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Teaching vocabulary

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  • 1. NOW, SHALL WE FINISH THESPEAKING AND LISTENINGACTIVITIES?
  • 2. Let’s check the text on pages 166 & 167 and let’s share thematerials/ ideas aboutthe topic of respect and discrimination.
  • 3. Now let’s do the Speaking Activities  Discuss  (P. 165)  Useful language + discuss  (P. 171 Ex 18 & 19)  Useful language + discuss  (P. 172 Ex 20a & b)  Discuss  (P. 172 Ex 21a)  Exam Practice: Individual long turn  (P. 173 Ex 26)
  • 4. CORPUS
  • 5. How do we help our students in their learning process? FOSTERING RAISING AUTONOMY AWARENESS AND OF LEARNING RESPONSIBILITY STRATEGIES PROMOTING HIGHER ORDER THINKING 5
  • 6. Work individually and then share in groups. Write down 3 words you learnt in this course  Any coincidences? Write down 3 expressions/ phrases you learnt in this course  Any coincidences? Write down 3 concepts you learnt in this course  Any coincidences?
  • 7. Let’s focus on learning and teaching vocabulary.
  • 8. Interesting data600050004000 Nº of most frequent words a learner knows3000 Nº of words a learner can2000 understand in an average text1000 0 Written Writen Spoken
  • 9. Corpus Frequency: Which words and expressions are most frequent and which are rare Differences in speaking and writing: Which vocabulary is more often spoken and which is more often written Contexts of use: The situations in which people use certain vocabulary Collocation: Which words are often used together Grammatical patterns: How words and grammar combine to form patterns Strategic use of vocabulary: Which words and expressions are used to organize and manage discourse
  • 10. What do we need to teach about vocabulary? The meaning(s) of the word Its spoken and written forms What “word parts” it has (e.g., any prefix, suffix, and “root” form) Its grammatical behaviour (e.g., its word class, typical grammatical patterns it occurs in) Its collocations Its register What associations it has (e.g., words that are similar or opposite in meaning) What connotations it has Its frequency
  • 11. FOCUS ON VOCABULARY: N…ing Which words should be learnt What each item is, i.e.:a word, a phrase, a collocation What its purpose is: active use or passive recognition
  • 12. OFFER VARIETY “Materials should achieve impact” (Tomlinson,1998) Pictures  Webpages Sounds  Questionnaires Stories  News reports Conversations  …………………..Offering variety means catering for different learningstyles
  • 13. Repeat & RecycleFrom 5 to 20 encounters may be necessary Most reseachers agree that:  Repeating aloud helps more than silently  Having to retrieve a word is more effective than exposure Therefore: Review vocabulary as often as possible in activities that have students actively recall words and produce them rather than merely see or hear them.
  • 14. Provide opportunities to organise vocabulary  Real-world group  Language-based group  Personalised groups  Any other?
  • 15. Tips: Make vocabulary learning personal, but be aware of the learners’ age Don’t overload them Help learners become independent:  Vocabulary notebooks  Research tools  Everyday usage
  • 16. We need to help students understandthat learning is a gradual process thattakes place in small, manageableincrements over time, and to encouragethem to seek additional information ontheir own, personalizing the learningexperience and tailoring it to their ownspecific needs.
  • 17. You can teach a student alesson for a day; but if you canteach him to learn by creatingcuriosity, he will continue thelearning process as long as helives. ~Clay P. Bedford