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LEARNING STRATEGIES

fp_te_2014-06

LS Group 9 teens 12 to 17 (18 !e"rs o#$

Participants in the forum:

Diego Andrés Rincón Beltrán COFPMTFL1635806

María José Alcázar ARFPMTFL1341457

Mariángel Carreño Rivas UYFPMTFL1209873

Modesto Rodríguez PEFPMTFL1219561

Oscar Humerto Moreno Berón COFPMTFL1636745

Participants in the summary:

María José Alcázar ARFPMTFL1341457

Mariángel Carreño UYFPMTFL1209873



INDEX

Introduction 1

Focusing on adolescents 2

Conclusions 2

Consulted bibliography 3

Webography 3

Appendix 1

Appendix 2 !

Appendix 3 11

Appendix 1



!ntroduction

A learning strategy is the "ay in "hich the learner selects# ac$uires# organi%es# or integrates ne"

&no"ledge 'Weinstein and (ayer# 1)!*+ in order to ,a&e learning easier# -aster and ,ore en.oyable/

In other "ords# a learning strategy is any beha0iour or thought that -acilitates the learning process/

Fro, all the taxono,ies present in studies# "e belie0e x-ord4s '1))5+ "or& on strategies is the

,ost "idely &no"n a,ong language teachers/ x-ord deals "ith a strategy syste, "hich is di0ided

into t"o ,a.or classes6 direct and indirect/ 7hese t"o classes are subdi0ided into a total o- six groups6

Direct class6 ,e,ory strategies -or entering ne" in-or,ation into ,e,ory storage and -or retrie0ing it

"hen needed# cogniti0e strategies -or lin&ing ne" in-or,ation "ith existing sche,ata and -or

analysing and classi-ying it and co,pensation strategies 'such as guessing or using gestures+ to

o0erco,e de-iciencies and gaps in one8s current language &no"ledge/ Indirect class6 social strategies

-or cooperating "ith others in the learning process# a--ecti0e strategies -or handling e,otions or

attitudes and ,etacogniti0e strategies -or organi%ing# -ocusing# and e0aluating one8s o"n learning

'x-ord# 1))5+/ (ost o- our students ,a&e use o- all these strategies in their process o- language

ac$uisition/ Depending on their personalities and their type o- intelligences '(ultiple Intelligences+

they "ill ,ainly -ocus on so,e o- the, rather than on others/

ther -actors in-luence the strategies learners use6 age# gender and cultural bac&ground/ As x-ord

and ea0er '1))*+ state 9tudents need to experi,ent be-ore -inding the ,ost appropriate learning

strategies that ,eet their o"n needs# so there is no single set o- e--ecti0e learning strategies that -it

e0ery language learner9 'p/ 22!+

:elated to the idea abo0e is the -act that there are di--erent le0els o- strategy instruction 'x-ord and

ie0er# 1))* p/231+ "hich go -ro,6 8no learner consciousness o- 8# 8a"areness8# ;attention8#

8intentionality8# and -inally 8control8/ tudents ,ay be operating in di--erent strategic consciousness

stages at di--erent ti,es# depending on the ,aterial# learning style# interest# prior experience and other

-actors 'x-ord and ie0er# 1))* p/ 231+

Cooperati0e "or& a,ongst teachers and agree,ent on shared ai,s enhances learners4 opportunities o-

success/ 7eachers should agree "ith teachers o- other sub.ects 'x-ord# 1))*+ that learning tas&s need

to be 0aried so that they relate to learners4 strengths and needs# connect "ith real<li-e situations# andha0e a strategic -ocus that allo"s the students to o0erco,e linguistic di--iculties/ Instructors ,ust be

e$uipped "ith a "ide range o- strategies that ,ay -it the physical# e,otional and cogniti0e stage o-

learners4 de0elop,ent= to do that teaching training in should be included in all teaching progra,s/

7here is a -urther issue to bear in ,ind "hen teaching # as it is ,entioned in the ub.ect (aterial

'(adrid and >all# n/d/ p/*3+6 ?o" long and ho" o-ten are "e going to "or& "ith in the class@

'hort<ter, or long<ter, strategy instruction@+= should strategy instruction be i,plicit 'blind8+# explicit

'8in-or,ed8+ or both@= should "e co0er a co,prehensi0e list o- strategies or a li,ited nu,ber o- the,@

7he ans"er to these $uestions "ill depend on ho" "ell "e &no" our learners and their needs and

expectations/



Cooperati0e "or& a,ongst teachers and agree,ent on shared ai,s enhances learners4 opportunities o-

success/ 7eachers should agree "ith the other teachers o- English and -ro, other sub.ects 'x-ord#

1))*+ that learning tas&s need to be 0aried so that they relate to learners4 strengths and needs# connect

"ith real<li-e situations# and ha0e a strategic -ocus that allo"s the students to o0erco,e linguistic

di--iculties/ We al"ays &eep in ,ind ?all and ?e"ings4 "ords '2551+6 A teacher ,ust assu,e that

learners are capable o- arri0ing at a particular ob.ecti0e through di0erse routes/B ee Appendix -or a

0ideo about earning trategies/

"ocusing on adolescents

For this group o- learners "e -ound that cogniti0e strategies are ,ore e--ecti0e since they tend to

interact "ith the ,aterial either ,entally or physically/ As (illennials# they li&e to experience the

concept# apply it to the,sel0es so that it can be related to the,# and that they do it by using

,anipulati0e or technology/ It is true that at the beginning they rely on repetition# translation and

trans-er but later on they ,o0e to in-erence '8(alley and Cha,ot# 1))5 as cited in (adrid and >all#

n/d/+/

7he social a--ecti0e strategies are also i,portant -or this group o- learners# since at that age# "ith the

physical and e,otional changes they are going through and their short attention span# they ha0e a lot

o- $uestions# needs -or explanations and reassurance not .ust about the language# but also about the

"orld "ithin the,sel0es and the "orld around the,/ 7eachers should create a classroo, at,osphere

that -osters the disco0ering and de0eloping o- /

We need to learn about our students4 learning styles/ I- "e de0elop strategies that help us recogni%e

these styles in our students# "e "ill get tips about the "ay they learn/ :ecogni%ing "hich learning

strategies our students use and being clear about "hich ones they need to learn is essential -or the

process o- language ac$uisition/ >esides# "e should al"ays re,e,ber that a healthy# sa-e# and

supporti0e learning en0iron,ent enables students to learn in po"er-ul "ays/ uch an en0iron,ent

pro,otes inno0ation# in$uiry# and ris& ta&ing/ For these reasons# teachers need to beco,e a"are o-

both learning styles and learning strategies through appropriate teacher training/

For exa,ples o- ho" to "or& "ith in class# see Appendixes 1# 2 and 3/

Conclusions

7eenagers ha0e peculiar characteristics that teachers constantly need to ta&e into consideration/ We

strongly belie0e that a supporting en0iron,ent at school is highly bene-icial -or teenagers= they need

to accept the,sel0es and others/ We need to pro0ide our students "ith a "ide range o- "hich

allo" the, to achie0e the ob.ecti0es depending on their learning styles# li&es# strengths# challenges#

etc/ ro0iding a "ide range o- tas&s to ,atch 0aried learning styles is the best "ay to supply the,

"ith earning trategies/



Consulted Biliogra#$%

< >ro"n# ?/ Douglas '1))+/ Teaching by Principles. earson ong,an Education# N# A

< ?all D# ?e"ings A/ Innovation in English Language Teaching: A Reader / :outledge# 2551/

< aylani#C/ '1))*+/ The Influence of Gender and Motivation on EL Learning !trategy "se in #ordan #

in : x-ord 'ed/+ Language Learning !trategies Around the $orld: %ross %ultural Perspectives/

ni0ersity - ?a"aii ress6 ?a"aii/

< (adrid D# >all / Language !trategies uniber !ub&ect Material. Funiber# n/d/

< x-ord :# ie0er >/ A synthesis of strategy instruction for language learners. A,erican Global

tudies Institute# Cali-ornia# A# 1))*/

&eogra#$%

< https://www.y!t!"#.$%/w&t$h'()Fy7*2LC++0E

https://www.youtube.com/watch?v=Fy7Q2LCqq0E





Appendix 1

'!()*+!+, ()RA)*,!*(

'*AR+!+, ()RA)*,- R*"*R*+C* BA+.

'!()*+!+, ()RA)*,!*(D*"!+!)!O+

/&HA)0()*1( /HO&0

J2()!"!CA)!O+

/&H-0

1!C)2R* *31'ORA)!O+

With this

strategy you

describe the

i,ages that

acco,pany the

listening

exercise/

45 'oo6 care-ully to

the i,ages/

75 As& and ans"ers

$uestions to a partner

to describe the

picture6

&$at do %ou see8

! see 2 girls# a board

and a teacher/

95 7hin& about the

situation the i,ages

describe/

* g5 )$e% are at

sc$ool5 !t is t$e :irst

da% o: class5

1icture

e;#loration ,a&es

easier to understand

listening exercises

because it gi0es you

a clear idea o: t$e

conte;t in "hich

the con0ersation is

happening/

)A.!+, +O)*(

7his strategy is

about "riting

do"n i,portant

"ords you

identi-y in alistening

exercise/

45 ?a0e a noteboo&

or a #iece o: #a#er

and a #encil be-ore

the listening exercise

starts/

75 'isten and <rite

short sentences# 6e%

<ords or sy,bolsabout the listening/

95 Com#are notes

"ith another person/

=5 C$ec6 i- your

ideas "ere correct/

o,eti,es# "hen

"e listen to

in-or,ation "e

-orget things about

it/ )a6ing notes

helps you to capturein-or,ation and to

-ocus your attention

during listening

ti,e/

In this strategy

you use

pictures# titles

45 'oo6 at t$e title

and thin& about the

topic o- the listening/

1R*>!*&!+,

,a&es it easier to

understand listening



1R*>!*&!+, and headings to

anticipate

in-or,ation and

e0ents in

listening

exercises/

75 'oo6 at t$e

#ictures? Where are

they@ Who are they@

What is the situation@

95 )$in6 aout t$e

@uestions %ou <ill

$ave to ans<er6

>ased on the

pre0ious in-or,ation

i,agine the possible

ans"ers to these

$uestions/

exercises# because

it gi0es you a clear

idea o: t$e conte;t

in "hich the

con0ersation is

happening/

'!()*+!+, "OR ,*+*RA'

!+"ORMA)!O+

With this

strategy you

-ocus all your

attention on

identi-ying the

main to#icso- a

listening

exercise/

45 'isten to the

record and try toans<er these

$uestions6

• &$o is

tal&ing@

• &$at4s the

general topic

o- the

con0ersation

@

75 )a6e notes o- your

ans"ers/

95 Don4t tr% to

understand e0ery

single "ord/

=5 Com#are "ith a

partner and chec&

your ans"ers/

/

'!()*+!+, "OR

,*+*RA'

!+"ORMA)!O+

helps you to

identi-y the most

relevant

in:ormation o- the

listening/

'!()*+!+, "OR (1*C!"!C

!+"ORMA)!O+

With this

strategy you

-ocus your

attention on

s#eci:ic <ords

or details in a

listening

exercise/

45 Read t$e

@uestions you "ill

ha0e to ans"er about

the listening exercise/

75 Circle 6e% <ords

in the $uestions5

95 se these <ords

to :ocus %our

attention during the

listening/

'!()*+!+, "OR

(1*C!"!C

!+"ORMA)!O+

,a&es easier to

de0elop listening

exercises during

test or exa,s/ It

also helps you to

reduce your anxiety

"hile listening# because you &no"



in ad0ance "hat to

pay attention to/

2(!+, +O+>*RBA' C'2*(

With this

strategy you

oserve non

veral elements

such us tone o-

0oice# gestures

and -acial

expressions to

get extra

in-or,ation

-ro, a listening

or a 0ideo/

45 isten to the

record and -ocus your

attention on t$e

#artici#ants tone o:

voice or

surrounding sounds5

I- it is a 0ideo# play it

"ith no sound and

loo6 to t$e gestures

and od% language5

75 !denti:% the

,eaning o- these

nonveral clues

'e,otions# location

o- the participants or

the relation a,ong

the,+

95 Discuss your ideas

"ith a partner/

=5 lay the listening

or 0ideo again and

c$ec6 your

$%#ot$esis/

2(!+, +O+

>*RBA' C'2*(

gi0es you extra and

i,portant

in-or,ation about

the context "here

co,,unication is

ta&ing place/

2(!+, '!+,2!()!C C'2*(

/advance learners0

With this

strategy you useyour &no"ledge

about gra,,ar

to identi-y

"ords that are

di--icult to

understand in a

listening

exercise/

45 'isten to the

recording/

75 &rite do<n t$e

sentence in "hichthe <ord you don4t

understand is

included/

95 !denti:% the possible

gra,,atical

categor% o- the

"ord you don4t

understand '0erb#

noun# aux+

=5 Relate t$e sound

<it$ t$e categor%

2(!+,

'!+,2!()!C

C'2*( guides

your predictions

about di--icult

"ords you -ind in a

listening exercise/



and thin& o- the

possible "ords/

5 C$ec6 your guesses/

(*'" *>A'2A)!+, With this

strategy you

e0aluate your

listening

co,prehension/

45 oo& and c$ec6 $o<

man% @uestions you

could ans"er about a

listening exercise/

75 Count ho" ,any

ans"ers "ere

correct and ho"

,any "ere

<rong or

inco,plete/

95 Gi0e yoursel- a

grade5

=5 I- necessary# thin&

about "hy the

listening "as

di--icult and $o<

%ou can im#rove5

(*'"

*>A'2A)!+,

$el#s %ou to notice

i- your listening

s&ills are great or i-

you need to "or&

harder to i,pro0ethe,/

riginal co,pilation by Diego :incHn and Ga,,al a,brano

:e0ised by Ji0ian GarcKa

Appendix 2



COMM2+!CA)!O+ ()RA)*,!*(

'earning (trateg% Re:erence Ban6

()RA)*,!*( D*"!+!)!O+/&HA)0 ()*1( /HO&0 J2()!"!CA)!O+ /&H-0

A(.!+, "OR

C'AR!"!CA)!O+

A+D H*'1

se di--erent

expressions in

English "hen

you don4t

understand

your teacher or

your partners

or "hen you

need any &indo- help/

?o"6 depending o- the situation#

use so,e o- the -ollo"ing

expressions that you can use to as&

-or clari-ication or help6

L 'o( do you say))))) in

English*+$hat,s the (ord

for )))))))) on English*

L 'o( do you spell )))))*L $hat does )))))) -ean*

L $hat,s the pronunciation

for )))))))*+'o( do you

pronounce))))))))))*

L %an you repeat that

please*+%an you say that

again please*

L %an you e/plain the

activity again*

7o a0oid using

panish and

create the habit o-

using only

English -or

si,ple tas&s/

MA+A,!+,

(OC!A'

!+)*RAC)!O+

/coo#erate0

Wor& in

groups#

sociali%e and

share

in-or,ation/

se polite and

proper

expressions

"hen you learn

a ne"

language/

?o"6

1/ Al"ays say hello and goodbye

2/ Gi0e your in-or,ation but also

"ait -or your partner to gi0e you

his or hers

3/ As& $uestions to your partner i-

you need extra in-or,ation

/ se expressions to be polite

'Excuse ,eMcan you repeat that#

please?o" about you@7hat4s

interestingMetc/+O/ Agree and disagree politely 'I

thin& soWell# I a, not really

sureP+

*/ As& -or clari-ication and help

Q/ At the end# e0aluate i- the

con0ersationinteraction "as nice

or di--icult

7o express all

your ideas and

thoughts in

English in a

natural "ay "hen

ha0ing a

con0ersation "ith

a partner or the

teacher/

C!RC2M'OC2)!

O+

Express one

idea that isdi--icult to say

?o"6

L When you learn a ne" "ord#try to learn a synony, as "ell/

When you "ant

to say so,ethingin class# but you



in a di--erent

and si,pler

"ay

L 7ry to thin& in English all the

ti,e and -orce yoursel- not to

use panish "ith your partners

and teacher

L se synony,s# body

language# or gi0e exa,ples#

but don4t use panish

L se expressions li&e6

A)))) is li0e a)))))

It is 0ind of li0e))))

It is a 0ind of))))))

It,s si-ilar to a))))

It,s (hen )))))+It,s a place

(here))))

do not &no" it or

you -orgot it# you

can express your

idea in other

"ords/

1ARA1HRA(!+, :estate or

explain ideas

"ith your o"n

"ords "hile

preser0ing the

ideas o- the

original

state,enttext/

1/ :ead the text or listen to the

original audio you "ant to

paraphrase and -ocus on the

,ost i,portant ideas/

2/ 7hin& about "ords 'pre-erably

synony,s+ that can help you

explain the ,ain ideas o- the

in-or,ation you need to report/

3/ Express the idea o- the passage"ith your o"n "ords/

:e,e,ber to explain that

in-or,ation as si,ple as

possible/

7o sho" that you

understand

others4 ideas by

using your o"n

"ords# as "e do

un real li-e/

(HO&!+,

!+)*R*()

A+DOR (2R1R!(*

ho" that your

partner4s

in-or,ation isinteresting and

use expressions

to de,onstrate

you are

-ollo"ing the

con0ersation

1/ se your body and your

gestures 'e/g/ loo& directly at

your partner4s eyes+ to ,a&ethe other person -eel ,ore

co,-ortable and con-ident

"hen tal&ing/ 7he con0ersation

"ill be nicer/

2/ ou can use sounds to sho"

interest or surprise6 1h2 $ell3

$o(2 "h4huh2 "-2 Etc.

< ou can use short expressions as6

Really* 5o you* That,s

interesting2 Etc/< ou can repeat "hat the other

7o express your

interest or

attention in acon0ersation to

,a&e it ,ore

natural and

polite/



person .ust said to ,a&e it loo&

rele0ant and i,portant -or you6

< I,- a pilot.

< A pilot* $o(2

"O''O&!+,

1A))*R+(

/!+)*RAC)!O+

MOD*'(0

Written

interaction

,odels in order

to -acilitate

co,,unication

in di--erent

situations/

1/ oo& -or the interaction ,odel

that is "ritten either on the

boo& or the board/

2/ Choose the role you "ant to

-ollo" 'A or >+/

3/ Follo" the ,odel in order to

interact "ith your class,ate/

/ 7ry to -ollo" the ,odel

"ithout loo&ing at it i-

possible/ DonRt loo& at the,odel once you get -a,iliar

"ith it/

O/ 7ry to expand or personali%e

the ,odel by adding ne" or

personal in-or,ation/

7o -acilitate

co,,unication

and i,pro0e your

pronunciation#

0ocabulary and

expressions that

later# you can use

in a spontaneous

con0ersation/

riginal co,pilation by tephanie uentes and (auricio Forero

:e0ised by :icardo A,Hrtegui

Appendix 3

>OCAB2'AR- ()RA)*,!*(

'*AR+!+, ()RA)*,- R*"*R*+C* BA+.

>OCAB2

'AR-

D*"!+!)!

O+

()*1( /HO&0 J2()!"!CA

)!O+

*3AM1'*



'*AR+!

+,

()RA)*

,!*(

/&HA)0 /&H-0

2(!+,

)H*D!C)!O+

AR-

/ACC*((

!+,

!+"ORM

A)!O+

(O2RC*

(0

oo&ing up

-or ne""ords in the

dictionary/

Find the

part o-

speech

'"ord type+

de-inition#

and

pronunciati

on o- ne""ords/

1/ Identi-y the "ords you do

not &no"/2/ Find those "ords in the

dictionary searching in

alphabetical order/

3/ :ead all the de-initions and

exa,ples/

/ Choose the appropriate "ord

or ,eaning you need

according to the context/

O/ 7a&e notes on the i,portant

in-or,ation you need6

,eaning# pronunciation# part

o- speech# or exa,ples/

7o be

independent"hen learning

0ocabulary/

ou can -ind

in-or,ation

about

un&no"n

"ords "ithout

the help o- the

teacher or

class,ates/

oo6 1 b &ʊ

sustantivo 1/' printed "or& + libro

-=

2/'e;ercise E +

cuaderno - 'noteE +

libreta f or cuaderno -

'de apuntes+

'tele#$one E + 'collo$+

guKa f # directorio -

'A, exc C+

3/'set S o- sa,ples+,uestrario -=

' S o- ,atches#

sta,ps+ librito -

oo6 2 verbo

transitivo

1/Troo,seat-lightU

reser0ar=

2/Tappoint,entU

concertar

'con./%+

=t$e $otel:lig$t is

:ull% Eed el

hotel0uelo estV

co,pleto=

<eFre :ull% Eed until

June hasta .unio no

nos $ueda nada=

,RO21!

+,

Group&n'

&s

or'"n&&n

'

)o*"+u#"r

! &nto

'roups or

*"te'or&e

s

"**or$&n'

to s&,&#"r

*"r"*ter

&st&*s

(,e"n&n'. spe##&n'.

1/ oo& at the "ords you "ant

to learn/

2/ Find si,ilarities a,ong

those "ords ',eaning#

spelling# use# pronunciation#

etc+

3/ Find a possible general "ord

or category that "ould

contain the others/

/ abel the groups and

introduce as ,any "ords into

the group as possible/

7o learn ho"

to organi%e

in-or,ation

better/ 7o

,e,ori%e and

re,e,ber

"ords easily/

ast :egular

0erbs

ast

Irregu

lar

0erbs

Wanted

Needed

In0ited

Decided

Wor&ed

7ra0eled

Ans"ered

Got

Went

Did

?ad

:ead

Wrote

7hou

ght

http://www.wordreference.com/conj/ESverbs.aspx?v=concertar






/001

/ru&tApp#e

0r"n'e

2e'et"+#es

Sp&n"*-

use.

pronun*&"

t&on. et*

MA11!+

,

(apping is

creating agraphic

organi%er

that sho"s

the

connections

or

relationship

s bet"een

"ords you

"ant tolearn/

1/ Identi-y the "ords that you

"ant to learn/2/ Find the principal "ord that

connects all the others/

3/ Disco0er relations a,ong

those "ords "hich "ould

connect one to each other/

/ lace the ,ore general "ords

at the top o- your ,ap and

start building relations do"n/

7o understand

therelationship

bet"een

"ords/ It

-acilitates

organi%ation

o- your ideas

and

,e,ori%ation

o- 0ocabulary

too/

2(!+,

!MA,*R

-

sing

I,agery is

using

photos#

i,ages or

pictures to

understand

the ,eaning

o- ne"

0ocabulary

or the

context

"here the

"ords are

used/

1/ oo& at the i,ages around

the 0ocabulary and see i-

they directly relate to the

"ords/

2/ I- not# identi-y the places#

people and things in the

i,ages/

3/ 7hen thin& about the context#

the situation that the i,age

sho"s/

/ (a&e sure you understand

the relationship bet"een the

i,age and the 0ocabulary

you are learning/

7o understand

and ,e,ori%e

ne"

0ocabulary

,ore easily

by 0isuali%ing

things in your

,ind instead

o- trying to

,e,ori%e a

long list o-

concepts/

Daily acti0ities

ELABOR

ATING

E#"+or"t&

n' ,e"ns

re#"t&n'ne3

&nfor,"t&

on "+out

" 3or$ to

&nfor,"t&

on !ou

"#re"$!

no35

1/ 7hin& o- the in-or,ation you

ha0e already learned about a

"ord or topic2/ Identi-y the ne" related

"ords or concepts and

connect the, to the

in-or,ation you had be-ore/

3/ Dra" conclusions about ho"

the ne" things co,ple,ent

or contradict the pre0ious

&no"ledge/

I- you use

"hat you

already &no"

about a "ord

or a topic and

relate ne"

in-or,ation#

you "ill

increase your

0ocabulary#

,e,ori%e it#

and

understandthings better/

ou &no" the ,eaning

o- the "ord

6infor-ation6 / No"#

you elaborate ne"

0ocabulary6

7erb: 6to infor-6

Ad&ective:

6infor-ative6

Person: 6an infor-ant6



INFERRI

NG

Inferr&n'

&s us&n'

")"&#"+#e

&nfor,"t&

on to

pre$&*t or

'uess te

,e"n&n'

of ne3

)o*"+u#"r

!5

1/ Identi-y the un&no"n "ords

that are 0isible/

2/ 7hin& o- their possible

,eaning according to

context in "hich they are

presented/3/ se the title# i,ages# topic#

and ideas to guess the

,eaning o- the ne" "ords/

/ Dra" conclusions about the

,eaning and i,plications o-

the ne" "ords in the gi0en

context/

7o disco0er

in-or,ation

that is behind

the ,essage

"hen people

do not say

so,e things

explicitly/

Ne" "ord6 A -ootball

-ield is a large# grassy

area -or playing

-ootballB/

ou &no" that you are

reading about -ootball#

and you &no" that a

-ield is a large area

co0ered in grass/ 7hen

you can guess that

grassy re-ers to

covered (ith grass.

1*R(O+

A'!G!+,

en

person"#&

&n' !ou"sso*&"te

ne3

3or$s to

!our

eper&en*

es "n$

3r&te

!our o3n

e",p#es

us&n'ne3

)o*"+u#"r

!5

1/ 7hin& o- a connection o- ne"

"ords and your o"n li-e/

2/ ay so,ething about you byusing these "ords/

3/ Write do"n your o"n

sentence/

7o ,e,ori%e

and re,e,ber

"ords better by associating

ne"

0ocabulary to

your o"n

experiences

and "riting

exa,ples o-

your real li-e/

Ne" "ord6 Shefish

ersonali%ation6

I love eating shefish but -y brother is

allergic to this

seafood.

.**1!+

, -O2R

O&+

D!C)!O+

AR-

>OCAB2

'AR-

+O)*BO

O.

T&s

,e"ns to

3r&te ne3

)o*"+u#"r

!.

espe*&"##!

$&*u#t

3or$s. &n

"

person"#

#&st of

)o*"+u#"r

! t"t

!ou *"n

"**ess

e"s&#! &n

te future

1/ Identi-y the "ords that are

really hard -or you to

re,e,ber# to pronounce

correctly or to use in your

daily speech/

2/ Access in-or,ation sources

'dictionaries# i,agery# texts#

etc/+ and loo& up -or

in-or,ation about ne"

0ocabulary/

3/ Write the "ords do"n in

your personal list/

/ Include the "ords4 de-inition#

illustration# pronunciation#

part o- speech and a personal

exa,ple/

O/ se and re0ise yourdictionary as o-ten as

To #e"rn

3or$s

e"s&er. use

!our o3n

$&*t&on"r!

f"ster t"n

" nor,"#

$&*t&on"r!.

"n$ re*!*#e

&nfor,"t&on

+etter

3en &t &s

p"rt&*u#"r

to !ou5

!ogging

ogʤɒɡ

▶verb ' ogs# ogging#

ogged+

(eaning6 run at a

steady# gentle pace#especially as a -or, o-

exercise/

Exa,ple6 (y dad goes

.ogging e0ery

,orning/



to

re,e,+e

r

&nfor,"t&

on5

possible/

:e-erence ta&en -ro,6 http6"""2/elc/polyu/edu/h&CIstrategy/ht,Gra,,ar25trategies

riginal co,pilation by Yasson r$ui.o and AndrZs (e.Ka

:e0ised by ara e[a

Appendix

hort 0ideo about earning trategies

$tt#s?<<<5%outue5com<atc$8vI"%K7'C@@L*

http://www2.elc.polyu.edu.hk/CILL/strategy.htm#Grammar%20Strategies


http://www2.elc.polyu.edu.hk/CILL/strategy.htm#Grammar%20Strategies


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