Collins Work On Your Vocabulary Pdf

[Timmy Tatel]

بدون تقویت دامنه واژگان شانسی برای پیروزی و شکست زبان انگلیسی نخواهید داشت. همه کسانی که یک زبان غیر از زبان مادری را فرا گرفته اند با افزایش سطح دایره لغات خود شروع به یادگیری کرده اند.

این کتاب شامل تعداد زیادی از لغات و عبارات کاربردی زبان انگلیسی می باشد که می تواند سطح شما را از ابتدایی به پیشرفته تغییر دهد. همچنین لغات این کتاب برای گرفتن نمره 7 آیلتس و نمره بالا در آزمون سلپیپ یا تافل بسیار تاثیرگذار است.

یکی از مهمترین نقطه ضعف های کتاب Collins Work on your vocabulary نداشتن فایل Audio برای تلفظ واژگان آموزش داده شده است. بنابراین هر شخص یا باید از طریق اینترنت و سایت های لغت یابی تلفظ صحیح هر کلمه را شناسایی کند. یا باید از معلم کمک بگیرد تا تلفظ کلمات را صحیح ادا کند.

در حال حاضر دو سطح A1 و B1 این کتاب در سایت Zandi English برای دانلود قرار داده شده است. به زودی سطح های A2 و B2 برای دانلود گذاشته می شود.

نکته مهم استفاده از مثال ها و تمرینات متفاوت برای درک بهتر کلمات هر درس است. این کتاب با ترسیم شکل آموزش بهتری را به مخاطب خود عرضه می کند. بهتر است معنی فارسی این کلمات در دیکشنری سرچ نکنید اما در برخی موارد شاید بهتر باشد تا معنی کلمه را به فارسی بدانید.

It has been found that students learn languages best when they experience it in context and use the language independently in speaking and writing. As the Position Paper of the National Focus Group on Teaching of English (National Council of Educational Research and Training, 2006) states:

Research has also shown us that greater gains accrue when language instruction moves away from the traditional approach of learning definitions of words (the dictionary approach) to an enriched approach, which encourages associations with other words and contexts (the encyclopaedia approach).

This means that translating a text word-for-word or memorising lists of words will not necessarily help students to learn new vocabulary that they can use when they speak and write in English. Students need to develop strategies to guess the meaning of new words when they encounter them. You can help them do this by:

However, learning a new word or phrase once does not mean that the student will remember it and be able to use it. That is why students also need support in learning how to record new vocabulary and repeatedly review it. If students improve their knowledge of vocabulary, they can understand their lessons more easily and will write and speak better in English, which can also lead to them performing better in exams.

In Activity 2 you will look at how you can help your students deal with new vocabulary in their lessons. This technique will help your students to understand the readings in the textbook and develop strategies for learning new vocabulary. They will also help students to become more independent, so that they will be able to learn by themselves outside the classroom or in their future lives.

This is an activity for you to try in your classroom. It helps students to guess the meaning of new vocabulary in a text that they are reading. It also helps them decide which words they should spend more time actively learning. You can use this activity with any lesson, and with students from any class or any ability as they can choose and learn different words.

You can find more ideas about how to help students guess the meaning of words from the context later in this unit. There are also additional vocabulary learning activities in Resource 1. Resource 2 includes examples of language that will help you do this kind of activity.

Using a variety of techniques will help your students to understand new words, and it will also help them to remember them better. They might remember the picture that you drew on the board, or the enjoyable mime. Follow these steps and try some different techniques in your classroom:

Many students use word lists to record and remember words. Word lists are also known as glossaries and you can find these at the end of many textbooks. Students can also create their own personalised glossaries, which they can keep up to date at the end of their notebooks as they learn new vocabulary words. An example glossary from a Class X textbook is shown in Figure 1.

In Case Study 2, Mr Aparajeeta used vocabulary logs with a group of Class X students. Vocabulary logs are useful for recording and remembering vocabulary. They can also be a project that students can carry out over a term, or even a school year. The books could be evaluated and form part of the overall assessment of each student. Students of any level can keep a vocabulary log.

Not all dictionaries give this information. Nonetheless, they are still very useful, as they give an idea of what words mean, and possibly how they are used. If students have access to a dictionary in the school, classroom or at home, they will be able to find out the meanings of words themselves and will be less dependent on you. That means you will have time to do other things in your English classes.

If you would like some ideas for improving your own vocabulary in English and for phrases you can use to teach vocabulary, see Resource 2. If you would like to read more about teaching vocabulary, look at the additional resources section.

And suddenly I felt weak all over. Growing up disabled, you get fed up with people asking you to be brave, as if you have a courage account on which you are too lazy to draw a cheque. The only thing that makes you stronger is seeing somebody like you, achieving something huge. Then you know how much is possible and you reach out further than you ever thought you could.

Teachers question their students all the time; questions mean that teachers can help their students to learn, and learn more. On average, a teacher spends one-third of their time questioning students in one study (Hastings, 2003). Of the questions posed, 60 per cent recalled facts and 20 per cent were procedural (Hattie, 2012), with most answers being either right or wrong. But does simply asking questions that are either right or wrong promote learning?

There are many different types of questions that students can be asked. The responses and outcomes that the teacher wants dictates the type of question that the teacher should utilise. Teachers generally ask students questions in order to:

The more positively you receive all answers that are given, the more students will continue to think and try. There are many ways to ensure that wrong answers and misconceptions are corrected, and if one student has the wrong idea, you can be sure that many more have as well. You could try the following:

Value all responses by listening carefully and asking the student to explain further. If you ask for further explanation for all answers, right or wrong, students will often correct any mistakes for themselves, you will develop a thinking classroom and you will really knowwhat learning your students have done and how to proceed. If wrong answers result in humiliation or punishment, then your students will stop trying for fear of further embarrassment or ridicule.

As a teacher, you need to ask questions that inspire and challenge if you are to generate interesting and inventive answers from your students. You need to give them time to think and you will be amazed how much your students know and how well you can help them progress their learning.

Remember, questioning is not about what the teacher knows, but about what the students know. It is important to remember that you should never answer your own questions! After all, if the students know you will give them the answers after a few seconds of silence, what is their incentive to answer?

This content is made available under a Creative Commons Attribution-ShareAlike licence ( licenses/ by-sa/ 3.0/), unless identified otherwise. The licence excludes the use of the TESS-India, OU and UKAID logos, which may only be used unadapted within the TESS-India project.

c80f0f1006