Tìm thấy 20+ kết quả cho từ khóa "Teach vocabulary"
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TEACHERS’ AND STUDENTS’ ATTITUDES TOWARDS USING LANGUAGE GAMES TO TEACH VOCABULARY:. attitudes towards using language games to teach vocabulary. The first finding indicates the majority of the teachers and students have positive attitudes when applying language games to teach vocabulary. The final finding shows some possible difficulties faced by the teachers and the students when using language games to teach and learn vocabulary.. Definition of language games. Types of language games.
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The use of mind-mapping stretegies in teaching of. 1: Mind mapping motivates students to learn vocabulary.. 2: Mind-mapping is one of the useful techniques in learning vocabulary.. 4: Mind-mapping helps students to organize words in a system.. 1: use mind-mapping in pre-writing activity. -Teach vocabulary by mind-mapping.. -Mind-mapping to brainstorm the topic of sports and games. Teach vocabulary by mind- mapping (Figure 4). -*Revision: Mind- mapping (Figure 2). Using mind mapping (Figure 6).
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Furthermore, they believed that the students’ excitement could be considered as one of their motivations in teaching vocabulary via MALL. As a result, the above data confirmed the advantages of using MALL for teachers when teaching vocabulary to their students.. The shortcomings of using MALL to teach vocabulary For students.
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USING ANIMATED E-STORIES TO IMPROVE PRIMARY STUDENTS’ VOCABULARY RETENTION. The research aims at investigating the effectiveness of using animated e- stories to teach vocabulary to primary students. Via results gathered from the questionnaire and teaching diaries, most of the students have positive attitudes towards the application of animated e-stories in vocabulary lesson. Rationale of the study. Scope of the study. Method of the study. Significance of the study. Design of the study.
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The research analyses conclude in the necessity of looking for specific strategies and methodologies to teach vocabulary in order that learners can improve both comprehension and production of the target language. In fact, it is estimated that second language learners need more than 95% of the vocabulary to understand written texts. the learning of vocabulary in language learners rather than on grammar structures of the language.
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The first we come to vocabulary.. Elicit to teach vocabulary. Control Ss to practice vocabulary.. Check vocabulary ( what and where. Fix the pictures on the board and ask Ss:. Pre- teach vocabulary:. by bike: bằng xe đạp - by bus: bằng xe buýt. by motorbike: bằng xe máy - by car: bằng xe hơi. by train: bằng tàu thuỷ - by plane: bằng máy bay. Have Ss listen and repeat.. Have Ss practice in pairs.. Give the model sentences.. Run through all the pictures.. -Model the first cue..
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Summary of the study The study is aimed at investigating the situation of teaching and learning vocabulary in Tieng Anh 3 at Du Hang Kenh Primary School to find out how the teachers there have been using games to teach vocabulary and what types of games should be used to teach vocabulary to young learners.
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The first post -test was delivered in the fourth week to identify the extent to which students could retain vocabulary after four weeks of applying images in vocabulary teaching.. The vocabulary range in the first post-test was those that students learnt during the four first weeks of the study in which images were utilized to teach vocabulary.
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These test scores were gathered and then analyzed to identify the students’ vocabulary retention before applying compilation of theme- based lexical lists.. Secondly, compilation of theme-based lexical lists was applied to teach vocabulary on the experimental class in four weeks. whereas, the control class was taught without using compilation of theme-based lexical lists.
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Read (2000) states that “the descriptiveness, accuracy, and quality of writing are influenced directly by the learners‟ vocabulary size and word knowledge”. The aim of the study is to design some activities to teach vocabulary.. The objectives of the study are:. This study is planned to search the effectiveness of the designed activities in instructing of the vocabulary, to enhance students‟ vocabulary retention and to know the students‟ opinions of these activities.
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Pre – teach vocabulary : an eucalyptus. a cactus a date palm a lizard a fox. a mosquito net Check : R.O.R. Pre – speaking:. The trees and animals in the desert. ask Ss to give words. teacher’s instruction. listen and think _ give words. banana eucalyptus cactus date palm. While – Speaking : DISCUSSION. Have you ever gone to. Have you ever seen desert. Post – speaking. a mosquito net a box of match a car
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Vocabulary: dentist, take a rest, carry, sweet.... Teacher’s: student’s and teacher’s book, pictures, cassette.. Students’: books, notebooks, workbooks.. Teacher’s activities Students’ activities Warm up: Sing - What’s the. matter with you? Song.. Look, listen and repeat.. The class sing: What’s the matter with you?. Look at the pictures in the book guess what the story is about and point at each picture to elicit their. Check and corect.. Teach vocabulary: dentist, take a rest, carry....
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-Teach vocabulary: in, on, at, by, think, will.. Sentence: Where will you be at weekend ? ->. Where will you be at weekend ? ->. Ask and answer. Identify the characters.. Listen and repeat.. Play roles to read.. Identify the people in each picture:. Listen to the T and repeat.. I’ll be at home. Have Ss work in pairs to practice.. Call some pairs to talk in front of the class.. Call on some pairs to perform the task at the front of the class.
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-Teach vocabulary: revision: once, twice, three times/four times a week. How many lessons do you have today?. I have four: Englsh, PE, Math, Vietnamese - Have Ss work in pairs to practice.. Call some pairs to talk in front of the class.. Call on some pairs to perform the task at the front of the class. Ask them to look at modal sentences - Have Ss work in pairs to play roles. Ask and answer. How often do you……….?. once, twice, three times/four times a week. Identify the characters..
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Do the same with Nam’s part and peter’s part - Teach vocabulary:. Hide-and-seek blind man’s bluff - Elicits the structures. Do you like badminton. Yes, I do.. Do you like hide- and- seek. No, I don’t 2. Have Ss look at the pictures on page 66. Elicit the characters in the pictures and their names. Ask Ss to guess and complete the speech bubbles.. Practice in pairs. Look at the pictures in the book. Listen and repeat. Read in pairs. Look at 4 pictures. Ask them to act out the dialogue1.
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T uses pictures on page 73 to teach vocabulary.. Ss read the vocabulary chorally, then individually.. T sets the scene: You are going to read Nga’s letter which she writes to Lan. In the letter she writes about her house. Before reading the letter, you read the. A - Ask a student to read all statements first.. Ss read and predict T or F. The house is in the country b. There is a river near the house.. There are trees to the left of the house.. There are two gardens.. Answer the questions..
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Have Ss look at the pictures on page 26 - Teach vocabulary:. Sing the song. Look at the pictures in the book. Listen and repeat. Read in pairs. How old five. Elicit the structures. How old are you. I’m eight years old.. Elicit the characters in the pictures and their names.. Ask Ss to guess and complete the speech bubbles.. Ask them to act out the dialogue1. Repeat the step with some other pairs for pictures. Have Ss practice acting out the dialogue in pairs, using the pictures..
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Have Ss look at the pictures on page 32 - Teach vocabulary:. Sing the song. Look at the pictures in the book. Listen and repeat. They they are=they’re. are not=aren’t. Are they your friends? –Yes, they are - No, they aren’t Elicit the characters in the pictures and their names. Ask Ss to guess and complete the speech bubbles.. Ask them to act out the dialogue1. Repeat the step with some other pairs for pictures. Have Ss practice acting out the dialogue in pairs, using the pictures..
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Have Ss look at the pictures on page 60 - Teach vocabulary:. What colour is your box. It’s red What colour are your pencils?. They’re green. Elicit the characters in the pictures and their names. Look at the pictures in the book. Listen and repeat. Look at 4. Point to the pictures and. Ss to guess and complete the speech bubbles.. Ask them to act out the dialogue1. Repeat the step with some other pairs for pictures. Have Ss practice acting out the dialogue in pairs, using the pictures..
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I/Pre-reading :1.Pre teach vocabulary. Ask students the question: What do you want to know about jeans? Make questions.. When did jeans become popular?/Why ->. Where were jeans made? ->. What were jeans made of?. Ask student to read the text to find out the answers to their questions and add more ideas.. Ask students to read the text to fill in the missing dates and words, exercise a),page 17.. Have students work in pairs to answer the questions (exercise b) on page 18)..