New Vocabulary

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New Vocabulary



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





Go to my Blog



https://mrgirgis.blogspot.com/



Mr. / Girgis   
 



Click here to go to : Abouna Fanous Site.






موقع عمى أبونا فانوس الأنبا بولا


email-logo – Jenny Brook Bluegrass



E-mail  1  :  girgishannaharoun@yahoo.co.uk




  E-mail    2  : girgishanna027@gmail.com


اضغط هنا لتصل الى فيديوهات موقع ابونا فانوس و تنال بركته



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Humor:




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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






Relevant topics:


Click here to go to online English Grammar and

vocabulary tests with automated scoring, online, too.



1-English Grammar.


2-English vocabulary.


3-English collocations


4-English Slangs.


5-English idioms and phrasal verbs.


6-English Business vocabulary.

 



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.


 



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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