Getting started introducing vocabulary part 2
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Getting Started: Introducing Vocabulary – Part 2. Brandl. Shrum & Glisan on Vocabulary. TPR Acquisition through meaningful input The role of student collaboration Hearing vs. seeing a new word (implications for pronunciation)

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Getting started introducing vocabulary part 2

Getting Started: Introducing Vocabulary – Part 2

Brandl


Shrum glisan on vocabulary

Shrum & Glisan on Vocabulary

  • TPR

  • Acquisition through meaningful input

  • The role of student collaboration

  • Hearing vs. seeing a new word (implications for pronunciation)

  • Not too complex, not too easy, “a moderate amount of struggling.”


Brandl on vocabulary

Brandl on Vocabulary

  • Build up a repertoire of many different techniques

    • Why?

  • What is Realia?

  • Sweet activity on p. 85

  • Use technology for easy access to clear images

  • Involve learners

  • TPR

  • Deduce meaning through context (and TL context)

    • How are these different?

  • BUT WHICH ONE DO I USE AND WHEN??

    • P. 95 First complete sentence

  • Importance of assessment

    • “Comprehension checks must not be omitted, since they otherwise may impede the learning process.”

  • Check out the image on p. 99 (bleh!)


Sit back and watch the rookie at work

Sit back and watch the rookie at work

  • Matamoscas

  • Circumlocution

  • Sol y viento (vocab/grammar combos)

  • Embedded vocabulary in video context (Así lo veo)

  • Pdfdocumentsearch and find

  • Charades

  • Whataboutassessments?

    • Informal: secret response

    • Formal: Sampleexams 131/232


Upcoming 232 vocab activity

Upcoming 232 Vocabactivity

  • Yourmission, shouldyouchosetoacceptit…

    • With a partner, design a vocabularyactivityfor a 3rd semesterlanguageclass.

  • Don’tforget!

    • Activate background knowledge

    • Know your audience and their level

    • Move from input to output

    • Work within a context

    • Low affect assessments


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