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A) Discuss the strengths and weaknesses of these techniques for checking that learners have
understood new words.
The teacher asks a learner to translate the word (or phrase) into their own language.
The teacher asks short, easy-to-answer questions. For example: If you are head over heels
in love, are you in love a lot or a little?1
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Definition: A ship that can travel both under the sea and on top of it.
CCQs:
1
Thornbury, Scott and Peter Watkins. The CELTA Course – Trainee Book. Cambridge University Press, 2007, p 23.
sluggish (adj) (upper int)
Context: Steve woke up feeling very tired and he couldn’t do anything very quickly. He wasn’t ill,
but he felt very sluggish until he had a coffee.
CCQs:
Is it temporary? (yes)
Definition: The people who work for a particular company, organisation or institution.
Context: I work in a school with about 40 full time and part time staff. Most of them are
teachers, but there are also teaching assistants, cleaners and cooks.
CCQs:
Does this mean one person or more than one? (more than one)
Are you ‘staff’ if you have your own company? (no, but you can have staff)
In order to provide effective CCQs, you should:
B) Over to you: design minimum three CCQs for each of the following words: dress, embarrassed,
outgoing.
Anticipating problems2
Look at the following words. What problems of meaning (including style and use) or form
(either spoken or written) might they present to learners? Discuss what you could do in
class to help learners with these problems.
2
Thornbury, Scott, How to teach vocabulary. Pearson Education Limited, 2002, p 168.