Study the first 4 activities from Module 5 - Vocabulary and solve the tasks below. Task1.

What is the difference between incidental learning and direct teaching method?
Direct vocabulary learning is a conscious effort made by the learner to remember new words. It occurs when teachers do exercises and activities in class that focus the learners attention on vocabulary, such as guessing meaning from context, matching exercises, spider grams, vocabulary games, etc. Vocabulary can also be acquired through incidental learning. Much of a students vocabulary will have to be learned in the course of doing things other than explicit vocabulary learning. Repetition, richness of context and motivation may also add to the efficacy of incidental learning of vocabulary.

Task 2. The aim of good vocabulary work is to present and practise new language in ways that help the learner retain the information in their long term memory. What are the ingredients of good vocabulary work?
Memorable presentations The language is presented in such a way that learners can pull on the context developed by the teacher to help them remember the work. This can be done through contextualization, pictures, clines, timelines, realia, mime etc. Engagement The meaning work is engaging with learners involved in the process of conveyance. The conveyance method includes a range of techniques e.g. mime, pictures, contextual stories. Diagnosis During conveyance diagnosis of what learners already know and developing their knowledge from that point is essential rather than assume the learners know nothing of the meaning. The teacher works to elicit from a context what is known by the learners before telling the meaning. Accuracy The meaning presented is accurate so learners are confident and can use the language. For example, many words have multiple meanings (light, foot, set) but the meaning taught needs to be the one used in the lesson material. Confirmation of Understanding Learners have their knowledge checked and confirmed through the use of meaning check questions (MCQs), elicited examples and diagnostic tasks. Full Coverage In order to use new vocabulary the learners are going to need to know: Meaning (What is the appropriacy, connotation, register etc?), Form (What is the form (grammar) of the word? Is it a noun, verb etc? Does it have a dependent preposition?) and Pronunciation (How is the word said?)

Task 3. Study the link below then answer the questions: http://www.youtube.com/watch?v=8mgwWhWa0Q8 a. How old are the students? What is their English proficiency level? Is the realia appropriate for this level? How did they demonstrate understanding? The children are in kindergarten, on their first day of school. They are beginners in English language learning. The realia is used appropriately to teach the language and were enjoyed by the students. Gradually they seem to relate to the four dolls and begin to use the target language. b. What are the advantages and challenges of using this type of realia and the realia that the older children brought to class? It is an album which was created by the students to use in class and in other future classes in that school. The students enjoyed the activity and manu students helped at making it.

Advantages of using realia: They are memorable representations , they can be adapted to the students` age/level, the students may bring their own realia to class , fact that could motivate them, the realia can be displayed in the classroom over a longer period of time. Kinesthetic learning is the type of learning that students will most effectively acquire, mostly because they will have hands-on experience, they can be used to develop all skills, they offer a wide range of learning modalities, they can be interactive such as multimedia materials Challenges: it takes time to prepare them, they may contain additional info that may confuse learners/distract their attention, some need special equipment /technology that is not available, some cost money, the teacher/students may not be artistically talented

c. Do you think the realia for each class effectively met the purpose of the lesson? Why or why not? Could the teacher use the realia again? If yes, for what purpose(s)?

The realia used for the beginners was effective as the students eventually managed to accomplish the objective of the activity. The teacher can use it in other lessons, like: teaching parts of the body,family members, colours, clothes, introducing people,etc The second group, lower secondary students , brought toys or favourite items to help them illustrate what they like and speak about themselves. This realia can be used in limited situations and do not provide too much variety. The project realised by the high school students is the most complex and it can be used again in a variety of situations.