Introduction Chapter I. The Problem Teaching and Learning Vocabulary

A Lesson Plan On The Topic "Education" For Elementary Level Pupils:

Objective: By The End Of The Lesson, Students Will Be Able To Identify Different Types Of Schools And Describe What They Learn In School.

Materials:

- Whiteboard And Markers

- Pictures Of Different Types Of Schools (E.G. Elementary School, High School, College)

- Handout With Prompts For What Students Learn In School

- Crayons Or Colored Pencils

Procedure:

1. Warm-Up (5 Minutes): Ask Students To Share What They Like About Going To School. Write Their Responses On The Whiteboard.

2. Presentation (10 Minutes): Introduce The Topic Of "Education" And Explain That Today's Lesson Will Focus On Different Types Of Schools And What Students Learn In School. Show Pictures Of Different Types Of Schools And Ask Students To Identify Them.

3. Practice (20 Minutes): Give Each Student A Handout With Prompts For What They Learn In School (E.G. "I Learn Math," "I Learn How To Read," "I Learn About History"). Have Them Color In The Prompts And Draw Pictures To Illustrate What They Learn. Encourage Them To Share Their Handouts With A Partner And Explain What They Drew.

4. Group Discussion (10 Minutes): Bring The Class Back Together And Ask For Volunteers To Share What They Learned About Different Types Of Schools And What They Learn In School. Write Their Responses On The Whiteboard And Encourage The Class To Ask Questions And Make Connections.

5. Wrap-Up (5 Minutes): Summarize The Key Points Of The Lesson And Ask Students To Reflect On What They Like About Going To School And What They Want To Learn More About.

Assessment:

Assess Students' Understanding Of The Topic By Reviewing Their Handouts And Listening To Their Group Discussion. Look For Evidence That They Can Identify Different Types Of Schools, Describe What They Learn In School, And Make Connections Between Their Own Experiences And Those Of Their Classmates

Conclusion

The given course paper writing we have investigated different matters, related to the problem of teaching vocabulary attention has been drawn to the problem of the vocabulary introduction and to the effective methodologies of teaching vocabulary in the English language have thoroughly investigated the key strategies of teaching vocabulary and suggested the most efficient ways of determining the vocabulary comprehension and remembering., we have come to the following conclusions efficient language teacher can use selected vocabulary activities or can use integrated activities. All this depends upon ability and level of understanding and interest of the learners. There is no sure fire remedy or method to enhance vocabulary in a day or two. A student's vocabulary bank can be enriched on a gradual basis and one should always show keen interest and enthusiasm in finding, learning and understanding new words have concluded, teaching students vocabulary skills can encompass strategies that use the different types of vocabulary instruction in creating word context, content, meaning and application that will prove beneficial and powerful as the student grows to understand the importance and application of words.a large vocabulary and understanding a huge selection of words makes communication a lot easier to navigate. Through using the four main skills of speaking, reading, writing and listening, vocabulary expands and strengthens. Teaching vocabulary takes times and patience exercises are activities that help students learn new English vocabulary words well enough to:
Recognize them when they see or hear them.
- Recall them.
Apply them on demand.
We should stress, achieving these three objectives does not assure that students will use this new vocabulary without prompting in writing and speaking. However, these objectives must be met before you can proceed to the higher level learning tasks required if students are to use newly-acquired vocabulary words without prompting in their writing and speech have come to the conclusion students, having learned vocabulary are able to:) Connect the new word to something they know already.) See how the new word is used and defined in multiple contexts. The more of these you can draw from students' class materials, the better.) Identify the new word's structural elements such as its roots, prefix, and suffix., we can see that teaching vocabulary is a vitally important part of the foreign language learning. Efficient methodologies and creative approaches can make the teaching process more interesting and efficient. Such approaches will simplify the work both of teachers and students.strong and established relationship between students’ vocabulary knowledge and their ability to successfully comprehend what they read places a heavy demand on classroom teachers, curriculum planners, program developers, organizers of staff development plans, reading researchers, and on parent outreach programs. The demand is that significant attention be given to the development of students’ vocabulary knowledge. Much is known from research about how young children acquire words and how they learn to use them in spoken language.is also known about the differences in the amount of vocabulary knowledge that young children bring to school, and the negative impact of what one researcher calls "word poverty" on the acquisition and maintenance of reading competence. It is clear that rich oral language environments must be created in preschool and kindergarten classrooms to promote the development of school - and book-related vocabulary students progress through the grades, the development of their vocabulary knowledge must remain a priority summary, we know a lot about vocabulary knowledge, its acquisition, and its importance across the school years. The challenge is to put what we know to work in the classrooms of schools. The successful reading achievement of many of our students depends upon us doing so.results of the given course paper can be used for the further development of key strategies in teaching vocabulary., coming to the end of the given course paper writing we may say that we have fulfilled all the tasks stated at the beginning of the paper wring.

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