...Vocabulary instruction and the impact it has on reading comprehension is a topic that appears to be discussed but is not researched as much as we previously envisioned. There are many articles discussing how to implement quality instruction to provide vocabulary development at the elementary level. There appears to be little research on how vocabulary directly impacts student reading comprehension. There is also little research on how word walls impact overall vocabulary development. Vocabulary is one of the five major components of reading along with phonemic awareness, phonics, fluency and reading comprehension. All components are essential when it comes to reading but we believe that vocabulary plays an important role both in learning to read and in comprehending text. Readers cannot understand text without knowing what the words they are reading mean. Although we did not find as much research as hoped, we did find a wide variety of articles that examined the impact that vocabulary instruction has on reading. Many of the articles that we found explained a variety of ways to improve vocabulary instruction that would in turn increase vocabulary development. Some studies looked at emerging language skills such as alliteration, rhyming, segment blending and letter-word identification. Others focused more on decoding, word knowledge and word recognition. Other variables considered included age, gender, race or ethnicity, household income, disability and even parental intelligence...
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...SAT VOCAB Callous: showing or having an insensitive and cruel disregard for others Mimicry: the action of imitating someone or something, typically in order to entertain or ridicule. Prolific: plentiful Substantive: having a firm basis in reality and therefore important, meaningful, or considerable. Impassioned: showing great emotion Illustrious: well-known Futile: pointless Fallacious: based on a mistaken belief Expedient: convenient and practical Imperious: assuming power or authority without justification Conscious: aware Luminous: filled with light Florid: having a red or flushed complexion Ominous: giving the impression that something bad or unpleasant is going to happen Varnished: to cover something Coinciding: occur at or during the same time Charted: make a map of an area Divergent: tending to be different or develop in different directions Inarticulate: unable to speak distinctly or express oneself clearly Elliptical: difficult to understand Ambiguous: Unclear Adherent: someone who supports a particular party, person or set of ideas (noun) Emancipator: someone who frees others from bondage Essential: absolutely necessary Intensive: very thorough Illusory: based on illusion; not real Integrated: to bring together Eclectic: deriving ideas, style, or taste from a broad and diverse range of sources Loquacious: talkative Combative: ready or eager to fight Taciturn:...
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...Learner's Dictionaries ... www.oxfordlearnersdictionaries.com/us/wordlist/ The Oxford 3000™ is a list of the 3000 most important words to learn in English.. ... The Academic Word List is a list of words that you are likely to meet if you study at an English-speaking university. ... We will be adding new words to the Oxford Advanced Learner's Dictionary ... CrackStation's Password Cracking Dictionary (Pay what you want!) https://crackstation.net/buy-crackstation-wordlist-password-cracking-dictionary.htm The list contains every wordlist, dictionary, and password database leak that I could find on the internet (and I spent a LOT of time looking). It also contains every ... WPA / WPA2 Word List Dictionaries | WirelessHack www.wirelesshack.org/wpa-wpa2-word-list-dictionaries.html Oct 8, 2014 - Here are some dictionaries that can be used with Backtrack or Kali Linux. They are plain Wordlist dictionaries used to brute force WPA/WPA2 ... Words Starting With E - English Vocabulary Word List | Learner's ... learnersdictionary.com/3000-words/alpha/e Learner's Dictionary Logo · Learner's Dictionary ... Learner's Dictionary. 3,000 Core Vocabulary ... Other Merriam-Webster Dictionaries. Webster's Unabridged ... Word List Downloads - Hashcat hashcat.net › hashcat Forum › Misc › User Contributions Jun 4, 2012 - I have seen occasional requests on the forums for word lists so I thought I would post the best ones in one place. If you know of a better site ... SCOWL (And Friends) wordlist...
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...Dollar Vocabulary Million Dollar Vocabulary Playbook The course manual is for your personal use only and is to be used with the six audio recordings from the Million Dollar Vocabulary Personal Learning Course. All worldwide rights are reserved and exclusively owned by Learning Strategies Corporation. No part of this publication may be reproduced or distributed in part or in whole in any form or by any means, or stored in a database or retrieval system, without the prior written permission of Learning Strategies Corporation. Copyright 1999 by Learning Strategies Corporation “Paraliminal,” “Natural Brilliance,” “PhotoReading,” “EasyLearn,” “Personal Celebration,” and “Accelements” are exclusive trademarks of Learning Strategies Corporation worldwide. “Spring Forest Qigong” is a registered trademark of Chunyi Lin. “Diamond Feng Shui” and the Diamond Feng Shui Diamond are trademarks of Marie Vyncke-Diamond. ISBN 13: 978-0-925480-64-4 ISBN 10: 0-925480-64-9 FIRST EDITION June 1999 Printed in the United States of America For coaching and additional support, visit our online Discussion Forum at www.LearningStrategies.com Learning Strategies Corporation Innovating ways for you to experience your potential 2000 Plymouth Road Minnetonka, Minnesota 55305-2335 USA Toll-Free 1-888-800-2688 • 1-952-767-9800 Fax 1-952-475-2373 Mail@LearningStrategies.com www.LearningStrategies.com v042507 www.LearningStrategies.com Lesson 1 (37 Mins) The Wonderful World of Words Lesson...
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...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 and spelling. Spelling Quizzes will be given on those group of words. Class groups will share ideas together and plan a first draft on an important topic. Create a paper called “Hamburger” where you don’t leave the reader hungry. Before publishing, students will revise and edit their papers. Individually report in their journal daily regarding a topic of interest to them or short...
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...New words enter 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...
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...get fluency by studying grammar rules. The Key To Excellent Speaking Listening Is The Key To get English fluency, you must have a lot of understandable repetitive listening. That is the ONLY way. To be a FANTASTIC English speaker, you must learn English with your ears, not with your eyes. In other words, you must listen. Your ears are the key to excellent speaking. What kind of listening is best? Well, it must be understandable and must be repetitive. Both of those words are important-- Understandable and Repetitive. If you don't understand, you learn nothing. You will not improve. That's why listening to English TV does not help you. You don't understand most of it. It is too difficult. It is too fast. Its obvious right? If you do not understand, you will not improve. So, the best listening material is EASY. That’s right, you should listen mostly to easy English. Most students listen to English that is much too difficult. They don’t understand enough, and so they learn slowly. Listen to easier English, and your speaking will improve faster! Understanding is Only Half The Formula. Understanding is not enough. You must also have a lot of repetition. If you hear a new word only once, you will soon forget it. If you hear it 5 times, you...
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...Measuring the English vocabulary size of Greek Students in Swansea University Introduction ● ● Vocabulary of Greek highschool students English tests in Greece {Proficiency(Michigan,Cambridge,Edexcel), IELTS} ● ● ● Behaviour of Greek students in the UK Vocabulary of Greek highschool students Y_Lex vocabulary test and the difference from X_Lex Aim of this study To see if Greek students in Swansea university are learning new words from the time they leave Greece until the time they graduate and if they do, how much has their vocabulary increased. Hypothesis ● Due to the tendency of Greek students socializing with other Greeks, they should not be able to attain a certain amount of words in order to make a significant increase of their vocabulary. ● Maximum new words learned might be less than a thousand until the end of their studies. Methodology ● ● ● ● Selecting participants based on year of study, having IELTS or any other certificate. Handing out the two Y_Lex vocabulary tests to each one. Gathering all the data and analysing them. Checking the readability,difficulty and language level of the IELTS and Cambridge tests and comparing the participants’ scores with the scores of their Y_Lex tests. Participants ● Gathered 20 participants of which 10 were in foundation and 1st year and the other 10 were in their final year or doing their Master’s degree ● Some participants were not included as they used to live in an english speaking country for a couple of...
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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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...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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...Whether learning another language is comparatively easy or difficult for you, your goals and attitude about improving your English have a strong effect. If you are determined to improve your English, and you make a conscious effort to do so, improvement is more likely. There are many approaches to improving your English while you are in the uk The best way to study English is by 3 ways: reading, listening and practice more. Reading newspapers, magazines and books widen your vocabulary. Circle the unfamiliar words you will encounter; then try to look for the meaning when you're done reading and use it by your own. Read this over and over until you familiarize the word. Reading English books will help, and keep a list of difficult vocabulary words that you can review. . Listening is important too when you want to learn English. Active listening Become an active listener by paying attention to what people are saying around you. When someone is speaking, listen carefully and try to remember what he/she says. Another way is to listen to television or radio that provides good English speaking programs. Practice socializing It is not always easy to talk to strangers. You might feel uncomfortable. Speak and write English as often as you can, even with your country mates, as frequent usage of the English language will increase your understanding and confidence. Practice makes perfect. Join a discussion, and don't be afraid to commit a mistakes. There is no short cut to learn...
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...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) Play a game to review the different animals in the zoo. (15 minutes) Before the end of the activity everyone will review the vocabulary words with handouts. (10 minutes) Material: 1. Name Tags 2. Flag with logo 3. 2 stuffed animal hats, 1 for Foreign Teacher and 1 for Chinese Teacher 4. Paper animal hats for the children 5. Whistle for the teacher ...
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...card with student’s name and self-drawn picture), ticket (mark placed on license by the police officer when the student moves in an unsafe fashion), license suspended (result of receiving 3 tickets). After handing out the licenses, the students spread out and begin to move according to the cue called out by the police officer. Cues = speed limit 30 mph (walk), bumpy road ahead (skip), narrow road ahead (gallop), school crossing (walk in slow motion), road construction (leap over the potholes or hoops on the floor), flat tire (hop), interstate drive (run). Driving area can be reduced to increase bad driving conditions. Knowledge & Skill Student Expectations (K.8) Reading/vocabulary development. The student develops an extensive vocabulary. (C) identify words that name persons, places, or things and words that name actions (K-1). (K.9) Reading/comprehension. The students uses a variety of strategies to comprehend selections read aloud. (A) use prior knowledge to anticipate meaning and make sense of text (K-3). (K.12) Reading/inquiry/research. The student generates questions and conducts research about topics introduced through selections read aloud and from a variety of other sources. (B) establish purposes for reading or...
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...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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...felt a greater sense of similarity to “Because I could not stop for death” (Emily Dickinson) versus “Death, be not proud” (John Donne) so I will begin to discuss those poems first. When comparing each poem I will list the related styles between the two and the same for contrasting each when discussing the distinctive differences. In “Funeral Blues”; a poem about the mourning of a dear loved one, Auden used a great sense of imagery when writing to assist the audience in creating a mental picture. Each line used a great amount of detail for example, when Auden wrote “Let aeroplanes circle moaning overhead scribbling in the sky the message he is dead.” It was easy for me to actually picture this statement mentally due to his choice of words. Also, he uses a rhyme scheme that is successful in expressing the deep mourning and sorrow that he feels. The same feelings expressed in “Funeral Blues” can also be felt in “Because I could not stop for death” (Emily Dickinson). As in Auden’s poem when speaking of his sadness about the love of his life now deceased, Emily writes about her ride with a gentleman that she meets (death). Emily too uses a similar rhyme scheme to that of Auden. Descriptive details written in the poem helped to visual the story as a reality. Just as there are similarities between “Funeral Blues” (W. H. Auden) and “Because...
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