Essay 1 How we know a word

Essay 1 How we know a word

1. What are the difficulties in using synonyms to explain vocabulary when working with beginners? The difficulties in using synonyms to explain vocabulary when workings with beginners are that the students do not understand the synonym because they did not learn it. Should we use synonyms that are unrecognizable to the students, we would have to explain all the various shades and hues of the meaning of a vocabulary and the synonyms, thus increasing the teachers TTT. If we assumed the students knew the synonym, we would be teaching vocabulary without any kind of context to assist students in figuring out meaning on their own, moreover, we would be teaching too many new vocabulary items in one lesson. All these difficulties deter the students from learning new vocabulary. For example, explaining the meaning of the vocabulary big to beginners could not be done with the synonym enormous, because the students simply do not understand the synonym. Depending on the level of English proficiency of the students, teachers are generally discouraged from using synonyms as explanations to a new vocabulary (164)2. Why is it important to be clear in your own mind on the denotation and connotation of a word before you teach it?

To be a good ESL teacher who gives beginners a solid foundation, the teacher should understand and differentiate the concepts of denotation and connotation. Connotation refers to the positive and negative associations that most words naturally carry with them. Denotation refers to the precise, literal definition of a word that might be found in a dictionary. Denotation clearly states what you mean literally. Connotation alludes to another meaning, something that might be initially hidden.

Clear communication relies on more than mere vocabulary. Emotional intent conveys a meaning and implication in regard to the relationship betweens speakers. Words may be grammatically innocent yet pregnant with ill intention. For example, both scrawny and slender have similar denotations, but scrawny sounds inferior or sickly, while slender evokes a more graceful or positive image. Understanding the connotations of words can enhance description, meaning, and tone. Moreover, the source of misunderstanding in a particular conversation often lays in the words connotations, for example, the differences between anyways and whatever. Anyway implies that the response made by the other speaker in the conversation is irrelevant. Whatever implies that the comments responses by the speaker annoy or aggravate the listener. These two words used by American teenagers to mean, Leave me alone and no one is listening to you are not words to be randomly interspersed into a conversation with someone you are attempting to befriend. (179)

From these examples, it is clearly important for the teachers to be crystal clear in our own mind on the denotation and connotation of a word before we teach it. 3. Suppose your student told you his/her (correct) choice of a word was based on a decision that it just sounded right. Would you confirm for the student that this is a valid reason to use the word, or would you ask for a more logical explanation?

The conjecture of choice of a word based on sound is not entirely incorrect. On a case by case basis, these words exist, because they sound right together, these are collocations, words that are associated with each other because they sound right together. For example, we usually say heavy rain. It is correct grammatically to say strong rain or big rain, but both of these sound completely strange. A native English speaker would never say big rain. If you use the normal collocation heavy rain, your English will sound a lot better and more natural and it will be easier for native speakers to understand you. I would therefore confirm for the student that sounded right is a valid and logical reason. Originally, I firmly believed that sounded right is not the only reason why collocations exist, I believed there is a +4. Prepare a list of 10 common collocations. (Do not use the examples in the module) a) Make an effort

b) Catch fire

c) Pay respect

d) Keep calm

e) Go bankruptf) Come on time

g) Get frightened

h) Break off negotiations

i) Take care

j) Break a leg

k) Strong tea

l) Powerful computer

Essay 2 Context and Meaning, teaching Vocabulary

1. What techniques would you use to teach the following?

Smooth

To go out on a date

Harmful

SilverwareTo dance

Watermelon

2. What are some advantages and disadvantages of using authentic materials to provide contexts for teaching meaning?

3. Find an article, story or create a text of your own (a paragraph is sufficient) that could provide a context for teaching vocabulary. Identify the level for which it would be appropriate. Then identify 5 to 8 vocabulary words and describe how you would teach them

Essay 3 Concept Checking in Vocabulary work

1. Find an article, story or create one of your own (a paragraph is sufficient) that could provide a context for teaching vocabulary. Identify the level for which it would be appropriate. Then select 5-8 vocabulary words and identify them as either lexical concepts, grammar concepts, or functional concepts. List the CCQs youd use to check comprehension.

2. Explain the CCQs you would use to make sure students understood the meaning of the following (after they had been taught):

Not onlybut also (John not only arrived on time but also brought a gift for the hostess.) Stress (There was too much stress in her life from both her family and her job.) Even though (He passed the test even through we had expected he would fail.)