1. Malta Association of Teachers of English as a Foreign Language n

2. For your 2016 diary ……
March 16th
MATEFL AGM + teaching workshop
June 25th Super 20
A grassroots MATEFL multi-workshop event
Check the website for information, including bursaries for the Malta International Conference in October 2016
November 26th MATEFL multi-workshops event

3. Alan Marsh MATEFL January 2016
Upgrade
Your
Vocabulary
Teaching
Upgrade Your Vocabulary Teaching
1 Names and adjectives
Get in group of four. Learn first names. Think of one or two adjectives that others have used to describe your personality positively. Give a definition and the others guess what it is. E.g. Alan/Sigo:
always eager and excited about what he’s doing, with lots of energy – enthusiastic. Then one person introduces the group to everyone else eg. this is Silvia and she’s ….(elicits the adjective selected to describe her)
Reflection: the activity: used language meaningfully; related (vocabulary) adjectives to real life, personalized; engaged learners – they had to process the definition and search for the adjective;
pairwork/groupwork = rapport and collaborative learning; oral skills, not only written. All of these help with class motivation.
Alan Marsh MATEFL January 2016

4. always eager and excited about what he’s doing, with lots of energy
Upgrade Your Vocabulary Teaching
1 Names and adjectives
Get in group of four. Learn first names. Think of one or two adjectives that others have used to describe your personality positively. Give a definition and the others guess what it is. E.g. Alan/Sigo:
always eager and excited about what he’s doing, with lots of energy – enthusiastic. Then one person introduces the group to everyone else eg. this is Silvia and she’s ….(elicits the adjective selected to describe her)
Reflection: the activity: used language meaningfully; related (vocabulary) adjectives to real life, personalized; engaged learners – they had to process the definition and search for the adjective;
pairwork/groupwork = rapport and collaborative learning; oral skills, not only written. All of these help with class motivation.

5. Alan is enthusiastic

19. Aims of the course
Encourage moving our teaching of vocabulary to a more central role
Deepen and broaden our knowledge about words
Share some practical teaching – and learning - techniques
Highlight the central role of cognitive and affective engagement
Ways of noticing words, storing words in our memory, retrieving and using them

20. Looking at and exploring lexis Practical classroom activity templates

21. Lexis or vocabulary: what’s the difference?
How many words?
Computer
Water
Stock market
Go off
Swim against the tide
Jump on the band-wagon / kick the bucket / paint the town red /put two and two together /have both feet on the ground / in the nick of time
I’d rather not / Anyone for …? / I feel like …

22. Lexical item definition
n. A term – word or a sequence of words – that acts as a single unit of meaning, including words, phrases, phrasal verbs and proverbs, exemplified by “cat”, “traffic light”, “take care of”, “ by the way” and “don’t count your chickens before they hatch”.

23. Form groups of 4 (more or less)
In each group, half of you are As and half of you are Bs
Bs, please look away from the screen (or close your eyes)
As, please memorise or write down these 4 lexical items

24. A
Alarm clock
All over the place
Hopeless
Handsome prince

25. Now it’s Bs turn to memorise/write down lexical items
As, please look away from the screen (or close your eyes)
Bs, please memorise or write down these 4 lexical items

26. B
Now and again
Tom, Dick and Harry
Once in a blue moon
Fall out

27. Work with your partner: A with A, B with B
Come up with definitions/clues etc to elicit your lexical item from the other pair. Don’t write them down – just brainstorm ideas. Don’t let the other pair hear you!
An example: an idiom/simile which means:
‘you look awful the next morning, usually after a late night out and perhaps heavy drinking’
You look like death warmed up!
You have one minute to prepare!
Now As, elicit your first item. B’s have to get it within 30 seconds
Then Bs, elicit your first item. A’s have to get it within 30 seconds.
Now As, your turn again.

28. 1 Get learners to revise beforehand {HW?}
2 Divide learners into groups of (3?): every group is an A group or a B group.
3 Groups look at their list of words. They have to think of clues, definitions etc. to elicit these words from the other team. No need to write things down.
4 Divide the class into matches/battles: in every match there’s an A team vs a B team. Student A1 gives a clue and B group confer and attempt an answer. If correct … Student B1 gives a clue and A group confer and attempt an answer. Set a time limit.

29. Alarm clock
Compound
All over the place
Fixed phrase
Hopeless
Derived word
Handsome prince
Collocation
Now and again
Binomial
Tom, Dick and Harry
Trinomial
Once in a blue moon
Idiom
Fall out
Phrasal verb