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Eob enhancing vocabulary teaching
 

Eob enhancing vocabulary teaching

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Eob enhancing vocabulary teaching Eob enhancing vocabulary teaching Presentation Transcript

  • Using the IWB to ...
    Enhancing the Teaching of Vocabulary
  • English Onboard Enhancing Vocabulary
    2
    New equipment – new possibilities
    • Thenew equipment allows for the introduction of lexical items
    • The new equipment allows for the re-entry of lexical items
    • The new equipment allows for the review of lexical items
    • The new equipment allows for the manipulation of lexical items
  • English Onboard Enhancing Vocabulary
    3
    Vocabulary Instruction in Context
    Contextualized vocabulary instruction:
    should be a component of language instruction (just as vocabulary is only a “component” of language) and not be treated as a separate entity.
    should be incorporated to suit the particular context of the classroom, of the students and their needs, of the unit of instruction and of any given lesson.
    includes the teaching of individualand multi-unit lexical items.
  • English Onboard Enhancing Listening
    4
    Why spend time on teachingvocabulary?
    Wouldn’t it be better just to let the pupils read and discover vocabulary items for themselves?
    Not according to the research - Research has shown that vocabulary knowledge is enhanced by incidental learning, however in EFL settings vocabulary needs to be explicitly taught.
    Can’t students figure out ways for learning vocabulary by themselves?
    Not according to the research- Students should be taught specific strategies for accessing vocabulary items. Strategies include the use of context clues, such as embedded definitions, pictures, and charts that appear in a text and can be used to enhance reading comprehension; use of the dictionary and/or thesaurus when writing their own text.
  • English Onboard Enhancing Vocabulary
    5
    How should targeted lexical items be determined?
    To determine the target lexical items consider the following:
    • curricular benchmarks
    • specific aims of the lesson
    To determine the aspects of knowledge of selected lexical items consider the following:
    • intended use of items by the students (receptive and / or productive)
  • English Onboard Enhancing Vocabulary
    6
    What does knowing a word involve?
    The knowledge of a word* includes knowing:
    • itsform(pronunciation, spelling, recognizable parts);
    • itsmeaning(conveyed by accepted meaning, form, and associated items);
    • itsuse(collocations, frequency and register).
    Knowing a Word / Lexical Item
    * Read a detailed description of these aspects of knowing a word in Nation (2006)
  • English Onboard Enhancing Vocabulary
    7
    How are lexical items acquired?
    Lexical items are usually acquired through the following:
    noticing – the process of acquisition begins with the learner noticing that the item is new in some way
    recognizing – the learner accesses information about the lexical item (receptive knowledge)
    producing – the learner can both recognize and produce the lexical item (productive knowledge)
  • English Onboard Enhancing Vocabulary
    8
    How to ensure acquisition of lexical items?
    Teachers ensure vocabulary acquisition by:
    recycling and reviewing –Most new words are forgotten in the first 24 hours after class. To retain learned vocabulary, learners must “meet” the words in a variety of contexts, from 5-16 different times.
    contextualizing – Learners best remember words when they have manipulated them in different ways and in different contexts.
    limiting number of items – No more than 10-12 new words should be presented at a time.
  • English Onboard Enhancing Reading
    9
    IWB suggestions for working on vocabulary
    You may wish to refer to “Two dozen tips and techniques” for teaching vocabulary from the following URL before continuing on.
    Using the IWB, teachers may do any or all of the following:
    annotate, capture and edit –teachers highlight relevant vocabulary
    mark, drag objects, use color–teachers move vocabulary around, contextualize vocabulary
    hide and reveal –teachers present vocabulary items in context
    In all the above you can relate to form, meaning , and use (see slide 6)
    English Onboard Enhancing Vocabulary
    9
  • English Onboard Enhancing Vocabulary
    10
    IWB suggestions for previewing lexis
    Remember – Previewing activities will depend on the purpose , i.e., answer the question as to why the students need the vocabulary. For example, is it key for understanding the main ideas of a text?
    Before reading a text, the IWB can be used to:
    introduce the vocabulary from the text by showing
    a relevant picture or video clip
    a short piece of the text
    reviewkey vocabulary by
    • listing words previously learned
  • English Onboard Enhancing Vocabulary
    11
    IWB suggestions for reviewing lexis
    While reading a text, the IWB can be used to
    model the relevant strategies for understanding lexis
    guessing from context
    analyzing parts of speech, affixes and roots
    using a dictionary* and/or thesaurus
    offer insight into the lexis by providing a:
    paraphrase or synonym
    sentence exemplifying the use
    *You may want to try out WORDIA the visual dictionary where anyone can upload their definition and talk about it [http://www.wordia.com/]
  • English Onboard Enhancing Vocabulary
    12
    Sample IWB activities for working on lexis
    The following activities are only “snippets”, and as such are only a part of a lesson. Try them out in class as they are, but they should be incorporated coherently into your lesson plan.
    Noticingandanalyzing:
    Draw students attention to a vocabulary item, and analyze the visual elements asking such questions as:
    Does it have a prefix?
    Does it have a suffix?
    Are you familiar with the root form?
    With what does it collocate?
    .
  • English Onboard Enhancing Vocabulary
    13
    Sample IWB activities for working on lexis
    Recognizing:
    Sample practice activities include the following:
    • True/false
    • Categorize the words
    • Matching (open and closed types of exercises.)
    • Matching the word to its definition, L1-L2, opposites, adjectives and nouns, verbs and adverbs, word to the picture, match two words that go together
    • Multiple choice
    • Drawing the word
    • Bingo games
    • Circle word heard
    .
  • English Onboard Enhancing Vocabulary
    14
    Sample IWB activities for working on lexis
    IWB activities for recognizing:
    Vocabulary Activity 1 – Matching items to definitions:
    Version 1A
    Key vocabulary and scrambled pictures/definitionsare on the board. Pupils dragthe words to the pictures/definitions.
    Version 1B
    Individual items from the key vocabulary are presented as multiple-choice, with 3-4 optional definitions to choose from. Students ‘vote’ for the correct definition.
    .
    These sample activities can be found on the course site under “Classroom Activities.”
  • English Onboard Enhancing Vocabulary
    15
    Sample IWB activities for working on lexis
    Producing:
    Sample activities include the following:
    • Dictation
    • Categorize the words
    • Guessing games, e.g., I’m thinking of....
    • Picture description
    • Miming
    • Producing a piece of writing
    .
  • English Onboard Enhancing Vocabulary
    16
    Sample IWB activities for working on lexis
    IWB activities for producing:
    Vocabulary Activity 2 – Recalling words from a song
    Version 2A
    The refrain of the song with key words missing is on the IWB. The key words are in a box on the screen. Pupils draganddrop the words into place.
    Version 2B
    The refrain of the song with key words missing is on the IWB. Each missing word opens as a text box with a number of options. Students ‘vote’ for the appropriate option.
    .
    These sample activities can be found on the course site under “Classroom Activities.”
  • English Onboard Enhancing Reading
    17
    The End