The document outlines a three step process for teaching vocabulary:
1) Presenting new words using visuals, gestures, context, and other techniques like dictionaries.
2) Helping students remember words through review games, memorization games with classmates, and socio-affective activities.
3) Ensuring students make words their own through personalized vocabulary records, creative writing using new words, and finding words in other materials.
The document outlines 6 principles for teaching English: 1) Know your learners by collecting information about their backgrounds; 2) Create conditions for language learning by making students feel comfortable; 3) Design high-quality lessons that promote language development and critical thinking; 4) Adapt lesson delivery as needed based on student responses; 5) Monitor and assess student language development to advance learning; 6) Engage and collaborate within the teaching community to support learners. The principles provide guidance for teachers to effectively teach English through understanding students, lesson planning, assessing progress, and collaborating with other teachers.
This document discusses types of errors made by English language learners and strategies for providing feedback on errors in student writing. It divides mistakes into slips, errors, and attempts. Common error types include issues with nouns, verbs, subject-verb agreement, word choice, and sentence structure. The document emphasizes that mistakes are a normal part of language learning and provides tips for deciding which errors to address, such as errors that impede comprehension or common patterns. It also discusses using direct and indirect feedback, and strategies to help students develop vocabulary, grammar, style, independence, and self-editing skills.
This document introduces the Communicative Language Teaching (CLT) approach, which originated in the 1960s in response to limitations of the prior Situational Language Teaching approach. The objective of CLT is to develop students' communicative competence and ability to use language functionally. It focuses on meaningful tasks, collaboration, and negotiation of meaning rather than mastery of grammar rules. Techniques may include information sharing, role plays, simulations, and other pair and group activities to encourage communication in the target language.
This document discusses reading skills and comprehension. It defines reading as using vision to interpret symbols according to Dechant. Reading comprehension refers to understanding the author's message by cognitively processing words using experience and knowledge. There are bottom-up and top-down approaches to reading, where bottom-up focuses on linguistic elements and top-down uses background knowledge. Schema theory holds that past experiences create mental frameworks to understand new information. The document then lists microskills for reading comprehension and strategies for activating schema when reading.
The document discusses the direct method approach to teaching foreign languages. It originated in the late 19th century in response to a need to develop oral proficiency in foreign languages. Key principles of the direct method include conducting classroom instruction solely in the target language without translation, teaching everyday vocabulary through pictures and objects, inductive grammar instruction, and encouraging students to think in the target language. Speaking is taught before reading or writing, and translation is banned. Techniques include reading aloud, question-and-answer exercises, conversation practice, and dictation. The teacher's role is to demonstrate and facilitate without using the native language. The advantages include quick understanding of spoken language and easy conversation skills, while the disadvantages include difficulty learning without relying on
The document discusses the communicative language teaching (CLT) approach. It emphasizes that the goal of CLT is developing students' communicative competence through meaningful communication. It describes four areas of competence: linguistic, sociolinguistic, discourse, and strategic. The principles of CLT are that students learn through communication, authentic activities should be the goal, fluency is important, and learning involves trial and error. The teacher facilitates communication and acts as a guide, while students are responsible for their own learning. Lessons should incorporate activities that focus on both accuracy and fluency, such as information gap tasks.
Writing is a complex skill that requires the integration of cognitive, memory, linguistic, motor, and affective systems. It is difficult to teach because students must learn how to juggle all of these systems simultaneously. The writing process includes pre-writing, drafting, revising, editing, and publishing. Effective writing instruction models good writing, demonstrates writing strategies, provides practice and feedback, and scaffolds the writing process from simple to more complex tasks. Teaching writing helps students learn how to clearly present and defend their ideas.
This document provides ideas for English language teachers on how to teach vocabulary in the classroom. It discusses presenting new words in context by reading a text that includes the words or showing pictures. It also discusses presenting words in isolation by showing pictures before introducing a topic. Some specific vocabulary teaching methods discussed are using realia, pictures, mime and gestures, contrasting words, enumeration, and explanation. It emphasizes teaching the meaning, sound, and written form of any new words introduced.
This document presents a teaching reading presentation that covers:
1. The objectives of teaching reading to students and exploring different reading strategies.
2. The importance of teaching reading to help students learn the language, read for information, and gain cultural knowledge.
3. Different reading strategies taught in the classroom, including previewing, predicting, skimming/scanning, guessing from context, and paraphrasing.
4. How teachers can incorporate reading strategies into the classroom through pre-reading, while-reading, and post-reading exercises.
This document discusses various strategies for teaching vocabulary to primary English students, including flashcards, games, model sentences, origami, graphic organizers, and puzzles/pictures/posters. Flashcards are introduced as a popular method that can be used for different themes over time through various matching and memory games. Model sentences demonstrate proper usage of new words through simple examples. Graphic organizers like maps and charts provide visual learning methods. The document encourages reusing activities and tailoring them to students' ages.
Total Physical Response (TPR) is a language teaching method developed by Dr. James Asher based on his observations of how children acquire their first language. TPR teaches language through physical actions in response to verbal commands. Students listen and then perform actions commanded by the instructor in the target language without having to vocally respond themselves. TPR is often used with beginners and young learners to develop listening comprehension and vocabulary through coordinated speech and movement before introducing speaking.
This document outlines teaching writing and the writing process. It discusses what writing is, why it is important, types of writing, mechanics of writing, and writing as both a process and a product. The writing process includes planning, drafting, revising, editing, and publishing. Quick writing and assessing writing are also covered. Alternative methods for assessing and providing feedback on student writing are proposed, including selective correction, signposting, peer correction, and remedial teaching.
Situational language teaching is a methodology that focuses on teaching language through meaningful, situation-based activities. It developed in the 1930s-1960s in Britain and involved introducing new vocabulary and grammar points inductively through structured situations. The goals were to practice language use in contexts and avoid mistakes that create bad habits. Teachers would model situations and guide practice, while learners listened, repeated, and responded to questions.
The document discusses various approaches and methods for teaching language, including:
- Communicative Language Teaching (CLT) which takes ideas from multiple methods and focuses on communication.
- Grammar-Translation which teaches grammar rules and translation exercises to read literature.
- Direct Method which uses only the target language and teaches concrete vocabulary through objects.
- Audio-Lingualism which teaches grammar inductively and relies on behaviorism and drills.
- Task-Based Learning which uses tasks to accomplish concrete goals and teaches necessary language.
The Grammar-Translation method is a traditional method for teaching foreign languages that uses translation and grammar rules as the core activities. It originated in the late 19th/early 20th centuries for teaching Latin and Greek. Key features include using the native language for instruction, memorizing vocabulary lists and grammar rules, translating texts word-for-word, and focusing on the form and structure of language over communication. While easiest for teachers and least stressful for students, it is ineffective for teaching communication skills and comprehension.
This document discusses various topics related to grammar including definitions, different approaches or kinds of grammar (such as traditional, historical, comparative, functional, and grammar translation), grammatical theories (traditional, immediate constituent, tagmemic, and transformational), parts of speech, sentence structure, classification of words, errors in language, drills to practice grammar, and tests of grammar knowledge. It provides information on inductive and deductive approaches to teaching grammar as well as common grammatical errors at the lexical, grammar, discourse, and pronunciation levels.
This document summarizes techniques for teaching pronunciation to English language learners. It discusses focusing on intelligibility over perfection, common pronunciation problems faced by learners, and reasons for using phonemic symbols. It also outlines different approaches for when to teach pronunciation such as through whole lessons or integrated phases. Examples are provided for working on sounds, stress, intonation, spelling sounds, and connected speech. The document aims to give teachers strategies and activities for helping students improve their pronunciation skills.
Suggestopedia is a language learning method developed in the 1970s by Georgi Lozanov that uses suggestion and relaxation to allow students to learn up to 3-5 times faster than conventional methods. It involves presenting material through dramatic readings accompanied by music to help students relax and learn easily and fun. Students then review the material through passive listening with quiet readings and uplifting music in the background to optimize learning without effort. The method is reviewed through games and puzzles.
The Natural Approach is a language teaching method developed by Stephen Krashen and Tracy Terrell in 1983 that focuses on natural acquisition rather than conscious learning. It believes adults can acquire a second language in the same way children acquire their first through meaningful interaction and comprehensible input. The teacher provides a low-anxiety environment and interesting materials to help students progress through natural stages of language development at their own pace without pressure or correction. The role of the teacher is to facilitate communication while respecting the natural order students acquire linguistic structures.
The document discusses various methods for teaching grammar in English language teaching (ELT), including the deductive and inductive methods. It also covers grammar presentation, practice, and exercises. Some key points made include: the deductive method can teach grammar in isolation while the inductive method has students discover rules through language use; grammar practice should involve mechanical and meaningful components; exercises should include recognition, drill, creative, and test activities; and form, meaning and use should all be considered when teaching grammar.
The process approach to teaching writing focuses on the writing process rather than the finished product. Students go through stages of prewriting, drafting, and revising to produce written work. The teacher takes on a facilitative role, giving students freedom over topics and providing feedback to help students discover new ideas and language forms. Key aspects of this approach include student choice of topics, collaboration between students, and viewing writing as a developmental process similar to professional authors.
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.
This document discusses various approaches to teaching writing skills. It covers topics like the writing process, genres, creative writing, and writing as a cooperative activity. It emphasizes that teaching writing involves considering skills like handwriting, spelling, layout, and punctuation. The teacher plays important roles as a motivator, providing resources and feedback. Different writing activities can build writing habits or practice specific skills. Portfolios and journals are also discussed. The conclusion stresses that teaching writing requires considering many factors.
This document provides an overview of teaching reading and its key components: phonological awareness, phonics, fluency, vocabulary, and comprehension. It describes various instructional approaches like basal reading, literature-based reading, whole language, and phonics. It also discusses specific strategies for teaching each reading component, such as phonemic awareness activities, teaching the alphabetic principle, and comprehension strategies. Finally, it mentions additional reading methods, software programs, drill/practice activities, and principles for designing an effective reading program.
The document provides guidance on teaching writing skills to students. It discusses the needs for developing writing abilities, such as for academic study and examinations. It then offers advice for teachers on how to structure writing courses, including setting writing tasks, collecting assignments, and providing feedback. The document outlines stages of the writing process like planning, drafting, revising, and editing. It also contrasts traditional and creative approaches to teaching writing and provides examples of classroom activities that can help develop students' writing skills.
The document discusses effective vocabulary instruction strategies supported by research. It recommends explicitly teaching vocabulary words, including providing student-friendly definitions and examples of words in context. It also suggests varying vocabulary instruction tasks, such as asking questions about word meanings, and relating words to students' prior knowledge and experiences. The document emphasizes the importance of multiple exposures, active engagement, and relating new words to known words.
Writing can be classified into different types and modes according to its purpose and form. The types discussed are extensive writing, where the writer is given a subject to write about, and intensive writing, where the focus is on a specific point.
The writing process involves several steps: prewriting to explore the topic, drafting a rough version, revising to improve content and structure, editing for grammar and mechanics, and publishing the final work. Developing writing skills is important for school and career success.
Effective writing has clear ideas and organization, an engaging voice, precise word choice, varied sentence structure, and follows conventions of spelling and grammar. Various techniques can help students improve their writing, such as guided paraphrasing,
The document discusses reading skills and difficulties. It covers three main components of reading: decoding, comprehension, and retention. Decoding involves translating printed words to sounds, comprehension is understanding the text, and retention is keeping or remembering the information read. Some common reading difficulties include dyslexia, vocabulary issues, memory problems, attention problems, and difficulties with decoding, comprehension, or retention.
This document outlines three steps for teaching vocabulary: 1) Presenting new words using techniques like visual images, gestures, context examples, and lexical relations; 2) Helping students remember words through review games, learning with peers, and other memorization activities; 3) Ensuring students make the words their own through personalized vocabulary records, creative writing exercises, and meta-cognitive reflection. The document also lists online resources for teaching vocabulary.
How to Yustus Tefi,SS.//teach vocabulary to young learnersYUSTUSTEFI
The document provides tips for teaching vocabulary in 3 steps:
1) Presenting new words using visuals, gestures, context and having students predict meanings.
2) Helping students memorize words through games, learning with friends, and review games.
3) Ensuring students make words their own through personal vocabulary records, creative writing using new words, and reflection on learning.
This document provides guidance on teaching listening skills to students. It discusses what listening involves, such as identifying information and relating it to prior knowledge. It also outlines why teaching listening is important, such as helping students acquire language subconsciously. The document then offers principles for teaching listening comprehension, such as providing background knowledge and pre-listening exercises. It also suggests various listening activities that can help students overcome difficulties, such as giving them charts or role playing situations. Finally, it discusses challenges students may face with listening and provides tips for teachers on how to prepare, conduct, and follow up on listening activities.
The document discusses interventions for struggling readers. It recommends a 3-step process: 1) Diagnose needs through assessments, 2) Prepare targeted materials, 3) Implement interventions including classroom support, small group instruction, and a reading lab program. The reading lab uses the Carbo Method of repeated readings of recorded books above students' levels to improve fluency, comprehension and motivation. Vocabulary development strategies include using sophisticated words, graphic organizers, and self-checking cards.
The document provides guidance on strategies for reading intervention in a multi-tiered model with a focus on word work. It discusses that poor readers have weaknesses in phonological processing and word recognition. Explicit instruction in phonics along with opportunities to apply skills in text is most effective. It outlines assessing reading levels, decoding instruction including letter sounds and phonics patterns, teaching high-frequency words, and assessing to guide instruction.
This document discusses different approaches to teaching language systems and specific aspects of language. It covers deductive and inductive approaches, explaining meaning using examples and descriptions, explaining language construction using gestures, and providing written rules. It also discusses practice and controlled practice through repetition. Examples are given for teaching grammar, pronunciation, vocabulary and language functions. The document defines types of mistakes students can make and approaches to correcting students, recommending against intrusive correction during activities.
The document discusses various approaches to teaching language systems, including deductive and inductive approaches. It also discusses methods for explaining meaning, language construction, and providing practice and correction. Some key teaching methods include using visual aids to explain meaning, demonstrating intonation patterns, using flashcards, repetition for practice, and correcting errors carefully without being intrusive.
1. The document outlines a lesson plan for teaching vocabulary. It includes warming up activities, presenting different vocabulary techniques like using realia, word building, matching, and dictionaries.
2. Students would practice concept checking by writing questions for vocabulary words. They would also suggest which techniques to use for different words like "vote" and "medicine".
3. The document provides examples of applying the techniques, such as using real kitchen tools to teach cooking vocabulary or acting out verbs. It also lists guidelines for effective vocabulary presentations.
The document outlines a 6 step process for teaching academic vocabulary:
1) The teacher introduces the term and provides a student-friendly explanation and examples.
2) Students restate the term in their own words using their background knowledge.
3) Students represent the term visually through drawings or other graphics.
4) Students use the term in other contexts to deepen their understanding.
5) Students discuss the term with peers to add to their understanding.
6) Vocabulary games provide further exposure to reinforce the term.
The document discusses strategies for actively engaging middle school students with vocabulary words. It describes using techniques like jigsaw activities, guessing the meanings of words from context clues, creating 3D representations of words, and using word roots to help students learn both new and review words. Several specific vocabulary learning activities are outlined, including a QHT chart, vocabulary squares, and making comic strips to illustrate word meanings. The goal is to promote student engagement and understanding of important academic vocabulary.
Expanding Vocabulary Activities: A Vocab Share Focusing on Classroom Applica...Julie Hanks
*Updated PPT - Teachers are constantly looking for new ways to introduce, review and assess vocabulary acquisition and retention. With Vygotzky’s theory of language acquisition as the framework, activities covering the noticing, recognition and production stages will be demonstrated. Participants will further develop activities, expanding the experienced teacher’s repertoire of practical classroom activities.
1) The document discusses strategies for teaching academic vocabulary to students to increase achievement. It emphasizes explicitly teaching vocabulary using a six step process.
2) The six step process involves the teacher providing descriptions and examples of new terms, students restating the terms in their own words, drawing pictures, adding to their knowledge in notebooks, discussing terms with peers, and playing games to reinforce the vocabulary.
3) Research shows vocabulary is a strong predictor of reading ability and comprehension, and students need to see words multiple times to recognize them. Direct vocabulary instruction can significantly improve students' reading comprehension scores.
1. There are many effective techniques for teaching vocabulary, from using flashcards and word associations to help students memorize words, to more interactive methods like brainstorming and matching columns to assess comprehension.
2. It's important for students to learn both active vocabulary they can use themselves, as well as passive vocabulary they can understand when others use it. Teachers should also explain word meanings in context and teach prefixes, suffixes, idioms, and collocations.
3. Truly knowing a word involves understanding its appropriate usage, connotations, and relationships to other words through techniques like teaching polysemy, homonymy, and derivations
This document provides information for effective instructional leadership and supporting school improvement. It discusses using observations and walkthroughs to improve instructional quality by focusing on student and teacher behaviors, tasks, and alignment to standards. Specific look-fors are outlined related to domains from the Danielson framework including communicating objectives, using questioning techniques, engaging students, using assessments, and demonstrating flexibility. Suggestions are provided for establishing routines, examining tasks and interactions, and incorporating best practices like Marzano's strategies and explicit instruction.
The document provides directions for a final project on developing plans to teach phonemic awareness in the classroom. It includes templates for general information, assessments of phonemic awareness, instructional strategies, standards, use of technology, and reflections. The templates are to be completed over several sessions to detail plans for phonemic awareness activities, assessments, and use of assessments to inform instruction.
Rhyming and associating sounds with rhymingJenni9692
The document outlines an ASSURE model lesson plan for a kindergarten class focusing on phonics, including recognizing rhyming words, applying grade-level phonics skills to decode words, and recognizing letter-sound correspondences. A variety of activities using Word, Kidspiration, and PowerPoint are planned to engage students and address different learning styles. The lesson and activities are designed to help students demonstrate understanding of spoken words and sounds.
The most important aspects related to the acquisitionJuliita
The document discusses key aspects of acquiring a foreign language (FL), including oral communication, reading, and writing. It emphasizes the importance of listening comprehension and notes activities to develop it like songs, stories, and audio clips. Speaking is also highlighted as needing accuracy and oral practice. Reading reinforces oral skills while writing strengthens grammar and is a useful communication tool. A variety of writing activities are outlined from word to sentence level. Songs, games, real objects (realia), flashcards and technology are identified as helpful resources for teaching a FL.
The most important aspects related to the acquisitionJuliita
The document discusses key aspects of acquiring a foreign language (FL), including oral communication, reading, and writing. It emphasizes the importance of listening comprehension and notes activities like songs, rhymes, and clips to introduce listening in the classroom. Speaking is described as complex but requiring accuracy, and teachers should design oral practice procedures. Reading may reinforce oral input through symbol-sound relationships. Writing reinforces grammar and is a useful skill developed through controlled, guided, and free activities. Songs, games, realia, flashcards and technology resources are also discussed as tools to teach a FL.
Odoo 17 Events - Attendees List ScanningCeline George
Use the attendee list QR codes to register attendees quickly. Each attendee will have a QR code, which we can easily scan to register for an event. You will get the attendee list from the “Attendees” menu under “Reporting” menu.
PRESS RELEASE - UNIVERSITY OF GHANA, JULY 16, 2024.pdfnservice241
The University of Ghana has launched a new vision and strategic plan, which will focus on transforming lives and societies through unparalleled scholarship, innovation, and result-oriented discoveries.
Demonstration module in Odoo 17 - Odoo 17 SlidesCeline George
In Odoo, a module represents a unit of functionality that can be added to the Odoo system to extend its features or customize its behavior. Each module typically consists of various components, such as models, views, controllers, security rules, data files, and more. Lets dive into the structure of a module in Odoo 17
Codeavour 5.0 International Impact Report - The Biggest International AI, Cod...Codeavour International
Unlocking potential across borders! 🌍✨ Discover the transformative journey of Codeavour 5.0 International, where young innovators from over 60 countries converged to pioneer solutions in AI, Coding, Robotics, and AR-VR. Through hands-on learning and mentorship, 57 teams emerged victorious, showcasing projects aligned with UN SDGs. 🚀
Codeavour 5.0 International empowered students from 800 schools worldwide to tackle pressing global challenges, from bustling cities to remote villages. With participation exceeding 5,000 students, this year's competition fostered creativity and critical thinking among the next generation of changemakers. Projects ranged from AI-driven healthcare innovations to sustainable agriculture solutions, each addressing local and global issues with technological prowess.
The journey began with a collective vision to harness technology for social good, as students collaborated across continents, guided by mentors and educators dedicated to nurturing their potential. Witnessing the impact firsthand, teams hailing from diverse backgrounds united to code for a better future, demonstrating the power of innovation in driving positive change.
As Codeavour continues to expand its global footprint, it not only celebrates technological innovation but also cultivates a spirit of collaboration and compassion. These young minds are not just coding; they are reshaping our world with creativity and resilience, laying the groundwork for a sustainable and inclusive future. Together, they inspire us to believe in the limitless possibilities of innovation and the profound impact of young voices united by a common goal.
Read the full impact report to learn more about the Codeavour 5.0 International.
Open Source and AI - ByWater Closing Keynote Presentation.pdfJessica Zairo
ByWater Solutions, a leader in open-source library software, will discuss the future of open-source AI Models and Retrieval-Augmented Generation (RAGs). Discover how these cutting-edge technologies can transform information access and management in special libraries. Dive into the open-source world, where transparency and collaboration drive innovation, and learn how these can enhance the precision and efficiency of information retrieval.
This session will highlight practical applications and showcase how open-source solutions can empower your library's growth.
Benchmarking Sustainability: Neurosciences and AI Tech Research in Macau - Ke...Alvaro Barbosa
In this talk we will review recent research work carried out at the University of Saint Joseph and its partners in Macao. The focus of this research is in application of Artificial Intelligence and neuro sensing technology in the development of new ways to engage with brands and consumers from a business and design perspective. In addition we will review how these technologies impact resilience and how the University benchmarks these results against global standards in Sustainable Development.
Brigada Eskwela 2024 PowerPoint Update for SY 2024-2025
How to teach vocabulary
1. How to Teach Vocabulary Alice Chiu English Teacher
2. Teaching Tips: Step One : presenting new words Step Two : helping students remember new words Step Three : making sure students make the new words their own
3. Step One: presenting new words Using visual images Using gestures and actions Showing lexicial relations Words in context Guessing/predicting Other techniques
7. words in context dialogues role play drama stories songs rhymes & poems videos
8. Other techniques Using a dictionary Explaining Describing Defining the context Translating
9. Step Two: helping students remember new words Using review games Using memorizing games & activities Learning with friends
10. usinge memorizing games and activities giving directions picture dictation labeling words searching words sequencing words guessing words eliminating words classifying words Matching words
11. Review Games Word search games picture labeling Bingo dominoes puzzles charts or survey for their peers crosswords
12. Socio-affectively, students can practice words with a classmate or in a group teach a word to a member of the family or peer make and play word game with friends peer test
13. Step Three: making sure students make the new words their own Vocabulary record system Personalizing the new words
14. Vocabulary record system-1 Vocabulary books in an alphabetical order by topic or situation by grammatical groups by color sets by story features
15. Vocabulary record system -2 personal dictionary (word notebooks) marking word stress adding pictures putting an L1 translation putting the word into context adding a synonym mapping a word family
16. personalize the new words Keeping a learning log (blogs) Keeping a diary (blogs) Creative writing by using newly-learned words or phrases Looking for recently learned words in storybooks, the Internet, the newspapers, etc., and noticing how they are used.
17. Meta-cognitively, learners learn how to self-test look for patterns in words plan and organize a vocabulary record keeping system Learn words in their preferred ways reflect on learning and reviewing regularly monitor vocabulary learning
18. Online Resources Teaching Vocabulary:Two Dozen Tips and Techniques English Vocabulary Word Lists with Games, Puzzles and Quizzes LearnEnglishKids