Enhancing English Vocabulary Learning and Teaching
at Secondary Level
E nh an cin g E ng lis h V oc ab ula ry L ea rn in g a nd T ea ch in g a t S ec on da ry L ev el
English Language Education Section Curriculum Development Institute Education Bureau HKSAR
©2012 English Language Education Section
Curriculum Development Institute Education Bureau
HKSAR
©2012
C M Y CM MY CY CMY K
CoverFront.pdf 1 06/06/2012 10:23 AM
I
English Language Education Section Curriculum Development Institute
Education Bureau
The Hong Kong Special Administrative Region
12/F, Wu Chung House, 213 Queen’s Road East, Wan Chai, Hong Kong Published 2012
All rights reserved. The copyright of the materials in this resource package, other than those listed in the Acknowledgments section, belongs to the Education Bureau of the Hong Kong Special Administrative Region.
Duplication of materials in this resource package other than those listed in the Acknowledgements section is restricted to non-profit making educational purposes only. Otherwise, no part of these materials may be reproduced, stored in a retrieval system, or transmitted in any form or by any means without the prior permission of the Education Bureau of the Hong Kong Special Administrative Region.
ISBN: 978-988-8040-94-0
© 2012
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Contents
Page
Preface IV
Acknowledgements VII
Chapter 1 Theoretical Underpinnings of Vocabulary Learning and Teaching
1
Chapter 2 Learning and Teaching Materials for Vocabulary Learning and Teaching
9
(1) Module: Study, School Life and Work 11
Unit: Helping out in Our Mini-restaurant
(2) Module: Cultures of the World 79
Unit: Heritage Conservation
(3) Module: Communicating 139
Unit: The Internet
Chapter 3 Vocabulary Games and Activities 189
Appendix 1 Frequently Asked Questions (FAQ) 261
Appendix 2 Preamble to the Development of the Wordlists for the English Language Curriculum
271 Appendix 3 Learning Targets for Key Stage 3 and Senior Secondary Level 279
References 285
II
Contents
Page
Preface IV
Acknowledgements VII
Chapter 1 Theoretical Underpinnings of Vocabulary Learning and Teaching
1
Chapter 2 Learning and Teaching Materials for Vocabulary Learning and Teaching
9
(1) Module: Study, School Life and Work 11
Unit: Helping out in Our Mini-restaurant
(2) Module: Cultures of the World 79
Unit: Heritage Conservation
(3) Module: Communicating 139
Unit: The Internet
Chapter 3 Vocabulary Games and Activities 189
Appendix 1 Frequently Asked Questions (FAQ) 261
Appendix 2 Preamble to the Development of the Wordlists for the English Language Curriculum
271
Appendix 3 Learning Targets for Key Stage 3 and Senior Secondary Level 279
References 285
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III
Preface
Enhancing English Vocabulary Learning and Teaching at Secondary Level is a resource package produced by the English Language Education Section, Curriculum Development Institute, the Education Bureau, the Hong Kong Special Administrative Region, in support of the implementation of the English Language Education Key Learning Area Curriculum Guide (Primary 1 – Secondary 3) (2002) and the English Language Curriculum and Assessment Guide (Secondary 4 – 6) (2007). Part of the materials in this resource package was adapted from those developed in the Collaborative Research and Development (‘Seed’) Project on ‘Working with Words:
Enhancing Effectiveness of English Vocabulary Learning and Teaching at Secondary Level’ in the 2007/08 school year while others were developed through collaboration with teachers from two secondary schools. This package provides materials and ideas for the learning and teaching of vocabulary and the development of vocabulary building strategies at both junior and senior secondary levels.
Aims
The resource package aims to:
· shed light on the major principles and practice in vocabulary instruction with a focus on the development of vocabulary building strategies;
· develop students’ vocabulary knowledge and understanding of how vocabulary is used in different contexts;
· enable students to make meaningful and lasting connection with words related to a theme or a content unit;
· provide opportunities for students to explore, organise, discuss and use the vocabulary items they have learnt; and
· provide answers to some common problems and queries about vocabulary learning and teaching.
How was the vocabulary for the resource package selected?
The vocabulary focused on in this resource package was primarily selected from the Wordlists for the English Language Curriculum developed by the Education Bureau.
Relevant categories in the wordlists were indicated in the Learning Objectives of each unit of tasks. However, words other than those in the wordlists were also chosen based on the following criteria:
· words used in specific contexts or content areas, e.g. IT-related words, food-related words; and
· words used to illustrate the different dimensions of vocabulary knowledge and
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· words used to illustrate the different dimensions of vocabulary knowledge and vocabulary building strategies, e.g. abbreviations.
When selecting words to teach in the English lessons, teachers may like to make reference to the wordlists developed by the EDB, or introduce words beyond the lists which they deem appropriate. Instead of following the wordlists strictly, they should take their students’ needs into consideration and use their discretion to decide what and how many words to cover in the lessons. Teachers may also like to consider how they can integrate vocabulary learning into the English lessons with reference to the teaching ideas and suggestions in the resource package.
How can the resource package be used?
This resource package comprises a handbook and a CD-ROM, covering both the theories and practice in vocabulary learning and teaching.
The handbook consists of the following:
· theoretical underpinnings of vocabulary learning and teaching;
· teaching plans which provide learning objectives and procedures for three units of tasks;
· learning and teaching materials (coded as ‘LT’ in the package) for three units of tasks on different themes with increasing level of difficulty, with the first unit being the easiest;
· vocabulary games and activities (coded as ‘GA’ in the package) for providing handy materials and teaching ideas on how vocabulary can be revisited and consolidated in a fun way;
· frequently asked questions which aim to address some concerns and queries on vocabulary learning and teaching;
· a preamble to the development of the Wordlists for the English Language Curriculum, including the categories (coded as ‘C’ in the package) and suggested topics for the wordlists;
· the Learning Targets for Key Stage 3 and Senior Secondary Level; and
· useful references on vocabulary learning and teaching.
The CD-ROM consists of the following:
· an electronic version of the handbook;
· an electronic version of the Wordlists for the English Language Curriculum;
· the PowerPoint slides that support the learning and teaching activities; and
· the recordings for the listening activities in the resource package.
IV
III
Preface
Enhancing English Vocabulary Learning and Teaching at Secondary Level is a resource package produced by the English Language Education Section, Curriculum Development Institute, the Education Bureau, the Hong Kong Special Administrative Region, in support of the implementation of the English Language Education Key Learning Area Curriculum Guide (Primary 1 – Secondary 3) (2002) and the English Language Curriculum and Assessment Guide (Secondary 4 – 6) (2007). Part of the materials in this resource package was adapted from those developed in the Collaborative Research and Development (‘Seed’) Project on ‘Working with Words:
Enhancing Effectiveness of English Vocabulary Learning and Teaching at Secondary Level’ in the 2007/08 school year while others were developed through collaboration with teachers from two secondary schools. This package provides materials and ideas for the learning and teaching of vocabulary and the development of vocabulary building strategies at both junior and senior secondary levels.
Aims
The resource package aims to:
· shed light on the major principles and practice in vocabulary instruction with a focus on the development of vocabulary building strategies;
· develop students’ vocabulary knowledge and understanding of how vocabulary is used in different contexts;
· enable students to make meaningful and lasting connection with words related to a theme or a content unit;
· provide opportunities for students to explore, organise, discuss and use the vocabulary items they have learnt; and
· provide answers to some common problems and queries about vocabulary learning and teaching.
How was the vocabulary for the resource package selected?
The vocabulary focused on in this resource package was primarily selected from the Wordlists for the English Language Curriculum developed by the Education Bureau.
Relevant categories in the wordlists were indicated in the Learning Objectives of each unit of tasks. However, words other than those in the wordlists were also chosen based on the following criteria:
· words used in specific contexts or content areas, e.g. IT-related words, food-related words; and
· words used to illustrate the different dimensions of vocabulary knowledge and
IV
· words used to illustrate the different dimensions of vocabulary knowledge and vocabulary building strategies, e.g. abbreviations.
When selecting words to teach in the English lessons, teachers may like to make reference to the wordlists developed by the EDB, or introduce words beyond the lists which they deem appropriate. Instead of following the wordlists strictly, they should take their students’ needs into consideration and use their discretion to decide what and how many words to cover in the lessons. Teachers may also like to consider how they can integrate vocabulary learning into the English lessons with reference to the teaching ideas and suggestions in the resource package.
How can the resource package be used?
This resource package comprises a handbook and a CD-ROM, covering both the theories and practice in vocabulary learning and teaching.
The handbook consists of the following:
· theoretical underpinnings of vocabulary learning and teaching;
· teaching plans which provide learning objectives and procedures for three units of tasks;
· learning and teaching materials (coded as ‘LT’ in the package) for three units of tasks on different themes with increasing level of difficulty, with the first unit being the easiest;
· vocabulary games and activities (coded as ‘GA’ in the package) for providing handy materials and teaching ideas on how vocabulary can be revisited and consolidated in a fun way;
· frequently asked questions which aim to address some concerns and queries on vocabulary learning and teaching;
· a preamble to the development of the Wordlists for the English Language Curriculum, including the categories (coded as ‘C’ in the package) and suggested topics for the wordlists;
· the Learning Targets for Key Stage 3 and Senior Secondary Level; and
· useful references on vocabulary learning and teaching.
The CD-ROM consists of the following:
· an electronic version of the handbook;
· an electronic version of the Wordlists for the English Language Curriculum;
· the PowerPoint slides that support the learning and teaching activities; and
· the recordings for the listening activities in the resource package.
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The text files in the CD-ROM are available in both PDF and MS WORD formats for ease of use and adaptation. Teachers might like to select and use the learning materials and teaching ideas in this resource package or adapt them to suit their students’ needs, interests and abilities.
The electronic version of this resource package can be accessed at the website of the English Language Education Section at http://www.edb.gov.hk/vocab_learning_sec.
VI
Acknowledgements
We are grateful to Dr Arthur McNeill for his professional input and useful feedback on this resource package. His expert advice has been helpful and invaluable.
Our gratitude is also due to Ko Lui Secondary School for their active participation in the Collaborative Research and Development (‘Seed’) Project on ‘Working with Words: Enhancing Effectiveness of English Vocabulary Learning and Teaching at Secondary Level’ in the 2007/08 school year. Special thanks go to the seconded teacher as well as other teachers involved in the project for developing and trying out the teaching plans and activities included in the resource package.
We would also like to extend our heartfelt gratitude to the seconded teachers from STFA Cheng Yu Tung Secondary School and Carmel Divine Grace Foundation Secondary School for their brilliant ideas and hard work in developing and revising the materials in the resource package.
Last but not least, thanks are due to the following organisations for their permission to reproduce the copyrighted materials included in this resource package:
- Antiquities and Monuments Office, Leisure and Cultural Services Department for the information and photos on pp.106-108
- CartoonStock for the cartoons on pp.166-168
- HarperCollins Publishers Ltd for the dictionary entries on p.35 and pp.38-39
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The text files in the CD-ROM are available in both PDF and MS WORD formats for ease of use and adaptation. Teachers might like to select and use the learning materials and teaching ideas in this resource package or adapt them to suit their students’ needs, interests and abilities.
The electronic version of this resource package can be accessed at the website of the English Language Education Section at http://www.edb.gov.hk/vocab_learning_sec.
VI
Acknowledgements
We are grateful to Dr Arthur McNeill for his professional input and useful feedback on this resource package. His expert advice has been helpful and invaluable.
Our gratitude is also due to Ko Lui Secondary School for their active participation in the Collaborative Research and Development (‘Seed’) Project on ‘Working with Words: Enhancing Effectiveness of English Vocabulary Learning and Teaching at Secondary Level’ in the 2007/08 school year. Special thanks go to the seconded teacher as well as other teachers involved in the project for developing and trying out the teaching plans and activities included in the resource package.
We would also like to extend our heartfelt gratitude to the seconded teachers from STFA Cheng Yu Tung Secondary School and Carmel Divine Grace Foundation Secondary School for their brilliant ideas and hard work in developing and revising the materials in the resource package.
Last but not least, thanks are due to the following organisations for their permission to reproduce the copyrighted materials included in this resource package:
- Antiquities and Monuments Office, Leisure and Cultural Services Department for the information and photos on pp.106-108
- CartoonStock for the cartoons on pp.166-168
- HarperCollins Publishers Ltd for the dictionary entries on p.35 and pp.38-39
VII
Chapter 1
Theoretical Underpinnings of
Vocabulary Learning and Teaching
Chapter 1
Theoretical Underpinnings of
Vocabulary Learning and Teaching
Introduction
Vocabulary has occupied a special place within applied linguistics during the past twenty years. Following decades of neglect by scholars of linguistics and education, recent years have seen an enormous expansion in second language vocabulary research, as well as the arrival of a number of influential books on vocabulary aimed at language teachers (e.g. Carter 1987; McCarthy 1990; Schmitt & McCarthy 1997;
Nation 2001). A welcome outcome of this renewed interest is that vocabulary teaching has begun to occupy a ‘centre-stage’ position within language education.
However, the wealth of new research related to vocabulary is so rich and diverse that it is not always apparent how classroom teaching might benefit. In a review of some of the recent books on second language vocabulary, Meara (2002) welcomes the revival of interest in vocabulary, but points out that many important questions about vocabulary acquisition remain unanswered and, apparently, unaddressed. This chapter attempts to explain how this resource package relates to insights from second language vocabulary research.
1. The New Importance Attached to Vocabulary
For many years, it was believed that vocabulary would be ‘picked up’ by learners without their teachers having to devote much classroom time to it. It is no coincidence that language curricula have traditionally been determined by a progression of grammatical structures or, more recently, functions. The place of lexis has tended to be peripheral rather than central. A factor which has encouraged teachers to accept the importance of vocabulary in language teaching is the recognition by linguists that vocabulary occupies a central place in our notion of language. Older, simplistic distinctions between what counts as grammar and what counts as vocabulary have been replaced by a more sophisticated view of lexis in language. As Singleton (2000) argues, we may soon ‘reach the point where the notions of lexicon and of language will become interchangeable’. In keeping with the recognition that lexis occupies a central position within language, the teaching of vocabulary has become a high priority concern of language education.
The way English has been taught in schools during the past fifty years has been influenced by the ideologies of approaches such as grammar translation, audio-lingual and communicative language teaching. It is tempting to ask whether any one of these approaches has been more effective than any other in teaching vocabulary. In his evaluation of the three approaches, Singleton (2000) concludes that each has led to
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vocabulary acquisition: ‘whatever the teaching approach used, lexical learning in the classroom has both an incidental and an atomistic dimension, and (that) both dimensions can be shown to have a valuable contribution to the process’. Nobody would accuse any of the mainstream approaches to language teaching of ignoring vocabulary. However, as Singleton points out, most approaches make a distinction between direct (‘atomistic’) and indirect (‘incidental’) vocabulary learning. Students learn some of their vocabulary when their teacher ‘teaches’ new words directly in the classroom, for example, using explanation, demonstration and even translation. It is also known that students learn some of their vocabulary indirectly through incidental encounters with words, for example, by inferring the meaning of a new word from the context. Unfortunately, little empirical evidence exists about the relative contributions of direct and indirect vocabulary learning. Earlier claims that as much as 80% of a learner’s vocabulary is learned indirectly (e.g. Saragi, Nation & Meister 1978) probably need to be revised.
Studies of the vocabulary size of Hong Kong students (e.g. Fan 2000; Chui 2005) suggest that most first-year university students know fewer than 3,000 English words, which is a disappointing outcome following twelve years of English teaching at primary and secondary school. According to Laufer (1989, 1992), students need a vocabulary of at least 5,000 words to cope with the demands of an English medium university degree. In order to make a stronger impact upon students’ vocabulary learning, a more ‘interventionist’ approach is required on the part of language teachers. This means, quite simply, that greater emphasis should be put on vocabulary learning and teaching. Teachers need to focus students’ attention on different aspects of words and how they are used. They also need to make sure that students are exposed to a wide range of vocabulary, including creating lexically-rich classroom environments.
2. Some Principles Explored in this Vocabulary Resource Package
2.1 Cognitive elaboration of the form-meaning relationship
Helping students to understand the relationship between language form and meaning is one of the driving principles of task-based language teaching (TBLT). Experts in TBLT research such as Skehan (2001, 2003) and Skehan & Foster (1999) recommend that learners need to have their attention focused, at different times, on form and meaning. Vocabulary experts have long recognised the importance of acquiring both formal and semantic knowledge about words if they are to be retained in a learner’s
Traditionally, L2 vocabulary knowledge has been regarded as consisting of two types:
(a) receptive (or ‘passive’) knowledge, where learners recognise and understand words when they come across them, and (b) productive (or ‘active’) knowledge, where learners are able to use words in speaking and writing, with correct control of collocation, register and word-grammar. It is assumed that, for most learners, receptive vocabulary is considerably larger than productive vocabulary. Some scholars (e.g. Palmberg 1987) believe that learners’ knowledge of an L2 word operates on a kind of continuum, with receptive knowledge at one extreme and full productive knowledge at the other. As learners get to know the vocabulary items in greater depth, the closer they move towards productive knowledge. Other scholars (e.g. Nation 1990; McNeill 1994) prefer to regard vocabulary knowledge as consisting of a set of dimensions, such as meaning (i.e. semantic knowledge), orthographic form (i.e. spelling), phonological form (i.e. pronunciation), part of speech/grammar, morphology (i.e. the different forms a word may have) and collocation (i.e. the typical patterns in which a word occurs). It is assumed that for most L2 words, learners know some but not necessarily all of the words’ lexical dimensions. Therefore, teachers need to be aware of the importance of filling the gaps in learners’ knowledge of individual words.
2.2 Creating associations – paradigmatic and syntagmatic approaches
For a word to become fixed in a learner’s mental lexicon, it needs to have associations with other words already acquired. The stronger and more stable the associations, the more firmly the word will be anchored. There are two main types of association:
(a) paradigmatic and (b) syntagmatic. Examples of paradigmatic associations are:
(1) musical instrument – piano/guitar/violin/drum, and (2) vehicle – car/bus/train/
plane. ‘Musical instrument’ and ‘vehicle’ are hyper-ordinates, i.e. they are names of categories which help to group together the members of the category. The arrangement is hierarchical, with a hyper-ordinate term at the top (such as ‘musical instrument’ or ‘vehicle’) and, at the next level down, a group of co-hyponyms such as
‘guitar’ and ‘violin’ or ‘bus’ and ‘train’. This type of hierarchical arrangement can have many levels and it is always possible adding new words. For learners of a second language, storing words in a paradigmatic arrangement is a logical and efficient exercise. All of the words in a paradigm are related semantically, so the guiding principle of association is meaning. Since the system is open-ended, it is relatively easy to add newly-acquired words to the paradigmatic networks in a learner’s mental
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lexicon. This type of association promotes efficient expansion and retrieval of words and is particularly valuable in developing a large receptive vocabulary. Some of the materials in this resource package are intended to strengthen students’ development of paradigmatic associations.
Syntagmatic associations, on the other hand, refer to word combinations, such as
‘play football’, ‘go shopping’, ‘film star’, ‘high performance’, etc. These associations are based on the ways words are used and on the patterns in which they typically occur. This type of association is related to productive vocabulary use, since learners need to know possible word combinations when putting words together to form sentences. Research into word associations in a second language has been stimulated by Meara’s (1983) seminal work in this area. The results of the various word association studies suggest that paradigmatic and syntagmatic associations are important in both first and second language vocabulary acquisition. If teachers can help to promote students’ word associations, they are likely to support the long-term retention of vocabulary.
Making students aware of a word’s collocations is an obvious way to promote syntagmatic association. The teaching of typical word combinations has been given strong support from research into the way vocabulary is used in texts, in particular, the recognition that English is a highly formulaic language. Wray (2000) estimates that as much as 80% of English text is formulaic in nature. She also argues that multi-word units (or ‘chunks’) are processed by the human brain with the same amount of effort and attention as free-standing words. Wray, therefore, recommends that vocabulary teaching should include multi-word units, which are not necessarily analysed by learners in detail.
2.3 Providing multiple exposures to new words
How often do students need to meet a new word before they remember it? It is quite common for teachers to express surprise when students fail to recognise words that have already been ‘taught’. Hong Kong students process a vast number of English words during their years at school. Yet only a fraction of the words are retained in the students’ long-term memories. Research into the effectiveness of extensive reading for vocabulary uptake has concluded that a learner needs to meet a new word between six and twenty times for the word to be remembered (Rott 1999; Zahar, Cobb &
Spada 2001). Providing sufficient encounters with target vocabulary represents one of the biggest challenges for language teachers. All too often, new words are introduced
moves on to a new topic and focuses on a completely new set of vocabulary items.
Finding ways of recycling previously introduced vocabulary is crucial to effective vocabulary instruction.
3. Conclusion
One of the obvious implications of the recent research in L2 vocabulary acquisition is that language teachers need to devote more time and effort to vocabulary work in the classroom. The attention of learners needs to be deliberately focused on the various aspects of words, including their forms, meanings and collocations. Helping learners make meaningful associations with words will also promote retention of vocabulary.
Providing sufficient encounters with words remains one of the biggest challenges, especially for teachers who feel under pressure to get their students through an already crowded curriculum. Another on-going challenge is the need for teachers to establish an appropriate balance between promoting the quality of students’
vocabulary knowledge and helping them to acquire more and more words.
Dr Arthur McNeill Director
Language Centre
Hong Kong University of Science and Technology
Chapter 2
Learning and Teaching Materials for
Vocabulary Learning and Teaching
Chapter 2
Learning and Teaching Materials for
Vocabulary Learning and Teaching
(1) Module: Study, School Life and Work
Unit: Helping out in Our Mini-restaurant
(1) Module: Study, School Life and Work
Unit: Helping out in Our Mini-restaurant
(1) Module: Study, School Life and Work Unit: Helping out in Our Mini-restaurant (1) Module: Study, School Life and Work Unit: Helping out in Our Mini-restaurant
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Situation
The English Club at your school plans to run a mini-restaurant for the School Open Day, on which students will serve guests and parents special dishes in English. The English Club is going to organise a competition to select students to work as student helpers in the mini-restaurant. To enter the competition, students have to work in groups of four and give a presentation. The three winning teams will become the student helpers in the mini-restaurant.
Task 1: Come Visit the Golden Crown Restaurant
Students give a name to their mini-restaurant, read a review of the Golden Crown Restaurant and learn about what makes a good restaurant.
Task 2: Wonderful Food for Your Taste Buds
Students study the menus of the Golden Crown Restaurant, listen to a conversation about shopping in a grocery, and design a set menu for the mini-restaurant.
Task 3: Quality Food, Quality Service
Students listen to a conversation about ordering food and do a role play as waiters/waitresses and customers.
Task 4: A Line to Remember
Students study some slogans and design a slogan for their mini-restaurant.
Task 5: Eat Your Heart out at Our Mini-restaurant
Students give a presentation to introduce their set menu and slogan for the restaurant, and role play how they serve customers politely.
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Situation
The English Club at your school plans to run a mini-restaurant for the School Open Day, on which students will serve guests and parents special dishes in English. The English Club is going to organise a competition to select students to work as student helpers in the mini-restaurant. To enter the competition, students have to work in groups of four and give a presentation. The three winning teams will become the student helpers in the mini-restaurant.
Task 1: Come Visit the Golden Crown Restaurant
Students give a name to their mini-restaurant, read a review of the Golden Crown Restaurant and learn about what makes a good restaurant.
Task 2: Wonderful Food for Your Taste Buds
Students study the menus of the Golden Crown Restaurant, listen to a conversation about shopping in a grocery, and design a set menu for the mini-restaurant.
Task 3: Quality Food, Quality Service
Students listen to a conversation about ordering food and do a role play as waiters/waitresses and customers.
Task 4: A Line to Remember
Students study some slogans and design a slogan for their mini-restaurant.
Task 5: Eat Your Heart out at Our Mini-restaurant
Students give a presentation to introduce their set menu and slogan for the restaurant, and role play how they serve customers politely.
14
(1) Module: Study, School Life and Work Unit: Helping out in Our Mini-restaurant
(1) Module: Study, School Life and Work Unit: Helping out in Our Mini-restaurant (1) Module: Study, School Life and Work Unit: Helping out in Our Mini-restaurant
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Suggested Level: Key Stage 3 Task 1Task 2Task 3Task 4Task 5 Learning Targets* Interpersonal Strand (IS) ISe ISd
Knowledge Strand (KS)
KSa and KSc KSa and KSe
Experience Strand (ES)
ESa and ESc Learning Objectives Vocabulary Vocabulary Items Names of courses in a w
estern meal: starter, main course, dessert
Food
items and ingredients: meat: beef, chicken, lamb, pork, turkey seafood: crab, lobster, mussel, octopus, oyster, prawn, salmon, scallop, shrimp, squid, tuna vegetable: bean, broccoli, carrot, cauliflower, corn, cucumber, lettuce, mushroom, onion, pea, potato, pumpkin, spinach, tomato fruit: coconut, durian, grape, mango, melon, papaya, peach, pineapple, strawberry, watermelon seasoning: curry, pepper, salt, soy sauce, sugar, vinegar Adjectives
to describe how food is cooked: baked, deep-fried, fried, grilled, roasted/roast, steamed
Adjectives to describe food and drink: chewy, creamy, crispy, crunchy, delicious, fresh, healthy, hot, oily, rich, smooth, soft, sour, spicy, sweet, tasty, yummy
Phrases
for serving customers or ordering food politely: Can I …?, I’d like …, Would you like …? * Please refer to Appendix 3 for the description of the learning targets.
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Task 1Task 2Task 3Task 4Task 5 Vocabulary Building Strategies
organising vocabulary paradigmatic approach – using a tree diagram to show paradigmatic relationships, e.g. ingredients seafood salmon tuna oyster
understanding word associations word combinations, e.g. adjective + noun as in ‘reasonable price’, ‘oily food’
understanding meanings of words at a deeper level polyseme, e.g. ‘hot’ meaning ‘spicy’ and ‘at a very high temperature’ connotation, e.g. ‘oily’ for negative meaning; ‘delicious’ for positive meaning guessing meanings of words from pictorial, semantic and syntactic clues
using a dictionary to look up the parts of speech and the meanings of words
recording vocabulary on food by using a tree diagram
retaining the target vocabulary by sharing the chosen vocabulary items playing word games doing role play using rhyme and alliteration using pictures
Relevant Categories in
the Wordlists Travel and Leisure Home Living, Health and Safety
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(1) Module: Study, School Life and Work Unit: Helping out in Our Mini-restaurant
(1) Module: Study, School Life and Work Unit: Helping out in Our Mini-restaurant (1) Module: Study, School Life and Work Unit: Helping out in Our Mini-restaurant
16
Task 1 Task 2 Task 3 Task 4 Task 5 Text Types• Restaurant Reviews • Dictionaries• Menus • Conversations • Conversations • Slogans • Presentations
Language Items and Communicative Functions
• Use adjectives to describe one
’s
views on food or service in some detail
• Use the preposition ‘with’ to indicate what something has on it
• Use quantifiers ‘a few’, ‘a little
’, ‘many’, ‘a lot of’ to indicate quantity
• Use formulaic expressions to make requests and respond to them politely
• Use rhetorical devices, such as rhyme and alliteration, to create special effects
• Use sequence words and formulaic expressions to structure a presentation
Language Skills Listening• Listen for intended meanings, feelings and attitudes extract information and ideas in spoken texts
• Listen for intended meanings, feelings and attitudes understand levels of formality and informality
Speaking
• Participate effectively in oral interaction maintain an interaction by agreeing or disagreeing, asking questions, replying, using formulaic expressions where appropriate
• Present information, ideas and feelings clearly and coherently convey ideas and information in conversations or discussions use words and expressions appropriate to the context
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Task 1 Task 2 Task 3 Task 4 Task 5
Reading
• Understand, interpret
and analyse
different written texts acquire, extract and organise information relevant to specific tasks know what a word or phrase refers to in the previous or subsequent context
• Construct meaning from texts recognise the format and language features of texts
Writing • Present information, ideas and feelings clearly and coherently use strategies to arouse and sustain readers’ interest
• Present information, ideas and feelings clearly and coherently use strategies to arouse and sustain readers’ interest plan and organise
ideas,
and use appropriate cohesive devices
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(1) Module: Study, School Life and Work Unit: Helping out in Our Mini-restaurant
(1) Module: Study, School Life and Work Unit: Helping out in Our Mini-restaurant (1) Module: Study, School Life and Work Unit: Helping out in Our Mini-restaurant
19
8. When checking the answer to Q.5, explain to students that some words may arouse positive or negative emotions. For example, ‘oily’, which is used to describe greasy food, carries a negative connotation whereas ‘delicious’, which is used to indicate the good taste of food, carries a positive one. Highlight the use of positive adjectives to create a favourable tone in the restaurant review. Ask students to identify the positive adjectives in each paragraph and help them organise the adjectives into different categories, e.g. environment, food, staff, price, using a mind map, e.g.
9. Draw students’ attention to Q.6. Demonstrate how to answer the question through turning a specific term into a general description, e.g. $300 ! price. Guide students to answer the question by helping them identify the key words in the speech bubbles.
10. Introduce the structure of a restaurant review as a text type. Explain to students that a restaurant review usually contains three main parts – the introduction, main body and conclusion:
Introduction: background information about the restaurant, such as its name, where it is and what it is famous for
Main body: information about the environment, food, service and price Conclusion: overall comments on the restaurant and recommendations Part 2: Dictionary skills
1. Explain to students that a dictionary can provide not only the meanings of words but also other useful information, e.g. the part of speech of a word and how it is used.
2. Draw students’ attention to the entry for the word ‘hot’ on LT 1.4 and go through the different types of information provided by the dictionary, i.e. part of speech, pronunciation, meanings and examples.
food
tasty
delicious
fresh …
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Materials
- LT 1.1 – LT 1.25 - Audio Clips 1.1 & 1.2 - GA 6 & GA 7
- PPT 1.1 – PPT 1.3
Procedures
Task 1: Come Visit the Golden Crown Restaurant (LT 1.1 – 1.4) Part 1: Reading a restaurant review
1. Introduce the context (LT 1.1) – students are going to enter a competition in which the winning group will become the student helpers in the mini-restaurant for the School Open Day.
2. Explain the requirements of the competition and highlight the three tasks that students have to work on for the presentation.
3. Have students form groups of four. Ask students to give a name to the mini-restaurant (LT 1.1).
The name can be their favourite food, restaurant, dish, etc.
4. Tell students that they are going to read a restaurant review about a winning restaurant (LT 1.2), and learn what makes a restaurant successful. Ask them to read the review quickly and find out what each paragraph is about by completing Q.1 of LT 1.3.
5. Demonstrate how to identify the main idea of a paragraph through the use of supporting details.
Draw students’ attention to the supporting details of the first paragraph (e.g. what the restaurant is called, what is special about it) and guide them to work towards the answers.
6. Introduce the concept of a ‘three-course’ meal by asking students what ‘starter’, ‘main course’
and ‘dessert’ refer to. Encourage them to use their knowledge of suffixation (e.g. start + er), the examples of the dishes given, some key words (e.g. ‘sweet tooth’), as well as their personal experience to work out the meanings of the three courses.
7. Ask students to work on Q.2-5 of LT 1.3. Encourage them to guess the meanings of the unfamiliar words, e.g. ‘fusion’, ‘catchy’, using contextual clues.
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8. When checking the answer to Q.5, explain to students that some words may arouse positive or negative emotions. For example, ‘oily’, which is used to describe greasy food, carries a negative connotation whereas ‘delicious’, which is used to indicate the good taste of food, carries a positive one. Highlight the use of positive adjectives to create a favourable tone in the restaurant review. Ask students to identify the positive adjectives in each paragraph and help them organise the adjectives into different categories, e.g. environment, food, staff, price, using a mind map, e.g.
9. Draw students’ attention to Q.6. Demonstrate how to answer the question through turning a specific term into a general description, e.g. $300 ! price. Guide students to answer the question by helping them identify the key words in the speech bubbles.
10. Introduce the structure of a restaurant review as a text type. Explain to students that a restaurant review usually contains three main parts – the introduction, main body and conclusion:
Introduction: background information about the restaurant, such as its name, where it is and what it is famous for
Main body: information about the environment, food, service and price Conclusion: overall comments on the restaurant and recommendations Part 2: Dictionary skills
1. Explain to students that a dictionary can provide not only the meanings of words but also other useful information, e.g. the part of speech of a word and how it is used.
2. Draw students’ attention to the entry for the word ‘hot’ on LT 1.4 and go through the different types of information provided by the dictionary, i.e. part of speech, pronunciation, meanings and examples.
food
tasty
delicious
fresh …
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(1) Module: Study, School Life and Work Unit: Helping out in Our Mini-restaurant
(1) Module: Study, School Life and Work Unit: Helping out in Our Mini-restaurant (1) Module: Study, School Life and Work Unit: Helping out in Our Mini-restaurant
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Task 2: Wonderful Food for Your Taste Buds (LT 1.5 – 1.11) Part 1: Reading a menu
1. Refer students to the menu of the Golden Crown Restaurant (LT 1.5). Ask a few questions to help students develop their reading skills, e.g.
- The first three starters have one thing in common. What is it? (They are all salads.)
- Name three dishes with seafood. (e.g. mini sushi, seafood salad, fried fish with onion rings, steamed salmon with black beans, mango crab curry, sweet and sour squirrel fish, pasta with grilled prawns, pasta with white clam sauce, and chef’s salad as customers have their own choice for the ingredients)
- Name two dishes which are good for vegetarians. (e.g. fruit salad, kimchi roll, spinach puff, steamed bean curd with mushrooms, all desserts and chef’s salad as customers can have their own choice for the ingredients)
- Which dish is the most expensive? (mango crab curry) 2.
ingredients
fruit meat seafood vegetable
watermelon beef salmon mushroom
grape pork chop lobster carrot
… … … …
Explain the word ‘ingredients’. Tell students that there are different kinds of ingredients, e.g.
fruit, meat, seafood and vegetable. Put students into groups of four. Have them organise the food items they learnt in the restaurant review and the menu of the Golden Crown Restaurant in the tree diagram in LT 1.6.
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3. Ask students to complete Part A of LT 1.4 with reference to the dictionary entries provided.
Explain to them that ‘n’ stands for nouns and ‘adj’ stands for adjectives.
4. To strengthen students’ knowledge of word combinations and syntagmatic associations, guide them to form pairs of ‘adj + n’ phrases using the words in the dictionary entries and complete the mind map in Part B.
5. Draw students’ attention to the entry for ‘hot’. Ask them how many meanings the word has.
Refer to Part C of LT 1.4 and guide them to think about which meaning goes with each of the two sentences taken from the restaurant review.
6. Ask students what ‘rich’ usually means. Then highlight the different pairs of words formed previously, i.e. ‘rich manager’, ‘rich food’. Explain that some words, e.g. ‘rich’ and ‘poor’, may mean differently when they are used with different words.
7. Guide students to identify the correct meanings for the different pairs of words and complete Part C.
8. Refer students to Part D and ask them to choose five new words they want to learn in the restaurant review and look them up in a dictionary at home. Encourage them to write down the relevant information of the chosen words in their vocabulary notebook, and make one sentence for each word. To help them remember the words, encourage them to ‘personalise’ the new words by relating them to the people they know or something relevant to their daily experience.
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Task 2: Wonderful Food for Your Taste Buds (LT 1.5 – 1.11) Part 1: Reading a menu
1. Refer students to the menu of the Golden Crown Restaurant (LT 1.5). Ask a few questions to help students develop their reading skills, e.g.
- The first three starters have one thing in common. What is it? (They are all salads.)
- Name three dishes with seafood. (e.g. mini sushi, seafood salad, fried fish with onion rings, steamed salmon with black beans, mango crab curry, sweet and sour squirrel fish, pasta with grilled prawns, pasta with white clam sauce, and chef’s salad as customers have their own choice for the ingredients)
- Name two dishes which are good for vegetarians. (e.g. fruit salad, kimchi roll, spinach puff, steamed bean curd with mushrooms, all desserts and chef’s salad as customers can have their own choice for the ingredients)
- Which dish is the most expensive? (mango crab curry) 2.
ingredients
fruit meat seafood vegetable
watermelon beef salmon mushroom
grape pork chop lobster carrot
… … … …
Explain the word ‘ingredients’. Tell students that there are different kinds of ingredients, e.g.
fruit, meat, seafood and vegetable. Put students into groups of four. Have them organise the food items they learnt in the restaurant review and the menu of the Golden Crown Restaurant in the tree diagram in LT 1.6.
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3. Ask students to complete Part A of LT 1.4 with reference to the dictionary entries provided.
Explain to them that ‘n’ stands for nouns and ‘adj’ stands for adjectives.
4. To strengthen students’ knowledge of word combinations and syntagmatic associations, guide them to form pairs of ‘adj + n’ phrases using the words in the dictionary entries and complete the mind map in Part B.
5. Draw students’ attention to the entry for ‘hot’. Ask them how many meanings the word has.
Refer to Part C of LT 1.4 and guide them to think about which meaning goes with each of the two sentences taken from the restaurant review.
6. Ask students what ‘rich’ usually means. Then highlight the different pairs of words formed previously, i.e. ‘rich manager’, ‘rich food’. Explain that some words, e.g. ‘rich’ and ‘poor’, may mean differently when they are used with different words.
7. Guide students to identify the correct meanings for the different pairs of words and complete Part C.
8. Refer students to Part D and ask them to choose five new words they want to learn in the restaurant review and look them up in a dictionary at home. Encourage them to write down the relevant information of the chosen words in their vocabulary notebook, and make one sentence for each word. To help them remember the words, encourage them to ‘personalise’ the new words by relating them to the people they know or something relevant to their daily experience.
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(1) Module: Study, School Life and Work Unit: Helping out in Our Mini-restaurant
(1) Module: Study, School Life and Work Unit: Helping out in Our Mini-restaurant (1) Module: Study, School Life and Work Unit: Helping out in Our Mini-restaurant
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Part 3: Designing a menu
1. Explain to students that in order to enter the competition, they have to create their own set menu.
2. Ask students what is usually included in a set menu. Remind students of the idea of a ‘three- course meal’ (starter, main course, dessert).
3. Draw students’ attention to the set menu of the Golden Crown Restaurant (LT 1.10). Go through the menu with students.
4. Refer students to LT 1.11. Explain to students that they have to design their own set menu with three courses for their mini-restaurant. Remind them that there should be three choices for each course, and that they should include ingredients available from the grocery only.
5. Explain to students that they can mix and match the ingredients available to create new dishes using the structure ‘________ with _________’, and that they can also decide on the ways of cooking. Give a few examples to illustrate how a ‘dish’ can be created, e.g. roast chicken with onions and mushrooms, grilled beef with potatoes.
6. Ask students to discuss and draft their menus on a blank sheet of paper. Encourage them to give reasons for their choice in their menus, e.g. healthy, matching a special theme (e.g. all dishes with tomatoes or food from a particular country).
7. Ask one or two groups to share their draft menus to the class and invite comments from classmates. Encourage students to revise their draft menus based on the discussion in class.
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3. Introduce the structure ‘___________ with ____________’. Explain to students that this structure is often used in menus to provide more details about the ingredients and the item after the word ‘with’ is usually a side dish or sauce.
4. Introduce vocabulary related to cooking: baked, deep-fried, fried, grilled, roasted, steamed.
Highlight that all these are adjectives formed by the past participles of the verbs, e.g. bake, fry, grill, roast, steam. Draw their attention to the word ‘roast’ and explain that ‘roast’ itself is also an adjective, and therefore, it is both correct to say ‘roast beef’ and ‘roasted beef’ although
‘roast beef’ is more common.
5. Ask students to imagine that they are waiters/waitresses at the Golden Crown Restaurant and they need to recommend some dishes to customers according to their preferences and needs (LT 1.7). Encourage them to give reasons for their answers.
6. Guide students to create dishes by mixing and matching the ingredients, e.g. roast chicken with rice, baked salmon with broccoli. Encourage them to create two dishes under each category of ingredients at home and share them in class in the next lesson.
Part 2: Listening to a conversation about shopping in a grocery
1. Tell students that in order to create menus for the mini-restaurant, they have to find out what ingredients are available through listening to a conversation between the owner of a grocery and a group member.
2. Ask students to name the four main kinds of ingredients they have learnt. (Ans.: fruit, meat, seafood and vegetable). Have them read LT 1.8 and find out which type of ingredients has not yet been mentioned (Ans.: seasoning).
3. Play Audio Clip 1.1 twice. (Please refer to LT 1.9 for the transcript.) For the first time, have students focus on the target vocabulary, i.e. all the food items and seasoning. Ask them to tick the items they hear. For the second time, have students write down the quantity available, e.g. ‘a few’,
‘a little’, ‘some’, ‘a lot of’, so that they can decide what dishes to prepare depending on the availability of the ingredients. Check the answers with students.
4. Tell students to build on the tree diagram (LT 1.6) they created on the categories of food in the previous lessons and add the words they have learnt in the listening activity to it.
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Part 3: Designing a menu
1. Explain to students that in order to enter the competition, they have to create their own set menu.
2. Ask students what is usually included in a set menu. Remind students of the idea of a ‘three- course meal’ (starter, main course, dessert).
3. Draw students’ attention to the set menu of the Golden Crown Restaurant (LT 1.10). Go through the menu with students.
4. Refer students to LT 1.11. Explain to students that they have to design their own set menu with three courses for their mini-restaurant. Remind them that there should be three choices for each course, and that they should include ingredients available from the grocery only.
5. Explain to students that they can mix and match the ingredients available to create new dishes using the structure ‘________ with _________’, and that they can also decide on the ways of cooking. Give a few examples to illustrate how a ‘dish’ can be created, e.g. roast chicken with onions and mushrooms, grilled beef with potatoes.
6. Ask students to discuss and draft their menus on a blank sheet of paper. Encourage them to give reasons for their choice in their menus, e.g. healthy, matching a special theme (e.g. all dishes with tomatoes or food from a particular country).
7. Ask one or two groups to share their draft menus to the class and invite comments from classmates. Encourage students to revise their draft menus based on the discussion in class.
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(1) Module: Study, School Life and Work Unit: Helping out in Our Mini-restaurant
(1) Module: Study, School Life and Work Unit: Helping out in Our Mini-restaurant (1) Module: Study, School Life and Work Unit: Helping out in Our Mini-restaurant
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Part 2: Role play
1. Explain to students that they are going to play the roles of a waiter/waitress and a customer in a restaurant. Ask them to rehearse the role play by reading aloud the dialogue in Part A of LT 1.16.
2. Ask students to write down the choices of food in their role cards in Part B of LT 1.16. Remind them to use some useful structures (e.g. ‘I’d like …’, ‘Can you …?’) and expressions (e.g.
‘Here you are.’, ‘You’re welcome.’) they have learnt in the role play. They can refer to the menu of the Golden Crown Restaurant (LT 1.5) when they order food or take order.
3. Explain to students that the yes/no questions usually end with a rising tone. Ask them to take turns to be the customer and the waiter/waitress.
4. Invite a few pairs of students to perform in front of the class.
5. Give comments. Highlight the strengths of the students, e.g. the appropriate use of expressions which make the dialogue polite.
6. Remind students that they have to conduct a role play in the final task, i.e. the presentation.
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Task 3: Quality Food, Quality Service (LT 1.12 – 1.16) Part 1: Listening to a conversation about ordering food
1. Discuss the following conversation about ordering food with students.
A: Can I have the menu, please?
B: Certainly, here you are.
A: Thank you. What’s today’s special?
B: Roast beef with mashed potatoes.
A: That sounds great. I’ll have that.
(Please see PPT 1.1 for the PowerPoint slides for the conversation above.)
2. Elicit from students the following:
- the setting of the situation (Possible ans.: restaurant, café, hotel)
- the relationship between the two people (Possible ans.: waiter/waitress and customer)
3. Put students into groups of four. Give each group a jumbled script (LT 1.12) and ask them to put the strips in the correct order.
4. Play Audio Clip 1.2 and ask students to listen carefully and check their answers about the order of their strips. (Please refer to LT 1.13 for the transcript.)
5. Refer students to Part 1 of LT 1.14 and play the relevant part of the audio clip. Ask students whether the waitress and the customers are polite when taking order and ordering food.
Encourage them to give reasons for their answers.
6. Draw students’ attention to the structures ‘Can I …?’, ‘Would you like …?’, as well as ‘I’d like …’. Explain that ‘would like’ is a polite way of saying ‘want’. When serving customers or ordering drinks or food, it is more polite to say ‘Would you like to have some tea?’ and ‘I’d like to have some tea, please.’ Demonstrate how to pronounce the contracted form of ‘would like’, e.g. ‘I’d like’, ‘We’d like’.
7. Have students complete Part 2 of LT 1.14. They should suggest ways to improve the improper sentences, e.g. ‘Give me the menu.’ ‘Can I have the menu, please?’.
8. Go through LT 1.15 with students. Ask students to guess which expressions are usually used by waiters/waitresses and which by customers and fill in the speech bubbles. Tell students that these expressions are useful for their role play in their presentation.
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Part 2: Role play
1. Explain to students that they are going to play the roles of a waiter/waitress and a customer in a restaurant. Ask them to rehearse the role play by reading aloud the dialogue in Part A of LT 1.16.
2. Ask students to write down the choices of food in their role cards in Part B of LT 1.16. Remind them to use some useful structures (e.g. ‘I’d like …’, ‘Can you …?’) and expressions (e.g.
‘Here you are.’, ‘You’re welcome.’) they have learnt in the role play. They can refer to the menu of the Golden Crown Restaurant (LT 1.5) when they order food or take order.
3. Explain to students that the yes/no questions usually end with a rising tone. Ask them to take turns to be the customer and the waiter/waitress.
4. Invite a few pairs of students to perform in front of the class.
5. Give comments. Highlight the strengths of the students, e.g. the appropriate use of expressions which make the dialogue polite.
6. Remind students that they have to conduct a role play in the final task, i.e. the presentation.
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(1) Module: Study, School Life and Work Unit: Helping out in Our Mini-restaurant
(1) Module: Study, School Life and Work Unit: Helping out in Our Mini-restaurant (1) Module: Study, School Life and Work Unit: Helping out in Our Mini-restaurant
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4. Illustrate how to make slogans with the words given in Part B. Identify the special features by underlining the rhyming parts and bracketing the alliterative parts:
e.g.
- Our food is yummy and our staff are friendly!
- (F)ay (F)ay Restaurant is (f)amous! Our (f)ood is delicious!
- Try our yummy, spicy (c)rab (c)urry.
Ask students to get in groups and design a slogan for their mini-restaurant.
5. Show students how visual effects make slogans fun with the use of Slides 6-8 of PPT 1.2. Ask students to identify the key word(s) they want to highlight in their slogans and use graphics and/or pictures to help their customers remember the thing/place/quality they want to highlight.
6. Invite some groups to share their slogans and designs, and give comments.
7. Ask students to check whether their slogans meet the three requirements, i.e.
- short
- easy to remember (using rhyme and/or alliteration) - fun (using graphics and/or pictures)
8. Ask students to improve their drafts and hand in their work in the next lesson.
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Task 4: A Line to Remember (LT 1.17 – 1.19) Part 1: Introduction
1. Have students study the slogan and the extract of a restaurant review on Slide 1 of PPT 1.2 (LT 1.17). Ask students to compare them and discuss which is better in helping customers remember the restaurant and why. Guide students to think of the characteristics of a slogan, i.e.
short, easy to remember and fun.
2. Ask students to think of any slogans they remember and share them with the class.
3. Tell them that there are two ways to make a slogan easy to remember, i.e. rhyme and alliteration.
4. Explain what ‘rhyme’ is using examples on PPT 1.2. Point out that rhyming words do not always have the same spelling, e.g. ‘run’, ‘fun’ and ‘everyone’.
5. Read out the slogans from Part A of LT 1.18 and ask students to find out which slogans include rhyming words and what the rhyming words are.
6. Explain what ‘alliteration’ is. Go through the characteristics of alliteration using examples on PPT 1.2. Ask students to complete Part B of LT 1.18.
Part 2: Slogan design
1. Play two ‘Bingo’ games with students to consolidate their understanding of ‘rhyme’ and
‘alliteration’. (For details about the games, please refer to GA 6 & GA 7.)
2. Explain to students that to design a good slogan for a restaurant, they should find out what is special about it and focus on the specific areas of the restaurant, e.g. the environment, food, price and staff of the restaurant.
3. Tell students that some adjectives used to describe the four areas in the review of the Golden Crown Restaurant are listed in LT 1.19. Ask them to put the adjectives in Part A into two groups, i.e. rhyme and alliteration, and complete the table. Tell them to underline the rhyming parts and bracket the alliterative parts.
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4. Illustrate how to make slogans with the words given in Part B. Identify the special features by underlining the rhyming parts and bracketing the alliterative parts:
e.g.
- Our food is yummy and our staff are friendly!
- (F)ay (F)ay Restaurant is (f)amous! Our (f)ood is delicious!
- Try our yummy, spicy (c)rab (c)urry.
Ask students to get in groups and design a slogan for their mini-restaurant.
5. Show students how visual effects make slogans fun with the use of Slides 6-8 of PPT 1.2. Ask students to identify the key word(s) they want to highlight in their slogans and use graphics and/or pictures to help their customers remember the thing/place/quality they want to highlight.
6. Invite some groups to share their slogans and designs, and give comments.
7. Ask students to check whether their slogans meet the three requirements, i.e.
- short
- easy to remember (using rhyme and/or alliteration) - fun (using graphics and/or pictures)
8. Ask students to improve their drafts and hand in their work in the next lesson.
