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Introduction:
“Traditionally, the presentation of new language items would swiftly be followed by the practice of these items. This
practice would typically take the form of some of kind of oral repetition, such as a drill. This notion of mechanical practice
underlies the popular belief that ‘practice makes perfect’. However simply repeating newly learned words is no guarantee
that they will move from the short-term memory store into permanent memory. New language –i.e. new words – needs to
be integrated into existing knowledge – i.e. the learners’ existing network of word associations, or what we called the mental
lexicon. There is a greater likelihood of the word being integrated into this network if many ‘deep’ decisions have been made
about it. In other words, to ensure long-term retention and recall, words need to be ‘put to work’. They need to be placed in
working memory, and subjected to different operations. Such operations might include: being taken apart and put back
together again, being compared, combined, matched, sorted, visualized and re-shuffled, as well as being repeatedly filed
away and recalled.”
(Taken from Thornbury, Scott. (2002). How to Teach Vocabulary. Pearson)
6. Teacher uses active and generative activities Teacher Divided students into 6 teams. She Gave
to embed and support vocabulary development each team one minute to list as many words as
during the lesson (e.g., word sorts, games, possible from the supermarket on a piece of
word riddles, art/drawing, sentence challenges, paper by using their dictionaries. The team with
etc.). the most words were the winners.
vocabulary that most have not had an autonomous work as expected by the teacher, is notable the interest of the teacher to
want their students Will acquire the new words from a dictionary which is an instrument-however, there was other such
as flashcards and teamwork were the most important techniques,since everyone made practiced of the new vocabulary
during class.
Reflection:
Using this observed lesson as a mirror of your own teaching, and based on the notes and analysis of the lesson you
observed, write a reflection in which you answer the following questions: What works well and what doesn’t work well
when teaching vocabulary? How teachers can you promote leaners’ responsible in acquiring new vocabulary? And if you
had the opportunity to teach this lesson, which changes would you include in order to teach vocabulary effectively?
You should write 300 – 400 words.
I would say that the oftenly using of the dictionary to explain meanings of new words, it is not enough for
students to internalize the usages and writing of each word, as an example during this lesson the teacher made
use of 3 different Instruments to exemplify vocabulary. In my opinion, this practice was the best, because all the
attention of the students was in the first part of the class, however. When the words of meals were illustrated the
teacher Wrote a long list of words on the top board of 30 words, I wonder if the teacher knows the limit of
words that a student at that level of language,specifically this specific group can withhold,what draws my
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attention is the indulgence in which promoted the use of the dictionary,teacher consistently uses the example
of bilingual students learn more words not only by reading text They also use the dictionary,she said. At least
those words every after 15 minutes.
Something that I'm absolutely sure about is copying dictionary definitions, probably all agree, is not an
effective way to learn vocabulary. Students cannot develop their autonomy alone, they should coordinate with
their teacher, in order to achieve the desired results. I personally think that autonomous learners are those who
are prepared to take some significant responsibility for his own learning. And in order to be better. The learner
should make decisions to set realistic goals, plan program of work such aspect come from teacher guide ,
however nowadays it is common to see some students learning from their own. That is the reason why we as
teachers, we must to fully engage students in practice so they learn from their partners as well as correcting
some mistakes in the process,as result motivation represents to be the key aspect through different and joyful
activities that make students focused on.
What I think to teach in this lesson will be split the into three steps. The first would have to do with an
activity that helps them to remember or practice of previous knowledge, maybe using the same material as the
teacher implemented during their class, I would use a domino game between words and drawings that between
couples should complete, only so it can be said that they are using the vocabulary and its directs meanings.
Then, as a concrete activity I would introduce the activity with an entertaining game where they interact with
food in English probably hard to do, but there is no better activity to teach food than to use real food, the teacher
would have left the homework of bringing the next Class a meal from the supermarket, the activity by
making each student define the product they have and in a short presentation, explaining to their partners what
element It is, the intention, they write down, its name and definition at the end I will use the different meal to
play, a role play where all the students represent a day in the supermarket teacher will provide a dialogue and
everyone must listen and watch their partner performing a day in the supermarket. As a key aspect they will eat
at class what all they bring to class, at the same time teacher will share other elements of food.
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