PROCEDURE FOR

TEACHING WORDS
The procedure can be used in a classroom where you have a Teacher and a group of
students. It can be used for teaching large groups in an auditorium setting. It can be used to teach a
single student.
This teaching technique was developed so that one Teacher can effectively teach the
definition and pronunciation of individual words to many students at the same time or individually.
This procedure makes it possible for the information to be relayed, practiced and put into use
quickly.
There are two steps in teaching words:
A. The Teacher defines each word for the students and shows them how to pronounce it.
B. The students pair up and practice the words in sentences. The Teacher walks about and
listens to each pair, helping and instructing as needed.
THE PROCEDURE FOR TEACHING WORDS
1) Sep-up step.
First, let the student know the subject of the list of words.
For example: “Today we will learn some words about the family”.
The list of words should be on one subject (only) or for a particular sentence pattern (a
sentence structure used in the program).
Write the topic in capital letters in the middle of the upper part of the board; then write down
all the words/or hang printed words on the whiteboard. All letters on the board must be big and the
words must be easily readable.
Tell the students to write down each of the words in the same order, getting them to do this
as quickly as possible. Wait until most of the students have written down the words. While they are
writing the teacher is supposed to observe students writing the words correctly.
FAMILY
mother grandmother mother-in-law
father grandfather father-in-law
daughter granddaughter daughter-in-law
son grandson son-in-law
girl husband uncle
boy wife aunt
2) Translate each of the words, using this procedure:
Say “Repeat after me”, and say the first word (topic). This will push the students who have
not finished writing yet and let everyone know you are starting.
Teacher: “Family”
Student: “Family”
Teacher: “What is “family” in _________________?
native language

Student: ______________________
meaning in a native language

Teacher: “Good. ______________________.”

meaning in a native language
Students write down the meaning in the native language at this point.
Go to the next word.
 Teacher: “Mother”
Student: “Mother”
Teacher: “What is “mother” in _________________?
native language

Student: ______________________
meaning in a native language

Teacher: “Good. ______________________.”

meaning in a native language
Students write down the meaning at this point in the native language.
The acknowledgement (GOOD) after the students’ answer helps to separate each word and
maintains good two-way communication with the student. Even if the student say the correct
meaning of the word, the Teacher always repeats the right meaning himself so that he can be sure
that everybody understands it.
Do this with each word. Go through all the words quickly but give enough time for the
students to write down each native language meaning and get any clarification needed.
Note: you only give the native language meaning (or definition, if need be) for the sense of
the word that is appropriate to your word list. For example, on a word list on body parts. The only
meaning you would give for heel would be the one having to do with the bottom of a foot.
If the students don’t know the meaning of a word or if they are confused about it, the
Teacher tells them the translation or gives them a definition so students can get the meaning. If the
word is an object that you can show or demonstrate, that works well, too.
Students can (and should) use dictionaries to look up the word at the Intermediate and
Advanced Levels.
3) Verify the students have the correct meaning
Go through the list of words again. You say the word in English and the students give the
native language equivalent or definition. This step is also fast but very important. It also enables the
slower students to get any meaning that they did not get the first time.
Watch the students while they are answering to make sure that all of them understand the
words.
If their answer is correct, give students a clear acknowledgement like “OK”, “Good”,
“Great”, etc.
If their answer is correct, but not clear and loud enough, give the acknowledgement and give
the meaning in the native language.
If the answer is not certain or correct, stop the procedure and fix any problems. Students
using dictionaries and looking up the word in dictionaries will usually fix any debates over a word’s
meaning.
4) Teach the pronunciation.
The Teacher says the word in English and the students repeat the word after him. The
Teacher says the same word again and the students repeat it.
Teacher: “Family”
Student: “Family”

Teacher: “Family”
Student: “Family”
 Teacher: “Good”
When you do this step students practice the correct pronunciation until they get it. The word
must be said at least two times. If you hear or see that some students are having trouble, repeat the
word until they have no more trouble.
Teacher: “Family”
Student: “Family”

Teacher: “Fa – please listen – fa”

Student: “Fa”

Teacher: “Family”
Student: “Family”

Teacher: “Family”
Student: “Family”

Teacher: “Very good”

If the class has trouble (which can happen with certain sounds) then you can have individual
students say the word to you until you make sure they all can say the word easily.
With longer words that are difficult to pronounce, you can divide the word into syllables and
practice each syllable.
Teacher: “Theatrical”
Student: (Trouble or confusion)

Teacher: “The”
Student: “The”

Teacher: “at”
Student: “at”

Teacher: “ri”
Student: “ri”

Teacher: “cal”
Student: “cal”
Teacher: “Theatrical”
Student: “Theatrical”

Teacher: “Theatrical”
Student: “Theatrical”

Teacher: “Very good”

Practice the pronunciation of each word as described above. If the students say the word
correctly then the Teacher needs to say it only twice. If there is any hesitancy or uncertainty from
the class, the Teacher would say the word again (and again and again, if needed) until the class
knows it perfectly.
5) Check and practice pronunciation.
a. Point at each word on the list, going from the top to the bottom. Have the students say each
word as you point to it. Then point to each word on the list from the bottom up, having the
 students say each word as you point to it. They should say the words loud enough for you to
hear their pronunciation and correct any mistake in it.
b. Point to the words at random to see that they can say the words comfortably (especially
those they had difficulties with).
c. Lastly, point at the words in random order, faster and faster, having fun with students
pronouncing the words well. You end when they are all doing well.
Note: if you see that one or two students are having difficulties, help them briefly, if
possible. Otherwise, take them individually while the class is doing the next step.
6) Practice the words in sentences.
When students understand what the words mean and can pronounce them correctly, the next
step is to practice the words in sentences.
When you introduce this step for the first time, you instruct the students on how to make
sentences and do a demonstration in front of the class. You can do it with your Assistant or with one
of the students.
Pair up the students. If you have an odd number or students you will have one group of three
students.
Students then make sentences with each word. The result of this step should be that students
remember and are able to use each of the words. That can mean making many sentences with each
word.
Instruct the Students on How to Make Sentences.
The Teacher would give these instructions to the students, explaining how to make
sentences:
 The sentences should be short.
I like my family.
My family is big.
This is my family.
His family is small.
We are not practicing sentence patterns here. The attention is on the word. The
student is practicing using the word’s correct definition and correct pronunciation.
The students should continue to practice each word until they can use it easily. This
is what is focused on.
 The sentences can be shortened. For instance, instead of saying “I like my family”,
the Teacher may say “My family”. Instead of saying “My family is big”, say “Big
family”. This would be for beginners. The Teacher must use good judgment and
work effectively with the students’ level of English.
 Tell the students that one member of the pair should make enough sentences using
the word to feel comfortable with the word. Once he is completed – comfortable with
the word – then the other member of the pair does the same thing – until he or she is
comfortable with the word.
Here is the demonstration for the Teacher to do with another student or his/her Assistant.
Demonstrations can and should be done frequently either with the whole class or with
individual pairs to help them understand this procedure.
Assistant: “I like my family”. (Teacher: “Good”). “My family is small” (Teacher:
“Good”). “There are six children in our family”. (Teacher: “Alright”).”I
will have a big family”. (Teacher: “Very good”), etc.
Teacher: “OK, are you comfortable with the word?”
Assistant: “Yes.”
 Teacher: “My family has four children.” (Assistant: “Good”). “My family is big”.
(Assistant: “Fine”) “His family lives in the mountains” (Assistant:
“Alright”).”Our family is beautiful.” (Assistant: “Good”).
Assistant: “Comfortable?”
Teacher: “Yes, we can go to the next word now.”
 For students who have trouble making entire sentences in English it is also okay to
use their native language for part of the sentence (this is used when they are on the
first level and have lack of words, further their vocabulary will extend and they will
be able to do it appropriately).
Example: “I ______________________ my family.”
love (in native language)
This should be demonstrated to the students, as well. The Teacher would also explain
to the students that as they learn more and more words and sentence pattern they will
be using their own language less. In the meantime, it is okay to use this method at the
beginning. The English word they are learning is the important thing now.
 Tell the students that the coaching partner needs to understand the sentence used by
the student working with him. If the partner cannot understand the sentence then the
student tries again. The grammar in the sentence doesn’t have to be correct so long as
the coach understands what the student is trying to say. The WORD, used correctly
and pronounced correctly is what we are interested in at this point.
 Advise the students to make sentences that have to do with their own lives, things
they know about or have contact with, etc. Real things known to them in their
immediate environment are best as this is most effective in helping them to learn the
word.
Sometimes a student may run out of examples from his or her own life before they
are comfortable using the word. If this happens, encourage the student to use
imagination to make up sentences until they are comfortable using the word. Doing a
demonstration for them will help.
More Information on Practicing in Pairs.
Some students will finish the words on the list faster than others. While the others complete,
the faster students could continue making sentences with their partners, using more than one of the
words on the list in one sentence. More practice is good.
You can also have the faster students help the slower students and generally the students are
very happy to do this. Take a pair of faster students and a pair of slower students. Put one of the
faster with one of the slower and make two new pair. All four students will get practice. The slower
students will move forward more rapidly.
While the students are in pairs, making their sentences, the Teacher moves around the room
checking and helping each pair. He does NOT specialize in just one or just a few pairs. He works
with them all, one at a time. This is the Teacher’s chance to repair individual difficulties. A good
Teacher always watches how the students are doing. This is not a time for doing paperwork.
Students should be using appropriate dictionaries (own language/English-English/own
language) to look up words when they are making sentences. The Teacher should definitely
encourage this and make sure good dictionaries (at a variety of degrees of difficulty) are available
for the students to purchase.
Sometimes some problem will come up in doing the sentences. This could be an unclear
definition or pronunciation difficulties or some earlier incorrect information. Help the student to get
the information he or she needs and then get them back to using the word in sentences. Do not
allow them to stray into discussions about grammar.
 SUMMARY

The Teacher’s responsibility in step 1-4 is to give stable and correct information to the
students. By the end of step 4, the student’s understanding of the pronunciation and definition of the
words should be good enough to allow them to practice the words comfortably in sentences.
In Step 5, when the students practice in pairs, the Teacher’s responsibility is to make certain
that the students practice correctly. It is also important for the Teacher to make certain that enough
practicing is done. The students should be able to easily use the words.
This procedure increases the student’s ability to work with and be responsible for a partner.
The responsibility for a partner’s understanding helps to increase both students’ understanding.
 PROCEDURE FOR TEACHING
SENTENCE PATTERNS
A sentence is a group of words put together to express a complete thought.
You say, “Are you hungry?” There are enough words to ask about someone. The words
are in a correct order for a question. There is a punctuation mark to help you understand it is a
question.
You might say, in response, “I am”. Again, there are enough words to tell you the state
of affairs. The words are in the correct order for a statement.
Sentences are what every father or mother taught their children. They did not get into the
grammar of sentences or how they were constructed. They simply taught sentences to their
children. The sentences they taught were the sentences they used.
We attach importance to sentences. We see that words and sentences are passed down
from generation without a grammar teacher being present at birth. Seeing that this works, and
clearly it does, we can use the successful learning pattern to learn how to communicate in
English.
Grammar will have its day a little bit down the road. It will be needed later on.
The normal way of passing language down from generation to generation starts with the
family and friends. It starts with individual words, then those words are combined into sentences
that have a similar pattern, e.g., I like my mother. I like my dog. I like my friend. These we call
sentence pattern.
Sentence pattern evolves into communication patterns used in real life communication.
The longer the communication continues between the individual and his surroundings, the more
details will be communicated.
The sequence could be set out like this:
1) Individual Words,
2) Sentence Patterns,
3) “Communication in Real Life”, and then
4) “Communication in Real Life” with details.
Here is an example:
1) An individual word: “Mother.”
2) A sentence pattern is:“This is my ___________. This is my mother.”
3) Communication in real life is “This is my beautiful mother”.
4) The communication gives more exact information: “This is my beautiful
mother who studied dance when she was young”.
The only good reason to learn something is so you can use the knowledge. Conversely,
use assists the learning process. This is why we use pairs to practice from the start of the
program.
New words are introduced every day and, with them, new sentence pattern. The students’
ability in the language can be built rapidly this way.
This teaching technique was developed so that one Teacher could effectively teach a
particular sentence pattern to many students at the same time or individually. This procedure
relays the information quickly and makes it possible for it to be practiced and learned quickly.
There are two steps in teaching sentence patterns:
A) The Teacher gives the sentence pattern and gives the use of the pattern and correct
pronunciation.
B) The students practice the sentence pattern in pairs with the Teacher assisting them.
 THE PROCEDURE FOR TEACHING SENTENCE PATTERNS
1) Theory (used when introducing sentence patterns for the first time)
The first time you present a sentence pattern, you give the students a brief
explanation. Write on the board the sequence of how language is learned.
You explain that we first learned words and then sentence patterns. (Teach the words
“sentence” and “pattern” per the steps of teaching words).
Then cover that when you start to learn a new sentence pattern, you practice it in life.
That is real life communication. (Teach the words “real” and “life” per the step of
teaching words).
Then cover that, with age and experience, you communicate with more and more
details.
Step-up step.
The Teacher tells the students: “We are now going to learn and practice a
sentence pattern”.
If there are extra words that the Teacher thinks need to be taught to the students so
that they can apply them in the pattern or are key words for this step, they are taught
per the teaching words procedure before the sentence pattern presentation. Usually
there are none, as lots of words are given prior to sentence pattern anyway.
Write the whole sentence pattern on the board.
“Do you have a ___________?”
“Yes, I have a ___________.”
“No, I do not have a ___________.”
1) Define what the sentence pattern means.
The Teacher reads aloud the first line in English and students repeat it after him.
Then he asks: “What does that mean in (native language)?” The students give him
the answer. You read out the blank space as hmmm. Students should do the same in
the native language translation.
Teacher: “Repeat after me, please.
Do you have a _____(hmmm)_____?”
Students: “Do you have a _____(hmmm)_____?”
Teacher: “Good.”
“What is ‘Do you have a _____(hmmm)_____?’
in (native language)?”
Students: (Response in native language.)
Teacher: “Okay.”
Repeat the same pattern for each line.
Teacher: “Yes, I have a _____(hmmm)_____.”
Students: “Yes, I have a _____(hmmm)_____.”
Teacher: “Thank you.”
“What is ‘Yes, I have a _____(hmmm)_____.’
in (native language)?”
Students: (Response in native language.)
Teacher: “Good.”
Teacher: “No, I do not have a _____(hmmm)_____.”
Students: “No, I do not have a _____(hmmm)_____.”
Teacher: “Good.”
“What is ‘No, I do not have a _____(hmmm)_____.’
in (native language)?”
 Students: (Response in native language.)
Teacher: “OK.”
It’s important to acknowledge them and repeat the translation once more as some
of them might not have grasped it.
If there is no answer or if there is confusion, the Teacher can: a) tell the students
the meaning of the sentence pattern, or b) have the students look up a word in the
sentence pattern in their dictionaries that is not understood, or c) the Teacher can tell
the students the meaning of any word not understood. Which method is used depends
on how advanced the students are.
2) Fill in the blank and assure comprehension of the sentence pattern.
Ask students for an example to put in the blanks. Then you read aloud the
sentence in English, your students repeat it and give the native language equivalent.
This step is fast. It checks to see the pattern has been well understood. It also allows
the slower students to get any definitions that they did not get the first time.
If there is a problem, you should stop and fix this before you go on.
Teacher: “Give me an example to fill the blank.”
Students: “coat” – (Teacher fills the blanks)
Teacher: “Okay. Repeat after me, please.”
“Do you have a coat?”
Students: “Do you have a coat?”
Teacher: “Good. What is ‘Do you have a coat?’ in
(native language)?”
Students: (Response in native language.)
Teacher: “Okay. (repeats the native language response)”

Teacher: “Yes, I have a coat.”

Students: “Yes, I have a coat.”
Teacher: “Very good. What’s that in (native language)?”
Students: (Response in native language.)
Teacher: “Yes.” (repeats the native language response)

Teacher: “No, I do not have a coat.”

Students: “No, I do not have a coat.”
Teacher: “Very good. In (native language)?”
Students: (Response in native language.)
Teacher: “That’s good.” (repeats the native language response)
(optional)
Teacher: “Give me another example.”
Students: “dog”
…continue the same way.
3) Correct pronunciation
The Teacher reads out the completed sentences in English. The students repeat
after him. This gives the students a chance to duplicate the correct pronunciation and
the way the sentence is used. This is repeated twice.
Vary the words in the blanks a few times until the students seem confident.
Teacher: “Do you have a coat?”
 Students: “Do you have a coat?”

Teacher: “Yes, I have a coat.”

Students: “Yes, I have a coat.”

Teacher: “Do you have a coat?”

Students: “Do you have a coat?”

Teacher: “No, I do not have a coat.”

Students: “No, I do not have a coat.”

Teacher: “Do you have a dog?”

Students: “Do you have a dog?”

Teacher: “Yes, I have a dog.”

Students: “Yes, I have a dog.”

Teacher: “Do you have a dog?”

Students: “Do you have a dog?”

Teacher: “No, I do not have a dog.”

Students: “No, I do not have a dog.”
It is possible to vary tenses and person in the above sentence pattern as long as the
students have learned the specific tense and/or person. It isn’t always desirable to add
in the variations. It is a point of observation and judgment to recognize what will be
best for that particular group of students at that point.
It is very important to maintain constant observation of your students to
determine the best gradient approach. If you choose too low a gradient, it can
slow the students. If you choose too high gradient, it can bring about confusion.
4) Practice the sentence pattern.
Demonstrate how to practice sentence patterns
The first time the entire sentence pattern procedure is shown to the students, the
Teacher demonstrates practicing the sentence pattern with an Assistant in front of the
class. The Assistant can be another Teacher or a student.
Teacher: “Do you have a house?”
Assistant: “Yes, I have a house.”
Teacher: “Good!”

Teacher: “Do you have a wife?”

Assistant: “No, I do not have a wife.”
Teacher: “OK!”

Teacher: “Do you have a dog?”

Assistant: “Yes, I have three dogs.”
Teacher: “Good!”

Teacher: “Do you have fleas?”

Assistant: “No, I do not have fleas.”
 Teacher: “That’s good!”
Then you switch and the Assistant would give you the questions and you answer
them. Note that you give either a positive or a negative answer, not both at the same
time. Switch after 3 – 4 examples.
Teacher: “Do you have a pencil?”
Assistant: “No, I do not have a pencil.”
Teacher: “Do you have a pen?”
Assistant: “Yes, I have a pen.”
Teacher: “Do you have fleas?”
Assistant: “No, I do not have fleas.”
Do demonstrations from time to time with different students participating. This
helps to build their confidence. Choose students who would be comfortable doing the
demonstration.
Practice in pairs.
The students now practice the sentence pattern in pair. This can be a short or long step
depending on how much practice the students need to be comfortable using it.
The Teacher walks around the class and makes sure they are practicing in a standard way
as has been demonstrated. If some teams fish quickly they can change partners and practice
more.
SUMMARY
The Teacher’s responsibility in steps 1 through 3 is to give stable and correct information
to the students. The students’ understanding of the sentence pattern pronunciation and meaning
should be so good as to allow them to practice the sentence pattern comfortably with their
partners.
The Teacher’s responsibility during the final step, the drilling of the sentence pattern,
would be to ensure the correct pronunciation and usage of the sentence pattern and to keep the
students on track on the particular pattern they are working on.
This procedure increases the student’s ability to work with and be responsible for a
partner. The responsibility for a partner’s understanding helps to increase both students’
understanding.
IN CONCLUSION
Using these steps ensures that the students can successfully communicate with the new
sentence patterns. It also gives students the chance to practice words they have learned.
Homework is another form of practicing. The students should write many examples with
the sentence patterns as homework.