Dealing with Vocabulary in Class : Vocabulary and Intensive Reading

Lecturer : Paul Nation
Paul Nation is emeritus professor of Applied Linguistics at Victoria University of Wellington, New Zealand. His special interests are language teaching, and methodology and vocabulary learning.
Abstract:
Ten different ways of dealing with words encountered in intensive reading and in other class work are examined.

[@jenniferpark8965]

I really need that handout T.T couldn't find it at all ...

[@brigeen1]

very good, thanks so much

[@peterhorton4833]

I see you are in Korea doing Intensive Reading and Vocabulary learning. I was in South Korea in 2006 and did a talk in Gonju with the Ministry of Education. I taught at four of the middle schools there. I would co-teach with the Korean teachers. We made a lot of progress with my intensive reading in the different schools but I was only able to see each classroom once a week.
Peter

[@jpknijff]

I couldn't believe his etymological explanation of "astonish" (21:20) so I checked it. You should, too.

[@analogpark8059]

This might not be totally correct. The word has a super complicated (and sort of speculative) etymology, but nothing relating to 'stone'. But it is also true that writers have connected the two things through puns etc for many centuries. It *is* related to 'stun', which might be helpful to students.

[@jpknijff]

@@analogpark8059 Exactly. It may be a clever way to help kids understand the word (which may or may not be OK), but etymologically it's obviously nonsense.

[@dg7438]

Too long to listen to..anyone have a Cliff Notes version?

[@HatsuneKimifiMiku]

omg

[@lukeoliver6844]

My God this guy is dry.

[@thetakeover51]

Maybe as compared to the Ocean