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<h4>way, you and the students know where they are and where they need to go. This is called a diagnostic assessment, and it’s a necessary part of effective teaching.</h4>
<h2>Step 1- Introduce New Vocabulary in Context</h2>
<h4>So you’re ready to introduce some new vocabulary in context. For the comparatives lesson focused on renting an apartment, ask students to look at short apartment descriptions and pick out all of the adjectives, whether they know them or not. (example) For example, they see a collection of online postings that feature a couple of photos and two or three sentence descriptions. Looking for the adjectives serves two purposes; it gets students thinking about grammar and syntax, and it also gives them some time to think about the meanings of new words. They’re going to automatically make some inferences about the meaning of the adjective based on pictures they can see of the apartment and other cues from the text. Clear up any questions that students still have about the meaning of words after you’ve given clear definitions through context, pictures and examples. Be careful about asking students if they understand what you’ve just taught them. In many cases, the only way for you to feel confident in their understanding is by asking them to show you their understanding. And you do this by giving them opportunities to work more deeply with the vocabulary.</h4>
<h2>Step 2- Build Collocations</h2>
<h4>You might want to have them create a list of adjectives on the board and then come up with their opposites; (shot) Discuss whether or not the new words that you are teaching have a positive or pejorative connotation. This is important information to know when learning any new word.</h4>
<h4>Then, in order to deepen students’ understanding of the words AND to provide opportunities for repetition and memorization, ask students to create mind maps that link new vocabulary with other words. Here’s an example: (example) I’ve asked a pair of students to create a map for the word ‘clean’. And I’ve asked them to connect 5 words that they know with it, 4 which are good collocations and one which is not. Once all pairs have written their mind maps on the board, the class looks at each one and decides which word does not fit. (example) This way, students are strengthening their knowledge of collocations around a word by thinking critically about how words work together. This will help them when they later want to use the words in speaking or writing.</h4>
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<h1> Teaching Reading SKILLS</h1>
<h2>5.1 TOP DOWN VS BOTTOM-UP PROCESSES</h2>
<h4>New teachers will find that ESL students tend to rely heavily on dictionaries and translators when they are presented with reading material, so they often find themselves giving advice such as “You don’t have to understand every word to understand the reading, try not to look up every word in your dictionary.” Although students may reluctantly follow this advice in the classroom, most will continue to rely on dictionaries or translators when reading outside of class. This is because many L2 readers tend to draw heavily on bottom-up, or data-driven reading strategies. They believe that successful reading comprehension hinges solely on their ability to understand the written text in front of them.</h4>
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