Formation of low mass protostars and their circumstellar disks
Teaching vocabulary.pptx
1.
2. How to approach a vocabulary
lesson?
O Focus on usage
O Active vocabulary
O Think the age, level, and culture.
O What the word is without actually teaching
grammar. Use the new words with the parts of
speech right by it.
O Morphology only for upper levels. How the
word changes through the different parts of
speech. For example: Danger, dangerous,
dangerously.
3. Elicitation
In the context of English teaching, to elicit means to draw out
or evoke responses from your students that reveal their
current level of understanding on a particular theme or topic.
5. Eliciting allows….
• Students to participate and get involved.
• Check the vocabulary students already know.
• Set the pace of the activity
• Create scenarios to put the words into context.
• Active real life vocabulary.,
• Demonstrate the language without the necessity
of translation.
6. Aspects of meaning
Denotation: The meaning of a word is
primarily what refers to in the real world.
A dog denotes a kind
of animal
7. Aspects of meaning
Connotation: The associations, the positive or negative feelings it
evokes.
A dog for British people has
positive connotations.
E.g. loyalty and friendship.
A dog for Arabic people
has negative connotations.
E.g. dirty and inferiority
8. Aspects of meaning
Appropriateness: Which
words are common, rare,
taboo, polite in conversation
or tend to be used in writing.
The context is a key factor on
whether to use certain
vocabulary or not.
9. Teaching chunks of language
O What of these statements is a lexical
chunk of language?
O 1-The future will reveal.
O 2-The future will tell.
O 3-The future will show.
O 4-Time will tell.
O 5-Time will reveal.
12. Bibliography:
A course in English teaching and practice, Cambridge
University.
Harmer, J. The practice of English Language teaching.
Pearson Longman, fourth edition.
Webography:
https://teflhandbook.com/blog/esl-teaching/esl-eliciting-
techniques/
