_______________________________________ By the end of the class SS will learn how to describe their housework activities with specific vocabulary __________________________________________________________________________________________________________________________ SPECIFIC OBJECTIVE To create a good enviroment between T and SS using vocabulary related with the lesson PROCEDURE TIME MATERIAL SKILLS EVALUATION TEACHER’S NOTES OR METHODOLOGY Warm up T will talk
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English‚ one of the most spoken languages in the world‚ has a lot of variants. The most well-known English variants are British and American English. Although British and American English are the same language‚ they have some differences in vocabulary‚ pronunciation‚ grammar‚ and spelling (http://www.uta.fi/FAST/US1/REF/usgbintr.html‚ 2011). However. one variant cannot be said to be superior to the other because both have been standardized (Kemmer‚2009). Despite no course about the differences
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In the area of speaking‚ students may demonstrate no productive skills. They may begin to use basic vocabulary and respond with simple words or phrases. When telling part of a story‚ they use simple words and phrases. In the area of reading‚ students may demonstrate no receptive skills. They may be able to identify the letter that corresponds to the initial
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Name: 杨晓婧 Student ID: 2012471 A Critical Review of Effects of Synonym Generation on Incidental and Intentional L2 Vocabulary Learning During Reading Introduction This research report written by Joe Barcroft examined effects of synonym generation on second language (L2) vocabulary learning during reading the both incidental and intentional vocabulary learning contexts. 114 Spanish-speaking university students at low- and high-intermediate proficiency levels participated in the study. They
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Phonological awareness is the ability to attend explicitly to the phonological structure of spoken words. Failure to develop an adequate vocabulary‚ understanding of print concepts‚ or phonological awareness during the early (preschool) years constitutes some risks for reading difficulties. Phonological awareness skills are believed to be predictive of a child’s ease in learning to read. More than 20 percent of student’s struggle with some aspects phonological awareness‚ while 8-10 percent exhibit
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characteristics of the language user and/or the situations of utterance. Synonymy In language teaching‚ there are many aspects of the language that can be taught explicitly‚ such as pronunciation‚ grammar‚ vocabulary‚ and cultural knowledge. Semantics can be applied in the teaching of vocabulary‚ in particular‚ to expose the learners to the semantic relations among words at lexical semantics level. The relations include synonymy‚ antonymy‚ converseness‚ metonymy‚ polysemy and homonymy‚ and hyponymy
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University learn vocabulary more effectively by applying games. II. The rationale for the research: Vocabulary mastery is the basic knowledge to learn any language in general and English in particular because vocabulary is considered a bridge to link four skills of listening‚ speaking‚ reading and writing together (Carter‚ 1992). Similarly‚ the linguist Wilkins (1972) already emphasizes the importance of vocabulary learning “without grammar‚ very little can be conveyed. Without vocabulary‚ nothing
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culture phrases & phrasal verbs [Vocabulary ] Leaders & Managers : Richard Branson- leader of Virgin [Reading Skill ]‚ Talking about good leaders [Speaking skill ]‚ Getting the most from staff [ Speaking skill ]‚ Producing a more effective workforce [Speaking skill ]‚ As or Like for Grammar Competitive Advantage : How the JJ Group prepares tenders [Reading skill]‚ Phrasal verbs and verb noun colloactions from Elements that give company an advantage [Vocabulary]‚ On winning Contracts and On competitive
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in: – total meaning OR – in one particular sense of usage OR – totally unknown in some varieties REASONS FOR VOCABULARY DIFFERENCES i) New objects & experiences encountered in N. America - new names – adapt or neulogism (i.e. create new word‚ expression or usage) e.g. corn (US); maize (UK) robin small red-breasted (Eng.) large red-breasted (US) REASONS FOR VOCABULARY DIFFERENCES ii) Technological & cultural developments e.g. windshield (US) windscreen (Eng.) trunk boot iii) Influence
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for effective Vocabulary Instruction By: Kimberly Tyson In the article it goes over five steps to introduce vocabulary and to teach/instruct it in a way that will actually resonate with the students. The 5 steps can be compared to the drill and kill method often used with vocabulary terms‚ which is useful sometimes‚ but the lasting knowledge is not as well remembered. The first step‚ key characteristics of vocabulary instruction‚ deal with multiple exposures‚ frontloading key vocabulary‚ and nonlinguistic
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