The document summarizes research on helping students improve their academic vocabulary. It discusses problems students have with vocabulary and references for vocabulary learning. It also summarizes the aims, research, and limitations of "The Student Phrase Book" which provides students with vocabulary and phrases for academic writing. The book includes 1,200 words and phrases in context, 500 words defined with information, and 280 incorrect student examples. It aims to help students precisely and purposefully use academic vocabulary in their writing.
Jeanne Godfrey Power Point Slides - Author of 'The Student Phrase Book' and 'How to Use Your Reading in Your Essays' as well as two Palgrave Pocket Study Skills titles: 'Writing for University' and 'Reading and Making Notes'.
The document discusses helping students improve their academic writing skills through more precise use of vocabulary. It notes common problems students have with vocabulary, such as an incomplete knowledge of core academic words. It also reviews research on vocabulary acquisition and the number of words students need to know. The author developed a resource called "The Student Phrase Book" to help students learn vocabulary in the context of core writing functions. It provides vocabulary, definitions, examples and common errors to help students communicate their ideas more clearly and confidently in their academic writing.
This document provides a report on the 2012 English/English Language GCSE examination taken in June. It summarizes the examiners' feedback on each question. For question 1, most students understood the accessible source text about a coastal safety program but weaker responses relied too heavily on quotations. Question 2 was well received, with most students able to comment on the arresting headline and picture. Question 3 elicited a range of thoughts and feelings from the source text but some students did not fully explain the boys' changing perspectives. Question 4 proved most challenging as it required analyzing language choices across two texts. Responses to the blog post in question 5 generally communicated effectively in standard English.
Vocabulary A Basic Element of Language Learningijtsrd
The importance of developing the vocabulary learning skill is the most essential skill for foreign language learners. Language is sequential speech is a sequence of sounds whereas writing is a sequence of symbols. To produce a good piece of writing, learners need to enrich their vocabularies. Vocabulary knowledge is also one component of language skills such as reading and speaking. Since the meanings of new words are emphasized frequently, vocabulary learning plays a crucial role in foreign language learning. Teaching and learning vocabulary in context also helps learners for inferring the meaning of new words. Vocabulary development is concerned with all four language skills and it can be treated as a link between reading and writing. Chaw Su Hlaing "Vocabulary: A Basic Element of Language Learning" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-5 , August 2019, URL: https://www.ijtsrd.com/papers/ijtsrd27861.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/english/27861/vocabulary-a-basic-element-of-language-learning/chaw-su-hlaing
Which Should be learned more,Big Part(Rhythm,Reduction&Linking) or Small Part...N.K KooZN
What if intelligibility of Japanese learners would improve focusing on suprasegmental part of English rather than segmental part of English??
英語のスモールパートであるL音やR音はを言い間違えても文脈で分かってもらえるが、赤ちゃんも言語習得以前に感じ取るビッグパートである英語の波(Intonation Contour)は間違えると
伝わらない。(Celce-Murcia, Brinton, & Goodwin, 2010). さあどちらに重点を置いて指導(学習)するか??
The document discusses strategies for using read-alouds to build vocabulary and comprehension in primary students. It emphasizes using high-quality children's literature and engaging students in discussions to teach Tier 2 words in context. Planning is important, with goals set before, during, and after reading. Fiction and nonfiction require different focuses - fiction on individual words, nonfiction on related word clusters and text structure. Multiple exposures and review are also recommended.
Jeanne Godfrey Power Point Slides - Author of 'The Student Phrase Book' and 'How to Use Your Reading in Your Essays' as well as two Palgrave Pocket Study Skills titles: 'Writing for University' and 'Reading and Making Notes'.
The document discusses helping students improve their academic writing skills through more precise use of vocabulary. It notes common problems students have with vocabulary, such as an incomplete knowledge of core academic words. It also reviews research on vocabulary acquisition and the number of words students need to know. The author developed a resource called "The Student Phrase Book" to help students learn vocabulary in the context of core writing functions. It provides vocabulary, definitions, examples and common errors to help students communicate their ideas more clearly and confidently in their academic writing.
This document provides a report on the 2012 English/English Language GCSE examination taken in June. It summarizes the examiners' feedback on each question. For question 1, most students understood the accessible source text about a coastal safety program but weaker responses relied too heavily on quotations. Question 2 was well received, with most students able to comment on the arresting headline and picture. Question 3 elicited a range of thoughts and feelings from the source text but some students did not fully explain the boys' changing perspectives. Question 4 proved most challenging as it required analyzing language choices across two texts. Responses to the blog post in question 5 generally communicated effectively in standard English.
Vocabulary A Basic Element of Language Learningijtsrd
The importance of developing the vocabulary learning skill is the most essential skill for foreign language learners. Language is sequential speech is a sequence of sounds whereas writing is a sequence of symbols. To produce a good piece of writing, learners need to enrich their vocabularies. Vocabulary knowledge is also one component of language skills such as reading and speaking. Since the meanings of new words are emphasized frequently, vocabulary learning plays a crucial role in foreign language learning. Teaching and learning vocabulary in context also helps learners for inferring the meaning of new words. Vocabulary development is concerned with all four language skills and it can be treated as a link between reading and writing. Chaw Su Hlaing "Vocabulary: A Basic Element of Language Learning" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-5 , August 2019, URL: https://www.ijtsrd.com/papers/ijtsrd27861.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/english/27861/vocabulary-a-basic-element-of-language-learning/chaw-su-hlaing
Which Should be learned more,Big Part(Rhythm,Reduction&Linking) or Small Part...N.K KooZN
What if intelligibility of Japanese learners would improve focusing on suprasegmental part of English rather than segmental part of English??
英語のスモールパートであるL音やR音はを言い間違えても文脈で分かってもらえるが、赤ちゃんも言語習得以前に感じ取るビッグパートである英語の波(Intonation Contour)は間違えると
伝わらない。(Celce-Murcia, Brinton, & Goodwin, 2010). さあどちらに重点を置いて指導(学習)するか??
The document discusses strategies for using read-alouds to build vocabulary and comprehension in primary students. It emphasizes using high-quality children's literature and engaging students in discussions to teach Tier 2 words in context. Planning is important, with goals set before, during, and after reading. Fiction and nonfiction require different focuses - fiction on individual words, nonfiction on related word clusters and text structure. Multiple exposures and review are also recommended.
The document summarizes and debunks 10 common myths or misconceptions about the Common Core State Standards. Each myth is presented along with a direct quote or link from the official Common Core website to clarify the actual intent or language of the standards. The overall purpose is to correct inaccuracies that have been widely circulated and address concerns about the standards based on factual information from the source.
The document contains a scheme of work for an English language class. It outlines 11 chapters to be covered from January to August, with topics including likes and dislikes, occupations, animals, inventions, and computers. Each chapter includes learning outcomes, activities, educational emphasis, vocabulary, grammar, and sound system focus. Activities involve discussions, role-plays, reading comprehension, and writing exercises.
Academic Vocabulary and Reading Online for ELLsltoday
This document provides an agenda for a seminar on teaching academic vocabulary and reading to English language learners online. It discusses research supporting direct vocabulary instruction and the importance of repetition, rich contexts, and active engagement. It also outlines how the Spotlight on English program aligns with this research-based approach and key accountability requirements in New York like state standards and assessments.
Implementation of Theories into Practice and Strategies Considering Compatibi...YogeshIJTSRD
Various aspects are known regarding the impact of vocabulary teaching on word knowledge, word association, word family, reading comprehension, different kinds of reading, cognitive and psychological factors of learners. But the implementation of theoretical knowledge and the impact of applied theory based knowledge on teachers and the students cooperation towards developing a rich repertoire of vocabulary has not been properly investigated. The goal of this study is to analyze the diverse vocabulary learning strategies, effective teaching style, and the implementation of theoretical knowledge at the secondary school level. This paper will follow up on analytical studies that investigate the content and context embedded learning and the instructions through theories for getting the authentic proof of the students achievement in vocabulary learning. This study will also suggest some guidelines to follow to facilitate the students effectively. This paper will focus on analyzing various strategies in terms of teaching and learning vocabulary, especially at the secondary school level. Tushar Sinha "Implementation of Theories into Practice and Strategies Considering Compatibility in Teaching Vocabulary at the Secondary School Level" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-4 , June 2021, URL: https://www.ijtsrd.compapers/ijtsrd41147.pdf Paper URL: https://www.ijtsrd.comhumanities-and-the-arts/english/41147/implementation-of-theories-into-practice-and-strategies-considering-compatibility-in-teaching-vocabulary-at-the-secondary-school-level/tushar-sinha
Effective vocabulary instruction for all levels Laurel Pollard
I’m not sure
I know this
X
Family:
X
House:
X
Friend:
X
3. Students check their work by discussing the words with a partner. They move words to different
columns as needed.
4. The teacher reviews the words, providing definitions, examples, and clarification as needed.
Students update their charts.
5. Students can use this chart to track their progress as they review words over time. They move
words to the right as their knowledge grows.
Stand For Your Word
Students stand up to demonstrate their understanding of a word. This kinesthetic activity reviews
vocabulary in a
Common Core State Standards: An Occasion for ChangeEileen Murphy
The document provides information about the Common Core State Standards including:
1) The standards aim to ensure students are college and career ready by increasing the rigor of content and skills, including more informational texts and analytical writing.
2) The standards emphasize literacy in all subjects and require students to cite evidence from texts to support arguments. New assessments will test higher-order thinking skills.
3) Successful implementation of the standards requires selecting increasingly complex texts and tasks, focusing instruction around careful examination of texts, and providing scaffolding and independent reading practice.
This document provides an overview of the textbook "Tiếng Anh 11" (English 11). It contains 16 lesson units and 6 self-assessment sections. Each lesson unit focuses on a theme and includes sections on reading, speaking, listening, writing, and language focus. The textbook aims to develop students' English skills according to the Ministry of Education and Training's standardized English curriculum for 11th grade. It is designed to help students improve their language abilities and test their knowledge after every few lesson units. Overall, the textbook seeks to equip students with the language skills required to communicate effectively in English.
Difference between social language and academic languageAneri Thakar
The document summarizes the key differences between social language and academic language. Social language is informal and used in everyday communication like conversations with friends. It can include slang, repetition of words, and sentences starting with "and" or "but." Academic language, on the other hand, is formal language used in classrooms, textbooks, and assessments. It features more sophisticated vocabulary, sentences starting with transition words, and no slang. The document was submitted to the English department of M.K.B University of Bhavnagar as part of a class.
The document discusses the importance of teaching academic language to English language learners. It defines academic language as the language used in the classroom, textbooks, and assessments. Students who master academic language are more likely to be successful in school and their careers. The document provides examples of how a student's writing improved after receiving instruction in academic language and discusses strategies for teaching vocabulary, grammar structures, and other components of academic language.
The document discusses strategies for explicitly teaching academic vocabulary to ESOL students to help them transition to adult education classes. It recommends selecting Tier Two words that appear across content areas and providing a 3-step instruction process: 1) preparation and presentation of words, 2) practice through low- and high-impact exercises, and 3) independent application. A variety of exercises are described to provide meaningful practice opportunities for students to learn and apply new vocabulary words in different contexts.
Recycling vocabulary in the advanced eap reading classelianalili
This document summarizes a research study on recycling vocabulary in an advanced reading class. The study examined 12 university students' preferences for 13 vocabulary activities. Checking vocabulary exercises from the textbook and reading/listening to texts were the most popular activities. Using vocabulary in summaries and revising for tests were also well-liked. Less favored activities included vocabulary associations and choosing parts of speech. The implications are to develop more time-efficient, integrated activities that meet student preferences and curricular needs.
This document provides an overview of a booklet titled "A Focus on Vocabulary" published by Pacific Resources for Education and Learning. The booklet examines what research tells us about how students acquire vocabulary and what effective instruction must do to help students develop vocabulary knowledge to support reading comprehension. It defines vocabulary, discusses the importance of vocabulary for reading comprehension, and how many words students need to know.
The document provides an evaluative review of the Iran Language Institute's Course Book #4. It summarizes the book's components, target skills, and use of an audio-lingual approach. The review identifies several weaknesses, including artificial dialogs, insufficient grammar explanations, and a lack of authenticity. Suggestions are made to improve the book by including phonetic transcriptions, more natural dialogs, and a focus on developing writing skills through practice.
This document provides a scheme of work for Form 2 English language students at SMK Lahar over 15 weeks. It outlines the weekly themes, learning outcomes, activities, assessments, educational emphasis on grammar and sounds. The themes covered include people, environment, jobs, cities, friendship, daily routines and precious moments. Learning outcomes involve interpersonal, informational and aesthetic language uses. Activities include discussions, interviews, readings, descriptions and writing. Assessments evaluate listening, reading and writing skills. The educational emphasis is on grammar structures and pronunciation of sounds.
This document provides a detailed lesson plan for a 7th grade English class. The lesson plan aims to teach students about colloquial, familiar, and slang words. It includes objectives, content standards, learning competencies, procedures for the lesson, learning resources, examples of the different types of words, student activities, and a reflection for the teacher. The procedures outline introducing, discussing, and practicing the concepts over multiple steps to develop student mastery and allow for formative assessment.
This document provides a scheme of work for English language lessons for Form 4 students at SMK Lahar over 15 weeks from January to August 2015. It includes the weekly themes and topics to be covered, learning outcomes, grammar and language skills to practice, activities and educational emphasis. The lessons cover chapters on people, the environment, health, science and technology, and social issues. Students will develop their language skills through interpersonal, informational and aesthetic uses of English, practicing discussion, reading comprehension, writing and analyzing poems/stories.
The document provides an overview of the Common Core State Standards (CCSS) for English Language Arts and Mathematics. It discusses how the standards are organized, including the domains covered in each subject area and grade level. For ELA, it outlines the anchor standards for reading, writing, speaking/listening and language. For math, it describes the mathematical practices and domains covered in different grades. It also summarizes some of the major shifts in focus between the CCSS and previous standards, such as a balance of literary and informational texts in ELA and an emphasis on text-based answers and writing evidence-based arguments.
THE COMPASS: Route to Academic English 1 adopts a constructivist and learner-centred instruction by integrating the four skills- reading, writing, listening, and speaking- using a thematic approach.
All the texts and tasks in the book revolve around one main theme: Change. THE COMPASS: Route to Academic English 1 looks at the theme of “change” from different views and each unit dwells on one specific aspect of the concept, starting with the concept of “Changing the Self” and gradually moving towards a broader topic: “Changing Generations”.
Key Features:
designed for tertiary-level learners
develops four skills in language
introduces the conventions of academic discourse
teaches paragraph and essay writing basics
encourages students to be better writers and speakers
enhances cognitive skills
facilitates higher order thinking skills
helps learners analyse, synthesize and evaluate ideas
provides a variety of speaking and writing tasks
addresses students’ affective domain with the contemporary and controversial issues
presents different language skills
recycles the skills covered
Navigating the rough patches in the academic landscape is a tough experience...All you need to survive is... “THE COMPASS”!
www.nuanskitabevi.com
This document contains a scheme of work for an English language class at SMK Lahad for Form 3 students. It outlines the weekly themes, learning outcomes, activities, and assessments over 18 weeks. The themes center around people, social issues, and leisure. Learning outcomes focus on interpersonal communication, accessing and presenting information, and aesthetic appreciation. Sample activities include discussions, listening comprehension, reading comprehension, writing summaries and opinions. Assessments evaluate oral and written language skills development in areas like vocabulary, grammar, and sound system mastery.
2014 supporting the eal students in the mfl classroomIsabelle Jones
This document discusses strategies for supporting English as an Additional Language (EAL) students in the foreign language classroom. It begins by identifying the most common EAL issues teachers encounter, such as different proficiency levels and linguistic backgrounds among EAL learners. It then suggests practical strategies like using peer support and teaching assistants, as well as emphasizing that EAL students may have strengths in areas like bilingualism. The document also aims to dispel common myths around EAL learners and language acquisition, noting that it can take 5-7 years to develop academic language proficiency.
The World of English Language Teaching.pptxJui-Jung
Dr. Jui-Jung Tsao discusses the complex world of English language teaching. There are many varieties of English spoken around the world for different purposes. Who teaches English and which variety is taught depends on factors like whether it is taught as a foreign or second language, for general purposes or specific fields like business, and whether content-based or immersion approaches are used. While native English speakers were traditionally seen as the best teachers, the roles of non-native English speaking teachers are increasingly recognized as valuable due to their shared experience learning the language and cultural understanding. The best teachers are those that are proficient in English and effective instructors regardless of whether they are native or non-native speakers.
Throughout the workplace, good communication skills and grammar are highly important. Good grammar prevents writing from being dull or disorganized and shows one is prepared to achieve goals. Having good grammar skills will help avoid mistakes and give a good impression to bosses. While some see grammar as less important for communication, others argue it is a necessary framework for organizing language and conveying intended meanings clearly. The importance of formal grammar instruction in school is debated, as some argue it is needed while others say alternative methods may be better.
The document summarizes and debunks 10 common myths or misconceptions about the Common Core State Standards. Each myth is presented along with a direct quote or link from the official Common Core website to clarify the actual intent or language of the standards. The overall purpose is to correct inaccuracies that have been widely circulated and address concerns about the standards based on factual information from the source.
The document contains a scheme of work for an English language class. It outlines 11 chapters to be covered from January to August, with topics including likes and dislikes, occupations, animals, inventions, and computers. Each chapter includes learning outcomes, activities, educational emphasis, vocabulary, grammar, and sound system focus. Activities involve discussions, role-plays, reading comprehension, and writing exercises.
Academic Vocabulary and Reading Online for ELLsltoday
This document provides an agenda for a seminar on teaching academic vocabulary and reading to English language learners online. It discusses research supporting direct vocabulary instruction and the importance of repetition, rich contexts, and active engagement. It also outlines how the Spotlight on English program aligns with this research-based approach and key accountability requirements in New York like state standards and assessments.
Implementation of Theories into Practice and Strategies Considering Compatibi...YogeshIJTSRD
Various aspects are known regarding the impact of vocabulary teaching on word knowledge, word association, word family, reading comprehension, different kinds of reading, cognitive and psychological factors of learners. But the implementation of theoretical knowledge and the impact of applied theory based knowledge on teachers and the students cooperation towards developing a rich repertoire of vocabulary has not been properly investigated. The goal of this study is to analyze the diverse vocabulary learning strategies, effective teaching style, and the implementation of theoretical knowledge at the secondary school level. This paper will follow up on analytical studies that investigate the content and context embedded learning and the instructions through theories for getting the authentic proof of the students achievement in vocabulary learning. This study will also suggest some guidelines to follow to facilitate the students effectively. This paper will focus on analyzing various strategies in terms of teaching and learning vocabulary, especially at the secondary school level. Tushar Sinha "Implementation of Theories into Practice and Strategies Considering Compatibility in Teaching Vocabulary at the Secondary School Level" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-4 , June 2021, URL: https://www.ijtsrd.compapers/ijtsrd41147.pdf Paper URL: https://www.ijtsrd.comhumanities-and-the-arts/english/41147/implementation-of-theories-into-practice-and-strategies-considering-compatibility-in-teaching-vocabulary-at-the-secondary-school-level/tushar-sinha
Effective vocabulary instruction for all levels Laurel Pollard
I’m not sure
I know this
X
Family:
X
House:
X
Friend:
X
3. Students check their work by discussing the words with a partner. They move words to different
columns as needed.
4. The teacher reviews the words, providing definitions, examples, and clarification as needed.
Students update their charts.
5. Students can use this chart to track their progress as they review words over time. They move
words to the right as their knowledge grows.
Stand For Your Word
Students stand up to demonstrate their understanding of a word. This kinesthetic activity reviews
vocabulary in a
Common Core State Standards: An Occasion for ChangeEileen Murphy
The document provides information about the Common Core State Standards including:
1) The standards aim to ensure students are college and career ready by increasing the rigor of content and skills, including more informational texts and analytical writing.
2) The standards emphasize literacy in all subjects and require students to cite evidence from texts to support arguments. New assessments will test higher-order thinking skills.
3) Successful implementation of the standards requires selecting increasingly complex texts and tasks, focusing instruction around careful examination of texts, and providing scaffolding and independent reading practice.
This document provides an overview of the textbook "Tiếng Anh 11" (English 11). It contains 16 lesson units and 6 self-assessment sections. Each lesson unit focuses on a theme and includes sections on reading, speaking, listening, writing, and language focus. The textbook aims to develop students' English skills according to the Ministry of Education and Training's standardized English curriculum for 11th grade. It is designed to help students improve their language abilities and test their knowledge after every few lesson units. Overall, the textbook seeks to equip students with the language skills required to communicate effectively in English.
Difference between social language and academic languageAneri Thakar
The document summarizes the key differences between social language and academic language. Social language is informal and used in everyday communication like conversations with friends. It can include slang, repetition of words, and sentences starting with "and" or "but." Academic language, on the other hand, is formal language used in classrooms, textbooks, and assessments. It features more sophisticated vocabulary, sentences starting with transition words, and no slang. The document was submitted to the English department of M.K.B University of Bhavnagar as part of a class.
The document discusses the importance of teaching academic language to English language learners. It defines academic language as the language used in the classroom, textbooks, and assessments. Students who master academic language are more likely to be successful in school and their careers. The document provides examples of how a student's writing improved after receiving instruction in academic language and discusses strategies for teaching vocabulary, grammar structures, and other components of academic language.
The document discusses strategies for explicitly teaching academic vocabulary to ESOL students to help them transition to adult education classes. It recommends selecting Tier Two words that appear across content areas and providing a 3-step instruction process: 1) preparation and presentation of words, 2) practice through low- and high-impact exercises, and 3) independent application. A variety of exercises are described to provide meaningful practice opportunities for students to learn and apply new vocabulary words in different contexts.
Recycling vocabulary in the advanced eap reading classelianalili
This document summarizes a research study on recycling vocabulary in an advanced reading class. The study examined 12 university students' preferences for 13 vocabulary activities. Checking vocabulary exercises from the textbook and reading/listening to texts were the most popular activities. Using vocabulary in summaries and revising for tests were also well-liked. Less favored activities included vocabulary associations and choosing parts of speech. The implications are to develop more time-efficient, integrated activities that meet student preferences and curricular needs.
This document provides an overview of a booklet titled "A Focus on Vocabulary" published by Pacific Resources for Education and Learning. The booklet examines what research tells us about how students acquire vocabulary and what effective instruction must do to help students develop vocabulary knowledge to support reading comprehension. It defines vocabulary, discusses the importance of vocabulary for reading comprehension, and how many words students need to know.
The document provides an evaluative review of the Iran Language Institute's Course Book #4. It summarizes the book's components, target skills, and use of an audio-lingual approach. The review identifies several weaknesses, including artificial dialogs, insufficient grammar explanations, and a lack of authenticity. Suggestions are made to improve the book by including phonetic transcriptions, more natural dialogs, and a focus on developing writing skills through practice.
This document provides a scheme of work for Form 2 English language students at SMK Lahar over 15 weeks. It outlines the weekly themes, learning outcomes, activities, assessments, educational emphasis on grammar and sounds. The themes covered include people, environment, jobs, cities, friendship, daily routines and precious moments. Learning outcomes involve interpersonal, informational and aesthetic language uses. Activities include discussions, interviews, readings, descriptions and writing. Assessments evaluate listening, reading and writing skills. The educational emphasis is on grammar structures and pronunciation of sounds.
This document provides a detailed lesson plan for a 7th grade English class. The lesson plan aims to teach students about colloquial, familiar, and slang words. It includes objectives, content standards, learning competencies, procedures for the lesson, learning resources, examples of the different types of words, student activities, and a reflection for the teacher. The procedures outline introducing, discussing, and practicing the concepts over multiple steps to develop student mastery and allow for formative assessment.
This document provides a scheme of work for English language lessons for Form 4 students at SMK Lahar over 15 weeks from January to August 2015. It includes the weekly themes and topics to be covered, learning outcomes, grammar and language skills to practice, activities and educational emphasis. The lessons cover chapters on people, the environment, health, science and technology, and social issues. Students will develop their language skills through interpersonal, informational and aesthetic uses of English, practicing discussion, reading comprehension, writing and analyzing poems/stories.
The document provides an overview of the Common Core State Standards (CCSS) for English Language Arts and Mathematics. It discusses how the standards are organized, including the domains covered in each subject area and grade level. For ELA, it outlines the anchor standards for reading, writing, speaking/listening and language. For math, it describes the mathematical practices and domains covered in different grades. It also summarizes some of the major shifts in focus between the CCSS and previous standards, such as a balance of literary and informational texts in ELA and an emphasis on text-based answers and writing evidence-based arguments.
THE COMPASS: Route to Academic English 1 adopts a constructivist and learner-centred instruction by integrating the four skills- reading, writing, listening, and speaking- using a thematic approach.
All the texts and tasks in the book revolve around one main theme: Change. THE COMPASS: Route to Academic English 1 looks at the theme of “change” from different views and each unit dwells on one specific aspect of the concept, starting with the concept of “Changing the Self” and gradually moving towards a broader topic: “Changing Generations”.
Key Features:
designed for tertiary-level learners
develops four skills in language
introduces the conventions of academic discourse
teaches paragraph and essay writing basics
encourages students to be better writers and speakers
enhances cognitive skills
facilitates higher order thinking skills
helps learners analyse, synthesize and evaluate ideas
provides a variety of speaking and writing tasks
addresses students’ affective domain with the contemporary and controversial issues
presents different language skills
recycles the skills covered
Navigating the rough patches in the academic landscape is a tough experience...All you need to survive is... “THE COMPASS”!
www.nuanskitabevi.com
This document contains a scheme of work for an English language class at SMK Lahad for Form 3 students. It outlines the weekly themes, learning outcomes, activities, and assessments over 18 weeks. The themes center around people, social issues, and leisure. Learning outcomes focus on interpersonal communication, accessing and presenting information, and aesthetic appreciation. Sample activities include discussions, listening comprehension, reading comprehension, writing summaries and opinions. Assessments evaluate oral and written language skills development in areas like vocabulary, grammar, and sound system mastery.
2014 supporting the eal students in the mfl classroomIsabelle Jones
This document discusses strategies for supporting English as an Additional Language (EAL) students in the foreign language classroom. It begins by identifying the most common EAL issues teachers encounter, such as different proficiency levels and linguistic backgrounds among EAL learners. It then suggests practical strategies like using peer support and teaching assistants, as well as emphasizing that EAL students may have strengths in areas like bilingualism. The document also aims to dispel common myths around EAL learners and language acquisition, noting that it can take 5-7 years to develop academic language proficiency.
The World of English Language Teaching.pptxJui-Jung
Dr. Jui-Jung Tsao discusses the complex world of English language teaching. There are many varieties of English spoken around the world for different purposes. Who teaches English and which variety is taught depends on factors like whether it is taught as a foreign or second language, for general purposes or specific fields like business, and whether content-based or immersion approaches are used. While native English speakers were traditionally seen as the best teachers, the roles of non-native English speaking teachers are increasingly recognized as valuable due to their shared experience learning the language and cultural understanding. The best teachers are those that are proficient in English and effective instructors regardless of whether they are native or non-native speakers.
Throughout the workplace, good communication skills and grammar are highly important. Good grammar prevents writing from being dull or disorganized and shows one is prepared to achieve goals. Having good grammar skills will help avoid mistakes and give a good impression to bosses. While some see grammar as less important for communication, others argue it is a necessary framework for organizing language and conveying intended meanings clearly. The importance of formal grammar instruction in school is debated, as some argue it is needed while others say alternative methods may be better.
Problems and Difficulties of Speaking That Encounter English Language Student...inventionjournals
The study aims at exploring thespeaking difficulties encountered by English language students at Al Quds Open University. The study ,more over aims at exploring the causes of such difficulties. The researcher used the experimental method so as to show and measure the speaking difficulties encountered by English language students at Al Quds Open University. The researcher designed an interview to be applied on the sample of the study. Such interview will be applied for each student to investigate speaking difficulties and the causes of such difficulties . The results showed and indicated there some difficulties in the speaking of the students due to some reasons such as fear of mistake , shyness, anxiety and lack of confidence. The researcher adopted some recommendations the most important one is to establish an environment support and encourage the students to speak English frequently, and he suggested carrying out more researches and studies regarding speaking difficulties encountered by English language students.
The document summarizes the four stages of second language acquisition according to the Natural Approach model: 1) Preproduction, where students are just beginning to learn English and communicate non-verbally; 2) Early Production, where students can produce 1-2 word responses and have a vocabulary of about 1,000 words; 3) Speech Emergence, where students can use phrases and sentences and have a vocabulary of nearly 7,000 words; and 4) Intermediate Fluency, where students have developed cognitive academic language proficiency and can engage in extended discourse. The stages are fluid and depend on factors like a student's first language, age, and amount of exposure to English.
The Effect of Cognitive Learning Style-Based Reading ProgramAli Osman Öncel
This study investigated the effect of a cognitive learning style-based reading program on the achievement of 104 Jordanian freshmen English majors. Students were identified as having either an analytic or global learning style based on Felder and Soloman's inventory. They were divided into groups that received instruction either matching or mismatching their style. A reading achievement test was administered before and after to measure the effect. The results showed no significant difference in achievement between the analytic and global groups or due to the instructional strategy alone. However, the interaction between instructional strategy and cognitive learning style did significantly affect students' achievement and motivation for reading in English. The researcher recommends further research in this area for EFL reading educators.
This document outlines a vocabulary lesson plan aimed at enhancing students' vocabulary acquisition. The lesson utilizes various research-backed strategies including root words and affixes, differentiated instruction catering to different learning styles, interactive word walls, and technology integration through online games and flashcards. Students will read personal narratives, identify and define unfamiliar words using root diagrams and 3D word charts. They will add their work to the interactive word wall and create presentations based on their learning styles. A reflection journal will help students assess their learning and growth. The goal is to engage students and build confidence in learning new words through varied, challenging activities.
Recycling vocabulary in the advanced eap reading class by Eliana Lili TESOL Greece
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(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
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Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
1. Helping students use words
precisely and powerfully
Jeanne Godfrey
Jeanne Godfrey 9/3/2013 www.jeannegodfrey.com 1
2. Problems students have
Lack of /only partial familiarity with core academic vocabulary.
Inability to control and clearly communicate their ideas.
Lack of confidence in developing their own written voice.
Tutors giving help with technical language but expecting the students to be familiar
with sub-technical lexis. Core vocabulary is therefore less marked and given less
attention by students also.
Dictionaries – they need to know which word they want to look up and dictionaries
don’t give adequate contextualisation within real academic writing.
Thesauruses – again, they need to know which word you want to look up,
compounded by the fact that synonyms are grouped and that there is no indication of
differences in meaning and context, nuance, connotation or register.
‘Confusable words’ and ‘key words’ books - again, they need to know which word
you want to look up and that they have got a word wrong.
EAP Vocabulary course books – excellent but only one or two are ordered via function
and by definition they are (large) course books.
Jeanne Godfrey 9/3/2013 www.jeannegodfrey.com 2
3. Key points on mental lexicon and vocabulary acquisition
How many words do L2 students need to know?
NNSs: Rundell - about 7,500 words above basic 2 -3,000 threshold level to understand
92 – 93% of a serious text.
Nation - 8,000 words = 97 - 98% coverage of serious newspapers. 9,000 are needed
for 98% coverage.
Size of lexicon needed for native-speaker performance – about 17,000 -20,000 word families.
Nation and Newton. Goulden, Nation and Read.
Do students learn vocabulary through incidental reading, focussed teaching, reading
strategies and guessing?
Incidental reading is good but focussed teaching is more important than reading strategies
(Dalton et al., Haynes and Barber, Laufer).
Trying to guess words definitely doesn’t work (Bensonan and Laufer 1984, Laufer 1997).
Importance of learning phrases rather than isolated words? High.
(Nattinger and De Carrico, Kilgarrif, Moon, Howarth, Osbourne, Nesselhauf and others.)
Core academic vocabulary versus discipline-specific? Both are important.
(Durrant et al., Corson, Coxhead, Hyland and Guinda 2012)
Need for practice and precision? Definitely. Established pedagogy.
Jeanne Godfrey 9/3/2013 www.jeannegodfrey.com 3
4. Key aims and messages of The Student Phrase Book
Aims:
to be an accessible self-reference and learning tool that can be used alongside a
piece of work or separately;
to give students a ‘way in’ to core academic vocabulary via writing functions;
to help students use words and phrases precisely in their writing;
to raise awareness of common errors and provide practice in error correction;
to raise awareness of the rhetorical, ‘critical thinking’, and other key writing
functions and to become familiar with academic writing and its conventions
generally .
Messages:
academic writing should be uncomplicated, clear and precise and controlled by the
student to communicate ideas effectively;
the ability to write well is not achieved merely by using ‘good’ words and phrases,
but by understanding their purpose and using them purposefully;
successful and powerful writing is mainly a product of sound research, thinking and
ideas combined with the ability to communicate these to the reader.
Jeanne Godfrey 9/3/2013 www.jeannegodfrey.com 4
5. Limitations of The Student Phrase Book
Covers core academic vocabulary rather than subject-specific lexis.
Can’t cover all the words every student will need.
Presents synforms together.
Uses only the standard essay and report formats and to a lesser extent original research
and experiment, rather than the different genres and sub-genres that exist.
Does not talk to students explicitly about how to learn and develop their vocabulary.
Does not cover in detail the complexities of how to use language to control the
development of their ideas - such aspects need to be contextualised within their specific
subject areas, using longer sections of authentic disciplinary texts.
Jeanne Godfrey 9/3/2013 www.jeannegodfrey.com 5
6. Research that informed The Student Phrase Book
Word selection criteria:
core academic lexis used across disciplines in main writing functions ;
mid to advanced level for both native and non-native English speakers ;
rare words that are more common in academic texts and therefore unfamiliar to
students;
evidenced in my ‘error corpus’ and published material as often used imprecisely/
incorrectly.
My selection was checked against:
West General Service List, Xue and Nation University Word List, Coxhead Academic
Word List and the Simpson-Vlach and Ellis Academic Formulas List;
my written error corpus;
top two tiers of high-frequency written words in the Longman Dictionary of
Contemporary English 2009 and Macmillan Dictionary for Advanced Learners;
all other relevant and major publications, e.g. Fowler 2004, Pythian 1990, Cobuild Key
Words for IELTS Book 2 Improvers and Book 3 Advanced , Swales and Feak;
Concordancers - BNC , Wordsmith Tools 5.0, Lextutor 6.5 and Google.
Jeanne Godfrey 9/3/2013 www.jeannegodfrey.com 6
7. Extract from my academic writing error corpus (raw data)
V about/generally. The UK population is generally 60,000,000.
V About/o.f Personal writing is more of your own feelings..
V above/earlier. ..with the restriction mentioned earlier on.. (cf above)
V Abundant side-effects ( too positive cf common)
V academic. The target audience can be white collar, business people or academical.
V Accompanies. The deforestation of the Amazon Basin escorts the concerns in various continents in the world.
V According. Lupton (1998) the public is extremely interested in medical stories.
V according to. … According to Inoue Yukiko he is concerned that…
V According to me…
V According to. Mites and Hermes it confirms that...
V accordingly. According to this vs. accordingly
V Across. (over) the years there has been
V adapt/apply. Academic writing is a form of writing that students adapt to their work.
V addicted. Being Internet addicted isn’t so bad
V addiction. An addiction for the Internet
V addictive. Cannabis is habitual (addictive)…
V addictive/addiction. The effect it might have if its addicted.
V adequate collocation. - My language skills are somewhat (-) adequate. (cf quite)
V Adopt/adapt. Academic writing is a form of writing that students adapt to their work.
V advance. Advances vs advancements
V Advances vs advancements
V advantage/disadvantage. Disadvantages for species to have more than one blood group is that….
V advantage. There are many advantages for students to embark (of embarking) on a course of study
V Affect/influence. Testing on animals has numerous consequences; it influences animals in several aspects.
V affect/reflect. In the long term, deforestation does not reflect on only one part of the world.
Jeanne Godfrey 9/3/2013 www.jeannegodfrey.com 7
8. The Student Phrase Book word coverage
University word list - Level 1 90% coverage - Level 11 8% coverage.
Academic Word List – 51% coverage.
This may seem low but AWL does seem to favour commercial subjects slightly1.
I also excluded words that are not directly associated with key writing functions
and also vocabulary that is fairly basic and/or unproblematic for advanced NNSs
and NS students.
Examples of words from the AWL not included in The Phrase Book:
aid/adult/administrative/attachment/automatic/area/civil/colleague/commodity/
commission/consent/corporate/couple/contracted/culture/domestic/draft/drama/
export/federal/file/funding.
The Phrase Book mainly covers words that are in the 3,000 – 7,000th frequency range, e.g.
analogy, analyse, arbitrary, comparable (Macmillan Dictionary project and Rundell) and also
some extra words outside the 7,000th frequency range that are problematic for students in
academic writing, e.g. infer.
Examples of rare words and words outside the 7,000th frequency range not included in TSPB:
heuristic/inimical/prudent/nomenclature/perspicuity/promulgate/redact/reify.
1. This is not because of bias in the AWL data – my apologies to Averil Coxhead for incorrectly making this connection in my
original presentation.
Jeanne Godfrey 9/3/2013 www.jeannegodfrey.com 8
9. The Student Phrase Book: Vocabulary for Writing at University
2013 Palgrave Macmillan
Basic statistics
28 writing function groups.
1, 200 words or phrases highlighted in sentences.
About 900 complete sentences from correct academic writing. These are
nearly all adapted sentences from good/excellent student work and all
contain accurate reference details.
Just over 500 of the 1,200 words are then defined and have key
information, including other main forms of the word, colligations and
collocations, common confusions with synonyms and synforms, and key
grammatical points.
280 incorrect adapted student sentences from my error corpus with
corrected sentences given.
Jeanne Godfrey 9/3/2013 www.jeannegodfrey.com 9
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