TEACHER LANGUAGE
This part of the assignment is set to enable us to assess your language grading and concept checking.
Give word for word the language you could use for:
A) PresenAng 3 of your selected vocabulary items which would need to be concept checked,
Show how you would elicit, explain and concept check each of the three items.
1. ConvenAonal
‘Ok class, so the first word I would like us to look at today, is the word convenAonal.’
I will then show to the class on the board two photos, one will be of a police officer and the other a
doctor dressed in their normal uniforms.
‘What do we think of the police officer and the doctor on the board? Do we all think they are dressed
normally? Is this how a police officer and doctor would dress every day at work? (Class will reply yes)
Good, so we would agree that these uniforms are very normal.’
I will then explain to the class the meaning, form and pronunciaAon of the word convenAonal to the
class. StaAng, that ‘ConvenAonal is a regular adjecAve, which is used to describe something which is
very normal, or as something should be. For example, the police officer is wearing a convenAonal
uniform.’ I will then explain that ConVENAonal [kənˈvɛnʃənl ̩] o0oo has the stress in the second syllable
of the word.
I will then use the technique of eliciAng (Delanoy & Volkmann, 2006), to get the students to use the
newly learnt word in a different context using concept quesAons:
‘Ok, everyone, so now that we understand what the word convenAonal means, what things do you bring
to class which you would describe as convenAonal things you use for school? (Expected answers: books,
pens, bags etc)
Ok, very good everyone, and what about in a classroom in school, what would we describe as
convenAonal classroom objects? (Expected answers, whiteboard, tables, chairs, books etc)
So class, I will start ‘A convenAonal classroom object would be a table’
Sam, could you please give me an example of a convenAon classroom object?(Answers- a convenAonal
classroom item would be a Whiteboard)
Very good Sam, excellent, now Tracy, could you also tell me another example? (Answers- A convenAonal
classroom item would be a book)
Good job Tracy! Now if everyone would please write this word into your vocabulary books so that you
don’t forget it, and we will move on to the next word.’
2. Minority
‘Everyone please listen to the next quesAon, so I would like everyone to raise their hands for their
favourite answer, does everyone understand? (Gesture hand raise)
Ok, so which sport is everyones favourite? Please raise your hand if you prefer football? (12 students
raise their hand), ok and now who prefers tennis? (6 Students raise their hands).
Thats great class, so I counted 12 votes for football and 6 for tennis, does everyone agree? (Answer-
Yes), now this takes us to the next word we are going to look at, which is minority.
I will then explain to the class that minority is a countable noun, as it is a noun which can take a
countable form (The TEFL Academy, Unit 4). When pronouncing minority /maɪ’nɒrətɪ/ o0oo it is
important to put stress on the second of the four syllables. I will then provide an example, ‘the class
voted for a new class president and the group with the lowest amount of votes were in the minority’
This part of the assignment is set to enable us to assess your language grading and concept checking.
Give word for word the language you could use for:
A) PresenAng 3 of your selected vocabulary items which would need to be concept checked,
Show how you would elicit, explain and concept check each of the three items.
1. ConvenAonal
‘Ok class, so the first word I would like us to look at today, is the word convenAonal.’
I will then show to the class on the board two photos, one will be of a police officer and the other a
doctor dressed in their normal uniforms.
‘What do we think of the police officer and the doctor on the board? Do we all think they are dressed
normally? Is this how a police officer and doctor would dress every day at work? (Class will reply yes)
Good, so we would agree that these uniforms are very normal.’
I will then explain to the class the meaning, form and pronunciaAon of the word convenAonal to the
class. StaAng, that ‘ConvenAonal is a regular adjecAve, which is used to describe something which is
very normal, or as something should be. For example, the police officer is wearing a convenAonal
uniform.’ I will then explain that ConVENAonal [kənˈvɛnʃənl ̩] o0oo has the stress in the second syllable
of the word.
I will then use the technique of eliciAng (Delanoy & Volkmann, 2006), to get the students to use the
newly learnt word in a different context using concept quesAons:
‘Ok, everyone, so now that we understand what the word convenAonal means, what things do you bring
to class which you would describe as convenAonal things you use for school? (Expected answers: books,
pens, bags etc)
Ok, very good everyone, and what about in a classroom in school, what would we describe as
convenAonal classroom objects? (Expected answers, whiteboard, tables, chairs, books etc)
So class, I will start ‘A convenAonal classroom object would be a table’
Sam, could you please give me an example of a convenAon classroom object?(Answers- a convenAonal
classroom item would be a Whiteboard)
Very good Sam, excellent, now Tracy, could you also tell me another example? (Answers- A convenAonal
classroom item would be a book)
Good job Tracy! Now if everyone would please write this word into your vocabulary books so that you
don’t forget it, and we will move on to the next word.’
2. Minority
‘Everyone please listen to the next quesAon, so I would like everyone to raise their hands for their
favourite answer, does everyone understand? (Gesture hand raise)
Ok, so which sport is everyones favourite? Please raise your hand if you prefer football? (12 students
raise their hand), ok and now who prefers tennis? (6 Students raise their hands).
Thats great class, so I counted 12 votes for football and 6 for tennis, does everyone agree? (Answer-
Yes), now this takes us to the next word we are going to look at, which is minority.
I will then explain to the class that minority is a countable noun, as it is a noun which can take a
countable form (The TEFL Academy, Unit 4). When pronouncing minority /maɪ’nɒrətɪ/ o0oo it is
important to put stress on the second of the four syllables. I will then provide an example, ‘the class
voted for a new class president and the group with the lowest amount of votes were in the minority’
