Videos of 20 Academic Words

Hi. Welcome to the course. Here are the 20 videos for 20 Academic Words. Please taking notes of what you learn 🙂

Thao Nhi 🙂




























Introduction to Academic Word List

Hi! My full name is Le Thao Nhi.I am here to bring to you a new course of 20 Academic words. I hope you will enjoy learning these 20 words and take more advantages of using it 🙂

Here is the list of our 20 Academic words in the next 20 videos.

  1. trigger
  2. unified
  3. violation
  4. vision
  5. adjacent
  6. albeit
  7. assembly
  8. collapse
  9. colleagues
  10. compiled
  11. conceived
  12. convinced
  13. depression
  14. encountered
  15. enormous
  16. forthcoming
  17. inclination
  18. integrity
  19. intrinsic
  20. invoked

In each video, you will be given the meaning of the word, its synonyms, antonyms, word family, examples of the word using in some specific situations. Besides, there are many photos, pictures to illustrate the word which make you interested in watching and learning.


Thao Nhi



The AWL is a list of words which appear with high frequency in English-language  academic texts. The list was compiled by Averil Coxhead at the Victoria University of Wellington, New Zealand. The list contains 570 word families and is divided into 10 sublists. Sublist 1 consists of the 60 most common words in the AWL.

To know more about this, let’s watch this video

I hope you can get the idea. If you have any questions, please leave it in the comment box!

Thank you!

Teaching ideas – learned


Word knowledge plays an important role in language teaching, it provides the basis for learners to grasp four language skills listening, speaking, reading and writing. Without a certain amount of words, learners cannot expect to understand fully the content of listening and reading and express their meaning clearly in the process of speaking and writing.

What is involved in knowing a word? 

Knowing a word involves knowing its form, meaning and use. Summarizing Paul Nation’s list of what this is for both receptive and productive skills: 

Form Spoken Receptive What does the word sound like?
Productive How is the word pronounced?
Written Receptive What does the word look like?
  Productive How is the word written and spelled?
Word parts Receptive What parts are recognizable in this word?
Productive What word parts are needed to express this meaning?
Meaning Form & meaning Receptive What meaning does this word form signal?
Productive What word form can be used to express this meaning?
Concept & referents Receptive What is included in the concept?
  Productive What items can the concept refer to?
Associations Receptive What other words does this make us think of?
Productive What other words can we use instead of this one?
Use Grammatical functions Receptive In what patterns does this word occur?
Productive In what patterns must we use this word?
Collocations Receptive What words or types of words occur with this one?
Productive What words or types of words must we use with this one?
Constraints on use (register, frequency…) Receptive Where, when and how often would we expect to meet this word?
Productive Where, when and how often can we use this word?

Source: Nation, P., 2001, Learning Vocabulary in Another Language, Cambridge University Press: Cambridge, p. 27


What aspects of a word should be taught?


There is good evidence that word meanings are acquired in a predictable sequence. Three children from the 2nd, 4th, and 6th grades, each with vocabularies of about 8,000 root word meanings, are likely to know mainly the same meaning. More common words frequently have more than one meaning.


Why teach pronunciation?

Mastering grammar, having a good knowledge of vocabulary, being able to read and write well, are all part of learning a language. However, not being able to pronounce words hugely hinders communication, especially since it is believed that, learners who are unable to pronounce words are also unable to understand them. This means that teaching pronunciation is an important area which should be dealt with regularly.




In reading, especially poetry, it will help with understanding the poem. It helps to be able to look at a piece of literature to use the correct terms as learners try and understand what the writer was trying to say. Understanding and recognizing the literature devices the author used will give learners deeper insight into the piece.

It will improve writing. Being able to know what a synonym is will help your student to use them in his writing. We could just say “Use a word that has the same meaning” . But knowing the correct terminology of the craft you are doing makes it a lot easier. I.E. when we crochet, instead of saying single crochet we could say go through loops once, yarn over, go through again, but it is a lot easier to just use the correct terminology and say do a single crochet.



Firstly, collocations, which are assumed to make up 70 % of everything we say, hear, read or write in real life (Lewis 2000, 53) allow learners to process and produce language at a much faster rate. This might suggest that they can listen at the speed of speech and read quickly like native speakers provided that they can recognise multi-word units rather than process everything word by word.

Similarly, using collocations will also enable them to think more quickly and communicate more efficiently.

Thirdly, collocation is being recognised explicitly by examining boards as an element in assessing a learner’s overall proficiency. To illustrate, it is tested in the Cambridge First Certificate (FCE), Certificate of advanced English (CAE) and Proficiency (CPE). So, learning collocations will be a useful preparation for learners who need to take one of those exams.

Finally, collocations have often been a source of student error. Therefore, to provide students with opportunities where they can understand the idea of collocations, and make use of them to their advantage in building their mental lexicons in a systematic way, the aim here will be to do the necessary research into them and adapt the findings into the classroom use.

How should vocab be effectively taught to EFL learner?


Vocab can be effectively taught to EFL learner by using excercise, game and many other activities in class:

Word meaning

Find the core meaning. The learners look at dictionary entries and find the shared meaning in the various senses of the word.

Word card testing

The learners work in pairs. Each learner gives their pack of cards to their partner who tests them on their recall of the meaning by saying the word and getting them to give the translation. This can also be done by giving the translation and getting them to give the word form.

Using the dictionary: When a useful word occurs in a reading text, the teacher trains learners in the strategy of using a dictionary.

Guessing from context. Whenever a guessable word occurs in a reading text the teacher trains the learners in the guessing from context strategy.

Word form

Spelling dictation

The teacher says words or phrases and the learners write them. Pronunciation The teacher writes words on the board and the learners pronounce them getting feedback from the teacher. Each learner picks what word to say.

Word parts

The teacher writes words on the board and the learners cut them into parts and give the meanings of the parts.

Word use

Suggest collocates

The learners work together in pairs or small groups to list collocates for a given word. Word detectives A learner reports on a word he or she has found in their reading. They talk about the meaning, spelling, pronunciation, word parts, etymology, collocates and grammar of the word.

Choosing the words 1 As words come up in class, one learner (the class secretary) has the job of noting them for future attention. 2 The teacher chooses words that have appeared in work in the last week or two. 3 The teacher chooses words that the learners need to know.

Ways of helping learners remember previously met words:

  1. Spend time on a word by dealing with two or three aspects of the word, such as its spelling, its pronunciation, its parts, related derived forms, its meaning, its collocations, its grammar, or restrictions on its use.
  2. Get learners to do graded reading and listening to stories at the appropriate level.
  3. Get learners to do speaking and writing activities based on written input that contains the words.
  4. Get learners to do prepared activities that involve testing and teaching vocabulary, such as Same or different?, Find the difference, Word and picture matching.
  5.  Set aside a time each week for word by word revision of the vocabulary that occurred previously. List the words on the board and do the following activities. a) go round the class getting each learner to say one of the words. b) break the words into parts and label the meanings of the parts. c) suggest collocations for the words. d) recall the sentence where the word occurred and suggest another context. e) look at derived forms of the words.


Schoology course


I’ve asked the students to do the tasks as the following:

1. Read the 2 new posts about 10 AWL in Updates

2. Do the excercise 1

3. Do the excercise 2

4. Do the quiz

5. Do the final test

====> Don’t forget to join in the Discussion 🙂

The new words are posted like this:


The page look like this:


And our discussion turns out to be like this


I also get the students to give answer to the excercises:


Giving comments also make a discussion to be more exciting!!!


Teaching grammar using WordPress


1. Course information: Grammar course 

  • Learners: students
  • Level: pre-intermediate
  • Class size: 25 students
  • Objectives: After this course, learners will get basic knowledge of Present and Past tenses in English
  • Requirement: Complete at least 80% of  weekly assignments, quizzes, discussions and final test.

2. WP roles:

  • Theories will be shown on WP with examples as posts.
  • Parts of the course will be categorized logically in different fields.
  • Teacher will also post assignments and quizzes for students to complete.
  • Students will be given the right to access and download materials.
  • Teacher also can add photos, videos to make the materials more vivid and attractive.
  • Students can access to the website to study at any time they like, as long as they don’t miss the deadlines.
  • Students can comment on teacher’s posts or use comments as questions to ask about the

3. The wordpress site will contain:

  • Course descriptions:
    • Syllabus
    • Materials (name, source to download,…) and references
  • Assignments
  • Quizzes
  • Discussions
  • Final test


WordPress is a place where people can use to express their thoughts, ideas, share photos in the form of a blog or an article. We also can use WordPress to create a simple blog, it also allows people to create fully functional websites so that everyone can read and share blogs or other things on personal WordPress websites. It’s easy and free to use, learn and manage.


Edmodo is an educational website that takes the ideas of a social network and refines them and makes it appropriate for a classroom. Using Edmodo, students and teachers can reach out to one another and connect by sharing ideas, problems, and helpful tips.


About Edmodo

Edmodo is the leading social learning platform for the K-12 classroom. Edmodo launched at the beginning of the 2008-2009 school year by Nic Borg and Jeff O’Hara, two Chicago-area School Technology Administrators.

Edmodo has over 65 million users. This extraordinary growth comes from teachers coming directly to Edmodo, signing up, creating closed groups and inviting their students to join these groups. Word about the benefits of Edmodo spreads virally among teachers across schools and districts. Over 300,000 schools have classrooms powered by Edmodo.

Once educators and students are connected in a safe social environment, they can collaborate; share digital content and educational applications; and access homework, grades, class discussions, and notifications from any computer or mobile device.


Safe Social Learning

One of the key benefits of Edmodo is that every feature has been built with students’ safety in mind. Edmodo differs from other social networks, while uniquely fitting the needs of the education environment in the following ways:

  • Edmodo does not require private information from students. Students join Edmodo at the invitation of their teachers using a unique code the teacher generates within their Edmodo account.
  • Once invited to join Edmodo, students can only access groups to which they have been invited by their teachers.
  • Students cannot be “friended” or contacted by anyone outside of their Edmodo group.
  • Students in Edmodo can post messages to their teachers, or to their entire Edmodo group, but students cannot send private messages to each other.
  • Teachers maintain full control of their Edmodo groups and can delete posts, monitor all activity, review student posts before they go live, and even set individual students or groups of students to “read-only” access.

About the API

Use Edmodo Connect to interact with the core features of Edmodo.

Core Features


Groups are closed private networks and can be set up by teachers for classes, clubs, professional development groups and other collaborative projects. For each group created, a six-digit code is generated, which students use to join their teacher’s private group.

Students can only join groups to which they are invited by teachers they know. Once they are in a group, students can send messages to the entire group or directly to the teacher but not directly to other students. The only people that can find students on Edmodo are the teachers and classmates. Students are completely safe from strangers.


Communication Stream

Group posts appear in members’ streams. Users can filter their streams by group, assignments, alerts, quizzes, latest replies, and more. The stream allows teachers and students to manage and view all communication and action items in a single place, from all members of all of their groups.


Assignments are created by teachers and distributed to their students using the assignment post feature. Teachers can title their assignments, identify a due date, associate a description or prompt, and include attachments from the web, computer or Edmodo library.

When students log in, they see the assignment in their stream and can view the embedded file or media. They can then turn in their completed assignment directly to their teacher.

Teachers can track which students have turned in their assignments and natively grade (and comment on) student work allowing students to receive immediate feedback.


Quiz features include the ability for teachers to create quizzes, edit and load previously created quizzes, provide a quiz description, set the time limit for a quiz, and preview a quiz before sending it to their students (group).

Edmodo supports five question types: multiple choice, true/false, fill-in-the-blank, matching, and short answer. When the student submits the quiz, the teacher is notified. Once the questions are automatically scored, (except for short answers) the grades are populated into the teacher’s Edmodo grade book.


The planner enables teachers to manage personal and group-based events and tasks. By creating an event or task, teachers can help students keep track of upcoming assignments, events, projects, school activities, professional obligations, and more.

Teacher Libraries and Student Backpacks

Teachers have personal libraries that allow them to maintain a repository of digital learning materials they have collected and want to reference or use with their students. Teachers can use Edmodo’s communities as a content discovery tool and—with one click—snap, new content appears in their library.

Similarly, students have personal backpacks that allow them to manage the content they’ve created, collected or shared with their Edmodo groups.

Teachers and students can organize their content into folders, sort by file type, group, and more.

Profile Page

Teachers and students can create profile pages summarizing and tracking themselves as professionals or learners. Beyond optional information a teacher discloses in the About Me section, teacher profiles also display badges earned for achievements and progress on the Edmodo platform.

A student’s profile page displays a quote the student finds inspirational, tracks grade progress over time, and displays badges earned for behavior and achievement. Only a student’s teachers and classmates can view his or her profile page. A student’s profile page is not searchable or viewable by other users on the platform.


Teachers and students can earn Edmodo badges, and teachers can earn teacher-created and publisher-created badges. Student badges award students’ hard work, participation, proud moments of achievement, perfect scores within apps’ lessons, and more. Teacher badges acknowledge their use of Edmodo, e.g., creating a class group with student membership, forming teacher connections, following a publisher community, participating in an edmodo training group, sharing content, and more.

Publisher Communities

Publisher communities provide content and app partners an opportunity to engage directly with teachers who are using their materials or apps in their classrooms. You can (and should) use your communities as an R&D tool to learn what’s working and what’s not. Contribute to a virtual public library (called the publisher collection) that allows teachers to discover new content. Leveraging your community features allows you to improve your apps and grow your user base.

This is my class code on Edmodo “My class code rpxjz8”, if you are interested, you can join in, welcome!