4.04 Matriz de Marco Lógico
5.01.06.02 La Pintura infantil
5.01.06.02.04 Rincón de aprendizaje
Skills: Classifying and categorizing information; Using correct spelling
Aims: Practice strategies for building and noting new vocabulary and for noting word collocations
Steps:
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Explain that in addition to developing strategies for recognizing which words are most appropriate for completing gap fill texts, test takers also need to actively build their vocabulary. One good tool for developing vocabulary is to build word banks (groups of words related to a topic or theme).•
Tell test takers that they are going to practice building a word bank around the topic ‘New Year Festivals’ and that the first step will be brainstorming.•
Organize test takers into small groups and ask them to brainstorm vocabulary related to the topic of ‘New Year Festivals’. Setting a time limit of 5 minutes, encourage test takers to write as many words as they can and use correct spelling for each word.•
After 5 minutes, ask groups to put a symbol next to each word or phrase they have written to indicate its grammatical class. For example, nouns and noun phrases should be labeled (n); verbs (v); adjectives (adj) and adverbs (adv).Main activity 2: part 2
group work and whole class (15 mins)Vocabulary building: Word Banks
Materials: • Copies of ‘‘New Year Festivals’ word bank’
• Image of ‘‘New Year Festivals’ example word bank’ for projection • Dictionary / Thesaurus for each group or test taker
Skills: Classifying and categorizing information; Using correct spelling
Aims: Practice strategies for building and noting new vocabulary and for noting word collocations
Steps:
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Keep test takers in their groups and distribute 1 copy of the ‘‘New Year Festivals’ word bank’ worksheet to each group.•
Explain that the table will be used to list some words that were brainstormed and to organize these words into grammatical and vocabulary categories. Tell test takers that the word bank will help themLesson 3 © Pearson Education Ltd 2012
© Pearson Education Asia Limited 2012
27 The Official Guide to PTE Academic Teacher Notes note related vocabulary (e.g. synonyms or antonyms). It will also help them note collocations (i.e. words which naturally combine with brainstormed words to make common, logical and idiomatic phrases).
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As an example of how to list and organize their brainstormed words in the word bank, project an image of the ‘‘New Year Festivals’ example word bank’ on the board. Explain that not all words will have all grammatical forms, and encourage test takers to list as many synonyms (including noun phrases) and collocations as they can.•
Give groups 10 minutes to start building their word banks with words from their brainstormed list. Encourage them to use a dictionary for checking the grammatical forms and endings of words, as well as for collocations. Tell them to use a thesaurus to check synonyms and antonyms.•
As final feedback to the activity, get groups to compare and share their word banks.•
Encourage test takers to copy their group word banks and add to them after the lesson. They can also use the table format to develop their own word banks on other themes (preferably academic themes, or topics such as ‘lectures’ or ‘note taking’).Main activity 3
individual work, pair work and whole class (15 mins)Attempting a Fill in the blanks sample item
Materials: • Copies of ‘Practice item Reading: Fill in the blanks’ worksheet
• Image of ‘Practice item Reading: Fill in the blanks: Answer key’ for projection
Skills: Identifying words and phrases appropriate to the context; Understanding the difference between connotation and denotation; Inferring the meaning of unfamiliar words
Aim: Apply this lesson’s reading and vocabulary strategies to practice a Reading: Fill in the blanks item Steps:
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Explain that test takers will now attempt a practice Reading: Fill in the blanks item.•
Distribute copies of the ‘Practice item Reading: Fill in the blanks’ worksheet to each test taker. Remind them to use the gap-fill strategies and word bank skills they identified earlier.•
Give test takers 5 minutes to complete the item individually.•
After 5 minutes, put test takers into pairs and ask them to compare answers and explain to each other which strategies or word bank skills they used to help them guess which words might be used in each blank, or eliminated.•
Feedback by projecting an image of ‘Practice item Reading: Fill in the blanks: Answer key’ on the board and using it to review the answers with the whole group. Elicit reasons why particular words fit in each blank. Use the tips in the Answer key to explain why certain words collocate with the text better than others, and why some words should be matched with others to maintain grammatical parallelism.Main activity 4: part 1
group work and whole class (10 mins)Vocabulary building: Collocation tables
Materials: • Image of ‘‘Research’ collocation table 1’ for projection • Image of ‘‘Research’ collocation table 2’ for projection • Copies of ‘‘Research’ collocation table 2’
• Image of ‘‘Research’ collocation: Answer key’ for projection
Skills: Identifying words and phrases appropriate to the context; Using correct grammar Aim: Practice strategies for noting word collocations and phrasal verbs
Steps:
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Tell test takers that another good tool for developing vocabulary is to use tables to learn and note collocations. Explain that they are now going to practice using a collocation table related to the theme of ‘Research’.•
Project an image of the ‘‘Research’ collocation table 1’ on the board as an example of a collocation table. Explain that on the left side of the table there are verbs, while along the top there are nouns, all of which are related to the topic of research. The aim of the table is to note which verbs describing research collocate (can be combined) with which nouns. Tell test takers that if a noun collocates with a verb, they should put a ‘√’ under the noun. If it doesn’t collocate, they should write ‘X’.Lesson 3 © Pearson Education Ltd 2012
© Pearson Education Asia Limited 2012
28 The Official Guide to PTE Academic Teacher Notes
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To demonstrate how to complete the table, elicit from test takers which nouns in the table collocatewith the verb ‘to do’. Project the ‘‘Research’ collocation table 2’ on the board to confirm suggestions.
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Organize test takers into small groups, distribute a copy of ‘‘Research’ collocation table 2’ to eachgroup and ask test takers to work together to complete the table. Encourage them to use a dictionary for checking possible collocations.