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Getting Started: Introducing Vocabulary – Part 2

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

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  1. Getting Started: Introducing Vocabulary – Part 2 Brandl

  2. 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.”

  3. 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!)

  4. 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

  5. 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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