If you are using this module to meet some of the requirements of an assessed programme in teaching and learning, it is suggested you select any TWO of the following tasks for inclusion in your portfolio submission.

1. Read again the section on trends in the teaching of vocabulary (see 10.1). Look at a newspaper or magazine article of 500 words or more. Read it so that you understand the main points enough to tell a friend about what you have read. Put the article away and make an audio recording of yourself telling a friend - imaginary or real - about the article you have just read. Note how you simplified your account. Which of the vocabulary items from the text would you understand in print but not normally use in your own speech? Now look at a text you would expect a group of your own students to be able to understand. If you asked these students to do this exercise, which of the vocabulary items would you expect they could use productively in telling someone about the text? Which of the vocabulary items would you expect them to understand but not use? If possible, try this activity in practice with your students, discuss the outcomes with them, and reflect on the results in your assignment.
   
   
2. Read again the section on lessons from vocabulary acquisition research (see 10.3), especially the extract showing the use of translation in the teaching of Greek. Find an interesting text in the language you teach. Translate it into English. With your learners, exploit it over a course of lessons, progressively using more of the original words in each session. Comment on your findings. If possible, ask your students for their reactions to the process, and reflect on them in your assignment.
   
   
3. Read again the sections on knowledge of a word (see 10.4). Choose one of the aspects discussed and plan a lesson around it. Deliver this lesson, and reflect on it afterwards. If possible, ask your students for their reactions and include them as part of your discussion. Submit your lesson plan, with rationale and all materials, together with a post-lesson evaluation and suggestions for improving the lesson next time you teach it.
   
   
4. Read again the section on presenting vocabulary (see 10.5). Record two of your lessons. Write a reflective piece in which you explain how you presented and checked understanding of new vocabulary. Describe what improvements you would make for the future and explain how you would go on to practise this new vocabulary. If possible, gain your students' views on their preferred methods of engaging with new vocabulary items, and use these in your discussion.
   
   
5. Read again the section on simplifying texts (see 10.6). Now take a published text in your target language and adapt it for your learners for your own learners using the semantic field approach. Alternatively, take a published text and adapt it for your learners. Try using this text in class to present the new vocabulary items. Review the vocabulary items in a subsequent lesson. If possible, gain your students' views on the process. Reflect in writing on the presentation and review sessions, and suggest possible improvements.
   
   
6. Read again the section on practising and reviewing vocabulary (see 10.7). Devise a progress test to find out how much of the vocabulary you have taught has been retained by your class. Use multiple choice, matching, or other types of test formats that we have discussed in the module. Mark the test. If possible, gain your students views on the test format and ease of use. Write about the process you went through in devising the test, evaluate its effectiveness, and suggest any improvements you might make when devising a similar test in future.