Bõm.vn: help

Describe an incident when you helped someone Outline: 1. Describe why the person needed your help 2. Describe how you spent time with the person to understand his problem and to advise him. 3. Describe how you helped that person 4. Describe how you feel about the incident. Being the eldest in the family, I have always felt responsible for my younger siblings. My youngest brother, Tuan, has always been my favorite. Unfortunately, he was the one who was always getting into all sorts of trouble. Countless were the times when my parents were asked to see his principal concerning his misbehavior. Tuan got into numerous fights with the other boys in school and had been caught a number of time vandalizing school property. He persistently failed to do his homework and he interrupted classes with his many pranks. Exasperated, my parents gave up on him. Their method of disciplining him only made him more rebellious. Being the closest to Tuan, I spent evenings talking to him. I also talked to his classmates. It was after many such patient talks and careful analysis that I found the root of the problem. Tuan, being extremely intelligent, was bored with his school work. Therefore, while his classmates were struggling with their schoolwork, Tuan would rather think of new and interesting pranks. When I spoke to Tuan about his problem, he agreed with me. He wished that his lessons were more interesting and challenging. I approached Tuan’s principal and told him what I thought of Tuan’s misbehavior. He has skeptical at first, but after examining Tuan’s grades, he said that the idea was worth trying. He then arranged for Tuan to sit for the entrance tests to a special school for highly intelligent children. To everyone’s surprise, Tuan not only passed these tests, but did so with flying colors. The special school readily admitted Tuan into their academic quarters. Since then he has excelled. At the rate he is going, he may even complete secondary school before I do! Tuan’s conduct reports have also been encouraging. Our parents have only been called up once to see his principal and that was concerning an extra subject that the principal wanted Tuan to take. I am really proud of my brother and I am glad that my help has been instrumental in bringing about his present academic excellence.

Describe an incident when you helped someone

Describe an incident when you helped someone Outline: 1. Describe why the person needed your help 2. Describe how you spent time with the pe...

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Ways to help students enlarge their vocabulary It is a self-evident truth that a good command of a language requires a knowledge of both its grammar and vocabulary as structural patterns serve as building blocks that hold lexical items together. Therefore, in addition to teaching grammatical rules, English teachers must help their students enlarge their vocabulary. This will not come as a daunting task to language teachers if they know that they can offer assistance to their students in their vocabulary learning and vocabulary expansion in the following ways. Teachers can first help by raising students’ awareness of the importance of vocabulary learning and expansion. As can be seen, not all students are fully conscious of the necessity of having a wide vocabulary of English. Some students may emphasize the acquisition of linguistic structures over that of vocabulary because the former, in their opinion, can help them operate effectively inn English. However, it is not difficult to find cases in which it is words, not grammatical structures that help one get his message across. For example, a speaker can still make himself understood even though he produces a grammatically incorrect sentence like ‘Yesterday I meet mine old friend’. Therefore, language teachers should give priority to making students aware of the important role that vocabulary plays in language learning. Only when students realize the significance of knowing the lexis of a language will they make effort to learn words and increase their vocabulary. Second, teachers can help students enrich their vocabulary by teaching words in context. The reasons for this technique are not difficult to understand. For one thing, the environment in which a word occurs with other words that will decide which meaning of the word is intended. Lexical items should thus not be presented to student in isolation; they should be presented in clear and meaningful contexts so that students can work out which sense of the word concerned in used. For another thing, students will get into the habit of guessing the meaning of new or unknown words form context, a badly needed skill for their vocabulary expansion. It is because when they first encounter new vocabulary items students will rely on the context as a clue to their intended meaning. In this way the meaning or use of the word will be retained longer in their mind. Moreover, teachers can promote students’ vocabulary learning and expansion by teaching words in relation to other words. It is highly recommended that specific words such as red, blue, yellow should be related to the generic term color, that words like happy should compared with happily, happiness, unhappy, unhappily and unhappiness, that words like book should be extended to notebook, textbook and handbook and that acceptable combinations like headache, earache, stomachache should be identified as opposed to illegitimate ones like eye ache or throat ache. In other words, teachers do not simply teach certain words as discrete lexical items; teachers have to present words in a network established by such language phenomena as sense relations word formation and collocation. An additional teaching tip is that teachers can present vocabulary in categories of words depending on topics. Teachers can ask students to keep a notebook to record words in different sections for different themes or topics so that they can develop their vocabulary systematically. In this sense, students not only learn, for example, a single word happy but several connected forms like happily, happiness, unhappy, unhappily and unhappiness and other words referring to human emotional states like glad, pleased, sad, and depressed. This will certainly lead to a massive increase in the number of words students learn and acquire. One more thing that teachers can do to help their students to widen their vocabulary is to train them in dictionary using skills. Naturally, teachers cannot provide students with all the words they need. So dictionaries will serve as their best source of reference outside class time. And that is the reason why students should be given practice in using dictionaries. Teachers can start by recommending a good bilingual dictionary such as an Oxford or Cambridge or Longman learners’ dictionary. Certainly, a monolingual dictionary has a role to play but an English – English dictionary would expose learners more to the language. As learners’ dictionaries often define more complex words by means of simpler words, students can get at the meaning without switching back to their mother tongue. What is more, as easy and familiar words are used to explain new words, the former are recycled, thus facilitating students’ comprehension and acquisition of the latter. Then teachers can spend some of their class time showing students how to use the dictionary they have recommended. For example, they can set exercises in which students have to look up some new words from their reading or listening texts. This will force them to get to know the symbols and abbreviations used in the dictionary and to choose the most appropriate meaning of the words from a range of meanings listed in the dictionary. In conclusion, there are just a few ways in which teachers can help their students enlarge their vocabulary. It is hoped that with the help and guidance from the teacher, students can first discover the value of vocabulary learning and expansion in language learning and then develop strategies to increase their vocabulary. 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How can a teacher help students enlarge their vocabulary?

Ways to help students enlarge their vocabulary It is a self-evident truth that a good command of a language requires a knowledge of both its...

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