IN THE NAME OF ALLAH

1. IN THE NAME OF ALLAH Prepared by: REEM EL-BORAI 220092099 NEMA ABO EL-KAS 220091130 FATEMA SHWEEKH 220092429

2. THE VOCABULARY OF E4P

3. “Without grammar very little can be conveyed , without VOCABULARY nothing can be conveyed.” • This is how the linguist David Wilkins summed up the importance of vocabulary learning . He wants to convey Ss that if they spend most of their time studying grammar , their English will not improve very much and they will see most improvement if they learn more words and expressions . You can say very little without grammar , but you can say almost any thing with words

4. The first stage grade {1-4} *Each Pupils book {A and B} contains 7units of new material which presents new vocabulary and structures. *Each unit contains material for 6 teaching period : periods 1,3,and,5 are learn periods which means that lg is presented and reinforced and periods 2,4,and6 are practice periods which means that lg is practiced in a wide variety of activities , children also have the opportunity to develop handwriting skills.

5. *For example :Grade 4

6. The second stage {5-9} Each unit of the student book consists of several lesson. The main vocabulary is focused in the lesson 1 {reading ,comprehension ,or dialogues} and there are some new words in the other lessons with different skills such as listening ,speaking ,and writing For example

8. The third stage {10-12} • Each unit of the SB consists of several lessons. • Vocabulary is mostly focused in lesson 1and2 {reading} and lesson 3{vocabulary development} the other lessons have some new vocabs such lesson 6{integrated skills} ,lesson 7and8 {reading and lg} ,and lesson 10{writing and vocabulary}.

10. Conclusion • 1. We notice that the new vocabs are mainly existed in the reading texts. • 2. These new words are essential in the reading text and relate to it and have an active function in the reading text in order to make Ss understand the text carefully. • 3. The reading texts provide a meaningful context for Ss to enable them to guess meanings of unknown words, and recognize reference words.

11. 4. Not all new words highlighted in the reading texts include all the new words.

12. There are some lessons that have too many unfamiliar words. For example

13. Grade 7 SB ,Unit 3 ,Lesson 1 ,Page 14

14. Grade 11 SB, Lesson7 and8 , Page82 e.g globalization ,manufacturing ,high import taxes

15. There are some lessons that have too difficult words for learners. -e.g.Grade10 lesson 1, unit8 ,page63 Monotheistic religions ,Noble Rock ,church of the Nativity Jesus

16. Grade 8 SB ,unit 12 ,page 70 ,lesson 1,2

17. Vocabulary exercises in the WB: • Some vocabulary exercises in the WB which are irrelevant to their counter part reading or speaking lessons. • Ex . 4 ,unit3 ,page 17.Grade 10 WB

18. Ex .5 ,unit 4 ,page 25 ,Grade 9 WB

19. Teaching vocabulary • When presenting anew lg. item ,the teacher aims at teaching the students the 3 components of the new vocabulary which are 1- spelling (shape) 2- pronunciation ( sound) 3-meaning

20. When do we teach vocabulary ? • You may be doing a vocabulary – based lesson (e .g .words associated with weather ). • You may need to teach words required for the reading or listening coming up later –but only the essential words that the students will need to complete the task (s) . Unit 11 deals with the selection of vocabulary for a skills lesson . You may be asked a question about what a particular word mean s

21. Strategies for teaching vocabulary 1- contextualize the target word .contextualization is a key element . Contexts could be pictures , realia ,situation ,and story . 2- Discuss the context briefly but enjoy fully . 3- For highlighting the target word make use of the super segmental feature . 4- Be economic in terms of time and effort you spent in elicitation strategy . 5- Never teach new words in vacuum .New words must be all the time visualized either by writing them on board , or by using flash card LCD screen …..etc . 6- spell the word to highlight its segments and pay special attention to the phonological structure of the target word . 7-Encourage student to repeat after you while pointing to the sound that make up the word as a whole . Encourage student to have their special dictionaries and to keep its as permanent record .

22. Word list in E4P : At the end of the SB in EUP, there is a unit – by – unit alphabetical word list which presents in a different way

23. . The second stage Grade (5,6,7) word list s presented in alphabetical order .E.G Grade 5

24. the third stages Grade (9) word lists presented only by showing is part of speech .

25. Word list in EUP : The third stage (10- 12) Word lists presented in Grade 10 ,showing words tress . Grade (11-12) word lists personated and showed the word stress ,its part of speech ,and transcription of the word . T. Can benefit from these word lists to identify the Ss info . About the words in each unit ,including its part of speech ,word ,stress and help Teachers to have correct pronunciation .

26. Dictionary page in E4p . The first stage (1- 4)at the end of the 2 Pupils books A and B (Ss make their own dictionary by writing the meaning of the words that they have learned in Arabic .

27. E.G .Grade 4

28. Second stage Grade 5 ,unit 7 ,page 33

29. Grade (6-7 ) dictionary page presented at the end of the WB from page 98 to 111

30. Problems when learning new words in E4p MEANING 1- A word may have more than one meaning ( e.g. odd , cut , patient ) 2- A student may understand the meaning of word , but not the appropriate context in which use it . 3- some teacher give the meaning directly without using context to give the meaning of the word .

31. Form • The spelling may be very different form the sound ( e.g. cough ) • Student may be competent speakers of the language but poor writers . • A word may be more than one part of speech ( e.g. it may be verb and anon ) . • If you teach a word like to rely , you also need to teach that it is followed by on . • Some words are irregular (e.g. the plural of person is people , the plural of sheep is sheep ) • Different varieties of English have different spelling (e.g. Color lcour

32. Pronunciation 1- the sound may not correspond to the spelling , as form above ( another example being sign ) . 2- student may have difficulty knowing how many syllables the word is broken up into ( atypical mistake clothes pronounced with tow syllables ) 3- It is hard to Know which syllable is stressed . 4- Some words with different spelling and meaning are pronounced the same , ( e.g. bear / bare )

33. Suggestions to avoid the problems teaching new words • You should avoid the “ what dose this mean ?” • It is usually more effective to start with meaning and then elicit or give the word -Avoid giving non-simplified definitions or explanations of words. -Train students how to use their dictionarieseffectively. Limit ,but do not put a ban on their use in the classroom

34. -Be aware of some of the problems students have learning vocabulary as this will help you in your planning. -use a variety of ways to illustrate meaning depending upon the level of the class. -check that meaning really has been understand . -review what has been learned from time to time.

35. -use pictures or drawing in order to teach new words. -teacher can use realia the actual object in teaching new vocab. -teacher can also use contrasts or spoken gap-fill sentences to teach new words. -review what has been learned from time to time.