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 English as a Second Language - Problems and Possibilitiesm nagaRAJU
a presentation for english lecturers about the typical problems of teaching graduate students english as a second language and some possible methodological solutions.
Teaching writing
Of the 4 skills, writing is arguably the most problematic for learners and often the most challenging
for teachers. Writing is not easy particularly when compared with speaking, where
reformulations, body language, clues from listeners can do much to compensate for a lack of
precision or inaccuracies when communicating messages. Time is also a factor – writing may be
relegated to homework tasks as there is often a feeling that writing in class uses up time which can
be more usefully spent on other activities. However, as this workshop aims to show, developing
good writing skills is conducive to the development of other language skills including
communication skills.
Here is my simple presentation on how to teach grammar. I believe that the content is so useful and informative especially for those who are interested in the field of ELT.
Teaching English as a Second Language - Problems and Possibilitiesm nagaRAJU
a presentation for english lecturers about the typical problems of teaching graduate students english as a second language and some possible methodological solutions.
Teaching writing
Of the 4 skills, writing is arguably the most problematic for learners and often the most challenging
for teachers. Writing is not easy particularly when compared with speaking, where
reformulations, body language, clues from listeners can do much to compensate for a lack of
precision or inaccuracies when communicating messages. Time is also a factor – writing may be
relegated to homework tasks as there is often a feeling that writing in class uses up time which can
be more usefully spent on other activities. However, as this workshop aims to show, developing
good writing skills is conducive to the development of other language skills including
communication skills.
Here is my simple presentation on how to teach grammar. I believe that the content is so useful and informative especially for those who are interested in the field of ELT.
The direct method by beny i.n. nadeak, s.pdBeny Nadeak
The Direct Method
The Direct Method has one very basic rule: No translation is allowed. In fact, the Direct Method receives its name from the fact that meaning is to be conveyed directly in the target language through the use of demonstration and visual aids, with no resource to the students’ native language (Diller 1978).
AbstractThis paper examines how literature can be used to teach .docxannetnash8266
Abstract
This paper examines how literature can be used to teach vocabulary. It is based on experiences that were obtained on a practicum. 3 hours were spent in three different classrooms and analysis made on how the instructors facilitate the understanding of the students in the reading and the writing sessions. These observations were observed for both the mainstream and the minority language students.
Later, a specific grade was chosen from the Language Arts standards and 6 hours were then spent to develop and design a 5 day lesson plan on how to use literature to teach vocabulary. A single piece of text was then used during the entire 5 days teaching period. This paper therefore covers observations and analysis from 15-30 minutes mini-lessons that covers the various aspects of literacy teaching. These include Oral language and Vocabulary, Phonics, Word patterns, and Word analysis, Fluency, Reading Comprehension and Writing. This paper is therefore based on analysis, observations and corrections from my mentor teacher regarding teaching, management and engagement strategies in accordance to student learning.
Synopsis:Using literature to teach vocabulary
There are many responsibilities that come about in teaching language in school. In language a teacher must teach comprehension (understanding), reading, literature, grammar, writing and vocabulary. However, because of the tight schedule of events we often find that adequate teaching of vocabulary is denied its due time. This comes as a result of the many responsibilities that the teacher will often have to handle. Unlike in the Elizabethan times where mastery grasp of language was necessary, nowadays we find that most of the students are not interested in learning a new vocabulary simply because sophisticated language is not a priority in the society that they have been brought up. It is therefore necessary that language teachers device a method in which they can teach vocabulary. This paper is going to consider various ways in which vocabulary can be taught through literature.
One of the methods that can be used to teach literature is through the use of phonemic awareness. It can be described as the ability to percept, reason about, and work and operate the individual sounds in words. This method is great as it allows us to predict the ease or the difficulty that a student is experiencing when it comes to predicting of later reading success or difficulty. To enforce this skill I usually started with a definition to a vocabulary that is student friendly. I would at first engage the students in reading a single source of text which we used as our source of new words.
For some few minutes I would allow the students to lead discussions based on the reading. I observed that doing this created motivation to read and discuss within the students in the class. This scenario actually related to the input hypothesis by Horwitz(Horwitz, 2008). It makes the students to become really intereste.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
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.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
2. Key words: memory and storage systems,
using language, choice of material, choice of
task, group work, explicit vocabulary
instruction, keyword method, word maps, root
analysis.
2
3. 3
Summary:
At begin level, teachers frequently use explain and
practice procedures. For examples, we might have
individual pictures on flashcards showing people who are
tired , sad, happy, frightened, exhausted, etc. We hold up a
picture, point to it and say ‘tired …. She’s tired’, while
miming a yawn. Then we model ‘tired’ and get the students
to repeat it. Next, we point to the next picture and model
‘sad’. As the students learn more words, we conduct a cue-
response drill, holding up different flashcards so that the
students give the correct word. Students can then use the
words in their own sentences. Then, the students always use
more vocabularies about everything.
4. Introduction:
4
Traditionally, the teaching of vocabulary above
elementary levels was mostly incidental, limited to
presenting new items as they appeared in reading or
sometimes listening texts. This indirect teaching of
vocabulary assumes that vocabulary expansion will
happen through the practice of other language skills,
which has been proved not enough to ensure
vocabulary expansion.
There are several aspects of lexis that need to be
taken into account when teaching vocabulary,
according to Gains and Redman the lists are as
following:
6. Memory and storage systems:
6
Understanding how our memory works might
help us create more effective ways to teach
vocabulary.
Using language:
Another strategy for some level learners is to turn
their accept vocabulary items into productive ones . In
order to do that, we need to refine their understanding of
the item, exploring boundaries between conceptual
meaning, polysemy, synonymy, style, register, possible
collocation, etc., so that students are able to use the item
accurately
7. Choice of material:
7
As both the Task-based and the lexical
approach suggest, we wanted to use authentic
material tp expose our students to rich,
contextualised naturally-occurring language.
8. Choice of the task:
8
Ask we said earlier in part 2.3, we find it vital
that students are given opportunities to use the
language they are learning in a realistic context.
Therefore, we have devised the final task to meet
this participle.
9. Group work:
9
Working in groups help fostering learning
independence, and specially in vocabulary work,
learners can exchange knowledge, asking others to
explain unknown items.
We also hope that group work will be a
motivating factor, as students talk about places they
have been holiday to, trying to remember details
together, exchanging impressions and even good
memories.
10. Explicit Vocabulary Instruction.
10
There are as following:
1. Pre-teaching Vocabulary words: One of the most
effective methods of helping children learn new
vocabulary words is to teach unfamiliar words used in
a text prior to the reading experience. Adults should
preview reading materials to determine which words
are unfamiliar. Then these words should be defined
and discussed.
2. Repeated Exposure to Words. It may seem common
sense that more times we are exposed to a word, the
stronger our understanding becomes.
11. Keyword Method:
11
Like-pre-teach ing , the keyword method
occurs before a child reads a particular text.
In this method, unfamiliar words are
introduce prior to reading.
12. Word maps:
12
The word map is an excellent method for
scaffolding a child’s vocabulary learning. Like the
other explicit instructional methods, the adult should
preview reading materials to determine which words
are unfamiliar. For each of these new vocabulary
words the child creates a graphic organizer for the
world.
13. Root analyses:
13
While root analysis is taught explicitly, the
ultimate goal is for readers to use the strategy
independently. Children should then be given
practice analyzing words to determine their root
and definition. When a reader is able to break down
unfamiliar words into their prefixes, suffixes and
roots they can begin to determine their meanings.
14. Implicit Vocabulary Instruction:
14
1. Incidental learning: Incidental vocabulary
learning occurs all of the time when we read.
2. Context Skills: Context skills are the strategies
that a reader uses for incidental vocabulary
learning. Texts are full of “clues” about the
meanings of words.
15. Useful vocabulary learning exercises that
require little or no preparation
15
Word meaning
Find the core meaning. The learners look at dictionary
entries and find the shared meaning in the various senses of
the word.
Word parts The teacher writes words on the board and
the learners cut them into parts and give the meanings of
the parts.
Word use:
Suggest collocates The learners work together in pairs
or small groups to list collocates for a given word.
Word detectives A learner reports on a word he or she
has found in their reading. They talk about the meaning,
spelling, pronunciation, word parts, etymology, collocates
and grammar of the word.
16. 16
Choosing the words:
1 As words come up in class, one learner (the class
secretary) has the job of noting them for future attention.
2 The teacher chooses words that have appeared in work
in the last week or two.
3 The teacher chooses words that the learners need to
know.
Word form
Spelling dictation The teacher says words or phrases
and the learners write them.
Pronunciation The teacher writes words on the board
and the learners pronounce them getting feedback from
the teacher. Each learner picks what word to say.
Word parts The teacher writes words on the board
and the learners cut them into parts and give the
meanings of the parts.
17. Using method and materials….
17
1. Using authentic materials
2. Using Online Resources
3. Using pictures
4. Using direct method
5. Research tools
6. Vocabulary notebooks
7. Using grammar-translation method
18. Suggestion and discussion:
18
I wrote some questions for discussion about this
research work as lesson.
1. Why teach vocabulary?
2. How we learn our lesson’s text over vocabulary?
3. How many words which words to teach?
4. What vocabulary has own advantage and
disadvantage?
5. What types of vocabulary do you know?
19. Conclusion:
19
Teachers need to take a broader view of what
vocabulary instruction entails, and take proactive
charge of both explicit and incidental vocabulary
development. It is important to acknowledge the
incremental nature of vocabulary learning, and to
understand that an effective vocabulary learning
program needs to be principled, long term, and have
high vocabulary learning expectations. There will
never be one “best” teaching method, but teachers
will not go wrong following the overall principle of
maximizing sustained engagement with words.
20. References:
20
Hall, C.J. (2002). The automatic cognate form assumption:
Evidence for the parasitic model of vocabulary development. IRAL
40: 69-87.
Hemchua, S. and Schmitt, N. (2006). An analysis of lexical errors in
the English compositions of Thai learners. Prospect 21, 3: 3-25.
Horst, M. (2005). Learning L2 vocabulary through extensive
reading:
A measurement study. Canadian Modern Language Review 61, 3:
355-382.
Hulstijn, J. and Laufer, B. (2001). Some empirical evidence for the
involvement load hypothesis in vocabulary acquisition. Language
Learning 51, 3: 539-558.
Koda, K. (1997). Orthographic knowledge in L2 lexical processing.
In
Coady, J. and Huckin, T. (eds.) Second Language Vocabulary