?
223. 8:40So we get the students to use the
224. 8:42examples, and we check. Great, they've
225. 8:44understood the meaning. And if it's a
226. 8:47correct response, we praise them. And do
227. 8:50we need a contextual example? No,
228. 8:53because if they know what it means,
229. 8:55let's just move on to the next word,
230. 8:57okay?
231. 8:59So we might have a contextual example
232. 9:00planned, but we won't necessarily need
233. 9:02it.
234. 9:04Then we've got the other option, which
235. 9:06is students don't know the answer. If
236. 9:09they don't know the answer, now is the
237. 9:12time for your contextual example, okay?
238. 9:15You will need contextual examples in
239. 9:17your lesson plans to make sure that you
240. 9:19don't have that moment of, "Oh, how am I
241. 9:21going to describe this? How am I going
242. 9:22to explain it? 2 minutes of words." No,
243. 9:26we're just going to go straight into
244. 9:27that prepared contextual example.
245. 9:29If you think it's going to be
246. 9:31particularly challenging, maybe you'll
247. 9:34have two contextual examples there,
248. 9:36especially if your meaning of your word
249. 9:39may have Sorry, if your word has
250. 9:41possible meanings, okay? You may want to
251. 9:44put it into context in two different
252. 9:45ways.
253. 9:47Then, we're going to go back now. We've
254. 9:49given the
255. 9:51contextual example. Let's go back and
256. 9:53check. So, therefore, what is she pop?
257. 9:57Yellow. Well done. That's fantastic.
258. 10:00Good. Well done. Okay, and now the
259. 10:03students know the meaning, so we go back
260. 10:05to CCQ. Great. Use it in a sentence. And
261. 10:08we go back to that scenario.
262. 10:11And we praise them, of course, because
263. 10:13their contributions and their effort
264. 10:15need to be recognized.
265. 10:20Right, I want you to have a little go
266. 10:21now and see what you think about this
267. 10:25text. I want you to note any vocabulary
268. 10:28that you don't recognize or doesn't make
269. 10:30sense in a sentence, okay? I'm just
270. 10:33going to be quiet for a moment while you
271. 10:35read the text.
272. 10:59Wonderful. Okay, so
273. 11:02I'm sure you noted some unusual words
274. 11:04there. Let me put them up on the screen.
275. 11:07So, we've got dedot, griddled, whip it,
276. 11:11volnigue, and schnoppy, okay? Again,
277. 11:14these are not real words. They are words
278. 11:16that we have made up just to help you
279. 11:19think about how it is when what it's
280. 11:21like when your students don't understand
281. 11:23a word. They see it in context, but they
282. 11:24don't necessarily know what it is, okay?
283. 11:27So, what do you think each of the
284. 11:29following words are? Just think about
285. 11:32some synonyms in English using the
286. 11:36context here.
287. 11:38What do you reckon? What do you think
288. 11:39didots is?
289. 11:41Riddled, whipped, boned, egg.
290. 11:44And snappy, okay.
291. 11:47All right, write them down. Have a
292. 11:49little think.
293. 11:50You got the text there so you can have a
294. 11:52read of it.
295. 12:00Awesome.
296. 12:02Let's take a look.
297. 12:03If I was teaching this
298. 12:05I would say
299. 12:07So, what is the meaning of didots? What
300. 12:09is the meaning of didots? And you would
301. 12:10say
302. 12:12Of course, whatever you think it is.
303. 12:14Now, imagine you haven't identified what
304. 12:17it is. We'll give you a contextual
305. 12:19example. So, let me give you the
306. 12:21contextual example for didots. I carry
307. 12:23my money, my credit cards, and my
308. 12:25driving license in a small pink didots.
309. 12:29Or it could be a black didot like in the
310. 12:31picture there. So, what could it be?
311. 12:35Okay, if you call it a purse or a
312. 12:38wallet, if you
313. 12:40uh male, female, British, or American,
314. 12:43there might be slight difference there.
315. 12:44But, in the UK we call it a purse or
316. 12:47wallet if it's for a male
317. 12:49a wallet in the US. Okay, so you were
318. 12:53able to deduce the meaning of didots
319. 12:57through the example. So, what is the
320. 12:59meaning of didot? Well done. Purse or a
321. 13:01wallet. Awesome.
322. 13:04Okay, next question. What is the meaning
323. 13:06of riddled? What did you say?
324. 13:09Okay, maybe I'm getting a few various
325. 13:12answers here. So, I'm going to put it
326. 13:13into context for you.
327. 13:16I met my boyfriend's parents last week.
328. 13:18His father gave me a big hug as he said,
329. 13:21"Griddled to meet you." Which just made
330. 13:24me feel so welcome.
331. 13:27So, what is the meaning of gridled?
332. 13:31In this case we said pleased or could be
333. 13:33happy. But in general we say pleased to
334. 13:35meet you is quite a common phrase that
335. 13:38we say in English.
336. 13:40How are you doing? You doing good?
337. 13:42Great.
338. 13:44What is the meaning of whip it? What did
339. 13:46you write down?
340. 13:48Let's have a look.
341. 13:51Francesca's whip it is a health hazard.
342. 13:53If you were to put your hand in it,
343. 13:55you'd find dirty tissues, dog biscuits,
344. 13:58and baby bottles. She [clears throat]
345. 13:59literally carries everything but the
346. 14:01kitchen sink in it. So, what did you
347. 14:03decide that whip it was?
348. 14:06You got a little image there as well to
349. 14:07give you the clue.
350. 14:09Exactly. So, depending on whether you're
351. 14:12British or American, you might say
352. 14:13handbag or purse.
353. 14:17But what is the meaning of volnick?
354. 14:20What did you think? What is the meaning
355. 14:21of volnick? Let me hear some ideas.
356. 14:25Okay, let me put it into context for
357. 14:27you. Let's see if we can narrow down the
358. 14:29options.
359. 14:31Jenny is so volnick. She never wants to
360. 14:34do anything exciting and has nothing
361. 14:37interesting to say.
362. 14:39So, we got somewhere along the lines of
363. 14:41boring. You might have said
364. 14:42uninteresting or dull or something like
365. 14:44that, but they're all
366. 14:46synonyms of each other. Fantastic. And
367. 14:49then finally, what is the meaning of
368. 14:53schnappy?
369. 14:55Okay. You got the other thing?
370. 14:57All right, it's probably got a few
371. 14:58different examples here maybe what it
372. 15:00was in the context of the story.
373. 15:03Let's go to an example. My friends threw
374. 15:05me a party, but I didn't know anything
375. 15:07about it until I found them hiding in my
376. 15:10flat and shouted, "Schnappy!"
377. 15:13All right, yes, what is the meaning
378. 15:14therefore schnappy?
379. 15:17A surprise.
380. 15:20Okay, so I just followed through with
381. 15:22you there the process of elicitation
382. 15:25when you didn't know the meaning. I gave
383. 15:27you a contextual example. I checked back
384. 15:30in meaning and then we all decided that
385. 15:32the meaning was the the word in this
386. 15:34case on this screen, surprise. Okay?
387. 15:38So let's just do a quick review of how
388. 15:41the process goes between whether they
389. 15:42know the answer or whether they don't
390. 15:45know the answer. So if the students know
391. 15:47the answer, then um you move straight on
392. 15:51to a CCQ and ask them to use it in a
393. 15:53sentence and if they get the correct
394. 15:56response, fantastic.
395. 15:58If they don't know the answer um or
396. 16:01similarly if they can't use it correctly
397. 16:03in a sentence,
398. 16:04um then you'll give your contextual
399. 16:06example. Okay? Um have two ready. You'll
400. 16:09need these prepared in your plans so
401. 16:12that they're really specific. They're
402. 16:13ready for use so you don't have to think
403. 16:15on the spot. Um and you'll give your
404. 16:18contextual example. You'll then elicit
405. 16:20and turn to elicit the meaning.
406. 16:22The students know the meaning now of
407. 16:23course because you've put it into
408. 16:24context. CCQ them.
409. 16:27They've given the correct response.
410. 16:29Praise. Move on to the next word. The
411. 16:32next word being in this case, what is
412. 16:33windon?
413. 16:35Okay? And we follow the process like
414. 16:37that. And you'll follow that process for
415. 16:39all of your words that you're teaching
416. 16:43um when you're teaching vocabulary
417. 16:44classes.
418. 16:49Let's take a a little reminder.
419. 16:52Okay? So once you start teaching your
420. 16:54prac teaching practice with us, you'll
421. 16:56add the examples to your lesson plans.
422. 16:58Don't worry, we'll remind you once you
423. 17:00are here, but don't forget, you do not
424. 17:03need to use contextual examples if your
425. 17:05students know the meaning. They are
426. 17:07there as a backup in case meaning is not
427. 17:09known.
428. 17:10A contextual example helps your students
429. 17:12understand what something is without
430. 17:14giving it away. So you're not just
431. 17:16telling them, you're getting involved um
432. 17:18in eliciting first, and then getting
433. 17:20them to think about what it is in the
434. 17:23context.
435. 17:24That really helps them build
436. 17:26comprehension. It helps them um recall
437. 17:29the information, the meanings of the
438. 17:31words.
439. 17:32And all of this increases your students'
440. 17:34confidence to understand and use the
441. 17:37word, which is just as important uh in
442. 17:39the meaning.
443. 17:42And remember, really important, your
444. 17:44examples must show meaning, not just be
445. 17:47used in a sentence. Remember the example
446. 17:50of swimming is a windham sport. Yes, I
447. 17:53use it in a sentence, but it doesn't
448. 17:55help um
449. 17:57kind of reduce the understanding of the
450. 17:58meaning, so we need to give it in
451. 18:00context.
452. 18:05Okay, don't forget to go and do your
453. 18:07tasks. You need to do those before
454. 18:09moving on to your next section. Send
455. 18:10them in, get them graded, and I look
456. 18:13forward to seeing you here, where you're
457. 18:15going to get to actually put those
458. 18:17contextual examples into your lesson
459. 18:19plans. I look forward to seeing you
460. 18:21soon. Bye-bye.