Skip to 0 minutes and 7 secondsOkay, now you have probably noticed that there are some words in here with bold, okay? What I would like you to do, is have a look at this table. Here you have the words, the same words, and here you have some definitions. I would like you to match the words and the definitions. What kind of words are these? Phrasal verbs, very good. And there are three types of phrasal verbs. So first one, no object. Second one, object in the end. Third one, object in the end or in the middle. It doesn't matter.
Introduction to Week 4
Welcome to Week 4! As before, we start the week by talking about the bit of Amal’s lesson you watched at the end of last week and the questions we asked you to think about. Watch the video again then compare your answers to the questions with our answers.
- What’s happening in the lesson now?
Amal is helping the learners understand some vocabulary in the text they read. First she asks them to do a task matching words in the text with definitions. After that, learners tell her the answers, she writes the words on the board in three columns and then she talks about the words.
- Why does Amal get the learners to match the words from the text with the definitions?
Amal wants the learners to work out the meaning of the words by using the text and the definitions she gives them. Learners working things out for themselves makes learning more active and more memorable.
- What is she teaching when she places examples of language on the board?
Phrasal verbs, e.g. split up, cheat on, ask out.
There’s a lot involved in teaching language, isn’t there? What do teachers need to know about language? This week we’ll talk about what people mean when they talk about ‘language’ and teaching ‘language’ and we’ll explore the things teachers need to know about language in order to be able to teach it effectively.
Once again we are going to hear from learners and teachers about the challenges learners face when they are learning about the English language. We’ll look at how teachers help learners to overcome some of the challenges of learning about language.
There will be more quizzes and discussions and lots of other activities. As before, we look forward to seeing your contributions to our tasks and reading the comments and ideas you share with us this week.
Use the comment section now to say what you think people mean when they talk about ‘language’ – we’ll talk about this in the next step. Say also what you hope you’ll learn this week.
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