Why is it important to teach vocabulary

Methods for introducing and consolidating vocabulary

Methods for introducing and consolidating vocabulary

1. Vocabulary introduction with movement using space:
The "Pasillo" as an extended classroom

The following example for introducing vocabulary initially has similarities with a running dictation, since in this case, too, the students move around and memorize what they have read in order to then write it down.

Since the pupils sometimes move at the same time and most classrooms are too small for that, the hallway becomes an extended classroom. In order to ensure the necessary concentration and to avoid disruptions to the other classes, it is important that the students work on the tasks individually in silence. At the same time, each learner can find his own pace of work.
In large classes, however, the teacher should divide the pupils into two groups and make the flashcards in duplicate. This way there is no crowding in the hallway as the groups can work in parallel.

Explanation of the method

  1. In the hallway on both sides of the floor there are cards with the vocabulary to be learned (one side in German, the other in Spanish).
  2. The pupils have to “learn” the new vocabulary: They leave the classroom in silence, pick up 1 or 2 cards, read the word or the term in Spanish and German, memorize it while they return to the classroom and write both equivalents in a blank list that is in place in the classroom. You repeat this procedure until you have "run out" of all the words.
  3. If the word is forgotten on the way back to the classroom, students must go back to the vocabulary cards and look it up.
  4. After creating the first list, the students put it aside and fetch the corresponding list of words in Spanish from the teacher's desk, which they translate from memory into German. The vocabulary cards in the hallway will help you with any memory gaps that may arise.
  5. In the next step, the students also translate the German words into Spanish in another list from the teacher's desk. The worksheets that have already been filled out are not used for looking up.
  6. With the help of the lists provided, the students can then check their results themselves.
  7. To train pronunciation, it makes sense in beginner classes to check the vocabulary again in the form of a quiz in the plenary, e.g. B. using a slide.

2. Game of twins

Explanation of the method

After the students have come together in groups of four, each group receives two worksheets to cut out, one with word fields and the other with the corresponding word images. The students then place the individual twin game cards upside down on the table and mix them well so that no cards are stacked on top of each other.
Now the game can begin. The students always play in teams of two in order to be able to help each other. The rules are as follows:
Each team may reveal two cards. If the word corresponds to the picture, the team may continue to reveal cards until a pair that does not belong together is discovered. In this case these cards are turned upside down on the table and it is the other team's turn.
The aim is to have more tiles that belong together than the opposing team at the end of the game.

variants

  1. After the students have played the twin vocabulary game a few times in class, it is a good idea to let them make twin vocabulary games themselves. At the beginning of the exercise, teams of four are again set up, each given 16 different vocabulary and an empty grid with 16 open fields. After the students have cut out the cards, each learner chooses four words and four empty cards and draws the vocabulary on one card each. Then play the twin vocabulary game as explained above.
  2. You can also give different word fields to the student groups, for example la habitación and el instituto. After each group has played two rounds of the twin vocabulary game within their own group, the groups exchange the vocabulary memories they have created and start a new round.
    This variant is a lot of fun for the students, because firstly they have to think about how they paint the terms so that the other groups can understand them and secondly they have to interpret the pictures of their classmates afterwards.

3. Vocabulary clapping

Vocabulary clapping is not only suitable for consolidating vocabulary. It can also serve as a repetition phase to check the vocabulary you have learned. Furthermore, this method can also be used in the area of ​​grammar or for repeating and checking background knowledge on certain topics. Two fly swatters are required as an aid.

Explanation of the method

At the beginning, two learners are selected who have to leave the classroom for a brief moment. Either these two play against each other as individuals or they represent a whole group (e.g. half of the class). During their absence, the class now selects words that have been learned in the lesson (or in previous lessons). These can be both German and Spanish words that the teacher writes on the blackboard in a disorderly manner.
After the two students are back in the classroom, they each receive a fly swatter. The teacher then asks questions or names vocabulary (in German or Spanish), and both have to “clap” the respective equivalent on the board as quickly as possible. Whoever is fastest receives one point.
This method is very motivating for the students, as it tests and consolidates the required knowledge in a playful way.

 

 

Methods for introducing and consolidating vocabulary
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