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Vocabulary Presentation Transcript

  • 1. Vocabulary
    Cambridge Delta Module One
    www.ih-buenosaires.com
  • 2. Cambridge Delta Module One
    Vocabulary
    1 What is the most important factor in formal measures of readability?A background knowledgeB vocabulary knowledgeC reading skill in L1D grammatical knowledge
    B vocabulary knowledge
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  • 3. Cambridge Delta Module One
    Vocabulary
    2 The most effective way of beginning to learn the meaning of a word is byA the use of a pictureB translation into the first languageC a dictionary definitionD seeing a word in context
    B translation into the first language
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  • 4. Cambridge Delta Module One
    Vocabulary
    3 Initially opposites like hot and cold should be learnedA at the same timeB in quick successionC as part of a bigger lexical setD at widely separated times
    D at widely separated times
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  • 5. Cambridge Delta Module One
    Vocabulary
    4 Complex words like inventiveness and uncontrollably are stored in the brain A as stems and affixes that are combined when neededB as both as whole units and word partsC as complete analyzed wordsD as complete unanalyzed words
    A as stems and affixes that are combined when needed
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  • 6. Cambridge Delta Module One
    Vocabulary
    5 Learners most often have problems in guessing the meaning of a word in helpful contexts because theyA give too much attention to the form of the wordB do not use their background knowledge of the topicC do not draw on clues from neighbouring sentences or paragraphsD do not give attention to the immediate context of the word
    A give too much attention to the form of the word
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  • 7. Cambridge Delta Module One
    Vocabulary
    6 When learners know the most common 2000 words of English, the words that they have most difficulty with in academic texts in their specialist area areA general purpose academic words like assume, concept, diverseB function words like because, although, henceC proper nouns like Darwin, Menlo Park, EdgebastonD technical words like anode, impedance, galvonometer
    A general purpose academic words like assume, concept, diverse
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  • 8. Cambridge Delta Module One
    Vocabulary
    7 Teachers should deal with low frequency words byA breaking them into prefixes, stems and suffixesB letting learners guess them from contextC teaching the learners strategies to deal with themD providing varied and repeated opportunities to give attention to those words
    C teaching the learners strategies to deal with them
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  • 9. Cambridge Delta Module One
    Vocabulary
    8 Which of these most helps vocabulary learning?A meeting or using the word in a new wayB having its meaning explainedC meeting the word in contextD searching for the word in a dictionary
    D searching for the word in a dictionary
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  • 10. Cambridge Delta Module One
    Vocabulary
    9 Most learning of vocabulary used in oral communication tasks involves A words whose meanings are negotiated in the taskB words whose meanings are not negotiated in the taskC words which are in the written input to the taskD words which are not in the written input to the task
    B words whose meanings are not negotiated in the task
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  • 11. Cambridge Delta Module One
    Vocabulary
    10 Quickly providing meanings for unknown words while listening or readingA has little effect on comprehension of the textB upsets comprehension of the textC greatly increases the amount of vocabulary learnedD results in little vocabulary learning
    C greatly increases the amount of vocabulary learned
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  • 12. Cambridge Delta Module One
    Vocabulary
    11 ‘Retrieval’ involvesA receptive learningB productive learningC recalling an itemD recognizing that two given items go together
    C recalling an item
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  • 13. Cambridge Delta Module One
    Vocabulary
    12 The sentence ‘To be or not to be, that is the question’ consists of tenA tokensB typesC lemmasD word families
    A tokens
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  • 14. Cambridge Delta Module One
    Vocabulary
    13 A ‘lemma’ is a base word andA all its derived formsB all its inflected formsC all its related formsD all its inflected forms which are the same part of speech
    D all its inflected forms which are the same part of speech
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  • 15. Cambridge Delta Module One
    Vocabulary
    14 How many chunks of information can be held in short-term memory at any one time?A oneB about threeC about sevenD about ten
    C about seven
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  • 16. Cambridge Delta Module One
    Vocabulary
    To test learners’ productive knowledge of vocabulary we must get learners toA produce words in spoken or written sentencesB produce spoken or written forms from a meaning cueC produce or recognize spoken or written word forms from a meaning cueD produce a first language translation of words
    C produce or recognize spoken or written word forms from a meaning cue
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  • 17. What does it mean to know a word?
    Cambridge Delta Module One
    Vocabulary
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  • 18. What are the different types of lexical phrase? 
    Cambridge Delta Module One
    Vocabulary
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  • 19. What different relationships are there between words?
    Cambridge Delta Module One
    Vocabulary
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  • 20. How should we select what vocab to teach?
    Cambridge Delta Module One
    Vocabulary
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  • 21. How should vocabulary be taught?
    Cambridge Delta Module One
    Vocabulary
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  • 22. Cambridge Delta Module One
    Vocabulary
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  • 23. Cambridge Delta Module One
    Vocabulary
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  • 24. Cambridge Delta Module One
    Vocabulary
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  • 25. Cambridge Delta Module One
    Vocabulary
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  • 26. Cambridge Delta Module One
    Vocabulary
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  • 27. Cambridge Delta Module One
    Vocabulary
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  • 28. Cambridge Delta Module One
    Vocabulary
    Elicit – Check – Drill - Board
    Pre teach V post teach
    Incidental vocab
    Board lists
    Recording vocab
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  • 29. Cambridge Delta Module One
    Vocabulary
    Eliciting
    Pictures / drawings
    Definitions
    Stories
    Famous examples
    Synonyms / Antonyms
    Gap fills
    Brainstorming
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  • 30. Cambridge Delta Module One
    Vocabulary
    Checking
    Concept Check Questions
    Do we break the meaning down into simple statements about each part? Yes
    Do we turn the statements into simple questions? Yes
    Do we stick to the present context? Yes
    Do we check what things don’t mean? Not usually
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  • 31. Cambridge Delta Module One
    Vocabulary
    Drilling
    Choral / Individual /(Groups)
    In context
    Open / Closed Pairs
    Shouting / Whispering / Silent
    (Slow / Fast)
    Substitution
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  • 32. Cambridge Delta Module One
    Vocabulary
    Boarding
    Spelling
    Syllables
    Stress
    Problem phonemes
    Part of Speech
    Linking
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  • 33. Cambridge Delta Module One
    Vocabulary
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  • 34. Cambridge Delta Module One
    Vocabulary
    Homework - Half a Crossword
    P1 Task 1&2
    Write definitions and send to partner
    Partner completes crossword
    Gives an example and adds an extra point
    Email me in with your partner sii know you’ve done it
    I’ll email everyone the definitive list to check your answers
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  • 35. Cambridge Delta Module One
    Vocabulary
    Homework –LanguageAnalysis
    P1 Task 4
    Choose three random phrases from your lessons next week
    Analyse MFPA and problems for students
    Email to study partner
    Give each other feedback on your analysis
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  • 36. The game started with both teams in sombre mood.
    Cambridge Delta Module One
    Vocabulary
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  • 37. There were several people there.
    Cambridge Delta Module One
    Vocabulary
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  • 38. Don’t make a fuss.
    Cambridge Delta Module One
    Vocabulary
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  • 39. He does gigs.
    Cambridge Delta Module One
    Vocabulary
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  • 40. I was frightened.
    Cambridge Delta Module One
    Vocabulary
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  • 41. It’s a live performance.
    Cambridge Delta Module One
    Vocabulary
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  • 42. I earn money by giving extra lessons.
    Cambridge Delta Module One
    Vocabulary
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  • 43. Cambridge Delta Module One
    Vocabulary
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