1. The document discusses the relationship between teaching vocabulary and grammar at the primary school level, noting that grammatical information is tied to words and learning words helps students learn grammar.
2. It describes various aspects of vocabulary development, including definition, spelling, usage, and relationships between words. Learning words is a cyclical process of initial learning and repeated exposure to extend understanding.
3. Several methods for teaching vocabulary are examined, including using pictures, gestures, organizing words thematically, and exploiting relationships like antonyms. Stories are emphasized as a rich context for learning vocabulary.
A Curriculum Developed on Communicative GoalsNanik Rahayu
Based on book Course Design: Developing Programs and Materials for Language Learning by Fraida Dubin, Elite Olshtain - 1986
Content :
Communicative Competence
Sociacultural Competence
Humanistic Curriculum
Error learner tell us
A Curriculum Developed on Communicative GoalsNanik Rahayu
Based on book Course Design: Developing Programs and Materials for Language Learning by Fraida Dubin, Elite Olshtain - 1986
Content :
Communicative Competence
Sociacultural Competence
Humanistic Curriculum
Error learner tell us
Hiroshima JALT 2013 - Content Based InstructionBrent Jones
Content-Focused Language Instruction. Outline of content-focused approaches with examples drawn from the content-based English language program at Konan University, Hirao School of Management.
Lesson plans are more than "what and when students do in the classroom." Instead we must consider who does what, when, how, and why, and with what. This means conceptualizing the learning experience before filling out that form that many schools require. This plan incorporates CBI as the materials for instruction, though that's not required.
Implementing Content-Based Language Instruction in your Classroom Joe McVeigh
This workshop will focus on the needs of teachers using content-based language instruction in the classroom. Participants will learn basic concepts and examine methods to connect and integrate content learning and language instruction. We will look at sample materials and tasks for the classroom and consider how best to structure lessons. We will discuss methods for simplifying content to make difficult ideas easier to understand. We will also focus on the need for attention to subject-specific academic vocabulary. Finally we will look briefly at different models for assessing student work.
Hiroshima JALT 2013 - Content Based InstructionBrent Jones
Content-Focused Language Instruction. Outline of content-focused approaches with examples drawn from the content-based English language program at Konan University, Hirao School of Management.
Lesson plans are more than "what and when students do in the classroom." Instead we must consider who does what, when, how, and why, and with what. This means conceptualizing the learning experience before filling out that form that many schools require. This plan incorporates CBI as the materials for instruction, though that's not required.
Implementing Content-Based Language Instruction in your Classroom Joe McVeigh
This workshop will focus on the needs of teachers using content-based language instruction in the classroom. Participants will learn basic concepts and examine methods to connect and integrate content learning and language instruction. We will look at sample materials and tasks for the classroom and consider how best to structure lessons. We will discuss methods for simplifying content to make difficult ideas easier to understand. We will also focus on the need for attention to subject-specific academic vocabulary. Finally we will look briefly at different models for assessing student work.
Abstract
One of the objectives of teaching a foreign language is to enable the learners to become autonomous, that is the ability to continue learning the foreign language without the teachers’ assistance. Autonomous learners are learners who are responsible for their own learning. Thus, it is very important for the learners to learn and understand how to become autonomous learners. The present paper deals with the discussion of how to promote learners’ autonomy.
Key words: autonomous learner, learning theory, learning
strategy
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Instructions for Submissions thorugh G- Classroom.pptx
Practical N° 15 - Vocabulary
1. Camila Roldán – Practice II 2014
Lynne Cameron, CUP (2008) Chapter 4: Learning words:
PRACTICAL N° 15:
1) What is the relationship between teaching vocabulary and grammar at Primary School
Level?
· No longer can we think of vocabulary and grammar as separate units to be learnt by
students, but rather much important grammatical information is tied into words, and
learning words can take students a long way into grammar.
2) What aspects are included in vocabulary development?
· Vocabulary development consists not only in learning about words but also in knowing
more about them. This means acquiring knowledge of their definition, spelling,
pragmatic use, phonological pronounciation, collocational use, connotation and
metalinguistic knowledge. It also involves being able to develop a capacity to make
more complex relations between vocabulary items through paradigmatic relationships
and the use of synonymy, antonymy, hyponymy and meronymy which go beyond the
basic level of meaning of words.
3) What is ostensive definition?
· Ostensive definition refers to the way children learn new words by seeing or touching
an object that a word refers to. (definition by pointing to examples)
4) What is Vygotsky's warning about the nature of concept development?
· Vygotsky warned that although children may use the same words as adults, they may
not hold the same meanings for those words.
5) How do the L1 and L2 interrelate in vocabulary learning?
· Our production races ahead our comprehension, and vocabulary development is a
continuous process, not just of adding new words but of building up knowledge about
words we already know partially. For children, many some of the foreign language
words will map on to words meanings that are already fully formed in the first
language. Many of the words, however, may link to first language words and concepts
2. Camila Roldán – Practice II 2014
that they are in the process of learning about and have only partial meanings for.
Moreover, the first and foreign language words may not map straightforwardly one on
to another, but may have different underlying meanings because of cultural or other
differences.
6) Why is learning words a “cyclical process”? What are the implications for EFL teaching?
· Learning words is a cyclical process of meeting new words and initial learning, followed
by meeting those words again and again, each time extending knowledge of what the
words mean and how they are used in the foreign language.
7) Can you provide examples for the different areas involved in knowing about a word
(chart by Sinclair and Ellis (1990:99)?
· Receptive knowledge: in the word CHAIR this type of knowledge refers to the
understanding of its spoken and written form.
· Conceptual knowledge: this refers to the understanding of the meaning of the word
e.g. CHAIR = a seat, esp. for one person, usually having four legs for support and a rest
for the back. It also includes the knowledge of not confusing chair with armchair, sofa,
etc.
· Memory: this refers to the capacity of recalling the word when needed.
· Phonological knowledge: being able both to recognize the word when listening to it
and to produce it in the appropriate way with all its sounds. /’tʃeə/
· Grammatical knowledge: to use the word in a grammatical accurate way.
· Collocational knowledge: to know which other words can be used with it.
· Orthographic knowledge: to write it correctly, CHAIR not *CHEAR
· Pragmatic knowledge: to use it in the right situation.
· Connotational knowledge: to know its positive and negative associations and
associations with related words.
· Metalinguistic knowledge: to know that CHAIR is a noun
8) What does the syntagmatic-paradigmatic shift refer to?
· The syntagmatic-paradigmatic shift refers to the development of children’s
3. Camila Roldán – Practice II 2014
comprehension of words. As they grow, they are able to understand more abstract
words (paradigmatic).
9) How does schooling foster vocabulary development?
· Schooling fosters vocabulary development because it introduces them to formal logical
thinking. Throughout their education children categorize, label and talk about words in
the language of the adult world. Schooling also moves children from the concrete to
the abstract as they no longer only work with what they can see and touch (tangible)
but they also develop skills for working with ideas and talking about what is not
immediately present (abstract). In this way, children deepen their world knowledge and
continue to develop the paradigmatic one.
10) At what age do the different components of word learning develop? (Lakoff, 1987)
· The basic level of words is mastered early in childhood whereas superordinate and
subordinate levels develop when children are a little bit older through their formal
education.
11)What is the use of schemas?
· Schemas or scripts are the networks of connections created by the different words and
meanings they have. When a word is encountered, the schema that they are part of will
be activated, and the network of activated meanings becomes available to help make
sense of the discourse and the words at a holistic level.
12) State the differences between younger and older learners in vocabulary acquisition.
(Summary, 4.2.7)
Younger Learners Older Learners
Concrete vocabulary (syntagmatic
associations)
More abstract ideas (syntagmatic +
paradigmatic relationships)
Use of basic level words (most frequent ones) Superordinate & subordinate vocabulary
linked to basic level words.
13)What is the difference between content words and function words? How are they
4. Camila Roldán – Practice II 2014
taught?
· Content words are the words that carry a lexical meaning, even out of context. These
words form an open class of words because they can constantly incorporate new words
with new meanings. This category covers nouns, lexical verbs, adjectives and adverbs.
On the other hand, function words carry grammatical meaning and are a closed set in
which very rarely a new word is incorporated. Function words are articles, prepositions,
pronouns. These types of words need different teaching approaches. Children will often
learn function words incidentally because of frequent use of them in different contexts,
whereas content words may be taught in a more explicit way with a definition.
14) How do people relate word meanings to develop sense relations?
· We relate word meanings through what is called ‘semantic relations’ such as synonymy
(near or same meaning), antonymy (opposite meaning), hyponymy (example of
another) and meronymy (part of another).
15) Read through 4.4.2 and relate it to your teaching experience during your practicum.
Which of these ways of teaching vocabulary have you used? What is the problem with
translation?
· During my practicum, the main strategy I applied to teach vocabulary was the use of
pictures. They provide clear images the children can recall when thinking of the new
words. I also used gestures to help them remember.
· The problem with translation lies in that it takes away from the children the need or
motivation to think about the meaning of the foreign language word or to hold the new
word into mind. If we use it too much students will get used to it and their capacity to
deduce words from the context or with the help of clues will be hindered. It should be
used as the last resource.
16) How can we help children attend to form and make memory connections?
· Teachers can repeat the word isolated several times before putting it into context in a
text so that students are able to recognize it (its consonant and vowel sounds). When
children face the word in a written text, the teacher has to make them aware of its
shape, from initial to final letters, its spelling.
5. Camila Roldán – Practice II 2014
· In order to help children make memory connections, the teacher can use a wide variety
of strategies implementing different types of activities. Some of them are the following:
o Thematic organization of vocabulary: organizing vocabulary according to things
that go together or happen together. Children can build up a college of a
specific theme and at the same time include words they already know i.e.
recycle them.
o Organization of vocabulary through relations of wholes to parts: this strategy
to organize vocabulary exploits meronymy relations, for example, with learning
parts of the body they can move and touch the different parts saying the words.
It’s a good strategy to “listen and do”.
o Organization of vocabulary in general to specific hierarchies: it exploits
hyponymy relations in which activities to sort and categorise could be used to
practise vocabulary.
o Organization of vocabulary through words and antonyms: this type of
organization puts in practice the use of antonyms and of degrees in difference
between one word and another.
o Organizing of vocabulary in ‘ad-hoc’ categories: this is the name to collections
of things put together on the spur of the moment.
17)What is the importance of teaching stories?
· The use of stories with young learners seems to offer the same enriching opportunities
for learning vocabulary as when children learn their first language words through social
interaction with adults. Moreover, stories provide linguistic input in context which
informs students of grammatical and collocational use of words, and their
pronounciation.
18) How can teachers encourage the use of strategies for young learners acquiring
vocabulary?
· Teachers can model how to use strategies and draw children’s attention explicitly to
aspects of strategy use. They can also teach the sub-skills needed to make use of
strategies, for example, how to use a dictionary effectively. Besides, classroom
activities can include structured opportunities for using strategies. Independent
6. Camila Roldán – Practice II 2014
strategy use can be rehearsed in classrooms and young learners can be helped to
reflect on the learning process through evaluating their achievements.
7. Camila Roldán – Practice II 2014
strategy use can be rehearsed in classrooms and young learners can be helped to
reflect on the learning process through evaluating their achievements.