5 Best Ways to Introduce New Vocabulary
New vocabulary is one of the basic building blocks in your students' learning. But have you ever put much thought into how you introduce new words. Learning long laundry lists of words can be very tedious for students. On the other hand, introducing words in students' native language and then translating them into English or vice versa is not very effective, either. You have to start training them to think in English right from the start. Needless to say, the language you are teaching should be spoken at all times, even if students are absolute beginners.
So, how do you introduce new vocabulary without resorting to translation or long lists of words? Here's your answer!
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Dramatically Improve the Way You TeachHow to Introduce New Words
Pointing is probably the technique of choice when teaching real beginners. The teacher shows students illustrations or flashcards and points to the items they wish to teach. You can also use posters. Power Point presentations, or different types of computer software where illustrations are presented in electronic format. Google Images is a real life-saver! Pointing works best with nouns which include food, clothes, animals, professions, sports, classroom objects, office supplies, etc… but also colors, actions, and any adjective that can be clearly illustrated (like facial expressions, for example to teach feelings). The main advantage of pointing is that words may be introduced in blocks, and you may easily and effectively introduce several in one lesson. Works well with visual students .
This technique can be used with students of all levels and works best with concepts and ideas that can't be easily seen or touched, like abstracts, or anything that is not a real object. There are different ways to use substitution:
Substitution works very well with phrasal verbs. which usually have a one-word equivalent: Do you put off going to the dentist? You postpone seeing your dentist.
However, you should be careful when using words that are not exact synonyms or antonyms. Remember to imply that the connotation may be different in some cases.
This technique is similar to substitution, but in this case, you set a scene or situation and then substitute it with a new word or phrase, thus effectively naming the scene.
Miming and Total Physical Response
This technique works great with kinesthetic learners, namely those who learn best by moving their bodies. Most teachers believe that mining works best with children. particularly when it comes to exaggerating emotions and facial expressions, but adults may also enjoy miming.
Most teachers are also aware of the advantages of Total Physical Response in the ESL classroom. TPR works well with parts of the body (I’m touching my nose! Touch your nose! ), actions (I’m walking to the door ), and the imperative mood or commands (Sit down! Stand up! )
The main advantage in miming and TPR is that you can get students physically engaged in the lesson. It gets them out of their seats and shakes things up. So make sure you maximize opportunities to get them moving!
The use of realia, or real-life objects in the ESL classroom can make a huge difference in student learning. It engages them and motivates them to learn. It’s fun and sets a more natural learning environment. Some realia you may use to introduce new vocabulary includes:
Make sure you introduce new words in context and give students plenty of chances to practice. Whatever resources you many need, rest assured that BusyTeacher.org will provide more than enough.
Which techniques do you use to introduce new vocabulary? Feel free to share them in the comments below!
On this page you will find some language for presentations, also known as 'signpost' phrases. Many of these are similar to (or the same as) the lecture cues a lecturer uses. They are another example of the formulaic language used in academic contexts. You do not need to learn all of these phrases. Your basic aim is to be able to use at least one phrase for each function (e.g. expressing purpose and showing the structure in the introduction. using transitions between sections, referring to visual aids. concluding ).
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How many more you learn after this is up to you. Presentations usually have many visual aids and transitions, so it would be useful to learn two or three different phrases for these functions. On the other hand, you will only state the purpose once in a presentation, so one phrase is enough for life!Introductions
The introduction is a crucial part of any presentation. There are many functions which you need to achieve:
Phrases for all of these are given in the box to the right.
Greeting the audience
Expressing the purpose
Giving the structure
Giving the timing
It is important to be able to refer to your visual aids appropriately.
Some useful phrases for visuals are shown to the right.
A vital part of any presentation is 'transitioning' (moving on) to a new section. Why is this so crucial? Mainly because of the difference between listening and reading. When you are reading, you can easily see where one section (or paragraph) ends, and another begins. This is not true when you are listening. To help with this, good academic speakers, whether in presentations or lectures. give cues to signal the end of a section. This helps the listener understand the structure and follow the main points.
Some useful transition phrases are shown to the right.
There are some other phrases which are useful in a presentation. These include giving examples, summarising a point or section, and making a digression.
The conclusion, like the introduction, has several functions which you need to achieve:
Phrases for all of these are given in the box to the right.
Below is a checklist for presentation language. Use it to help you prepare. You can download a copy of the checklist from the speaking resources page .
Item (I can/the speaker does)
Jina July 05, 2016
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Last week we promised to share some of our proofreader’s tricks of the trade and, because we’re great at keeping promises, here they are. Again we’re looking at the common English errors that proofreaders will look for when they are studying a document. This week we’re going to stick with the comma theme and explore another one of the errors that seem to appear regularly: failing to use a comma after introductory phrases or words.Introductory Phrases
Introductory phrases and clauses pretty much do what they say do. They introduce something. We like to think of it as setting the stage for the rest of the sentence. You should use a comma after you have prepared readers with an introductory element in order to let them know that the main subject and verb are yet to follow. Introductory parts of a sentence can be small, medium or large in length but cannot stand alone as a complete thought. For more information about what constitutes a clause, see our article: what are phrases?
If you need more insights into phrases, check out our guide to five types of phrases .What is an introductory clause?
An introductory clause will describe where, how, when, why or how. They can be small, medium or large in length but, regardless of their size, a comma should follow them. Here are some sentences, can you spot where the comma should be placed?
Here’s the correct version of the sentences:
An introductory word is a single word that sits on its own at the beginning of the sentence:
Introductory phrases are similar to introductory clauses but are not complete clauses because they do not have both a verb and a subject. For example:
Quite simply, all our proofreaders carry all of these grammatical rules in their heads and they will apply them to the manuscripts they check. So if you’re not too confident about your grammar skills, you can ask an expert to check your writing on your behalf. Here at Vappingo we charge less than $0.020 per word for our proofreading service . so there really is no excuse for making mistakes with your written English.Free instant quote