23. Types of activities. The activities of the teacher include

Effective Techniques of Pronunciation Teaching

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  Minimal Pair. Pronunciation techniques assist students to overcome problems associated with pronunciation. ...
  
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  The Description of how Sounds are made. ...
  
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  Using a Mirror. ...
  
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  Mother Tongue. ...
  
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  Tongue Twisters. ...
  
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  Songs. ...
  
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  Poems. ...
  
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  Drama.
  

44. The role of vocabulary in FLT. ​Vocabulary is an important focus of literacy teaching and refers to the knowledge or words, including their structure (morphology), use (grammar), meanings (semantics), and links to other words (word/semantic relationships). Vocabulary is clearly important for language learning as it underpins all other language skills, can be a stepping stone to high level language use and can help the student to achieve fluency faster.
45. Ways of teaching vocabulary for young learners

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  Introduce each new word one at a time. ...
  
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  Reflect. ...
  
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  Read the text you've chosen. ...
  
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  Ask students to repeat the word after you've read it in the text. ...
  
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  Use a quick, fun activity to reinforce each new word's meaning. ...
  
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  Play word games. ...
  
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  Challenge students to use new words.
  

46. What is explicit vocabulary teaching. Explicit vocabulary instruction should be a part of all content-area classes. This type of instruction teaches students strategies for deciphering the meaning of new words, resulting in stronger independent reading skills due to an improved ability to construct the meaning of a text. Explicit Instruction aims to help students understand important and useful words deeply, and model for students how complex, nuanced, and mutable words can be. Explicit teaching needs to be planned with the intentional delivery of specific vocabulary in order for learners to take on the meaning of new words.
47. The advantages and disadvantages of incidental vocabulary acquisition.
Advantage: Incidental Vocabulary Learning motivates learners for extensive reading. It involves learners' ability to guess the meaning of new words from the contextual clues. Incidental learning occurs more particularly through extensive reading in input-rich environments, albeit at a rather slow rate (Coady, J 2001).
Disadvantage:
48. Teaching vocabulary through the text.
49. Teaching vocabulary for B1 level. Teaching vocabulary at the intermediate (B1) level is a difficult task because students require more attention than their enthusiasm for learning. Teaching vocabulary at the intermediate (B1) level is a difficult task because students require more attention than their enthusiasm for learning. According to the CEFR, B1 level candidates in ESL learning (i.e., intermediate independent users of the target language) are required to understand the key point of straightforward, normal feedback on familiar matters experienced on a daily basis at work, education, etc. Additionally, they are required to be in a situation to manage most circumstances prone to emerge when they are utilizing the objective language at home or abroad, in different social settings. They can create a straightforward intelligible book on subjects of individual or social interest and they can depict encounters and occasions, dreams, expectations, and aspirations and momentarily offer reasons and clarifications for thoughts and plans.
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51. Stages and ways of teaching vocabulary. T he importance of vocabulary knowledge to reading and general literacy has been recognized for decades. Additionally, years of research and theory have provided rather clear guidance about direct instruction in vocabulary terms. Much of that research has been described and interpreted in the book Building Background Knowledge for Academic Achievement (Marzano, 2004). In brief, the research and theory point to instructional activities that help students understand new vocabulary terms that are taught directly and also remember what they have learned at a later date. Those instructional activities can be organized into six instructional steps. The first three steps are used to introduce a new term to students. The last three steps address different types of multiple exposures that students should experience over time to help them shape and sharpen their understanding of the terms. The six steps are as follows: Step 1: Explain—Provide a student-friendly description, explanation, or example of the new term. Step 2: Restate—Ask students to restate the description, explanation, or example in their own words. Step 3: Show—Ask students to construct a picture, symbol, or graphic representation of the term. Step 4: Discuss—Engage students periodically in structured vocabulary discussions that help them add to their knowledge of the terms in their vocabulary notebooks. Step 5: Refine and reflect—Periodically ask students to return to their notebooks to discuss and refine entries. Step 6: Apply in Learning Games—Involve students periodically in games that allow them to play with terms.
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53. The role of pre-activities in teaching vocabulary. Pre-teaching vocabulary facilitates the reading of new text by giving students the meanings of the words before they encounter them. This practice reduces the number of unfamiliar words encountered and facilitates greater comprehension.