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Vocabulary Cambridge Delta Module One www.ih-buenosaires.com
Cambridge Delta Module One Vocabulary 1	What is the most important factor in formal measures of readability?A	background knowledgeB	vocabulary knowledgeC	reading skill in L1D	grammatical knowledge B	vocabulary knowledge www.ih-buenosaires.com
Cambridge Delta Module One Vocabulary 2 The most effective way of beginning to learn the meaning of a word is byA	the use of a pictureB	translation into the first languageC	a dictionary definitionD	seeing a word in context B	translation into the first language www.ih-buenosaires.com
Cambridge Delta Module One Vocabulary 3 Initially opposites like hot and cold should be learnedA	at the same timeB	in quick successionC	as part of a bigger lexical setD	at widely separated times D	at widely separated times www.ih-buenosaires.com
Cambridge Delta Module One Vocabulary 4 Complex words like inventiveness and uncontrollably are stored in the brain A	as stems and affixes that are combined when neededB	as both as whole units and word partsC	as complete analyzed wordsD	as complete unanalyzed words A	as stems and affixes that are combined when needed www.ih-buenosaires.com
Cambridge Delta Module One Vocabulary 5 Learners most often have problems in guessing the meaning of a word in helpful contexts because theyA	give too much attention to the form of the wordB	do not use their background knowledge of the topicC	do not draw on clues from neighbouring sentences or paragraphsD	do not give attention to the immediate context of the word A	give too much attention to the form of the word www.ih-buenosaires.com
Cambridge Delta Module One Vocabulary 6 When learners know the most common 2000 words of English, the words that they have most difficulty with in academic texts in their specialist area areA	general purpose academic words like assume, concept, diverseB	function words like because, although, henceC	proper nouns like Darwin, Menlo Park, EdgebastonD	technical words like anode, impedance, galvonometer A	general purpose academic words like assume, concept, diverse www.ih-buenosaires.com
Cambridge Delta Module One Vocabulary 7 Teachers should deal with low frequency words byA	breaking them into prefixes, stems and suffixesB	letting learners guess them from contextC	teaching the learners strategies to deal with themD	providing varied and repeated opportunities to give attention to those words C	teaching the learners strategies to deal with them www.ih-buenosaires.com
Cambridge Delta Module One Vocabulary 8 Which of these most helps vocabulary learning?A	meeting or using the word in a new wayB	having its meaning explainedC	meeting the word in contextD	searching for the word in a dictionary D	searching for the word in a dictionary www.ih-buenosaires.com
Cambridge Delta Module One Vocabulary 9 Most learning of vocabulary used in oral communication tasks involves A	words whose meanings are negotiated in the taskB	words whose meanings are not negotiated in the taskC	words which are in the written input to the taskD	words which are not in the written input to the task B	words whose meanings are not negotiated in the task www.ih-buenosaires.com
Cambridge Delta Module One Vocabulary 10 Quickly providing meanings for unknown words while listening or readingA	has little effect on comprehension of the textB	upsets comprehension of the textC	greatly increases the amount of vocabulary learnedD	results in little vocabulary learning C	greatly increases the amount of vocabulary learned www.ih-buenosaires.com
Cambridge Delta Module One Vocabulary 11 ‘Retrieval’ involvesA	receptive learningB	productive learningC	recalling an itemD	recognizing that two given items go together C	recalling an item www.ih-buenosaires.com
Cambridge Delta Module One Vocabulary 12 The sentence ‘To be or not to be, that is the question’ consists of tenA	tokensB	typesC	lemmasD	word families A	tokens www.ih-buenosaires.com
Cambridge Delta Module One Vocabulary 13 A ‘lemma’ is a base word andA	all its derived formsB	all its inflected formsC	all its related formsD	all its inflected forms which are the same part of speech D	all its inflected forms which are the same part of speech www.ih-buenosaires.com
Cambridge Delta Module One Vocabulary 14 How many chunks of information can be held in short-term memory at any one time?A	oneB	about threeC	about sevenD	about ten C	about seven www.ih-buenosaires.com
Cambridge Delta Module One Vocabulary To test learners’ productive knowledge of vocabulary we must get learners toA	produce words in spoken or written sentencesB	produce spoken or written forms from a meaning cueC	produce or recognize spoken or written word forms from a meaning cueD	produce a first language translation of words C	produce or recognize spoken or written word forms from a meaning cue www.ih-buenosaires.com
What does it mean to know a word? Cambridge Delta Module One Vocabulary www.ih-buenosaires.com
What are the different types of lexical phrase?  Cambridge Delta Module One Vocabulary www.ih-buenosaires.com
What different relationships are there between words? Cambridge Delta Module One Vocabulary www.ih-buenosaires.com
How should we select what vocab to teach?  Cambridge Delta Module One Vocabulary www.ih-buenosaires.com
 How should vocabulary be taught?  Cambridge Delta Module One Vocabulary www.ih-buenosaires.com
Cambridge Delta Module One Vocabulary www.ih-buenosaires.com
Cambridge Delta Module One Vocabulary www.ih-buenosaires.com
Cambridge Delta Module One Vocabulary www.ih-buenosaires.com
Cambridge Delta Module One Vocabulary www.ih-buenosaires.com
Cambridge Delta Module One Vocabulary www.ih-buenosaires.com
Cambridge Delta Module One Vocabulary www.ih-buenosaires.com
Cambridge Delta Module One Vocabulary Elicit – Check – Drill - Board Pre teach V post teach Incidental vocab Board lists Recording vocab www.ih-buenosaires.com
Cambridge Delta Module One Vocabulary Eliciting Pictures / drawings Definitions Stories Famous examples Synonyms / Antonyms Gap fills Brainstorming www.ih-buenosaires.com
Cambridge Delta Module One Vocabulary Checking Concept Check Questions Do we break the meaning down into simple statements about each part? Yes Do we turn the statements into simple questions? Yes Do we stick to the present context? Yes Do we check what things don’t mean? Not usually www.ih-buenosaires.com
Cambridge Delta Module One Vocabulary Drilling Choral / Individual /(Groups) In context Open / Closed Pairs Shouting / Whispering / Silent (Slow / Fast) Substitution www.ih-buenosaires.com
Cambridge Delta Module One Vocabulary Boarding Spelling Syllables Stress Problem phonemes Part of Speech Linking www.ih-buenosaires.com
Cambridge Delta Module One Vocabulary www.ih-buenosaires.com
Cambridge Delta Module One Vocabulary Homework - Half a Crossword  P1 Task 1&2 Write definitions and send to partner Partner completes crossword Gives an example and adds an extra point Email me in with your partner sii know you’ve done it I’ll email everyone the definitive list to check your answers www.ih-buenosaires.com
Cambridge Delta Module One Vocabulary Homework –LanguageAnalysis P1 Task 4  Choose three random phrases from your lessons next week  Analyse MFPA and problems for students Email to study partner Give each other feedback on your analysis www.ih-buenosaires.com
 The game started with both teams in sombre mood.  Cambridge Delta Module One Vocabulary www.ih-buenosaires.com
 There were several people there. Cambridge Delta Module One Vocabulary www.ih-buenosaires.com
 Don’t make a fuss.  Cambridge Delta Module One Vocabulary www.ih-buenosaires.com
 He does gigs. Cambridge Delta Module One Vocabulary www.ih-buenosaires.com
 I was frightened. Cambridge Delta Module One Vocabulary www.ih-buenosaires.com
It’s a live performance. Cambridge Delta Module One Vocabulary www.ih-buenosaires.com
I earn money by giving extra lessons.  Cambridge Delta Module One Vocabulary www.ih-buenosaires.com
Cambridge Delta Module One Vocabulary www.ih-buenosaires.com

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Vocabulary

  • 1. Vocabulary Cambridge Delta Module One www.ih-buenosaires.com
  • 2. Cambridge Delta Module One Vocabulary 1 What is the most important factor in formal measures of readability?A background knowledgeB vocabulary knowledgeC reading skill in L1D grammatical knowledge B vocabulary knowledge www.ih-buenosaires.com
  • 3. Cambridge Delta Module One Vocabulary 2 The most effective way of beginning to learn the meaning of a word is byA the use of a pictureB translation into the first languageC a dictionary definitionD seeing a word in context B translation into the first language www.ih-buenosaires.com
  • 4. Cambridge Delta Module One Vocabulary 3 Initially opposites like hot and cold should be learnedA at the same timeB in quick successionC as part of a bigger lexical setD at widely separated times D at widely separated times www.ih-buenosaires.com
  • 5. Cambridge Delta Module One Vocabulary 4 Complex words like inventiveness and uncontrollably are stored in the brain A as stems and affixes that are combined when neededB as both as whole units and word partsC as complete analyzed wordsD as complete unanalyzed words A as stems and affixes that are combined when needed www.ih-buenosaires.com
  • 6. Cambridge Delta Module One Vocabulary 5 Learners most often have problems in guessing the meaning of a word in helpful contexts because theyA give too much attention to the form of the wordB do not use their background knowledge of the topicC do not draw on clues from neighbouring sentences or paragraphsD do not give attention to the immediate context of the word A give too much attention to the form of the word www.ih-buenosaires.com
  • 7. Cambridge Delta Module One Vocabulary 6 When learners know the most common 2000 words of English, the words that they have most difficulty with in academic texts in their specialist area areA general purpose academic words like assume, concept, diverseB function words like because, although, henceC proper nouns like Darwin, Menlo Park, EdgebastonD technical words like anode, impedance, galvonometer A general purpose academic words like assume, concept, diverse www.ih-buenosaires.com
  • 8. Cambridge Delta Module One Vocabulary 7 Teachers should deal with low frequency words byA breaking them into prefixes, stems and suffixesB letting learners guess them from contextC teaching the learners strategies to deal with themD providing varied and repeated opportunities to give attention to those words C teaching the learners strategies to deal with them www.ih-buenosaires.com
  • 9. Cambridge Delta Module One Vocabulary 8 Which of these most helps vocabulary learning?A meeting or using the word in a new wayB having its meaning explainedC meeting the word in contextD searching for the word in a dictionary D searching for the word in a dictionary www.ih-buenosaires.com
  • 10. Cambridge Delta Module One Vocabulary 9 Most learning of vocabulary used in oral communication tasks involves A words whose meanings are negotiated in the taskB words whose meanings are not negotiated in the taskC words which are in the written input to the taskD words which are not in the written input to the task B words whose meanings are not negotiated in the task www.ih-buenosaires.com
  • 11. Cambridge Delta Module One Vocabulary 10 Quickly providing meanings for unknown words while listening or readingA has little effect on comprehension of the textB upsets comprehension of the textC greatly increases the amount of vocabulary learnedD results in little vocabulary learning C greatly increases the amount of vocabulary learned www.ih-buenosaires.com
  • 12. Cambridge Delta Module One Vocabulary 11 ‘Retrieval’ involvesA receptive learningB productive learningC recalling an itemD recognizing that two given items go together C recalling an item www.ih-buenosaires.com
  • 13. Cambridge Delta Module One Vocabulary 12 The sentence ‘To be or not to be, that is the question’ consists of tenA tokensB typesC lemmasD word families A tokens www.ih-buenosaires.com
  • 14. Cambridge Delta Module One Vocabulary 13 A ‘lemma’ is a base word andA all its derived formsB all its inflected formsC all its related formsD all its inflected forms which are the same part of speech D all its inflected forms which are the same part of speech www.ih-buenosaires.com
  • 15. Cambridge Delta Module One Vocabulary 14 How many chunks of information can be held in short-term memory at any one time?A oneB about threeC about sevenD about ten C about seven www.ih-buenosaires.com
  • 16. Cambridge Delta Module One Vocabulary To test learners’ productive knowledge of vocabulary we must get learners toA produce words in spoken or written sentencesB produce spoken or written forms from a meaning cueC produce or recognize spoken or written word forms from a meaning cueD produce a first language translation of words C produce or recognize spoken or written word forms from a meaning cue www.ih-buenosaires.com
  • 17. What does it mean to know a word? Cambridge Delta Module One Vocabulary www.ih-buenosaires.com
  • 18. What are the different types of lexical phrase?  Cambridge Delta Module One Vocabulary www.ih-buenosaires.com
  • 19. What different relationships are there between words? Cambridge Delta Module One Vocabulary www.ih-buenosaires.com
  • 20. How should we select what vocab to teach? Cambridge Delta Module One Vocabulary www.ih-buenosaires.com
  • 21. How should vocabulary be taught? Cambridge Delta Module One Vocabulary www.ih-buenosaires.com
  • 22. Cambridge Delta Module One Vocabulary www.ih-buenosaires.com
  • 23. Cambridge Delta Module One Vocabulary www.ih-buenosaires.com
  • 24. Cambridge Delta Module One Vocabulary www.ih-buenosaires.com
  • 25. Cambridge Delta Module One Vocabulary www.ih-buenosaires.com
  • 26. Cambridge Delta Module One Vocabulary www.ih-buenosaires.com
  • 27. Cambridge Delta Module One Vocabulary www.ih-buenosaires.com
  • 28. Cambridge Delta Module One Vocabulary Elicit – Check – Drill - Board Pre teach V post teach Incidental vocab Board lists Recording vocab www.ih-buenosaires.com
  • 29. Cambridge Delta Module One Vocabulary Eliciting Pictures / drawings Definitions Stories Famous examples Synonyms / Antonyms Gap fills Brainstorming www.ih-buenosaires.com
  • 30. Cambridge Delta Module One Vocabulary Checking Concept Check Questions Do we break the meaning down into simple statements about each part? Yes Do we turn the statements into simple questions? Yes Do we stick to the present context? Yes Do we check what things don’t mean? Not usually www.ih-buenosaires.com
  • 31. Cambridge Delta Module One Vocabulary Drilling Choral / Individual /(Groups) In context Open / Closed Pairs Shouting / Whispering / Silent (Slow / Fast) Substitution www.ih-buenosaires.com
  • 32. Cambridge Delta Module One Vocabulary Boarding Spelling Syllables Stress Problem phonemes Part of Speech Linking www.ih-buenosaires.com
  • 33. Cambridge Delta Module One Vocabulary www.ih-buenosaires.com
  • 34. Cambridge Delta Module One Vocabulary Homework - Half a Crossword P1 Task 1&2 Write definitions and send to partner Partner completes crossword Gives an example and adds an extra point Email me in with your partner sii know you’ve done it I’ll email everyone the definitive list to check your answers www.ih-buenosaires.com
  • 35. Cambridge Delta Module One Vocabulary Homework –LanguageAnalysis P1 Task 4 Choose three random phrases from your lessons next week Analyse MFPA and problems for students Email to study partner Give each other feedback on your analysis www.ih-buenosaires.com
  • 36. The game started with both teams in sombre mood. Cambridge Delta Module One Vocabulary www.ih-buenosaires.com
  • 37. There were several people there. Cambridge Delta Module One Vocabulary www.ih-buenosaires.com
  • 38. Don’t make a fuss. Cambridge Delta Module One Vocabulary www.ih-buenosaires.com
  • 39. He does gigs. Cambridge Delta Module One Vocabulary www.ih-buenosaires.com
  • 40. I was frightened. Cambridge Delta Module One Vocabulary www.ih-buenosaires.com
  • 41. It’s a live performance. Cambridge Delta Module One Vocabulary www.ih-buenosaires.com
  • 42. I earn money by giving extra lessons. Cambridge Delta Module One Vocabulary www.ih-buenosaires.com
  • 43. Cambridge Delta Module One Vocabulary www.ih-buenosaires.com