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INTRODUCTION
In the process of learning a foreign language, the teacher must take into
account the natural process of language learning. The 4 skills are naturally
acquired in the following order: LISTENING, SPEAKING, READING and
WRITING . Therefore it seems to be quite logical to learn a foreign
language in the same way.
The first of them was based on the frequency of use . This means there
are words which are used more frequently than others due to
determined circumstances. Some works have been published, trying in an
attempt to show the most frequently used words in written English.
The second trend is based on the fact that there are some words that
are more necessary than others due to their direct relationship with
learning aims. It is very difficult to establish which words are necessary
and which words are not because many different factors and realities
can vary the criteria. That is why the teacher has to take into account
the students world and interests. As well as this , the vocabulary cannot
be presented in isolation but within real situations or linguistic contexts.
This will facilitate both comprehension and production. The important
factor is that they are useful words for communication. Thus teachers
should look for these interesting contexts, for instance:
a) informal conversations with classroom mates
b) phone calls
c) children stories
d) instructions for the functioning and organisation of the
classroom, house , work... .
e) descriptions of objects, people or animals
f) jokes and games
g) interviews
h) penfriends
The classroom is the place where interaction in the foreign language mainly
takes place. Often, the language used in the classroom does not have a real
application outside but there are many other sentences that are also used
in normal social situations, such as: Could you open the door, please?, Sit
down, please.
Students should be provided from the beginning with simple linguistic tools
that allow them to express their necessities and problems, such as :
a) asking and giving information: Excuse me!, Could you repeat that?,
...
b) expressing attitudes and actions: I dont like it at all, I hate it,...
c) using social formulae: Happy birthday!, How old are you?, Good
morning!,...
d) asking questions in class for information: How do you spell it?,... .
Our main task as teachers is offering the students a series of resources
that allow them to communicate in a foreign language. That is why, apart
from the teaching the above-mentioned vocabulary and structures, we must
make them aware of the fact that a great deal of new words can be
formed, as in their mother tongue, by means of:
WORD FORMATION
2. CONVERSION
A word changes its cathegory but it doesnt change its form. E.g.: A
verb can be changed into noun . There are different types:
3. COMPOUNDING
4. BACK FORMATION
5. REDUPLICATION
6. CLIPPING
8.ACRONYMS
Words formed from the initial letters or larger parts of words. There are
two types:
a) ALPHABETISM or ABREVIATIONS: words which are
pronounced as sequence of letters: UFO, USA, EC, UK , ...
b) PROPER ACRONYMS: pronounced as a simple word: VAT, NATO,
RADAR ( radio detecting and ranging).
9.WORD-MANUFACTURE/ COINAGE
10.BORROWING
Linguistic forms can be taken by one language or dialect from another. E.g.:
restaurant, caf, pizza, patio... .
A)PRESENTATION OF VOCABULARY
B) PRACTICE
Once the vocabulary has been presented, the next step is to give the pupil
the possibility to put into practice in adequate real contexts inside the
classroom in order to check that the student has understood. For this step
there is a series of adequate activities:
a) arrange drawings and words
b) riddles ( object, people or animals)
c) Bingo. This game can be used in order to practise any type of
vocabulary ( number, fruits, colours) . We can use this activity and
revising the vocabulary.
d) Arrange and classify ( in different categories: colours, liquids,...)
e) Domino
f) Telephone
g) Picture dictation
h) Arrange a text step by step
i) Association game. E.g.: I went to the market and bought some
bread//I went to the market and bought some bread and some
fish // ... .
j) stories
CONCLUSION
We will decide which vocabulary and resources are the most appropriate
and useful setting out from the peculiarities of our classroom . None of
them excludes one another. The use of motivating varied resources will
make the English class effective as well as amusing.