Transcript Highlighted words are

In The Name Of Allah
Presentation about :
Analyzing Vocabulary , Wordlists, and
Dictionaries InE4P
Prepared by:
•Ruba E. Al-Musadder
•Eatedal Al Azzami.
•Samah Obaid.
What Is
the Meaning
of
???????
It is a list and range of words that any
syllabus contains to increase students
amounts of words.
Vocabulary can be defined as “the words we
must know to communicate effectively:
words in speaking (expressive vocabulary)
and words in listening (receptive
vocabulary)”
P.S: A students vocabulary
develops
with age and learning.
ESP
Vocabulary
Content
Words
Structure or
Function
Words
Active
Vocabulary
(Productive)
Passive
Vocabulary
(Receptive)
There are many steps for
teaching new vocabulary:1. Firstly showing both the meaning and the
form of the word.
2. Pronounce the word two or three times
with students listening .
3. Let students repeat the word after listening.
4. Checking understanding of the meaning by
ask questions to check for comprehension.
5. Encourage students to use the word.
Highlighted words are:a group of words which colored with color differs from
the basic text. This words differ from one stage to
another according to the students needs.
• Some
times we use highlighted words to capture Ss attention.
• To indicate that colored words are important, and they are
the most words related to the lesson.
• To familiarize Ss with new and unknown words which related
to the reading lesson.
•To teacher :The highlighted words are the most important
word that he will focus on in the explanation and exams.
•
• To students :They know that those words the teacher
will focus on
Highlighted Words in the Lower Stage
Lower stage is the most important stage , because here the teacher
is going to build the basic elements between students that will help them in
the future to deal easily with English Language.
At this stage there is no highlighted words. This stage depends on
the pictures that match with suitable vocabulary. Ss here are not prepared
to deal with long text or with along vocabulary , so the role of teacher is
teach them how to match between the pronounced word with appropriate
picture.
Kids still beginner they are learning how to write alphabets, all of what Ss
take is must taught with easy way, all later stages depend on this stage.
Vocabularies at this stage produced in a simple way and simple language
that suits Ss needs and their thinking.
Content
First
Grade
Grade 4
Upper Stage and Highlighted Words
• Upper stage or primary stage it is also an important stage , it is
classified from grade 5 to grade 10.
• At this stage we can find a lot of highlighted words ( with yellow
color) in the SB , these words are linked with :
• listening Exercises.
• Reading texts.
• Speaking exercises.
• Writing activities.
•We can find highlighted words at every task, so the Ss are expected
to know (recognize and understand) larger amount of words.
Grade 6 / Unit 19 / Lesson 1
Another example From G.7 / Unit 6
writing , reading , speaking , and
listening.
These kinds as (adverbs, nouns, write summaries, making notes. Making
discussion, adjectives, word fields, confusing words , and so on).
•Lesson 3 from each unit at this stage is specified for vocabulary.
Examples
Grade 12 , Page 122 . Unit 12 , Lesson 7 & 8.
Notes about Highlighted Words
1. We can find highlighted words through reading texts, and other texts,
but not all highlighted words included new words related to the
lesson.
At lower stage, we can see at lower stage that all new words should Ss
taught is available at table of contents.
For example : Grade 3 , Unit 13
2.
•
At Upper stage ,
Grade 7 Unit 17 Page 70.
Here we have reading lesson about Arts and Crafts of
Palestine.
This lesson highlighted new vocabulary, but it did not convey
the whole new words, such as : Olive-wood carving ,
Wicker furniture
• Another example taken from Grade 8 / Unit 6 / lesson 3 &
4 / page 38
Here we have new words Ss should know their meaning, such
as ( commander, bank notes )
o At secondary stage also we can find
lessons did not convey all new words .
o The highlighted words in the reading
texts did not include all the new words
,but the most impotent words that
related to the main topic of the lesson.
o Ex/ G 11- / U 6-/ pg 61 –l 6.
o In this lesson there are too many
new words that are not highlighted
 Despite of non highlighted words through some texts, there are many lesson
include and covered all highlighted and new words.
For example Grade 12 , Unit 7 , Lesson 7&8.
• Referring to the TB, we found that
highlighted words are almost active and
rarely we can see passive words.
• The main purpose of introducing new words
is to familiarize Ss with these words not to
make the word more complex that Ss could
understand and recognize the word.
• The most words are active and rarely we
have passive form it related to the aim
beyond this lesson.
Unfamiliar Words
• Some lessons have unfamiliar words that the Ss don’t
hear before or don’t know the meaning of these words.
•Not all highlighted words are familiar to the Ss, that
require more efforts from the teacher to explain them
at comfortable way.
•This unfamiliar vocabulary make the lessons difficult for
teaching and difficult for learning.
• For example:- 1) at Upper stage , Grade 6 , Unit 6 , lesson 1 .
• 2) Grade 9 , Unit 5 , Lesson 3 &4 , Page 32 .
• At Secondary Stage also we have some lessons conveyed
unfamiliar words that the students had not the experience
of using such words such as:
•Grade 12 , Unit 5, Page 51 , lesson 6
•Grade 11 , Unit 9 , Page 92-93 , Lesson 7-8
Grade 6,
Unit 6
Grade 9
Unit 5
Grade 11
Grade
12
Unit 5
•Irrelevant exercises means that this exercises in
WB aren't related to the theme of SB exercises or
to the topic ( reading or speaking exercises).
•At lower stage we don’t have WB, all exercises
available in one book.
•Most of exercises that related to this stage at SB
are relevant to the main topic and to the table of
content.
•For example:_ Grade 3 , Unit 6 , lesson 1
 At Upper stage , there are some vocabulary
exercises in WB irrelevant to reading or speaking
lessons at SB.
 Grade 9 , Unit 9 , Page 50 (WB) , & Page 54 (SB).
 Grade 6 , Unit 12 , Page 46(WB) , & Page 50 ( SB).
 At Secondary stage
Grade 12 , Unit10 , Page 98 [SB] , Page 68 [WB]
rade
9
Unit
9
Grade 6
Unit 12
Grade
12
Unit10
Are there any Difficult Words for Ss??
_ Nothing should be easy . E4P syllabus is not perfect, it is manmade. That means
that we should have difficulties through syllabus, it should suites all learners
levels . We can find difficulty in every stage even in the lower stage( little
differences).
_ The teacher role will increase, if the Ss faced any difficulties they need who
explain and justify .
_ At Lower Stage we have little differences such as : G 3 , U 11
_ At Upper stage there are some difficult words that may they face.
For example:_ Grade 9 , unit 6 , Page 38 , Lesson 3&4
_ Secondary stage :_
Grade 12 , Unit 9 ,
Page 95 / Grade12 , Unit10 , Page 104
Grade 9
unit 6
Grade
12
Unit
10
• Using these lists of words is to provide making meaning vocabulary
students with additional practice in using independent word –
learning strategies such as (suffixes, prefixes)and to explore
interesting uses of words such as ( homophones….).
•
Wordlists at E4P available in
some stages such as Upper and
Secondary stages , while the
lower stage there isn't any word
lists pages. They include
dictionary pages more than
wordlists.
•So not all stages contain
wordlists
o We only have one book contains Student book and Workbook.
oAt this stage only we have dictionary pages, we don’t have any
wordlists pages in SB & WB, but we have list of flashcards at the end
of TB.
o For example: TB, Grade 1 & 3
o At every level of this stage we can find pages of
wordlists .
o We find them only in the SB, while WB and TB
don’t include these pages.
o For example: Grade 6, Page102
o Grade 12 , PAGE 140
• The
word list put at the end of SB and
presented in a very complex way without
meaning .
• These word list only contain the word ,its
place in SB and the transcription of the word
only.
• On the other hand the two books (SB-WB)
in all levels had never said anything about.
TB, Grade 1, Page 128
TB, Grade 3
Grade 6,
SB
Page102
Grade
9
PAGE
98
Grade 12
PAGE 140
There is no similarities between stages in
word lists pages.
At Upper elementary stage they ordered
in alphabetical order from (A_Z). They
arranged in good and arrangement way. It
collects all words that are in the level.
While at Secondary stage word lists
arranged in phonological technique. Words
here arranged according to the units (unit
by unit). Words here are not arranged
alphaptical , each word take appropriate
transcription. Beside each word the
number of the page that included this word.
Dictionary Pages are:
printed resources that lists words in alphaptical order, listing the
meaning, pronunciations, and parts of speech for the word.
Obviously in E4P we can find dictionary pages almost at many stage .
At Primary stage basically depends on the picture dictionaries (SB)in order
Ss get clear words and vocabulary.
Such as in the First Grade , at the end of the book. It contains words
arranged from A to Z included pictures.
Dictionary
At
Grade 3
While at Upper Stage we can find dictionary pages in WB more
than SB. At SB we have only at this stage Word lists arranged in
alphabetical order.
Dictionary pages at Higher Stage is a great dictionaries between
other stages.
They are classified alphabetically with complete definition and
applied the word in a sentence. It covers all words that SS faced
during the grade.
Examples: Grade 6 , Page (99 – 111) “WB”
Grade 7 , page (98- 111)
“WB”
In the Secondary Stage there is no dictionary pages .
The students considered as advanced learner , so they
deal with them as if they are professionals of using the
real dictionary
The teachers have to ask their students to make their
own vocabulary note and write every word that the
teacher write in the bored
Are Dictionary Pages Presented in a
Similar Way ??
We can see that there are differences in
presenting Dictionaries.
These Dictionary pages differ according to
the Ss levels and Ss needs.
For example, at Lower stage dictionaries
are linked with pictures, these are found at
SB.
 At Upper stage we can find this pages only
in WB , here they classified very well.
 According to Secondary stage there aren't
any dictionary pages.
o Generally , dictionaries can be benefit for :
 Increasing vocabulary.
 Also, it can help effectively communicating with others.
o For schools:_
 Dictionaries are beneficial to help children with
writing home works or looking up the word meanings for
themselves.
 One of the first tools they need to succeed in life.
 Children can learn the power of words and their meanings
by performing many different tasks.
 Dictionaries are great tool for better Ss, better
writers, and more educated & successful people.
Teachers can produce their own
matching quizzes such as :

•Matching the word to the picture.
•Complete the sentence with suitable
definition.
 Teacher could make a quiz and
then can encourage his Ss to use the
dictionary to match the word to its
definition.
Textbooks: long wordlists
Many textbooks have very long wordlists for each unit - 100 words
would not be unusual. This means that, in order to understand the
text/s related to a particular unit, students have to know or be
able to guess at a lot of vocabulary.
Boredom: Students and Teacher
Both students and teachers can become bored by this .
Presentation of vocabulary is often done in the same way
repeatedly
 Difficulty: for students, and therefore teacher
For English majors, long lists of words are trying enough;
for non-majors they are very difficult
•The lesson has Unfamiliar words
• Word lists in Secondary stage contain transcription.
•New words are not recycled in subsequent lessons in
the same unit, and also not recycled in subsequent units.
1. Motivation:
Motivation is vital if interest is to be maintained and especially so over the
long haul of
acquiring a lot of vocabulary
2. Enjoyment:
Enjoyment can be a way of motivating and making the heavy task of learning
seem a
little lighter
3.
Textbook support:
Textbooks need extra support. In other words, just learning the textbook, and
learning from the textbook, is not really enough, and certainly not very
varied.
4. In and outside of class:
If students are to acquire enough vocabulary,
the few hours they spend on English in the
classroom can never be enough. They need to
be encouraged to work on this after class
and between lessons.
5. Regular revision:
It is salutary how much is forgotten rather
quickly. Students need revision of vocabulary if
they are to make their knowledge more
permanent
6. Recycling:
Recycling is similar to revision. There are
various ways to recycle vocabulary, but
textbooks don’t always do this for the
teacher/student
o Vocabulary
learning can often be seen as a difficult
process of memorising lists of unrelated terms.
However, there are many other much more
successful and interesting ways to learn and teach
vocabulary in the ESL classroom.
oE4P proved the importance of using vocabulary with
different texts ( listening , speaking , reading, and
also writing), that we cannot work on without using
vocabulary.
oE4P proved the proficiency of using words and
vocabulary correctly in spite of some difficulties.
oWe can see that stages basically build on
vocabulary, we can see that there is specific lessons
in every Unit about vocabulary.