Transcript There are some lessons that have too difficult words for learnrs.

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.”
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.
*For example :Grade 4
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.



4. Not all new words highlighted in
the reading texts include all the
new words.
There are some lessons that have
too many unfamiliar words.
For example
Grade 7 SB ,Unit 3 ,Lesson 1 ,Page
14
Grade 11 SB, Lesson7 and8 ,
Page82 e.g globalization
,manufacturing ,high import taxes
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
Grade 8 SB ,unit 12 ,page 70 ,
lesson 1,2
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


Ex .5 ,unit 4 ,page 25 ,Grade 9
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
. The second stage Grade (5,6,7)
word list s presented in
alphabetical order .
E.G Grade 5
the third stages Grade (9) word
lists presented only by showing is
part of speech .
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 .
E.G .Grade 4
Second stage
Grade 5 ,unit 7 ,page 33
presented at the end of the WB
from page 98 to
111
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.
