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IN THE NAME OF ALLAH. Prepared by: REEM EL-BORAI 220092099 NEMA ABO EL-KAS 220091130 FATEMA SHWEEKH 220092429. THE VOCABULARY OF E4P. “Without grammar very little can be conveyed , without VOCABULARY nothing can be conveyed.”. - PowerPoint PPT Presentation
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Prepared by :
REEM EL-BORAI 220092099
NEMA ABO EL-KAS 220091130
FATEMA SHWEEKH 220092429
IN THE NAME OF ALLAH
“Without grammar very little can be conveyed , without VOCABULARY
nothing can be conveyed ”.
This is how the linguist David Wilkins summed up the importance of vocabulary
learning . He wants to convey Ss that if they spend most of their time studying grammar , their English will not improve very much and they will see most improvement if they learn more words and expressions . You can say
very little without grammar , but you can say almost any thing with words
The first stage grade {1-4}
*Each Pupils book {A and B} contains 7units of new material which presents new vocabulary and structures.
*Each unit contains material for 6 teaching period : periods 1,3,and,5 are learn periods which means that lg is presented and reinforced and periods 2,4,and6 are practice periods which means that lg is practiced in a wide variety of activities , children also have the opportunity to develop handwriting skills .
The second stage {5-9}
Each unit of the student book consists of several lesson.
The main vocabulary is focused in the lesson 1 {reading ,comprehension ,or dialogues} and there are some new words in the other lessons with different skills such as listening ,speaking ,and writing
For example
The third stage {10-12}
Each unit of the SB consists of several lessons.
Vocabulary is mostly focused in lesson 1and2 {reading} and lesson 3{vocabulary
development} the other lessons have some new vocabs such lesson 6{integrated
skills} ,lesson 7and8 {reading and lg} ,and lesson 10{writing and vocabulary}.
Conclusion
1 .We notice that the new vocabs are mainly existed in the reading texts .
2 .These new words are essential in the reading text and relate to it and have an
active function in the reading text in order to make Ss understand the text carefully .
3 .The reading texts provide a meaningful context for Ss to enable them to guess
meanings of unknown words, and recognize reference words.
There are some lessons that have too difficult words for learners.
-e.g.Grade10 lesson 1, unit8 ,page63
Monotheistic religions ,Noble Rock ,church of the Nativity Jesus
Vocabulary exercises in the WB:
Some vocabulary exercises in the WB which are irrelevant to their counter part reading or
speaking lessons .Ex . 4 ,unit3 ,page 17.Grade 10 WB
Teaching vocabulary
When presenting anew lg. item ,the teacher aims at teaching the students the 3
components of the new vocabulary which are
1 -spelling (shape) 2- pronunciation ( sound)
3-meaning
When do we teach vocabulary?
You may be doing a vocabulary – based lesson (e .g .words associated with weather ).
You may need to teach words required for the reading or listening coming up later –but only the essential words that the students will need to complete the task (s) . Unit 11 deals with
the selection of vocabulary for a skills lesson .
You may be asked a question about what a particular word
mean s
Strategies for teaching vocabulary
1 -contextualize the target word .contextualization is a key element . Contexts could be pictures , realia ,situation ,and story.
2 -Discuss the context briefly but enjoy fully. 3 -For highlighting the target word make use of the super segmental feature.
4 -Be economic in terms of time and effort you spent in elicitation strategy. 5 -Never teach new words in vacuum .New words must be all the time visualized
either by writing them on board , or by using flash card LCD screen …..etc. 6 -spell the word to highlight its segments and pay special attention to the
phonological structure of the target word. 7-Encourage student to repeat after you while pointing to the sound that make up
the word as a whole. Encourage student to have their special dictionaries and to keep its
as permanent record.
Word list in E4P:
At the end of the SB in EUP, there is a unit – by – unit alphabetical word list which presents in a different
way
Word list in EUP:
The third stage (10- 12) Word lists presented in Grade 10 ,showing words
tress . Grade (11-12) word lists personated and showed the word stress ,its part of speech ,and transcription of
the word. T. Can benefit from these word lists to identify the Ss info . About the words in each unit ,including its part of speech ,word ,stress and help Teachers to have
correct pronunciation.
Dictionary page in E4p.
The first stage (1- 4)at the end of the 2 Pupils books A and B (Ss make their own dictionary by writing the meaning of the words that they have learned in
Arabic .
Problems when learning new words in E4p
MEANING
1- A word may have more than one meaning ( e.g. odd , cut , patient )
2- A student may understand the meaning of word , but not the appropriate context in which use it .
3- some teacher give the meaning directly without using context to give the meaning of the word .
Form
- The spelling may be very different form the sound ( e.g. cough )
- Student may be competent speakers of the language but poor writers .
- A word may be more than one part of speech ( e.g. it may be verb and anon ) .
- If you teach a word like to rely , you also need to teach that it is followed by on .
- Some words are irregular (e.g. the plural of person is people , the plural of sheep is sheep )
- Different varieties of English have different spelling (e.g. Color lcour
Pronunciation
1- the sound may not correspond to the spelling , as form above ( another example being sign ) .
2- student may have difficulty knowing how many syllables the word is broken up into ( atypical mistake clothes pronounced with tow syllables )
3- It is hard to Know which syllable is stressed .
4- Some words with different spelling and meaning are pronounced the same , ( e.g. bear / bare )
Suggestions to avoid the problems teaching new words
- You should avoid the “ what dose this mean ?”- It is usually more effective to start with
meaning and then elicit or give the word -Avoid giving non-simplified definitions or explanations of words. -Train students how to use their dictionaries effectively. Limit ,but do not put a ban on their use in the classroom
-Be aware of some of the problems students have learning vocabulary as this will help you in your planning.
-use a variety of ways to illustrate meaning depending upon the level of the class.
-check that meaning really has been understand . -review what has been learned from time
to time .
-use pictures or drawing in order to teach new words.
-teacher can use realia the actual object in teaching new vocab.
-teacher can also use contrasts or spoken gap-fill sentences to teach new
words. -review what has been learned
from time to time.