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I had learned with Elisheva in past and enjoyed very much listening to her again. Every occasion of learning with her is really enlightening. It was after I took courses on teaching vocabulary with her, I started teaching chunks much more and I certainly continue doing so in all the classes I teach. I very often do the verb-noun, adjective-noun, verb-preposition etc matching, chunks or expressions completion and so on.

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Excellent contribution!!! Thanks Gail for for each and every unit of this excellent course! I will definitely take the idea of working with collocations - underlining them in a text and then returning them at their places. I also understood the multifaceted action of chunks - from language acquisition, to language proficiency, to reading speed and recognition problems. The introduction was excellent - following chunks in nursery rhymes and up to "I have a dream". I enjoyed every minute of it.

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It was great to learn more how to distinguish between  "receptive" and "productive" levels of learning. So now I can check myself whether I did enough while the lesson to teach the productive level. When we learn new words I examine them with a vocabulary quiz(including phrases) with several sentences that should be completed with the new words. After listening to Elisheva, I see why the spelling of a word is also important so I should change the way I evaluate then.

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It was great to learn more how to distinguish between  "receptive" and "productive" levels of learning. So now I can check myself whether I did enough while the lesson to teach the productive level. When we learn new words I examine them with a vocabulary quiz(including phrases) with several sentences that should be completed with the new words. After listening to Elisheva, I see why the spelling of a word is also important so I should change the way I evaluate then.

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When we start a new unit of work we normally start with the vocabulary. I start with reading out the words and I get the students to repaeat after me, in order to get them to also pronounce the word. Each word, before giving them the answer, I use in a sentence or two to show them the different meanings ans uses of the same word. We then read the text and when a new word appears I stop and get them to say the meaning. To further their learning I sometimes give them worksheets with sentences, where there are missing words for them to complete, using the new vocabulary.

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I agree with Elisheva and the researchers who urge teachers to expose their students to every lexical item repeatedly.  moreover, I like the idea of identifying collocations. In this Excercise, the teacher presents the pattern such as verb+noun and gives an example. Later the teacher asks to find more collocations to follow the same pattern

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I agree with Elisheva and the researchers who urge teachers to expose their students to every lexical item repeatedly.  moreover, I like the idea of identifying collocations. In this Excercise, the teacher presents the pattern such as verb+noun and gives an example. Later the teacher asks to find more collocations to follow the same pattern

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It was interesting to understand more about proficiency in language and the differences between reading and speaking. Dr Elisheva clarified the use of chunks on a regular basis as part of our teaching. I use games for teaching new words and I'm going to improve the games and use chunks too.

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It was interesting to understand more about proficiency in language and the differences between reading and speaking. Dr Elisheva clarified the use of chunks on a regular basis as part of our teaching. I use games for teaching new words and I'm going to improve the games and use chunks too.

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I use some of her ideas in class. For example, I speak to my pupils
Only in English that way they learn chunks in spoken language. when I come back from my maternity leave I will try to use other things that she suggested in her videos

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It was interesting to see the example "bear" on the list.  The chunks not included such as "bear the cost", bear responsibility" don't appear and this is a pity because such chunks are important for advanced learners.

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It was interesting to see the example "bear" on the list.  The chunks not included such as "bear the cost", bear responsibility" don't appear and this is a pity because such chunks are important for advanced learners.

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An additional activity would be bring in short paragraphs with the chunks I wish to learn. The first stage would be for them to underline\highlight possible chunks so that they gain the ability to recognize them and be careful when reading and writing. It is possible to find tmake up short presentations with the chunks etc. They can also make up presentations based on the chunks etc. T

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After watching the videos I will put an emphsize for teaching word in context and chunks . in addition I'll teach them and repeat them in writing and speaking assignment

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In addition to what I wrote before, I can add that im a great beliver in giving the students word quizes on a regular basis. It is also very important to require putting the new lexical items into sentences. It can be done orally or as a written task.

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i teach middle school weak learners. i implement many strategies that she mentioned to help my pupils to learn. i also find it very important using the new words in sentences and in different contexts so the pupils will learn the new vocabulary effectively. 

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i teach middle school weak learners. i implement many strategies that she mentioned to help my pupils to learn. i also find it very important using the new words in sentences and in different contexts so the pupils will learn the new vocabulary effectively. 

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I teach middle and high school. I implement many of her strategies in my classes, as it is effective for many of my students. All students learn differently and so I try to implement different strategies to help each type of learner effectively remember and be able to use the new vocabulary that we encounter throughout our studies.
A part of this, which I find important, is the stress that she puts into using lexical items in sentences, in chunks, so that the student can learn to effectively write and speak. If they simply know the translation, that does not mean they will be able to use the English word in a sentence.
I use journals as one way of tackling this. All of my students have a journal that they write in at the beginning of every lesson. I  check these journals weekly and give each child individual feedback. Each lesson, I write a question on the board and the students have to answer in their journals. Many times, I connect the daily journal question to the topic that we are learning and the students, often without realizing, use the vocabulary we have learned in order to answer the question. Sometimes I explicitly write that they should use x amount of new vocabulary words in this entry.  This, and the feedback that I give, helps them create work chunks and connections that stick with them long term. They write it, they check their writing, they read the feedback and look for their mistakes.
The writing that they do also gives them confidence to speak out the sentences, which now they know are grammatically correct. So when they speak in class, they feel more confident to use new vocabulary.
Before any of this can happen though, of course we study the words, physically look up definitions, see pictures (if relevant,)read texts that use the words, etc. so that the student gain an understanding of how it is used.

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Hadas Levy

Anonymous
1d
Hadas Levy
After listening to Elisheva I realize that I actually use most of her suggestions. Without giving it a name I teach words first as a spoken word, then writing and then using it both in writing tasks and in presentations my students give in class on a regular basis. I will put more emphasis on chunks as part of the usage of the language. I will use it in dialogues we practice in class and the written tasks.
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Sapir Sharabi

Anonymous
6d
Sapir Sharabi
After listening to another presentation of Elisheva explaining the importance and the meaningful way of teaching a word, I realized that there are some levels and stages in teaching new words. With the help of chunks, teaching a single word contains several aspects so it will be taught meaningfully and will be for a long-term memory. Moreoever, it is also important for the student to be able to use this word naturally and fluently (productively). For example, it is important to teach and learn how can the student use this word, where, which other words you can use this word with? etc. Also, the idea of knowing the Form (spelling,the sound, and word part), Meaning and How it used (gramatically). IT IS IMPORTANT TO TEACH THE ASPECTS IN STAGES AND NOT IN ONCE.
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After watching the third presentation it emphasized the fact that knowing a word has many levels. knowing the words' meaning link is the first and most important part of acquiring it. Nevertheless, the students need to know the words' spelling , use in a sentence and so on.

hensarit
7d
After watching the third presentation it emphasized the fact that knowing a word has many levels. knowing the words' meaning link is the first and most important part of acquiring it.  Nevertheless, the students need to know the words' spelling ,  use in  a sentence and so on. 
we need to give the students tasks in which they are required to us the new lexical items in speaking and in writing tasks.  
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Jill Fitoussi

Gail Singer
7d
Jill Fitoussi
What I understand from Dr Eli Sheva ,is that a learner needs to know many lexical items in order to function proficiently in a language.

Receptive knowledge of a word, which we use in reading and listening  is not enough ,we need to make our learners productive as when we speak and write . The question is how can we accomplish this massive exposure. It is not enough for a learner simply to know the meaning of the word, they need to know: how , where ,when and with what other words these learned words may be used . For this reason it is important to use lexical items in context, and also to try to expose our learner to work on these words by reading more ,using  dialogue and journal writing. After hearing Dr Eli Sheva , I feel it is a bit daunting the amount of exposure we need give our students. I hope our goals can be achieved , I think  by giving the learners task that need productive work ( to be done at home) can add to exposure.    

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David Patchick

Gail Singer
7d
David Patchick
Its quite intimidating to learn that its not enough just to know the form of a word and the meaning of it,quite frankly this is what we tend to think is sufficient,but obviously throughout the course I am discovering that there are many more aspects in really "knowing a word".
I agree with the receptive -productive pattern in the stages of learning words(form,meaning and how it is used).
Realizing that in order to gain sufficient knowledge our pupils need massive exposure,makes me think of other ways ,beyond what  I teach in a lesson to try and accomplish this goal.
Extensive reading-for instance is something I shall try to enhance:book reviews,reading books or listening to books on the internet and even going back to giving my pupils reading tests (like I used to do in primary school) where  I hear how they pronounce the word and work on their fluency and intonation is also a means to improving the depth of their vocabulary.

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Hadas Levy

Anonymous
1d
Hadas Levy
After listening to Elisheva I realize that I actually use most of her suggestions. Without giving it a name I teach words first as a spoken word, then writing and then using it both in writing tasks and in presentations my students give in class on a regular basis. I will put more emphasis on chunks as part of the usage of the language. I will use it in dialogues we practice in class and the written tasks.
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Sapir Sharabi

Anonymous
6d
Sapir Sharabi
After listening to another presentation of Elisheva explaining the importance and the meaningful way of teaching a word, I realized that there are some levels and stages in teaching new words. With the help of chunks, teaching a single word contains several aspects so it will be taught meaningfully and will be for a long-term memory. Moreoever, it is also important for the student to be able to use this word naturally and fluently (productively). For example, it is important to teach and learn how can the student use this word, where, which other words you can use this word with? etc. Also, the idea of knowing the Form (spelling,the sound, and word part), Meaning and How it used (gramatically). IT IS IMPORTANT TO TEACH THE ASPECTS IN STAGES AND NOT IN ONCE.
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After watching the third presentation it emphasized the fact that knowing a word has many levels. knowing the words' meaning link is the first and most important part of acquiring it. Nevertheless, the students need to know the words' spelling , use in a sentence and so on.

hensarit
7d
After watching the third presentation it emphasized the fact that knowing a word has many levels. knowing the words' meaning link is the first and most important part of acquiring it.  Nevertheless, the students need to know the words' spelling ,  use in  a sentence and so on. 
we need to give the students tasks in which they are required to us the new lexical items in speaking and in writing tasks.  
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Jill Fitoussi

Gail Singer
7d
Jill Fitoussi
What I understand from Dr Eli Sheva ,is that a learner needs to know many lexical items in order to function proficiently in a language.

Receptive knowledge of a word, which we use in reading and listening  is not enough ,we need to make our learners productive as when we speak and write . The question is how can we accomplish this massive exposure. It is not enough for a learner simply to know the meaning of the word, they need to know: how , where ,when and with what other words these learned words may be used . For this reason it is important to use lexical items in context, and also to try to expose our learner to work on these words by reading more ,using  dialogue and journal writing. After hearing Dr Eli Sheva , I feel it is a bit daunting the amount of exposure we need give our students. I hope our goals can be achieved , I think  by giving the learners task that need productive work ( to be done at home) can add to exposure.    

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David Patchick

Gail Singer
7d
David Patchick
Its quite intimidating to learn that its not enough just to know the form of a word and the meaning of it,quite frankly this is what we tend to think is sufficient,but obviously throughout the course I am discovering that there are many more aspects in really "knowing a word".
I agree with the receptive -productive pattern in the stages of learning words(form,meaning and how it is used).
Realizing that in order to gain sufficient knowledge our pupils need massive exposure,makes me think of other ways ,beyond what  I teach in a lesson to try and accomplish this goal.
Extensive reading-for instance is something I shall try to enhance:book reviews,reading books or listening to books on the internet and even going back to giving my pupils reading tests (like I used to do in primary school) where  I hear how they pronounce the word and work on their fluency and intonation is also a means to improving the depth of their vocabulary.

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# data[].attributes.body
After listening to Elisheva I realize that I actually use most of her suggestions. Without giving it a name I teach words first as a spoken word, then writing and then using it both in writing tasks and in presentations my students give in class on a regular basis. I will put more emphasis on chunks as part of the usage of the language. I will use it in dialogues we practice in class and the written tasks.

# data[].attributes.body
After listening to another presentation of Elisheva explaining the importance and the meaningful way of teaching a word, I realized that there are some levels and stages in teaching new words. With the help of chunks, teaching a single word contains several aspects so it will be taught meaningfully and will be for a long-term memory. Moreoever, it is also important for the student to be able to use this word naturally and fluently (productively). For example, it is important to teach and learn how can the student use this word, where, which other words you can use this word with? etc. Also, the idea of knowing the Form (spelling,the sound, and word part), Meaning and How it used (gramatically). IT IS IMPORTANT TO TEACH THE ASPECTS IN STAGES AND NOT IN ONCE.

# data[].attributes.headline
After watching the third presentation it emphasized the fact that knowing a word has many levels. knowing the words' meaning link is the first and most important part of acquiring it.  Nevertheless, the students need to know the words' spelling ,  use in  a sentence and so on. 

# data[].attributes.subject
After watching the third presentation it emphasized the fact that knowing a word has many levels. knowing the words' meaning link is the first and most important part of acquiring it.  Nevertheless, the students need to know the words' spelling ,  use in  a sentence and so on. 

# data[].attributes.body
we need to give the students tasks in which they are required to us the new lexical items in speaking and in writing tasks.

# data[].attributes.body
What I understand from Dr Eli Sheva ,is that a learner needs to know many lexical items in order to function proficiently in a language.

Receptive knowledge of a word, which we use in reading and listening  is not enough ,we need to make our learners productive as when we speak and write . The question is how can we accomplish this massive exposure. It is not enough for a learner simply to know the meaning of the word, they need to know: how , where ,when and with what other words these learned words may be used . For this reason it is important to use lexical items in context, and also to try to expose our learner to work on these words by reading more ,using  dialogue and journal writing. After hearing Dr Eli Sheva , I feel it is a bit daunting the amount of exposure we need give our students. I hope our goals can be achieved , I think  by giving the learners task that need productive work ( to be done at home) can add to exposure.

# data[].attributes.body
Its quite intimidating to learn that its not enough just to know the form of a word and the meaning of it,quite frankly this is what we tend to think is sufficient,but obviously throughout the course I am discovering that there are many more aspects in really "knowing a word".

I agree with the receptive -productive pattern in the stages of learning words(form,meaning and how it is used).

Realizing that in order to gain sufficient knowledge our pupils need massive exposure,makes me think of other ways ,beyond what  I teach in a lesson to try and accomplish this goal.

Extensive reading-for instance is something I shall try to enhance:book reviews,reading books or listening to books on the internet and even going back to giving my pupils reading tests (like I used to do in primary school) where  I hear how they pronounce the word and work on their fluency and intonation is also a means to improving the depth of their vocabulary.

# data[].attributes.body
Orit Cohen

I teach in Junior High school. When I present the students a new text, and we go over it a few times in different occasions (homework, reading and writing, speaking in class etc.), the new vocabulary is implemented even without intending to. When I give my students lists of words for dictataions, they usually remember the words for the exam, but not for later on. I believe that the productive way of learning is more meaningful for the student, and therefor he may feel more connected to the vocabulary.

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Anat. I teach in elementary school. I usually use visual aids such as flashcards when I teach new vocabulary (the explicit approach) which give the students the receptive knowledge of a word. In addition, it is very important that the students will be exposed to various contexts that contain these words  and making this knowledge productive for them by making dictations, oral presentations etc.

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An idea to teach chunks by Sarit HEN
First I will write the word chunk on the board and ask the students for its meaning.
I will explain the meaning of the word chunk and ask the students to think of examples of chunks in their L1. Once I will make sure they fully understand the concept of chunks we can move on.
I will use a song which has chunks in it , first I will ask the students to listen to the song.
At the second listening I will ask them to make a list of chunks they succeeded to identify in the song.
At the third time I will write the list of chunks on the board and clarify each chunk. It is even a good idea to put these chunks on flashcars  and hang them on the class' walls.
Later on we will practice the chunks we found  in an reading passage which I will present to the class. I will give the students a chance to encounter these chunks in a text/ song in order give them a chance to understand and "know"them.
After practicing the chunks they will need to produce a piece of writing using the new chunks.

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Rana
I found the video important since chunks and phrases are frequent in English. I am planning to focus mainly on the phrases mentioned in band 3 by giving the students variant ways to encounter them. First, to put them on flashcards in class where they can see them all the time. Second, I can focus on 4 phrases every time and spend time reading, writing, pronouncing them. Third, we need to check the productive knowledge of the phrases by letting the students integrate them in presentation or short essays