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Session 3. The objectives of this session are: to reflect on what the work from the previous session was like, what the learners have done to work on their grammar, etc. to help the learner realize the place of vocabulary in the process of learning a language.
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Session 3 • The objectives of this session are: • to reflect on what the work from the previous session was like, what the learners have done to work on their grammar, etc. • to help the learner realize the place of vocabulary in the process of learning a language. • to help the learner explore ways of acquiring and practicing vocabulary.
Session 3: Reflection on session 2 • Have your ideas o learning grammar changed since your work on the last session? • Were you able to identify the different facts, patterns and choices in the grammar structures you decided to work on this term? • In what areas have you had more / less problems? • In what areas do you need to work harder?
Session 3: Action • Check your answers to the classification activity for the Presentation, Practice, Production ideas, on the next slide. • How did you do? • Did you add many other ideas?
Session 3: Reflection • What do you do and how do you feel when in a conversation, you can’t remember certain word…? 1.Do you avoid speaking until you have learned the words you need? 2.Do you use body language, gestures, pictures and anything available to keep your conversation going?
Reflection: - If you answered yes to question one: • Are you happy about your fluency? • Are you doing something to learn those words you don’t know? - If you answered yes to question two: • Are gestures and body language always practical and appropriate? • How can you learn more words?
Session 3: Action • How many of the following words do you know and can use? Bag Face Entire Approve Tap Jersey Cavalry Mortgage Homage Colleague Avalanche Firmament Shrew Atrophy Broach Can Hallo Marquise Stationary Woodsman Bastinado Countermarch Furbish Meerschaum Patroon Regatta Asphyxiate Curricle Weta Bioenvironmental Detente Draconic Glaucoma Morph Permutate Thingamabob Piss Brazenfaced Loquat Anthelmintic Gamp Paraprotein Heterophyllous Squireach Resorb Goldenhair Axbreaker Masonite Hematoid Polybrid
Session 3: Action • Estimate how many word families you know: • Mark the words you know and can use. • Use them in a sentence or confirm their meaning in a dictionary. • Count those words which you absolutely know. • Calculate your score by multiplying the total number of words by 500.
Session 3: Reflection • Did you know… • There are more than 54,000 word families in English? • A native speaker adds 1,000 word families per year? • that an average university-educated English native speaker has a vocabulary of about 20,000 word families? • How do you compare? • How many words does a second language learner need to learn? • What words?
Which words? • High Frequency Words: 2000 words cover about 87% of running words in a text. • Receptive vocabulary: Those words that can be recognized when read or heard. • Productive vocabulary: Those words that can be recognized and also pronounced, used, and combined with other words correctly.
Session 3: Reflection • Which of the following aspects do you consider important when learning a new word? • to understand it (written and/or spoken) • to recall it when you need it • to use it with the correct meaning • to use it in a grammatically correct way • to pronounce it correctly • to know which other words you can use with it • to spell it correctly • to use it in the right situation • to know if it has positive or negative connotations
Session 3: Reflection • A word has the following components: • Form (pronunciation and spelling) • Structure (number, derivations) • Syntactic pattern (nouns, verbs, adjectives, adverbs) • Meaning (concrete – abstract words, restrictions, idiomatic use, multiple meaning)
Examples: - Structure: • number (singular-plural): boy – boys • derivations: create-creation-creative, etc. - Syntactic Pattern: • noun: house, dog, girl • verbs: work, read, go • adjectives: good, interesting • adverbs: quickly, enormously, late
-Meaning: • concrete: desk, book, man, • abstract: traffic, intention, profit, beauty • idiomatic use: make up one’s mind (decide) • multiple meaning: state (New York State-state of mind)
Session 3: Action • How can knowing the components of a word help you to improve your vocabulary? Explain. • What kind of things do you usually do to learn new words? Make a list. • When can you say that you actually know a word?
Write down a list Listen to a new word and repeat it Translate new words into Spanish Write a word several times Organize words in topics: furniture, parts of the car, etc. Use it in a sentence Form Structure Sintactic pattern Meaning Session 3: Action Decide which component of knowing a word, each of the following ideas helps with.
Session 3: Reflection There are four basic types of strategies that can help you improve your vocabulary: • Determination Strategies (analyze the word/s) • Social Strategies (learn from others) • Memory Strategies (memorize) • Cognitive Strategies (make decisions) • Meta-cognitive Strategies (evaluate)
Session 3: Action • Look at the list of different ideas included on each of the previous types of strategies. • Decide which ones would be good, appropriate, interesting, etc. to use when you work on your vocabulary on your lab visits, and use them. • Reflect and evaluate how the ideas worked for you, keep track of your results and continue experimenting and learning to improve your vocabulary.
