...Definition of Vocabulary It is important to define the term vocabulary because it is the basic foundation in any language and through reviewing the literature, the researcher found the following definitions that share some similarities. Hornby (2000) in Oxford Advanced Learner‘s Dictionary of Current English states that vocabulary is all the words that someone knows or uses, the words that are typically used when talking about particular subject or a list of words with the explanation of their meanings in a book for learning foreign language. Saputra (2007) gives a comprehensive definition of vocabulary and describes it as all the words that are used in a language, have meanings and Also, the American Heritage Dictionary (2010) defines vocabulary...
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...1 ETYMOLOGICAL ANALYSIS OF MODERN ENGLISH VOCABULARY The modern English vocabulary falls into two main sets: native words and borrowings. Native words belong to the original English word-stock and are known from the earliest Old English manuscripts. It is customary to subdivide native words into those of the Indo-European stock and those of the common Germanic origin. The former have cognates in the vocabularies of all or most Indo-European languages, whereas the latter have cognates only in Germanic languages, but not in Romance, Slavonic or other languages of the Indo-European family. Several linguists are inclined to the opinion that there exist specifically English words which have no cognates in other languages and constitute the English proper element of the vocabulary. The degree of assimilation depends upon the length of period during which the word has been used in the receiving language, upon its importance for communication purpose and its frequency. Oral borrowings due to personal contacts are assimilated more completely and more rapidly than literary borrowings, i.e. borrowings through written speech. Loan words according to the degree of assimilation fall into three groups: a) completely assimilated loan words, b) partially assimilated loan words, c) unassimilated loan words or barbarisms. The group of partially assimilated words may be subdivided depending on the aspect that remains unaltered, i.e. according to whether the word retains features of spelling, pronunciation...
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...Writing an essay is not as much about the end product as it is the journey to get there. You may possess the most expansive vocabulary, but the one variable that shows through your writing is time. Time is the one factor that shows improvement, effort, and persistence. Without time, the journey would not exist. Step one in the journey is throwing ideas on to paper. Throwing refers to the chaos of that first step. In my case, the throwing of ideas was evident in the lack of cohesion and argument. This action of throwing is only able to happen if the topic is of meaning to the writer. The topic I chose, the benefits of immersion programs to help learn a language, is something I am very passionate about. I've been lucky enough to experience it...
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...Curriculum Map Subjects 2nd Grade English Language Arts State Learning Objectives Reading-Students will be able to use relationships between letters, sounds and spelling patterns. They will understand how to distinguish features of a sentence. Example: Capitalization and punctuation. Students will be able to make inferences and draw conclusions about the structure of plays, dramas. Writing-Students will be able to use elements in the writing process. Such as planning, drafting, revising and editing. Students will learn how to express their ideas and feelings about imagined things. Students will write persuasive statements about issues that are important to an appropriate audience. Concepts/Skills/Ideas Explain the details and facts about stories and support their information with evidence from text. Identify clues while making adjustments and corrections. Incorporate their ideas with brainstorming. Describe similarities and differences about characters or text. Distinguish between persuasive and influence of actions using academic language. Also practice use of language in writing and while speaking. Assessment Students will choose a book weekly and draw predictions, facts and details about the story. Students will be given assignments where they identify the plot, setting and description of main characters. Identify fiction or non fiction. Vocabulary words will be reviewed every week using different constance, vowel ...
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...UNIT 6 |Property |Собственность | |Stock and shares |Акции | |Pay IN/WITH cash |Платить наличными | |Pay BY a credit card |Расплачиваться кредиткой | |Foresee/Predict |Предвидеть | |Eliminate all risks |Устранять все риски | |Spread/Expand |Расширять | |Communication breakdown |Отсутствие взаимопонимания | |Delay (in doing smth) |Отложить выполнение ч-либо дела | |Assess\ calculate \ estimate |Оценивать | |Evaluate ...
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...Learn English Vocabulary Top of Form [pic] Bottom of Form [pic]Clothes Vocabulary [pic][pic][pic]Useful Vocabulary Men's Clothes | Women's Clothes | Uni-Sex | Baby Clothes Holiday/Leisure Clothes | Nightwear | Underwear | Shoes Men's Clothes |[pic] |[pic] |[pic] | |suit(s) |shirt(s) |tie(s) | Women's Clothes |[pic] |[pic] |[pic] | |dress(es) |blouse(s) |skirt(s) | | |[pic] | | | |tanktop(s) | | Uni-Sex |[pic] |[pic] |[pic] | |coat(s) |jacket(s) |t-shirt(s) | |[pic] |[pic] |[pic] | |trouser(s) |jean(s) |short(s) | |[pic] |[pic] |[pic] | |jumper(s) pullover(s) |cardigan(s) |sweatshirt(s) | |[pic] ...
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...CHECK YOUR ENGLISH VOCABULARY FOR I E L T S Rawdon Wyatt A & C Black Ⴇ London First edition published 2001 by Peter Collin Publishing, reprinted 2002 This second edition published in Great Britain 2004 by Bloomsbury Publishing Plc Reprinted 2005, 2007 by A & C Black Publishers Ltd 38 Soho Square, London W1D 3HB © Rawdon Wyatt 2004 All rights reserved. No part of this publication may be reproduced in any form without the permission of the publishers. British Library Cataloguing in Publication Data A CIP entry for this book is available from the British Library ISBN: 978 0 7136 7604 4 eISBN-13: 978-1-4081-0157-5 Text typeset by A & C Black Printed in the UK by Caligraving Ltd This book is produced using paper that is made from wood grown in managed, sustainable forests. It is natural, renewable and recyclable. The logging and manufacturing processes conform to the environmental regulations of the country of origin. ii Introduction This workbook has been written for students who are planning to sit either the general training or the academic modules of the IELTS exam. It covers some of the main vocabulary points that you will need for, or come across in, the listening, reading, writing and speaking sections of the exam. We hope that you find the modules in this book useful and that the vocabulary you acquire will help you to achieve the grade you want in the IELTS. Good luck! about this workbook About this workbook Structure...
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...Vocabulary Introducion (to) form | Bilden | gorge | Schlucht | Colorful (AE), colourful (BE) | Bunt | Kilometer (AE), kilometre (BE) | Kilometer | deep | Tief | rim | Rand, Kante | The public | Die Öffentlichkeit | public | Öffentlich | (to) raft | Mit einem Schlauchboot/Floß fahren | ultimate | Ultimativ, perfekt | mule | Maultier | (to) include | Einschließen | accomodation | Unterkunft | (to) look forward to sb./sth. | Sich auf jn./etw. freuen | daily | Täglich, Tages- | Three and a half days/weeks | Dreieinhalb Tage/Wochen | Awesome (AE) | Klasse, großartig | (to) hike | Wandern | hike | Wanderung, Marsch | tribal | Stammes- | Tribe | (Volks-)Stamm | Identification, ID | Ausweis | ruin | Ruine | reservation | Reservat | drive | (Auto-)Fahrt | glad | Froh, dankbar | especially | Besonders, vor allem | Native American | Amerikanische(r) Ureinwohner/in, Indianer/in | Middle school | (USA) Schule für 11- bis 14-Jährige | Grade (AE), year (BE) | Jahrgangsstufe, Klasse | (to) raise money (for) | Geld sammeln (für) | (to) cut the grass | Rasen mähen | grass | Gras; Rasen | sale | (Aus-, Schluss-) Verkauf | tent | Zelt | (to) prefer sth. (to sth.) (-rr-) | Etwas (einer anderen Sache) vorziehen; etwas lieber tun (als etwas) | How to do sth. | Wie man etwas tut / tun kann / tun soll | Binoculars (pl) | Fernglas | tool | Werkzeug | On our/my/… own | Allein, selbstständig (ohne Hilfe) | (to) sew on, sewed...
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...VOCABULARY WORDS 1. Extemporaneous - composed, performed, or uttered on the spur of the moment; provided, made, or put to use as an expedient. 2. Camouflage - concealment by means of disguise. 3. Fidget - uneasiness or restlessness as shown by nervous movements. 4. Remorse - a gnawing distress arising from a sense of guilt for past wrongs. 5. Blunder - to make a mistake through stupidity, ignorance, or carelessness. 6. Demeanor - behavior toward others. 7. Visible - capable of being seen. 8. Preoccupied - already occupied. 9. Bewilder - to cause to lose one's bearings. 10. Oppressive - overwhelming or depressing to the spirit or senses. 11. Cowed - It means that you can see that this person is overloaded in some manner. 12. Mimicked – to copy or exaggerate in order to make fun of. 13. Stealthy - given to acting in secret and to concealing one's intentions. 14. Sentiment - a subjective response to a person, thing, or situation. 15. Stern - given to exacting standards of discipline and self-restraint. 16. Faith - belief and trust in and loyalty to God. 17. Clutter - an unorganized collection or mixture of various things. 18. Stake - a legal right to participation in the advantages, profits...
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...Lesson Plan |NAME |LEVEL of Students |DATE/LESSON | Teaching topic: | | | | | | | | | |I can give personal information | | |A2 |21.9.2015 | | Aim(s)/objective(s): • To be able to understand and complete a variety of basic personal information forms • To be able to respond to questions in order to provide basic personal information (including spelling) • To be able to ask questions in order to obtain basic personal information from others LESSON PROCEDURE | | | | | | |Activity |Time |Inter- |Procedure (steps) | | | | |action | | | | | | | | ...
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...活动项目一 LEAF English 活动主旨(Objective): LEAF ENGLISH Field Trips provides a chance to expose children to new environments, lifestyles, and places. We not only take children to amazing places but use an all English approach. Letting children be exposed to real life situations while learning and using English, this will encourage and motivate students. Locations: Due to the weather and that winter is coming the outdoor activities will be done first and then the indoor trips. 活动主题 (Topics) and活动地点 (Places): 1. At the zoo: Learn about the different animals in English and describing them. Vocabulary: 1. Zoo 2. Animal 3. Elephant 4. Giraffe 5. Zebra 6. Lion 7. Tiger 8. Panda 9. Snake 10. Birds 11. Fish 12. Seal 13. Hippo 14. Crocodile 15. Camera 16. Aquarium 17. Big 18. Small 19. Fat 20. Skinny 21. Beautiful 22. Ugly Phrases: 1. What´s that animal? 2. It´s a ….. 3. It´s a big/small (name of the animal). Motions: 1. Stand up 2. Sit down 3. Clap 4. Walk 5. Point to the… 6. Be quiet The Foreign teacher will introduce him or herself and will ask the students to do the same thing. (10 minutes) We will work on learning the new vocabulary with flash cards. (20 minutes) After everyone has learned the words we will line up in pairs and start walking through the zoo. Stopping at each cage reviewing the names of the animals and asking questions (70 minutes) ...
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...ENGLISH ( ) 2nd semester Unit ( 7) ‘’ ‘’ | Class : | Date : | | Lesson | Learning Objectives: by the end of this lesson each student is expected to attain the following on his own pace: | Higher - attaining | Average - attaining | Lower - attaining | - Students are expected to: | - Students are expected to : | - students are expected to: | | | Writing a letter of application | Key idea of the lesson | Ss' books – laptop –data show –handouts. | Resources | Resume – cv- letter of application | Key vocabulary | - reacting to questions all over the session.Ppt. activities. | Assessment tools. | | | | Engaging starter :word game | ( 7) M. | Objective : Familiarize Ss with the topic of the lesson. Activity :sscircle the odd word out then form sentences out of the words.. | | Main activities: | ( 5) M. | -T elicits objectives of the lesson. | 20 ) M. | Powerpoint presentation of the content language. | ( 23) M. | - Ss do their own writings. | | -T does around to provide help and support. | | Final Plenary : | ( 5 ) M. | Ss summarize what they have learned | Homework:Ss | Lesson planning scheme Mrs. alya Date Unit ‘’ ‘’ Lesson ‘ ‘ p. Learning objectives (not more than 3) New language: Vocab. Structures: Language functions: Teaching Aids: Engaging starter: (may not be related to the topic of your lesson. e.g. puzzle) Warm up: (content should be related to your lesson) Exercise...
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...structure an argument. 2. What are some different ways that I define my own identity? 3. How can a metaphor be extended to tell an entire narrative? 4. How can cultural differences within the United States strengthen us as a country? Student will know… Students will be able to… Comparisons (extended metaphors) are powerful ways to structure an argument 1.Trace the author’s argument in an article How different figures of speech can function in an argument or narrative: alliteration, onomatopoeia, simile, metaphor, personification, and imagery Background information on Ellis Island, and/or immigration, depending on visual texts chosen How to write a different type of Response to Literature…one modeled after the English Proficiency Test (EPT), rather than focusing on characterization or traits. 2. Make connections to themselves, other texts, and the outside world (text/self/world) 3. Use and reference words of others 4. Create and express ideas about their own identity 4. Analyze visual texts to “see into the lives” of immigrants 5. Create their own Response to Literature, including a...
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...Speaking Test Individual Speech UCDF 1511 Prepare a 5-minute speech including a Q & A session. This is an individual in-course assignment weighted at 25 % for the English for Academic Purposes (EAP) Module. You may choose a topic of your choice. Please ensure the topic of your speech and its contents are presented with the utmost respect for your audience. Support your statements with relevant evidence. Aims 1. Fluency and coherence: Your ability to speak at a normal speed without much hesitation and your ability to plan and structure a speech in a logical way, based on a chosen topic. 2. Your ability to use a wide range of vocabulary accurately and appropriately to express meaning 3. Your ability to use an appropriate range of grammar accurately and appropriately. 4. Your ability to speak with clear pronunciation to be easily understood. 5. Your ability to support and elaborate your points through research. 6. You ability to interact with and respond confidently to the audience through a question and answer session. Format criteria: 1. Cover page 2. Font: Times New Roman 12 with 1.5 spacing 3. Align text to both the left and right margins 4. Relevant documents - Script and slides handout 5. Referencing Test procedure 1. The test will be administered during your tutorial classes in Weeks 13-14. 2. Please hand in the following items to your lecturer, on the first day of the test: a. a hard...
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...the Passive Vocabulary of students. Students may understand meaning, especially in the specific context where they see a new word used but as yet cannot use the word independently themselves. To ensure words enter the students' Active Vocabulary, regular revision in meaningful situations is essential. It is estimated that a student needs to encounter a word 10-12 times before it fully enters their Active Vocabulary. Vocabulary, in the same way as Grammar, is learned through use. It is therefore very important to give students opportunities within the classroom to use the new vocabulary themselves. Students remembrance of words is relative to the degree which they have used the word, thus the more we get students to use words in a task of some sort - finding opposites, transformation etc - the better they will remember them. Similarly, if we involve students in presenting new words the better they will remember them. Hence, acting out definitions in a dramatic way - trip, stagger etc - should lead to deeper learning of the words. Sense memory becomes involved, taste, smell, touch etc, which further enhances recall. Discovery techniques where students have to find out the meanings of words themselves will be more effective than standard teacher presentation of new vocabulary. There may be many words that students will not need to use actively themselves at a particular stage in their learning career and therefore they can remain in the students' Passive Vocabulary. For example...
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