Don’T Keep Them In The Dark! 03
•Download as PPT, PDF•
1 like•927 views
The document discusses strategies for teaching metaphors to English language learners. It notes that metaphors present a language problem for second language acquisition as learners often only grasp the concrete meaning and lack cultural references. It recommends teaching both conventional and imaginative metaphors using meaningful contexts. Specific strategies include comparing cultural metaphors, studying metaphor etymology, using theme-based metaphors, conducting ethnographic research of metaphors used in different contexts, and having students write about experiences using metaphors.
Report
Share
Report
Share
Recommended
Teaching vocabulary
This document discusses various methods for teaching vocabulary to students, including using pictures, direct instruction of vocabulary words, and having students do group work. It emphasizes exposing students to vocabulary in context through authentic materials and tasks. Some specific techniques mentioned are keyword methods, word maps, and root analysis. Both explicit instruction of individual words and more implicit learning through reading are recommended approaches.
Teaching Vocabulary
This document discusses techniques for teaching vocabulary, including:
1) It recommends using games like Bingo to motivate students to learn vocabulary.
2) It explains that mastering vocabulary is essential for learning a language.
3) It describes the procedure for playing Bingo to teach vocabulary, which involves students making Bingo boards, calling out words, and marking them off as they are learned.
BEST PRACTICE IN VOCABULARY TEACHING AND LEARNING
This document discusses best practices for vocabulary teaching and learning. It finds that relying solely on meaning-focused input through reading is an ineffective strategy for vocabulary growth, as it depends on other skills and leaves too much to chance. Instead, the document recommends combining meaning-focused input with language-focused instruction, such as explicit vocabulary exercises, to learn word meanings and ensure retention. The best approach provides varied input across topics alongside language-focused activities to support vocabulary development.
Teaching vocabulary
This document discusses lessons for teaching vocabulary based on corpus analysis. It recommends using corpora to determine word frequency, differences between spoken and written usage, common contexts and collocations, and grammatical patterns. For a vocabulary syllabus, it suggests teaching meaning, forms, word parts, collocations, register, and frequency. In the classroom, the document advises focusing on vocabulary, offering variety, repetition, organizing words into groups, and making learning personal but not overwhelming. It also recommends vocabulary notebooks, research tools, and everyday usage to help students learn independently.
Teaching of Vocabulary
Words are very essential for effective communication. The teaching Vocabulary helps the students to develop the word vocab as well as fluency.
Teaching and learning vocabulary for second language learners
1) Cheryl Boyd Zimmerman is an associate professor specializing in teaching English to speakers of other languages (TESOL) with a PhD in International Education focusing on second language vocabulary acquisition.
2) The document discusses various approaches and activities for teaching and learning vocabulary for second language learners, including word-level activities, discourse-level activities, and strategies to promote learner independence and vocabulary retention.
3) Key approaches and activities mentioned include ranking words, working with word parts and phrasal verbs, sentence-level activities like picture stories and dictation games, as well as strategies like using vocabulary notebooks, dictionary practice, and reflection.
Vocabulary Teaching: Implicit vs Explicit Instruction
This document discusses explicit and implicit instruction for vocabulary teaching. Explicit instruction focuses on direct teaching of vocabulary through lists and exercises, while implicit instruction relies on inferring meaning from context. Both methods have benefits and drawbacks. The document recommends integrating vocabulary teaching with the four language skills and using a variety of encounters with useful words. Teachers should activate students' background knowledge and build a large sight vocabulary using both explicit and implicit instruction appropriately.
HOW TO TEACH VOCABULARY
This document discusses various classroom resources for teaching vocabulary, including dictionaries, readers, coursebooks, and corpora. It explains that knowing a word involves understanding its meaning, pronunciation, register, part of speech, and other facets. Vocabulary is learned both intentionally through lists and activities, and incidentally through exposure in texts. Coursebooks aim to include useful, frequent words at an appropriate level of difficulty. Other classroom resources that can support vocabulary learning include the teacher's language, stories they share, and peer interactions.
Recommended
Teaching vocabulary
This document discusses various methods for teaching vocabulary to students, including using pictures, direct instruction of vocabulary words, and having students do group work. It emphasizes exposing students to vocabulary in context through authentic materials and tasks. Some specific techniques mentioned are keyword methods, word maps, and root analysis. Both explicit instruction of individual words and more implicit learning through reading are recommended approaches.
Teaching Vocabulary
This document discusses techniques for teaching vocabulary, including:
1) It recommends using games like Bingo to motivate students to learn vocabulary.
2) It explains that mastering vocabulary is essential for learning a language.
3) It describes the procedure for playing Bingo to teach vocabulary, which involves students making Bingo boards, calling out words, and marking them off as they are learned.
BEST PRACTICE IN VOCABULARY TEACHING AND LEARNING
This document discusses best practices for vocabulary teaching and learning. It finds that relying solely on meaning-focused input through reading is an ineffective strategy for vocabulary growth, as it depends on other skills and leaves too much to chance. Instead, the document recommends combining meaning-focused input with language-focused instruction, such as explicit vocabulary exercises, to learn word meanings and ensure retention. The best approach provides varied input across topics alongside language-focused activities to support vocabulary development.
Teaching vocabulary
This document discusses lessons for teaching vocabulary based on corpus analysis. It recommends using corpora to determine word frequency, differences between spoken and written usage, common contexts and collocations, and grammatical patterns. For a vocabulary syllabus, it suggests teaching meaning, forms, word parts, collocations, register, and frequency. In the classroom, the document advises focusing on vocabulary, offering variety, repetition, organizing words into groups, and making learning personal but not overwhelming. It also recommends vocabulary notebooks, research tools, and everyday usage to help students learn independently.
Teaching of Vocabulary
Words are very essential for effective communication. The teaching Vocabulary helps the students to develop the word vocab as well as fluency.
Teaching and learning vocabulary for second language learners
1) Cheryl Boyd Zimmerman is an associate professor specializing in teaching English to speakers of other languages (TESOL) with a PhD in International Education focusing on second language vocabulary acquisition.
2) The document discusses various approaches and activities for teaching and learning vocabulary for second language learners, including word-level activities, discourse-level activities, and strategies to promote learner independence and vocabulary retention.
3) Key approaches and activities mentioned include ranking words, working with word parts and phrasal verbs, sentence-level activities like picture stories and dictation games, as well as strategies like using vocabulary notebooks, dictionary practice, and reflection.
Vocabulary Teaching: Implicit vs Explicit Instruction
This document discusses explicit and implicit instruction for vocabulary teaching. Explicit instruction focuses on direct teaching of vocabulary through lists and exercises, while implicit instruction relies on inferring meaning from context. Both methods have benefits and drawbacks. The document recommends integrating vocabulary teaching with the four language skills and using a variety of encounters with useful words. Teachers should activate students' background knowledge and build a large sight vocabulary using both explicit and implicit instruction appropriately.
HOW TO TEACH VOCABULARY
This document discusses various classroom resources for teaching vocabulary, including dictionaries, readers, coursebooks, and corpora. It explains that knowing a word involves understanding its meaning, pronunciation, register, part of speech, and other facets. Vocabulary is learned both intentionally through lists and activities, and incidentally through exposure in texts. Coursebooks aim to include useful, frequent words at an appropriate level of difficulty. Other classroom resources that can support vocabulary learning include the teacher's language, stories they share, and peer interactions.
Vocabulary Strategies
This document outlines 12 strategies for learning vocabulary: concept definition mapping, contextual redefinition, dictionary game, Frayer model, list/group/label, rivet, semantic feature analysis, semantic webbing, SVES, student vocabulary strategy, word analogies, and word sort. It provides a brief description of each strategy, emphasizing that learning vocabulary is key to language learning and building vocabulary is important. The strategies encourage using context clues, dictionaries, grouping words, and relating new words to prior knowledge.
Tsl 3110 teaching vocab "principles"
The document provides principles for teaching vocabulary to students. Teachers should choose useful words that learners will encounter often and need to use. They should let learners take responsibility for learning words themselves by preparing definitions for class discussion. Teachers also need to focus on different aspects of words beyond just definitions, like pronunciation, grammar, and word parts. Providing opportunities to see words used in context and use words in meaningful tasks is important for learning. Teachers should implement regular vocabulary testing to give feedback and motivate further study, and remain patient as students progress through the learning process.
Vocabulary for English Learners
The document discusses evidence-based practices for developing English Learners' vocabulary. It covers best practices from research, including that explicit vocabulary instruction is important and errors should be corrected. The presentation includes strategies like keeping word lists, using vocabulary cards for activities, word puzzles and games, and drills for review. It emphasizes developing different aspects of word knowledge and multiple exposures to words. Sample vocabulary activities are provided and resources highlighted.
Vocabulary teaching
The document discusses vocabulary teaching, including defining vocabulary, the importance of teaching vocabulary, and techniques and activities for teaching vocabulary. It notes that vocabulary has both passive and active forms, and teachers should provide meaningful repetitive activities to help learners move words from passive to active vocabulary. Additionally, the document outlines principles and challenges of vocabulary teaching, such as only being able to teach a small number of words at a time and ensuring activities appeal to learners.
TEFL- Teaching Vocabulary
This document discusses different approaches to teaching vocabulary, including both explicit and implicit methods. It outlines key principles of explicit vocabulary instruction, such as building a large word bank and providing multiple exposures. A variety of teaching techniques are presented, like using words in context, games, and strategies for independent learning. Specific strategies covered include guessing meanings, using mnemonic devices, notebooks, teaching collocations and idioms. Guidelines emphasize teaching words in communicative contexts and encouraging learner strategies over dictionary use.
Teaching vocabulary
This document discusses strategies for teaching English vocabulary to ESL students. It recommends that vocabulary be integrated with subject matter through cooperative activities. Teachers should pre-introduce words, tap into students' background knowledge, and encourage independent learning. Students learn best when actively involved, self-monitoring progress and receiving repeated exposures to new words. Teachers can help by integrating vocabulary into lessons, offering varied activities, building background knowledge, and fostering word retention.
Teaching vocabulary
The document discusses the importance of vocabulary for reading success and comprehension. It states that explicitly teaching unfamiliar words before reading, defining and discussing them, and providing multiple exposures to new words helps solidify students' understanding. Some effective strategies include using graphic organizers to classify new words, teaching Greek and Latin roots, and modeling how to use context clues to determine word meanings during independent reading. The goal is to help students develop a large vocabulary and independent word learning skills to improve comprehension and communication.
Methodologies for teaching vocabulary items
This document discusses methodologies for teaching vocabulary in an English language classroom. It explains that vocabulary is essential for communication and explores several strategies for teaching new vocabulary items, including showing pictures, gestures, and definitions. The document outlines three stages for vocabulary instruction: conveying meaning, checking for comprehension, and consolidation. It also discusses direct and indirect teaching methods, emphasizing frequent exposure, meaningful presentation, and monitoring comprehension. The conclusion maintains that using different teaching methodologies has improved student vocabulary knowledge in recent years.
Vocabulary
Assignment submitted by students of 5EEE of batch 2012-16,Amity University.
Members:
Lekhansh Tyagi - A2324612008
Praroop Joshi - A2324612033
Rudraksha Rana - A2324612034
Prashu Prakash - A2324612039
How To Effectively Teach Vocabulary
This short presentation is a demo on how to effectively teach vocabulary to students to increase reading comprehension.
Teaching Grammar Through Technology
Good grammar is a vital skill for advanced language proficiency: Knowing how words work and how they fit together is critical for putting foreign words to proper use. The need to learn grammar is always going to be part of language learning, and should not be neglected. Even when using an approach that emphasizes the acquisition of vocabulary, ways can and should be found to incorporate grammar into the learning process. The right strategies and technologies can overcome any objections about possible boredom or difficulty by making grammar learning appealing, efficient, and effective. This webinar explains the methodology of Lexical Functional Grammar and demonstrate how to integrate it into lesson planning.
Learning Words
Vocabulary development is important for children's language acquisition and education. There are two types of vocabulary - receptive and expressive. Receptive vocabulary is words a child understands, while expressive vocabulary refers to words they use. Children typically understand more words than they can express. Vocabulary grows rapidly from ages 5-6 years old. Teachers can encourage vocabulary development by reading to children, talking about their environment, and engaging them in activities that involve new words like word of the day games. Effective vocabulary instruction involves repeated exposure, connecting new words to prior knowledge, and teaching both word meanings directly and strategies for determining meanings independently.
Presentation on vocabulary building
Presentation on vocabulary buildingJaved Iqbal Student of M.S (Teacher Education) at University of Tennessee USA
The document outlines a presentation on vocabulary building, discussing the definition of vocabulary, types of vocabulary including oral, print, receptive and productive vocabulary. It also summarizes research findings on vocabulary learning including the importance of repetition, context, and active engagement. The presentation recommends explicit instruction of vocabulary using steps like presenting words in context, helping students remember words, and ensuring students make the words their own.Learning grammar for young learner
This document discusses grammar teaching and learning for young foreign language learners. It begins with a conversation between a teacher and student that illustrates how grammar is necessary to precisely express meanings. The document then discusses several key points about grammar teaching: grammar has a place in children's language learning when taught skillfully; grammar learning evolves from chunks of language and meaningful conversations; and grammar can be taught without explicit technical labels. The document also examines the development of learners' internal grammar, the influence of their first language, and trends in grammar teaching approaches. Finally, it proposes techniques for supporting grammar learning, such as noticing activities, structured practice, and introducing metalanguage in a meaningful way.
Investigating Teaching/Learning Vocabulary Techniques and Strategies
This study investigates teaching/learning vocabulary. Mainly, studying the techniques used by EFL teachers in teaching vocabulary and also learners’ strategies to learn vocabulary. The particular research parameter that will be used in this study is the questionnaire for gathering data; the researchers are going to describe the phenomena under investigation. Students’ questionnaire was supposed to examine the strategies that are adopted by learners for learning vocabulary in English. In addition to that there was teachers’ questionnaire that is supposed to examine the techniques, which are used by teachers in teaching new vocabulary. The study reveals how secondary school learners use a variety of vocabulary learning strategies. Students as teachers preferred many of these strategies and techniques that help a lot in pushing the process of learning and teaching vocabulary forward. Overall students and teachers know high frequency vocabulary and how to use it.
Teaching Vocabulary
This document discusses best practices for teaching vocabulary to language learners. It notes that full learning of a word requires multiple exposures over time, through meaningful input and output. It recommends systematically teaching only high frequency and academic vocabulary, and helping learners develop strategies for independent vocabulary learning. Effective teaching involves exposing words in different contexts and meanings, using first language translations, spacing practice over time, and balancing direct instruction with other learning strands.
Teaching vocabulary effectively
The document discusses effective strategies for teaching vocabulary. It defines vocabulary as all the words in a language. Key principles for teaching vocabulary include introducing words in context, focusing on useful words, teaching learning strategies, repetition, and spacing practice. Knowing a word involves understanding its meaning, form, and use. When introducing a word, teachers should address some combination of its meaning, pronunciation, spelling, grammatical functions, and other aspects. Good vocabulary activities focus on useful words, teach a learning concept, involve active engagement, and avoid interference from unknown related words.
Vocabulary building
1. The document discusses strategies for teaching vocabulary to English language learners. It emphasizes that vocabulary is key to communication and recommends teachers actively develop ways to teach new words to students. 2. Some strategies discussed include using semantic maps, word sorts, concept definition maps, word walls, and personal dictionaries to interact with and reinforce new vocabulary. 3. The document also recommends determining essential, important, and extra words to focus on and making connections between words within and across lessons to enhance comprehension.
Basics Of Teaching Vocabulary
Workshop on teaching vocabulary to students in an EFL context in Colombia. Designed for public school teachers.
Teaching Vocabulary - Mayra Totena
This document discusses teaching vocabulary to children. It emphasizes teaching both direct and indirect vocabulary instruction. Direct instruction involves teaching word meanings, while indirect instruction focuses on strategies to help students figure out word meanings independently. The document recommends teaching vocabulary words in context before an activity, using techniques like games, songs, and drawings to engage students. It also suggests giving multiple exposures to words and opportunities for deep processing like personalizing lessons.
Foreign languge acquisition by Gayathri R.
The document discusses various topics related to foreign language acquisition including language learning theories, strategies for acquiring European and Asian languages, habits leading to language competency, and using mobile apps for language learning. It provides tips for acquiring vocabulary and grammar in different languages and debunks common myths about language learning. Recommendations are made for crafting an effective language acquisition plan focusing on goals, resources, practice and finding a language study buddy. Various tools for vocabulary building like Frayer's model and online resources are also introduced.
Research in the Teaching of Speaking- U10d4
The document summarizes research on teaching speaking skills. It focuses on 6 areas: the growing influence of spoken language corpora, debates on native and nonnative speaker models, issues of authenticity in spoken materials, modeling speaking in the classroom, descriptive frameworks for teaching speaking, and teaching genres of spoken interaction. It discusses challenges such as a lack of authenticity in scripted materials and difficulties for nonnative teachers to fully master new cultures and languages.
More Related Content
What's hot
Vocabulary Strategies
This document outlines 12 strategies for learning vocabulary: concept definition mapping, contextual redefinition, dictionary game, Frayer model, list/group/label, rivet, semantic feature analysis, semantic webbing, SVES, student vocabulary strategy, word analogies, and word sort. It provides a brief description of each strategy, emphasizing that learning vocabulary is key to language learning and building vocabulary is important. The strategies encourage using context clues, dictionaries, grouping words, and relating new words to prior knowledge.
Tsl 3110 teaching vocab "principles"
The document provides principles for teaching vocabulary to students. Teachers should choose useful words that learners will encounter often and need to use. They should let learners take responsibility for learning words themselves by preparing definitions for class discussion. Teachers also need to focus on different aspects of words beyond just definitions, like pronunciation, grammar, and word parts. Providing opportunities to see words used in context and use words in meaningful tasks is important for learning. Teachers should implement regular vocabulary testing to give feedback and motivate further study, and remain patient as students progress through the learning process.
Vocabulary for English Learners
The document discusses evidence-based practices for developing English Learners' vocabulary. It covers best practices from research, including that explicit vocabulary instruction is important and errors should be corrected. The presentation includes strategies like keeping word lists, using vocabulary cards for activities, word puzzles and games, and drills for review. It emphasizes developing different aspects of word knowledge and multiple exposures to words. Sample vocabulary activities are provided and resources highlighted.
Vocabulary teaching
The document discusses vocabulary teaching, including defining vocabulary, the importance of teaching vocabulary, and techniques and activities for teaching vocabulary. It notes that vocabulary has both passive and active forms, and teachers should provide meaningful repetitive activities to help learners move words from passive to active vocabulary. Additionally, the document outlines principles and challenges of vocabulary teaching, such as only being able to teach a small number of words at a time and ensuring activities appeal to learners.
TEFL- Teaching Vocabulary
This document discusses different approaches to teaching vocabulary, including both explicit and implicit methods. It outlines key principles of explicit vocabulary instruction, such as building a large word bank and providing multiple exposures. A variety of teaching techniques are presented, like using words in context, games, and strategies for independent learning. Specific strategies covered include guessing meanings, using mnemonic devices, notebooks, teaching collocations and idioms. Guidelines emphasize teaching words in communicative contexts and encouraging learner strategies over dictionary use.
Teaching vocabulary
This document discusses strategies for teaching English vocabulary to ESL students. It recommends that vocabulary be integrated with subject matter through cooperative activities. Teachers should pre-introduce words, tap into students' background knowledge, and encourage independent learning. Students learn best when actively involved, self-monitoring progress and receiving repeated exposures to new words. Teachers can help by integrating vocabulary into lessons, offering varied activities, building background knowledge, and fostering word retention.
Teaching vocabulary
The document discusses the importance of vocabulary for reading success and comprehension. It states that explicitly teaching unfamiliar words before reading, defining and discussing them, and providing multiple exposures to new words helps solidify students' understanding. Some effective strategies include using graphic organizers to classify new words, teaching Greek and Latin roots, and modeling how to use context clues to determine word meanings during independent reading. The goal is to help students develop a large vocabulary and independent word learning skills to improve comprehension and communication.
Methodologies for teaching vocabulary items
This document discusses methodologies for teaching vocabulary in an English language classroom. It explains that vocabulary is essential for communication and explores several strategies for teaching new vocabulary items, including showing pictures, gestures, and definitions. The document outlines three stages for vocabulary instruction: conveying meaning, checking for comprehension, and consolidation. It also discusses direct and indirect teaching methods, emphasizing frequent exposure, meaningful presentation, and monitoring comprehension. The conclusion maintains that using different teaching methodologies has improved student vocabulary knowledge in recent years.
Vocabulary
Assignment submitted by students of 5EEE of batch 2012-16,Amity University.
Members:
Lekhansh Tyagi - A2324612008
Praroop Joshi - A2324612033
Rudraksha Rana - A2324612034
Prashu Prakash - A2324612039
How To Effectively Teach Vocabulary
This short presentation is a demo on how to effectively teach vocabulary to students to increase reading comprehension.
Teaching Grammar Through Technology
Good grammar is a vital skill for advanced language proficiency: Knowing how words work and how they fit together is critical for putting foreign words to proper use. The need to learn grammar is always going to be part of language learning, and should not be neglected. Even when using an approach that emphasizes the acquisition of vocabulary, ways can and should be found to incorporate grammar into the learning process. The right strategies and technologies can overcome any objections about possible boredom or difficulty by making grammar learning appealing, efficient, and effective. This webinar explains the methodology of Lexical Functional Grammar and demonstrate how to integrate it into lesson planning.
Learning Words
Vocabulary development is important for children's language acquisition and education. There are two types of vocabulary - receptive and expressive. Receptive vocabulary is words a child understands, while expressive vocabulary refers to words they use. Children typically understand more words than they can express. Vocabulary grows rapidly from ages 5-6 years old. Teachers can encourage vocabulary development by reading to children, talking about their environment, and engaging them in activities that involve new words like word of the day games. Effective vocabulary instruction involves repeated exposure, connecting new words to prior knowledge, and teaching both word meanings directly and strategies for determining meanings independently.
Presentation on vocabulary building
Presentation on vocabulary buildingJaved Iqbal Student of M.S (Teacher Education) at University of Tennessee USA
The document outlines a presentation on vocabulary building, discussing the definition of vocabulary, types of vocabulary including oral, print, receptive and productive vocabulary. It also summarizes research findings on vocabulary learning including the importance of repetition, context, and active engagement. The presentation recommends explicit instruction of vocabulary using steps like presenting words in context, helping students remember words, and ensuring students make the words their own.Learning grammar for young learner
This document discusses grammar teaching and learning for young foreign language learners. It begins with a conversation between a teacher and student that illustrates how grammar is necessary to precisely express meanings. The document then discusses several key points about grammar teaching: grammar has a place in children's language learning when taught skillfully; grammar learning evolves from chunks of language and meaningful conversations; and grammar can be taught without explicit technical labels. The document also examines the development of learners' internal grammar, the influence of their first language, and trends in grammar teaching approaches. Finally, it proposes techniques for supporting grammar learning, such as noticing activities, structured practice, and introducing metalanguage in a meaningful way.
Investigating Teaching/Learning Vocabulary Techniques and Strategies
This study investigates teaching/learning vocabulary. Mainly, studying the techniques used by EFL teachers in teaching vocabulary and also learners’ strategies to learn vocabulary. The particular research parameter that will be used in this study is the questionnaire for gathering data; the researchers are going to describe the phenomena under investigation. Students’ questionnaire was supposed to examine the strategies that are adopted by learners for learning vocabulary in English. In addition to that there was teachers’ questionnaire that is supposed to examine the techniques, which are used by teachers in teaching new vocabulary. The study reveals how secondary school learners use a variety of vocabulary learning strategies. Students as teachers preferred many of these strategies and techniques that help a lot in pushing the process of learning and teaching vocabulary forward. Overall students and teachers know high frequency vocabulary and how to use it.
Teaching Vocabulary
This document discusses best practices for teaching vocabulary to language learners. It notes that full learning of a word requires multiple exposures over time, through meaningful input and output. It recommends systematically teaching only high frequency and academic vocabulary, and helping learners develop strategies for independent vocabulary learning. Effective teaching involves exposing words in different contexts and meanings, using first language translations, spacing practice over time, and balancing direct instruction with other learning strands.
Teaching vocabulary effectively
The document discusses effective strategies for teaching vocabulary. It defines vocabulary as all the words in a language. Key principles for teaching vocabulary include introducing words in context, focusing on useful words, teaching learning strategies, repetition, and spacing practice. Knowing a word involves understanding its meaning, form, and use. When introducing a word, teachers should address some combination of its meaning, pronunciation, spelling, grammatical functions, and other aspects. Good vocabulary activities focus on useful words, teach a learning concept, involve active engagement, and avoid interference from unknown related words.
Vocabulary building
1. The document discusses strategies for teaching vocabulary to English language learners. It emphasizes that vocabulary is key to communication and recommends teachers actively develop ways to teach new words to students. 2. Some strategies discussed include using semantic maps, word sorts, concept definition maps, word walls, and personal dictionaries to interact with and reinforce new vocabulary. 3. The document also recommends determining essential, important, and extra words to focus on and making connections between words within and across lessons to enhance comprehension.
Basics Of Teaching Vocabulary
Workshop on teaching vocabulary to students in an EFL context in Colombia. Designed for public school teachers.
Teaching Vocabulary - Mayra Totena
This document discusses teaching vocabulary to children. It emphasizes teaching both direct and indirect vocabulary instruction. Direct instruction involves teaching word meanings, while indirect instruction focuses on strategies to help students figure out word meanings independently. The document recommends teaching vocabulary words in context before an activity, using techniques like games, songs, and drawings to engage students. It also suggests giving multiple exposures to words and opportunities for deep processing like personalizing lessons.
What's hot (20)
Investigating Teaching/Learning Vocabulary Techniques and Strategies
Investigating Teaching/Learning Vocabulary Techniques and Strategies
Similar to Don’T Keep Them In The Dark! 03
Foreign languge acquisition by Gayathri R.
The document discusses various topics related to foreign language acquisition including language learning theories, strategies for acquiring European and Asian languages, habits leading to language competency, and using mobile apps for language learning. It provides tips for acquiring vocabulary and grammar in different languages and debunks common myths about language learning. Recommendations are made for crafting an effective language acquisition plan focusing on goals, resources, practice and finding a language study buddy. Various tools for vocabulary building like Frayer's model and online resources are also introduced.
Research in the Teaching of Speaking- U10d4
The document summarizes research on teaching speaking skills. It focuses on 6 areas: the growing influence of spoken language corpora, debates on native and nonnative speaker models, issues of authenticity in spoken materials, modeling speaking in the classroom, descriptive frameworks for teaching speaking, and teaching genres of spoken interaction. It discusses challenges such as a lack of authenticity in scripted materials and difficulties for nonnative teachers to fully master new cultures and languages.
Approaches to teach reading
The document discusses three main approaches to teaching reading:
1. The Language Experience Approach (LEA) uses students' own words and experiences to create reading material. It helps develop language skills.
2. The Phonics Approach teaches the relationship between letters and sounds. It helps students recognize familiar words and decode new words.
3. The Sight Word Approach teaches high frequency words that are recognized instantly without sounding out. It provides a base for beginning reading.
Each approach has different activities to practice skills like matching pictures, word/letter hunts, blending sounds, and integrating language skills through poems. Videos and songs can also be used in phonics instruction.
Teaching vocabulary & grammar
The document discusses various aspects of teaching vocabulary and grammar. It addresses that teaching vocabulary needs to focus on meaning, form, use and other elements. Grammar teaching should balance form and function to help students communicate effectively. Various activities are suggested for teaching vocabulary and grammar, including deliberate teaching, strategy training, and giving repeated attention to target words. The document emphasizes that both vocabulary and grammar need to be taught through meaningful, communicative activities.
Two critical component for any EFL class
The significance of Competencies and Concepts in the EFL class is briefly explained. Some examples aRe given to support criteria.
Languageassessment 001
The document discusses language assessment and instruction for students with various needs. It defines language and its components, including theories of language development. Assessment methods are described, such as formal standardized tests and informal techniques. Strategies are provided to increase students' language comprehension and production. Challenges are outlined for students with disabilities like mental retardation, behavior disorders, and learning disabilities.
Making Meaningful Connections Writing LA Curriculum Using CCCS - Strategies f...
Strategies to work with English language learners, literacy instruction, second language acquisition, CCCS , WIDA Standards,elementary school
Teaching grammar in the post method era
The document discusses various approaches to teaching grammar in the post-method era. It begins by describing the shift from a focus on methods to post-methods, with Kumaravadivelu proposing alternative strategies rather than adherence to a single method. The document then covers changing perspectives on grammar, including rule-based vs. usage-based theories and definitions that emphasize form, meaning, and communicative functions. Key choices in grammar teaching are outlined, such as the focus on form vs. forms and the relationships between grammar/lexis, knowledge/skills, explicit/implicit instruction, and induction/deduction.
Edited version for hyejeoung kim's part
Students who feel included, safe, and able to collaborate are more willing to speak out and listen to others. Representing different cultures and allowing each student's voice to be heard encourages participation. Pronunciation is an important part of language learning but often overlooked; teachers need training in phonetics and strategies for teaching pronunciation. Approaches like comparing sounds to students' native languages and communicative tasks help students practice problematic sounds. Slang, idioms, and colloquialisms are common in informal English but difficult for ESL students; keeping a vocabulary log can help students understand contexts of use.
Special considerations for teaching listening and speaking Module 2 Group 3 R...
Students are more willing to speak out when they feel included and safe in their learning environment. Teachers should represent all cultures and encourage collaboration to create a positive environment where each student's voice can be heard. Pronunciation is an important part of language learning but often overlooked; teachers need training to effectively teach pronunciation through approaches that start with suprasegmentals then segmentals. Slang, idioms, and colloquialisms are commonly used in everyday English but difficult for ESL students; keeping a vocabulary log can help students understand contextual meanings.
Special considerations for teaching listening and speaking
EESL 542D Section 70
Group #3
Hyejeoung KIM
Jeanne Sinclair KRAUSE
Jonathan Andrew KUNZ
Carmela Crystal LEMON
Ways to teach and collaborate in superdiverse schools
Ways to teach and collaborate in superdiverse schoolsNationellt centrum för svenska som andraspråk, Stockholms universitet
Åhörarkopior från Kate Seltzers presentation på Symposium 2015:
http://www.andrasprak.su.se/konferenser-och-symposier/symposium-2015/program/ways-to-teach-and-collaborate-in-superdiverse-schools-1.231482C E F Talk
The document discusses different attitudes towards the Common European Framework (CEF) and whether it requires different teaching materials or methods. It argues that the CEF is not prescriptive and does not demand specific materials or methods. The CEF aims to meet learners' needs, motivations and characteristics without being overly prescriptive. It suggests describing learners' needs and considering their communicative purposes for language learning.
Supporting Low Level Readers in the Common Core Classroom
This document provides strategies for speech language pathologists to support students with reading difficulties. It discusses the components of reading comprehension, including background knowledge, phonological awareness, decoding, fluency, and vocabulary. For each component, it identifies potential areas of difficulty for students and provides strategies SLPs can use to assess and support students. These include pre-teaching activities, modeling fluent reading, teaching spelling patterns, and incorporating vocabulary instruction across disciplines. References are also provided on effective practices for developing these reading skills in students.
Chapter 2 powerpoint
1) The document discusses theories of language development including behaviorist, nativist, and interactionist theories. It also outlines the key components of language including phonology, morphology, syntax, semantics, and pragmatics.
2) Assessment strategies for language skills are described including both formal standardized tests and informal methods like analyzing speech samples. Strategies to support language development in students with various disabilities or learning needs are also provided.
3) Theories of language, components of language, assessment strategies, and supporting language development in different populations are the major topics covered in the document.
Florendo, melania approaches in teaching language& literature
This document discusses different approaches to using literature with language learners:
1. The language-based approach uses literary texts as a tool to build language skills rather than focusing solely on literary analysis. It provides stimulating language activities that allow students to appreciate literary texts on a deeper level.
2. The stylistic approach involves close analysis of linguistic features in a text to understand how meaning is conveyed and arrive at interpretations. It helps students use their language knowledge to understand literature while expanding their overall language awareness.
3. The paraphrastic approach simplifies texts through paraphrasing, simplifying language, or translation to make the original meaning clearer.
The document also discusses using literature as content to teach about
HD How to teach speaking
Speaking involves using both verbal and non-verbal communication to build meaning in various contexts. Teachers should create a classroom environment where students can have real-life communication through meaningful tasks and authentic activities that promote oral language. This is best achieved through collaborative learning and communicative language teaching approaches. While accuracy is important, teachers should focus on fluency when designing speaking techniques and provide opportunities, feedback and motivation to help students improve.
Graphic Organizers: Visuals to Enhance Learning
This document discusses strategies for teaching English as a second language. It recommends using multiple modalities like visual and spatial aids to help students better learn and internalize new information. Some key strategies include using modified texts and real-world vocabulary to build comprehension, incorporating listening, speaking, reading and writing activities, and creating a positive learning environment where students can apply what they're learning. Formative assessments are encouraged to track student progress towards goals.
Video ppt example 12 mb vid
This document provides an overview of key concepts and strategies for teaching reading to English language learners. It defines important terms and acronyms, discusses linguistic theories of language acquisition, and outlines stages of language learning and common errors. The document also explores strategies for engaging beginning and intermediate English learners, including using leveled texts, running reading records, analyzing errors, and graphic organizers.
Similar to Don’T Keep Them In The Dark! 03 (20)
Making Meaningful Connections Writing LA Curriculum Using CCCS - Strategies f...
Making Meaningful Connections Writing LA Curriculum Using CCCS - Strategies f...
Special considerations for teaching listening and speaking Module 2 Group 3 R...
Special considerations for teaching listening and speaking Module 2 Group 3 R...
Special considerations for teaching listening and speaking
Special considerations for teaching listening and speaking
Ways to teach and collaborate in superdiverse schools
Ways to teach and collaborate in superdiverse schools
Supporting Low Level Readers in the Common Core Classroom
Supporting Low Level Readers in the Common Core Classroom
Florendo, melania approaches in teaching language& literature
Florendo, melania approaches in teaching language& literature
Recently uploaded
Gender and Mental Health - Counselling and Family Therapy Applications and In...
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
How to deliver Powerpoint Presentations.pptx
"How to make and deliver dynamic presentations by making it more interactive to captivate your audience attention"
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
BBR 2024 Summer Sessions Interview Training
Qualitative research interview training by Professor Katrina Pritchard and Dr Helen Williams
HYPERTENSION - SLIDE SHARE PRESENTATION.
IT WILL BE HELPFULL FOR THE NUSING STUDENTS
IT FOCUSED ON MEDICAL MANAGEMENT AND NURSING MANAGEMENT.
HIGHLIGHTS ON HEALTH EDUCATION.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Physical pharmaceutics notes for B.pharm students
Lifelines of National Economy chapter for Class 10 STUDY MATERIAL PDF
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
● What is event processing in MuleSoft?
● Types of event processing models in Mule 4
● Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
Recently uploaded (20)
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Lifelines of National Economy chapter for Class 10 STUDY MATERIAL PDF
Lifelines of National Economy chapter for Class 10 STUDY MATERIAL PDF
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
Don’T Keep Them In The Dark! 03
- 1. Don’t Keep Them in the Dark! Teaching Metaphors to English Language Learners By Yu Ren Dong Ashley Brahosky TESL/TEFL Methodology
- 2. Steer clear of that topic! I’m dying to see the show. If driving is better in the winter because the potholes are filled with snow, you live in Pennsylvania It’s anarchy at the cafe!