New Vocabulary

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girgishannaharoun@yahoo.co.uk

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"He heals the brokenhearted and binds up their wounds."

~ Psalms 147:3

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Humor:

Teacher: You missed school yesterday, didn’t you?

Pupil: Not very much!

Dear visitor,

Use the language selector above to go through my whole site using any native language you speak,

then you can enjoy my YouTube channel.

اختاراي لغة من لغات العالم / اللغة التى تريد تصفح موقعى باستخدامها . استخدم المؤشر

الذى فى الاعلى

I register a video presentation in my YouTube channel for each page of my site.

Next,use the other world site selector above to go to the search engine site or the social media site yo

My YouTube Channel:

منهج الانجليزى ثانوية عامة / و شكل و طريقة امتحا ن نظام التعليم الجديد والتصحيح الكترونيا

New Vocabulary

Seven Steps To Teach New Vocabulary In The Classroom - elttguide.com

Mr. / Girgis

Teaching new Voc according to

their kind:

A-Does the new word refer to a concrete or

abstract word?

B-What is its part of speech?

Each kind has its method of

presentation:

1-Introducing nouns, things, objects, animals,

etc…

Visual elements work best with concrete nouns,

but try to go beyond flashcards and illustrations.

Try to use real objects whenever possible, or even

sounds, smells, and tastes. Appeal to all of your

students’ senses!

2-Introducing adjectives

Opposites, like “big” and “small”, “long” and “short”,

are usually illustrated with pictures, but here’s

another case where realia will help you teach new

adjectives; the use of real life objects is wonderful

for words like “soft” and “rough”, adjectives that

may take precious minutes of class time to explain.

For more advanced adjectives, like “stunning”,

“gorgeous”, “spectacular”, “huge”, or “immense”,

bring in photos of famous sights from around the

world like the Louvre, Egyptian pyramids, the Eiffel

Tower, etc…then use these new adjectives to

describe these places in ways that clearly illustrate

their meaning.

3-Introducing Verbs:

Verbs can be taught through real situations, real

material and acting the scene that contains the

new vocabulary. Assimilation can be used also.

Image result for monuments and tourists in egypt

4- Introducing abstracts

What works best in these cases are synonyms,

definitions, substitutions, or simply placing students

within a given context. Consider this simple example:

To teach the difference between “early” and “late”,

remind students what time class begins, then state

that those who arrive before this time are “early”

while those that arrive after this time are “late”

Methods of teaching vocabulary:

Adults (either alone or with the child(ren)) should

preview reading materials to determine which words

are unfamiliar. Then these words should be defined

and discussed.

It is important for the adult to not only tell the

child(ren) what the word means, but also to discuss

its meaning. This allows the child(ren) to develop an

understanding of the word’s connotations as well as

its denotation.

Also, discussion provides the adult with feedback

about how well the child(ren) understands the word.

After pre-teaching vocabulary words, the child(ren)

should read the text.

Speech Therapy: Teach Vocabulary Effortlessly Effectively! - Speech Therapy Talk Services, LLC

New Vocabulary ( Activity ) :

A Practice Example:

1-Guided practice:

The collocation is: (Be Fond of )

The Chunk is: / Football - Basketball /

The prompts are:

What are you..............................

: Me? I am.....................................

---------------------------------------------------

Learner 1 : What are you fond of ?

Learner 2 : I am fond of................... .

What about you?

Learner 1 : Me? I am fond of...........................

2-Free Practice :

/ Swimming - Diving /

Learner 1 : What are you fond of ?

Learner 2 : I am fond of.................. What about you?

Learner 1 : Me? I am fond of......................

/sports - Diving /

/reading - Writing /

/running - Walking /

/riding horses - Paddling in a boat /

/traveling outdoors - Staying indoors/

3-Elicitation:

I elicit the rule form from the students

themselves. How?

I ask my learners questions like the following

1-What repeated words have you practiced?

2-What does the structure consist of?

3-What comes before the pattern?

4-What comes after the pattern?

................. . ..................... . ................................ .

Extension:

This communication can be transferred to be

implemented between the learner and his peer, pair,

friend or parent at home or with people in the

street.

Vocabulary Activities - Lucky Little Learners

Repeated Exposure to Words

Adults often forget a person (especially a child) needs

to hear and use a word several times before it truly

becomes a part of her vocabulary. Providing multiple

opportunities to use a new word in its written and

spoken form helps children solidify their

understanding of it.

Keyword Method

Teach him a “word clue” to help him understand it.

This “word clue” or keyword might be a part of the

definition, an illustrative example or an image that the

reader connects to the word to make it easier to

remember the meaning when reading it in context.

Supporting ELLs in the Classroom - Mrs. Richardson's Class | Teaching vocabulary, Vocabulary lessons, Vocab activities

Word Maps

At the top or center of the organizer is the vocabulary

word. Branching off of the word are three categories:

classification (what class or group does the word

belong to), qualities (what is the word like) and

examples. Using prior knowledge the child fills in

each of these three categories. Word maps help

readers develop complete understandings of words.

Root Analysis

The words either contain a “core” root (the primary

component of the word) or use prefixes or suffixes

that hold meaning. Adults should focus on teaching

children the most commonly occurring roots,

prefixes and suffixes. As each is taught examples

of its use in common word should be shared and

examined.

The reader should see how the root helps her

understand the word’s definition. Children should then

be given practice analyzing words to determine their

roots and definitions.

Blog: How can teachers help EAL students build vocabulary?

Root Analysis

The words either contain a “core” root (the primary

component of the word) or use prefixes or suffixes

that hold meaning. Adults should focus on teaching

children the most commonly occurring roots, prefixes

and suffixes. As each is taught examples of its use

in common word should be shared and examined.

The reader should see how the root helps her

understand the word’s definition. Children should

then be given practice analyzing words to determine

their roots and definitions. When a reader is able to

break down unfamiliar words into their prefixes,

suffixes and roots they can begin to determine their

meanings.

Restructuring Reading Materials

A portion of the difficult words can be replaced with

“easier” synonyms to help the reader understand

the overall text. Vocabulary footnotes (definitions

provided at the bottom of the page) can be added

for particularly challenging words so that the reader

can easily “look up” the word while still reading

the text.

An accompanying vocabulary guide can be provided

for the text. Words that are included in the guide

should be highlighted or printed in bold text to direct

the reader to check the vocabulary guide if the word

or its meaning is unfamiliar.

Strategies for Teaching, Learning English Vocabulary - The Progressive Teacher

Lexis:

There are several aspects of lexis that need to be

taken into account when teaching vocabulary.

· Boundaries between conceptual meaning:

Knowing not only what lexis refers to, but also

where the boundaries are that separate it from

words of related meaning .

(e.g. cup, mug, bowl).

· Polysemy:

Distinguishing between the various meaning of

a single word form with several but closely

related meanings.

(head: of a person, of a pin, of an organization).

· Homonymy:

Distinguishing between the various meaning

of a single word form which has several

meanings which are NOT closely related

( e.g. a file: used to put papers in or a tool).

· Homophyny:

Understanding words that have the same

pronunciation but different spellings and

meanings (e.g. flour, flower).

· Synonymy:

Distinguishing between the different shades of

meaning that synonymous words have

(e.g. extend, increase, expand).

· Affective meaning:

Distinguishing between the attitudinal

and emotional factors (denotation and

connotation), which depend on the speakers

attitude or the situation. Sociocultural

associations of lexical items is another

important factor.

Affective meaning:

Distinguishing between the attitudinal and

emotional factors (denotation and connotation),

which depend on the speakers attitude or the

situation. Sociocultural associations of lexical

items is another important factor.

Style, register, dialect:

Being able to distinguish between different levels

of formality, the effect of different contexts and

topics, as well as differences in geographical

variation.

· Translation:

Awareness of certain differences and similarities

between the native and the foreign language

(e.g. false cognates).

· Chunks of language:

Multi-word verbs, idioms, strong and weak

collocations, lexical phrases.

· Grammar of vocabulary:

Learning the rules that enable students to build

up different forms of the word or even different

words from that word (e.g. sleep, slept,

sleeping; able, unable; disability).

· Pronunciation:

Ability to recognize and reproduce items in speech.

Other Resources:

1-Emglish Vocabulary for ESL

Learners / Confusing English words

2-Expressions with "As"

3-Expressions with:"Good:"

4-Expressions with:"Can't"

5-Expressions with:"First"

6--Expressions with:"Hand"

7--Expressions with:"High"

Other Resources:

1-English Grammar

2-The English Idioms.

3-The 4 English language skills.

4-Human Resources Management.

5-Homogeneous VS Heterogeneous.

6-Pedagogy, Andragogy and Heutagogy

Forum cover with title and abstract watercolor design of cattails

Teaching Forum, 2016 Volume

54, Number 2

1-Listening Journals

2-Literature

3- Learners Reading Skills

4-Reader's Guide

5- Audiovisual Feedback in EFL/ESL

6-Language to Foster Community

7-Human Mind Maps

8-My Classroom: Burma

9-Try This: Collaborative Mind Mapping

10-The Lighter Side: A Maps Mind Map

8-Multilingualism inside the classroom.

7-ELT Workshops,


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