How to teach: Vocabulary Manuel Aguayo Bruno Caballero Augusto Ramirez Gabriela Riquelme

Activity Nº 1: Simon Says Vocabulary acquisition by TPR (Young Learners)

Aim Students will be able to identify oral commands and perform actions (verbs) by listening.

Include previous knowledge (reinforcement). Planning Include previous knowledge (reinforcement). Prepare a script. Pre-Lesson

During The Lesson Planning Teacher begins with simple instructions moving towards difficult ones. Teacher uses imperative sentences, or commands, by miming or using gestures. Children listen, repeat (orally) and do the movements when asked. Teacher and students repeat the movement several times.   During The Lesson

Children understand the meaning of concepts. Children’s Response Children understand the meaning of concepts. Children do the movements on their own just by listening the motionless teacher.

Advantages Incentivize children to learn. It can be used for small or large classes. . Incentivize children to learn. Avoid short term retention language. Low affective filter. No Spanish used during the lesson. No disadvantage for weaker Students. Materials are not required. More effective input. Advantages Students react to language by assimilating it with the mimics.

Activity Nº2: Frayer Model Vocabulary acquisition by Direct Method (Advanced Learners)

Aim Students will be able to explain the meaning of a keyword using four tasks, written.

Pre-Lesson Planning Identify and list relevant vocab. Form groups of 3 students each. Allocate each team one term. Planning

During the Lesson Planning Teacher introduces the Frayer Model by explaining the four tasks. Teacher assigns an essential term to each team. Students write the keyword and fill the empty spaces with the information requested by writing and drawing.

The Frayer Model

Student’s Response Students learn the meaning of different terms by using their previous knowledge, associating a new word to their schemata. Students exemplify graphically the keyword and its antonym.

Advantages Stimulate group work, overhauling interpersonal relationships. Facilitate students comprehension through probing questions. L1 is not allowed within the classroom. The model creates a standard knowledge among students. The model does not require much preparation. Students share their empirical schemata.

References Asher, J (1977) Learning Another Language Through Actions. Sky Oaks Production. Harmer, J. (2003) How to Teach English. Longman Publishing Group. p. 83 Frayer, D., Frederick, W. C. and Klausmeier, H. J. (1969). A Schema for Testing the Level of Cognitive Mastery. Madison, WI: Wisconsin Center for Education Research.

Vocabulary Acquisition by TPR