How to teach:
Vocabulary
Manuel Aguayo
Bruno Caballero
Augusto Ramirez
Gabriela Riquelme
Activity Nº 1: S i m o n S a y s
Vocabulary acquisition by TPR (Young Learners)
Aim
Students will be
able to identify oral
commands and
perform actions
(verbs) by listening.
Planning
•Pre-Lesson
Prepare
a script.
Include previous
knowledge
(reinforcement).
Planning
During The Lesson
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.
Children’s Response
Children
understand
the meaning
of concepts.
Children do the
movements on
their own just by
listening the
motionless
teacher.
Advantages
No
disadvantage
for weaker
Students.
Low
affective
filter.
No
Spanish
used
during the
lesson.
More
effective
input.
Materials
are not
required.
Students
react to
language by
assimilating it
with the
mimics.
Incentivize
children
to learn.
Avoid
short term
. retention
language.
It can be
used for
small or
large
classes.
Activity Nº2: F r a y e r M o d e l
Vocabulary acquisition by Direct Method (Advanced Learners)
Aim
Students will be able to
explain the meaning of a
keyword using four tasks,
written.
Planning
Allocate
each
team
one term.
Identify
and list
relevant
vocab.
PreLesson
Form
groups of
3 students
each.
Planning
During the Lesson
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.
The model does not
require much
preparation.
The model creates a
standard knowledge
among students.
Students share their
empirical schemata.
L1 is not allowed
within the classroom.
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