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Vocabulary is the knowledge of words and word meanings.
STEPS TO TEACHING VOCABULARY
Step One: Getting the students ready and engaging their interest.
Signal that vocabulary instruction will take place and explain why.
Specify what students will do. Example: Today you will learn to use a new word. You will be
taking notes. You will be listening to me carefully and responding orally and in writing.
Prepare students to take notes (e.g., with a graphic organizer or Cornell note‐taking system).
Remind students how to use the graphic organizer or Cornell note‐taking system if necessary.
Step Two: Teaching the word explicitly.
Introduce the new word to your students.
Pronounce the new word clearly a few times.
Ask your students to pronounce the word after you.
Break up polysyllabic words.
Write the word on the board or overhead and point to it.Tell them to write it.
Identify the part of speech of the word for the students. Remind students to write it.
Give students any additional information about the word they need to use the word. You could explain its related word forms, the words it is used with, and/or the particular way it is used in math contexts. Remind students to take notes.
Guide the students in reading a sentence containing the word two or three times.
Step Three: Providing independent practice additional opportunities for students to hear and/or read the target word (input) and use the word in speech and writing (output). In this step, you need to use a familiar instructional strategy to engage students in an activity (e.g., ThinkPairShare, the Frayer Grid or a vocabulary game).
17. What is the difference between extensive and intensive listening? What will you do if students don’t understand the listening material?
Extensive Listening material is much longer than that used in classic classroom listen exercises and, in theory at least, the student listens to simply for pleasure. is a Listening teaching method that often used outside of classes. Student need to learn real life listening. Real life listening is when you listen to someone speaking with the real condition, I mean the condition is crowded maybe, so they must concentrate more to listen what the speaker say.
Intensive Listening is a Listening teaching method that often used in the class (inside). This method is easier that the extensive one. In here, they only have to listen to one sound, so they can directly focus on the listening session without being confused with the other sound.
From the Materials, Teacher who is used Extensive Listening method, may use the audio for graded readers either cassette or downloaded, using natural human voice either though discussions of reading loud. Sometimes part of the conversation is informal and there are many chunks. So the student have difficulties to catch the meaning, that is why they need to more concentrate in this method. And the most important thing in Extensive Listening is they only played it once, no repeat.
In Intensive listening, In this activity the students listen to the material and then talk about the meaning in detail as well as consider the language, grammar and vocabulary used. we can use the audio for graded readers either cassette or downloaded. It can provide a significant source on language input. In this method, the student are more concern to listening the structure of the audio itself, they do it particularly. The main purpose of this intensive listening is to make the student more sensitive to the language itself, not the meaning.
From the Places of Listening Practice
For extensive listening, it is better conducted outside the class, because the student can really experience listening practice in re al life. In contrast, intensive listening is inside the class. Because they need to focus only on one sound, the audio. They must indentify and learn about the structure of the language which is usually practiced in Language Laboratory.
18. What are the reasons for pupils poor comprehension of the target language when spoken? Comment on the main stages of teaching listening skills. What techniques will you use to develop hearing?
Language learning depends on listening. Listening provides the aural input that serves as the basis for language acquisition and enables learners to interact in spoken communication.
Effective language instructors show students how they can adjust their listening behavior to deal with a variety of situations, types of input, and listening purposes. They help students develop a set of listening strategies and match appropriate strategies to each listening situation.
Listening Strategies
Listening strategies are techniques or activities that contribute directly to the comprehension and recall of listening input. Listening strategies can be classified by how the listener processes the input.
Top-down strategies are listener based; the listener taps into background knowledge of the topic, the situation or context, the type of text, and the language. This background knowledge activates a set of expectations that help the listener to interpret what is heard and anticipate what will come next. Top-down strategies include
• listening for the main idea
• predicting
• drawing inferences
• summarizing
Bottom-up strategies are text based; the listener relies on the language in the message, that is, the combination of sounds, words, and grammar that creates meaning. Bottom-up strategies include
• listening for specific details
• recognizing cognates
• recognizing word-order patterns
Strategic listeners also use metacognitive strategies to plan, monitor, and evaluate their listening.
• They plan by deciding which listening strategies will serve best in a particular situation.
• They monitor their comprehension and the effectiveness of the selected strategies.
• They evaluate by determining whether they have achieved their listening comprehension goals and whether the combination of listening strategies selected was an effective one.
Listening for Meaning
To extract meaning from a listening text, students need to follow four basic steps:
• Figure out the purpose for listening. Activate background knowledge of the topic in order to predict or anticipate content and identify appropriate listening strategies.
• Attend to the parts of the listening input that are relevant to the identified purpose and ignore the rest. This selectivity enables students to focus on specific items in the input and reduces the amount of information they have to hold in short-term memory in order to recognize it.
• Select top-down and bottom-up strategies that are appropriate to the listening task and use them flexibly and interactively. Students' comprehension improves and their confidence increases when they use top-down and bottom-up strategies simultaneously to construct meaning.
• Check comprehension while listening and when the listening task is over. Monitoring comprehension helps students detect inconsistencies and comprehension failures, directing them to use alternate strategies.
19.How the teacher may develop pupils’ speaking abilities in dialogue and monologue? What will you do if students keep using their own language?
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