The most effective teaching method that suits your students can be the Total Physical Response Technique. Its main assumptions/orientations are as follows:

•Its emphasis on listening

•Researchers (James Asher) hypothesized that language learning starts with understanding and ends with production

•Claim: second/foreign language learning is similar to first language acquisition

•Listening comprehension as an essential skill that will pave the way for other skills to grow ( that is why the teacher gives a command in L2 and performs actions for students to follow)

•Learners should begin by listening to meaningful speech while not saying anything (they must respond nonverbally)=this is because students should understand L2 first before producing any speech.

Learners should not produce any language (speak) until they feel ready to do so. Learners are expected to be better at pronunciation.

•The teacher uses imperative (giving commands) as it is believed to help the teacher direct students’ behavior.

•Students are exposed to meaningful input they have not heard before (learners progress through exposure to language beyond their level of competence)

•Students are expected to make errors and as such error correction is not necessary

•Emphasis should be given to spoken language over written language

•There are lots of resources in the form of 'Youtube' demos.

Celce-Murcia, M (ed.). (2001). Teaching English as a second or foreign language (3rd ed). USA: Heinle & Heinle.

•Larsen-Freeman, D., & Anderson, M. (2011). Techniques and principles in language teaching. Oxford: Oxford University Press.

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In my school, Since the beginning of the year, our teachers have been undertaking phonics assessment of the children and we are now in the lucky position where we can offer more support within this area, to include smaller group teaching, more 1:1 learning and phonics lessons at a set time.All children in KG3 will be split in to five specific groups and every day at 10:30am the children will all undertake a phonics session which has been planned and prepared by the KG3 teachers and myself to deliver to the children. We will be using our current phonics scheme; however, the sessions will be differentiated to support all the needs of the children.By offering these smaller groups we will be extending the children’s phonetical knowledge and awareness as well as supporting with their early development of reading and writing.

TPR or flashcards

Methods such as PBL would be too big idea for this question. An efficient problem-solving method for vocabulary recognition is to "consider your child as a native speaker" to learn.` Kids in a young/beginning age would be the best time for forming their learning structure. For vocabulary,

1) understand the meaning by her insight way(share the pictures/images in English story books) or body language acting

2)knowing how does that word sound by listening or advanced skills through phonetics

3)recognizing the words in a content (short sentences/ story book/ role play etc)

Acquire them!

I am very interested in your question. My current research direction is mainly middle school students and above. For this group, the vocabulary learning method is mainly the vocabulary memorization method itself, and there is not much research on students' genes and psychological phenomena. If you want to know about the vocabulary memorization method of middle school students, please contact me.

Alleen and I have been working on "A Source-Based Approach to Vocabulary Instruction." Here is a link:

I agree with Amal.

Vocabulary development with ELL:-

Knowing vocabulary words is important for reading comprehension. The more words a child knows, the better he / she will understand the text. Using various effective learning methods will increase the student's ability to learn new words.

How is the Terminology related to ELL:

For English language learners (ELLs), vocabulary development is particularly important. The average native English speaker enters kindergarten to learn at least 5,000 words. The average ELL can know 5,000 words in their native language, but very few words in English. While native speakers continue to learn new words, ELLs face the dual challenge of building that foundation and then closing the gap.

You might be surprised how quickly a new ELL student can communicate verbally with peers, but remember that there is a big difference between social English and academic English. Academic English reading, writing, speaking and understanding occur in the classroom. Using a combination of the following strategies will help ELL close the gap.

Classroom Strategies: Vocabulary

Pre-education Terminology:

Before doing an activity, teaching materials, or reading a story in class, pre-teaching vocabulary is always helpful, especially for ELLs. This will allow them to recognize the words and then put them in context and remember them. You can pre-teach vocabulary using English as a Second Language (ESL) methods:

1. Playing a role or pantomiming

2. Using gestures

3. Showing real objects

4. Pointing to pictures

5. Quick drawing on board

6. Using the Spanish equivalent and then asking students to say the word in English

7. To ensure mastery of more complex words and concepts, you may want to follow these six ESL steps:

8. Select a word from an upcoming lesson or conversation.

9. Explain its meaning with a student-friendly definition.

10. Provide examples of how it is used.

11. Ask students to repeat the word three times.

12. Students engage in activities to develop mastery.

13. Ask the students to say the word again.

Focus on the Cognate:

Cognets are words from different languages that are derived from the same root word or root. Note that about 40% of all English words are the same in Spanish! This is a clear bridge to the English language - if the student is made aware of how to use this resource.

Cognates are related terms such as family and family, director and director, and conversation and conversation. False cognition exists (mano in Spanish means hand, not man), but they are the exception to the rule. Encourage ELLs to guess at the words and try to understand the text based on this existing knowledge. The more familiarity a teacher has with Spanish, the easier it is to indicate these connections.

Scaffold:

Scaffolding is helping students to learn new skills or information. For scaffolding terminology, you can:

• Use a graphic organizer to explain concepts and related words. [Example coming soon]

• Use the six ESL steps above to help students quickly understand and use the word.

• Post new vocabulary on a word wall, and review the words daily. Swap out the old words as necessary.

• Label diagrams and drawings to help students make connections between oral and written English. Indicate these visuals to clarify the meaning when using these words.

• Use computer and television

When prepared for ELLs, computer programs and television programs prove to be complementary to help build language and reading skills. Computer terminology is a non-threatening way to help children work on their own for English sounds, syntax, reading, and writing. Educational children's television can also be a great way to enhance many reading skills, including vocabulary and comprehension.

Use Audio Books:

Help ELL build vocabulary by providing books with tapes to a listening center on one side of the classroom. By hearing and seeing the word in the same time context, ELLs pick up on its meaning and also gain lawsuits, and verbal fluency.

Use a Word Wizard Box:

Ask students to bring new words to the classroom that they hear at home, on TV, or anywhere else and leave these words in the word wizard box. At the end of the class, take out a word and ask who wrote it. Have students tell you where they have heard the words and how they have been used. Ask students to use these new words in their discussion and writing.

Encourage the Use of Oral Language:

ELLs are not going to learn academic English from their parents nor their peers. They are going to learn it from you. Start by making sure they know the instructional terms you use every day, such as "follow the instructions", "describe", "start at the top of the page", "read at the bottom of page 4", " Uncover verbs. Only ", and" Use the steps in your guide. "

Encourage ELLs to speak in the classroom as much as possible. Structure conversations around vocabulary-making books and topics. Instead of simple "yes or no" questions, ask questions that are interactive and meaningful. For example, "What do you think? What should we change?" In these ways, ELLs will learn the academic English necessary to succeed in future schooling. Remember to be sensitive to ELLs who are afraid of making mistakes.

Model Correct Use:

Instead of correcting pronunciation or grammar often, confirm the student's idea and then say the word correctly and in context.

• More thoughts

• Label class items in English and Spanish

• Develop lesson plans and activities with new vocabulary words in mind

• Read Katha (children's literature) and expository (eg science, social studies) lessons for your class and discuss vocabulary words

• Teach words in context - it is more effective than a separate memoir

• Discuss the literal versus figurative meanings of idiomatic expressions such as "sweet tooth," "on his heel," "make up your mind," and "the cat has got your tongue."

• Teach students to use the dictionary

• Teach students how to use prefixes and suffixes.

Hi,

Have you seen this method of using illustrations to teach children phrasal verbs in English? The appendices section of the paper contains examples of the illustrations

Chapter Using Illustration and Personification to Teach Phrasal Verb...