As usual, my lesson starts with the greeting. First, I will announce that we are going to talk about a trip to Dartmoor National Park in order to inform my students about the lesson’s topic. Therefore, I will show two picture of the national park with the respective heading (Dartmoor National Park). This visual realization will especially foster the visual learners’ understanding but also that of the other learner types, since it might facilitate their understanding of the topic. In order to activate the students’ prior knowledge as well as to raise their expectations, I ask the students to describe what they can see on the pictures together with a partner. Moreover, the students practice to describe a picture. The pair work will especially …show more content…
By using a variety of techniques, I will help the students to make meaning of them. The different techniques should address the different types of learners and should facilitate their understanding. The vocabulary introduction will always follow a three step model. First, the vocabulary will be introduced and the students try to make meaning of it. In the next step, the word’s pronunciation will be practiced together. Finally, I write the word on the board in order to present the students the word’s …show more content…
Therefore, I would prepare a cloze with three degrees of difficulty. In this way, the students can practice the words’ spelling and use according to their level of language proficiency. The worksheet (orange star) with the highest degree of difficulty would be for those students who show a high level of language proficiency and who normally quickly complete the tasks, e.g. native speakers. Here the ten new words plus three more words would be given in a box above the cloze and the students would need to fill in the gaps by identifying the right words and putting them into the right context. The second worksheet (blue star) with a lower degree of difficulty would be for those students who show a good/average degree of language proficiency and who normally do not have great problems in completing the tasks. Here the ten new words would be given in a box above the cloze. Hence, the students would also need to find the right context for the words. The third worksheet (green star) with the lowest degree of difficulty would be for those students who have visible problems with the acquisition of the English language and who complete the tasks rather slowly. Here the words would also be given in English in a box above the cloze, but the process of filling in the gaps would be supported by little pictures next to the gaps, which indicate which term is needed
Using their home language, English, or both languages, students are to write brief sentences describing the pictures which show what their favorite parts of both cultures are, and why. When they are finished, students are
Math is a complex subject to understand. I want to provide students with as much peer discussion and hands-on activities time. This will allow students to problem solve, explore different outcomes and learn from each other. Learning the vocabulary word will help students explain their concerns, unclarified issues and help them to
Next, model for students how they would share the vocabulary word they found with their group. Use the word cur for example. Say, “if I was the vocabulary vulture and cur was the word I wanted to share with my group, I would ask everyone to turn to page 4 paragraph 2. I would then read the sentence out loud. Next, I would ask if anyone knows what the word means based off of the paragraph. Then I would share the definition and make sure it made sense with the sentence in the book. Then, I would show everyone my sketch to help them remember the definition.”
The problem to be investigated is whether the students are increasing their vocabulary through the current methods used in the classroom. Students’ vocabulary knowledge will be assessed through expressive knowledge of current vocabulary words. Those results will be compared to standardized vocabulary measures to determine the relationship to overall vocabulary ability. The following questions will be explored:
As I have worked with students and observed lessons being taught I find some of the students struggling with in understanding the language of learning because they do not understand the vocabulary being used. They are struggle with learning the information because they are trying to understand the unfamiliar terms used in the text. This therefore creates my problem of practice. Students have the ability to read grade level text but continue to demonstrate difficulty with comprehension of information because they are unfamiliar with the vocabulary of learning. This problem appears to occur more frequently in English learners (EL) and Students with Disabilities (SWDs).
One strategy that I found useful in Dr. Connor’s video was the text talk method. Text talk assists teachers in selecting appropriate vocabulary words to help students engage with words in meaningful ways. Dr. Connors presentation on the tier system provides teachers with a framework for choosing appropriate words. Students are exposed to tier one words on a regular basis and tier three words appear in certain contexts. This strategy is useful because it will guide question and response activities in the classroom, and help assess the student’s present level of knowledge.
Students will use vocabulary builders to help them become familiar with new vocabulary related to the topics being covered in the Chemistry
When the teacher was giving instruction to the students she would point to one of the charts to help students understand and practices their vocabulary. The teacher was able to accommodate students by drawing pictures and modeling students when she was explain. For example one of the words on the vocabulary chart was (pilgrims) the teacher defined the word first with a picture to help students understand and activate their knowledge. Then she would write the definition and would use echo reading to help students develop
There exist a relationship between visuals and words, which is a constantly changing phenomenon. It is due to less understanding of the art of life; verbal communication is used to better understand the events. The paper highlights the concept of the art and how our life is impacted by various forms of art and its implications. The importance of the visual art becomes tenfold when the observer is left to rely on his interpretation. Due to the presence of personal interpretation, the visual language cannot be taken as a reliable source of open and independent communication. It is considered that people with similar social and cultural backgrounds would be able to have same symbolic meaning and contextual understanding of the visuals.
At the beginning of each unit a vocabulary list is given out, and as the vocabulary is gone over within the lessons emphasis will be placed as to where the students may find the terms on the vocabulary list.
Wright (1989) ,states that, “pictures are very important in helping students to retell experiences or understand something since they can represent a place, an object, people, etc.” (as cited in Yusuf, 2011). Latuheru (1988) states that “Pictures have several functions in the teaching and learning process”. First, picture can translate abstract ideas into more realistic forms, from the picture learner can easily imagine about what they will talk about. Second, pictures are easily obtained, e.g. from school books, newspapers and magazines, it it easier for the students to relate the picture with what they want to talk about. Third, pictures are usable in different kinds of
A teacher’s responsibilities are to ensure that every student gets the education that they deserve from a well-structured curriculum and materials. Within the teacher’s responsibilities a strong foundation of instruction has to be implemented, this is why instructional strategies are significant in a teacher’s career. The strategies for instruction vary from teacher to teacher; as a result there are no specific ways to employ strategies within instruction. The main purpose of this essay is to display knowledge of methods that are involved in teaching second language instruction for various ages and levels of students. This essay will also develop from the following components that methods and techniques are important to encourage tactical instructional strategies. These components are comprehensible input, feedback that is on-going, specific and immediate, grouping structures and techniques, building background and vocabulary development along with student engagement.
To accomplish vocabulary development, before reading the teacher needs to instruct their students on any prerequisites that they need to understand to interpret the text appropriately. This means the teacher has to pull out the most important words as well as those that may be too difficult for the stud...
All methods in language teaching are a pre-designed set of description of how the teacher should teach the learner and how the learner should learn obtain from a specific theory of language and a theory of language learning. These theories are attain from the parts of linguistics, sociolinguistics, psycholinguistics and are the origin of theory and applying in language teaching. Language teaching methods is divided into many methodologies. For example: The Direct Method, Grammar-Translation Method, Audio-Lingual Method, Total Physical Response, Audio-Lingual Method, The structural Method etc. Each method has its own rules, history, and different from one another. For example: The direct method was the reply to the disapproving with the
...before she introduced the new terms and vocabulary. Finally, Bruner investigated how adults use language to mediate the world for children and help them solve problems. Children learn effectively through scaffolding by adults. This technique is based on taking step by step for building knowledge. It suggests that a teacher can scaffold children learning in different ways. For example, students face difficulties in reading lessons in the first stages; therefore, the teacher has to use visual and auditory materials before she enrolls in the lesson, such as realia, pictures, and videos. This will helps the child to predict what the story is about. In addition, she has to introduce the new terms which are difficult for a child to pronounce it. These techniques and instructional strategies are most effective for teaching English as a foreign language for young learners.