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Throw Away Your Dictionary!

Throw Away Your Dictionary!. By Yvonne Hynson CLESOL 2008. Throw Away Your Dictionary! Workshop objectives:. To show the need for this book To show how the book works To give hands on communicative practice To show the many ways needed to guess. Find Your partner.

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Throw Away Your Dictionary!

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  1. Throw Away Your Dictionary! By Yvonne Hynson CLESOL 2008

  2. Throw Away Your Dictionary! Workshop objectives: • To show the need for this book • To show how the book works • To give hands on communicative practice • To show the many ways needed to guess

  3. Find Your partner 1. You should all have a strip with either a question(orange) or an answer on it. Find your partner so that your question and answer make sense. Introduce yourself. Do you agree with the answer? Can you add anything from your own experience? Ask others about their strips. There will be a quick feedback in 5 minutes. 2. In small groups match the strips. Discuss,introduce yourself and add anything from your own experience. There will be a quick feedback in 5 minutes.

  4. Do you agree? • Why teach how to guess unknown words? • What are students who are unable to guess meaning of new words in context lacking? • What do many teachers do in a situation where there are unknown words? • Because it is an important literacy skill. • The guessing strategies that native speakers take for granted when they read. • Preteach vocabulary, give the meaning on request, or say, “Look at the words around the unknown word.”

  5. Do you agree? • Are the strategies for guessing unknown words the same at all levels? • Why are some language students better at guessing than others? • Are mother tongue instructions OK for teaching these strategies? • Yes, just the vocabulary is more advanced and sometimes the grammar markers are more complex. • Because their script is similar to English, they are proactive learners, or they already know some strategies. • Yes, the strategies are not dependant on English language but actively using them is.

  6. Do you agree? • Do you have to learn all of these ways? • Why not teach all the strategies at the same time? • Isn’t learning about these strategies more of a self-study, self-development activity? • Yes, if you want to know the ways a native speaker guesses and ways to read better. • For Upper Intermediate students it isn’t a problem but one at a time is more effective for lower levels. • Yes, independent learning is fine but it can be communicative as well.

  7. LAYOUT Currently, there are three sections exploring the strategies by category: 1. Illustrations, styles and punctuation (Other ways) 2. Grammar markers and inference 3. Word inference. The fourth section provides revision activities and overviews, and the fifth section contains answers. Table of Contents is laid out to give an overview of the number of units in each section, as well as reading skills and study/language skills for self-study development.

  8. The graded text in each unit is embedded with punctuation, syntactic and lexical clues for guessing unknown words and builds on previously introduced strategies. Reading skills are exploited: gist, inference, prediction, analysis of format, comprehension, skimming and scanning for detail.

  9. Each strategy is interactively tested with yes/no/don’t know questions to develop students thinking but they are encouraged to use the answer section if they are unsure. The analysed strategies are then tested and extended. There is constant revision and repetition of the strategy in the tests, instructions and metalanguage. Matching exercises in section 4 regularly recycle vocabulary and strategies too.) Simple mind maps train students in usage and creation as well as reinforcing the strategies and providing overviews of the topics.

  10. OK ! Let’s try out a unit in small groups: Unit 2 - Jobs underground Instructions: 1. As there is very little time, please talk through the answers rather than writing them and simulate a student environment. Two (or three) ‘students’ should occasionally act ignorant as the other ‘student’ acts as the teacher and is always looking at the answer section, correcting or giving information if ‘don’t know’ is the choice.

  11. Mind map of ways • You should have this simple mind map of ways to guess unknown words in context. Add examples.

  12. Throw Away Your Dictionary!A simple mnemonic to help you remember is GOV. G is for Gr _ _ _ _ _ Ma _ _ _ _ s O is for Ot _ _ _ ways V is for V _ _ _ _ _ _ _ _ _

  13. Throw Away Your Dictionary!Another mnemonic FEAR WORD PC helps you remember the ways. • F is for form • E is for ex _ _ _ _ _ w _ _ _ _ • A is for as _ _ _ _ qu _ _ _ _ _ _ _ • R is for re _ _ _ _ _ _ _ words • W is for word f _ _ _ _ _ • O is for other ways eg illustrations, glossary, side-notes • R is for repe _ _ _ _ _ _ of id _ _ s and f _ _ _ • D is for def _ _ _ _ _ _ _ words • P is for pu _ _ _ _ _ _ _ _ _ • C is for co _ _ _ _ _ _ _ _ _s

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