After this class, I found out so many useful and effective vocabulary-related programs in the internet that can relate to vocabulary teaching. Teaching vocabulary is one of the hardest part, even though every part of teaching is hard, of teaching, I think. Usually, it is the role of the students to just memorize hundreds and thousands of vocabulary. But, there are certainly some other ways to motivate the students' interests to learn and memorize vocabulary well and fast. It is important to make it a meaningful learning, not just rote learning with lots of drills and exercises only.
I think for younger or beginner leveled learners, showing lots of pictures or games would interest them and make them memorize vocabulary faster. Therefore, I think the site of making the crossword puzzles is somewhat interesting and fun. This site is especially good for reviewing what they have already learned.
For students who are somewhat more advanced, I think they would want some challenges. To check their vocabulary proficiency, the site of Wordsmart challenge would be a good practice for especially students about to take the SAT. The signing up for this "game" is somewhat easy and short, and you just have to click the start button and click on the similar meaning in the multiple choice. The game shows the context the word is used and you have to answer each in 20 seconds. You can check your score later. It's interesting, provides enough challenge, and there are smiley or frowny faces as you answer the question correctly or wrong and there are sounds to them. You can compete with your classmates or just check for your own challenge. Also, you don't need teachers, rather, students can work by themselves and improve their vocabulary skills. You just need a computer that is accessible to internet. It's not boring because the '20 seconds for each question' gets you busy and work fast. The time limit makes you nervous but with numerous practice, you will find yourself more confident and not nervous or embarrassed anymore.
18 September, 2010
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