Teaching Language (Vocabulary+Grammar)

Today’s class • Introduction activities

• Introduction to the course

• Introduction to vocabulary

• Multiple Intelligences

Email: edpovey@hotmail.co.uk

www.edwardtesol.com/snue

Extras > Links

My website:www.edwardtesol.com

Password: english

Remembering names

Introduce yourself with one more word starting with the same sound/letter.

Name Chain game ‘English Edward’, ‘Pirate Peter’......

An 'icebreaker' is an activity, game, or task that is used to warm up the conversation among learners and help them to introduce themselves.

Icebreakers

Icebreakers

Line up game Line up according to: 1. How long it takes you to get to SNUE. 2. The month of your birthday. 3. How many years of teaching experience you have. 4. Which grade you usually teach.

Icebreakers

Star Game Icebreaker

Guess the questions to my answers.

About this course

1. What is vocabulary?

2. What does it mean to ‘know’ a word?

3. What strategies do you use for remembering English words?

4. What strategies/techniques/materials do you use to teach vocabulary?

Warm up

Teaching Languages to Young Learners Lynne Cameron

Sections: 4.2.1 The word as unit 4.2.2 Vocabulary size 4.2.3 What it means to know a word 4.2.4 Developing meanings in childhood 4.2.5 Categorization and word learning 4.2.6 Cultural content in word meanings 4.2.7 Summary - 4.3.1 Function and content words 4.3.2 Sense relations 4.3.3 Summary - 4.4.1 Dynamic nature of vocab learning 4.4.2 Learning meaning 4.4.5 Attending to form - 4.4.4 Making strong memory connections (long) 4.4.5 Extending beyond the book (long) 4.5.1 Empirical evidence on strategies 4.5.2 Strategies and YLs

Teaching Languages to Young Learners Lynne Cameron

Review:

• formulaic phrases/chunks • word webs • word families • knowing about a word (knowledge - p.77) • concrete/abstract • word association • word hierarchies • schemata • function/content words • high frequency Dolch words • antonym/synonym • hyponym (is a type of), meronym (is a part of) • explaining meanings (eg big) • M-U-F framework—>

Teaching vocabulary and grammar

1

2

3

M-U-F framework

M-U-F

MEANING USE FORM

Teach vocabulary and grammar with the M-U-F framework in this order.

Everybody is different.

Some people are active and outgoing, other people are quiet and like to work alone.

How can we help all of our students learn effectively?How can we give multiple exposures to vocabulary?

Lesson planning activity

Multiple Intelligences

“… students learn, remember, perform, and understand in different ways…” - Gardner (1991)

Why should teachers think about multiple intelligences?

• create variety in your lesson and activities

• personalize your teaching to the interests and needs of students

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Matching Activity

Match the intelligence with the description.

Now, ask others members in your group to close their eyes. Swop two descriptions and see if your classmates can guess.

Multiple IntelligencesChoose which multiple intelligences fit with these activities:

1. Create a picture dictionary with the new words.2. Read a story and then draw a map of the places in the story.3. Create sign language for each new word.4. Do a cryptogram.5. Create a rap from the story.6. Do a treasure hunt with hidden objects.7. Create a body map by tracing each other’s body parts.8. Look on Daum/Naver/Google maps to find places in the world.9. Write new lyrics or a new verse for a song.10. Create a board game with pictures and words from the story.11. Highlight different words in the text like names, verbs, etc.12. Create a Venn diagram to compare characters.13. Draw a comic strip and add the speech bubbles.14. Create a website or blog on your favorite topic.15. Write a letter to the character about how they feel.16. Keep a journal or diary about new words and study achievements.

Task:

1. Choose a topic suitable for your students. e.g. Family, Months, Food & drink, Halloween, Numbers, Animals, Sports, Weather, Jobs…

2. Suggest an activity related to your topic that matches with each multiple intelligence. (see textbook, p.14)

Tip: Every lesson should have activities for 3~4 multiple intelligences.

Let’s do one together

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