Search results “Specific vocabulary strategies”
This 6-minute mini-lecture describes specific strategies for developing students vocabulary Dr. Andy Johnson, Reading Specialist. www.OPDT-Johnson.com
Views: 1018 Dr. Andy Johnson
Specific Vocabulary Describing Ages for IELTS Task 1
Today we’ll talk about specific vocabulary describing ages for IELTS Writing Task 1. Visit ielts.allearsenglish.com for the simplest and most effective IELTS strategies. In IELTS Writing Task 1, you often have to write about statistics according to different age groups. Students usually have trouble paraphrasing these ages. Also, you may need vocabulary related to different ages of people in Writing Task 2 or on the Speaking Exam. To score highly for Vocabulary, you mustn’t repeat yourself. This means you need to use synonyms, or more specific words/phrases in your writing and speaking. Age Paraphrases and Specific Vocabulary: Age group- age range, age bracket Specific periods of life- infancy, toddlerhood, youth, childhood, teenage years, adulthood, mature individuals young adult, mid-life, elderly, *golden years, **seniors elementary school years, junior high/middle school years in one’s 60’s, pushing 60 (age 58/59), late twenties (age 28, 29) *Golden years is an interesting idiom for one’s older years. **We don’t say ‘juniors’ to paraphrase young people, but we do say ‘seniors’ for elderly individuals. Add these phrases to your vocabulary notebook. The next time you practice a Writing Task 1 about ages, reference this list! In our online IELTS course, 3 Keys IELTS, we give you all the strategies and practice you need to score highly on all parts of the IELTS exam. Check out our online course now, the only one with a guaranteed score increase, at allearsenglish.com/keys.
Views: 2792 IELTS Energy TV
Vocabulary Strategies For Your Middle School Classroom
4 of vocabulary strategies I use in my own middle school language arts classrooms. 2 of them are technology related and 2 are what I like to call "Old School." These strategies can also be used cross-curricularly!
Views: 4731 Jennifer Kelly
IELTS Vocabulary Building – Topic-specific Vocab (Government)
Need a band 7.5 or higher in IELTS? You’ll need to use high-end vocab to get the Lexical Resource score. This means using synonyms, and precise language whenever possible. In this video, we look at some vocabulary specific to the topic: government. For example, if discussing a city’s government, say municipality; the people in charge – elected officials. Use these words to build up your Idea Bank. Score higher on the IELTS and TOEFL essay. Need ideas for your essays? Check out our ideas e-book: https://writetotop.com/the-library/idea-bank/ New E-book now available: Technology & the Internet Find more writing tips at https://writetotop.com/
Views: 10907 Write to Top
IELTS Band 7+ Vocabulary Lesson 1: Family
IELTS Master Band 7+ Vocabulary Course Lesson 1 Learn words deeply to improve your IELTS writing, speaking, reading and listening scores. This first lesson focuses on "family" vocabulary words and collocations. For more IELTS practice, visit http://ielts-master.com
Views: 852276 IELTS Master
Classroom English: Vocabulary & Expressions for Students
http://www.engvid.com Are you the new student in your English class? Do you understand what your teacher is saying? In this lesson, we will go over some of the vocabulary, expressions, and questions that you might hear in class. What do you say if they are speaking too fast or if you didn't hear? It can be stressful to ask questions, but after this lesson, you will be more confident participating and interacting with your teacher and classmates. Take the quiz: http://www.engvid.com/classroom-english/ TRANSCRIPT: Hi. Welcome again to www.engvid.com. I'm Adam. Today's lesson comes as a request, because I know that there are actually quite a few of you who are teachers of English, and you wanted to know some classroom English. So, today, we're going to look at classroom English. This is more for beginners, especially people who have just joined an English class, an ESL class, EFL class, etc. and you're starting to get used to the classroom environment, and you're not exactly sure what the teacher is saying, what you should say, etc. We're going to start with the teachers. What do teachers say that you need to understand? Okay? [Clears throat] Excuse me. First, the teacher will take attendance, or the teacher will take roll call. Sorry, these are two separate words, "roll call". Basically, they want to know who is here and who is not here. Okay? So, if a student is in the class, he or she is present. So, if the teacher says: -"Bill?" -"Present." -"Mary?" -"Present." -"Bueller? Bueller? Bueller?" Bueller is absent. He or she is not in the class. So, "absent", not here. "Present", here. If the teacher has finished with attendance and starts to teach the class, and a student comes in then, that student is late. And they get a little check. Too many lates, you get into trouble. Now, you could be absent, but you can have an excused absent, means that you have a note from your parents, from your doctor, from your boss, or the teacher just knows that you're not coming today and it's okay; it's excused. Now, the teacher will give you commands. He or she will tell you to do things. Okay? So, it's very important that you understand what to do. If a teacher says: "Put up your hand", or: "Raise your hand to ask a question, to make a comment, to ask to go to the bathroom", put up your hand. Raise your hand. Don't speak out. Because if everybody speaks out, it's just noise. Put up your hand, ask your question, get your answer. Okay? Then, the teacher will ask you: "Take out your notebooks. Take out your pens. Take out your earphones." Basically, get them ready, we are going to use them. Okay. "Take your seats." Basically means sit down, sit. Okay? So, he's trying to get organized, or she is trying to get organized. Next, they'll say: "Take out your book. Turn to page 37." Means open your book, page 37, let's start reading, working, etc. Now, if the teacher wants you to do things, but not alone... For example, if you're doing math, yeah, you do it alone no problem. If you're doing ESL, the teacher will want you to work in pairs. It means two people together, so you can speak. "Work in groups", means get into a few people together; three, four, five. If he wants a specific number, he will say: "Get into groups of", or: "Work in groups of three." So, you find your two friends, three sit together, do the exercise. Now, if the teacher... As everybody's talking, the teacher wants everybody be quiet and listen to one student, he will say or she will say: "Please pay attention to Jack. Jack is going to speak. Everybody, please pay attention to Jack." Or if you're doing exercise, if the teacher wants you to be careful about one word or one grammar structure: "Pay attention to the independent clause." Means be very focused, be aware. Okay? So, these are the basic things you need to know what... That your teacher will say. Now, you're the student, you have questions or you don't understand something, what are you going to say or what are you going to ask?
Vocabulary in the Content Areas
Instructional strategies for teaching vocabulary in the content areas.
Views: 649 Danielle Hartsfield
How to increase your vocabulary
http://www.engvid.com Here are some great tips for remembering your vocabulary and learning new words. This lesson will show you how to learn more than one new word at a time and how to practice learning and remembering words that will improve all areas of your English quickly. Watch the video, then take the quiz: http://www.engvid.com/how-to-increase-your-vocabulary/
How to Teach Vocabulary Acquisition - TeachLikeThis
Video #28 - Vocabulary Acquisition Students are exposed to approximately 88,500 words before Secondary School graduation. These words are divided into three tiers: Words students can pick up in conversation, Words that have academic rigor but are generalized, and Words that are Subject and Content Specific. In order to help students acquire meaning for all these words, a six step approach is the best. 1) Provide a definition 2) Students restate the defintion in their own words 3) Students draw a picture of the word that helps them remember 4) Students use the word in assigned activities 5) Students discuss the term with their peers 6) Students play games with the term(s) in a non-pressure environment Connect with TeachLikeThis via twitter @teachlikethis, facebook.com/teachlikethis pinterest.com/teachlikethis and [email protected]
Views: 26401 TeachLikeThis
Mix and Match Vocabulary Review Strategy.m4a
Mix and Match is an interactive review strategy that works very well for content specific vocabulary. It and many other interactive strategies can be found in Everyone's Invited! Interactive Strategies that Engage Young Adolescents published by the National Middle School Association. Other strategy demos can be found by searching spencerj51 on You Tube.
Views: 1619 Jill Spencer
The Easiest Strategy to Stand Out in IELTS Speaking Part 1
Today you’ll learn how to stand out from other students, for higher scores, in IELTS Speaking Part 1. Visit ielts.allearsenglish.com for the simplest and most effective IELTS strategies. Your goal on the IELTS Speaking Exam is to make the examiner notice you. You want to not sound like every other band-score 6 IELTS candidate. The strategy for Speaking Part 1 is simple- talk about the first personal, specific example that comes to mind! Most students provide only superficial, general answers. So, the way to be interesting and unique is to be specific. This leads to higher scores for: Fluency and Coherence- you are providing more specific ideas Vocabulary- you are showing more specific vocabulary Pronunciation- when you talk about something personal, a strong, clear memory, you are more likely to sound interested and engaged in what you are saying, thus showing more emotive speech For example: Did you eat a lot of candy when you were a child? Most band 6 students: Yes, of course. All kids like candy. I loved it. You: [paraphrased from video] Of course I loved candy! All kids do. My favorite was… I don’t remember the exact name, but it was a package of 3 differently-flavored sour sugars. It came with a hard, white sugar stick that you licked, dipped in the sugar, and ate. I’m sure it’s full of chemicals, but I adored it. What colors would you not use to paint the walls in your home? Most band 6 students: Black. That’s depressing. You: [paraphrased from video] I stay away from dark colors. They make the room look smaller and suck up the light. My room, for example, has one wall that is eggshell white, a matte color. There’s also one wall that is light blue. I like having an accent wall, featuring a color that makes me feel positive. In our online IELTS course, 3 Keys IELTS, we give you all the strategies and practice you need to score highly on all parts of the IELTS exam. Check out our online course now, the only one with a guaranteed score increase, at allearsenglish.com/keys.
Views: 4628 IELTS Energy TV
Secondary September- Morphology for Content-Specific Vocabulary
The literacy focus for September is Morphology. Divided Circle Map: In this video segment, the teacher and students create a word map that includes four different sections: definition, picture, sentence, and sample words. The divided circle map can easily be adapted to all subject areas to help build content vocabulary knowledge. This and other strategies that support morphology can be found in the September section of the MDE Literacy Focus of the Month Manual
Views: 67 MDE Literacy
Vocabulary Teaching Technique
http://thinkingschoolsacademy.org Words carry specific meaning and as such are the keys which unlock understanding of what is being heard, spoken, and read. Effective 21st century teaching and learning requires that teachers in every standard and content area be skilled at helping students to learn new words every day. Vocabulary Lesson: Knowledge of words is critical to understanding what is being read and teaching students how to “unlock” unfamiliar words helps them with their understanding. At every stage of the learning process, teachers can guide students to develop a deeper understanding of new words. Strategies include pre-teaching for new words, use of word maps, word walls, and vocabulary logs (a journal kept by students with new words and examples of correct usage). Also visit: http://homesofhopeindia.org
Views: 2597 Paul Wilkes
Reinforcement of Content Specific Vocabulary
Northeast Elementary
Views: 75 Bryan Hummel
vocabulary strategies
Views: 37 Sofia Ferrer
IELTS: Vocabulary - Topic Specific Vocabulary and Collocations
Prepare for IELTS Online here: https://www.ieltspodcast.com/online-ielts-course/ IELTS Essay Correction: https://ieltspodcast.com/essay-correction-service/ IELTS: Vocabulary - Topic Specific Vocabulary and Collocations http://goo.gl/UoyT8I In this episode, I walk you through some tips on your vocabulary choices for IELTS A high scoring IELTS essay requires the writer to cover all tasks and address all aspects of the question, provide coherent arguments with topic sentences, and use complex and simple sentence variation. Also, the writer must incorporate topic specific vocabulary and collocations. Collocations are words that are commonly used together in a sentence. Common formats of frequently used collocations include: “adverb + adjective,” “adjective+noun,” “noun+noun,” “noun+verb,” and, “verb+noun.” Remember in your writing that correct grammar is extremely important. This video provides you with a list of collocations and topic specific vocabulary. An easy way to incorporate these into already created sentences is to substitute simple words for more advanced ones and simple phrases for collocations. Using topic specific vocabulary and collocations will greatly improve your writing for the IELTS exam as a whole. Subscribe to my Youtube channel: https://www.youtube.com/user/IELTSPodcastBW?sub_confirmation=1 Facebook Page https://www.facebook.com/IELTSPodcastcom-340400232667909/ Twitter https://twitter.com/ieltspodcast Google + https://plus.google.com/103841070232388314306/ Youtube Channel https://www.youtube.com/user/IELTSPodcastBW Slideshare https://www.slideshare.net/IELTSPodcast Prepare for IELTS Online here: https://www.ieltspodcast.com/online-ielts-course/ IELTS Essay Correction: https://ieltspodcast.com/essay-correction-service/ Ben Worthington IELTS Podcast, IELTS Success tutor http://www.ieltspodcast.com/ IELTS: Vocabulary http://youtu.be/yD_B1JO9aoc
Views: 10463 IELTSPodcast.com
Explicit Vocabulary Teaching Strategies
Dr. Curtis describes explicit vocabulary instruction & provides classroom examples, talks about key strategies students can use, & explains why it is important to provide explicit vocabulary instruction in content area classes.
Views: 60244 AmericanGraduateDC
TOEFL Tuesday: Vocabulary Questions
Need more TOEFL practice? Check out Magoosh: http://bit.ly/magooshtoeflprep Our lesson today is about a specific type of question on the TOEFL reading section: vocabulary questions. There are 3-5 of these on every TOEFL reading passage. Since you will see 3 or 4 passages on your test, you could see nearly 20 vocabulary questions like this on your test. That makes them very important. They’re also important to do quickly. Simply knowing the meaning of the word is the fastest way to answer a question like this, so expanding your vocabulary is a good idea for improving on these questions. You don’t want to rely on reading the text every time. Let’s look at the example: The primary purpose of the male cicada’s song is to attract a female with which to breed. Cicadas tend to be very well camouflaged, and can blend into their surrounding tree-based environments easily. The song of the cicada provides the clues through which the female cicada can find the nearest male. The word camouflaged in paragraph 3 is closest in meaning to hidden buried placed heard (Note that the text is only an excerpt. A full TOEFL text is 700+ words.) If we know “camouflaged” means that something looks like the area around it, so the thing cannot be seen easily, then the answer to this question is clear: “hidden” is the best match in meaning. We don’t need to read the text to answer, which is good, because it’s fast! But if you don’t know the meaning of the word “camouflaged,” the text can help a bit. The description immediately after the word “camouflaged” gives us a clue. It says that cicadas “can blend into their surrounding tree-based environments easily.” But this depends on the phrasal verb “blend in.” The word “blend” means “mix,” in a way. If you blend red and yellow, you create orange, for example. The phrase “blend in” means that something it’s hard to see, because it looks like other nearby things. Animals often use this to be safe, because they’re hard to see. That is same as the meaning of “camouflage.” There’s also another clue. If we consider this paragraph as a whole, we understand a few key points: Male cicadas sing so females will come. Females use the songs as clues. The song helps females find males. So we can infer that the males are hard to find. Imagine if they were easy to find: the females would not need clues. So if they are hard to find, “hidden” makes sense as an answer. But here’s the tricky part: “buried” and “placed” also make some sense. You can’t easily find something that’s buried, and “well placed” could mean that it’s hard to find, in a good location to hide from danger. The TOEFL likes to use words that make some sense as wrong answer. But they simply don’t match the meaning of the tested word. “Camouflaged” and “buried,” for example, have very different meanings. So knowing the meaning before reading the context is extremely important, especially because it can save you so much time. Get ready for the TOEFL! Improve your scores: http://toefl.magoosh.com Visit our blog: http://magoosh.com/toefl/
Views: 10951 MagooshTOEFL
Assess Vocabulary with Cloze Passage
After teaching a new concept, it's necessary to assess students' overall understanding and comprehension. When the instruction includes a heavy dose of new vocabulary, a cloze strategy works well. At first glance, a cloze passage may appear to be a simple fill-in-the-blank worksheet. However, if teachers follow these five steps, they can develop a tool that measures students' comprehension of essential vocabulary. STEP 1: List the key terms students should have mastered within the unit. STEP 2: Generate a summary of the content covered, utilizing any or all of the domain-specific terms listed in Step 1. STEP 3: Strikethrough the vocabulary words within the summary to produce the first draft of a cloze passage. The purpose of this assessment is to measure students' understanding of a concept based on their ability to use domain-specific vocabulary accurately. However, in its current state, the summary will be too vague. For students to apply the correct vocabulary words within the right blanks, they must monitor the cloze passage for meaning. Consequently, the sentences must provide context clues that indicate which word fits where. STEP 4: Reread the initial summary and insert details, synonyms, examples, and explanations that would help students infer what word fits the context of the sentence. (There are several types of context clues. These are the same details students use when they are inferring the meaning of any unfamiliar word within their reading.) STEP 5: The final step is to rewrite the summary incorporating these additional context clues and deleting the vocabulary terms themselves. Plan to add a title to the cloze passage, as it provides students a starting point or main idea to initially focus their thinking. It's also not a bad idea to share the final cloze passage with a colleague before administering it to students. This provides a quick check that there are enough details to infer the intended terms. Introduce cloze-passages Before giving the first cloze-passage assessment, introduce this strategy within a few whole-class activities. Explain that the passage itself provides "clues" that will help students infer the omitted words. Be sure to reveal the types of context clues that will support their inferring. Also, clarify that these clues often come within the sentence but may appear in the sentence before or after the blank, too. For younger grades, execute this whole-class activity with the sentences written on sentence strips and displayed within a pocket chart. Put the vocabulary words on separate index cards and post them on the board for all to see. Begin to read the cloze passages, and as students discuss which term best fits the context, move the index cards around the pockets allowing students to physically see the words within each sentence. For those classrooms with interactive whiteboards, the key words might be blocked out or covered up with a box. Then, when working through the passage with students, write in their suggested answers. After finishing the entire passage, slide their answers above the line of text and delete the box revealing the correct vocabulary word. For the full article and downloadable content, please visit the article on our website: http://www.smekenseducation.com/Assess-Vocabulary-with-Cloze-Passages.html
Views: 2058 SmekensEducation
Strategies for Teaching Reading 2: Dealing with Unknown Vocabulary in a Text
These ELT Teacher Training Videos from Oxford University Press India aim to address significant and common issues in day-to-day classroom teacher-student interaction. About this video: This video focuses on the significance of working out the meaning of a word in the context of the text. It also prescribes certain steps for doing the same. About the Author: Dr Ray Mackay is an ELT expert and teacher trainer with more than thirty years experience. He has taught at various schools and colleges in Europe, Africa and South Asia. He has been associated with primary teacher-training and textbook projects in eastern India since 2003 and has also been awarded the MBE for his services to English teaching in India.
Views: 13973 OUPIndia
Tuesday ACT: Vocabulary Words in Context Questions
In this Tuesday ACT video, Magoosh's ACT expert Kristin Fracchia goes over a helpful strategy for tackling Vocabulary Words in Context questions. This strategy will help you act the Verbal section of the ACT! :D These kinds of questions ask you to find the meaning of a certain word in context. The "in context" part of this is key, because the ACT usually chooses vocabulary words that have multiple meanings! So you should approach these questions by reading the sentence that the word is in. Here's the step by step process to answering these questions: 1. Don't look at the answer choices! This way, you won't get fooled by trick answer choices. 2. Read the sentence that the word is in, and replace the word with a word of your own. 3. Go back to the answer choices, and look for the one that is closest in meaning to the word you chose. If you'd like to learn more about how to approach these questions, you can take a look at the following blog post: https://magoosh.com/hs/act/act-reading/2016/act-reading-strategy-vocabulary-in-context-questions/ Find more free ACT resources on our blog: http://magoosh.com/act/. Also check out Magoosh's awesome, comprehensive ACT prep at act.magoosh.com.
Views: 2701 MagooshACT
IELTS Writing Task 2 VOCABULARY for Band 7+ | Must-know SYNONYMS
How can you demonstrate a sufficient range of vocabulary required to score Band 7 in IELTS Writing task 2? In this video I will show you 4 ways to avoid word repetition. And will give you a downloadable PDF file with synonyms for 20 most common adjectives used in IELTS Writing task 2. Let’s get started!☟click to show more☟ ✦ ✧✦ ✧✦ ✧✦ ✧✦ ✧✦ ✧✦ ✧✦ ✧✦ ✧✦ ✧✦ ✧✦ ✧✦ ✧✦ ✧✦ ✧✦ Materials for IELTS exam preparation: Download PDF – Synonyms for IELTS Writing task 2 (Adjectives) - https://goo.gl/hCkb8i IELTS Writing – 11 best tips https://youtu.be/08GHfN9Pu3U IELTS Writing task 2 | Model answer + Step-by-step guide https://youtu.be/adX86WIj74g IELTS Speaking Practice Course https://goo.gl/3rxueA ✦ ✧✦ ✧✦ ✧✦ ✧✦ ✧✦ ✧✦ ✧✦ ✧✦ ✧✦ ✧✦ ✧✦ Hi, it’s Asiya. Do you know that Lexical Resource weighs 25% of your Writing task mark? That means that a quarter of your Writing score depends on your vocabulary. If you look at the IELTS band descriptors document, you will see that in order to score Band 7 for your Lexical resource, you need to demonstrate that you use a sufficient range of vocabulary. One of the ways to do so is to avoid unnecessary word repetition. Let me show you 4 ways to avoid repeating words in your essay. ✦ ✧✦ ✧✦ ✧✦ ✧✦ ✧✦ ✧✦ ✧✦ ✧✦ ✧✦ ✧✦ ✧✦ » STAY CONNECTED « Subscribe to our newsletter: https://goo.gl/GduM2C Contact us: https://goo.gl/Qa58yf Website: http://fastrackedu.co.uk/ Instagram: https://www.instagram.com/fastrack_education/ Facebook: https://www.facebook.com/fastrackeducation/
Views: 184731 Fastrack Education
8+ Specific Vocabulary for Apps and Mobiles
Today you’ll learn band 8 specific vocabulary for apps to use on your next IELTS Speaking Exam. Visit ielts.allearsenglish.com for the simplest and most effective IELTS strategies. The topic of cell phones and apps, or applications (we rarely use the full word), pops up often on the IELTS Speaking Exam. In Speaking Part 1, you could be asked about your favorite ones, for instance. In Part 2, perhaps you’ll be asked to describe a time you were glad your phone was with you. Then, in Part 3, you may be asked more serious questions, about digital addictions and social media issues. The key, as always, to getting high scores for Fluency and Vocabulary is to always provide specific details, and the vocabulary today will help you accomplish that. 8+ Vocabulary for Apps Podcast app- an app that streams podcasts, such as the All Ears English one (allearsenglish.com/bonuses), and Stitcher Push notifications- notifications that apps send to your phone, that pop up on your lock screen or home screen, such as those from newspapers like the New York Times Disable- turn off a function Enable- turn on a function Fitness trackers- apps that track your exercise or eating habits Streaming content- audio or video that streams directly to your phone, such as Spotify or Netflix or YouTube Financial services- Most banks have their own apps these days, where you can transfer money, or make deposits or withdrawals Voice activation- without touching your phone, some apps can be activated, or turned on, just by talking to your phone Practice using today’s vocabulary in your own IELTS answers! In our online IELTS course, 3 Keys IELTS, we give you all the strategies and practice you need to score highly on all parts of the IELTS exam. Check out our online course now, the only one with a guaranteed score increase, at allearsenglish.com/keys.
Views: 3877 IELTS Energy TV
Vocabulary Strategies
Views: 57 Grade5ela
Context Clues - Vocabulary in Context - English Grammar
Context Clues - Vocabulary in Context - English Grammar. Subscribe this channel to get more knowledge,Lectures,Presentations etc. Facebook: https://www.facebook.com/g8knowledge Twitter: https://www.twitter.com/g8knowledge Context clues are hints that an author gives to help define a difficult or unusual word. The clue may appear within the same sentence as the word to which it refers, or it may follow in a preceding sentence. Because most of one’s vocabulary is gained through reading, it is important that you be able to recognize and take advantage of context clues. There are at least four kinds of context clues that are quite common: 1) a synonym (or repeat context clue) which appears in that sentence; 2) anantonym (or contrast context clue) that has the opposite meaning, which can reveal the meaning of an unknown term; 3) an explanation for an unknown word is given (adefinition context clue) within the sentence or in the sentence immediately preceding; and 4) specific examples (an example context clue) used to define the term. There may also be word-part context clues in which a common prefix, suffix, or root will suggest at least part of the meaning of a word. A general sense context clue lets the reader puzzle out a word meaning from whatever information is available – and this is the most common kind of context clue. Others describe context clues in three ways: 1) semantic or meaning clues, e.g., When reading a story about cats, good readers develop the expectation that it will contain words associated with cats, such as “tail,” “purr,” “scratch,” and “whiskers”; 2) syntactic or word order clues where the order of the words in a sentence can indicate that a missing word must be (for example, a verb); and 3) picture clues where illustrations help with the identification of a word.
Views: 8786 Get Knowledge
The Secret to Remembering Vocabulary
http://www.engvid.com/ OMG, there are too many English words to learn! Well, I can help. Watch this video to learn my own trick for remembering new words. In order to show you how this trick works, I will also teach you the following five words: hammered, creamed, bald, beard, and condo. After watching this video, remembering new words will be a piece of cake. Take the quiz here: http://www.engvid.com/the-secret-to-remembering-vocabulary/ Hello. My name is Emma, and in today's video, I will teach you a trick on how to remember vocabulary. So English has the largest vocabulary out of any language. I think it's close to 600,000 words in English. So how are you going to remember so much vocabulary? Well, when I was in China, I created a little trick -- and other people use this trick, too -- that really helped me to remember all the new words I was learning. So in this video, I will teach you this trick. So what you do -- I have a bunch of interesting pictures on the board -- is any time you come up across a new word and you're learning a new word, you need to make a picture in your head of this word. A good idea is to try to think of other words that sound like this word and imagine funny situations in your mind. So what do I mean by that? Well, let me show you. The first word I'm going to teach you today is "bald", "bald", b-a-l-d. What does it mean to be "bald"? It means to have no hair, okay? So if you have no hair, you are "bald". How do you remember this word? Well, if you use my trick, you can imagine a word that sounds like "bald" -- maybe "ball", basketball, soccer ball. So in your mind, I want you to imagine a ball. It can be a basketball, a soccer ball -- any type of ball. Now, imagine the ball with a face. Imagine the ball with no hair on top, maybe a little hair on the side, a little hair here, but no hair on the top. Because "ball" and "bald" sound alike, if you imagine this picture for maybe ten seconds, it will help you to remember it in the future, okay? Think "ball with no hair". Okay. Let's try our second word: "beard". What's a beard? It's the hair that comes off a man's chin -- usually, women don't have beards. So it's the hair that comes down like this. How are we going to remember this word? Well, imagine a man with a beard, and inside the beard is a bird, a little bird, tweet tweet! And what's it doing in the beard? Why, it's drinking beer. Okay? So this little picture is -- don't know if you can see that, but that is beer. So imagine a bird drinking beer. Those two words together -- beer. This isn't beer; this one is. Imagine "bird" and "beer". Together, if you put the words together, they make "beard". A bird drinking beer in a beard. Can you say that fast? "Bird drinking beer in a beard." So maybe, if you picture this for ten seconds, you will remember this word. Okay. Next word I want to teach you today: "creamed". So what does it mean to be "creamed"? "We creamed you guys." "You guys got creamed." It means someone lost a game very badly. If our team creamed your basketball team, your basketball team lost; our team won. So you don't want to be "creamed". If you get "creamed", it's bad. It means you lost, you lose. So how can you remember this? Well, imagine someone -- maybe somebody you don't like, somebody you play basketball against or some sport. Imagine throwing a bunch of ice cream and it hits their face -- because the keyword "cream", "ice cream". So if you can imagine ice cream on someone's face, it will help you to remember the word "creamed". So imagine that for ten seconds. So think "ice cream on face", "creamed".
IELTS – 3 Reading Strategies
Is the IELTS Reading section very challenging for you? Can't finish all the readings and questions before the time is up? In this lesson, you will learn three approaches to the IELTS Reading section and their pros and cons. The goal of this lesson is to help you finish the test on time without compromising your understanding of the readings. Learn how to read less while answering more questions correctly. After watching, make sure to do the quiz to test your understanding. Good luck on your test! https://www.engvid.com/ielts-3-reading-strategies/ https://www.GoodLuckIELTS.com/ https://www.writetotop.com/ WATCH NEXT IELTS Writing: The 3 Essay Types https://www.youtube.com/watch?v=pJ-Vyqxn1To TRANSCRIPT Hi again. Welcome back to www.engvid.com. I'm Adam. Today's lesson is about IELTS. As usual, with IELTS lessons, I will be speaking a little bit faster than normal. It's good for your listening practice. But if you're not taking the IELTS, you can still listen and try to follow us as we go through this section. So, let's begin. Today, I'm going to look at the IELTS reading section. I'm going to look at three different approaches to tackling the IELTS reading section. Students always ask me: "What should I do with the reading? How do I do it? How can I finish on time? How can I answer more questions?" Right? So I'm going to give you three approaches, three different ways to try to do the IELTS. Okay? We're going to look at three different ways. They're completely different from each other. The most important thing I want to tell you before we start: you have to know what works for you. Okay? One of these approaches will work for you; the others may not. Practice all three. If you're comfortable with one and it seems to work for you, and your score seems to be getting better, stick with that one and practice that one. Don't try to do all three each time. Figure out which one works, and just practice that one the most. Okay? The most obvious one and the first one we're going to talk about: read the entire passage, and then tackle the questions. Now, a few things to say, good and bad, about this approach. So, you have 20 minutes, let's say, that you're going to start from the first passage, you're going to do about 17 minutes; the second passage, you're going to spend 20 minutes; the last passage, you're going to spend 23, 24, 25 minutes. So, you have to do this very fast. So: can you read the entire passage and do the questions in that timeframe? Okay? That's the question you must ask yourself. Are you a fast reader? Can you comprehend everything you're reading? How is your vocabulary? Things like this. Some people, they must read everything, from beginning to end, and then go to the questions. But they can also keep; they can retain the information they've read, so when they go to the questions, they know where to go back and look for the answers. Now, the good part about this is that you have all the information in your head once you've read the entire passage. The bad part is that you're going to be reading the passage twice. Okay? Or not the whole passage, but you're going to read big chunks of the passage twice. You'll have read it the first time, you'll go to the questions, and then you'll be reading again to find the answers, because you're looking for specific words now. When you get to the questions, sometimes it's only one word difference from what you read in the passage. So, do I recommend this? Yes and no. If you're a fast reader and you can comprehend, then yes, do that. If you're not a fast reader, then no, don't do this. You'll be wasting too much time and reading more than you need to. What I'm going to do with these two approaches is show you how to read less. So you don't need to read the entire passage; you just need to read the areas that contain the answers to the questions. So, the second approach: go straight to the questions. You look at the question. First of all, understand the type of the question. Is it a multiple choice? Is it a fill-in-the-blank, like a summary? Are you looking for like headings for each paragraph? Are you looking for the title? Etc. Figure out what you're looking for, read the question carefully, pick out the keywords in the question or the key idea in the question, and then scan the passage. Don't read the passage. Just quickly look everywhere for where that information ought to be.
Bomb Birthday Vocabulary for IELTS Speaking
Today you’ll learn specific birthday vocabulary to use on your IELTS Speaking test. Go to allearsenglish.com/insider for your free Video IELTS Masterclass! You could definitely be asked about birthdays on your IELTS Speaking test. For instance, in Speaking Part 1: 1. What do people do on their birthdays in your country? 2. What do children do on their birthdays in your country? 3. What gifts do you give children/adults on their birthdays in your country? 4. How important are birthdays as you grow older? Also, in Part 2, you could be asked to describe your favorite birthday. In Part 3, you could discuss the cultural significance of marking our birthdays. Keep in mind that, as these questions are closely related to culture and country, you may need to think of more specific vocabulary for your own answers. IELTS Birthday Vocabulary Live it up- to celebrate with a lot of energy, in a big way Goodie bags- little gift bags for guests; for kids, they’d contain candy and little toys Go all out- use all of your energy and resources to celebrate something Specific birthday activities in the U.S.- pin the tail on the donkey; scavenger hunts Practice using today’s vocabulary in the comments section below! Tell us about birthdays in your country, and be specific! In our online IELTS course, 3 Keys IELTS, we give you all the strategies and practice you need to score highly on all parts of the IELTS exam. Check out our online course now, the only one with a guaranteed score increase, at allearsenglish.com/keys.
Views: 842 IELTS Energy TV
Learning Vocabulary in Context Part 1
This short video series was produced for the Intensive English Program of Kenton County Adult ESL, KY. This series is designed to teach advanced level ESL students how to learn vocabulary in context, utilizing a specific technique to show how to acquire new vocabulary in a systematic way. In Part One, students will learn the meaning of collocations and how they are helpful in recognizing the use of words in context.
What Is The Definition Of Vocabulary Knowledge??
To have knowledge means to know or be aware of things a person's receptive vocabulary is the larger two. Googleusercontent search. Vocabulary and its importance in language learning tesol expanding vocabulary knowledge right track reading. Looking at l2 vocabulary knowledge dimensions from an eurosla. This intro cant for them to acquire more productive vocabulary knowledge and develop their own is beyond correct decoding. Though word as what is a word, does it mean to know the meaning of and most why do you go school? For knowledge, course. Adolescent literacy topics the importance of vocabulary in language learning effective instruction keys to. Vocabulary learning strategies and concepts read naturally, inc a review on the important role of vocabulary knowledge in 'depth knowledge' wiley online library. Skey literacy component vocabulary. Construct definition and validity inquiry in sla research, stuart webb. The intended meaning of the speaker or signer establish what vocabulary means to focus on teaching it. Council for council learning disabilities effective vocabulary instruction kindergarten to 12th grade students experiencing le url? Q webcache. Vocabulary concepts and research big ideas in beginning reading. Council for developing vocabulary knowledge building what does it mean to know a word? Vocabulary and reading ideals @ illinoisvocabulary wikipedia. There is a strong relationship between vocabulary knowledge and reading comprehension; Students need to understand the meaning of critical words they will jul 20, 2010 teaching. The main goal when providing reading vocabulary instruction is to develop an association between the printed form of a word and its meaning or meanings, in case with more than one jul 7, 2015 knowledge rating american revolution generalization (can define word); Application use correctly); Breadth words meanings. Wide or extensive independent reading to expand word knowledge of vocabulary in comprehension. Expanding the student's knowledge bank of vocabulary words is according to steven stahl (2005), knowledge; The a word not only implies definition, but also how that fits learning dominant in language acquisition, whether therefore, this review an attempt broaden our and its [19] chapelle c. Depth of vocabulary knowledge refers to how well words are known. Vocabulary knowledge reading comprehension. However, there is no definition of vocabulary depth that widely agreed generically defined as the knowledge words and word stahl (2005) stated, knowledge; The a or rating (blachowicz, 1986definition for any they ticked in 'know it well column draw sketch important to reading because oral written use analysis process involved understanding letters, often viewed critical tool second language (1998)states can be defined, roughly, we teach knowledge, comprehension will affected (chall direct instruction means teaching specific words, such pre follow from complex ill nature dimension. Vocabulary is understanding the meani
Views: 81 Pan Pan 1
Webinar: Read Naturally Live—Beyond the Basics Vocabulary
We want each student to read the stories in Read Naturally Live fluently. But reading accurately and at an appropriate rate is not enough. Comprehension is the essence of reading! And, we know that vocabulary impacts a student’s ability to comprehend. Vocabulary is intentionally emphasized throughout the steps of Read Naturally Live, and students must read for meaning to meet requirements for passing each story. By understanding how to make adjustments for specific students, you can maximize your students’ vocabulary development and strengthen their comprehension. *Webinar Handout* https://www.readnaturally.com/userfiles/ckfiles/files/rn-live-vocab-webinar_handout.pdf Attend this public webinar to learn: • How Read Naturally Live promotes vocabulary development and strengthens comprehension. • How to differentiate instruction by customizing the story options and directions for specific students or groups. • How to teach students specific strategies for answering the vocabulary questions correctly on the first attempt. • How to use some tips and ideas to promote vocabulary development. • How to access additional resources on the Read Naturally website. This FREE 30-minute webinar is appropriate for: • Classroom teachers • Reading specialists • Title I teachers • Special Ed and RTI teachers • Curriculum specialists • Paraprofessionals Presented on September 20, 2018 by Karen Hunter, Educational Consultant. Duration 30 minutes.
Views: 115 Read Naturally
How to Use Multiple Activities to Practice One Core Vocabulary Word on an AAC Device or Board
https://www.speechandlanguagekids.com/use-multiple-activities-practice-one-core-vocabulary-word-aac-device-board/ Having trouble teaching a new core word button to a child with AAC? Denise Ferremi from Speech Language Pirates joined us on The Speechie Show to show us how you can set up multiple activities and opportunities to teach a child one specific core vocabulary word on his/her AAC device. --------------------------------------------------------- Welcome to the Speechie Show! Being a speech language pathologist often means having too much work and not enough planning time. To beat the overwhelm, we’re bringing you the tricks and tools that will make your job a little bit easier. Carrie: Hey everybody and welcome to the Speechie Show. I'm Carrie Clark from speechandlanguagekids.com and I am here with Denise from Speech Language Pirates. How are you today Denise? Denise: Good thanks. How are you? Carrie: I'm good. So, happy to have you on. We are going to be talking today about how to introduce a new core vocabulary word on a child's AAC device or board. And we are going to specifically share with you some ways that you can use different activities to use the same word to give them lots of multiple repetitions and really learn that word very concretely. So, we're going to be talking about that here in just a minute. If you are new to the show, this is the Speechie Show. We do this once a week over here on Facebook Live. We have audience participation. We do some giveaways here at the end. And we share some tips on one specific topic for speech and language therapy. So today we're talking about AAC and how to teach a new core vocabulary word. So, if you are watching with us live right now, go ahead and type in what kind of AAC apps or devices are you using right now. We'd really love to hear what you're using so we can make sure that we tailor our message to you. Alright, Linda is on and is an SLP in Garden City, NY. Hi Linda, welcome. Ok so go ahead and type in what kinds of AAC you are using and while they are doing that, Denise why don't you go ahead and introduce yourself and your company. Denise: I'm Denise and I'm from Speech Language Pirates. I live right around the corner from Linda in Garden City. I live on Long Island in New York. I work full time in speech language, well in a special education preschool. And I do Speech Language Pirates, also. So, I have a blog and a Teachers Pay Teachers store. And that's it. Carrie: Now do you just specialize in AAC or do you have a lot of other stuff on your website, as well? Denise: No, I have a lot of other stuff on my website. I previously worked in elementary so I have some for as old as 6th grade, even 7th grade. But now my more recent resources are for the preschool age because that's where I am now. So, it's everything from articulation to AAC. Carrie: Absolutely, wonderful. Alright, ok let's see, Linda says Novochat, Proloquo2 and Peks are the AAC that she's using. Perfect. Ok if you are watching with us live go ahead and type in the type of AAC you are using and don't forget to share so we can share this information with other SLP's, as well. And Tia said she would like to hear information regarding Lamp and she says she's only ever heard about that. You know Lamp is probably one that we could do a whole separate Speechie Show on. Do you do a whole lot of the Lamp program? Denise: Yes. Not to quote a Steve Carell movie, but I do love Lamps! Hahahaha. It is probably my favorite AAC app and it's sort of, the reason I love core vocabulary is because of Lamp. It's what introduced me to core vocabulary and it sort of reinvigorated my own buy in to AAC after tons of apps and Peks and a lot of other things were sort of used, not so great in classrooms. I really love how Lamp works and basically core vocabulary. Carrie: Yeah, so what we are talking about today is going to fit really well with Lamp if we do have a Lamp user out there right? Denise: Yeah. Lamp is basically a philosophy and the people who came up with Lamp have an app, an AAC app that they market. But you can use the principles...to read more, visith our blog post: https://www.speechandlanguagekids.com/use-multiple-activities-practice-one-core-vocabulary-word-aac-device-board/
Views: 5099 Carrie Clark
Khan Academy Live: SAT Reading Class
Need help with SAT reading? Join Eric, one of Khan Academy’s SAT experts, for an SAT reading class. During class, Eric explains a proactive approach to answering reading questions and walks through some of the most common types of questions. This is an edited version of our livestream from March 2, 2017. RSVP for our additional live SAT classes: Khan Academy Live: SAT Writing on 3/9 https://www.facebook.com/events/1207342579373551/ Check out Official SAT Practice on Khan Academy - it’s free! http://www.khanacademy.org/sat
Views: 179110 Khan Academy
Vocabulary Instruction 2nd.mp4
Dr. Anita Archer demonstrates explicit vocabulary instruction using read alouds.
Views: 26232 WithPearlsOfWisdom
Professional English Vocabulary: Meetings
There's a lot of specialized vocabulary that's used in the office. If you work in an office and want to present yourself professionally, it's especially important that you are able to understand and use these terms. In this Business English video, I'll teach you words that you'll hear in business meetings. We'll go over a show of hands, adjourn, consensus, and other important vocabulary. There's a lot on the agenda for this lesson, so don't forget to take minutes, and to take the quiz here: https://www.engvid.com/professional-english-vocabulary-meetings/ TRANSCRIPT Hi. Welcome to www.engvid.com. I'm Adam. In today's video I want to talk to you about some business English, but more specifically, we're going to talk about meetings, business meetings and what goes on there, and some of the vocabulary you will need to know if you have to go to some of these meetings. Okay, we have a bunch of words here. I'm going to go through each one, make sure you understand what it is. So, every meeting has to have an "agenda". Actually I'll stand on this side a little bit. Every meeting has to have an agenda. What is an "agenda"? An agenda is basically the plan or the list of topics that need to be covered in this meeting. Right? So by the end of the meeting you have to cover these points, and then the meeting can break up or whatever. Okay? So that's the plan. We also use this for other situations, like somebody has an agenda, means somebody has a goal they're after. In a business meeting, the plan. The goal is to finish these lists... The list of priorities. At a meeting someone will be "designated" to take notes. Okay? So, "you designate" means you choose someone or you assign someone a specific task. Okay? So, every... Every meeting somebody else takes a turn or sometimes some big companies have one person whose job is to take those notes. Now, those notes are called "minutes", like the same minute... Like, you think about it in terms of time. "Minutes" are the notes or the summary of a meeting. Okay? At the end of the meeting the person who was designated to take the notes will go back to his or her desk, and type up a list of the main highlights of the meeting, and whatever goals were achieved, whatever items need to be discussed next meeting, etc. So, notes. Now, somebody might put forward a "motion". Okay? "Put forward a motion". A motion is basically the same idea as a proposal. Somebody says: "Okay, I think we need to do this. Let's vote on it." So anything that needs to be voted on is called a motion. Okay? Their idea, their plan, their suggestion, etc. After somebody puts forward the motion, everybody else in the meeting room will have "deliberations". Okay? They will deliberate on this motion. Basically they will discuss it. Everybody will say what they think, what they like, what they don't like. There'll be a general discussion about the motion, and that's called deliberations. Sometimes these deliberations involve a "conference call". A conference call is basically a call with people outside the meeting room, it could be on Skype, some sort of video program, it could be just a telephone call, but it's a speaker and everybody in the room can hear and be heard, and the person on the other end can be... Can hear and be heard as well. So it's a conference call. Then everybody will "brainstorm" to come up with new ideas. So, "brainstorming" is basically thinking, but thinking hard about a specific topic, and trying to come up with different ideas for that topic, how to do something, etc. Hopefully everybody in the room will "collaborate", people from different departments might come into a meeting to talk about a project or a product, or whatever, or a campaign. Everybody has to collaborate, everybody has to work together, that's what "collaborate" means. A good company will have people who like to collaborate, they'll like to work as a team; some companies it's a bit more difficult. Then after the deliberations, after the brainstorming, after all their talk, it's time to vote. Okay? So everybody will "cast a ballot". We also talk about this when we talk about politics. After the campaign for a political position, the public goes to cast a ballot. They go to the ballot box to vote. So, "cast a ballot", vote. Now, there are different ways to do it. There's a secret ballot. Okay? If you have a secret ballot, then everybody writes their answer, their choice on a piece of paper, puts it into a box, and then somebody collects them: "Yes", "No", whatever. There's an open ballot that everybody knows what everybody else is voting. This is called "a show of hands". "Show of hands, who's for the project? Who's against?" Okay, and then more hands this side, this side wins; more hands this side, this side wins. "Show of hands". In a classroom a teacher might use this: "Okay, does everybody understand? A show of hands. If you understand, put up your hand." Good. […]
Vocabulary Part 4
Table of Contents: 01:02 - Adaptations 02:10 - Adapting Class Assignments and Homework 03:57 - Constructing and Adapting Tests 05:01 - Study Skills and Learning Strategies 06:22 - Time Management and Scheduling 07:57 - Self-Monitoring and Reinforcement 08:19 - Process Skills 08:57 - Explicitly Teach Skills in Note-taking 09:06 - Explicitly Teach Skills in Note-taking 09:28 - Explicitly Teach Skills in Note-taking 09:30 - Text Usage 10:11 - Text Usage 10:13 - Text Usage 10:25 - Reading and Study Skills 10:42 - Skimming 10:44 - Scanning 10:50 - Skimming 10:59 - Scanning 11:03 - Using Visual Aids 11:23 - CLUE 11:25 - FUR 11:26 - SNIPS 11:26 - Sequential Study Methods 12:06 - Survey Pass 12:08 - Size-Up Pass 12:08 - Sort-Out Pass 12:09 - Expression Skills 12:15 - Try to Remember 12:29 - Recall Study Skills 13:27 - Expression Study Skills 13:33 - Test-Taking SkillsPIRATES 13:35 - ACE 13:36 - Oral presentations skillsTALKS 13:37 - A Self-Evaluation Checklist for Teaching Specific Strategies 14:20 - A Self-Evaluation Checklist for Teaching Specific Strategies 15:21 - A Self-Evaluation Checklist for Teaching Specific Strategies
Four Square Vocabulary
This vocabulary activity can be used for ELL and non-ELL students. This can be used to make a classroom content-specific vocabulary book or may be used as each student's individual flashcards.
Views: 750 Joanna Pascoe
IELTS Speaking Part 1 Strategies- 3 Ways to Impress the Examiner
Today you’ll learn how to impress the examiner in IELTS Speaking Part 1. Go to allearsenglish.com/insider for your free IELTS Video Masterclass Series! The first thing you must do, when the examiner asks you a question, is smile, and then answer immediately. The smile is important, but then do not pause and leave a gap of silence, or say, uh, uh uh. That will drop your fluency score right away. ‘ Instead, say, "Uh, well, actually," or "Well, hm." Secondly, in Part 1, don’t use the filler phrases that students always learn in class, like, “Well that’s a tough/interesting question.” Those are for Part 3. If used inappropriately, it drops your Fluency scores. Strategy 3 is to use native filler phrases to start your answer, then provide very specific details in all parts of the Speaking Exam. For instance, if asked about public transport, you could say, "Hm, yeah, well, actually, I live in Portland Oregon, and we have the Max. It's the public train that everyone takes. It's like the tube, but it's not underground, it's above ground. And I don't actually live next to a Max stop but I can ride my bike to a next stop within like two minutes. So it's very convenient and available, not only to me, but to everyone throughout the whole city." For higher Fluency/Coherence scores, and Vocabulary scores, follow today’s strategies. Visit ielts.allearsenglish.com for more IELTS resources. Join our free IELTS Masterclass at allearsenglish.com/insider.
Views: 98119 IELTS Energy TV
Strategies for Teaching Vocabulary
*What particular strategies would you recommend for teaching vocabulary to ELLs? 3rd Q&A from Freddy's 5/7/2014 webinar, Vocabulary Matters. View the entire webinar at: http://youtu.be/PIC_f1G7Vyw?list=UUepe5FZzFaa2kfZojwywYqQ Presentation slides for the webinar are located at http://www.textproject.org/events/reading-plus-webinar-2/
Views: 4540 TextProject

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