Interactive Vocabulary Strategies [RELO Andes Webinar]
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Would you like your students to be more engaged and active in their learning? These strategies will create a student-centered learning environment, get your students speaking, and help them learn and review key vocabulary for your units. This webinar for English language teachers was hosted by the Regional English Language Office at the US Embassy in Peru. ► About the speaker: ▪▪ Lisa Wakefield has her Masters in TESOL from Grand Canyon University in Phoenix, Arizona. She taught ESL for 27 years in the Glendale Union High School District, and she was also the ESL Department Chair. She has served on Department of Education Committees rewriting ESL Standards and adapting state language testing. She was the ESL Teacher of the Year for Arizona in 2006. She has taught and written curriculum for universities, and conducted professional development for secondary ESL teachers. Lisa has traveled to Kazakhstan to work with English teachers; she taught English in China and Switzerland. She enjoys hiking, crossfit, and reading. Lisa is married and has two children. ► Find the webinar here: https://youtu.be/NnOg29bmCeY ► Subscribe here for new RELO webinars: http://eepurl.com/gZS7r ★ Follow us on social media! ★ ▪▪ RELO Andes : FACEBOOK - http://www.facebook.com/reloandes : TWITTER - http://www.twitter.com/reloandes ▪▪ US Embassy in Peru : FACEBOOK - http://www.facebook.com/Peru.usembassy : TWITTER - http://www.twitter.com/usembassyperu : INSTAGRAM - http://www.instagram.com/usembassyperu : YOUTUBE - http://www.youtube.com/user/USEMBASSYPERU
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Interactive Vocabulary Strategies [RELO Andes Webinar]
- 1. Lisa Wakefield English Language Fellow, Lima, Peru
- 3. Communication Skills • All the activities I am presenting today will increase your students communicative skills. • They will create interaction between students and facilitate cooperation, listening, and speaking. • They will help the visual, kinesthetic, and tactile learners. • They will address various multiple intelligences to meet the needs of different learners.
- 4. Roll the Die • Person A- chooses the vocabulary word from the list and rolls the die • Person B-answers the question • Then switch roles/jobs
- 5. Roll the Die Comprehension Practices Tasks • Roll a 1-Pronounce the term correctly five times • Roll a 2-Give an example of the term • Roll a 3-Act out the term • Roll a 4-Give the definition • Roll a 5-Draw a picture of the term • Roll a 6-Give a non-example
- 6. Other Comprehension Options • Give a synonym • Give an antonym • Say it, spell it • Use it in a sentence
- 7. Application Strategies • After practicing the words, now it is time to apply them. • This will increase the depth of knowledge
- 8. Roll the Die • Person A- chooses the vocabulary word from the list and rolls the die • Person B-answers the question • Then switch roles/jobs
- 9. Roll the Die Application Practices Tasks • Roll a 1-Paraphrase the definition-own words • Roll a 2-Use the term in a sentence • Roll a 3-Tell a story or a joke using the term • Roll a 4-Ask a non-definition question using term • Roll a 5-When and how will you use this term • Roll a 6-Explain how to implement the term in your classroom
- 10. Thoughts • Where do you see the comprehension and application strategies fitting into your classroom? • What effective vocabulary strategies are you using in your class already?
- 12. Quiz-Quiz Trade • Remember each student needs a card with a word and the answer on the back. • Each person quizzes partner then trades cards. • Next, move to a new partner and repeat the process.
- 13. Sample Cards for Various Subjects
- 14. Thoughts • How can you use quiz-quiz trade in your classroom? What units would it work well with? • Why would this be a good activity for students?
- 15. Tap and Talk Activity • Prior to teaching new vocabulary, do a tap and talk activity. • This will create thinking and speaking in your classroom as well as student-centered learning. • Follow up with a written activity
- 16. With a partner, look at the pictures. Partner A taps/touches a picture and talks about what they see in the picture. Partner B taps a picture and then talks about what they see. Continue this until partners have talked about all pictures.
- 17. Match the following words to the pictures. Take a risk and guess. Explain why you matched the word to the pictures. Bricks Federal Abdicate Massive Church Demonstration
- 18. Tap and Talk Activity Extended Writing Vocabulary Word Definition in MY Words More Information federal Part of the government Peru has beautiful federal buildings bricks A small block of cement or clay Bricks are used in many buildings near my school demonstration When people gather to protest The teachers demonstrated this summer
- 19. Works Cited • “Https://Www.google.com.pe/Search?q=Quiz+Quiz+Trade+Rules&Sa=X&Tbm=Isch&Tb o=u&Source=Univ&Ved=0ahUKEwjb_pOf6uvYAhWHqlMKHS2TCUQQsAQINA&Biw=122 7&Bih=901#Imgrc=uZu82zKE8gzEyM:” Quiz+Quiz+Trade+Sample+Cards - Google Search, www.google.com.pe/search?q=quiz%2Bquiz%2Btrade%2Bsample%2Bcards&tbm=isch& source=iu&ictx=1&fir=5l0WTx8Anfdz5M%253A%252C2bgwsgfA9lUZnM%252C_&usg=_ __qRZQaLbATNSEl7jOvTmq1UFwP4%3D&sa=X&ved=0ahUKEwiotpzZ6uvYAhUPylMKHX- pCe8Q9QEILjAD#imgrc=2GtzXR1JZrTRyM: • Quiz+Quiz+Trade+Sample+Cards - Google Search, www.google.com.pe/search?q=quiz%2Bquiz%2Btrade%2Bsample%2Bcards&tbm=isch& source=iu&ictx=1&fir=5l0WTx8Anfdz5M%253A%252C2bgwsgfA9lUZnM%252C_&usg=_ __qRZQaLbATNSEl7jOvTmq1UFwP4%3D&sa=X&ved=0ahUKEwiotpzZ6uvYAhUPylMKHX- pCe8Q9QEILjAD#imgrc=2GtzXR1JZrTRyM: • Quiz+Quiz+Trade+Sample+Cards - Google Search, www.google.com.pe/search?q=quiz%2Bquiz%2Btrade%2Bsample%2Bcards&tbm=isch& source=iu&ictx=1&fir=5l0WTx8Anfdz5M%253A%252C2bgwsgfA9lUZnM%252C_&usg=_ __qRZQaLbATNSEl7jOvTmq1UFwP4%3D&sa=X&ved=0ahUKEwiotpzZ6uvYAhUPylMKHX- pCe8Q9QEILjAD#imgrc=5l0WTx8Anfdz5M:
- 20. Which activity would you like to try in your classroom? https://www.facebook.com/English- Language-Fellow-Peru-156510354906346/
Notas do Editor
- Review how these strategies tie in to various methodology
- If you do not have dice, have students make them from paper and draw the dots on each side-one die per group of two
- Sample word energetic pronounce-say five times example-Mrs. Wakefield act out—do many things definition-to have a lot of energy in abundance, doing many actions picture-draw someone being active-stick figures are okay non example-someone who is lazy or tired
- Spelling it might be a good substitution- you know your students needs, so pick the ones best for your class.
- Energetic paraphrase-to be active and not get tired, to be busy and have a lot of energy to do everything. Sentence-My baby sister is energetic. Story-make one up non definition question-Is tired the same as energetic? I will use this term to describe people I know; it is a good adjective to add to my vocabulary I can implement this term in my writing for English class.
- This strategy is great for practice and review of unit vocabulary. It works for any subject—math, science… It is done in partners, and then partners switch roles and trade cards.
- You can use photos or words, or both. Be sure to have the answer on the back in case the partner does not know the word. This way they are learning too. For this one, I would show my partner the question. They would respond with I am a valley. Then I would show them the picture to say you are correct-great job. If they did not know, I would cover the word valley with my finger and show them the picture. This coaching should help.
- Some examples from math and grammar—remember, you can have your students make cards too, so they are learning and you are not doing all the work. You know the words; they need to learn them.
- This takes some time to prepare, but once you have a set of vocab terms for a story, chapter or unit, this is a great way to introduce the words. It is fun to watch students work together and speak about what they see. There is no wrong answer to start. They will use their background knowledge to say what they see in the pictures.
- I touch the first photo and say what I see. For example, I might say that is a federal building in Washington DC or Lima. People work there who work for the government. Next parter touches the angel. They might say you would see this in a church—I have seen something like this in my church. Next partner A touches again and might say these people are angry or mad. They disagree and are marching or protesting.
- Now give these words to the students and see if they can match them to the photos. I normally cut them out so they can place them above or under the picture. You can also just have them write them. If you cut them, you can use them to review at the beginning or end of the class the next few days as a bellring or wrap up activity.
- Finally, have a piece of paper to write a definition and more info. Depending on your students, you may have to tell them the definition or help them. This is a harder task. Scaffold this part to meet your students needs.
- Create a poll for this for Nov webinar