We think you have liked this presentation. If you wish to download it, please recommend it to your friends in any social system. Share buttons are a little bit lower. Thank you!
Presentation is loading. Please wait.
Published byJeffery Chadwick
Modified about 1 year ago
© UCLES 2013 Webs of Words : Issues in Vocabulary Teaching and Learning Mapping lexis to CEFR levels A2 – B1 Portugal 2014 Bob Obee
© UCLES 2013 Lesson Paths http://bit.ly/PQW3wb
© UCLES 2013 Specificity : Vocabulary Vocabulary : significant numbers 2,000 54,000 10-12 20.000 5 -17 up to 1000 4,500 10 to 1
© UCLES 2013 Vocabulary Learning Seeing Knowing Using Keeping
© UCLES 2013 know : all verbs
© UCLES 2013 Knowing words
© UCLES 2013 English Profile CLC criterial features : -positive -negative -L1 transfer
© UCLES 2013 Criterial Features It – extraposition It’s true that I don’t …. B1 It’s amazing to think that B2 Pseudo-cleft structures What I liked the most is … B1 What fascinated me was B2
© UCLES 2013 Ways of dealing with data A2 – C2 criterial features Passing scripts only… We are trying to define the criterial grammatical and lexical features that are known to learners who are successful at that level..
© UCLES 2013 Transitional ‘criterial features’ Complex structures are first learned with a relatively small number of frequent simple predicates and then extended….. what becomes criterial at higher levels are sets of lexical ‘triggering predicates’ that co-occur with syntactic frames
© UCLES 2013 Raising structures B1 seem B2 appear cease fail prove turn out B1 supposed B2 certain likely sure unlikely
© UCLES 2013 Lexical Progression A1A2B1B2C1C2 TAKE [tr.] P Take a bookE Take a busF Take partE Take a deep breath E Take this matter further E Take a keen interest E Take a picture E Take an examE Take a napE Take a chance E Take thing seriously F Take careF take place
© UCLES 2013 pay : all verbs
© UCLES 2013 Moving from …. WhatWhenHow ….. [a bit more about knowing]
© UCLES 2013 Lexico-grammar Depth of knowledge phonetic and orthographic dimensions main meanings main contexts of use syntactic properties underlying form and derivatives network of associations with other words connotations
© UCLES 2013 LANGUAGE DEVELOPMENT Integrated ‘chains’ of tasks that allow students / teachers to explore different aspects of vocabulary / structure. Communication tasks : built into language focuses that allow for personalisation/ self-investment in the language
© UCLES 2013 Seeing / Meeting words
© UCLES 2013 before or after you pay. quote C2 (before) bill A2 refund B1 discount A2 tip B1 loan B1 receipt A2 deposit B1 change B1 Look at these questions and comments. Each one contains a phrasal verb connected with payment or money. Which of the words above is being referred to by each speaker. 1 How much did you get back B1 ? 2 You can’t take it back B1 without one. 3 When do you have to pay it back B1 ?
© UCLES 2013 English Profile http://www.englishprofile.org
© UCLES 2013 Remembering Words
© UCLES 2013
Mnemonics / Schematics / Pragmatics B1 B2
© UCLES 2013 21 st Century skills enquiry problem solving critical thinking independent learning collaboration information handling creating and designing practical skills
© UCLES 2013 wish-eyed
© UCLES 2013 Using words
© UCLES 2013 Grammaticisation Lexis grammar John leave Jane arrive John really fancies Jane so changes his mind John wants to avoid Jane
© UCLES 2013 Grammaticisation The Jules Rimmet trophy, great prize PROFESSION soccer, is better known as the world cup Think Cambridge First : Word Formation
© UCLES 2013
Common ‘re-’ words used when talking about language curricular and progression revisit recast reformulate reinforce revise review recycle
© UCLES 2013 main meanings syntactic properties Revisiting Recasting change of mode..can present more challenging and creative pathways through review processes
© UCLES 2013 Importance of reformulation A learner’s ability to process and produce ‘relexicalisations’ in speech and writing is critical to success in all skills strands of a communicative curriculum and tasks based around reformulation should feature prominently in review processes.
© UCLES 2013
Issues in Vocabulary Teaching and Learning HCT April 2014 Bob Obee.
Waiver Day – Sherry Birchem Word Up! “To put it simply: students encounter unfamiliar words in their reading; they use context clues and morphology.
English Exam Tips Year 8 S.A.Ts Practice Learning Outcomes: To create a solid understanding of what to expect and how to cope with S.A.Ts questions.
Project-Based Learning in Freshman Reading and Vocabulary by Joseph Cassim.
General Features of English for Palestine Presented by : Eman Rasheed Fida’ Abu- Hweshel
© Curriculum Foundation1 Section 2 The nature of the assessment task Section 2 The nature of the assessment task There are three key questions: What are.
When Silence Is Not Golden: Helping students to communicate in the world of work Dubrovnik 20 November 2011.
Common Core Elementary Symposium Transitioning to the Common Core Mt. Diablo Unified School District October 30, 2013 Grades 2-3 Presenters.
LANGUAGE TEACHERS AND THE NEW CURRICULUM IN KAZAKHSTAN Bob Obee Express Publishing Astana 2016.
Supporting Oral Language Through Effective Conversations in Preschool Classrooms.
JSP AIMS OF THE UNIT Describing what are “Thinking skills” Reviewing some theories about Thinking skills Analysing the relation between Cognitive.
Enhancing Mathematical Learning through Talk October 16 th 2014: Session 1 Connecting Threads.
Integrating Skills in EFL Class Using Video and Sound Effects Abduljabbar Alshabi IATEFL 2014 Harrogate Conference Abduljabbar Alshabi IATEFL 2014 Harrogate.
A Process Approach to Teaching Writing. Students need structure and sequence in writing instruction.
Encouraging students to share their reading experience and extending literacy teaching beyond the classroom Holy Family Canossian School (Kowloon Tong)
F.I.N.A.L R.E.V.I.S.I.O.N. Today’s Agenda- Warm- up : Tea Party game- review grammar Review vocabulary/writing – PPT- (Turn into passive voice) Call my.
A Parent’s Guide to Formative Assessment Communication is Key! Education is shared between the home and the school. Good communication is important as.
Linguistics, Pragmatics & Natural Grammar Chen Lin Beijing Foreign Studies University.
Skills development in the study of history Advice and guidance for practitioners for History National Qualifications 1. Introductory advice and guidance.
VCE Learning. To unpack the challenge of enhancing the quality of VCE learning What does the student need to know about how to interpret the task ? Ho.
John Clegg. Contents What is CLIL? CLIL objectives What to assess in CLIL Fairness issue Ways of addressing fairness reduce the language demands of the.
Programs of the Intel® Education Initiative are funded by the Intel Foundation and Intel. Copyright © 2007, Intel Corporation. All rights reserved. Intel,
Curriculum-Framing Questions Part 2. Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and.
© UCLES 2013 SAY TALK SPEAK TELL Teaching Speaking at B1 and B2 Bulgaria Cambridge Days 2015 Bob Obee.
Prepared by: Erma Heldayu Binti Idris P71691 GE6533 LANGUAGE LEARNING STRATEGIES INSTRUCTION.
Unit Portfolio Presentation Uzma Gul. Curriculum-Framing Questions Essential Questions Does time matter in our life? Unit Questions How do you express.
Chapter 9: Language and Communication. Chapter 9: Language and Communication Chapter 9 has four modules: Module 9.1 The Road to Speech Module 9.2 Learning.
Melissa Christie March 30, 2012 Curriculum Leadership Council.
FROM TEACH LIKE A CHAMPION Setting High Expectations.
The impact of peer- assisted sentence- combining teaching on primary pupils’ writing.
Effective Strategies for EAL Pupils. Advantages: Classification skills Conception formation Analogical reasoning Visual-spatial skills Creative.
Differentiated Instruction: The Big Picture 3 Curricular Elements Content –What students should know Process –What students should understand Product –What.
Communicative Language Teaching (CLT) Communicative Competence Is a term which was appeared firstly in Hymes’ article, “on communicative competence” Is.
The Year of the Curriculum : Life Without Levels The programme consists of a Bridging Unit and five further units: (Have you done the Bridging Unit and.
Literacy Across the Curriculum 2 ASSESSMENT FOR LEARNING.
Natalie Fong English Centre, The University of Hong Kong Good Practices in a Second Language Classroom: An Alternating Use of ICT in Independent Learning.
Understanding by Design UMS Opening Day Why UbD?
Common Core State Standards Mapping to the Core May 21, 2013.
HM Inspectorate of Education 1 Literacy and Numeracy Across the Curriculum May 2008.
CCRS QUARTERLY MEETING CCRS QUARTERLY MEETING LITERACY STANDARDS FOR HISTORY/SOCIAL STUDIES; SCIENCE AND TECHNICAL SUBJECTS
Specific Considerations in Evaluating Teachers of ELLs Adam Bauchner Mid-State Regional Bilingual Education Resource Network.
TKT – 全球英語教師的專業認證 賴惠婷. WHAT IS TKT AND HOW TO PREPARE FOR TKT?
Studies on the Correlation between Network Technology-Aided Data- Driven Learning and Vocabulary Autonomy Learning LU Yanhui Hunan Normal University
Slide 1 © Crown copyright 2009 Talk for learning Session 3.
Teaching vocabulary. Introduction the average native speaker uses around only 5000 words in everyday speech your students won't need to produce every.
College of Science and Engineering Learning and Teaching Strategy Planning Meeting Initial Reflections Nick Hulton.
Choice Words, Opening Minds, and Mindset COOR ISD February 2015.
Research Proposal The Alignment between Design, Implementation and Affordances, in Blended and Distance Learning.
TEACHING WITH A FOCUS ON LEARNERS One model of Differentiation: Sousa and Tomlinson (2011) Differentiation and The Brain. Purpose: Understanding Text Complexity.
© 2017 SlidePlayer.com Inc. All rights reserved.