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  • Hello and welcome to the Teachers Room.

  • The show that's by teachers.

  • Four teachers.

  • She's shown the wham Yes, and he's that I am on this episode we're gonna be talking about.

  • So when teaching vocabulary, it's good to use student centered techniques and teach vocab in context, it's much more meaningful for the students.

  • That's right.

  • Meaning creates memory, which means students are more likely to remember their work it out for themselves.

  • If you got context, promotes, learn independence, which they don't need us anymore, they don't need us kind of shot ourselves in the foot Anyway.

  • John, read this, uh, reading, reading, reading, reading, reading.

  • What does that word mean?

  • I don't know.

  • Okay, what type of wood is it that it's a noun?

  • Good.

  • And when does it happen?

  • After a wedding, good and kind of verb.

  • Does it use good?

  • So it's, uh, holiday holiday after winning exactly what done.

  • Sometimes there may be a couple of words two or three words that the teacher needs to introduce before doing an activity, so one way of doing that will be to elicit them from the class.

  • So don't just say this is what it means exactly and even use lots of different techniques to convey the meaning.

  • You have to decide on the best technique based on the word your teaching.

  • One thing you could do is to use re Aaliyah or a really object, for example Riel Monkey can't get it back.

  • I killed monkey.

  • Don't touch monkey John.

  • What's this?

  • Um know what?

  • This.

  • A clock?

  • Well, it's on my arm.

  • It's no on the wall.

  • Anybody watch?

  • Watch, Zach.

  • Thank you.

  • Marry Oh, scenario with very very You could also use mime.

  • Act out particular for verbs.

  • Okay.

  • Dan, what is this?

  • Sneezing?

  • No.

  • Sneezing Cough.

  • Cough.

  • Hiccup!

  • Hiccup.

  • I've got hiccups here.

  • You can use a climb like Klein.

  • Okay, Sean.

  • Always, sometimes never.

  • What do you think?

  • Comes here rarely.

  • Very good, right?

  • Rarely do my homework.

  • Yes, we have to talk about what about here often.

  • Can you give it a sentence?

  • I often do my homework.

  • That is a lie.

  • That is a lie.

  • You can't even give the definition or use a scenario, but it's very important to use concept Checking questions?

  • Yeah.

  • Standing cc cues make student fully understands the deeper meaning.

  • Don't assume that if they say they understand they do.

  • And also be careful of false friends like, for example, embarrassed in English.

  • It's very different from in Bad Asada and Spanish.

  • Okay, Class.

  • So the other day I was out walking in the middle of London on my trousers, fell down.

  • How did I feel?

  • Embarrassed.

  • Very good.

  • Mario Barris.

  • Embarrassed.

  • So did I feel silly?

  • Probably.

  • Was.

  • I comfortable.

  • Know what color was my face?

  • Red.

  • Were people watching me?

  • Yes, I was embarrassed.

  • Have you ever been embarrassed on?

  • Yeah, many times.

  • Also, it's not enough just to know the meaning of the words.

  • There are many other things you may need to know about a words in order to be able to use it effectively.

  • Absolutely.

  • One of the things that we want to teach is the words that go with the target language publication qualifications.

  • If you are positions, maybe so.

  • If you're teaching the word crime, why not teach the verb that goes with it, commits a crime and then they could use it.

  • OK, Sean, come on.

  • What's the 3rd 1 afraid in No, no.

  • Because with O off all very good sentence, I'm afraid off my teacher.

  • That's not I n g bad.

  • You also need to think about formality.

  • Is the word formal informal?

  • That may be helpful.

  • Of course.

  • You got spelling and pronunciation, so things like words dress and connected speech.

  • Yep, synonyms and terms could be useful and, of course, connotation, which is so important because you need to know if the word is positive or negative in the view of society.

  • You don't want to get your students to accidentally insult someone by, so I think.

  • Definitely not.

  • Maria.

  • You're looking very skinny today.

  • It's any positive or negative.

  • No negative.

  • Thanks, Mario.

  • Thank you, Mario.

  • What's like?

  • Skinny, but more positive.

  • Slim.

  • Yes, Maria, you're looking very slim today.

  • Stop chatting up, Maria.

  • I will teach you now the tips.

  • We've just mentioned only our ideas and we know that you have many tips about teaching vocabulary Share with us.

  • That's right over the Siri's.

  • We'll be giving away some fantastic T shirts just like this.

  • You could be the envy of all your friends and lovers friends.

  • And one of them could be yours.

  • Not in the script.

  • Yes.

  • So if you want to share a tip with us or get featured on the show.

  • Yeah, Go to our web sites, BBC learning english dot com And we look forward to see you knew that.

  • You see you next time.

  • Okay, bye.

  • My first class.

  • Okay, now let's take it on my concentrations.

  • Anyone enough to teach you the meaning of a word alone?

  • That's what we're going.

  • Okay.

  • Seven.

  • OK.

  • And I'm Sean on this week.

  • No, we're not this right.

  • I love week.

  • And also lots of things to say.

  • Here you can have it up.

  • I don't know.

  • And he's done, uh, today or not today he's that I am on this.

  • Do that right?

  • Teachers she's shown exactly If you're teaching the crime, why not teach the verb that goes with it?

  • Commit a crime?

  • Yes.

  • Way needs that one all over again.

Hello and welcome to the Teachers Room.

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A2 初級

教師的房間。引入新詞彙 (The Teachers' Room: Introducing new vocabulary)

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    林宜悉 發佈於 2021 年 01 月 14 日
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