The nature of vocabulary
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The document discusses techniques for teaching vocabulary to young learners. It defines vocabulary as a set of words or phrases used in a particular language or field of study. Some methods covered for teaching vocabulary to young learners include using flashcards, showing objects, photos or actions to demonstrate meanings, and games like miming, spelling activities, puzzles and guessing words. The key is making vocabulary learning interesting, relevant and achievable for young learners by presenting words in context.
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The document discusses writing and vocabulary instruction for young English language learners. It addresses the developmental skills needed for writing, such as fine motor skills. It also covers the writing process, including pre-writing, drafting, revising, editing, and publishing. Techniques for teaching vocabulary are discussed, such as direct and indirect instruction, multiple exposures to words, and connecting words to students' lives. The use of activities to reinforce vocabulary learning is recommended.
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Here are a few key points about this exercise:
- It focuses on the interpretive mode, as students are listening to comprehend meaning rather than producing language themselves.
- Listening comprehension is an important skill, but on its own this exercise does not facilitate communication between students.
- To make it more engaging, the exercise could include follow-up questions for students to answer, a task for them to complete based on what they heard, or opportunities for interpersonal exchange between students about the content.
- In general, adding context and an information gap can help turn interpretive exercises into more interactive learning experiences.
So in summary, while interpretive listening is important to practice, the exercise could be enhanced by incorporatingPrinciples Of Instructed Second Language Learning
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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.
Reasons and strategies to teach the four skills.
This document discusses reasons and strategies for teaching and developing the four main language skills: listening, reading, speaking, and writing. For each skill, it outlines key reasons for developing that skill such as listening requiring real-time comprehension and being the basis for speaking development. It also provides example strategies for teaching each skill, such as using pre-listening activities to help students understand what they will hear and implementing role-plays to provide speaking practice in a safe environment. The overall document serves to explain the importance of integrating work on all four language skills into language education.
Spoken communication skills
The document discusses developing listening and speaking skills for communication. It argues the main goal of an English course should be developing students' communication abilities rather than just language mastery. Effective communication focuses on ideas over precise language use. The document also outlines debates around developing listening skills, the listening process, types of listening, and implications for the classroom, including designing pre-, during, and post-listening activities.
LAC-Feb24.pptx
The document provides guidance for teachers on the proficient use of language in the classroom. It discusses key concepts like clarity, accuracy, and fluency in using the medium of instruction. The objectives are to understand the indicator on proficient language use and display proper knowledge and skills in delivering lessons using the mandated language. Effective communication strategies are presented, like context clues, paraphrasing, verbal cues, and visual imagery. The session also demonstrates techniques for structural analysis, sentence frames, translations, and includes a focus group discussion on demonstration teaching.
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.
Paper no 12 English language teaching -1
This presentation is one of my Academic activities in Department of English at M. K. Bhavnagar university submitted to Dr. Dilip Barad
Types of Learners
This document discusses learning styles and how understanding a student's preferred learning style can improve instruction. It identifies the main categories of learning styles as visual, auditory, kinesthetic/tactile, reading/writing, and environmental. Each style is described in terms of how the student prefers to receive, process, and remember information. The document recommends that instructors present information in a way that considers all learning styles to encourage involvement and success for all students. Adapting teaching methods to match students' styles can benefit both students and instructors.
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The nature of vocabulary
- 1. The nature of vocabulary 2nd group: Idhatyn Masshabrina Novita Ershandi Siti Ayu Sholehah Suci Mufaoka
- 2. What is vocabulary? Vocabulary is a range of words or phrases of a particular language, technical field or system of communication.
- 3. Design Vocabulary for Young Learner • By showing the written form of the word • By showing the movements involved in saying the word • By showing hand movements that draw the letters of the word in the air • By showing wooden or plastic letters that spell the word Demonstration • By showing an object or a cutout figure • By gestures • By performing an action
- 5. Visually A Touch Oral
- 6. Meaning of Vocabulary Teaching Techniques
- 7. Showing an object Showing a Photos Can be practiced with synonyms or antonyms.
- 8. How to approach vocabulary for young learners 1. Why we should teach vocabulary to YL? Vocabulary of a language is just like bricks of a building To develop reading and written ability To know the meaning of the word
- 9. 2. How to teach vocabulary to YL Make it interesting Keep it relevant Set achievable goals Teach words in context
- 10. 3. Techniques to teach vocabulary for YL Use flashcard or power point Use synonyms or antonym
- 11. 3. Miming and TPR TPR work well with parts of the body, actions, and the imperative commands.
- 12. 4. Sparkle 5. Spelling Bulls-eye 6. Guess the word 7. Vocabulary puzzle
- 13. The Differences between: • Vocabulary for YL (Good) is more easier to understood by children • Vocabulary for adult (excellent) adult understands that the word excellent higher level than good