Vocabulary
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The document discusses different techniques for presenting and teaching new vocabulary to language learners. It lists techniques such as definition, description, examples, illustrations, demonstrations, context, synonyms, antonyms, and translations. It asks the reader to consider which techniques are best suited to specific language items or learner types. It also prompts planning a vocabulary lesson and discussing the use of dictionaries and games.
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Bardovi-Harlig, K. & Mehan-Taylor, R. (2009). Teaching pragmatics. English Teaching Forum 2003(41:3).
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Lekhansh Tyagi - A2324612008
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References:
Bardovi-Harlig, K. & Mehan-Taylor, R. (2009). Teaching pragmatics. English Teaching Forum 2003(41:3).
Charlebois, J. (2004). Pragmatics: The heart and soul of linguistic proficiency. The Language Teacher, 28(4).
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Assignment submitted by students of 5EEE of batch 2012-16,Amity University.
Members:
Lekhansh Tyagi - A2324612008
Praroop Joshi - A2324612033
Rudraksha Rana - A2324612034
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This document discusses universal design considerations for diverse learners, including speakers of other languages, gender issues, emotional issues, age issues, and dyslexia issues. It provides guidance on teaching English to speakers of other languages, validating multilingualism, and addressing the specific needs of these learner groups through teaching strategies like using simple language, explaining technical terms, managing the emotional climate of the classroom, being aware of different age ranges, and supporting learners with dyslexia through techniques like highlighting text and using spell check.
Ctel Module1
This document provides an overview of Module 1 of the California Teachers of English Learners (CTEL) program, which focuses on language and language development. It covers key topics like language structure and use, first and second language development, factors affecting language development, and analyzing oral and written discourse. The document lists learning objectives for each section and provides guidance for students to evaluate their existing knowledge and make predictions about upcoming content.
Session 5
The document discusses materials and techniques for teaching English as a foreign language. It addresses contextual factors to consider when designing materials, such as whether they are for teaching or testing. It also discusses the differences between language exercises and communicative tasks. As an example, it provides a language exercise asking students to write in the past tense and a communicative task where students exchange personal information about hobbies. The document provides considerations for task design, such as the listening skills required and options for text types that can be used for tasks.
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Motivation updated sep 18
Motivation is about creating the need to learn in students and avoiding frustration. It is important not just that every child is taught, but that every child wants to learn. A wise quote reminds us that the desire to learn is more important than being taught alone.
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This TEFL course summary provides information about the course components and structure in 3 sentences:
The TEFL course consists of approximately 200 hours total, including 75 hours of input units, 40-45 hours of self-study, and 60 hours of teaching practice, planning, observation, and assessment. Input units cover compulsory and optional sessions on TEFL methods and approaches. Students complete assignments, teach lessons, write lesson plans, do observations, and compile a portfolio to meet the course requirements.
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Motivation
Motivation is about creating the desire to learn in students while avoiding frustration. It is important not just that every student is taught, but that every student wants to learn. A key thinker noted that the real goal is giving every child the wish to learn.
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This document provides icebreaker and warm-up activities for a language learning session, including find someone who games, drawing and revealing pictures, film charades, and solo reading games. The activities are designed to get participants speaking, listening, reading and moving to warm up their language skills in a fun and engaging way before the main session.
Vocabulary
The document discusses different techniques for presenting and teaching new vocabulary to language learners. It lists techniques such as definition, description, examples, illustrations, demonstrations, context, synonyms, antonyms, and translations. It asks the reader to consider which techniques are best suited to specific language items or learner types. It also prompts planning a vocabulary lesson and discussing the use of dictionaries and games.
Week 1
The TEFL course consists of approximately 180 hours including compulsory input units, self-study, and 60 hours of teaching practice with assessment through assignments, lesson plans, observation forms, and a portfolio. Course tutors include Mary Kay Maas, Gill Brownlow, Chris Evenden, and Stephanie Bianco who will provide input on methods and approaches, learner characteristics, and the roles of teachers.
Session 1 + 2 +3
This document provides information about a 145-hour TEFL certification course that will be held in October 2011. It includes:
1. Details about the course tutors and their contact information.
2. An overview of the course structure, which includes input units, self-study, and teaching practice components totaling a minimum of 145 hours.
3. Breakdowns of the input units (75 hours), self-study (45 hours), and teaching practice requirements, which involve classroom observation, lesson planning, teaching, and feedback.
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This document discusses how technology plays a crucial role in modern teaching and learning. It emphasizes that while technology is not the most important aspect of teaching, interactive whiteboards can improve learning by helping students understand concepts and increase motivation. The document provides some examples of how interactive whiteboards can be used, such as showing video clips, presenting student work, and practicing vocabulary. It also recommends websites where teachers can find free interactive whiteboard resources.
Vocabulary 2
The document provides activities and exercises to consolidate vocabulary, including matching words, finding synonyms, writing definitions, and producing a crossword puzzle. It also includes lists of idioms, social issues to rank from most severe to least, possible measures to address social problems, and controversial issues for discussion. The purpose is to provide vocabulary consolidation activities through exercises that require analyzing, comparing, defining, and ranking different words, idioms, social issues and policies.
Teaching vocabulary
This document discusses strategies for teaching vocabulary. It recommends checking textbook pages on respect and discrimination and sharing ideas. It then outlines a series of speaking activities to discuss useful language. Next, it discusses how to help students in their learning through fostering autonomy, promoting higher-order thinking, and raising awareness of learning strategies. Some vocabulary teaching strategies proposed include teaching word meanings, forms, parts, usage, frequency, and providing opportunities for students to organize and review vocabulary through varied activities and materials.
Motivation session 10 av 9gi
Motivation is important for learning. It is better to inspire children to want to learn rather than just teaching them. Teachers should create a need for learning and avoid causing frustration to motivate students.
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The document provides instructions for upcoming class activities, including reading about respect and discrimination, discussing conversational routines and styles of speaking, and categorizing sample speaking activities as interaction, transaction, or performance. Students are asked to think of ways to focus on language acquisition using tape scripts and bring ideas to the next class.
Listening & speaking part 1
The document provides guidance on listening strategies for language learners. It discusses applying different approaches depending on whether the goal is comprehension or acquisition. For comprehension, it recommends focusing on decoding language to derive meaning by listening for detail. For acquisition, it suggests utilizing background knowledge to listen for gist by making inferences. A variety of listening activities are presented that target different levels of processing from bottom-up to top-down. Learners are advised to consider the level of difficulty and choose activities accordingly to best meet their goals.
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This document discusses various questions and issues related to teaching pronunciation to language learners. It addresses whether native-like pronunciation should be the goal, challenges of not having enough time, reasons why pronunciation is often neglected, differences between teaching children and adults, the ability to learn pronunciation over time, and whether non-native teachers can effectively teach pronunciation. It also provides examples of classroom activities and techniques that teachers can use to focus on fluency or accuracy in pronunciation.
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The document discusses the importance of prosody - which includes rhythm, stress, intonation - in pronunciation and communicative effectiveness. It presents the "prosody pyramid" which shows the hierarchy of thought group, focus word, stress, and peak syllable. Several exercises are proposed to help learners improve their pronunciation through practicing prosody.
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The document discusses various aspects of developing language fluency versus complexity. It notes that opportunities for "restructuring" should be present to foster complexity when addressing language before, during, and after activities. It also discusses the importance of vocabulary range, natural speech patterns, and addressing fossilized errors to develop accuracy in addition to fluency. The goal is for learners to expand their competencies in various areas and become more well-rounded language users.
Bridging the gap part 1
1. The document outlines a course titled "Bridging the Gap CPR-Avilés 2011-2012" which will have 10 three-hour sessions to tackle both methodological and practical issues in language learning.
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Vocabulary
- 2. You tube: Words in dif languages
- 3. DOG
- 4. In groups of 4 make a list of different ways of presenting new vocabulary
- 5. Some techniques are more popular than others. Why? Are any techniques more appropriate than others to teach a specific language item? Are any techniques more appropriate than others for particular learners?
- 6. Which techniques suit you best? Which do you avoid? As a teacher how do you explain your choices?
- 7. Teaching “lukewarm” + teachnology
- 8. 1. Form: Pronunciation and spelling 2. Grammar 3. Collocation 4. Aspects of meaning: denotation, connotation, appropriatness 5. Relationships 6. Word formation
- 9. Concise definition (dictionary style) Detailed descritpion Example Illustration (picture/ object) Demonstration (acting/ miming) Context (story/ sentence) Synonym Antonym Translation Associated ideas Collocations
- 10. CELTA Manual U.38 TKT Manual U.2
- 11. Any ideas?
- 12. Plan a vocabulary lesson to teach your peers
- 17. Online Dictionaries Worksheets to use dictionaries Bilingual vs monolingual dictionaries
- 18. Vocabulary books Vocabulary organisers and … GAMES