Verbs: Where the Action Is. Practitioner Research Briefs, 1999-2000 Report Series.Report as inadecuate




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This brief asks the question of what happens if the instructor isolates verbs and uses them in lesson plans for English-as-a-Second-Language (ESL) students at the beginning and intermediate levels. The discussion is based on the experiences of one ESL teacher who found that the most pressing practical need of her students was a better command of English verbs for use in the workplace. She planned her lessons around certain verb forms and functions. She started by collecting verbs that were especially useful in the workplace, accomplishing this by asking her students to describe their jobs. The verbs were categorized and listed on the board. As the students began to better understand the importance and usefulness of the verbs, they began to ask questions about when and where to use particular common verbs, such as the difference between make and do. Whether at the beginning or intermediate level, it was found that students comprehended more quickly when certain functions were taught in separate lessons. Graphics such as timelines, charts, cluster maps, and also games effectively reinforced the forms and functions of verbs and helped to evaluate student comprehension. Overall, these lists of everyday, practical verbs and the graphics have proved valuable pedagogical supplements to the standard ESL curriculum. (Adjunct ERIC Clearinghouse for ESL Literacy Education) (KFT)

Descriptors: Adult Education, Class Activities, Classroom Communication, Classroom Techniques, Educational Strategies, English (Second Language), Immigrants, Limited English Speaking, Literacy, Second Language Instruction, Second Language Learning, Teacher Education, Teaching Methods, Verbs, Vocabulary Development











Author: Kilpatrick, Wendy Montanari

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=9812&id=ED444392







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