Vocabulary Pre-Teaching for Fortnite
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pomaleranianVocabulary Pre-Teaching for Fortnite
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pomaleranianAssignment A - Part 1
Please complete the assignment templates without removing any of the instructions.
Text 1 – Lower Intermediate
✔ This part of the assignment focuses onstage 2ofalower-intermediatereading lesson.
✔ Y ou should only show what you would do for the vocabulary pre-teaching stage of the lesson. This stage occurs after the
warmer but before the class reads the text for the first time.
✔ Stage aim: To introduce six items from the readingtext that students need to know in order to understand the text.
✔ Class: Lower intermediate (B1), 13 young learners,age range 12-14.
✔ Read the text below andselect six vocabulary itemsfor pre-teaching. Please include at leastonephraseor collocation.
Fortnite – a pleasure or a problem?
F ortniteisanonlinevideogamemadebyacompanycalledEpicGames.Playerscanfightenemies,collectmaterialsanditems,
andmakebuildings.Thegamehasthreedifferentversions,knownas'modes'.Themostpopularmodeiscalled‘BattleRoyale’.
Inabattleroyale,playerss tartwithnoitemsandcollectweaponsandotherequipmentastheyplay.Playerstrytoremoveother
playersands urviveuntiltheendofthegame.ABattleRoyalebeginswithuptoonehundredplayers.Thelastplayerleftaliveis
the winner.
F ortnite is extremely popular. It came out in 2017 and now has hundreds of millions of players. And Epic Games has made
hundredsofmillionsofdollars.Celebrities,s uchastherapper,Drake,playtheBattleRoyalemode.Otherpeoplehavebecome
celebrities because they play the game. Fortnite is one of many video gamesplayedcompetitivelyasan‘esport.’ Ins ummer
2019,therewasalotofattentionintheBritishmediawhenthe15-year-olds choolboy,JadenAshman,wonthes econdprizein
thefirstFortniteWorldCup.Jadenandhis21-year-oldDutchgamepartner,DaveJong,s haredaprizeof2.25millionUSdollars.
Jaden's mother said she always tried to stop him wasting his time on the game.
The company s ells a lot of game-related products, s uch as branded clothes and action figures. Players can buy additional
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f eatures forthegamewithFortnite’sowncurrency;‘V-bucks,’whichtheycanearnastheyplaythegame.Apopularadditional
featureiss illydancesforthecharacters.Manypeoplecopythegame’sdancesinreallife.Therearenumerousvideosofpeople
doing these dances on YouTube and other websites.
T hereareconcernsaboutFortnite.Parentsandteachersworryabouthowmuchtimechildrens pendplayingthegamewhenthey
s hould be doing s choolwork. Some believethatitisaddictive.ItemsinthegameareboughtwithV-bucks,butV-buckscanbe
bought with real money. There are many reports of children s pending their parents’ money on the game withoutpermission.
Although the game is colourful and has a light-hearted s tyle, s ome adults feelthatitistooviolentforchildren.Afterall,the
Battle Royale mode involves killing other player’s characters with guns and other weapons.
1.1 Vocabulary Pre-Teaching Planning Table
✔ In this table, show six items from the text to pre-teach. Please complete every section of the table for all six items. The table
is just for the teacher and is not a handout for the students.
Item
(Students will P ronunciation
eaning
M F orm
already know (IPA transcription AND
(How would you define this for B1 students?) (Word class)
items B1 and word stress pattern)
below)
Exa mpl e ( Cambridge Learner’s Dictionary) Noun / ˈfæntəsi/
A s ituationor eventthat you imagine, which is not r ealor true. Ooo
Fantasy (B2)
( Simplified)
Something that you can imagine. It can’t really happen.
1 (Cambridge Learner’s Dictionary) Adjective /əˈlaɪv/
Alive (B1)
living, not dead: full of activity and excitement: oOo
( Simplified)
To exist and be full of life, to not be dead, to live.
For example, the flowers are alive because they are growing with water
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and sun everyday.
2 Noun / ˈprɒdʌkts/
Products (B1) ( Cambridge Learner’s Dictionary) oO
something that is made or grown to be sold:
( Simplified)
Physical real life things that people can create/make and then sell it.
For example my dad sells lots of products from his shop.
3 ( Cambridge Learner’s Dictionary) Adjective /rɪˈleɪtɪd/
connected:
Related (B2)
oOo
( Simplified)
To be together in some shape or way, to be connected with each other
for example me and my sister are related
4 (Cambridge Learner’s Dictionary) Adjective /ˈsɪli/
small and not important: stupid
Silly (B1)
Oo
( Simplified)
Not a big deal, can be funny and not so important.
Like saying ‘’I look silly in this hat’’ I look funny in this hat but it's not a big deal.
5 ( Cambridge Learner’s Dictionary) Noun /ˈvɜːʒənz/
one form of something that is slightly different to other forms of the same thing:
Version (B2)
Ooo
( Simplified)
Could be used to describe the same thing in different ways or forms.
Like a game that can have it’s way/version on the phone and maybe a different
way or version of playing on the computer
6 ( Cambridge Learner’s Dictionary) Noun /staɪl/
a way of doing something that is typical of a particular person, group, place, or
Style (B1) period:
Oo
( Simplified)
The way something is done or looks, could be many styles of different things like
fashion or ways of doing something, like for example, the style of her hair is short
and full of colour, or her hair style is simple, long hair and dark blue. Some
people can like her style of hair and some people might not like it.
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1.2 Teacher Language for Teaching Two Items
✔ This part of the assignment enables us to assess your language grading, eliciting, pronunciation teaching, and concept
checking.
✔ You mustselecttwoofthevocabularyitemsfromthetableabove.Theys houldbeitemsthatcouldnotbeexplainedbyonly
s howing pictures.
✔ Show the language you would use for presenting the twoitemstotheclass.Presentwhatyouwoulds ayindialogueform,
including some expected student responses (see the example below).
✔ Each item should be approximately200 words.
✔ Please do not delete the example - add your two teacher language dialogues in the boxes Item 1 and Item 2 below.
Example
Vocabulary item:Fantasy
a) Elicit and Explain
( Show a picture of a tree bearing candy instead of fruit.)
T: “Can I plant a tree like this in my garden?”
Ss: “No.”
T: “Why not?”
S: “Because it’s not real.”
T: “What do we call things that aren’t real?”
S: “Made up?”
T: “Yes, we can make things up in our minds or in stories. Can you think of another way to say this?”
S: “Use your imagination.”
T: “That’s a great guess! But I’m looking for a different word. It’s also a noun.”
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S : “Fantasy?”
T: “Yes! Excellent. A fantasy is a situation that you imagine. It’s not real or true.”
b) Teach the Pronunciation
T : “How many syllables are in the word fan-ta-sy?”
Ss: “Three.”
T: “Good. Which syllable is stressed?”
S: “The third.”
T: “Not quite. Listen carefully:fantasy.”
Ss: “The first syllable!”
T: “Yes, the first one. Let’s repeat ‘fantasy’ three times.”
Ss: “Fantasy. Fantasy. Fantasy.”
c) Concept Check
T : “Can anything happen in a fantasy?”
Ss: “Yes.”
T: “Can I create it with my imagination?”
Ss: “Yes.”
T: “Can it happen in the real world, or only in stories?”
Ss: “Only in stories.”
T: “Can you think of some examples from stories?”
S: “Alice in Wonderland.” (Accept any appropriate examples that they are familiar with.)
T: “Well done!”
(208 words)
Vocabulary Item 1
A) Elicit and Explain
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( Shows a picture of a healthy living rose)
T: ‘’ Here we have a flower which is alive! She is growing slowly the more water and sun she gets every day!’’
(Shows a picture of a dead rose)
T:’’What about this flower? Is it alive?’’
S:’’No.’’
T: ‘’Why not?’’
S: ‘’Because it isn’t growing.’’
T: ‘’That’s right! If it’s not growing then it’s probably dead already… What is the opposite of dead?’’
S: ‘’Alive?’’
T: ‘’Exactly, Alive, it is for living things like us, people, animals and plants, they live, grow, eat.
How would you define this verb, is it to describe something or to show an action of something?’’
S:’’To describe… I think?
T:’’To describe yes, Good job! And what do we call this, when we add more information to describe?’’
S:’’An adjective!’’
T:’’Yes, it’s an adjective that describes the state of being alive!’’
B) Teach the Pronunciation
T : “So can you tell me how many syllables are there in ‘Alive’?”
S:”Three syllables!
T:” Almost! I can see why you thought that, maybe it’s because it has 3 vowels? But in fact it has only 2! A-Live,”
(demonstrates on the white board a dot over the A for the text written ‘A-live’)
S: “Ohhhh, okay”
T: ‘’Can you say it with me?’’
S: “Yes! A-Live?’’
T:”Exactly! A-live, Alive!”
S:” A-live, Alive!’’
C) Concept Check
T : “Okay, now let’s see what things can be alive, can you give me some ideas?”
S: “ A snake!”
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T : “Yes exactly! What else?”
S: “My mom, my sister, my dog?”
T: ‘’Yes! Because they are all living things, they are not dead, what about a towel? The ones we use for the shower? Can it be alive?”
S:” Nooo”
(The children laugh)
T:”Interesting, why not?”
S: “Because it can't walk and talk like my mum.”
T: “Exactly, and it cannot be fed and grow or even die like the plant we saw earlier.”
i
A) Elicit and Explain
( Shows a picture of someone with a pink dress and someone with a tracksuit)
T: “Are the clothes these two people wearing the same?”
S: “No”
T: “Why not?”
S: "Because one person, the one in pink looks like they are going to a party, and the other one looks like they are going to the gym.”
T: “Okay, good. And what do we call the difference between these outfits?”
S: “different clothes for different places?...Like outfits of fashion?”
T: “Very close, this kind of fashion has a different word that could also describe different music, art, writing and even ways of studying”
S: “Like styles?”
T: “Exactly like styles! Good job, style can be the way something is done, made or even the way it looks. Like the style of rock and roll
music or classical music, gym wear is a type of style that is more casual but the pink dress for example is a more formal way of dressing.
What about art? What kind of art styles can you have?’’
S: “Does watercolour and drawing using only a pencil count as different styles?”
T: “Yes! And that's a great example!”
B) Teach the Pronunciation
: “Now for this word, style, how many syllables does it have?”
T
S: “One?”
T: “Yes, one syllable! And is it at the beginning of the word or at the end?”
© 2022 The TEFL Academy. All rights Reserved.
: “At the end because the tongue rolls at the end!”
S
T: “Almost, the syllable is at the beginning of the word because we stress at the beginning ‘STY-le’, it is spoken with more force, so it is
more stressed, let’s try saying it together! Styyy-le.”
S: “Styy-le”
T: “Now all together: Style!”
S: “Style!”
T: “Perfect! You got it!”
C) Concept Check
T : “Can style be different clothes?”
S: “Yes!”
T: “Like what?”
S: “Like dresses and suits for weddings and tracksuits and shorts for the gym.”
T: “Exactly! But can 2 people have the same style?”
S: “Not really because everyone is different.”
T: “What if these two girls are going to a wedding and they both wear dresses? Would that me the same style?”
S: “Yes… actually I take my answer back, two people can have the same style!”
Assignment A - Part 2
This section is entirely separate from Text 1. It is meant for a different set of students during a different lesson.
Text 2 – Upper intermediate
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✔ This part of the assignment focuses onstages 3 and 4of anupper-intermediatereading lesson.
✔ You should show what tasks you would set for the first (stage 3) and second reading (stage 4).
✔ Stage 3 aim: To further develop skimming and scanning reading skills.
✔ Stage 4 aim: To further develop gaining an in-depth understanding of a text through intensive reading.
✔ Class: A strong upper intermediate (B2) class of 16 young adults, age range 18-23.
✔ Read the text below and formulatecomprehension questionss uitable for each stage.
The European Honeybee
Y ouprobablyknowtherehasbeenafallintheworld'sbeepopulationandthatthisisnotgoodnews.But,unlessyouareanentomologist
(/ˌentəˈmɒlədʒɪst/‒aninsectexpert),youprobablydon'tknowthatmuchaboutbeesorwhytheymattersomuchtoourlives.Mostofus
are familiar with social bees, such as the honeybee or the bumblebee, which live in large groups, called colonies.
Worldwide, there are approximately 20,000 species of bee. Surprisingly, most of these are solitary, i.e., they live alone or in smaller groups.
In this article, we will focus on the European honeybee (Apis mellifera). The behaviour exhibited by the honeybee is called eusociality
/jʊˌsoʊ.ʃi.'æl.ə.t̬i/. This has three key characteristics:
● g enerational overlap - mother and adult offspring live side by side
● cooperative care of offspring
● reproductive division of labour - only certain individuals can reproduce.
ithinacolony, therearedifferentclassesofbee,knownas'castes.'Eachcasteplaysdistinctrolesinthegroup.TheEuropeanhoneybee
W
has threecastes within a colony. The diet which femalelarvae1are fed determines which caste they willbelong to.
ueen
Q
Larvaewhicharefedonlyroyaljellybecomepotentialqueenbees.Queensarethereproductivecaste.Thereisusuallyonlyonequeenina
© 2022 The TEFL Academy. All rights Reserved.
c olony. The queen is the only female bee in a hive that is able to reproduce. She lays around 2,000 eggs a day, each in an individual
honeycomb cell. Queens normally live for three to five years. However, notallqueenssurvive,asnewlyemergedqueensoftenkilleach
other in the nest. Queens only leave the nest in order to mate or establish a new colony. When oneleaves,shetakesalargegroupof
workers with her.
Worker
Workerbeesdevelopfromlarvaethatarefedroyaljellyonlyforthefirstfewdays.Theyarethengivennectarandpollen.Workerbeesare
female bees, but they do not mate and do not generally lay eggs. Workers perform all the other duties needed to keep their colony
functioning.Thisincludesabee’sbest-knownbehaviour;collectingnectarfromflowerstoturnintohoney.Honeyisthefoodthatthebees
liveoninthewinter.Whentheyarecollectingnectar,beespollinatetheplantstheyvisit.Workerbeescanhaveotherroles,suchasmaking
honeycomb. Young ‘nurse bees’ feed the larvae and keep the nest clean. Worker bees live for between 6 weeks and five months.
Drone
rones are male bees. Male bees are produced from unfertilised2 eggs and, as larvae, receive the same diet as workers. Drones' only
D
functionistomatewiththequeen,afterwhichtheydie.Atypicalhoneybeecolonywillusuallycontainbetween20,000-50,000bees.Only
about15%ofthesearedrones.Comewinter, the remainingdronesarethrownoutofthecolonyinordertosaveresources.Otherwise,the
only reason drones leave the colony is to mate with a new queen.
Inrecentyearstherehasbeenaworryingdecreaseinthepopulationsofmanybeespecies.Honeybeesaresufferingfromcolonycollapse,
wherelargenumbersofworkersleavethenestanddonotreturn.Majorcausesofthisdeclinearetheuseofpesticides3,climatechange,
loss of habitat and loss of plant biodiversity4.
00 crops produce up to 90% of ourhumandiets.70ofthosecropsrelyonbeesforpollination.Thismeansthatadisasterforbeesisa
1
disaster for humans too. Many of theplantsthatanimalsrelyonarealsopollinatedbybees.Plantsnotonlyprovidefood,buttheyalso
perform many other essential functions, including producing the oxygen we breathe. The death of bee populations could lead to
widespread ecological collapse.
larva(noun–singular)/ˈlɑrvə/,larvae(noun-plural)/ˈlɑrvi/=aninsectatthestagewhenithasjustcomeoutofaneggandlookslikea
1
short fat worm - OxfordAdvanced Learner's Dictionary
fertilise(Am.Eng.fertilize)[tofertiliseaneggorseed]Verb–transitive=Tocauseaneggorseedtostarttodevelopintoanewyoung
2
animal or plant by joining it with a male cell. unfertilised (adjective) /ʌn ˈfɜː.tɪ. laɪzd/ - not fertilised -Cambridge Dictionary
3pesticide(noun – countable and uncountable) /ˈpestɪsaɪd/= A chemical used to kill insects which damage plants -Cambridge Dictionary
4 biodiversity (n
oun– uncountable) /ˌbaɪəʊdaɪˈvɜːsəti/ = the existence of a large number of differentkindsofanimalsandplantswhich
© 2022 The TEFL Academy. All rights Reserved.
make a balanced environment. -Oxford Advanced Learner'sDictionary
2.1 First Reading Task
✔ In this space show the task you would set for thefirst reading. You need to askone skim questionandone scan question. You have
allocated 5 minutes for this stage.
uestions:
Q
1. What is the main topic for this text we just read?
2. What are the bee’s best-known behaviour?
2.2 Second Reading Task
✔ In this space, showeight open-ended comprehensionquestionsthat require a full understanding of thelanguage and ideas in the text.
You have allocated 15 minutes for this stage.
uestions:
Q
1. What is the main role of a queen bee?
2. What do the worker bees do?
3. What about the Drone bees, what do they do?
4. What do plants provide other than food?
5. How long do worker bees live for?
6. Can our ecological system collapse if bees start to decrease? Why do you think that is?
7. Why are bees so important to humans?
8. What are the drones only function?
© 2022 The TEFL Academy. All rights Reserved.
Assignment A - Part 3
This section is entirely separate from Texts 1 and 2. It is meant for a different set of students during a different lesson.
Text 3 – Elementary
✔ This part of the assignment focuses onstage 5of an elementary reading lesson – thefollow-on speaking stage.
✔ Stage aims: To give students the opportunity to develop oral fluency on the theme of daily routines.
To reinforce the use ofpresent simple for routines and frequency adverbswhile speaking.
✔ Class:Elementary (A1), 12 adults (6M, 6F), age range 25-56.
✔ You should plan a20-minute follow-on stageconsisting oftwo short communicative speaking tasks.
✔ P lease note:You have already taught and checked the students’ understanding of the new vocabulary (related to daily
r outines and frequency adverbs), during Stage 2 of the lesson.
You have already checked their comprehension of the reading text, during Stages 3 and 4.
You must now create opportunities for them to talk together in afreer way(conversation, role play,etc.). For example, they
might discuss their own daily routines with each other. Your tasks should promote the use of the present simple, daily routines
and adverbs of frequency.
21st Century Dad
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obbieandMoiraFernandezgotmarried6yearsagowhentheywere24yearsold.Theirdaughter,Addison,wasborn3yearslater.Theirbabyson,
B
Remy, is 15 months old.
obbie worked in a library, and Moiraisanengineer.Moiralovesherwork,soBobbielefthisjob.Hestaysathomewiththechildren.Weasked
B
Bobbie about his day.
“ Well,wegetupwhenRemywakesusup,whichisusuallyatabouthalfpastsixinthemorning.MoiratakesashowerandhasbreakfastwhileIlook
afterthechildren.Moiraleavesthehouseat7.30.Addison'skindergartenisclosetoourhouse.Usually,Addisonwalks,andIcarrythebaby.When
we are late, I put them in the buggy, or take them on my bike.
fterthat,IoftentakeRemytotheparkbytheriver.Helovestoseetheboatsandducksontheriver.Wesometimestakesomefoodfortheducks.
A
He likes the swings in the children's playground. I usually meet other parents and babies there, so I can have a chat with them.
n Wednesdays, I collect Addison from kindergarten at 12.30.Thenwegotothemarkettobuyfood.Moiraalwaysgoestothesupermarketon
O
Saturday morning. We don't have a car, so we can't do all the shopping on one day.
In the afternoons the children have a nap, and I clean andtidythehouse.IcooktheeveningmealeverydayexceptFriday.OnFridays,mywife
normally cooks, but occasionally we go out for a meal or get a takeaway.
I enjoy being a stay-at-home dad. It's hard work, and sometimes it's boring. But it's great fun to watch your children grow up. We are very happy.”
3.1 Follow-on Activities - Lesson Plan
✔ Complete all the white parts of the lesson plan below to show the procedure for your TWO follow-on activities.
✔ Explain your two tasks in enough detail so that another teacher will be able to implement them just by reading this section of the lesson
plan.
Follow-on Inter-
Aim Timing
a ction
Teacher Activity Student Activity
Stage
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T o give students the 10m Speaki T ask One(what the teacher would do T ask One(what the students would
opportunity to develop ng
to deliver the task) do in response to what the teacher
oral fluency on the says)
theme of daily routines. or 1 minute, show them half of this
F
following video- ives examples of Who What Where
G
https://www.youtube.com/watch?v=iZ When Why and asks questions on
k-WVKOHDw Who What Where When Why and
And repeat the concept with more How?
examples from the text we just read.
Start talking to each other asking and
sks the students for examples of Who a nswering these questions, with a
A
Where When Why and How and then time limit of 5 minutes.
gives space for students to ask
questions for the second minutes. After 5 minutes, put their hands up
and have 30 seconds for each pair to
Distribute questions and actions on correct a question that the student
laminated cards that the adults could may have on how to say something
use, and pair them up in groups of 2. in the present simple.
ive them the instructions to have 5
G
minutes to talk to each other and
request that they gather up any
questions for the end.
ive 3 mins of space for students to
G
each have around 30 seconds to ask a
question and receive a response.
© 2022 The TEFL Academy. All rights Reserved.
10m S peaki T ask Two(what the teacher would do T ask Two(what the students would
ng in a
to deliver the task) do in response to what the teacher
s cenar
i o says)
ssign roles to the adults of mother
A
and child. They have been given 1min L ook back at their pair, and start the
to play rock paper scissors of who goes game of rock paper scissors of who
first. One person (the mother) asks how goes as mother first and then begin
the child's day was and the child the activity.
responds. After 4 mins, they switch
places and repeat the activity.
T he question is:
“What did you do today?”
3.2 Follow-on Activities - Materials
✔ In this space, youmustprovide the materials thats tudents would use in your activities, e.g. worksheets, discussion questions or role
c ards. Include what you would write on the board to support students in the task, if applicable, e.g. key words or sentence stems(On
Monday morning, I…)
✔ Include the actual materials, not just descriptions or URLs.
✔ If you are just using single images, there is no need to include them here. Just write, for example,pictureof a park/kitchen/dog,etc.
✔ Referenceall materials that you did not create yourselfin the bibliography.
© 2022 The TEFL Academy. All rights Reserved.
ords on a laminated card saying and showing a picture of:
W
The word “cook” with someone cooking,
The word “nap” with someone napping ,
The word “swings” with a child swinging on the swings at the park.
he questions written on a laminated card:
T
Saying:
-“What did you do yesterday?”
- “What did you do in the morning?”
- “What did you do after lunch time?”
- “Where did you have dinner?”
- “Who did you have dinner with?”
Use the vocabulary words on the british kids council website and good to create these pictures for the laminated cards:
https://learnenglishkids.britishcouncil.org/grammar-vocabulary/word-games
and
https://learnenglishkids.britishcouncil.org/grammar-vocabulary/word-games/actions-3
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Assignment A - Bibliography
✔ Academic referencing is a requirement for Level 5 qualifications. All materials you use or refer to s hould be properly
referenced – see the'Referencing' document.
✔ You must include at least two full references in addition to providing links for any images you use. This may include
dictionaries, a vocabulary profiler, website articles, and/or The TEFL Academy.
✔ Do not supply only website addresses with no further information. Youwill be asked to resubmitif you do this. We suggest
the followingformatfor (non-picture) website references:
Author/Organisation. Date/n.d.Title. Website name, Available at: website address [Accessed: (date you looked at it)]
References:
Vocab Kitchen, (n.d.). 08/02/2025, Vocab Kitchen- Available at: -https://www.vocabkitchen.com/[Accessed: 08/02/2025]
ambridge, (n.d.). 08/02/2025, Cambridge Dictionary-Available at:https://dictionary.cambridge.org/dictionary/learner-english/
C
[Accessed: 08/02/2025]
ritish Council, (n.d.). , 08/02.2025, British Council- Available at:
B
https://learnenglishkids.britishcouncil.org/grammar-vocabulary/word-games/actions-3[Accessed: 08/02/2025]
© 2022 The TEFL Academy. All rights Reserved.
© 2022 The TEFL Academy. All rights Reserved.
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