Teaching Listening Skill to Young LearnersMyno Uddin
Teaching Listening Skill to Young Learners sometimes tough for the teachers as they do not want to listen anything Properly. Here are some Tips to Teach Listening Skill to Young Learners.
This was part of our school's Teacher Development Workshop. In this particular workshop we delved into the realm of vocabulary teaching. We established some common grounds about vocabulary, then we went on to discuss common ways of teaching lexical items to students as well as testing them.
Teaching Listening Skill to Young LearnersMyno Uddin
Teaching Listening Skill to Young Learners sometimes tough for the teachers as they do not want to listen anything Properly. Here are some Tips to Teach Listening Skill to Young Learners.
This was part of our school's Teacher Development Workshop. In this particular workshop we delved into the realm of vocabulary teaching. We established some common grounds about vocabulary, then we went on to discuss common ways of teaching lexical items to students as well as testing them.
This presentation is about what aspects should we consider when learning vocabulary from a foreign language. Besides, it is mentioned some vocabulary learning strategies for training our students in the foreign language classroom.
Jenny Bixby and Joe McVeigh present tips and procedures for designing reading activities for ESL/EFL students. Download the accompanying Word handout at www.joemcveigh.org/resources
How to plan lesson ? ( according to CBA > < Official Approach in Algerian eaducational system, PPU and PDP frame works & PIASP teaching grammar or pronunciation items .
This powerpoint covers the introduction and chapter 1 of Making It Happen. In Part II there are slides covering basic grammar that will be on the quiz.
Liberty UniversityEDUC 632 Language Acquisiton and Instruction.docxsmile790243
Liberty University
EDUC 632 Language Acquisiton and Instruction
Vocabulary Chart
1. Aesthetic Listening
2. Antonym
3. Basic Interpersonal Communication Skills
4. Bound Morpheme
5. Cognitive Academic Language Proficiency
6. Close Reading
7. Conventions
8. Constructivism
9. Critical Listening
10. Dialogue Journal
11. Discriminative Listening
12. Double-entry journal
13. D’nealian
14. Efferent Listening
15. Emergent Literacy
16. English Language Learners
17. Environmental Print
18. Etymology
19. Free Morpheme
20. Grand Conversation
21. Homonym
22. Idiom
23. Language Experience Approach
24. Learning Log
25. Listening
26. Literacy
27. Literature Circles
28. Phonemic Awareness
29. Phonetics
30. Phonics
31. Phonology
32. Phonological Awareness
33. Pragmatics
34. Reading Log
35. Response to Intervention
36. Semantics
37. Simulated Journals
38. Synonym
39. Syntax
40. Talking
41. Thematic Unit
42. Visual Literacy
43. Viewing
44. Visually Representing
45. Voice
46. Word Choice
47. Word Wall
48. Writing Traits
49. Zaner-Bloser
50. Zone of Proximal Development
Vocabulary Assignment
Pamela Campbell
February 3, 2017
EDUC 632 Liberty University
There is more to language and word understanding than just being able to read a word. Knowledge of words is a multi-faceted approach that takes many years to develop. Vocabulary should be included as part of the classroom instruction each and every day. There are unlimited strategies and techniques to teach children Vocabulary. Students come to preschool and Kindergarten classrooms with varying degrees of both basic interpersonal communication skills and cognitive academic language proficiency. The language and vocabulary that the child has learned up to this point has been taught and developed by parents or preschool environments. As a teacher, your role is to expand their language and make their cognitive academic language proficiency strong. Discussed in this paper are 5 different strategies or methods that can be used to teach vocabulary and vocabulary lessons. With definite planning by the teacher with an understanding of the different methods, teaching vocabulary can be more than the standard process of copying definitions from a dictionary and then writing a sentence.
Method #1 Developing a Thematic Unit
In this vocabulary teaching method, planning is the most important part. There are steps that you should take to be sure that you are paying close attention to a student’s emergent literacy. This means that you are acutely aware of the ways that they are learning to read or write. Everyone learns and develops through different means and by different teaching techniques and your thematic unit needs to include all of those appropriate types of instruction to be successful in your class. Much of the planning should fall under a constructivist approach, meaning that your lessons should be student centered. Your les ...
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How libraries can support authors with open access requirements for UKRI fund...
Activities to teach vocabulary 2
1. Without grammar very little can be
conveyed, without vocabulary
nothing can be conveyed
David Wilkins
2. How does vocabulary learned?
• Knowing a word involves knowing its form
and its meaning.
• The mind seems to words neither radomly
nor in the form of a list, but in a highly
organised and interconnected fashion called
the mental lexicon.
• the brain is better disposed to begin search via
the meaning based lexicon than the form
based one.
3. • Acquire knowledge requires not only labelling
but categorising.
• The second language learner simply maps the
word directly onto the mother tongue
equivalent.
• It may be the case that , for a good many
second language learners, most of the words
in their L2 lexicon are simply acquantainces.
4. How many words does a learner need
to know?
• Educated native speaker: 20.000
• Longman dictionary of contemporary english:
80.000 words and phrases
• Oxford english dictionary: 500.000
• A lucky learner: 5.000 words
5. How are words remembered?
• Short term store (STS) : store only few seconds.
• Working memory: cognitive tasks such as
reasoning, learning, and understanding depend
on working memory
• Long term memory: as a kind of filling system.
Some strategies to develop memory are
repetition, retrieval, spacing, pacing, use, cogniti
ve depth, personal
organising, imaging, mnemonics, motivation, att
ention
6. Why do we forget words?
• It has been estimated up to 80% of material is
lost within 24 hours of initial learning.
• Overload students with vocabulary , may
students forget the old ones.
• Don’t recycle words.
7. VOCABULARY STRATEGIES
LEARNING VOCABULARY THROGH MNEMONIC
TECHNIQUES
Mnemonic work by utilizing some well-known
principles of psychology: a retrieval plan is
developed during encoding, and mental imagery,
both visual and verbal is used. They help
individuals to learn faster and recall better because
they aid the integration of new material into
existing cognitive units and because they provide
retrieval cues. Mnemonics can be adopted
voluntarily, and once learned are difficult to forget.
8. VOCABULARY STRATEGIES
a. Linguistic mnemonics
The peg method: allows unrelated items to be recall by linking
these items with a set of memorized “pegs” or “hooks” which
can vary from rhyming words to digits.
Example: one is a bun, two is shoe, three is tree, four is a
door, five is a hive, six are sticks, seven is heaven, eight is a
gate, nine us a line, ten is hen. (Paivio and Desrochers, 1979).
The key word method: it calls for establishment of an acoustic
and imaginal link between an L2 word to be learned and a
word in L1 which sounds familiar. (Atkinson and Raugh, 1975).
Example: the Spanish word pan can be learned by imagining a
loaf of bread in a pan.
9. • b. Spatial mnemonics
• The Loci method: to use this ancient technique, which
dates back to the Romans, one imagines a familiar
location, then one mentally places the first item to be
remembered in the first location, the second item in the
second location, and so forth. To recall the items, one takes
an imaginary walk along the landmarks, mentally examines
each one, and retrieves the item one has “put” there
(Yates, 1966).
• Spatial grouping: rearranging words on a page to form
patterns, such as a triangle (Decker and Wheatley, 1982).
• The finger method: a variation of the spatial method is to
associate the item to be learned with a finger.
10. THE PHYSICAL RESPONSE METHOD: Physically enacting
the information in a sentence results in a better recall
than simple repetition.
THE VERBAL ELABORATION METHODS
Grouping: organized material is easier to store in a
retrieve from long term memory (Bousfield, 1953)
The word chain: instead of associating each item with a
cue, each item in a list is associated with the preceding
and following one (Delin, 1969). Example: car, house,
flower.
The narrative chain: one links the words in a list together
by a story (Bower and Clark, 1969).
11. OTHER MEMORY-ENHANCING TECHNIQUES
Self-testing: testing students in a learning session involving the memorization of words
(Mandler, 1967, Tulving, 1968).
Spaced practice: long periods of study are less helpful to L2 learners than shorter but
more frequent study periods.
Real-life practice: the participation in real life communicative situations during
language training should be attempted at all levels of proficiency to ensure a greater
match between coding and retrieval conditions (Jones, 1979).
Word cards: learners write a word to be learned on one side of a small card and its
mother tongue translation on the other.
Guessing from context: make intelligent guesses as to the meaning of unknown words.
Coping strategies for production: paraphrasing, describing, using synonyms, using
gesture and mime, using L1 word.
Using dictionaries: when guessing from context strategies fail. They can be used
productively, both for generating text and as resources for vocabulary acquisition.
14. The author Wilga Rivers said once:
• “Vocabulary cannot be taught”
It can be presented, explained, included in all
kind of activities.
15. What are the activities that can help
the students to get the words they
need?
16. Types of
activities for vocabulary
• Identifying activities: It is a kind of activity
that involves detecting words . For example:
word soup, unscramble, etc.
17. • Selecting activity: Here you can recognize
words and make choices amongst them. For
example: Choosing the odd one out, choosing
words for descriptions etc.
18. • Matching activity: This one involves first
recognizing and then pairing them. For
example: Pelmanism.
19. • Sorting activity: It requires learners to sort
words into different categories. Example:
Word field.
20. • Ranking and sequencing: It requires the
learner to put the words in order. Example:
chronologies.
21. • Producing activities: they are divided in two:
• Completion: completing sentences or texts.
Example: Gap filling.
22. • Creation: it requires the learner to create
context for given words. Example: making
sentences, including words in dialogues etc.