NOW, SHALL WE FINISH THE
SPEAKING AND LISTENING
ACTIVITIES?
Let’s check the text
on pages 166 & 167
and let’s share the
materials/ ideas about
the topic of respect and
discrimination.
Now let’s do the Speaking Activities
 Discuss
 (P. 165)
 Useful language + discuss
 (P. 171 Ex 18 & 19)
 Useful langu...
CORPUS
How do we help our students in their
learning process?
FOSTERING
AUTONOMY
AND
RESPONSIBILITY
PROMOTING
HIGHER
ORDER
THINKI...
Work individually and then share in
groups.
 Write down 3 words you learnt in this
course
 Any coincidences?
 Write dow...
Let’s focus on learning and
teaching vocabulary.
Interesting data
0
1000
2000
3000
4000
5000
6000
Written Writen Spoken
Nº of most frequent
words a learner knows
Nº of wor...
Corpus
 Frequency: Which words and expressions are most frequent
and which are rare
 Differences in speaking and writing...
What do we need to teach about
vocabulary?
 The meaning(s) of the word
 Its spoken and written forms
 What “word parts”...
FOCUS ON VOCABULARY:
N…ing
 Which words should be learnt
 What each item is, i.e.:a word, a phrase, a
collocation
 What...
OFFER VARIETY
 Pictures
 Sounds
 Stories
 Conversations
 Webpages
 Questionnaires
 News reports
 …………………..
“Materi...
Repeat & Recycle
Most reseachers agree that:
 Repeating aloud helps more than
silently
 Having to retrieve a word is mor...
Provide opportunities to organise
vocabulary
 Real-world group
 Language-based group
 Personalised groups
 Any other?
Tips:
 Make vocabulary learning personal, but be
aware of the learners’ age
 Don’t overload them
 Help learners become ...
We need to help students understand
that learning is a gradual process that
takes place in small, manageable
increments ov...
You can teach a student a
lesson for a day; but if you can
teach him to learn by creating
curiosity, he will continue the
...
Teaching vocabulary
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Teaching vocabulary

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Teaching vocabulary

  1. 1. NOW, SHALL WE FINISH THE SPEAKING AND LISTENING ACTIVITIES?
  2. 2. Let’s check the text on pages 166 & 167 and let’s share the materials/ ideas about the topic of respect and discrimination.
  3. 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. 4. CORPUS
  5. 5. How do we help our students in their learning process? FOSTERING AUTONOMY AND RESPONSIBILITY PROMOTING HIGHER ORDER THINKING RAISING AWARENESS OF LEARNING STRATEGIES 5
  6. 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. 7. Let’s focus on learning and teaching vocabulary.
  8. 8. Interesting data 0 1000 2000 3000 4000 5000 6000 Written Writen Spoken Nº of most frequent words a learner knows Nº of words a learner can understand in an average text
  9. 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. 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. 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. 12. OFFER VARIETY  Pictures  Sounds  Stories  Conversations  Webpages  Questionnaires  News reports  ………………….. “Materials should achieve impact” (Tomlinson,1998) Offering variety means catering for different learning styles
  13. 13. Repeat & Recycle Most reseachers agree that:  Repeating aloud helps more than silently  Having to retrieve a word is more effective than exposure From 5 to 20 encounters may be necessary 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. 14. Provide opportunities to organise vocabulary  Real-world group  Language-based group  Personalised groups  Any other?
  15. 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. 16. We need to help students understand that learning is a gradual process that takes place in small, manageable increments over time, and to encourage them to seek additional information on their own, personalizing the learning experience and tailoring it to their own specific needs.
  17. 17. You can teach a student a lesson for a day; but if you can teach him to learn by creating curiosity, he will continue the learning process as long as he lives. ~Clay P. Bedford

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