Lesson 7 Teaching A New Language

Columbia University **We aren't endorsed by this school
Mar 8, 2023
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C2 General Lesson 7: Teaching A New Language INTRODUCTION If you were to take raw materials, and put them together using the correct recipe, you will have a great finished product. In this case, vocabulary and function are the raw materials, and grammar is the finished product. So you'd have to first add each letter, then each word, and in that order of course before you can make a grammatically correct sentence. So when we teach a new language, each of our lessons include some of these "ingredients". Sometimes it is combined in one lesson, and sometimes not. Mostly, we focus on one area, not all of them. This allows better management of the students and assists them in their advancements. It doesn't matter what the class level is or how the teacher arranges th e lesson - there are four fundamental things that students need in order to learn a new language. Be exposed to it. Understand its meaning. Understand how it's constructed. Be able to practice and produce it. Applying the correct combination or structure on how to teach is certainly up to the teacher. An effective teacher will in fact think about the best structure and may even apply different structures for different levels, or different students in the same level. We can easily apply our methods to introduce a new language. Lessons that are
C2 General specifically targeted to grammar or vocabulary commonly use the "lecture" approach, whereas function-based lessons are more commonly approached with "mix" or "banter" structures. How to Teach Vocabulary Vocabulary is the fundamental of learning English, extremely important to students, especially at the early stages when students are motivated to learn the basic words they need to get by in the language. There are two types of vocabulary - receptive and productive. Receptive vocabulary are words that the student knows and doesn't use, Productive vocabulary are words that the student knows and uses. The students' receptive vocabulary is always going to be larger than the students productive vocab. How easy or difficult a vocabulary item is will largely depend on a number of factors: Similarity to English words already known. Appropriacy Spelling and pronunciation. Similarity to the students' own language. Choosing Vocabulary Teaching vocabulary and grammar is very different. I am sure you'll agree that teaching grammar is best taught according to the level of student. This is not so with vocabulary. The issue with teaching vocabulary though, is deciding which words to teach, what vocab to choose, what will suit this learner? Yes, the text book is there to guide you, but you can also ask yourself these questions:
C2 General The lesson I am teaching, what words are appropriate to the task my learners will perform? The lesson I am teaching, what words are appropriate to the students I am teaching? Example, are they able to comprehend the meaning of this word in their own language? How often will students come across this word? Can this word impact their daily lives? Is this a visual word? A clear word? One that I could act out if necessary? What do students need to know about a vocabulary item? Use - how/when it is appropriate to use. Spelling - how it is written. Interaction - how it interacts and affects other words. Meaning - what it means. Word grammar - where it belongs. Pronunciation - how it is spoken. Techniques for Teaching Vocabulary Engage - the introductory part - similar to presentation in PPP The following methods can all be used to help engage the students and to elicit/explain meaning (remember, elicit means to ask the students before you explain). Mime and action Pictures
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