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How to teach kids to define vocabulary in English

Make Up New Words. Ask each student to make up a new word and a definition. Have each student write his or her word and definition on a Post-It, and put the Post-It in the appropriate place in the dictionary. Make a class list of the new words and their definitions. Challenge the class to use the words in everyday conversation.

more ideas:

http://minds-in-bloom.com/8-fun-dictionary-activities/

Pretend you are an alien. Tell students you are an alien who has arrived on Earth from a far away place and you know very little about their planet. Ask about objects (you may want to pick vocabulary that you would like to recycle) and ask them to explain what they are. Brainstorm what should a good definition include: what something is, what is it used for, what texture it has, what colour, etc. etc.                                                                                                            

Then ask students to pick words and without telling you what they are they should start explaining them so that you can guess.

It’s very funny when they say, for example, ’It’s black, it has buttons’ and your guess could be ‘It’s a cooker’, and they thought of a ‘keyboard’ ;) Then you may want to discuss with them what was missing in their definition, what could be added.

You may want to ask students to pick a few words and write definitions at home so that you may do pair work and some quick follow up in the next lesson.

Play Fast Track definition building

This is an excellent game to practise definition building. The words are appropriate for our context in Poland, the language level is fine. Students can read the definitions easily. It is a very good game to practice reading many definitions and learning to speak full sentences. There is less pressure on speaking English while playing a game, as the purpose is guessing and the definitions are already written. There are 392 cards with words in this game.        

You may want to encourage students to make up their own definitions as they become more proficient in their definition building.

 

Tips for teaching vocabulary. If you haven't heard of him, I'd like to introduce Robert Marzano. An education researcher and teacher, he stresses that in all content areas, direct vocabulary instruction is essential and suggests six steps:

Step one: The teacher explains a new word, going beyond reciting its definition (tap into prior knowledge of students, use imagery).

Step two: Students restate or explain the new word in their own words (verbally and/or in writing).

Step three: Ask students to create a non-linguistic representation of the word (a picture, or symbolic representation).

Step four: Students engage in activities to deepen their knowledge of the new word (compare words, classify terms, write their own analogies and metaphors).

Step five: Students discuss the new word (pair-share, elbow partners).

Step six: Students periodically play games to review new vocabulary (Pyramid, Jeopardy, Telephone).

Marzano's six steps do something revolutionary to vocabulary learning: They make it fun. Students think about, talk about, apply, and play with new words. And Webster doesn't get a word in edgewise.

https://www.edutopia.org/blog/vocabulary-instruction-teaching-tips-rebecca-alber

 

 


 

 

Tongue Twisters Day 8 listopada - pomysły na lekcje
 

Tongue Twisters Day 8 listopada to świetna okazja na wykorzystanie znanych łamańców językowych, poćwiczenie wymowy oraz płynności mówienia w języku angielskim.

Tongue Twisters wykorzystują podobne dźwięki w słowach do stworzenia odpowiedniej rymowanki, którą należy spróbować powiedzieć tak szybko jak to możliwe zachowując odpowiednią wymowę każdego ze słów.

Jak podnieść świadomość językową u dzieci? Jak sprawić, żeby zwracały uwagę na dźwięki oraz potrafiły je odróżniać?

Właśnie poprzez taką zabawę. Poniżej znajdziecie kilka przykładów Tangue Twisters. Zachęćcie dzieci do wypowiedzenia ich powoli, być może najpierw skupcie się na każdym słowie z osobna, a potem pracujcie na poziomie całego zdania, wymawiając je coraz szybciej i szybciej, gdyż wtedy jest najwięcej śmiechu i zabawy :)

Zachęćcie dzieci, aby wymyślały swoje łamańce językowe w języku angielskim. Nie zawiedziecie się, dzieci są bardzo twórcze. Skąd jednak mają się wykazać wiedzą o odpowiednich dźwiękach w języku angielskim? Co może pomóc im w pracy na lekcji?

Oto kilka podpowiedzi:

  • Pomoc w odróżnieniu fonemów w słowach w języku angielskim, z której dzieci mogą zawsze korzystać podczas zajęć:

Vowel Phonemes Frieze

  • Dla młodszych dzieci:

Fun with Phonics Vowel Match

Easy Phonics Words Alphablocks - Long Vowels
  • Pomoce dostępne online:

http://www.k5learning.com/reading/phonemic-awareness

https://www.education.com/games/phonological-awareness/

 

Poniżej kilka przykładów Tongue Twisters:

Santa's Short Suit Shrunk
 
I scream, you scream, we all scream for icecream!
 
A big black bug bit a big black dog on his big black nose!
 
Pirates Private Property
 
Six slimy snails sailed silently.
 
I thought, I thought of thinking of thanking you.
 
I wish to wish the wish you wish to wish, but if you wish the wish the witch wishes, I won't wish the wish you wish to wish.
 
Peter Piper picked a peck of pickled peppers.
A peck of pickled peppers Peter Piper picked.
If Peter Piper picked a peck of pickled peppers,
Where's the peck of pickled peppers Peter Piper picked?
 
Why do you cry, Willy?
Why do you cry?
Why, Willy?
Why, Willy?
Why, Willy? Why?
 
One-one was a race horse.
Two-two was one too.
One-one won one race.
Two-two won one too.
 
What a terrible tongue twister,
what a terrible tongue twister,
what a terrible tongue twister...
 
How many cookies could a good cook cook If a good cook could cook cookies? A good cook could cook as much cookies as a good cook who could cook cookies.

 Pozdrawiam

 

 

 

 

 

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