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Enhancing English Vocabulary Learning and Teaching at Primary Level

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Enhancing English Vocabulary Learning and Teaching at Primary Level

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    1. Enhancing English Vocabulary Learning and Teaching at Primary Level English Language Education Section Curriculum Development Institute Education Bureau March 2011 2pm-2:15pm Registration 2:15-2:25pm Introduction: 10 mins -Introducing guests and officers -rundown, handouts -evaluation form for collecting personal copies of the resource package at the end -collection of school copies at REO CMEDBCM057/2008 from April 15-30 -introducing Dr. Page Richards- Inspiring Students to Write 2:25-3:25pm A Talk by Dr.Page Richards (1 hr) 3:25-3:45pm Break (20 mins) 3:45-4:45pm Integrating Language Arts Activities into the Primary English Language Curriculum(1 hr ) -fill in evaluation forms and collect personal copies of resource package Dr. Page Richards Dr. Page Richards MA, PhD Harvard; MA Creative Writing, Boston Associate Professor, School of English University of Hong Kong Academic Interests: drama American literature the writing, history, and theory of poetry cultural history of American literary forms history and formal aspects of tragedy literary theory Dr. Page Richards Awards: an award from The Society of Alumni of the University of Pennsylvania for poetry a poetry award from the Vermont Studio Center several teaching awards at Harvard Academic works: a book of translations of selected poems and drama by Victor Hugo  a book of poems ‘Afternoon at Cancun’  Introduction: 10 mins A Talk by Prof Page Richards (1 hr) Break (15 mins) Introducing resource packages (1 hr 15 mins) Q and A (15 mins)2pm-2:15pm Registration 2:15-2:25pm Introduction: 10 mins -Introducing guests and officers -rundown, handouts -evaluation form for collecting personal copies of the resource package at the end -collection of school copies at REO CMEDBCM057/2008 from April 15-30 -introducing Dr. Page Richards- Inspiring Students to Write 2:25-3:25pm A Talk by Dr.Page Richards (1 hr) 3:25-3:45pm Break (20 mins) 3:45-4:45pm Integrating Language Arts Activities into the Primary English Language Curriculum(1 hr ) -fill in evaluation forms and collect personal copies of resource package Dr. Page Richards Dr. Page Richards MA, PhD Harvard; MA Creative Writing, Boston Associate Professor, School of English University of Hong Kong Academic Interests: drama American literature the writing, history, and theory of poetry cultural history of American literary forms history and formal aspects of tragedy literary theory Dr. Page Richards Awards: an award from The Society of Alumni of the University of Pennsylvania for poetry a poetry award from the Vermont Studio Center several teaching awards at Harvard Academic works: a book of translations of selected poems and drama by Victor Hugo  a book of poems ‘Afternoon at Cancun’  Introduction: 10 mins A Talk by Prof Page Richards (1 hr) Break (15 mins) Introducing resource packages (1 hr 15 mins) Q and A (15 mins)

    2. 2 Resource Package on ‘Enhancing English Vocabulary Learning and Teaching at Primary Level’

    3. 3 Objectives of the resource package introduce the theoretical underpinnings of vocabulary learning and teaching provide some vocabulary-focused learning and teaching materials and activities for teachers’ reference and adaptation for use in their own English Language classrooms arouse students’ interest in learning English through vocabulary-focused games and activities

    4. 4 The resource package comprises: A handbook for teachers which provides: theoretical underpinnings of vocabulary learning and teaching teaching plans and activity sheets of the tryout lessons vocabulary games and activities useful references on vocabulary learning and teaching preamble to the development of the Wordlists for the Primary English Language Curriculum video clips of tryout lessons (only web version available) Wordlists for the Primary English Language Curriculum (only web version available) These features will be highlighted later in the running the CD-ROM.These features will be highlighted later in the running the CD-ROM.

    5. 5 What is ‘vocabulary’? How are words formed and combined? How do we learn and remember words? What is the role of teachers in the process of vocabulary acquisition? Theoretical underpinnings of vocabulary learning and teaching

    6. 6 Dimensions of vocabulary knowledge

    7. 7 Key priorities in vocabulary teaching Promote cognitive ‘elaboration’ of the form-meaning relationship through instructional intervention Guide pupils in the development of vocabulary building skills Provide multiple exposures to target words using vocabulary-focused activities Create opportunities for vocabulary use What could teachers do to enhance pupils’ vocabulary learning? What could teachers do to enhance pupils’ vocabulary learning?

    8. 8 Why do we need to introduce vocabulary building skills to our learners? Learners need knowledge and strategies to decode and figure out the meaning of a large number of unknown words encountered in tasks and reading texts. Vocabulary building skills can enhance self-learning of vocabulary items and cater for learner diversity.

    9. 9 Word Formation Affixation Compounding Conversion Derivation

    10. 10

    11. 11 Approaches in vocabulary learning

    12. 12 Paradigmatic approach Deliberate organisation of words into hierarchies Develops associative networks Encourages efficient vocabulary learning Associates with receptive vocabulary Associations are based on semantic categories

    13. 13 Syntagmatic approach

    14. 14 How often do students need to meet a new word before they remember it? Research into the effectiveness of extensive reading for vocabulary uptake shows that the new vocabulary gains from reading of novels is disappointing. Participants were able to select only one correct definition in 12 of the new words in text (Horst 2000) Far more vocabulary is learned if the same text is read several times (Horst & Meara 1999)

    15. 15 Vocabulary-focused games & activities Games could be used in the instruction, practice and revision of vocabulary items to: - lower pupils’ anxiety - enhance pupils’ motivation in learning English Vocabulary items should be introduced in context and not just as a time filler

    16. 16 Common problems with pupils’ writing Repetition of key words Under-use of superordination

    17. 17 Recent evidence of inadequate vocabulary of HK university entrants Most 2004 entrants to CUHK knew between 2000 and 3000 English words only (Chiu 2005) International research suggests that students need at least 5000 words to cope with university study in English (Laufer 1989 and 1992)

    18. 18 to strengthen the vocabulary component of the English Language curriculum to propose vocabulary targets set for each key stage of learning to develop wordlists for schools’ or teachers’ reference Development of Wordlists for the English Language Curriculum

    19. 19 Vocabulary targets

    20. 20

    21. 21

    22. 22 Uses of the Wordlists for reference only the target number is indicative rather than prescriptive a general indication as to what words (and how many) words students should learn at different stages of learning

    23. 23 Uses of the Wordlists Do’s and Don’ts ? design meaningful tasks and activities to help students develop their vocabulary knowledge and provide ample opportunities for vocabulary use ? add words to the lists (or replace words) according to the topics and materials students have studied in their classes ? provide students with the flexibility to develop a vocabulary that is personally meaningful ? NOT to ask students to memorise the words mechanically

    24. 24 Developing English vocabulary across stages of learning

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