Matching AICD

Anticipate abstract or difficult concepts and plan how to clarify them using visuals, realia, mime, or synonyms/antonyms.

Present new lexis in a clear, memorable context (a story, a picture, a real-life situation).

Don't assume students will "pick up" pronunciation naturally from hearing it. Many need guided practice to build confidence.

Don't treat words in isolation. Teaching only the single meaning of a word limits a student's ability to use it naturally.

Explicitly model and drill pronunciation, including word stress, for words students might avoid saying. Anticipate tricky sounds.

Teach collocations (e.g., make a mistake, do homework), register (formal/informal), and spelling patterns where relevant.

Don't rely solely on dictionary definitions or translation. This often fails to convey nuance and collocation.

Don't present lists of isolated, out-of-context words. This makes them harder to remember and use.

Don't just ask "Do you understand?" or rely on a single example. Students will often say "yes" to avoid embarrassment.

Use Concept Checking Questions (CCQs) to verify understanding of meaning. For example, for "frustrated": Is she happy? (No); Does she want to do it? (Yes); Can she do it? (No).

Don't end the vocabulary lesson after the matching/definition stage. Students must move from recognition to pro.

Create practice tasks that force students to use the new vocabulary in a meaningful and personalized way.