SlideShare ist ein Scribd-Unternehmen logo
1 von 1
Systems of the language: Teaching Vocabulary
Dannae Del Campo Méndez
The vocabulary system is present in the four skills of the language which it
makes it really important to the process of learning a second language. Teachers must to
be aware of the different ways in which vocabulary can be learned and which is the best
form for each group of students. One of the best ways to help students to learn new
words is to take them from authentic contexts so they can internalize the meaning of
each specific word more easily. Nevertheless, in the English language exists not only
isolated words but also collocations, idioms and chunks which are also important that
students know so we as future teachers must keep that in mind. Moreover, I also found
important to know the possible problems that teachers might have at the moment of
teaching vocabulary and I consider, with my previous experience as a student, that the
most important is that teachers should not teach just isolate words but put them in
context so students do not forget the meaning of the word easily.
Finally, vocabulary has to be consider as an essential matter and not only the
grammatical system and pronunciation so students can understand the meaning of what
they are producing.

Weitere ähnliche Inhalte

Was ist angesagt?

Teaching vocabulary to advanced students
Teaching vocabulary to advanced studentsTeaching vocabulary to advanced students
Teaching vocabulary to advanced studentsjarosalestorres
 
Comparative Essay Reflection
Comparative Essay ReflectionComparative Essay Reflection
Comparative Essay Reflectiontowersgary
 
Reflection teaching vocabulary to advanced students
Reflection teaching vocabulary to advanced studentsReflection teaching vocabulary to advanced students
Reflection teaching vocabulary to advanced studentsRosita González
 
Reflection teaching vocabulary to advanced students
Reflection teaching vocabulary to advanced studentsReflection teaching vocabulary to advanced students
Reflection teaching vocabulary to advanced studentsMatias S Orellana
 
My first experience at school n°4 (penzu)
My first experience at school n°4 (penzu)My first experience at school n°4 (penzu)
My first experience at school n°4 (penzu)Ana Morán
 
My Favourite Headway Lesson
My Favourite Headway LessonMy Favourite Headway Lesson
My Favourite Headway LessonAleksei Nekhaev
 
Final exam article
Final exam articleFinal exam article
Final exam articleKKBini
 
Manual pentadbiran instrumen saringan literasi menulis tahun 4 saringan 1 2016
Manual pentadbiran instrumen saringan literasi menulis tahun 4 saringan 1 2016Manual pentadbiran instrumen saringan literasi menulis tahun 4 saringan 1 2016
Manual pentadbiran instrumen saringan literasi menulis tahun 4 saringan 1 2016Muhammad Shubly
 
Bài báo cáo môn Translation_Võ Linh Trường
Bài báo cáo môn Translation_Võ Linh TrườngBài báo cáo môn Translation_Võ Linh Trường
Bài báo cáo môn Translation_Võ Linh TrườngVo Linh Truong
 
Basic Reading : Practical Guide to teaching of English as a Foreign Language
Basic Reading : Practical Guide to teaching of English as a Foreign LanguageBasic Reading : Practical Guide to teaching of English as a Foreign Language
Basic Reading : Practical Guide to teaching of English as a Foreign LanguageRuth Bunga Oktauli Pakpahan
 
Class 05 chihade- secondary - pass
Class 05  chihade- secondary - passClass 05  chihade- secondary - pass
Class 05 chihade- secondary - passcchihade
 
Class 05 chihade- secondary - pass
Class 05  chihade- secondary - passClass 05  chihade- secondary - pass
Class 05 chihade- secondary - passcchihade
 
Lesson plan class 3 - secondary
Lesson plan class 3 - secondary Lesson plan class 3 - secondary
Lesson plan class 3 - secondary Mirari Marzol
 
20081016 Slt教案
20081016 Slt教案20081016 Slt教案
20081016 Slt教案Elly Lin
 
Autonomous learning guide intermediate ii
Autonomous learning guide intermediate iiAutonomous learning guide intermediate ii
Autonomous learning guide intermediate iivparra1
 
4th unit reflection
4th unit reflection4th unit reflection
4th unit reflectionCamila__
 
Ttt vs stt
Ttt vs sttTtt vs stt
Ttt vs sttOviedoR
 

Was ist angesagt? (20)

Teaching vocabulary to advanced students
Teaching vocabulary to advanced studentsTeaching vocabulary to advanced students
Teaching vocabulary to advanced students
 
Comparative Essay Reflection
Comparative Essay ReflectionComparative Essay Reflection
Comparative Essay Reflection
 
Reflection teaching vocabulary to advanced students
Reflection teaching vocabulary to advanced studentsReflection teaching vocabulary to advanced students
Reflection teaching vocabulary to advanced students
 
Reflection teaching vocabulary to advanced students
Reflection teaching vocabulary to advanced studentsReflection teaching vocabulary to advanced students
Reflection teaching vocabulary to advanced students
 
My first experience at school n°4 (penzu)
My first experience at school n°4 (penzu)My first experience at school n°4 (penzu)
My first experience at school n°4 (penzu)
 
My Favourite Headway Lesson
My Favourite Headway LessonMy Favourite Headway Lesson
My Favourite Headway Lesson
 
Final exam article
Final exam articleFinal exam article
Final exam article
 
Manual pentadbiran instrumen saringan literasi menulis tahun 4 saringan 1 2016
Manual pentadbiran instrumen saringan literasi menulis tahun 4 saringan 1 2016Manual pentadbiran instrumen saringan literasi menulis tahun 4 saringan 1 2016
Manual pentadbiran instrumen saringan literasi menulis tahun 4 saringan 1 2016
 
Bài báo cáo môn Translation_Võ Linh Trường
Bài báo cáo môn Translation_Võ Linh TrườngBài báo cáo môn Translation_Võ Linh Trường
Bài báo cáo môn Translation_Võ Linh Trường
 
Basic Reading : Practical Guide to teaching of English as a Foreign Language
Basic Reading : Practical Guide to teaching of English as a Foreign LanguageBasic Reading : Practical Guide to teaching of English as a Foreign Language
Basic Reading : Practical Guide to teaching of English as a Foreign Language
 
Class 05 chihade- secondary - pass
Class 05  chihade- secondary - passClass 05  chihade- secondary - pass
Class 05 chihade- secondary - pass
 
Class 05 chihade- secondary - pass
Class 05  chihade- secondary - passClass 05  chihade- secondary - pass
Class 05 chihade- secondary - pass
 
แผน ป 2
แผน ป 2แผน ป 2
แผน ป 2
 
Lesson plan class 3 - secondary
Lesson plan class 3 - secondary Lesson plan class 3 - secondary
Lesson plan class 3 - secondary
 
20081016 Slt教案
20081016 Slt教案20081016 Slt教案
20081016 Slt教案
 
Autonomous learning guide intermediate ii
Autonomous learning guide intermediate iiAutonomous learning guide intermediate ii
Autonomous learning guide intermediate ii
 
Classroom language
Classroom languageClassroom language
Classroom language
 
4th unit reflection
4th unit reflection4th unit reflection
4th unit reflection
 
Ttt vs stt
Ttt vs sttTtt vs stt
Ttt vs stt
 
lesson plan reading year 4 kssr
lesson plan reading year 4 kssrlesson plan reading year 4 kssr
lesson plan reading year 4 kssr
 

Ähnlich wie Unit 4 Reflection

Unit 2 Reflection
Unit 2 ReflectionUnit 2 Reflection
Unit 2 Reflectiondannaet
 
Teaching vocabulary
Teaching vocabularyTeaching vocabulary
Teaching vocabularyAnna Molly
 
Teaching vocabulary
Teaching vocabularyTeaching vocabulary
Teaching vocabularytowersgary
 
Teaching vocabulary to advanced students Reflection
Teaching vocabulary to advanced students ReflectionTeaching vocabulary to advanced students Reflection
Teaching vocabulary to advanced students Reflectiontowersgary
 
The importance of morphology and syntax in the formation as teachers
The importance of morphology and syntax in the formation as teachersThe importance of morphology and syntax in the formation as teachers
The importance of morphology and syntax in the formation as teachersPercy Cosme
 
Teaching vocabulary
Teaching vocabularyTeaching vocabulary
Teaching vocabularyBabishov
 
Summary of the units
Summary of the unitsSummary of the units
Summary of the unitsGaby Bravo
 
Extended version, dannae del campo gabriela quezada (1)
Extended version, dannae del campo   gabriela quezada (1)Extended version, dannae del campo   gabriela quezada (1)
Extended version, dannae del campo gabriela quezada (1)dannaet
 
Extended version: Teaching Vocabulary
Extended version: Teaching Vocabulary Extended version: Teaching Vocabulary
Extended version: Teaching Vocabulary Gabriela Quezada
 
DIRECT METHOD VS GRAMMAR TRANSLATION
DIRECT METHOD VS GRAMMAR TRANSLATIONDIRECT METHOD VS GRAMMAR TRANSLATION
DIRECT METHOD VS GRAMMAR TRANSLATIONFatima Gul
 

Ähnlich wie Unit 4 Reflection (20)

Unit 2 Reflection
Unit 2 ReflectionUnit 2 Reflection
Unit 2 Reflection
 
Teaching vocabulary
Teaching vocabularyTeaching vocabulary
Teaching vocabulary
 
Teaching vocabulary
Teaching vocabularyTeaching vocabulary
Teaching vocabulary
 
Teaching vocabulary to advanced students Reflection
Teaching vocabulary to advanced students ReflectionTeaching vocabulary to advanced students Reflection
Teaching vocabulary to advanced students Reflection
 
The importance of morphology and syntax in the formation as teachers
The importance of morphology and syntax in the formation as teachersThe importance of morphology and syntax in the formation as teachers
The importance of morphology and syntax in the formation as teachers
 
Hola
HolaHola
Hola
 
Rizal setiawan
Rizal setiawanRizal setiawan
Rizal setiawan
 
Teaching vocabulary
Teaching vocabularyTeaching vocabulary
Teaching vocabulary
 
Summary of the units
Summary of the unitsSummary of the units
Summary of the units
 
teaching methods
teaching methodsteaching methods
teaching methods
 
Chapter 6 1
Chapter 6 1Chapter 6 1
Chapter 6 1
 
Chapter 6 1
Chapter 6 1Chapter 6 1
Chapter 6 1
 
Chapter 6 1
Chapter 6 1Chapter 6 1
Chapter 6 1
 
Reflections
ReflectionsReflections
Reflections
 
Extended version, dannae del campo gabriela quezada (1)
Extended version, dannae del campo   gabriela quezada (1)Extended version, dannae del campo   gabriela quezada (1)
Extended version, dannae del campo gabriela quezada (1)
 
Extended version: Teaching Vocabulary
Extended version: Teaching Vocabulary Extended version: Teaching Vocabulary
Extended version: Teaching Vocabulary
 
Extended version
Extended versionExtended version
Extended version
 
Teaching writing and vocabulary to young learners
Teaching writing  and vocabulary to young learnersTeaching writing  and vocabulary to young learners
Teaching writing and vocabulary to young learners
 
DIRECT METHOD VS GRAMMAR TRANSLATION
DIRECT METHOD VS GRAMMAR TRANSLATIONDIRECT METHOD VS GRAMMAR TRANSLATION
DIRECT METHOD VS GRAMMAR TRANSLATION
 
Comparative essay
Comparative essayComparative essay
Comparative essay
 

Mehr von dannaet

Final reflection
Final reflectionFinal reflection
Final reflectiondannaet
 
Reflection on my role and expectations of the professional practicum experience
Reflection on my role and expectations of the professional practicum experienceReflection on my role and expectations of the professional practicum experience
Reflection on my role and expectations of the professional practicum experiencedannaet
 
Estandar 4 dannae del campo
Estandar 4 dannae del campoEstandar 4 dannae del campo
Estandar 4 dannae del campodannaet
 
Dannae unit plan and individual lessons
Dannae unit plan and individual lessonsDannae unit plan and individual lessons
Dannae unit plan and individual lessonsdannaet
 
Standards 2 and 3
Standards  2 and 3Standards  2 and 3
Standards 2 and 3dannaet
 
Standard I
Standard IStandard I
Standard Idannaet
 
Estándar 6
Estándar 6Estándar 6
Estándar 6dannaet
 
Estándar 5
Estándar 5Estándar 5
Estándar 5dannaet
 
Estandar 4
Estandar 4Estandar 4
Estandar 4dannaet
 
Speaking task reflection
Speaking task reflectionSpeaking task reflection
Speaking task reflectiondannaet
 
Rubrics reflection
Rubrics reflectionRubrics reflection
Rubrics reflectiondannaet
 
Theoretical framework reflection
Theoretical framework reflectionTheoretical framework reflection
Theoretical framework reflectiondannaet
 

Mehr von dannaet (20)

Tres.2
Tres.2Tres.2
Tres.2
 
Tres.1
Tres.1Tres.1
Tres.1
 
Uno.2
Uno.2Uno.2
Uno.2
 
Uno.1
Uno.1Uno.1
Uno.1
 
Final reflection
Final reflectionFinal reflection
Final reflection
 
Reflection on my role and expectations of the professional practicum experience
Reflection on my role and expectations of the professional practicum experienceReflection on my role and expectations of the professional practicum experience
Reflection on my role and expectations of the professional practicum experience
 
Estandar 4 dannae del campo
Estandar 4 dannae del campoEstandar 4 dannae del campo
Estandar 4 dannae del campo
 
Dannae unit plan and individual lessons
Dannae unit plan and individual lessonsDannae unit plan and individual lessons
Dannae unit plan and individual lessons
 
Standards 2 and 3
Standards  2 and 3Standards  2 and 3
Standards 2 and 3
 
Standard I
Standard IStandard I
Standard I
 
Estándar 6
Estándar 6Estándar 6
Estándar 6
 
Estándar 5
Estándar 5Estándar 5
Estándar 5
 
Estandar 4
Estandar 4Estandar 4
Estandar 4
 
MDD3
MDD3MDD3
MDD3
 
MDD2
MDD2MDD2
MDD2
 
MDD1
MDD1MDD1
MDD1
 
Ict
IctIct
Ict
 
Speaking task reflection
Speaking task reflectionSpeaking task reflection
Speaking task reflection
 
Rubrics reflection
Rubrics reflectionRubrics reflection
Rubrics reflection
 
Theoretical framework reflection
Theoretical framework reflectionTheoretical framework reflection
Theoretical framework reflection
 

Unit 4 Reflection

  • 1. Systems of the language: Teaching Vocabulary Dannae Del Campo Méndez The vocabulary system is present in the four skills of the language which it makes it really important to the process of learning a second language. Teachers must to be aware of the different ways in which vocabulary can be learned and which is the best form for each group of students. One of the best ways to help students to learn new words is to take them from authentic contexts so they can internalize the meaning of each specific word more easily. Nevertheless, in the English language exists not only isolated words but also collocations, idioms and chunks which are also important that students know so we as future teachers must keep that in mind. Moreover, I also found important to know the possible problems that teachers might have at the moment of teaching vocabulary and I consider, with my previous experience as a student, that the most important is that teachers should not teach just isolate words but put them in context so students do not forget the meaning of the word easily. Finally, vocabulary has to be consider as an essential matter and not only the grammatical system and pronunciation so students can understand the meaning of what they are producing.