Teaching Vocabulary and Grammar



 Teaching Vocabulary and Grammar




Hello guys welcome to my blog!
Today I want to share with you about  Teaching Vocabulary and Grammar. As we know Vocabulary and grammar is very important especially for student. So know I want to share seven ways to help students enyoys the grammar.
  • Provide a Context

In order to elicit the target language, get the students really interested in, for example, a character, a situation (this process will vary according to the profile of each class). Use language that is easy for the students to understand. Make the situation clear enough for the students to hazard a guess about the target language. And do make it clear that you want the students to come up with the target language! Finally, be sure to spend enough time on the ‘tease’ – don’t jump in too early with providing the target language yourself.
  • Help students to say the target language

Make a point of actually asking the students to say something (rather than just listen to you)! Make it clear what the target language is (it can be confused with instructional language). Give the students enough time to ‘get their tongues round’ the target language. And make sure that you get each individual student to say the target language – in a ‘comprehensible’ way. 

  • Provide a Written record 

 Make a point of putting up (on the board) the written record directly after initial oral work. Make sure that the students write the written record down (and in a particular section of their notebooks). Write legibly and big enough for all the students to see. Write as concisely as you can, and be sure to include both the target language itself, the stressed syllables (including the tonic one) and a mini ‘concept statement’.

  • Personalize the target language 

 Always ask the students to apply the target language to their own lives.

  • Help students to guess the grammar rules of the target language 

Encourage the students to manipulate the new grammar (e.g. by asking them how to construct more difficult sentences using questions, negatives, or question tags). If they are struggling to guess, provide them with assistance by referring to other (known) patterns.

  • Help students to understand the communicative importance of grammar 
Ask students to choose between two different communicative outcomes for one piece of language. This can be done by getting students to follow certain instructions in class. Treats can be used as a tangible reward for linking grammar to a communicative effect.
  • Help students to understand the importance of grammatical accuracy
Discuss with your students the importance of making a good impression with some formal correspondence, e.g. a job application. Encourage them to edit 'roughly-tuned’ texts.
 
10 great ways to teach english vocabulary.

Noticing and Understanding New Words 

  • 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!

  •  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.

  • Introducing abstracts 

There are things you simply cannot teach with a flashcard. 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”.

Recognizing New Words 

  • Bingo 

Bingo is one of the most versatile games employed by ESL teachers. For younger learners, make bingo cards with illustrations, and call out each word. For those who can read, do the opposite, make the cards with words, then draw the flashcards from a bag. For teens or adult learners, you can make cards with the definition and call out the words, or vice versa.

  • Matching

Another type of exercise with countless possibilities. Students may be required to match opposites, synonyms, or a word with its definition, as well as a picture to a word.

  • Fill in the blanks (with options) 

Hand out a piece of written text (anything from a description, song, letter, to even a short story) with blank spaces that must be filled in from a list of words. You can adapt this to longer texts, and also have longer word lists.

Producing Vocabulary 
  • Descriptions
From a newspaper photo of a recent event to a personal account of a recent trip, there are countless things students can describe while putting new vocabulary to good use. This goes for both oral and written descriptions. You may give them some guidance, like indicating that they have to use at least five adjectives in their description, or five words related to sports, weather, etc…to no guidance at all.

  • Fill in the blanks (no options) 

Supply students with a piece of written text with blank spaces that have to be filled in with any word that fits. You may give them indications for each space, like “noun”, “adjective” or “adverb”, if they’re advanced students. You can then read several out loud to compare the different words used to fill in each blank. 

  • Mind maps or brainstorming 
Tell the students they need to think of words they can use to describe the weather. Write "weather" at the center of a blacboard or whiteboard and circle it. Write every word supplied by students as “rays” that shoot out this circle. They should reply with previously taught words, like “chilly”, “scorching”, or “mild”. You may even have sub-circles shooting off to the side for winter, summer, etc…words. This works great for vocabulary review lessons.

  • Guess what I'm thinking 

Students take turns describing something, like a place: “I’m thinking of a place that is so huge it takes visitors hours to see all of it. It has stunning works of art. It is a breathtaking building, very old, but with a modern glass pyramid in the front.” Students choose to be as obvious or as cryptic as they like. Even little ones can do this with simple descriptions: “It's an animal. It has a very long neck and big brown spots.” Or simply state a series of words: “Africa, black and white, stripes”.

On a final note remember to cater to different learning styles or multiple intelligences.
Use songs and music, real life objects, or puzzles, but the more you mix the better. Remember the difference between recognizing and producing words: to practice recognition the words have to be supplied by YOU; then students use them to fill in blanks or match them. For students to effectively and accurately produce vocabulary, they have to spontaneously recall the words.


References : 

Komentar

Posting Komentar

Postingan populer dari blog ini

Research in the primary English classroom

Gambar
https://www.neliti.com/id/publications/106535/penelitian-tindakan-kelas-pembelajaran-bahasa-inggris  Research in the primary English classroom Classroom Action Research (CAR) for English Learning aims at discovering learning-teaching strategies that match learners style and strategies in learning English. CAR may be done in several cycles each of which is repeated in the next cycle if the result is not satisfactory yet with the better revised lesson plan. Each cycle begins with planning, implementing the plan, observing the implementation, and reflecting or evaluating the process and the result of the implementation. The result of the reflection determines the next cycle.  Research activities basically include 4 stages, namely   Observation,  Description,  Analysis, and Explanation.  The observation stage is the stage of collecting data that can be done in various forms according to the nature of the observed data, including interviews, filling out que...
Baca selengkapnya

Learning

Gambar
Hai guys, welcome back to my blog. Today i want so share you about Learning. So learning  is the process of acquirng new, or modifyng existing, knowledge,behaviors, skills,values,  or preferences.  Everyone who has a different learning style.  There are those who like to study while listening to music, there are also those who like the quiet atmosphere. There are those who like learning from practice, there are also those who prefer learning enough from reading books. Learning styles are the key to developing performance in learning in school. When we can realize how we can absorb and process information, we will be able to make the learning and communication process easier with our own style.   My personality, i have my own learning style.  Auditory Learning Style With auditory learning style it's easier for me to remember something than what was heard from what was seen, and Easy to remember the songs that I listen to. ...
Baca selengkapnya

Teaching Reading and Writing

 Teaching Reading and Writing Developing reading skills Reading extensively inside and outside classrooms helps to improve the learners' reading skills.When preparing a lesson plan, teachers need to think that learners want various skills at different ages and competency levels. Teachers should use learner-related contexts whenever possible, as this will help them motivate students to read.  Some of your learners have complained that reading is boring and they do not want to read the texts you have given them - what should you do? Choose the same types of texts that learners enjoy reading outside the classroom and design motivating pre-reading  and post-reading tasks to go with them. They would probably enjoy doing the reading task as they are acquainted with it already. After relieving their boredom, you could introduce academic reading comrehension, poetry or prose. Basically reading can be of two types: extensive and intensive,  and the idea...
Baca selengkapnya