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Sports betting and casino apps should definitely employ this clever strategy as a way to communicate and engage with existing players. Some gambling apps send customers push notifications reminding them of upcoming races or games and encouraging them to place a quick bet, based on the player's gambling nguyensan.meg: vocabulary.:To develop vocabulary intentionally, students should be explicitly taught both specific words and word-learning strategies. According to Graves (), "If we can get students interested in playing with words and language, then we are at least halfway to the goal of creating the sort of word-conscious students who will Missing: casino. Before doing an activity, teaching content, or reading a story in class, pre-teaching vocabulary is always helpful, especially for ELLs. Role playing or pantomiming; Using gestures; Showing real objects; Pointing to pictures; Doing quick drawings on the board Missing: casino. The following is a list of definitions, some useful, some just for fun, that will help you pick up some of the terminology commonly used in your future working environment. Action: Total sum of all wagers. Also refers to gambling activities in general. Bankroll: Amount of money a player comes to the casino with to be used strictly.
Of particular interest to Oldman were the types of social relationships that develop among regular casino patrons as well as the various playing strategies, individual personality characteristics, and general demeanor they display As one of a group of regulars at a gaming table, “One can show fortitude, cool, generosity.:Designing Casino Hotels Roger Thomas, Executive Vice President—Design Wynn Design and Development Las Vegas, Nevada In the beginning, the casino was the Instead, we develop our own unique design vocabulary to create drama, mystery, wonder, delight—emotions that you'll remember and tell others about. ADT, theo win, slot occupancy – these are just few terms that are tossed around daily by casino executives, marketing teams and database marketing departments. We get it Player Development: This definition varies widely; it is used to describe the internal department and functionality of casino hosts.
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It can be developed at all times and in several ways: According to Graves , "If we can get students interested in playing with words and language, then we are at least halfway to the goal of creating the sort of word-conscious students who will make words a lifetime interest. One principle of effective vocabulary learning is to provide multiple exposures to a word's meaning. There is great improvement in vocabulary when students encounter vocabulary words often National Reading Panel, According to Stahl , students probably have to see a word more than once to place it firmly in their long-term memories.
In other words, it is important that vocabulary instruction provide students with opportunities to encounter words repeatedly and in more than one context.
It is often assumed that when students do not learn new vocabulary words, they simply need to practice the words some more. Research has shown, however, that it is often the case that students simply do not understand the instructional task involved National Reading Panel, Rather than focus only on the words themselves, teachers should be certain that students fully understand the instructional tasks Schwartz and Raphael, The restructuring of learning materials or strategies in various ways often can lead to increased vocabulary acquisition, especially for low-achieving or at-risk students National Reading Panel, According to Kamil , "once students know what is expected of them in a vocabulary task, they often learn rapidly.
The scientific research on vocabulary instruction reveals that most vocabulary is acquired incidentally through indirect exposure to words. Students can acquire vocabulary incidentally by engaging in rich oral-language experiences at home and at school, listening to books read aloud to them, and reading widely on their own. Reading volume is very important in terms of long-term vocabulary development Cunningham and Stanovich, Kamil and Hiebert reason that extensive reading gives students repeated or multiple exposures to words and is also one of the means by which students see vocabulary in rich contexts.
Cunningham recommends providing structured read-aloud and discussion sessions and extending independent reading experiences outside school hours to encourage vocabulary growth in students. An increasing number of students come from homes in which English is not the primary language. From to , the number of students who spoke English with difficulty increased by percent National Center for Education Statistics, Not surprisingly, vocabulary development is especially important for English-language learners ELLs.
Poor vocabulary is a serious issue for these students Calderon et al. ELLs who have deficits in their vocabulary are less able to comprehend text at grade level than their English-only EO peers August et al. Findings indicate that research-based strategies used with EO students are also effective with ELLs, although the strategies must be adapted to strengths and needs of ELLs Calderon et al. Diane August and her colleagues suggest several strategies that appear to be especially valuable for building the vocabularies of ELLs.
These strategies include taking advantage of students' first language if the language shares cognates with English, teaching the meaning of basic words, and providing sufficient review and reinforcement. Because English and Spanish share a large number of cognate pairs, the first instructional strategy is especially useful for Spanish-speaking ELLs.
These students can draw on their cognate knowledge as a means of figuring out unfamiliar words in English. A third instructional strategy that ELLs particularly benefit from is review and reinforcement. These methods include read-alouds, teacher-directed activities, listening to audiotapes, activities to extend word use outside of the classroom, and parent involvement.
An idiom is a phrase or expression in which the entire meaning is different from the usual meanings of the individual words within it. Idioms are fun to work with because they are part of everyday vocabulary.
Students enjoy working with figurative meanings, as well as imagining possible literal meanings for the expressions. They also enjoy finding out about the origins of idiomatic expressions, some of which are very old.
Introducing idioms by topic can make them easier for students to remember. This sample lesson model focuses on introducing idioms that make use of animals or animal comparisons.
Tell students that an idiom is an expression that cannot be fully understood by the meanings of the individual words that are contained within it. The meaning of the whole idiom has little, often nothing, to do with the meanings of the words taken one by one.
Point out to students that idioms are often used in writing or speech to make expression more colorful and that some of the most colorful English idioms make use of animals or animal comparisons. Explain that many idioms have interesting origins that may not make literal sense to us today, but made perfectly good sense during the times in which they were coined. Tell students that the expression "to hold your horses" is an idiom.
Demonstrate its literal meaning by holding a bunch of small plastic toy horses in your hand. Tell students that when someone tells you "to hold your horses" it would be silly to think that they wanted you to hold a bunch of horses in your hand. The whole expression "to hold your horses" actually means "to slow down, wait a minute, or be more patient. I'll be off the phone in a minute! Tell students that "to be raining cats and dogs" is another idiom. Ask students whether, if someone said it's "raining cats and dogs," they would expect to look up and see animals falling from the sky.
Then explain to them that "raining cats and dogs" is used to describe when it's raining really heavily or really hard. Ask volunteers to describe a time they remember when it was "raining cats and dogs. Ask students to draw pictures of the literal meaning of either "to hold your horses" or "to be raining cats and dogs. Tell students that they are going to work together in groups to make a drawing of an animal idiom's literal meaning and then act out its real, or figurative, meaning.
They will see if the drawings and skits they make provide enough information for their classmates to figure out what the idiom really means. To begin, select a group of three students to demonstrate the activity. Tell this group that their idiom is "to let the cat out of the bag" and that this idiom means "to give away a secret. Divide the group tasks as follows: One student will draw the idiom the way it would look if it meant literally what it said: This student labels the drawing with the idiom, "to let the cat out of the bag.
The last line could be: When the group is finished, have them show the idiom's literal meaning in the drawing, and then act out its figurative meaning in the skit. Have the group challenge their classmates to guess the idiom's figurative, or intended, meaning and then correctly use the idiom in a sentence: Nancy let the cat out of the bag when she told Nick about the surprise birthday party.
When the whole class has understood how this activity works, assign a different animal idiom, with its figurative meaning, to other groups of students. Each group then works out its plan for making the drawing and acting out the skit.
Have the groups take turns demonstrating their idioms to the class, so the class can guess the idiom's figurative meaning and use it in a sentence. Learning about idioms can be particularly helpful for ELLs because the gap between the literal meaning of individual words and the intended meaning of the expression often causes trouble in translation. Mnemonic strategies are systematic procedures for enhancing memory. The word mnemonic comes from Mnemosyne, the name of Greek goddess of memory.
The keyword method, a mnemonic strategy, has been shown to be effective with students who have learning difficulties and those who are at risk for educational failure. According to the National Reading Panel, the keyword method may lead to significant improvement in students' recall of new vocabulary words.
This sample lesson model targets two contextualized vocabulary words. The same model can be adapted and used to enhance recall of vocabulary words in any commercial reading program. Explain to students that you are going to show them how to use the keyword method, a useful strategy for remembering the meanings of vocabulary words. Tell them you are going to model the strategy twice, using the words archipelago and lunar. To help me remember the meaning of the word archipelago , a group of islands, I am going to think of another word, called a "keyword.
My keyword for archipelago is pelican. Pelican sounds like archipelago and is the name of a water bird with a very large bill. It is revised and expanded from the previous edition--the 'bible' for designers, developers, planners, and students. This edition, updated to include significant My library Help Advanced Book Search.
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Begin by making sure that they know instructional words that you use every day, such as "follow directions", "describe", "start at the top of the page", "read to the bottom of page 4", "highlight the verbs only", and "use the steps in your guide. Encourage ELLs to speak in class as much as possible. Structure conversations around books and subjects that build vocabulary. Instead of simple "yes or no" questions, ask questions that are interactive and meaningful.
For example, "What do you think? What should we change? Remember to be sensitive to ELLs who may be afraid to make mistakes.
Here are some ideas for helping ELLs feel comfortable in the classroom. Instead of frequently correcting pronunciation or grammar, reaffirm the student's idea and then say the word correctly and in context. Click here for additional resources on vocabulary development.
A Study of Young Learners. Center for Applied Linguistics, Washington, D. Early, direct, and sequential. Bringing words to life in classrooms with English language learners. Research and development on vocabulary. With generous support provided by the National Education Association.
Vocabulary Pre-teach vocabulary Before doing an activity, teaching content, or reading a story in class, pre-teaching vocabulary is always helpful, especially for ELLs. You can pre-teach vocabulary by using English as a second language ESL methods such as: Role playing or pantomiming Using gestures Showing real objects Pointing to pictures Doing quick drawings on the board Using the Spanish equivalent and then asking students to say the word in English To ensure mastery of more complex words and concepts, you might want to follow these six ESL steps: Pre-select a word from an upcoming text or conversation.
Explain the meaning with student-friendly definitions. Provide examples of how it is used. Ask students to repeat the word three times. Engage students in activities to develop mastery. Ask students to say the word again. Tell them you are going to model the strategy twice, using the words archipelago and lunar. To help me remember the meaning of the word archipelago , a group of islands, I am going to think of another word, called a "keyword.
My keyword for archipelago is pelican. Pelican sounds like archipelago and is the name of a water bird with a very large bill. Explain to students that the next step is to create an image of the keyword pelican and the meaning of the target word archipelago interacting in some way. Tell them it is important that the keyword and the meaning actually interact and are not simply presented in the same picture.
On the board, sketch a picture of a pelican flying over a group of small islands. Look at the picture of the pelican flying over the group of islands. Pelican is the keyword for what word? To recall the meaning of the word archipelago, imagine a pelican flying over a group of small islands. Tell students that when they see or hear the word archipelago , they should first think of its keyword and then try to remember the picture of the keyword and the meaning interacting.
What is the keyword for archipelago? Right, over a group of islands. So what does archipelago mean? Instruction in specific types of context clues is an effective approach for teaching students to use context to infer word meanings. Baumann and his colleagues recommend teaching five types of context clues: This sample lesson model can be adapted and used to enhance contextual analysis instruction in any commercial reading program.
Tell students that they can sometimes use context clues to figure out the meaning of an unfamiliar word they come across in their reading. Remind them that context clues are the words, phrases, and sentences surrounding an unfamiliar word that can give hints or clues to its meaning. Caution students that although these clues can prove to be helpful, they can sometimes be misleading.
Briefly go over the chart, identifying the types of context clues and discussing the example for each one. Tell students that they should refer to the chart as they learn more about the five different types of context clues. Explain to students that in a definition clue the author provides the reader with the specific definition, or meaning, of a word right in the sentence. Point out that words such as are, is, means, and refers to can signal that a definition clue may follow.
Then print the following sentences on a transparency:. I'm going to look for a context clue to help me understand the meaning of the word conga. Underline conga in blue. In the sentence, I see the word is. The word is can signal a definition context clue. Underline is in red. The phrase a barrel-shaped drum follows the word is. Underline the context clue in green. For more information about vocabulary, browse the articles, multimedia, and other resources in this special section: The critical role of vocabulary development for English language learners.
Bringing words to life: Bring words to life in classrooms with English-language learners. Bringing research to practice. The new Dale-Chall readability formula. Vocabulary growth through independent reading and reading aloud to children. What reading does for the mind. A vocabulary program to complement and bolster a middle-grade comprehension program.
Van Den Broek eds. Fostering comprehension in the middle grades. Vocabulary and comprehension instruction: Summary and implications of the National Reading Panel finding.
Teaching and learning vocabulary: Perspectives and persistent issues. National Center for Educational Statistics. The condition of education. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction.
A key to improving students' vocabulary. Reading Teacher 39, pp. Four problems with teaching word meanings and what to do to make vocabulary an integral part of instruction. A very informative easy to read article. This was a very imformative article! It is so nice to be able to easily find good information on the web! I enjoyed reading your article. It was very informative. I plan on using some of these strategies to teach my 4th grade students. It also helps that the article provides strategies for teaching vocabulary to English language learners.
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The information is clear and concise and the instructional applications are great and ones that I will use in my own classroom. Wonderful information, it is easy to read your info. It can be reference for my faculty assignment. Author Interviews Meet your favorite authors and illustrators in our video interviews.
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Skip to main content. You are here Home. Linda Diamond , Linda Gutlohn. Consider some excellent lesson models for teaching vocabulary, explaining idioms, fostering word consciousness, instruction for English Language Learners, and mnemonic strategies. Related Choosing Words to Teach. Lawrence Adams, AIA, Vice President of ForrestPerkins, has managed and directed the design of large-scale development projects at major architectural and planning firms over the last thirty-five years. A global authority on hotel and resort design, Mr.
Adams served as adjunct faculty at New York University for nine years teaching graduate courses on Hotel Design and Development. Rutes is Chairman of 9 Tek Ltd. Development Consultants and was vice president and director of architecture of such hotel companies as Inter-Continental, Sheraton, Ramada, and Holiday Corporation.
It is revised and expanded from the previous edition--the 'bible' for designers, developers, planners, and students. This edition, updated to include significant My library Help Advanced Book Search.
If they answer correctly, give them a candy. Americans use this phrase quite frequently, and it is a reference to placing a wager on a particular horse before a horse race.
It can be applied to wagering on any competitive event before it happens. Again, you can use your poker chips. Give students a set number, and separate them into two groups.
For a grammar principle you are teaching, like relative clauses, create a list of words that can make a properly constructed sentence. Only give the topic, relative clauses , and have the four first contenders come to the board with a marker. Tell students in the audience that they can bet any number of chips on any combination of players, depending on who they think will form a correct sentence first from the given words.
Double their chips if they win, or take them away if they lose! An underdog refers to any team or player in a sporting situation that is considered inferior to her opponent and most likely to lose.
Americans love cheering for underdogs and use this term often in other non-sport arenas as well, so it is helpful to understand. You can actually make these quite tricky! This refers to wagering all of your remaining gambling money because you think you are going to win. Give them more points for going all in and getting the answer right! Casino employee who goes around to empty tables and pretends to be a player in order to get a game going and attract other players.
Activity in which paper currency, charge slips, and bank checks are counted. Employee in charge of scheduling dealers and other personnel. Also refers to an employee who has the power to write out comps for customers. Common name for tips or gratuities given to dealers and other casino support staff.
Small, hidden mirror allowing dealers to see all cards that are dealt. It is a form of casino cheating and is not allowed. Combining several decks of cards before actually shuffling by spreading them out on the game table and randomly mixing them together. Casino that uses such methods as rigged tables and magnetized dice to cheat players.
A corrupt gaming establishment. Another name for tips or gratuities, popular with younger dealers and casino workers. Cool and Unique Jobs Check them out! Teach English in Asia. Alaska Fishing Industry Jobs. Casino Industry Glossary The following is a list of definitions, some useful, some just for fun, that will help you pick up some of the terminology commonly used in your future working environment.
Total sum of all wagers. Also refers to gambling activities in general. Ask students to use these new words in their discussions and writing. ELLs are not going to learn academic English from their parents nor their peers. They are going to learn it from you. Begin by making sure that they know instructional words that you use every day, such as "follow directions", "describe", "start at the top of the page", "read to the bottom of page 4", "highlight the verbs only", and "use the steps in your guide.
Encourage ELLs to speak in class as much as possible. Structure conversations around books and subjects that build vocabulary. Instead of simple "yes or no" questions, ask questions that are interactive and meaningful. For example, "What do you think? What should we change? Remember to be sensitive to ELLs who may be afraid to make mistakes.
Here are some ideas for helping ELLs feel comfortable in the classroom. Instead of frequently correcting pronunciation or grammar, reaffirm the student's idea and then say the word correctly and in context. Click here for additional resources on vocabulary development. A Study of Young Learners. Center for Applied Linguistics, Washington, D.
Early, direct, and sequential. Bringing words to life in classrooms with English language learners. Research and development on vocabulary. With generous support provided by the National Education Association. Vocabulary Pre-teach vocabulary Before doing an activity, teaching content, or reading a story in class, pre-teaching vocabulary is always helpful, especially for ELLs. You can pre-teach vocabulary by using English as a second language ESL methods such as: Role playing or pantomiming Using gestures Showing real objects Pointing to pictures Doing quick drawings on the board Using the Spanish equivalent and then asking students to say the word in English To ensure mastery of more complex words and concepts, you might want to follow these six ESL steps: Pre-select a word from an upcoming text or conversation.
Explain the meaning with student-friendly definitions. Provide examples of how it is used.
Dice is sometimes available in larger casinos in the main cities. Roulette is probably the most popular table game, followed closely by blackjack. Roulette is not so popular in the United States, with Americans preferring blackjack.
However, dice craps is very popular in America, much more so than in the UK. All of the games have a specific vocabulary attached to them. Below are some examples of casino words and phrases. These are all commonly used words and phrases associated with the most popular casino table games: Inside betting positions bets on the numbers, on the inside part the layout: Neighbours bets, section bets, Voisins du Zero often called voison , Tier, Orphelins often called orphans.
Outside bets bets around the outside of the layout: Columns pays , dozens pays , even chance bets bets paying Roulette Vocabulary Examples and Tips: Casino dealers have specific commentary for each casino game. When dealing a busy game of roulette, the play can get hectic and there can be a lot of commentary being called out. Here are some of the common casino words and phrases you may hear from a roulette dealer and what they mean:.
It is best to wait until a quiet moment to ask the dealer for chips. Try not to give the dealer cash during a spin if you do not want to bet immediately on that spin. The extra money on the table could be misconstrued as a bet! The dealer is generally busy with the game and will not have time to change your money until after that spin is over. Dealer who supervises the bank at a craps game.
This employee monitors the payoff amounts and deposits money into the drop box. This term is mainly used in blackjack games, meaning to reshuffle the cards. Financial hub of a casino. It is usually in this tightly controlled environment that most of the large money transactions take place. Dealers call this changing colors because chips are recognized more readily by their color than by the amounts marked on the top of them. Short for complimentary, comps are things that are given away by the casino to its customers.
Depending on the level of play or average amount of wagers placed by the customer, this can include anything from free drinks to luxury suites that come with a full-time butler and private jet transportation.
Action whereby a dealer forms smaller stacks of chips from tall stacks that have collected on the table. This is done so the pit personnel can easily count them from a distance. Term used in blackjack meaning to double the original bet. The player then receives one additional card. Casino employee who helps supervise the dealers at gaming tables and watches for any problems or irregularities. What casino workers and gamblers jokingly call dice.
What dealers in Las Vegas call a good tipper. A gambler who slowly works through his bankroll, betting very conservatively and in small amounts. Activity in which coin hard currency is counted. It is usually done in a special room under tight security.
In simple terms, the mathematical winning edge a casino has provided for itself. This is done by manipulating the game rules and payoff amounts, ensuring that the casino will maintain a certain level of profitability. Industry term for special high rollers who casinos cater to using a variety of comps. Some invited guests will literally bring millions of dollars of action to a casino in one visit.
Knowing the so-called right people in town. A dealer who is careless and shows the hole card while dealing. When wagering in unusually large amounts, credit often will be extended to the player in the form of markers.
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