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The Heinle Picture Dictionary for Children Pictures plus a world of fun! COORDINACIÓN DE INGLÉS EN EL DISTRITO FEDERAL sepdf.gob.mx.

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Presentation on theme: "The Heinle Picture Dictionary for Children Pictures plus a world of fun! COORDINACIÓN DE INGLÉS EN EL DISTRITO FEDERAL sepdf.gob.mx."— Presentation transcript:

1 The Heinle Picture Dictionary for Children Pictures plus a world of fun! COORDINACIÓN DE INGLÉS EN EL DISTRITO FEDERAL sepdf.gob.mx

2 Clap, Snap, Jump COORDINACIÓN DE INGLÉS EN EL DISTRITO FEDERAL sepdf.gob.mx

3 COORDINACIÓN DE INGLÉS EN EL DISTRITO FEDERAL sepdf.gob.mx

4 COORDINACIÓN DE INGLÉS EN EL DISTRITO FEDERAL sepdf.gob.mx

5 COORDINACIÓN DE INGLÉS EN EL DISTRITO FEDERAL sepdf.gob.mx

6 COORDINACIÓN DE INGLÉS EN EL DISTRITO FEDERAL sepdf.gob.mx

7 “If grammar is the skeleton, vocabulary is the bones” “Words are basic building blocks of language” What is vocabulary? COORDINACIÓN DE INGLÉS EN EL DISTRITO FEDERAL sepdf.gob.mx

8 6. Collocation 5. Context Register 3.Pronunciation 4.Part of speech 2. Spelling What do we need to know about words? 1. Meaning COORDINACIÓN DE INGLÉS EN EL DISTRITO FEDERAL sepdf.gob.mx

9 Mastering vocabulary is one of the most challenging tasks that any learner faces while acquiring another language (Nyikos & Fan, 2007). This situation is especially true for EFL environments, for instance, in Mexico, where exposure to English in daily life is somehow limited; consequently, vocabulary acquisition does not come naturally. Explicit Vocabulary COORDINACIÓN DE INGLÉS EN EL DISTRITO FEDERAL sepdf.gob.mx

10 harp newspaper doll donkey pepper clarinet sun star french horn puzzle egg plant pig horse chocolate pizza blue COORDINACIÓN DE INGLÉS EN EL DISTRITO FEDERAL sepdf.gob.mx

11 Explicit Vocabulary Explicit instruction in vocabulary Organizing vocabulary around a theme facilitates learning Multiple exposures to a word are needed in order for that word to become part of the lexicon 11 Nagy & Herman, 1987; Zahar, Cobb, & Spada, 2001 COORDINACIÓN DE INGLÉS EN EL DISTRITO FEDERAL sepdf.gob.mx

12 Vocabulary in the classroom Active Understanding & Use Passive Understanding COORDINACIÓN DE INGLÉS EN EL DISTRITO FEDERAL sepdf.gob.mx

13 THE LEXICAL APPROACH The lexical approach, discussed by Dave Willis and popularised by the writer Michael Lewis is based on the assertion that language does not consist of traditional grammar and vocabulary, but also of phrases, collocations, and idioms. COORDINACIÓN DE INGLÉS EN EL DISTRITO FEDERAL sepdf.gob.mx

14 A lexical approach would imply the teaching of phrases which show words in combination. Instead of teaching words in isolation, we might instead have students focus on language use in context by utterances such as “I love you mummy”. COORDINACIÓN DE INGLÉS EN EL DISTRITO FEDERAL sepdf.gob.mx

15 How? Word level Sentence level Paragraph level COORDINACIÓN DE INGLÉS EN EL DISTRITO FEDERAL sepdf.gob.mx

16 Lexis Lexis Fixed expressions expressionsFixed CollocationsCollocations Pre-fixes/suffixesPre-fixes/suffixes Multi-word items itemsMulti-word Words COORDINACIÓN DE INGLÉS EN EL DISTRITO FEDERAL sepdf.gob.mx

17 Pizza Moon Kitchen Sweater Doll Carrots Train Bed Cap Fish River Teddy bear Strawberries Bedroom Shorts Mirror Shoes Baseball bat Tree Hamburgers Bathroom Ball Oceans Stars Blouse COORDINACIÓN DE INGLÉS EN EL DISTRITO FEDERAL sepdf.gob.mx

18 Organizing vocabulary around a theme facilitates learning COORDINACIÓN DE INGLÉS EN EL DISTRITO FEDERAL sepdf.gob.mx

19 Multiple exposures to a word are needed in order for that word to become part of the lexicon “It does not seem to matter so much what students do with new vocabulary provided that they do something and that they do it consistently” (Folse, 2004) COORDINACIÓN DE INGLÉS EN EL DISTRITO FEDERAL sepdf.gob.mx

20 Presentation Practice Consolidation Vocabulary work COORDINACIÓN DE INGLÉS EN EL DISTRITO FEDERAL sepdf.gob.mx

21 Should be… How… -in context -meaningful -concept checking -visuals -mime -cognates -definitions -lexical sets -translation Presentation COORDINACIÓN DE INGLÉS EN EL DISTRITO FEDERAL sepdf.gob.mx

22 Practice and consolidation -In context -Promote active use -Elicitation -In combination with other words COORDINACIÓN DE INGLÉS EN EL DISTRITO FEDERAL sepdf.gob.mx

23 How should vocabulary practice be? Meaningful COORDINACIÓN DE INGLÉS EN EL DISTRITO FEDERAL sepdf.gob.mx

24 What is meaningful practice? Providing students with the chance to use Vocabulary while “making sense”. (students should know what they are talking about). are talking about). COORDINACIÓN DE INGLÉS EN EL DISTRITO FEDERAL sepdf.gob.mx

25 Characteristics -Meaning -Links previous and new knowledge -Creative and active -Appropriate challenge -Opportunities for personalization COORDINACIÓN DE INGLÉS EN EL DISTRITO FEDERAL sepdf.gob.mx

26 When? After a presentation and whenever possible so as to recycle items COORDINACIÓN DE INGLÉS EN EL DISTRITO FEDERAL sepdf.gob.mx

27 Considerations YL aged 3-4 years old should learn a maximum of 3 words in a class They will need to reinforce those words within the same week, try not to include more than 5 words a week. Children need a context/situation before they are presented with new words. This provides them with a purpose for learning and activated their prior knowledge. Choral and individual repetition is essential not only to help get student’s tongues round but to provide them with confidence. Visual aids are essential to motivate and check the concept COORDINACIÓN DE INGLÉS EN EL DISTRITO FEDERAL sepdf.gob.mx

28 Concept checking Making sure students understand the meaning of a word Asking questions, incorrect statement, exemplify COORDINACIÓN DE INGLÉS EN EL DISTRITO FEDERAL sepdf.gob.mx

29 29 The Heinle Picture Dictionary for Children Overview COORDINACIÓN DE INGLÉS EN EL DISTRITO FEDERAL sepdf.gob.mx

30 30 Playing with Words – consistently practices vocabulary on page – immediate reinforcement Fun Facts/Rhyme Time – Reinforces Reading and Pronunciation Two activities on EVERY Spread COORDINACIÓN DE INGLÉS EN EL DISTRITO FEDERAL sepdf.gob.mx

31 31 The Heinle Picture Dictionary for Children Overview COORDINACIÓN DE INGLÉS EN EL DISTRITO FEDERAL sepdf.gob.mx

32 32 The Heinle Picture Dictionary for Children Overview COORDINACIÓN DE INGLÉS EN EL DISTRITO FEDERAL sepdf.gob.mx

33 33 The Heinle Picture Dictionary for Children Support Materials COORDINACIÓN DE INGLÉS EN EL DISTRITO FEDERAL sepdf.gob.mx

34 34 Song from Sing Along With The Heinle Picture Dictionary for Children Everybody’s Body is So Smart Chorus: My body! Your body! Everybody’s body is so smart. My body! Your body! Come on, everybody! Name the parts! COORDINACIÓN DE INGLÉS EN EL DISTRITO FEDERAL sepdf.gob.mx

35 The Heinle Picture Dictionary for Children Interactive CD-Rom COORDINACIÓN DE INGLÉS EN EL DISTRITO FEDERAL sepdf.gob.mx

36 Social Practice of Language Doing with the language Expected Learning Outcomes Context Repertoire of words COORDINACIÓN DE INGLÉS EN EL DISTRITO FEDERAL sepdf.gob.mx

37 COORDINACIÓN DE INGLÉS EN EL DISTRITO FEDERAL sepdf.gob.mx

38 COORDINACIÓN DE INGLÉS EN EL DISTRITO FEDERAL sepdf.gob.mx

39 COORDINACIÓN DE INGLÉS EN EL DISTRITO FEDERAL sepdf.gob.mx

40 COORDINACIÓN DE INGLÉS EN EL DISTRITO FEDERAL sepdf.gob.mx

41 COORDINACIÓN DE INGLÉS EN EL DISTRITO FEDERAL sepdf.gob.mx

42 SOCIAL PRACTICESPECIFIC COMPETENCIES 5TH GRADE SPECIFIC COMPETENCIES 6TH GRADE HPDC CONTENT · Participate in commercial transactions · Identify and interpret transaction related expressions in classified ads. · Comprehend and produce expressions about the purchasing of basic need items. Unit 1 Numbers Unit 2 Clothes 1 Clothes 2 Unit 4 Around Town Pets at the Vet At the Mall At the Restaurant Unit 6 Fruit Vegetables Food 1 Food 2 Unit 7 Toys and Games COORDINACIÓN DE INGLÉS EN EL DISTRITO FEDERAL sepdf.gob.mx

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