Conversation, Audiotaped Oral Dialogue Jornals, Other Accuracy-based Activities
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The document discusses oral skills pedagogy and emphasizes having students analyze and evaluate their own language use. It presents oral dialogue journals as a way for students to practice fluency and accuracy at the same time. Examples are given of short drills and two-minute conversation activities to promote more authentic communication, including having students introduce themselves by taking on identities and noting why. Teachers are advised to note errors for later instruction and strive for optimal feedback.
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The whole language approach involves the simultaneous teaching of listening, speaking, reading and writing skills through exposure to meaningful content. It was developed by Noam Chomsky and Kenneth Goodman in the 1960s. Key principles include teaching English as spoken by native speakers with no separate phonics instruction, and emphasizing experience and exposure over parts of individual skills. The method uses big books with predictable text and rhyme/repetition to aid word recognition, allowing students to fill in missing words and complete rhymes.
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Liberty UniversityEDUC 632 Language Acquisiton and Instruction.docx
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 ...
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This document provides an overview of several language teaching methods: Total Physical Response (TPR), The Silent Way, Community Language Learning (CLL), Suggestopedia, and others. It describes the key principles and techniques of each method. For TPR, it explains that the method is based on coordinating speech and action, and techniques include using commands and physical responses. For The Silent Way, techniques include using color-coded charts and rods, with the teacher staying mostly silent. CLL views students as "clients" and the teacher as a "counselor", emphasizing trust and permitting use of the native language. Suggestopedia aims to accelerate learning through relaxation, music, role-playing, and
Qualitative Research
A first-grade ESL teacher implemented a genre study on nonfiction about animals with her students. She used a combination of overt instruction and situated practice. For overt instruction, she taught elements of nonfiction through read-alouds and lessons on writing a class book about frogs. For situated practice, students spent time reading books and writing their own nonfiction books about different animals in small groups. The teacher's combination of explicit teaching and opportunities for independent reading and writing helped students learn the nonfiction genre.
Methodsforteachingenglish 090922161704-phpapp01
This document provides an overview of several language teaching methods:
- Total Physical Response focuses on listening comprehension before speaking through physical actions in response to commands.
- The Silent Way emphasizes problem solving and self-correction, using color-coded materials without direct teacher instruction.
- Community Language Learning creates a supportive environment where students use their native language and get translations from the teacher.
- Suggestopedia aims to reduce psychological barriers and increase suggestibility through relaxation, music, and assuming new roles in the target language.
Language and education
This document discusses the relationship between language and education. It covers three main points:
1) Students learn both spoken and written language in educational settings, developing communication skills, vocabulary, and ways to express themselves.
2) Learning in classrooms is primarily accomplished through language, as teachers instruct and students participate through reading, writing, discussions, and other activities.
3) Classroom language practices like scaffolding, initiation-response-feedback sequences, and sharing time provide opportunities for students to learn through language and learn about language.
Reaction paper final_edition
The document discusses different perspectives on language acquisition from four sources. First, it describes differences between first and second language learning, noting that first language is acquired unconsciously through interaction while second language is learned consciously and formally. Second, it explains that one's first language can interfere with second language acquisition, especially with word order and translations. Third, it discusses theories of first language acquisition, including innate cognitive abilities and environmental interaction influencing development. Finally, it describes how written language is secondary and must be learned, and how affective factors like anxiety can impact second language learning.
Rass - Integrating reading-writing
This document summarizes an integrated reading and writing course designed for first-year Arab EFL students at a teacher training college in Israel. The course aimed to help students write more freely and fluently while exposing them to English literature. Students were required to read short stories, poems, and novels, and complete reading logs and worksheets on the texts. They also wrote weekly paragraphs and monthly journals, and received feedback on multiple drafts through peer review and the instructor. Activities included free writing, discussing readings, and analyzing common errors to improve writing skills. The goal was to develop students' writing through an integrated approach combining reading, writing, and communicative exercises.
Dossier paty
This document contains a dossier for a language teaching training lesson plan. The lesson plan focuses on teaching occupations and articles "a" and "an" through various activities and exercises. The lesson begins with identifying famous people's occupations from pictures. Students then match pictures of occupations to job titles and discuss which seem interesting or dangerous. Pronunciation of two-syllable occupation words is practiced. Students ask and answer questions about famous people's jobs in pairs. The teacher evaluates the lesson as promoting student participation and motivation through the use of varied activities and visual aids.
English teaching methods
This document summarizes several language teaching methods: Total Physical Response (TPR), The Silent Way, Community Language Learning, Suggestopedia, and provides details on their key principles and techniques. TPR uses physical movement and delays speech to reduce stress. The Silent Way emphasizes problem solving and uses visual aids, with the teacher remaining silent. Community Language Learning views students as "clients" and emphasizes building trust and support. Suggestopedia aims to accelerate learning by creating a relaxed environment that reduces psychological barriers through music and role-playing.
Two sides of the same coin with text 2
This document outlines strategies for using reading materials to promote speaking in the ESL classroom. It discusses how reading and speaking skills are connected and can be developed together. The document provides theoretical background on reading and communicative language teaching. It also gives guidelines and an example lesson plan for using literature to increase vocabulary, cultural knowledge, and generate in-depth classroom discussions. The lesson plan example walks through preparing students, discussing a Langston Hughes poem, and having students engage in role plays or writing to demonstrate comprehension.
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- 2. “One of the most recent trends in oral skills pedagogy is the emphasis on having students analyze and evaluate the language that they or others produced.” ( Riggenbach 1999)
- 4. Oral dialogue journals are one format where practice with fluency and accuracy can be accomplished at the same time. accuracy
- 5. Example: The teacher gives some directions to the students and suggests a topic such as “How was your experience last summer vacation?” The students are reminded to speak extemporaneously and explain why. The students are reminded to work on unplanned speaking. The students are given limited time to answer the given question/topic.
- 7. DRILLS- should be short, simple, snappy and lead to more authentic communication activities . (Brown, 1994)
- 8. Two-minute Conversation (Wong, 1994) - “If I were…” - “Find someone who…”
- 9. Example: “If I were” Students become acquainted with each other by taking on the identity of various foods, animals, buildings, using the structure “IF I WERE AN/A _____, I WOULD BE AN/A______BECAUSE….” More advanced students would be expected to produce more than just the structure.
- 10. Teachers note errors that occur for some later instruction to the class as a whole or to individual students, as necessary. Teachers should strive for optimal feedback. (Brown, 1994)