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1 point
1)Receptive vocabulary a)Refers to the word students can use correctly when talking or writing.

2)Productive vocabulary b)Refers to words students understand when they read or hear them.
1 point
Your students won't need to produce every word they learn, some of them, they will just need to organize.
1 point
This can be particularly problematic for learners of English because there is often no clear relation between how a word is written and how it is pronounced. It is very important to use the phonemic script in such cases so the sts have a clear written record of the pronunciation. Don't forget also to drill words that you think will cause pronunciation problems for your students and highlight the word stresses.
1 point
Which ones are correct.
1.Generalization: The ability to define a word
2.Application: The ability to apply a term correctly to all situations
3.Breadth: Knowledge of multiple meanings of the word
4.Precision: Selecting an appropriate use of the word
5.Availability: The ability to use the word productively

1 point
Ask students to classify a group of words into different categories. For example, a list of transport words into air/sea/land.

Would it help to teach and grade vocabulary.
1 point
What is polysemus?
1 point
Ways to present vocabulary.
1 point
Word knowledge is multifaceted, characterized in various ways incrementality,
multidimensionality, receptive/productive duality.
1 point
Are those important things to consider to grade vocabulary?
Receptive/productive duality
1 point
**Not know a word is
1.No knowledge of the term
2.General understanding
3.Narrow but context-bound understanding (same word, differente contex-meaning)
4.Having knowledge of a word but not being able to recall it readily enough to use it appropriately
5.Decontextualized knowledge of a word's meaning