Eob enhancing vocabulary teaching

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  • Eob enhancing vocabulary teaching

    1. 1. Using the IWB to ...<br />Enhancing the Teaching of Vocabulary<br />
    2. 2. English Onboard Enhancing Vocabulary<br />2<br />New equipment – new possibilities<br /><ul><li>Thenew equipment allows for the introduction of lexical items
    3. 3. The new equipment allows for the re-entry of lexical items
    4. 4. The new equipment allows for the review of lexical items
    5. 5. The new equipment allows for the manipulation of lexical items</li></li></ul><li>English Onboard Enhancing Vocabulary<br />3<br />Vocabulary Instruction in Context <br />Contextualized vocabulary instruction: <br />should be a component of language instruction (just as vocabulary is only a “component” of language) and not be treated as a separate entity. <br />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.<br />includes the teaching of individualand multi-unit lexical items.<br />
    6. 6. English Onboard Enhancing Listening<br />4<br />Why spend time on teachingvocabulary?<br />Wouldn’t it be better just to let the pupils read and discover vocabulary items for themselves?<br />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. <br />Can’t students figure out ways for learning vocabulary by themselves? <br />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. <br />
    7. 7. English Onboard Enhancing Vocabulary<br />5<br />How should targeted lexical items be determined? <br />To determine the target lexical items consider the following: <br /><ul><li>curricular benchmarks
    8. 8. specific aims of the lesson </li></ul>To determine the aspects of knowledge of selected lexical items consider the following: <br /><ul><li>intended use of items by the students (receptive and / or productive)</li></li></ul><li>English Onboard Enhancing Vocabulary<br />6<br />What does knowing a word involve? <br />The knowledge of a word* includes knowing:<br /><ul><li>itsform(pronunciation, spelling, recognizable parts);
    9. 9. itsmeaning(conveyed by accepted meaning, form, and associated items);
    10. 10. itsuse(collocations, frequency and register). </li></ul>Knowing a Word / Lexical Item<br />* Read a detailed description of these aspects of knowing a word in Nation (2006)<br />
    11. 11. English Onboard Enhancing Vocabulary<br />7<br />How are lexical items acquired?<br />Lexical items are usually acquired through the following: <br />noticing – the process of acquisition begins with the learner noticing that the item is new in some way<br />recognizing – the learner accesses information about the lexical item (receptive knowledge)<br />producing – the learner can both recognize and produce the lexical item (productive knowledge)<br />
    12. 12. English Onboard Enhancing Vocabulary<br />8<br />How to ensure acquisition of lexical items?<br />Teachers ensure vocabulary acquisition by:<br />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.<br />contextualizing – Learners best remember words when they have manipulated them in different ways and in different contexts.<br />limiting number of items – No more than 10-12 new words should be presented at a time.<br />
    13. 13. English Onboard Enhancing Reading<br />9<br />IWB suggestions for working on vocabulary <br />You may wish to refer to “Two dozen tips and techniques” for teaching vocabulary from the following URL before continuing on. <br />Using the IWB, teachers may do any or all of the following: <br />annotate, capture and edit –teachers highlight relevant vocabulary<br />mark, drag objects, use color–teachers move vocabulary around, contextualize vocabulary <br />hide and reveal –teachers present vocabulary items in context<br />In all the above you can relate to form, meaning , and use (see slide 6)<br />English Onboard Enhancing Vocabulary<br />9<br />
    14. 14. English Onboard Enhancing Vocabulary<br />10<br />IWB suggestions for previewing lexis<br />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?<br />Before reading a text, the IWB can be used to:<br />introduce the vocabulary from the text by showing<br />a relevant picture or video clip<br />a short piece of the text<br />reviewkey vocabulary by<br /><ul><li>listing words previously learned</li></li></ul><li>English Onboard Enhancing Vocabulary<br />11<br />IWB suggestions for reviewing lexis<br />While reading a text, the IWB can be used to <br />model the relevant strategies for understanding lexis<br />guessing from context<br />analyzing parts of speech, affixes and roots <br />using a dictionary* and/or thesaurus<br />offer insight into the lexis by providing a: <br />paraphrase or synonym<br />sentence exemplifying the use<br />*You may want to try out WORDIA the visual dictionary where anyone can upload their definition and talk about it [http://www.wordia.com/]<br />
    15. 15. English Onboard Enhancing Vocabulary<br />12<br />Sample IWB activities for working on lexis<br />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.<br />Noticingandanalyzing:<br />Draw students attention to a vocabulary item, and analyze the visual elements asking such questions as: <br /> Does it have a prefix? <br /> Does it have a suffix? <br /> Are you familiar with the root form? <br /> With what does it collocate? <br />.<br />
    16. 16. English Onboard Enhancing Vocabulary<br />13<br />Sample IWB activities for working on lexis<br />Recognizing:<br />Sample practice activities include the following: <br /><ul><li>True/false
    17. 17. Categorize the words
    18. 18. Matching (open and closed types of exercises.)
    19. 19. 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
    20. 20. Multiple choice
    21. 21. Drawing the word
    22. 22. Bingo games
    23. 23. Circle word heard</li></ul>.<br />
    24. 24. English Onboard Enhancing Vocabulary<br />14<br />Sample IWB activities for working on lexis<br />IWB activities for recognizing:<br />Vocabulary Activity 1 – Matching items to definitions: <br />Version 1A <br />Key vocabulary and scrambled pictures/definitionsare on the board. Pupils dragthe words to the pictures/definitions.<br />Version 1B <br />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. <br />.<br />These sample activities can be found on the course site under “Classroom Activities.” <br />
    25. 25. English Onboard Enhancing Vocabulary<br />15<br />Sample IWB activities for working on lexis<br />Producing:<br />Sample activities include the following:<br /><ul><li>Dictation
    26. 26. Categorize the words
    27. 27. Guessing games, e.g., I’m thinking of....
    28. 28. Picture description
    29. 29. Miming
    30. 30. Producing a piece of writing </li></ul>.<br />
    31. 31. English Onboard Enhancing Vocabulary<br />16<br />Sample IWB activities for working on lexis<br />IWB activities for producing:<br />Vocabulary Activity 2 – Recalling words from a song<br />Version 2A<br />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.<br />Version 2B<br />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. <br />.<br />These sample activities can be found on the course site under “Classroom Activities.” <br />
    32. 32. English Onboard Enhancing Reading<br />17<br />The End<br />

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