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Expanding Vocabulary Activities: A Vocab Share Focusing on Classroom Application

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J
Julie Hanks

*Updated PPT - Teachers are constantly looking for new ways to introduce, review and assess vocabulary acquisition and retention. With Vygotzky’s theory of language acquisition as the framework, activities covering the noticing, recognition and production stages will be demonstrated. Participants will further develop activities, expanding the experienced teacher’s repertoire of practical classroom activities.

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Expanding Vocabulary: a Vocabulary Share Focusing on Classroom Application Susanne Rizzo (srizzo@umac.mo) & Julie Hanks (jhanks@umac.mo)
Today’s Agenda ,[object Object],[object Object],[object Object],[object Object],[object Object]
Today’s Agenda ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
 
Resources ,[object Object],[object Object],[object Object]
 
Resources ,[object Object],[object Object],[object Object]
Approach ,[object Object],[object Object],[object Object],[object Object]
Framework ,[object Object],[object Object],[object Object]
Content-Based Approach ,[object Object],[object Object]
Function-Based Approach ,[object Object],[object Object],[object Object]
Content vs. Function ,[object Object],[object Object]
Counter-balance ,[object Object],[object Object],[object Object],[object Object],[object Object]
Stages of Language Acquisition ,[object Object],[object Object],[object Object],[object Object]
Activity Chart ,[object Object],[object Object],[object Object],[object Object]
Noticing: Content-Based Classroom Learning ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Noticing: Content-Based Independent Learning ,[object Object],[object Object],[object Object],[object Object]
Me Ranking Words ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Noticing: Function-Based Classroom Learning ,[object Object],[object Object],[object Object]
Noticing: Function-Based Independent Learning ,[object Object],[object Object]
Noticing Group Share ,[object Object],[object Object],[object Object],[object Object],[object Object]
Noticing Group Share Cont’d ,[object Object],[object Object]
Recognition: Content-Based Classroom Learning ,[object Object],[object Object],[object Object],[object Object]
Recognition: Content-Based Independent Learning ,[object Object],[object Object],[object Object]
Recognition: Function-Based Classroom Learning ,[object Object],[object Object],[object Object],[object Object]
Word Form Chart competitive compete competition X X communication X qualified qualify X obsess obsession Adverb Adjective Verb Noun
Word Form Chart -ly -ive, -ed -e, -ate, -y -ion, -tion competitively competitive compete competition X X communicate communication X qualified qualify qualification X obsessive obsess obsession Adverb Adjective Verb Noun
Recognition Group Share ,[object Object],[object Object],[object Object]
Recognition Group Share Cont’d ,[object Object],[object Object],[object Object],[object Object]
Recognition Group Share Cont’d ,[object Object]
Production: Content-Based Classroom Learning ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Story Time ,[object Object],[object Object],[object Object],[object Object],[object Object]
Production: Content-Based Independent Learning ,[object Object],[object Object],[object Object]
Flood water basement float rain boat Semantic Map boots mold
Production: Function-Based Independent Learning ,[object Object],[object Object],[object Object],[object Object]
Flashcard ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Production Group Share ,[object Object]
Production Group Share Cont’d ,[object Object],[object Object],[object Object]
 
Conclusion ,[object Object],[object Object]
Resources ,[object Object],[object Object],[object Object],[object Object],[object Object]
Resources, continued ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Resources, continued ,[object Object],[object Object],[object Object],[object Object],[object Object]
Questions?

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Expanding Vocabulary Activities: A Vocab Share Focusing on Classroom Application

  • 1. Expanding Vocabulary: a Vocabulary Share Focusing on Classroom Application Susanne Rizzo (srizzo@umac.mo) & Julie Hanks (jhanks@umac.mo)
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  • 26. Word Form Chart competitive compete competition X X communication X qualified qualify X obsess obsession Adverb Adjective Verb Noun
  • 27. Word Form Chart -ly -ive, -ed -e, -ate, -y -ion, -tion competitively competitive compete competition X X communicate communication X qualified qualify qualification X obsessive obsess obsession Adverb Adjective Verb Noun
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  • 34. Flood water basement float rain boat Semantic Map boots mold
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Notes de l'éditeur

  1. Introduce ourselves
  2. Talk intro
  3. While few English language settings offer specific classes focusing on vocabulary, all educators would agree that acquiring extensive vocabulary is key to developing fluency (Lewis, 1997; Nattinger and DeCarrico, 1992; Sinclair, 1991)
  4. Talk intro Talk intro
  5. This presents a dilemma in the teaching and learning of vocab: (1) How include and (2) How to recycle
  6. Explain running dictation then Julie version and Susanne version
  7. UM Summer School: Engineering SS
  8. Helpful for chinese learners
  9. Give time and then recap
  10. Also be done with a story
  11. Give time and then recap
  12. Ask for 2 volunteers from audience
  13. Get audience to participate
  14. Give time and then recap