1. Teaching
Language
Sub-Skills

2. IF language learnIng were a tree,
the roots would be ………. &……
the trunk would be ……. &………
fruits would be ………. &…….…..

3. Teaching
Grammar
&
Vocabulary

4. Agree or Disagree
-Vocabulary can not be separated from the learning of the
grammar of the language.
-Thematic units help students learn words and groups of
words.
-Vocabulary has been widely overlooked recently on the
expense of grammar in the EFL classrooms.
-Linguistically Without grammar, little can be conveyed , but
without vocabulary nothing can be.
-Certain grammar structures lend themselves to a study of
words and phrases .. any examples?any examples?

5. Which is which?

6. Teaching Vocabulary
 Teaching words should be based on context
and meaning, not rote learning.
why?

8. Why Do We Teach English?
My Goal
To help students
Communicate
By:
?

10. As teachers, it’s our responsibility toAs teachers, it’s our responsibility to
prepare the students to communicateprepare the students to communicate
using English in the real world.using English in the real world.

11. Teaching Vocabulary needs?

12. Which Vocabulary To Teach?
Planning FilterPlanning Filter
Not more than oneNot more than one
unknown word inunknown word in
every 50 runningevery 50 running
wordswords

13. Learning a word for productive use requires
more
learning than for receptive use.
Therefore when planning , the teacher needs to
- prepare activities that enrich the learning of
known words and improve the access to them.
Suggested Activities
Role play, Retelling, Ranking , Same or Different , Kim’s game ,
Remember the pictures , The paraphrasing strategy ,
Communicative crosswords , twenty questions,
describe it! , beating the odds , split information problems ,
headlines , where should the prison be built ,
4/3/2

15. Teaching
Vocabulary
Teaching Stage

16. Teaching Vocabulary Through
a-Deliberate Teaching
&Learning
b-Intensive Reading
c- Strategy Training
ButBut
What need to be
taught about a
word

17. Meaning
Form Use
Form and meaning
Concepts and referents
Associations
Spoken form
Written form
Word parts
Grammatical functions
Collocations
Constraints on use
Is the word a loan word in L1?
Is there an L1 word with roughly
the same meaning?
Does the word fall into the same
structure as an L1 word with a
similar meaning?
Can the learners repeat the word
accurately when they hear it?
Can the learners write the word
correctly when they hear it?
Can the learners identify known
affixes in the word?
Does the word fit into predictable
grammar patterns?
Does the word have the same
collocations as an L1 word of similar
meaning?
Does the word have the same
restrictions on its use as an L1 word

18. 1. Deliberate Teaching &Learning
The direct teaching approach guidelines:
1.If the word is a high frequency word or one that will be
of continuing importance for the learners,
a)give it attention, preferably focusing on its learning
burden.
b) make sure the learners will come back to it again.
If the word is a low frequency word, pass over it without
comment or give some brief attention to it focusing on
what is needed in that instance.

19. Language Focused Learning
2. Keep it clear and simple. Rely on
repeated meetings to develop an
understanding of the complexities of
a word.
Don’t try to deal with the
complexities by intensive teaching.
What should be done?

20. 2. Strategy Training
The Most important strategies:
guessing from context,
using word cards.
using word parts.
using a dictionary.
It takes a few months and several minutes
each week for learners to get really good
at using each strategy. A strategy is Not
Learned in one training session

21. Some Ideas for teaching target vocabulary
Word It makes me think of
Meaning Opposite
4Square Vocab. Grid
Students look up difficult words
Grids should be kept in the portfolio
Frayer Model

22. -Students look up the difficult wo
then present their maps to class
time allows.

24. 3. Fluency Development
Help students become more proficient with words they
already know.
A Fluency Task should
- focus on meaning
-have no unknown vocabulary.
- push Ss to go faster
- have Quantity of practice
e.g 4/3/2 activity, linked skills activities, 10 minute writing.

25. Give Repeated Attention to
Vocabulary

26. Why?Why?

27. What Color is The
Slide?

31. Give Target Vocabulary Repeated Attention How?
1.Spend time on a word by dealing with several aspects of the
word, such as spelling, pronunciation, parts, derivatives, meaning,
collocations, grammar, and restrictions on its usage.
2.Get learners to do graded reading and listening to stories at the
appropriate level.
3.Get learners to do prepared activities that involve testing and
teaching vocabulary, such as same or different, find the difference,
word and picture matching.
4. Set aside time each week for word by word revision of the
vocabulary that occurred previously.

32. Repeated Attention How?
5. List the words on the board and do the following:
a. Go around the class getting each learner to say one of the words.
b. Get learners to break the words into parts and label the meanings
of the parts
c. Get learners to suggest collocations for the words
d. Get learners to recall the sentence where the word occurred
and suggest another context.
e. Get learners to look at derived forms of the words.

33. A good vocabulary exercise does the following:
1-focuses on useful words, preferably high frequency words that students are
familiar with.
2-focuses on a useful aspect of the learning task. That is, it has a useful learning
goal.
3-gets learners to meet or use the word in ways that establish new mental
connections for the word. It sets up useful conditions involving generative use.
4-involves the learners in actively searching for and evaluating the target words in
the exercise.
5-does not bring related unknown or partly known words together. It avoids
interference.

34. How to Deal with ……… (worksheet)

35. Reference
-Teaching Vocabulary: Strategies and Techniques
by Paul Nation. Heinle, Cengage Learning. 2008

36. Teaching
Grammar

37. Why Do We Teach English?
My Goal
To help students
Communicate.
So Teaching
grammar is a
…..….

38. In other words,
Effective language teaching leads students to use their knowledge
of the form of the language to develop skills for talking and
listening to each other, reading and writing to each other.
Language teaching includes both grammar and people interacting
in meaningful ways. It is a balance between correct grammar and
using language to communicate.

40. What 3 things you would like to see
when observing a grammar lesson
and what 3 things you don’t like to see?

41. Look at the word ‘work’ in the following sentences. What changes are
made to this word and the words around it? What do these changes do
to the meaning of ‘work’? Why?
 Imad works in a bank.
 Aris worked in a restaurant in Abha last summer.
 I’ve been out of work for nearly two months now.
 I’ll work in the library if you want to use the office.
 Anna’s been working all weekend, so she’s exhausted.

42. Grammar Use and Usage

43. Form or Function!!!
Forms of a language deal with the internal grammatical
structure of words.
Language function refers to the purpose for which
speech or writing is being used.

46. Same Form , Different functionsSame Form , Different functions

47. Same Function, Different FormsSame Function, Different Forms
Why don’t we watch a film?
Let’s watch a film!
Shall we watch the film?
We could watch a film!

48. Development of Language Function
and Structure

49. Dealing with functions & formsDealing with functions & forms
Book mapBook map
conversationconversation
listeninglistening
speakingspeaking
Look
them
up
in
Teach
them
through
Ss hear them
during
SS
Practice
them
while

50. Types of Grammar Activities
1.RECEPTIVE OR PRODUCTIVE?
RECEPTIVE TASKS: where learners have only to recognise lexical or grammatical
items, e.g. Choose verbs from the box and fill in the gaps; Match the words in column
A with the definitions in column B, etc.
PRODUCTIVE TASKS: where learners have to produce (recall/use and/or manipulate
forms) the words/grammatical items, e.g. Complete the sentences with an
appropriate phrase or expression; Put the correct form of the verbs in the gaps in the
text; Rewrite the sentence in such a way that the meaning remains the same; etc.
2.FOCUS ON ACCURACY OR FLUENCY?
ACCURACY FOCUS: where learners are required to produce correct forms (grammar,
vocabulary, pronunciation) but do not necessarily have to think about the meaning
of what they say/write.
FLUENCY FOCUS: where learners are asked to concentrate on getting their
message/meaning across, and not to be too concerned about errors of
form/accuracy.

51. 3.CONTROLLED OR FREE?
CONTROLLED TASKS: where the teacher and/or materials dictate what language the
learners will produce, i.e. the language produced is ‘controlled’ or restricted to the
forms being focused on in the lesson.
SEMI-CONTROLLED / GUIDED TASKS: these are half-way between controlled and
free(r) tasks, i.e. the language produced by the learners is partly restricted by the
materials/task, but learners also have to produce part of the language required using
their own ideas/language choice. For example, in a grammar lesson, the task may
require learners to produce the form but can use any vocabulary items they think
are appropriate. E.g. Talk about food you like. Use I like ..... or I don’t like....
FREE(R) TASKS: where learners are asked to produce language appropriate to the
task/context in order to get their meaning across. The learners can choose any
appropriate language they have at their disposal, and are encouraged to include
language they have focused on in the lesson.

52. Teaching Model

53. Assessing Grammar
Questions should highlight the function e.g:
1.Complete the sentences about Ahmad daily routine using the
verbs in brackets:
2. Correct the verbs in the following suggestions.
3. Write suitable advice to the following complaints .