Categories 2017 workshop
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The document discusses the importance of categorization in teaching English vocabulary, highlighting that grouping words can enhance communication and comprehension. It emphasizes the brain's natural tendency to categorize information, which can aid in vocabulary retention and understanding. Various strategies for using categories in teaching, including comparisons and cause-and-effect reasoning, are also presented.
Categories 2017 workshop
- 1. Effective Teaching: Working with Categories Maryna Tsehelska Kryvyi Rih Pedagogical University Educational Centre “Interclass” Kryvyi Rih
- 2. Key Points: Key points: 1. Categorization – a natural function of our brains. 2. Implementing categories into teaching. 3. Using categories for description and comparison.
- 3. Before speaking about categories maps let’s examine common ways of teaching English vocabulary.
- 4. What do we teach? Nation and Gu claim that “in terms of usefulness, all words are not created equal” (Nation, 2007: 20). The concept of ‘usefulness’ in this context refers to communicative usefulness. Put it another way, the primary and ultimate goal of language learning is communication. Communication is possible in the greatest part thanks to vocabulary. In this regard, according to Nation, vocabulary learning should focus on words that provide students with the greatest benefit. Vocabulary input in EFL textbooks is based on frequency criterion.
- 5. An example of vocabulary list
- 6. Advantages: a learner can quickly communicate at a basic level. Disadvantage: the words are difficult to remember, especially if you do not use them often.
- 7. We can learn much more if we group vocabulary into categories. Categorizing is the main activity of the brain.
- 8. Scientists discovered how our brains categorize and map everything we see. After that point the researchers translated the model to a visual form. Using principal component analysis — a mathematical procedure used to provide a synopsis for a large amount of data — the scientists were able to visualize those 1,700 categories and how they related to one another, creating the chart shown to the right. https://www.extremetech.com/extreme/1 43816-scientists-discover-how-our-brains- categorize-map
- 9. Advantages: vocabulary is grouped in brain- friendly way that will later develop accurate thinking. Disadvantage: there are more words than a learner can learn at once, so we need to go back to categories + words over and over again.
- 10. How do we choose categories? • Start with the most general – they are displayed in the order of adjectives: O S Sh A C O M P
- 19. To add syntax, we’ll use symbols for the parts of speech (sentence): Adjective Noun (Who?) Verb Noun (What?) Adverb An important detail – e.g. a preposition
- 20. At the earliest stages students learn to describe using categories:
- 21. Classification/ Division ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ? ________________________________ system/ group/ process ? _________consists of/ comprises ___ parts/subgroups/ components/stages/ is divided into/arranged in kinds/ types/ sorts/ classes/ Each ____________ has its ___________ characteristics/ elements/features Above all _________________. __________especially ________________significantly Most/ Mostly__________ ?__________________ 1_______ ________ 2_______ ________ 3_______ ________ Category + Paraphrase Prioritize Emphasize Above all… Especially Most…. link linkCategories: Consists of… Belong to… We may teach how to categorize by using the template:
- 22. Categorization also enhances comparisons: Traditional Tools:
- 23. Categories make them more comprehensible: Category 1: ___Sponge Bob_ both 2: Cheese colour yellow material sponge cheese structure soft have holes tough or soft shape square shaped square shaped or round Actions and clothes can act and wear clothes can’t act and wear clothes
- 24. Speaking strategies for young learners: I want to compare _______________ and ______________________ We can compare them by such categories as ………… They are the same in _________________, they both are _________ They differ in _________, one is ___________and the other is______ They have ____ differences and _____ similarities, so they are (more/ less) similar than different.
- 26. Categories may be used in speaking about the simplest versions of cause and effect: Coats are winter clothes. We wear coats in winter
- 27. Bloom’s Taxonomy = levels of thinking LOTS – Lower Order Thinking Skills HOTS – Higher Order Thinking Skills
- 28. With categories we promote using LOTS in Teaching English 1.Description. 2.Categorizing. 3.Compare and Contrast. 4.Analogical reasoning (outer and inner vocabulary extensions). 5.Cause and Effect.
- 29. Two objects have similar characteristics: Two objects have different characteristics: Both __1__ and ____2___ are/ have, etc. Neither __1__ nor ____2___ are/ have, etc. 1 is _________ and 2 is ___________ too. 1 is/has/does________, but 2______________ Whereas/While 1_________, 2____________ Although/While 1_________, 2____________ 1 ________________. Similarly, 2 ___________ 1 and 2 are similar in _____________________ 1 is similar to 2 in _______________________ There are some similarities between 1 and 2: ….. 1 ________________. However, 2 ___________ 1 and 2 are different/dissimilar in ___________ 1 is different from 2 because ________________ There is a difference between 1 and 2 in (terms of)….. 1__________, (just) like 2 ____ Like 1, 2 is/has/does ______ 1 is ______________. Likewise, 2 is __________ 1 and 2 are alike. Unlike 1 that_______________ 2 ___________ Contrary to 1, 2 ___________ In contrast to 1 that_______________ 2 ___________ 1 and 2 are equally _______________________ 1 ______ (does/ works) in the same way as 2. 1 and 2 both__________ (work/ do) in the same way. 1 is _____________ compared to/with 2 In comparison to/with 1, 2 _______________ 1 is __________, in comparison, 2 ________ Two objects have similar and different characteristics Despite different (differences in……) ______________, 1 and 2 both ____________________. Although/Even though 1_________and 2____________, they both __________________ Though both 1 and 2 _______________, one ____________________ and the other __________________
- 30. References and Sources 1.Карпенко М.П. (2008) Телеобучение. М.: СГА. 2. Zhabotynska, S.A. (2002). Shorts, breeches, and bloomers: Plurality in blends. In A.Hougaard & S.N. Lund (eds.). The Way We Think. Odense Working Papers in Language and Communication. Odense: University of Southern Denmark, 127-142. • http://www.coun.uvic.ca/learn/program/hndouts/bloom.html • http://www.teachers.ash.org.au/researchskills/dalton.htm • http://oaks.nvg.org/taxonomy-bloom.html • http://en.wikipedia.org/wiki/Image:Bloom%27s_Rose.png